Use the number line below, where RS = 3y +5, ST = 2y + 3, and RT = 48.

Answer:

A) A line

Step-by-step explanation:

Notice that:

x-y=4

-y=4-x

y=-4+x

y=x-4

The equation y=mx+b produces a line, so A) a line would be correct

Answer: is a line

Step-by-step explanation:

because  does it have to be a line from a line

Answer:

\(\huge\boxed{\tt{ No.}}\)

Step-by-step explanation:

DVD player = $ 49.95

DVD Holder = $ 19.95

Personal Stereo = $ 21.95

Sum of Prices = $ 49.95 + $ 19.95 + $ 21.95 = $ 91.85

Ellan has $ 90 which is less than $ 91.85 which means that Ellan does not have enough to buy all three items.

\(\rule[225]{225}{2}\)

Hope this helped!

According to PEMDAS (Parenthesis, Exponents, Multiply, Divide, Add, Subtract):

25 - (12 - 4) ÷ 0.4

25 - 8 ÷ 0.4

25 - 20

5

Answer:

5

Step-by-step explanation-

Rewrite the division as a fraction.
\(25 - \frac{12 - 4}{0.4}\)
Subtract 4 from 12

\(25 - \frac{8}{0.4}\)
Divide 8 by 0.4

\(25 - 1 * 20\)
Multiply -1 by 20.

\(25 - 20\)
Subtract 20 from 25

Answer = 5

2.

slope: rise(precipitation) / run (time)

In the real world, the slope means the relationship between time and precipitation.

3. AS the time increases, the precipitation increases. Is a linear function.

4. The y-intercept (0,y) means the amount of precipitation when no time passed since tracking.

Both y-intercepts have the same meaning.

Answer:

.592 the full thing is .592797783934

Step-by-step explanation:

calculator

This condition alone does not guarantee that n is an absolute pseudoprime; it still needs to pass a prime number test while being composite.

An integer n of the form (6k+1)(12k+1)(18k+1) is said to be an absolute pseudoprime if all three factors are prime. This type of integer is interesting because it behaves like a prime number in some ways, even though it may not be prime.

To understand why this is the case, we need to look at the properties of absolute pseudoprimes. One important property is that if n is an absolute pseudoprime, then it passes the Miller-Rabin test for all bases up to log2(n). This means that it is very difficult to tell whether or not n is actually prime, since it behaves like a prime in terms of the Miller-Rabin test.

Another interesting property of absolute pseudoprimes is that they are related to the Fermat pseudoprimes. In particular, if n is an absolute pseudoprime, then it is also a Fermat pseudoprime to base 2.

Overall, absolute pseudoprimes are an intriguing mathematical concept that have many interesting properties. While they may not be prime, they behave like prime numbers in some important ways, making them a valuable tool for number theorists and mathematicians.
An integer n is an absolute pseudoprime if it is a composite number (non-prime) that passes the prime number test, such as the Fermat primality test. In the given expression, n = (6k + 1)(12k + 1)(18k + 1), n would be considered an absolute pseudoprime if all three factors (6k + 1, 12k + 1, and 18k + 1) are prime numbers.

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The value of x is 13.

Any pair of angles each of which is on the same side of one of two lines cut by a transversal and on the same side of the transversal.

We have,

Two lines m and n are parallel.

Two angles (7x -1)° and (8x - 14)° are corresponding angles.

We know that corresponding angles are equal.

We can write as:

7x - 1 = 8x - 14

We will find the value of x.

We will keep the like terms on one side.

14 - 1 = 8x - 7x

13 = x

x = 13

Therefore the value of x is 13.

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Sally gets $120 more than Amy.

Here the ratio of money 3 sisters gets is 2:4:5.

Let x be the common ratio.

So Amy gets = 2x,

    Jill gets = 4x,

    Sally gets = 5x

It is given that Jili gets $160, i.e.,

4x = 160

x= 40

So from this,

Amy gets 2x = 2× 40 = $80

Sally gets 5x = 5×40= $200

We have to find the amount of money Sally gets more than Amy

So the difference is:

200-80 = 120

Therefore Sally gets $120 more than Amy.

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Answer:

m=-1/2

Step-by-step explanation:

(x1,y1)=(9,4)

(x2,y2)=(3,7)

m= y2−y1  / x2−x1

= 7−4  / 3−9

= 3  / −6

m= -1/2

Brainliest

Answer:

(6,5.5)

Step-by-step explanation:

(9+3)/2,4+7/2

(12/2),(11/2)

(6,5.5)

Answer:tinham em cada onibus 55 alunos

Step-by-step explanation:

9 alunos tiveram que viajar de carro ,ou seja apenas 330 alunos foram de onibus , 339-9 igual a 330 .

Depois de conseguir esse resultado divida o numero de alunos (330) por numero de onibus (6) o resultado sera 55.

\(~\hspace{7em}\textit{negative exponents} \\\\ a^{-n} \implies \cfrac{1}{a^n} ~\hspace{4.5em} a^n\implies \cfrac{1}{a^{-n}} ~\hspace{4.5em} \cfrac{a^n}{a^m}\implies a^na^{-m}\implies a^{n-m} \\\\[-0.35em] ~\dotfill\\\\ \cfrac{28p^5-8p^4 + 40p^2}{4p^3}\implies \cfrac{28p^5}{4p^3}-\cfrac{8p^4 }{4p^3}+\cfrac{ 40p^2}{4p^3}\implies 7p^5 p^{-3}-2p^4 p^{-3}+10p^2p^{-3} \\\\\\ 7p^{5-3}-2p^{4-3}+10p^{2-3}\implies 7p^2-2p+10p^{-1}\implies 7p^2-2p+\cfrac{10}{p}\)

a) Null hypothesis: The average time walking is the same for both groups.

  Alternative hypothesis: The average time walking is less for the intervention group than for the control group.

b) The 95% confidence interval for testing the above hypotheses is [__lower bound__, __upper bound__]. This interval indicates the range of plausible values for the difference in average time walking between the intervention and control groups with 95% confidence.

c) The standardized statistic, also known as the test statistic, is calculated by subtracting the mean of the control group from the mean of the intervention group and dividing it by the pooled standard deviation of the two groups. This statistic measures the difference in average time walking between the groups in terms of standard deviations.

a) In hypothesis testing, the null hypothesis states that there is no significant difference between the groups, while the alternative hypothesis suggests that there is a difference. In this case, the null hypothesis is that the average time walking is the same for both the intervention and control groups. The alternative hypothesis states that the average time walking is less for the intervention group than for the control group.

b) To test the hypotheses, a 95% confidence interval is calculated. This interval provides a range of values within which the true difference in average time walking between the groups is likely to fall. The lower and upper bounds of the confidence interval need to be filled in based on the specific calculations.

c) The standardized statistic, also referred to as the test statistic, is used to determine the significance of the observed difference in average time walking between the groups. It is calculated by subtracting the mean of the control group from the mean of the intervention group and dividing it by the pooled standard deviation of the two groups. The standardized statistic helps assess whether the observed difference is statistically significant.

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Overall, the testing facility concluded that the brush tee would be a better option for golfers looking to improve their drives.

An independent golf equipment testing facility compared the difference in the performance of golf balls hit off a brush tee to those hit off a 4 yards more tee. A'Air Force One DFX driver was used to hit the balls, with an average swing speed of 100 miles per hour. The testing facility wanted to determine which tee would perform better and whether it would be beneficial to golfers to switch to a different tee.

The two different types of tees were the brush tee and the 4 Yards More tee. The brush tee is designed with bristles that allow the ball to be suspended in the air, minimizing contact between the tee and the ball. This design is meant to reduce spin and allow for longer and straighter drives. On the other hand, the 4 Yards More tee is designed to be more durable than traditional wooden tees, and its design is meant to create less friction between the tee and the ball, allowing for longer drives.

The testing results showed that the brush tee was able to create longer and straighter drives than the 4 Yards More tee. This is likely due to the brush tee's design, which allows for less contact with the ball, minimizing spin and creating longer and straighter drives.

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Answer:

The answer is C

Step-by-step explanation:

Need explanation??

Answer:

y=-3x+6

Slope:-3

y-intercept:6

Answer:

.17 i think

Step-by-step explanation:

i honeslty dont know

Declan's reasoning does make sense. This is because 3/4 and 1/2 have the same denominator, and 3/4 is a larger fraction than 1/2.

Therefore, it is reasonable to assume that 3/4 is greater than 6/12 because 6/12 simplifies to 1/2. Simplifying fractions means dividing the numerator and denominator by the same number, in this case, 6 is divisible by 2, so we can reduce the fraction to 1/2.

So, Declan is correct in his reasoning that 3/4 is greater than 6/12. It is important to understand the relationship between fractions and their denominators to make such comparisons accurately.

3/4 = 9/12

1/2 = 6/12

6/12 = 6/12

Since 9/12 (which is equivalent to 3/4) is greater than 6/12 (which is equivalent to 1/2), we can say that 3/4 is indeed greater than 6/12.

Therefore, Declan's reasoning is correct.

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Answer:

70000

Step-by-step explanation:

you simply just add all the zeros in the equation.

(side note: that wording messed me up so much)

Answer:

True

Step-by-step explanation:

A cylinder has two circles as its bases, and the diameter formula is:

2r = d

So if you plug in:

2r = 18

---    ---

2     2

r = 9

So it will be true.

Hope this helped.

Answer:

Dog food will be enough for 8 days

Brainliest pls

Step-by-step explanation:

Answer:

The graph that shows the solution to -3x-7<20 is B

Answer:

9x^3

Step-by-step explanation:

5x^3 + 4x^3

Since these are like terms

x^3 (5+4)

9x^3

Answer:

\(9x^3\)

Step-by-step explanation:

\(5x^3 + 4x^3\)

Add the like terms.

\(=9x^3\)

Answer:

one solution

Step-by-step explanation:

(work is shows above)

The correct representations of the inequality expression are (a) 6x – 15 > -10 + 5x and (c) 3(2x – 5) > -5(2 – x)

From the question, we have the following expression that can be used in our computation:

–3(2x – 5) < 5(2 – x)

Divide bot sides of the inequality by -1

So, we have the following representation

3(2x – 5) > -5(2 – x)

Next, we open the brackets

This gives

6x – 15 > -10 + 5x

Hence, the representation is 6x – 15 > -10 + 5x

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Complete question

Which are correct representations of the inequality –3(2x – 5) < 5(2 – x)? Select two options.

(a) 6x – 15 > -10 + 5x

(b) 6x – 15 < -10 + 5x

(c) 3(2x – 5) > -5(2 – x)

(d) 3(2x – 5) < -5(2 – x)

Let's calculate the products and check if they indeed have the same value:

Product of 32 and 46:

32 * 46 = 1,472

Reverse the digits of 23 and 64:

23 * 64 = 1,472

As you mentioned, the products are the same. This phenomenon is not unique to this particular pair of numbers. In fact, it occurs with any pair of two-digit numbers whose digits, when reversed, are the same as the product of the original numbers.

To find two other pairs of two-digit numbers that have this property, we can explore a few examples:

Product of 13 and 62:

13 * 62 = 806

Reversed digits: 31 * 26 = 806

Product of 17 and 83:

17 * 83 = 1,411

Reversed digits: 71 * 38 = 1,411

As for determining if a given pair of two-digit numbers will have this property without actually performing the multiplication, there is a simple rule. For any pair of two-digit numbers (AB and CD), if the sum of A and D equals the sum of B and C, then the products of the original and reversed digits will be the same.

For example, let's consider the pair 25 and 79:

A = 2, B = 5, C = 7, D = 9

The sum of A and D is 2 + 9 = 11, and the sum of B and C is 5 + 7 = 12. Since the sums are not equal (11 ≠ 12), we can determine that the products of the original and reversed digits will not be the same for this pair.

Therefore, by checking the sums of the digits in the two-digit numbers, we can determine whether they will have the property of the products being the same when digits are reversed.

Answer:

Here ya go!

Step-by-step explanation:

(look at picture below

Answer:

i using multiplication to get 100

Step-by-step explanation:

Answer:

You can add multiply divide or subtract I think

Step-by-step explanation:

Answer:

3/2

Step-by-step explanation:

Given y = 2x + 5, let's rewrite the equation in terms of x;

y = 2x + 5 => Bring 5 to the other side

2x = y - 5 => Divide either side by 2

x = (y - 5)/2

If we want to take the inverse, simply swap the variable's positions...

We have y = (x - 5)/2

Now let's determine f^-1(8), substituting for "y" provided y is our inverse, f^-1

f^-1(8) = (8 - 5)/2 = 3/2

Solution: 3/2

The tensions in each side of the rope will be the same when Nellie Newton hangs at rest in the middle of a clothesline and the lengths of each rope are the same.

When Nellie Newton is in equilibrium, meaning she is at rest and not experiencing any acceleration or movement, the forces acting on her must be balanced. In the case of a clothesline, the tension in each side of the rope contributes to the balancing of forces.

For the tensions to be the same in each side of the rope, the lengths of the ropes must also be the same. This ensures that the forces applied to each side are equal and balanced, resulting in Nellie Newton remaining in a stable position without any net force acting on her.


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