A line has a slope of -9 and includes the points (2, w) and (1, 7). What is the value of w?

The time management skill and amount of work done is an example of positive correlation.

Correlation or dependency pertains to any statistical link involving two random variables or bivariate data, whether causal or not. Although the term "correlation" can refer to any form of link, in statistics it is most usually used to refer to the degree to which two variables are statistically linearly associated.

The link between the heights of parents and their children, as seen in the enough that demand curve, and the correlation between the price of an item and the quantity of items that buyers are willing to acquire are examples of dependent phenomena.

The Pearson product-moment correlation coefficient (PPMCC), sometimes known as "Pearson's correlation coefficient," is the most commonly used measure of two-value dependency.

It is computed by dividing the covariance ratio of the two variables in our numerical dataset by the square root of their variances. The covariance of the two variables is simply divided by the product of their standard deviations in mathematics. The coefficient was calculated by Karl Pearson from Francis Galton's similar but slightly different idea.

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The number of violent crimes committed in a city on a given day in a random sample of 90 days is a discrete random variable.

A random variable refers to a numerical quantity that is obtained by a random experiment. A random variable is known as discrete if it has either a finite or a countable number of possible values while it is called continuous if its possible values contain a whole interval of numbers. Hence, a discrete random variable refers to a variable that can take any whole number values as outcomes of a random experiment. It is a variable whose value is obtained by counting. Probability distributions are used to illustrate the values of discrete random variables. A discrete random variable is also known as a stochastic variable. Examples of a discrete random variable are a binomial random variable and a Poisson random variable. As the number of crimes committed in a city can only take discrete values such as 40 crimes, 50 crimes and cannot be 40.5 crimes, it is a discrete random variable.

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The rate of change of the line that contains the two points (-1, -4) and (5, 4) is 4/3.

The rate of change for a line is the slope, the rise over run, or the change in over the change in.

The slope of line can be calculated using the formula, slope =(y2-y1)/(x2-x1).

The given coordinate points are (-1, -4) and (5, 4).

Now, slope = (4-(-4))/(5-(-1))

= (4+4)/(5+1)

= 8/6

= 4/3

Therefore, the slope of a line is 4/3.

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Time is represented by the variable. Since a person's speed, which can take on nearly any value, determines how long it takes them to complete a mile, this variable is continuous.

If a quantitative variable is often obtained through measuring or counting, it can either be continuous or discrete. If a variable can take on any two particular real values and all other real values in between, it is said to be continuous over a range of real values.

First, when is a variable continuous and when is it discrete?

A variable is continuous if it can take any value (or at least a dense set of values) inside a certain interval as opposed to discrete if it can only take a few specific values on that interval.

For instance, the only possible values for the numbers one can roll on a dice are 1, 2, 3, 4, 5, and 6, to provide one example.

The variable in this instance now stands for time. Time is nearly always a continuous variable; in this instance, the time refers to the duration of a mile run. Therefore, that variable is capable of practically any value (depends on the speed of the person).

Therefore,

Time is represented by the variable. Since a person's speed, which can take on nearly any value, determines how long it takes them to complete a mile, this variable is continuous.

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Answer:

add one black and one white marble

Step-by-step explanation:

you have to make bag b equivalent to a 2:3 ratio.

add 1 to 5 to make it divisible by 2

divide 6 by 2

=3

multiply 3 by 3 to get a 2:3 ratio

=9

subtract initial marbles

9-8=1

The greatest common divisor is 12. The linear combination of 3984 and 588 is given by 12 = 61×588 - 9×3984.

The extended Euclidean algorithm is an algorithm to compute integers x and y such that: ax+by=gcd(a,b)The extended Euclidean algorithm can be viewed as the reciprocal of modular exponentiation.

By reversing the steps in the Euclidean algorithm, it is possible to find these integers x and y. The whole idea is to start with the GCD and recursively work our way backwards. This can be done by treating the numbers as variables until we end up with an expression that is a linear combination of our initial numbers.

First use Euclid's algorithm to find the GCD:

3984 = 588 ×6 + 456

588 = 456×1 +132

456= 132 ×3 + 60

132 =  60×2 +12

60 = 12×5+0

The last non-zero remainder is 12.

Thus, the greatest common divisor is 12.

Now we use the extended algorithm:

12 = 132 +(-2)×60

    = 132 + (-2)×(456 + (-3)×132))

    = (-2)×456 + 7×132

    = (-2)×456 + 7×(588 +(-1)×456))

   = 7×588 + (-9)×(3984 +(-6)×588))

   = 61×588 + (-9)×3984

Thus, a = -9 and b = 61.

Thus, the linear combination of 3984 and 588 is given by 12 = 61×588 - 9×3984.

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Answer: 0.06

Step-by-step explanation:

Answer:

  y = 2x³-6x²-2x +6

Step-by-step explanation:

You want the equation of a graph with two turning points, and x-intercepts at -1, +1, and +3. The y-intercept is 6.

Each x-intercept of x=p means the equation has a factor of (x -p). This means the factored equation will be ...

  y = a(x +1)(x -1)(x -3) = a(x² -1)(x -3) = a(x³ -3x² -x +3)

The y-intercept is 3a = 6, so a = 2 and the function is ...

  y = 2x³ -6x² -2x +6

A Z-test is any statistical test for which the distribution of the test statistic under the null hypothesis can be approximated by a normal distribution and he value of the test statistic for your Z-test is 3.1111

Given :

You are a writer for the school newspaper and are suspicious of the claim. To test it, you decide to perform a hypothesis test. To do so, you choose a random sample of 160 students who visited the site looking for a roommate. Of the students surveyed, 48 said they found a match their first time using the site.

we know that ,

z = x - μ / σ

= 160 - 48 / 36

= 112 / 36

= 3.1111

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Answer:

$19.56

Step-by-step explanation:

$4.89 per pound times the number of pounds to be purchased (4).

so 4(4.89)=19.56

The value of the fraction, negative 5 and 1 over 7 ÷ negative 7 and 3 over 4 is 144/217

A fraction can be described as the part of a whole element or value.

The different types of fractions are;

Examples of proper fractions; 2/4, 5/6, 7/9

Examples of improper fractions; 4/2, 3/2, 6/5

Examples of mixed fractions; 2 1/4, 4 6/7, 8 1/2

Examples of simple fractions; 1/ 3, 3/4, 1/2

Now, from the information given, we have;

Convert into improper fractions

-36/7 ÷ -31/4

take inverse of the divisor and multiply

-36/ 7 × 4/-31

-144/-217

144/217

Hence, the value is 144/217

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In a line When the line is parallel to the x-axis, the slope is zero. The first set of coordinates' slope will be 0.

In mathematics, a line's slope, also known as its gradient, is a numerical representation of the line's steepness and direction.

If a line passes through two points (x₁ ,y₁) and (x₂, y₂) ,where (x₂,y₂) and (x₁,y₁) are the coordinates of any point on the line of slope.

then the equation of line is

y - y₁ = (y₂- y₁) / (x₂ - x₁) x (x - x₁)

To find the slope;

m =  (y₂- y₁) / (x₂ - x₁)

1. For the first slope, the given coordinates are;

(-3,2), (-1,2), (1,2) and (3,2).

Now, if we take the first and the last point to calculate the slope of the line, we will get,

m =  (y₂- y₁) / (x₂ - x₁)

m = (2-2) / (3+3) = 0

Thus, the slope of the line is 0.

2. For the second slope, the given coordinates are;

(-3,3), (-1,1), (1,-1) and (3,-3).

Now, if we take the first and the last point to calculate the slope of the line, we will get,

m =  (y₂- y₁) / (x₂ - x₁)

m = (-3-3) / (3+3) = -1

Thus, the slope of the line is -1.

3. For the third slope, the given coordinates are

(-5,-5), (0,0) and (5,5).

Now, if we take the first and the last point to calculate the slope of the line, we will get,

m =  (y₂- y₁) / (x₂ - x₁)

m = (5+5) / (5+5) = 1

Thus, the slope of the line is 1.

4. For the fourth slope, the given coordinates are

(-2,5), (-2,0) and (-2,5)

Now, if we take the first and the last point to calculate the slope of the line, we will get,

m =  (y₂- y₁) / (x₂ - x₁)

m = (-2+2) / (5-5) = ∞

Thus, the slope of the line is undefined.

Therefore, the slope of the first pair of coordinates will have no slope or zero slopes.

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Answer:

-5 ≤ y < ∞.

Step-by-step explanation:

The range of a function is the set of all possible output values (y-values) of the function. To find the range of f(x) = |x| − 5, we can first consider what happens when x is positive. In this case, the absolute value of x is just x, so the function becomes f(x) = x − 5. For example, if x = 6, then f(x) = 6 - 5 = 1. We can do this for any positive value of x to find the y-values that the function produces when x is positive.

Next, we can consider what happens when x is negative. In this case, the absolute value of x is -x, so the function becomes f(x) = -x - 5. For example, if x = -6, then f(x) = -6 - 5 = -11. We can do this for any negative value of x to find the y-values that the function produces when x is negative.

We can then combine the y-values that the function produces when x is positive and negative to find the range of the function. Since the function produces all y-values greater than or equal to -5 when x is positive and all y-values less than or equal to -5 when x is negative, the range of the function is -5 ≤ y ≤ ∞.

Therefore, the correct answer is -5 ≤ y < ∞.

Answer: -433.15

Step-by-step explanation:

he's id debt and has to pay off the 433.15 later on.

Answer:

The McQuires' account is currently overdrawn by $483.15.

Step-by-step explanation:

If the McQuires' account balance was $750 on Friday and they wrote a check for $1,183.15 on Saturday, then the balance would be 750 - 1,183.15 = -$433.15 after the check cleared. Since the bank charges a $50 overdraft fee, the final balance in the McQuires' account would be -$433.15 - $50 = -$483.15. The McQuires' account is currently overdrawn by $483.15.

Additive Property of Equality justifies the second line in the  3x + 2 = 8

3x+ 2 - 2 = 8 - 2 solution.

What is Multiplicative Property of Equality?

When we multiply on both sides of an equation then the equation is remain same.

Distributive property: a(b + c) = ab + ac in other words the product of a number with sum of two numbers is equal to the sum of product first two numbers and "first and third" numbers.

Associative property: (a + b) + c = a + (b + c): If we shift the parenthesis then the result will remain the same.

Given equation is

3x+2=8

The second step is 3x + 2 - 2 = 8 - 2.

The additive inverse of 2  is -2.

-2 is added in second step. Thus Additive Property of Equality is used.

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The area of the shaded region - [tex]\int\limits^\frac{5\pi }{4} _\frac{3\pi }{4}[/tex] [tex]cos^{2}[/tex] 2θ dθ

Determine α, β and f(θ).

To determine α and β, imagine a clock dial that turns counter-clockwise around the origin. The shaded area must be passed over by the dial. Place the dial in its starting position, and find the angle it makes with the horizontal axis, this angle is α. Do the same for the dial's end position, this angle [tex]\beta[/tex] .

To find f(θ), this equals r.

     α= [tex]\frac{3\pi }{4}[/tex]

      β= [tex]\frac{5\pi }{4}[/tex]

​     f(θ)=r=cos2θ

we know the integration formula,

A = [tex]\int\limits^\alpha _\beta[/tex] f (θ )² dθ

Hence, the area of the shaded region:

A =    [tex]\int\limits^\frac{5\pi }{4} _\frac{3\pi} {4} \,[/tex]  [tex]cos^{2}[/tex] 2θ dθ

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a pair of congruent angles are:

3x+4 = (3×12) +4 = 40°

5x - 20 = (5×12) -20 = 40°

The sizes of congruent angles are same. Simply by looking at the specified angles' measurements, congruent angles may be discovered. However, it is not necessary for the terminals used to create these angles to be the same length and direction.

We have been given a different description for each angle.

Let, the number referred to be x

four more than three times a number: 3x + 4

twenty less than five times the number: 5x - 20

So, 5x - 20 =  3x + 4

or, 2x = 24

or, x = 12

The angles are:

3x+4 = (3×12) +4 = 40°

5x - 20 = (5×12) -20 = 40°

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Answer:

Billy has 295, maria has 360 we can do this by doing 20 x 14 then add 15 = 295 then for maria 25 x 14 then add 10. Maria made more. Billy will have less

OR

less

billy = 15, 20, 20, 20, 20, 20, 20, 20, 20, 20, 20, 20, 20, 20, 20 = 295

maria = 10, 25, 25, 25, 25, 25, 25, 25, 25, 25, 25, 25, 25, 25, 25 = 360

 maria earned more than billy

Answer:

y = - 0.4x -6

Step-by-step explanation:

The slope-intercept form of a line equation is

y = mx + b

where m is the slope and b the y-intercept where the line crosses the y axis.

From the figure it is clear that the line passes through (0, -6) and therefore the y-intercept is -6

To compute the slope, find another  convenient point on the line. Compute the ratio of change in y values(called rise) to the change in x values(called run). This will be the slope

We see that point (10, -10) has been identified on the graph.(Any of the 4 identified points will do, I just chose this)

So two points to consider are (0, -6) and (10, -10)

Change in y values = rise = -10 - (-6) = 1- + 6 = -4

Change in x values = run = 10 - 0 = 10

So slope m = -4/10 = -0.4

Equation of line is y = -0.4x -6

A number line is plotted below:

A number line, used to represent the real numbers visually in early mathematics, is a drawing of a graduated straight line. It is presumptively true that each real number and each point on a number line relate to one another. A line with carefully marked, equally spaced-out points on it is frequently used to represent integers. Despite the fact that the image only displays the integers from -3 to 3, the line contains all real numbers, going on forever in both directions, as well as numbers that fall in between the integers. Especially when negative numbers are involved, it is frequently used as a teaching tool for basic addition and subtraction.

The number line is properly known as the real number line in advanced mathematics and can also be referred to as a real line.

A number line is plotted below:

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Answer:

Step-by-step explanation:

The slope of the line determined by the points (-3,2) and (2,-2) is -0.8. The slope of a line is a measure of the steepness of the line.

To find the slope of a line given two points, you can use the formula:

slope = (y2 - y1) / (x2 - x1)

Plugging in the coordinates of the two points given, we get:

slope = (-2 - 2) / (2 - (-3))

= -4 / 5

= -0.8

So, the slope of the line determined by the points (-3,2) and (2,-2) is -0.8.

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Answer: 15 - h - 3

Step-by-step explanation:

The measure of the central angle in degrees subtended by an arc of length 5 meter is 71.61 degrees

The radius of the circle = 4 meters

The circumference of the circle = 2πr

Where r is the radius of the circle

The value of π = 3.14

The circumference of the circle = 2π × 4

= 8π

The arc length = 5 meters

Consider the x as the central angle

The proportion of central angle and circumference will be

5/8π = x radiance / 2π

Cross multiply the terms

x × 8π = 5 × 2π

x = 10π / 8π

x = 5/4 radiance

Convert radiance to degrees

We know

1 radiance = 180/π degrees

5/4 radiance = 5/4 × 180/π degrees

= 71.61 degrees

Therefore, the central angle is 71.61 degrees

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The value of BC = 25 using properties of triangle.

What are properties of triangle ?

Let us discuss here some of the properties of triangles.

1. A triangle has three sides and three angles.

2. The sum of the angles of a triangle is always 180 degrees.

3. The exterior angles of a triangle always add up to 360 degrees.

4. The sum of consecutive interior and exterior angle is supplementary.

Properties for isosceles:

Isosceles triangles are those triangles that have at least two sides of equal measure.

1. Two equal sides and two equal angles.

2. The two equal sides of an isosceles triangle are called the legs and the angle between them is called the vertex angle or apex angle.

3. The side opposite the vertex angle is called the base and base angles are equal.

Using 1st property,

in given triangle two angles are equal then opposite side will also be equal.

So, AB = AC

i.e. 4x+4 = 6x-14

4+14 = 6x-4x

18 = 2x

x = 9

Putting value of x in BC

BC = 2*9 +7

     = 18+7

     = 25.

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A. The top cycle in this case is a -> b -> c -> a.

B. The agenda that wins the candidate is:

First vote:

a vs b -> a wins

Second voice:

versus. c -> a wins

The agenda that Candidate B wins is:

First vote:

b vs c -> b wins

Second Voice:

b vs a -> b wins

The agenda that Candidate C wins is:

First vote:

c vs a -> c wins

Second Voice:

c vs b -> c wins

C. Using the Borda count system, the candidates' scores are as follows:

a:

18 points (6 points from voter 1, 4 points from voter 2, and 8 points from voter 3)

b:

18 points (4 points from voter 1, 6 points from voter 2, and 8 points from voter 3)

c:

18 points (6 points from voter 1, 8 points from voter 2, and 4 points from voter 3)

d:

12 points (8 points from voter 1, 4 points from voter 2, and 0 points from voter 3)

e:

12 points (4 points from voter 1, 8 points from voter 2, and 0 points from voter 3)

f:

12 points (8 points from voter 1, 0 points from voter 2, and 4 points from voter 3)

g:

6 points (4 points from voter 1, 0 points from voter 2, and 2 points from voter 3)

Therefore, candidates a, b, and c tie for first place with 18 points each.

D. No, the Borda count winner is not the Condorcet winner, because the Condorcet winner is the candidate who would win in a majority rule vote against every other candidate. In this case, candidate c is the Condorcet winner, because c beats a and b in majority rule votes.

E. The candidate with the worst score in the Borda count is  g of 6 points.

F. If a candidate fails, the original worst candidate may no longer be the worst. In this case, if candidate g fails, the remaining candidates will have the following results:

a:

15 points (Voters 1 to 5 points, Voters 2 to 4 points, Voters 3 to 6 points)

b:

15 points (Voters 1 to 4 points, Voters 2 to 5 points, Voters 3 to 6 points)

c:

15 points (Voters 1 to 5 points, Voters 2 to 6 points, Voters 3 to 4 points)

Day:

10 points (voters 1 to 6 points, voters 2 to 4 points, voters 3 to 0 points)

e:

10 points (voters 1 to 4 points, voters 2 to 6 points, voters 3 to 0 points)

f:

10 points (voters 1 to 6 points, voters 2 to 0 points, voters 3 to 4 points)

In this case, g's 6-point score is not included in the calculation, so candidate g is no longer last.

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The value of z such that 7% of the area under the standard normal curve lies to the right of z is approximately -0.4

To find the value of z such that 7% of the area under the curve lies to the right of z, we need to find the value of z such that 43% of the area lies to the left of z.

This value of z is known as the 43rd percentile of the standard normal curve.

We can use a table of the standard normal distribution, also known as the z-table, to find the value of z corresponding to the 43rd percentile.

According to the z-table, the value of z corresponding to the 43rd percentile is approximately -0.4

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Using the completing square method, the value of (C) x = ±√5 - 2.

A quadratic polynomial of the form ax2+bx+c can be transformed to the form in elementary algebra by using the "completing the square" method for certain values of h and k.

In other words, the quadratic expression is completed by inserting a perfect square trinomial.

So, we have:

x² + 4x = 1

The x-coefficient terms must be divided by two:

4/2 = 2

Square:
2² = 4

Add 4 on both sides as follows:

x² + 4x + 4 = 1 + 4

x² + 4x + 4 = 5

Transform into perfect squares:

(x + 2)² = 5

Both sides of the square root:

x + 2 = ±√5

x = ±√5 - 2

Therefore, using the completing the square method, the value of (C) x=±√5-2.

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Complete question:
Solve x2 + 4x = 1 for x by completing the square.

a. x = −3

b. x = −1

c. x equals plus or minus the square root of 5 minus 2

d. x equals plus or minus square root of 5 plus 2

Answer:

is c correct?

Step-by-step explanation:

Answer:

48 ft

Step-by-step explanation:

The height i the scale drawing is 4 in and the length is 8 in which is twice the height

The actual school has a height of 24 ft so the length is twice the height here = 24 x 2 = 48 ft

The given statement ,the analysis of total variability into between-treatments and within-treatments variability is the same for a repeated-measures ANOVA and an independent-measure ANOVA is true.

The first stage of the repeated-measures ANOVA is identical to the independent-measures analysis and splits the overall variability into two components: between-treatments and within-treatments

Measurements that are repeated ANOVA is the extension of the dependent t-test and is the equivalent of one-way ANOVA for related, rather than independent, groups.

A repeated measures ANOVA is often referred to as a within-subjects ANOVA or ANOVA for correlated samples. The term "responsibility" refers to the act of determining whether or not a person is responsible for his or her own actions.

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