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Answer:

Step-by-step explanation:

There are no statements provided, but since it is modeled after the linear function y = mx + b, it is a line. m is the slope or rate of change (which is constant; that's what makes this a line!), and b is the y-intercept (the value of y when x is equal to 0). Its slope is 4 (the function raises 4 units for every 1 unit it moves to the right). Its y-intercept is 8, having the coordinate (0, 8).

Answer:

y = 4x + 8 is a linear function.

Step-by-step explanation:

No statements are given, but here's why:

- It's in slope-intercept form, y = mx + b.

- It has a constant slope.

- A non-linear function does not have a constant slope, and this one does.

Answer:

10 + 8 + 10 + 10 + 10 + 10 + 8 + 8 + 6 + 6

Answer:

-5

2

-125

-3

Step-by-step explanation:

5 + A = 0

Subtract 5 from both sides.

A = -5

-8/4 - B = -4

-2 - B = -4

B + 2 = 4

B = 2

C ÷ 25 = -5

C = -125

D × 13 = -39

D × 13/13 = -39/13

D = -3

Answer:

x = 9.6

x = - 2.6

Step-by-step explanation:

[tex]x=\frac{-b±\sqrt{b^{2}-4ac } }{2a}[/tex]

Ignore the before the ± it wouldn't let me type it correctly.

x² - 7x - 25 = 0

a = 1

b = - 7

c = - 25

[tex]x=\frac{-(-7)±\sqrt{-7^{2}-4((1)(-25)) } }{2(1)}[/tex]

[tex]x=\frac{7±\sqrt{49-4((1)(-25)) } }{2(1)}[/tex]

[tex]x=\frac{7±\sqrt{49+100 } }{2(1)}[/tex]

[tex]x=\frac{7±\sqrt{149 } }{2}[/tex]

[tex]x=\frac{7±12.2}{2}[/tex]

Two separate equations

[tex]x=\frac{7+12.2}{2}[/tex]

[tex]x=\frac{7-12.2}{2}[/tex]

[tex]x=\frac{7+12.2}{2}[/tex]

[tex]x=\frac{19.2}{2}[/tex]

x = 9.6

[tex]x=\frac{7-12.2}{2}[/tex]

[tex]x=\frac{-5.2}{2}[/tex]

x = - 2.6

For this just use the quadratic formula to find the zeros. In this case, you get 7 +/- square root 149 over 2. Which gives you -2.6 and 9.6.

Answer:

There is no insufficient sufficient evidence to support the claim that the rate of polio is less for children given the vaccine than it is for children given a placebo.

The three modes are 5, 12, and 150 since they occur the most times and they tie one another in being the most frequent (each occurring 3 times).

Only the 7 and 8 occur once each, and aren't modes. Everything else is a mode. It's possible to have more than one mode and often we represent this as a set. So we'd say the mode is {5, 12, 150} where the order doesn't matter.

Step-by-step explanation:

[tex]a_3 [/tex] = - 4

[tex]a_3 [/tex] = a* + (3- 1) d*

- 4 = a + 2d . . . . . . . . .(i)

[tex]a_8 [/tex] = - 29

[tex]a_8 [/tex] = a + ( 8 - 1) d

- 29 = a + 7d . . . . . . . . (ii)

subtracting equations (i) and (ii)

25 = 5d

d = -5

placing d = -5 in equation (i)

a - 10 = -4

a = 6

For an arithmetic Progtession

[tex]a_n [/tex] = a + (n - 1)d

[tex]a_n [/tex] = 6 + (n- 1)-5

[tex]a_n [/tex] = 6 - 5n + 5

[tex] \underline {a_n = 11 - 5n }[/tex]

[tex]\\[/tex]

*[tex] \boxed{ \mathfrak { a \:stands\: for\: first\: term } } [/tex]

*[tex] \boxed{ \mathfrak { d \:stands\: for\: common \: difference } } [/tex]

Answer:

General rule » -5n+11

Step-by-step explanation:

a3 = a+2d = -4 .......(1)

a8=a+7d = -29..........(2)

(2)-(1) » 5d= -25

d = -25/5

. = -5

substitute d = -5 in ( 1)

» a-2×-5= -4

a-10 = -4

a = -4 +10

= 6

General rule » a +(n-1)d

» 6 +(n-1)×-5

» 6-5n+5

» -5n+11

Answer:

555.56

Step-by-step explanation:

Purpose of the study:  To determine if women are better drivers than men.

Survey or Opinion population:  1,000

You are experimenting on 9 out of a thousand opinions.

5 of these opinions are that women are better drivers

4 of these opinions are that women are not better drivers

You want to know the sample (full sample size is 9) proportion for women as better drivers; using the large sample method. This method is also called the asymptotic method.

This involves approximating the desired statistic, with just a small fraction of the population; in this case, 9/1000.

This approximation will get more and more accurate as sample size increases and you know that a larger sample size gives a better representation and interpretation of the population preference!

So using ratio, the sample proportion for women as the better drivers is given by:

5/9 x 1000   = 555.56 opinions

Answer:

It took Chau 5 hours, 52 minutes, and 30 seconds to clean both rooms.

Step-by-step explanation:

Given that Chau took 5 3/8 hours to clean the bedroom, and then he took a 1/2 to clean the den, to determine how much total time did he take to clean two rooms the following calculation must be performed:

5 + 3/8 + 1/2 = X

5 + 0.375 + 0.5 = X

5.875 = X

0.875 = 7/8

60/8 x 7 = 52.5

Therefore, it took Chau 5 hours, 52 minutes, and 30 seconds to clean both rooms.

Answer:

2 = x          -7 = x

Step-by-step explanation:

f(x) = (x - 2)(x + 7)

y  = (x - 2)(x + 7)

Set y = 0

0 = (x - 2)(x + 7)

Using the zero product property

0 = x-2    0 = x+7

2 = x          -7 = x

Answer:

Zeros happen when f(x) = 0. There are two zeros in the given function:

Therefore solve both equations above and you'll get:

Answer:

$10,499.64

Step-by-step explanation:

^ means to the power of or exponent

* means multiply

semi annually = 2

formula is A = P(1 + r/n)^nt

make 4.25% into a decimal = .0425 = r

then plug it in

A = 7500(1+.0425/2)^2*8

A = 7,500.00(1 + 0.02125)^16

A = $10,499.64

Answer:  Choice B)  [tex]\sqrt{2}[/tex]

Work Shown:

[tex]\sec^2(\theta) = \tan^2(\theta) + 1\\\\\sec^2(\theta) = (\tan(\theta))^2 + 1\\\\\sec^2(\theta) = (-1)^2 + 1\\\\\sec^2(\theta) = 2\\\\\sec(\theta) = \sqrt{2}\\\\[/tex]

Note: secant is positive in quadrant Q4, when theta is between 3pi/2 radians and 2pi radians (270 degrees and 360 degrees). So that's why we don't consider the minus form of the plus minus.

Answer:

Step-by-step explanation:

Let many universities and colleges have conducted supplemental instruction(SI) programs. In that a student facilitator he meets the students group regularly who are enrolled in the course to promote discussion of course material and enhance subject mastery.

Here the students in a large statistics group are classified into two groups:

1). Control group: This group will not participate in SI and

2). Treatment group: This group will participate in SI.

a)Suppose they are samples from an existing population, Then it would be the population of students who are taking the course in question and who had supplemental instruction. And this would be same as the sample. Here we can guess that this is a conceptual population - The students who might take the class and get SI.

b)Some students might be more motivated, and they might spend the extra time in the SI sessions and do better. Here they have done better anyway because of their motivation. There is other possibility that some students have weak background and know it and take the exam, But still do not do as well as the others. Here we cannot separate out the effect of the SI from a lot of possibilities if you allow students to choose.

The random assignment guarantees ‘Unbiased’ results - good students and bad are just as likely to get the SI or control.

c)There wouldn't be any basis for comparison otherwise.

Answer:

The probability would be 1/8.

Step-by-step explanation:

The probability of the spinner landing on an odd number is 1/2, and the probability of the spinner landing on a number greater than 8 is 1/4. So we multiply those two probabilites to get our answer 1/8.

Answer:

below

Step-by-step explanation:

A AND C is the right option

congruent angles are angles with exactly the same measure

Answer:

   =(s^2 - t^2)/4

Step-by-step explanation:

a + b = s and a - b = t,

Add the two equations together

a + b = s

a - b = t

----------------

2a = s+t

a = (s+t)/2

Subtract the two equations

a + b = s

- a + b = -t

-------------------

2b =(s-t)

b = (s-t)/2

We want to find ab

ab = (s+t)/2 *  (s-t)/2

FOIL

    =(s^2 - t^2)/4

Answer:

Proportions and percent

Answer:

Option (4)

Step-by-step explanation:

Equation that represents the depth Jalen can dive is,

S = 26M + 20

Here, S = Depth

M = Number of lessons

After 8 lessons he can dive,

S = 26×8 + 20

  = 228 feet

Therefore, Option (4) will be the answer.

Answer:

The product of a constant factor of four and a factor with the sum of two terms

Step-by-step explanation:

4(y + 6)

This is two terms, a constant 4 and a term with y+6

We a multiplying so we have a product

Answer:

A

Step-by-step explanation:

I believe A is the best answer because 4 is the constant factor with the sum of y + 6. I just think it best rrepresents the equation! :)

Answer:

A is the correct answer!

Answer:

k = 5

Step-by-step explanation:

Show that :

Lim n → ∞    Sₙ = KD  where k = 1/s

first step : (  write out the equation for  Sₙ )

Sₙ = [tex]\frac{D(1-C^n)}{1-C}[/tex]  

From Lim n → ∞     the value of c lies between 0 and 1

attached below is the required prove

K = 1/s = 1/0.2 = 5

Answer:

[tex] {r}^{2} - 4s + {s}^{2} = 8r + 2s = 28 \\ \\ r = \frac{24}{5 } - i \frac{ \sqrt[4]{129} }{5} \\ \: s = \frac{58}{5} + i \frac{ \sqrt[2]{129} }{5 } \\ \\ r = \frac{24}{5} + i \frac{ \sqrt[4]{129} }{5} \\ s = \frac{58}{5} - i \frac{ \sqrt[2]{129} }{5} [/tex]

D.

y[tex]=5^x+2[/tex]

Answer:

Assessing the association between supplemental vitamin A exposure and mortality and morbidity for measles:

Regarding the relative risk, the correct statement is:

a. Exposure to vitamin A appears to protect against morbidity and mortality for measles.

Step-by-step explanation:

Relative risk for incidence of measles = 0.75

Relative risk for measles mortality = 0.5

Relative risk for mortality and morbidity for measles = 0.375 (0.75 * 0.5)

The combined relative risk is less than 50%

The association is weak because RR is less than 1.

Therefore, there is no association between supplemental vitamin A exposure and mortality and morbidity for measles.

Answer:

57.33

Step-by-step explanation:

For a triangle: 3 angles sum up to be 180

(z-39)+(z+47)+z=180

3z=180+39-47

z=172/3

z=57.3333

Brainliest please~

Just look at the brainliest

Hello!

1) 6/10 × 10/6 × 5/9 = 1/10 × 10 × 5/9 = 1 × 5/9 = 5/9 or 0,5

2) 6/10 × 4/3 × 10/20 = 6 × 4/3 × 1/20 = 2 × 4 × 1/20 = 2 × 1/5 = 2/5 or 0,4

Good luck! :)

Answer:

1) 5/9

2) 2/5

Explanation:

1) 6/10 × 10/6 × 5/9=

Multiply all the denominators and all the numerators then simplify= 300/540 = 5/9

2)  6/10 × 4/3 × 10/20=

Multiply all the denominators and all the numerators then simplify= 240/600 = 2/5

Answer:

A, B, and E apply

Step-by-step explanation:

One thing we can do is to make everything in the same format, under one square root, with no non-square roots.

First, we can say that 6 is equal to √36 as 6² =36, and 6 ≥ 0. Therefore, 6√3 = √36 * √3 = √108

For A, √3 * √36 = √108, so this applies

For B, √18 * √6 = √108, so this applies

For C, 108² = √something bigger than 108 = √11664, so this does not apply

For D, √54 ≠ √108, so this does not apply

For E, √108 = √108, so this applies

For F, √3 * √6 = √18, so this does not apply

Answer:

the percentage increase is 35%

Answer:

A. rotation 180º about the origin

Step-by-step explanation:

Taking two points:

Old coordinates:

Q(2,0), F(2,4)

New coordinates:

Q'(-2,0), F(-2,-4)

The rule is:

(x,y) -> (-x,-y)

Which describes a rotation of 180º about the origin, and the correct answer is given by option a.