The slope of the line whose equation is 5x - 3y = 4 is 4/5 5/3 -3/5

Answer:

1. # of people who predicted they would pass = 30

2. # of people who predicted they would fail = 20

3. # of people who predicted they would pass and actually passed = 27

4. # of people who predicted they would pass and actually failed = 3

5. # of people who predicted they would fail and actually passed = 11

6. # of people who predicted they would fail and actually failed = 9

Step-by-step explanation:

1. # of people who predicted they would

I also filled in the frequency table by extracting it from Brainly and drawing on it to show how the math works and fits in the table.

The comparison data is shown below.

Based on the information provided, we can infer that:

Without more information about the specific data and the context of the study, it is difficult to make further comparisons or draw any conclusions about the relationship between completing homework and exam scores. However, it is interesting to note that completing homework did not seem to have an impact on the average exam score or the variability of exam scores.

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The system of equations where the combination of the candies gives you a total of 22 points are:

x + y = 9

2x + 3y = 22

To create the equations, we shall first define the variables:

x = the number of purple candies

y = the number of yellow candies

Next, we shall use the given information that purple candies are worth 2 points and yellow candies are worth 3 points.

Then, we would make sure that the total number of candies selected is 9.

The first equation represents the total number of candies selected:

x + y = 9

The second equation represents the total number of points obtained:

2x + 3y = 22

Therefore, the system of equations is:

x + y = 9

2x + 3y = 22

This is a system of linear equations.

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Answer:

[tex]\dfrac{\left(12x-56\right)x}{\left(x-4\right)\left(-x^2+20x-32\right)}[/tex]

Step-by-step explanation:

Simplify

[tex]\dfrac{\dfrac{16}{x-2}-\dfrac{4}{x-4}}{\dfrac{16}{x}-\dfrac{x-4}{x-2}}[/tex]

The first-level numerator is
[tex]\dfrac{16}{x-4}-\dfrac{4}{x-2}\\\\\\= \dfrac{16(x-4) - 4(x - 2)}{(x-2)(x-4)}\\\\\\= \dfrac{16x -64 - 4x + 8}{(x-2)(x-4)}\\\\\\= \dfrac{12x -56}{(x-2)(x-4)}[/tex]

The first-level denominator is
[tex]\dfrac{16}{x}-\dfrac{x-4}{x-2}\\\\\\= \dfrac{16(x-2) - x(x-4)}{x(x-2)}\\\\\\\\= \dfrac{16x - 32 -x^2 +4x}{x(x-2)}[/tex]

[tex]= \dfrac{-x^2+20x-32}{x\left(x-2\right)}[/tex]

Therefore
[tex]\dfrac{\dfrac{16}{x-2}-\dfrac{4}{x-4}}{\dfrac{16}{x}-\dfrac{x-4}{x-2}}\\\\\\= \dfrac{12x -56}{(x-2)(x-4)} \div\dfrac{-x^2+20x-32}{x\left(x-2\right)} \\\\\\[/tex]

Use the fraction rule: [tex]\dfrac{a}{b} \div \dfrac{d}{c} = \dfrac{a}{b} \cdot \dfrac{d}{c}[/tex]

[tex]= \dfrac{12x -56}{(x-2)(x-4)} \cdot \dfrac{x(x-2)}{-x^2 +20x -32}}[/tex]

The (x-2) term cancels out resulting in:
[tex]\dfrac{\left(12x-56\right)x}{\left(x-4\right)\left(-x^2+20x-32\right)}[/tex]

Answer:

  see below

Step-by-step explanation:

Given a $3500 net income per month and a list of budget percentages, you want to know the budget amounts for each item, and the amount left over.

Each budget amount is the product of the net income and the associated budget percentage. Those products are ...

The sum of these amounts is $3500, so there will be $0 left over.

__

Additional comment

The list is stored in the variable 'b' by the first line in the calculator. Then these values are multiplied by the net income to get the budget amounts.

Answer:

711 L 936 mL

Step-by-step explanation:

3 L 456 ml times 206=711L 936mL

I hope this helps

Cell 1 is in the "7th grade" row and "Pets" column. Have your student circle these labels or highlight them. Then it should be clear why choice E is the final answer.

Another way to rephrase it: the 35 people in cell 1 represent the number of 7th graders with pets.

Answer:

C

Step-by-step explanation:

It mentions that they charge 1.20 per kg of lettuce

Answer:

Step-by-step explanation:

first, take 1/2+1/3 + 1/4+2/3

1/2+1/3=5/6 , 1/4+2/3=11/12

5/6+11/12=22/12

2/5-4=-18/5

-18/5*5/6=-3

22/12/3=22*3/12

=11/2

11/2/3/7=11/2*7/3

=77/6=12.8

Answer:

the answer is C

Step-by-step explanation:

the answer is C it converges

Answer: To find the actual perimeter and area of the square, we need to use the scale given in the problem, which is 1 inch on the drawing represents 7 miles in real life.

The side length of the square on the drawing is 9 inches, so in real life, the side length would be:

9 inches x 7 miles/inch = 63 miles

Therefore, the actual perimeter of the square would be:

4 x 63 miles = 252 miles

To find the actual area of the square, we can use the formula:

area = side length x side length

In this case, the side length is 63 miles, so:

area = 63 miles x 63 miles = 3,969 square miles

So the actual perimeter of the square is 252 miles, and the actual area of the square is 3,969 square miles.

Step-by-step explanation:  can i get brainliest :D

Answer:

{3, 6, 9, 12, 15}

Each of these numbers is divisible by 3

Step-by-step explanation:

The measures of the trigonometric relations and reference angles are solved

Given data ,

Let the measure of the angle be θ = 2π/3

Now , from the trigonometric relation ,

The tangent of the function tan ( 2π/3 ) = -√3

And , the reference angle of the θ = 2π/3  is given by A = π/3

So , A = 60°

Hence , the reference angle is 60°

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Answer:

(x + 3)(x - 15)

Step-by-step explanation:

To factor the expression x^2 - 12x - 45, we need to find two numbers that multiply to -45 and add to -12. Let's use the method of decomposition to find these two numbers:

x^2 - 12x - 45

We need to find two numbers that multiply to -45 and add to -12. Let's try -15 and 3:

x^2 - 12x - 45 = x^2 - 15x + 3x - 45

Now we can group the first two terms and the last two terms:

x^2 - 15x + 3x - 45 = x(x - 15) + 3(x - 15)

We can see that both terms have a common factor of (x - 15), so we can factor this out:

x(x - 15) + 3(x - 15) = (x + 3)(x - 15)

Therefore, the expression x^2 - 12x - 45 can be factored as (x + 3)(x - 15).

Refer to the attachment ^-^

Hope Helpful ~

Answer:

complex

Step-by-step explanation:

The given sentence "Although Kevin has money, he is not spending it." is a complex sentence.

This is because it contains one independent clause, "he is not spending it," which can stand alone as a complete sentence. The other part of the sentence, "Although Kevin has money," is a dependent clause because it cannot stand alone as a complete sentence.

The dependent clause "Although Kevin has money" introduces a contrast or concession to the independent clause that follows it. Therefore, this sentence is an example of a complex sentence that uses a dependent clause to add meaning and complexity to the independent clause.

Answer:

  (a)  7(x +3.5x) = 56

Step-by-step explanation:

You want an equation to solve for x, the length of a morning run, if the evening run is 3.5 times as long, and these runs total 56 miles when done every day of the week.

The morning run is given as x.

The evening run is 3.5 times as long, so is 3.5x

The total mileage each day is (x +3.5x).

In 7 days, the mileage will be 7 times the daily mileage. That total is given as 56 miles:

  7(x +3.5x) = 56

Answer:

Step-by-step explanation:15

The limit of the function will be:

lim f(x) = ∞ as x → ∞

lim f(x) = 0 as x → -∞

The limit of f(x) as x goes towards infinity is infinite while the limit of f(x) approaches 0 when x tends to a negative value. Mathematically speaking,

lim f(x) = ∞ as x → ∞

lim f(x) = 0 as x → -∞

We can comprehend such behavior because the function's base is greater than 1 which explains how its growth accelerates as x increases and diminishes quickly as x declines towards zero.

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To prove that the left cosets of H constitute a partition of G, we need to show that they satisfy two conditions:

1) Each element of G belongs to some left coset of H.

2) Any two distinct left cosets of H are disjoint.

Let g be any element of G. Then, by definition of a left coset, there exists an element h of H such that g = h·x for some x in G. Therefore, g belongs to the left coset H·x. Since this holds for any element g of G, we have shown that the left cosets of H cover all of G, satisfying the first condition.

Now, let H·x and H·y be two distinct left cosets of H. Suppose there exists an element z in both H·x and H·y.

Then, z = [tex]h_{1}[/tex]·x = [tex]h_{2}[/tex]·y for some [tex]h_{1}[/tex], [tex]h_{2}[/tex] in H.

Solving for x,

x = [tex]h_{1}^{-1}[/tex]· [tex]h_{2}[/tex] · y.

Since H is a subgroup, [tex]h_{1}^{-1}[/tex]· [tex]h_{2}[/tex] is also in H, and therefore x belongs to H·y.

Thus, H·x is contained entirely in H·y, and the two cosets cannot intersect.

This satisfies the second condition, and hence the left cosets of H constitute a partition of G.

A similar argument can be used to show that the right cosets of H also constitute a partition of G. This completes the proof.

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Bisector of the angle is the line that divides the angle into two angles with the same measure. In the image attached, the bisector of the angle is represented by the green line.

Here, we have,

The next steps show you how to construct the bisector of the angle from a ruler and a compass.

Draw an arc using the vertex of the angle (O) as the center;

Mark the points A and B;

Draw an arc using the point (A) as the center;

Draw an arc, with the same radius, using the point (B) as the center. This arc should intersect the arc that you draw in the previous step.

Draw a line connecting the point C to the vertex O.

Finally, you have the bisector of the angle that is represented by the green line.

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The value of x in the chord is 3 units.

The chord intersection theorem states that the products of the lengths of the line segments on each chord are equal.

Therefore,

6(x + 5) = 4(2x + 6)

Open the brackets

6x + 30 = 8x + 24

subtract 8x from both sides of the equation

6x - 8x + 30 = 24

-2x + 30 = 24

subtract 30 from both sides of the equation'

-2x + 30 - 30 = 24 - 30

-2x = -6

divide both sides by -2

x = -6 / 2

x = 3

Therefore,

x = 3

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the vertical asymptotes are x = -1 and x = 4, and there is no horizontal asymptote.

what is  vertical asymptotes  ?

Vertical asymptotes are vertical lines on a graph where a function approaches infinity or negative infinity as the input (x) approaches a certain value. In other words, vertical asymptotes occur when the denominator of a function becomes zero and the function is undefined at that point

In the given question,

To find the horizontal and vertical asymptotes of the function f(x) = 3x²/[(x+1)(x-4)], we need to analyze the behavior of the function as x approaches infinity or negative infinity and as x approaches the vertical asymptotes (if any).

Vertical asymptotes occur at the values of x that make the denominator of the fraction equal to zero. In this case, we have vertical asymptotes at x = -1 and x = 4.

To find the horizontal asymptote, we need to divide the leading term of the numerator by the leading term of the denominator when x approaches infinity or negative infinity. Since the degree of the numerator is greater than the degree of the denominator, there is no horizontal asymptote. However, we can use long division or synthetic division to write the function in the form of a polynomial plus a proper fraction:

f(x) = 3x²/[(x+1)(x-4)] = (3x + 15)/(x² - 3x - 4)

As x approaches infinity or negative infinity, the fraction approaches the value of 3/1 (the ratio of the leading terms of the numerator and denominator), but there is no horizontal asymptote.

Therefore, the vertical asymptotes are x = -1 and x = 4, and there is no horizontal asymptote.

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A word problem that matches the inequality -2.75 > x is:

John has a balance of $25 in his bank account and wants to withdraw some money and he needs to withdraw at least x dollars, but not more than $2.75.

A word problem that matches the inequality -2.75 > x is:

John has a balance of $25 in his bank account and wants to withdraw some money. He needs to withdraw at least x dollars, but not more than $2.75.

What is the largest possible value of x that John can withdraw and still have a positive balance in his account?

In this scenario, the variable x represents the amount that John can withdraw from his account, and the inequality -2.75 > x means that x must be less than -2.75 (i.e., negative and greater in magnitude than 2.75)

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Answer:

20 : 4 : 15

Step-by-step explanation:

1 : 0.2 : 0.75

1 : 2/10 : 75/100

1 : 20/100 : 75/100

(×100)

100 : 20 : 75

(÷5)

20 : 4 : 15

Answer: Let's start by using algebra to represent the problem.

Let X be the amount of money that Kyle started with.

Then we can create the following equations:

And we know that he's out of money, so:

Substitute the first equation into the second equation to get:

Substitute the first two equations into the third equation to get:

Substitute all three equations into the fourth equation to get:

(0.5X + 36.50) + (0.25X + 9.25) + (0.25X + 4.75) = X

Simplify and solve for X:

Therefore, Kyle started with $101.

The values of m and b after evaluation is -2 and 23 under the condition that If x=3t+t² and y=7−2t, and  tangent to the curve at t=2.

In orde to evaluate the equation of the tangent to the curve at t=2, we have to calculate the slope of the curve at t=2.
The slope of the curve at t=2 is presented by the derivative of y with respect to x at t=2.
y = 7 - 2t
x = 3t + t²
dy/dx = -2
Then, the slope of the tangent to the curve at t=2 is -2.
Now we have to evaluate the point on the curve at t=2.
x = 3(2) + (2)² = 10
y = 7 - 2(2) = 3
So, the point on the curve at t=2 is (10,3).
Applying  point-slope form of equation of line:
y - y₁ = m(x -x₁)
Here,
m = slope and (x₁,y1) is a point on the line.
Staging m=-2 and (x₁,y₁)=(10,3),
y - 3 = -2(x - 10)
Applying simplification
y = -2x + 23
Then, the equation of the tangent to the curve at t=2 is y=-2x+23.
So, m=-2 and b=23.
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Answer:  To determine if the relationship between x and y is linear, we need to graph the data and look for a straight-line pattern.

If the graph shows a straight-line pattern, then the relationship is linear. If the graph shows a curve or a non-linear pattern, then the relationship is not linear. So it is linear

Step-by-step explanation: can i get brainliest :D

Next, using the matching x and y values for each row of the table, we can place a point for each row and connect it to the other points using a line.

A line represents a one-dimensional straight figure that can go on forever in both directions in geometry. To separate it from a curved or an angle-filled line, it is frequently referred to as a "straight line." Two points on a line define the line, while every other position on the line may be discovered by tracing the line through the two defined points. A line can be made with a pencils or another non-thick tool, and it can have any width or depth. Shape and figures are described and analysed using lines, which are a basic building block of geometry.

given

Minutes Taught Dollars Earned (30, 12, 60, 24)

90 36

120 48

We may plot the minutes taught on the x-axis and the money made on the y-axis to graph the data from the table.

Next, using the matching x and y values for each row of the table, we can place a point for each row and connect it to the other points using a line.

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