draw a model of 1/2 divided by 4

The equation of the line shown in the graph, from (–2,2) to (–3,–1) is y = -5/4x – 7/4.

Equation is a mathematical statement that states the equality of two expressions. It contains an equal sign (=) and expresses the relationship between two values, expressions or functions. Equations are used to solve for unknown values, to describe relationships between variables, and to model and solve real-world problems.

To solve for the equation of the line, we can use the point-slope formula, y – y1 = m(x – x1), where m is the slope of the line and (x1, y1) is a point on the line. In this case, the point (x1, y1) is (–2,2) and the slope of the line is m = (–1 – 2)/(–3 – (–2)) = –3/–1 = 3. Therefore, the equation of the line is y – 2 = 3(x – (–2)).

Simplifying, we get y = 3x + 2. To put the equation in the slope-intercept form, y = mx + b, we can rewrite the equation as y = 3x + 2 = 3x + 2 – 2 = 3x – 2 + 2 = 3x – 2, which is the equation of the line, y = –5/4x – 7/4.

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The equation of the line shown in the graph is y = -3. This equation states that for every y-coordinate on the graph, the corresponding x-coordinate is -3.

Equation is a mathematical statement that states the equality of two expressions. It contains an equal sign (=) and expresses the relationship between two values, expressions or functions. Equations are used to solve for unknown values, to describe relationships between variables, and to model and solve real-world problems.

The equation of the line shown in the graph is y = -3. This equation states that for every y-coordinate on the graph, the corresponding x-coordinate is -3. This line is a horizontal line, which means that all points on the line have the same y-coordinate.

To verify this equation, we can use the two points given on the graph: (-2,-3) and (3,-3). Using the slope-intercept form of a line, we can plug in the points to determine the equation of the line.

The slope-intercept form is y = mx + b, where m is the slope, x is the x-coordinate, and b is the y-intercept. The slope is calculated by finding the change in y over the change in x. In this case, both points have the same y-coordinate, so the slope is 0. Therefore, the equation of the line is y = 0x + b.

Plugging in the coordinates of one of the points, (-2,-3), we get -3 = 0x + b. By solving for b, we get b = -3. Substituting b into the equation, we get y = 0x - 3. This is the equation of the line shown in the graph.

In conclusion, the equation of the line shown in the graph is y = -3. This equation states that for every y-coordinate on the graph, the corresponding x-coordinate is -3. This equation was verified by using the slope-intercept form of a line and plugging in the two points given on the graph.

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The area of the shaded region in the given shapes is determined as 0.544 in².

The area of the shaded region is calculated by subtracting the area of the inscribed hexagon from the area of the circle.

Let's start by finding the side length of the regular hexagon inscribed in the circle.

The distance from the center of the circle to any vertex of the hexagon is equal to the radius of the circle, which is 1 inch.

In a regular hexagon, all sides are equal in length, so each side of the hexagon is also equal to 1 inch.

The area of the regular hexagon can be found using the formula:

Area of a regular hexagon = (3√3/2) x (side length)²

Substituting the side length of 1 inch, we get:

Area of regular hexagon = (3√3/2) x (1 inch)^2

= (3√3/2) square inches

= 2.598 in²

Now, to find the area of the circle, we can use the formula:

Area of a circle = π x (radius)²

Substituting the radius of 1 inch, we get:

Area of circle = π x (1 inch)²

= π square inches

= 3.142 in²

Area of the shaded region = area of circle - area of hexagon

= 3.142 in² - 2.598 in²

= 0.544 in²

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Value of angle ∠QUR in the given figure is 139°.

Vertically opposite angles are pairs of angles that are opposite to each other when two straight lines intersect. When two lines intersect, they form four angles, and the vertically opposite angles are the angles that are opposite to each other and share a common vertex.

In the given figure;

∠SUR=41°

∠TUS=90°

∠TUS=∠QUN  ( Vertically opposite angle)

∠TUN is a straight line, angle subtended over it makes 180°

∠TUS makes 90° so, ∠SUN will be 90°

∠SUN=∠SUR+∠RUN

90°=41°+∠RUN

∠RUN=90°-41°

∠RUN=49°

∠QUR=∠QUN+∠RUN

∠QUR=90°+49°

∠QUR=139°

Hence, Value of angle ∠QUR in the given figure is 139°

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The best graphical representation for the pediatrician's data would be a histogram. A histogram is a type of graph that shows the distribution of continuous data. In this case, the weights of the 14-year-olds would likely be continuous data. A histogram would allow the pediatrician to visualize the distribution of weights and identify any outliers or unusual patterns.

Answer:histogram

Step-by-step explanation:

Answer:

4x −7y=21

x+2y=99

Explanation

4x - 7y = 15

5x - 2y = 12

First equation times 2:

8x - 14y = 30

Second equation times 7:

35x - 14y = 84

Subtract,

27x = 54

x = 54/27 = 2

2y = 5x - 12 = 10 - 12 = -2

y = -1

Answer: x=2, y = -1

Check:

4(2)-7(-1)=8+7=15, good

5(2) -2(-1) = 10 + 2 = 12, good

ax + by = c    

dx + ey = f

has solutions

x = (ce-bf)/(ae-bd), y = (a f-cd)/(ae-bd)

4x - 7y = 15    

5x - 2y = 12

has solutions

denom = ae-bd = 4(-2) - (-7)(5) = 27

x = (15(-2) - (-7)(12))/27 = (-30 + 84)/27 = 2

y = (4(12)-15(5))/27 = (48-75)/27 = -27/27 = -1

Answer:

  (x, y) = (2, -1)

Step-by-step explanation:

You want to solve this system of equations using an algebraic method:

Writing these equations in general form and making an array of coefficients with the x-coefficient repeated, we get the equations and array ...

  [tex]\begin{array}{cccc}4&-7&-15&4\\5&-2&-12&5\end{array}[/tex]

Working from the left calculating determinants of pairs of columns, we have ...

  ∆ = 4(-2) -5(-7) = 27

  ∆x = -7(-12) -(-2)(-15) = 54

  ∆y = -15(5) -(-12)(4) = -27

The variable values are ...

  x = ∆x/∆ = 54/27 = 2

  y = ∆y/∆ = -27/27 = -1

The solution is (x, y) = (2, -1).

__

Additional comment

The graph confirms this solution.

The "cross multiplication method" is useful when the coefficients are such that elimination or substitution involves more arithmetic operations than the minimum. The amount of math involved in calculating the x- and y-values is on par with what would be required for "elimination." The method is substantially equivalent to "Cramer's Rule."

Answer: X= 15

Step-by-step explanation:

Answer:

3

start from -2 and count up 5

-2,-1, 1, 2, 3

to evaluate (t x s)(4), we substitute x = 4 into the expression for (t x s)(x). This gives us (18x + 6)|x=4, which simplifies to 72 + 6 = 78.

(t-s)(x) = 6x - (3x+1) = 3x - 1

(t+s)(x) = 6x + (3x+1) = 9x + 1

(t x s)(4) = (6x)(3x+1)|x=4 = (18x + 6)|x=4 = 72 + 6 = 78

First, we need to define the functions s and t given by s(x)=3x+1 and t(x)=6x. We can then use these functions to calculate (t-s)(x) and (t+s)(x). To calculate (t-s)(x), we subtract s(x) from t(x). This gives us 3x - 1. To calculate (t+s)(x), we add s(x) and t(x). This gives us 9x + 1. Finally, to evaluate (t x s)(4), we substitute x = 4 into the expression for (t x s)(x). This gives us (18x + 6)|x=4, which simplifies to 72 + 6 = 78.

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The rate at which air is being pumped in when the radius of the sphere is 10 cm and increasing at a rate of 2 cm/s is 400π/3 cm³/s.

The volume V of a sphere with radius r is given by V = (4/3)πr³. Taking the derivative of this expression with respect to time t, we get dV/dt = 4πr²(dr/dt). This equation relates the rate of change of volume to the rate of change of the radius. We are given that the radius is increasing at a rate of 2 cm/s, so dr/dt = 2 cm/s.

At the instant when the radius is 10 cm, we can find the rate at which air is being pumped in by substituting r = 10 cm and dr/dt = 2 cm/s into the equation for dV/dt. Thus, we have dV/dt = 4π(10)²(2) = 800π cm³/s.

Therefore, when the radius of the spherical balloon is 10 cm and is increasing at a rate of 2 cm/s, the rate at which air is being pumped in is 400π/3 cubic centimeters per second.

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the garbage company in the city will collect approximately 5.72 pounds of garbage per person in one year.

To calculate how a lot garbage in step with man or woman the garbage enterprise collects in 12 months, we want to find out how many weeks are in a yr and then divide the overall amount of garbage collected in a 12 months by means of the population of the town.
wide variety of weeks in a year: 52 (assuming there aren't any bounce years)
overall amount of garbage collected in a 12 months: 14,three hundred kilos/week x fifty two weeks = 743,600 kilos/12 months
garbage in keeping with character in line with year: 743,six hundred kilos/12 months ÷ 1.three x 10^5 people = 5.72 kilos/person/yryr

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The area of the blue glass needed to fill each dot on the butterfly wing is 144π square inches.

The distance around each dot on the butterfly wing is given as 24π inches. This means that the circumference of each dot is 24π inches. The circumference of a circle is:

Circumference = 2πr

where "r" is the radius of the circle. So, we can write:

2πr = 24π

Simplifying this equation, we get:

r = 12

Therefore, the radius of each dot is 12 inches.

To find the area of the blue glass needed to fill each dot, we can use the formula for the area of a circle:

[tex]Area = \pi r^2[/tex]

Substituting the value of the radius, we get:

[tex]Area = \pi(12)^2[/tex]

Simplifying this equation, we get:

Area = 144π square inches

Therefore, the area of the blue glass needed to fill each dot on the butterfly wing is 144π square inches.

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The complete question is :

An artist is creating a large butterfly sculpture outside a museum. There is a circular dot on each wing made out of metal ring. The distance around each dot is 24π inches. The artist plans to fill the inside of each dot with blue colored glasses. What is the area of the blue glass will be needed to fill each butterfly dot?

The length of the secant AC, obtained using the tangent secant theorem is AC = 25 units

The tangent secant theorem indicates that when a secant ABC and a tangent, CD meets at an external point C  to a circle, the relationship between segments are; AC × BC = CD².

Segment addition postulate indicates that we get;

AC = AB + BC

Where;

AB = 3·x + 1

BC = 9

Therefore;

AC = (3·x + 1) + 9 = 3·x + 10

AC × BC = (3·x + 10) × 9 = 27·x + 90

AC × BC = 27·x + 90

CD = 15

CD² = 15² = 225

AC × BC = CD²

Therefore; 27·x + 90 = 225

27·x = 225 - 90 = 135

x = 135/27 = 5

x = 5

AC = 3·x + 10

Therefore; AC = 3 × 5 + 10 = 25

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About 195 students at Nikhil's middle school would have atleast one sibling.

What is Algebraic expression ?

Algebraic expression can be defined as combination of variables and constants.

We can use proportion to estimate the number of students at Nikhil's middle school who have at least one sibling.

If 13 out of 20 students surveyed have at least one sibling, we can assume that the same proportion applies to the entire school.

So, we can set up a proportion as follows:

13/20 = x/300

where x is the number of students in the entire school who have at least one sibling.

Solving for x, we can cross-multiply and get:

13 * 300 = 20 * x

x = (13 * 300)/20

x = 195

Therefore, about 195 students at Nikhil's middle school would have at least one sibling.

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Values of x for blanks 4 , 1 in inequality .

What in mathematics is an inequality number?

A relationship between two values in an algebraic statement that are not equal is shown by an inequality. One of the two variables on the two sides of the inequality can be represented by an inequality sign as greater than, greater than or equal to, less than, or equal to another value.

                              Despite the equals sign being substituted by an arrowhead, the formula 5x 4 > 2x + 3 resembles an equation. It serves as an illustration of inequity. This shows that the left half, 5x 4, is bigger than the right part, 2x + 3.

-3x/4 < 12/1

x < -16

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In a statistical problem, a population consists of all items of interest in a statistical problem.The correct option in this case is option C - all items of interest in a statistical problem.

Population refers to the complete set of observations or items for which inferences are being made in statistical inference. It's the group that researchers are interested in studying, and it's the group to which they hope to extend their conclusions.

In statistics, the population is the entire collection of individuals, objects, or measurements that researchers are interested in studying. Researchers utilize statistical techniques to make inferences about population parameters based on data obtained from samples.

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To solve the system of equations:

5x + 2y = 24

2x + 5y = 24

We can use either elimination or substitution method.

Using elimination method:

Multiplying the first equation by 5 and the second equation by -2, we get:

25x + 10y = 120

-4x - 10y = -48

Adding the two equations together eliminates y:

21x = 72

Solving for x:

x = 72/21 = 8/3

Substituting x back into one of the original equations and solving for y:

5(8/3) + 2y = 24

2y = 24 - 40/3

2y = 12/3

y = 6/2 = 3

Therefore, the solution to the system of equations is:

x = 8/3

y = 3

Answer:

[tex]-7^\circ C[/tex]

Step-by-step explanation:

Let

x -----> the height in meters

y ----> the temperature in Celsius degree

we know that

The linear equation in slope intercept form is equal to

[tex]y+mx+b[/tex]

where

m is the slope or unit rate

b is the y-intercept or initial value

In this problem we have

The slope or unit rate is equal to

[tex]m=-\dfrac{1}{100} \dfrac{^\circ C}{m}[/tex] ---> is negative because is a decreasing function

The y-intercept or initial value is equal to

[tex]b=4^\circ C[/tex] ----> value of y when the value of x is equal to zero (sea level)

substitute

[tex]y=-\dfrac{1}{100} x+4[/tex]

For x=1,100 m

substitute in the linear equation and solve for y

[tex]y=-\dfrac{1}{100} (1,100)+4[/tex]

[tex]x=-7^\circ C[/tex]

Answer:

4x + 8

Step-by-step explanation:

You multiple 4 by x, and then 4 by 2, and add them together

Answer:a

Step-by-step explanation:

Answer:

d

Step-by-step explanation:

95,000÷100 then multiply by $0.83 since it's a wood home in the suburbs.

The vector space that has exactly one basis is the trivial vector space, which is the vector space containing only the zero vector.

A basis for a vector space is a set of linearly independent vectors that span the entire space. In a non-trivial vector space (a space that contains more than just the zero vector), there are infinitely many possible bases. This is because any set of linearly independent vectors that span the space can be used as a basis.

However, in the trivial vector space, there is only one vector (the zero vector), and it is linearly independent of itself. Therefore, the trivial vector space has exactly one basis, which is the set containing only the zero vector. Any other set of vectors in the trivial vector space is linearly dependent, and therefore cannot be used as a basis.

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Answer:

y = x + 3

Step-by-step explanation:

The volume of the 3-D figure is 385/81 cubic units or approximately 4.753 cubic units (rounded to three decimal places).

To find the volume of the 3-D figure, we need to multiply its three dimensions:

Volume = (3 2/3) x (1 2/3) x (2 1/3)

First, we need to convert the mixed numbers to improper fractions:

3 2/3 = 11/3, 1 2/3 = 5/3, and 2 1/3 = 7/3.

Now, we can multiply:

Volume = (11/3) x (5/3) x (7/3)

Volume = 385/81 cubic units, which is the exact answer.

If we want to approximate the answer, we can use a calculator to get:

Volume ≈ 4.753 cubic units (rounded to three decimal places).

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The correct equation for x:y= 1:5 is (a) y = 5x.

In mathematics, an equation is a formula that connects two expressions with the equal sign = to indicate that they are equal. The equation consists of two sentences joined by an equal sign ("="). The expressions on both sides of the equation are called the "left" and "right" sides of the equation. Usually the right side of the equation is assumed to be zero. Assuming this doesn't reduce the width because it can be done by subtracting the right side from both sides.

Compare to a scale on which a weight is placed. When the same weight of something (like grain) is placed in two pans, the two weights balance the scales and are said to be equal.

According to the Question:

Given that:

x:y = 1:5

We can write the equation as:

   x/y = 1/5

⇒ y = 5x

Therefore x:y = 1:5 is y=5x

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2 option is Correct for  sets of ordered pairs represents a function

The only set of ordered pairs that represents a function is (b), which can also be written as {(1.2, 2), (2, 1), (0.2, 0)}. To be a function, each input (x-value) must correspond to exactly one output (y-value). In set (a), the input value of 2 is associated with two different output values, so it is not a function. Set (c) has two input values that both correspond to the same output value, so it is not a function. Set (d) has two different input values that both correspond to different output values, so it is not a function.

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the points do not fall on a straight line, but rather curve upward as volume increases. This reflects the fact that the scale factor needed to dilate the basic box increases as the volume of the new box increases.

Volume is a physical quantity that measures the amount of space occupied by an object, substance, or material. It is usually measured in cubic units such as cubic meters (m³), cubic centimeters (cm³), cubic feet (ft³), or liters (L).

The volume of an object is determined by its three-dimensional dimensions, namely length, width, and height. For example, the volume of a cube is calculated by multiplying its length, width, and height measurements together.

by the question.

To find the scale factor needed to dilate the basic box to a box with a volume of 8 cubic feet, we can use the formula for the volume of a cube: [tex]V=s^{2}[/tex], where V is the volume and s is the length of one side of the cube.

Thus, we can solve for the new length of one side of the cube, which we'll call x:

[tex]8 = x^{3}[/tex]

Taking the cube root of both sides gives:

x = 2

So, the company would need to dilate the basic box by a scale factor of

2 to create a box with a volume of 8 cubic feet.

To find the approximate scale factor needed to dilate the basic box to a box with a volume of 10 cubic feet, we can use the same formula:

[tex]10 = x^{3}[/tex]

Taking the cube root of both sides gives:

x ≈ 2.154

So, the company would need to dilate the basic box by a scale factor of approximately 2.154 to create a box with a volume of 10 cubic feet.

Using the formula. [tex]V=s^{2}[/tex], we can fill in the table as follows:

Volume (cubic feet) Scale Factor

0                                        0

1                                         1

5                                        1.71

8                                        2

10                                     2.15

15                                        2.47

20                                     2.71

We can then plot these points on a graph with volume on the x-axis and scale factor on the y-axis and connect them with a smooth curve to show the relationship between the two variables.

[tex]10 = x^{3}[/tex]

Taking the cube root of both sides gives:

x ≈ 2.154

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Answer:240 hours

Step-by-step explanation:100x20=2000

12/100=x/2000 multiply 12 and 100 by 20.

The area of the rectangle is 136 square units.

What are quadrilateral graph ?

A quadrilateral graph is a graphical representation of a quadrilateral, which is a four-sided polygon. It is a coordinate system that uses a Cartesian plane, where the x and y axes are used to plot the four vertices of the quadrilateral. The four vertices of the quadrilateral are represented by four points on the graph, and the sides of the quadrilateral are represented by the line segments connecting the points. By examining the coordinates of the vertices and the lengths of the sides, we can determine the properties of the quadrilateral, such as whether it is a parallelogram, a rectangle, a square, a trapezoid, or a kite. Quadrilateral graphs are useful tools for visualizing and analyzing quadrilaterals in geometry.

To find the area of a rectangle, we need to know the length of two adjacent sides. Let's use the points Q and R to determine the length of the rectangle.

Length of QR = √((x₂- x₁)² + (y₂ - y₁)²)

= √((-4 - 6)²+ (-3 - 3)²)

= √((-10)²+ (-6)²)

= √(100 + 36)

= √(136)

Similarly, we can find the length of ST:

Length of ST = √((x₂ - x₁)²+ (y₂ - y₁)²)

= √((9 - (-1))² + (-2 - (-8))²)

= √((10)² + (6)²)

= √(100 + 36)

= √(136)

Since QR and ST are opposite sides of the rectangle and have equal length, we know that the rectangle is indeed a rectangle. Therefore, the area of the rectangle is simply the product of the length and width:

Area of rectangle = length * width

= √(136) * √(136)

= 136 square units

Hence, the area of the rectangle is 136 square units.

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