Sara halves it and gets an answer of 34.3. What was the original number?

please help me im doing hegarty maths and I dont know what is this answer please help me

The linear function that models the data is y=3/5x - 2/5 which has the form y=mx+b, where m is the slope and b is the y-intercept.

This can be written in the form y = mx + b where m and b are constants and x is a variable. The graph of a linear function is a straight line that goes through the origin.

To calculate the linear function, we must first calculate the slope. The slope is the numerical change in y (rise) divided by the numerical change in x (run).

Subtracting the y-values for x=-9 and x=-8, we get

-29/5 - (-26/5) = -3/5.

Similarly, subtracting the x-values for x=-9 and x=-8, we get

-9 - (-8) = -1.

Now, -3/5 / -1, we get the slope, m, of 3/5.

Next, we must calculate the y-intercept, b.

To do this, we can use either of the points given.

Using the points (x=-9, y=-29/5), we can substitute the x and y values into the linear equation, y=mx+b.

-29/5 = 3/5(-9) + b, which can be simplified to

-29/5 = -27/5 + b.

Adding 27/5 to both sides, we get b = -2/5.

Therefore, the linear function that models the data is y=3/5x - 2/5.

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The area of the surface generated by rotating the curve x = √(a^2 - y^2) about the y-axis is 2π a^2.

To find the area of the surface generated by rotating the given curve x = √(a^2 - y^2), where 0 < y < a, about the y-axis, we can use the formula for the surface area of a solid of revolution.

The surface area formula for rotating a curve about the y-axis is given by:

A = 2π ∫[a, b] x(y) √(1 + (dx/dy)^2) dy,

where x(y) represents the equation of the curve and dx/dy is the derivative of x with respect to y.

In this case, the equation of the curve is x = √(a^2 - y^2). Taking the derivative of x with respect to y, we have dx/dy = -y/√(a^2 - y^2).

Substituting these values into the surface area formula, we get:

A = 2π ∫[0, a] √(a^2 - y^2) √(1 + (y^2/(a^2 - y^2))) dy.

Simplifying the expression under the square root, we have:

A = 2π ∫[0, a] √(a^2 - y^2) √(a^2/(a^2 - y^2)) dy.

Canceling out the common terms, we get:

A = 2π ∫[0, a] a dy.

Integrating with respect to y, we have:

A = 2π a[y] evaluated from 0 to a.

Substituting the limits of integration, we get:

A = 2π a(a - 0) = 2π a^2.

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Answer:

Acceleration: 2.2 m/s^2

Step-by-step explanation:

F=M/A

7.92/ 3.6

2.2.

Using the formula to solve for acceleration you divide force by mass.

Acceleration = 7.92 / 3.6 = 2.2

The limit as x approaches 2 of h(x) depends on the function h(x) and its behavior near x = 2. Without knowing the specific details of the function h(x), it is not possible to determine the value of the limit.

The limit as x approaches 2 of h(x) is found by evaluating the behavior of h(x) as x gets arbitrarily close to 2. Depending on the function h(x), the limit could be any real number, positive or negative infinity, or it may not exist at all.

It is crucial to know the specific function h(x) and analyze its properties, such as continuity, differentiability, and any potential discontinuities or singularities, to determine the limit. Without this information, we cannot determine the value of the limit or conclude whether it exists or does not exist.

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Question : What is limit as x approaches 2h(x), if it exists?

The given system of equations do not have a solution since their related line equations have the same slope.

The given system of equations is:

-x + 5y = 3   .......... (1)

2x - 10y = 4   ........(2)

In Equation (1), add both sides by (-5y)

-x + 5y + (-5y) = 3 + (-5y)

-x = -3 - 5y

Multiply by (-1)

x = 3 + 5y

Substitute x = 3 + 5y into equation (2)

2x - 10y = 4

2.(3 + 5y) - 10y = 4

6 + 10y - 10y = 4

6 = 4 (False)

Since the last equation is false, we might suspect that the given system of solution does not have solutions.

We need to check the slope of both equations:

-x + 5y = 3

⇒ 5y = x + 3

⇒ y = 1/5 x + 3/5

2x - 10y = 4

⇒ -10 y = -2x + 4

⇒ y = (2/10) x - 4/10

⇒ y = 1/5 x - 2/5

We can see that both equations have the same slope, i.e. 1/5.

Hence, they do not have solutions since the lines are parallel to each other.

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Answer:

343pi^3

Step-by-step explanation:

Volume of a cone = 1/3(nr^2h)

n = 22/7

r = radius  

h = height

Base area = area of a circle

Area of a circle = πr²

49 pi = πr²

r² = 49

r = 7

h = 7 x 3 = 21

volume = 1/3 x 21 x 7^2 = 343pi

Cost of a bag of chips is $ 2.49.

The number of juice bottles is 12

The total cost is $ 27.57.

Let x be the cost of a juice bottle. Therefore we have,

On solving, x can be calculated as,

Thus, the cost of each juice bottle is $2.09.

To display the terms in the Fibonacci sequence, starting with Fib(0) and continuing as long as the terms are less than 10,000, a program is written with a loop construct. This loop is implemented using a `while` loop with a header line that looks like this: `while term < 10000:`.

Fibonacci sequence is named after the Italian mathematician Leonardo Fibonacci who developed a mathematical sequence in the 13th century to explain the geometric growth of a population of rabbits.

The first two terms in this sequence, Fib(0) and Fib(1), are 0 and 1, and every subsequent term is the sum of the preceding two.

The first several terms in the Fibonacci sequence are:

Fib(0) = 0, Fib(1) = 1, Fib(2) = 1, Fib(3) = 2, Fib(4)= 3, Fib(5)=5.

This program continues as long as the value of the term is less than the maximum

The output is as follows:

```1 2 3 5 8 13 21 34 55 89 144 233 377 610 987 1597 2584 4181 6765```

The while loop could also be used to achieve the same goal.

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The percentage of the given values would be given below;

a.) 27.9%

27.9%b.) 75.4%

The percentage of a value is the representation of that value by dividing it through the total value and multiplying it by 100.

To change 12 out of 43 to a percentage ;

= 12/43 × 100/1

= 1200/43

= 27.9% (to the nearest decimal place)

To change 43 out if 57 to percentage;

= 43/57×100/1

= 4300/57

= 75.4% (to the nearest decimal place).

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The Solution for the given quadratic equation is Cosx = 1 and Cosx = -3 .

In the question ,

it is given that ,

the quadratic equation is cos²x + 2 cosx - 3 = 0 ,

let cosx = a ,

So , the equation becomes , a² + 2a - 3 = 0

writing the factors using the splitting the middle term method ,

we get ,

a² \(+\) 3a -a - 3 = 0

a(a + 3) -1(a \(+\) 3) = 0

(a - 1)(a \(+\) 3) = 0

which means a - 1 = 0      or    a + 3 = 0

a \(=\) 1    or     a \(=\) -3 ,

Substituting a = cosx , we get

cosx \(=\) 1   or cosx \(=\) -3 ,

Therefore , The Solution for the given quadratic equation is Cosx = 1 and Cosx = -3 .

The given question is incomplete , the complete question is

Solve the given quadratic equation for Cosx , cos²x + 2 cosx - 3 = 0 .

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\({ \large{ \purple{ \sf{Hello \: there!}}}}\)

As we know that, 1 cm = 0.01 m

So,

(a) 65 cm/s = 0.65 m/s

b) 367 km/h = (367 × 5 ÷ 18) m/s

c) 1000 cm/min = (1000 × 60 ÷ 100) m/s

d) 86 km/min = (86 × 60 ÷ 1000) m/s

\( \star \:{ \underline{ \boxed{ \sf{ \blue{Thank \: you : ) }}}}}\)

(h) \lceil \lfloor \frac{1}{2} \rfloor + \lceil \frac{1}{2} \rceil + \frac{1}{2} \rceil = 2.

The values are as follows: (a) \lfloor 1.1 \rfloor = 1, (b) \lceil 1.1 \rceil = 2, (c) \lfloor -0.1 \rfloor = -1, (d) \lceil -0.1 \rceil = 0, (e) \lceil 2.99 \rceil = 3, (f) \lceil -2.99 \rceil = -2, (g) \lfloor \frac{1}{2} + \lceil \frac{1}{2} \rceil \rfloor = 1, (h) \lceil \lfloor \frac{1}{2} \rfloor + \lceil \frac{1}{2} \rceil + \frac{1}{2} \rceil = 2.

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Answer:

7 h

Step-by-step explanation:

nhnh

Answer:

y= 2x - 19/3

Step-by-step explanation:

6x-3y=19

3y=6x-19

y=2x- 19/3

slope: 2

y-intercept: -19/3

Cross-sectional studies are the observational research design where a group of individuals is analyzed to determine the association between an exposure and outcome variable(s) at a specific point in time.

Cross-sectional studies offer multiple advantages, including data collection efficiency and the ability to examine the prevalence of health outcomes and associated exposures in a population. This study has several limitations as well as usefulness, some of which are highlighted below:

Conduct of cross-sectional studies: Conducting cross-sectional studies can be challenging. To design and conduct cross-sectional studies, researchers must identify a sample population that is representative of the target population. They must also use standardized methods for collecting, coding, and analyzing data. Additionally, the study must follow ethical guidelines to protect the privacy and confidentiality of the participants.

Usefulness of cross-sectional studies: Cross-sectional studies are a valuable research tool for examining population-level associations between exposure and outcomes. In health sciences, they are commonly used to determine the prevalence of health outcomes and associated exposures in a population. In other words, cross-sectional studies are particularly useful in generating hypotheses for further testing. They are also useful in helping to identify areas for targeted interventions in public health.

Limitations of cross-sectional studies: Despite the many advantages of cross-sectional studies, they have several limitations. Firstly, cross-sectional studies cannot establish cause-and-effect relationships. This is because the exposure and outcome variables are measured at the same time, making it difficult to determine which came first. Secondly, cross-sectional studies can be prone to selection bias if the sample population is not representative of the target population. Finally, the study may be subject to measurement bias or confounding because of the data collection method used.

Conclusion: Cross-sectional studies are useful in exploring population-level associations between exposure and outcome. However, researchers must consider several limitations when designing and conducting cross-sectional studies. These limitations include selection bias, measurement bias, and confounding. Despite these limitations, cross-sectional studies remain a valuable research tool in health sciences and other fields.

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The rationalized expression would be \(\sqrt{3}+\frac{\sqrt{9} }{\sqrt{x}}\).

What is a rationalized expression?

A rationalized expression is an expression that has been written in a simplified form which eliminates any radicals (square roots, cube roots, etc.) from the denominator. The denominator is made a rational number, meaning it can be expressed as a fraction with an integer numerator and denominator. This is done by multiplying both the numerator and the denominator by the radical of the denominator. This process is called rationalization.

The given expression is

                          \(=\frac{\sqrt{9}}{\sqrt{3}+ \sqrt{x} } \\\\=\frac{\sqrt{9} }{\sqrt{3} }+ \frac{\sqrt{9} }{\sqrt{x}}\\\\=\frac{3 }{\sqrt{3} }+\frac{\sqrt{9} }{\sqrt{x}}\\\\=\sqrt{3}+\frac{\sqrt{9} }{\sqrt{x}}\)

Hence, the rationalized expression would be \(\sqrt{3}+\frac{\sqrt{9} }{\sqrt{x}}\).

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Answer:

The answer of this should be c

Answer:

C: M=10

Step-by-step explanation:

4M+40=7M+10

 -7M        -7M

-3M +40=10

       -40  -40

-3M=-30

/-3     /-3

M=10

HOPE I HELPED:)

250

250 is in-between 200 nd 300

Answer:

isosceles

Step-by-step explanation:

Answer:

An isosceles

Triangle KVM is similar to triangle BVG because angle M = angle G = 90° and angle V is common to both triangles.

Two triangles are similar if the angles are the same size or the corresponding sides are in the same ratio.

For two triangles to be similar, the corresponding angles must be congruent i.e equal.. Also the ratio of the corresponding sides of similar triangles are equal.

angle M and G are both 90° , this means they are equal.

angle KVM = BVG

therefore angle K = angle B

Since all the corresponding angles are equal, we can say triangle KVM is similar to triangle BVG

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A type of graph that can be used to display the relationship between two variables is a scatter plot.

A scatter plot is a type of graph that visually represents the relationship between two variables. It consists of individual data points plotted on a Cartesian coordinate system, where each point represents the value of one variable on the x-axis and the value of the other variable on the y-axis. The position of each data point on the graph shows the simultaneous values of the two variables for a particular observation.

Scatter plots are commonly used to investigate the correlation or association between two variables. By visually examining the pattern of the data points, we can gain insights into the nature and strength of the relationship. If the points cluster around a line or exhibit a clear trend, it suggests a strong relationship. Conversely, if the points are scattered randomly, it indicates a weak or no relationship between the variables.

Scatter plots are particularly useful in identifying patterns, outliers, and trends in the data, making them valuable tools in various fields such as statistics, data analysis, and scientific research. They provide a visual representation that helps in understanding and interpreting the relationship between variables more intuitively than through raw data alone.

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Answer:2/10

Step-by-step explanation:

You need to divide the fraction by 2

so 20/2=10

4/2=2

the answer is 2/10

Answer:

Que?

Step-by-step explanation:

I don't speak Español

Answer:

A

Step-by-step explanation:

It goes up by 4 for each cup of flour and over 1 for every cup of milk. Please Brainliest

The Kruskal-Wallis test is a non-parametric test used to compare three or more independent groups to determine if there is a significant difference between the medians of the groups. The test statistic used in this test is denoted by the letter "H," which is calculated based on the ranks of the data.

True. The test statistic calculated in the Kruskal-Wallis test is denoted by the symbol H, not to be confused with the Shapiro-Wilk test statistic denoted by W. The Kruskal-Wallis test is a non-parametric test used to compare the median ranks of three or more independent groups. The test statistic H is calculated by comparing the between-group sum of squares to the total sum of squares. H follows a chi-squared distribution with degrees of freedom equal to the number of groups minus one. The p-value obtained from the chi-squared distribution is used to determine whether to reject or fail to reject the null hypothesis that there is no significant difference between the groups.

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The range of the function will be;

⇒ { - 6, 19, 29 }

The set of all inputs of the function is called Domain of set.

Given that;

The function is,

⇒ f (x) = 5x + 4

And, The domain = {-2, 3, 5}

Now,

Since, The function is,

⇒ f (x) = 5x + 4

We know that;

The range of the function gives the value of f (x).

So, We get;

The function is,

⇒ f (x) = 5x + 4

Put x = - 2;

⇒ f (-2) = 5 × - 2 + 4

           = -10 + 4

           = - 6

Put x = 3;

⇒ f (3) = 5 × 3 + 4

         = 15 + 4

         = 19

Put x = 5;

⇒ f (5) = 5 × 5 + 4

          = 25 + 4

         = 29

Thus, The value of range = { - 6, 19, 29 }

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