Option D, x + y = -2 is the equation in standard form passing through the (-1,-1) and parallel to y = -x - 5.
What is standard form?The process of expressing a specific element in mathematics in the most typical way is known as standard form. Every element of mathematics, including big and small numbers, equations and lines, is designated in a standard form.
A standard form is a way of expressing a certain mathematical idea, such as an equation, number, or expression, in a way that adheres to a set of rules. The standard form is used to clearly represent extremely large or extremely small numbers.
To write an equation in standard form passing through the (-1,-1) and parallel to y = - x - 5, we need to find y-intercept form first
We know that parallel lines have same slope, so
y - y1 = m(x - x1)
y -(-1) = -1(x -(-1)
y + 1 = -x - 1
y = -x - 2
y + x = -2
Thus, Option D, x + y = -2 is the equation in standard form passing through the (-1,-1) and parallel to y = -x - 5.
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Need help solving this please
Answer:
30 students
Step-by-step explanation:
First, we need to find exactly how many students went to school by car and how many went on the bus.
To do this, we simply multiply the fraction of students that used each transportation method by the total number of students.
[tex]\# \textrm{ of students by car} = \dfrac{3}{8} \times 240 = \dfrac{3 \times 240}{8} = \dfrac{720}{8} = 90 \textrm{ students}[/tex]
So, 90 students went to school by car.
[tex]\# \textrm{ of students on bus} = \dfrac{6}{12} \times 240 = \dfrac{1}{2} \times 240 = \dfrac{240}{2} = 120 \textrm{ students}[/tex]
So, 120 students went to school on the bus.
The number of students that walked to school is the same as the number of students who didn't go in a car or on the bus, so to find the number of students that walked to school, we can subtract the number of students that went by car and on the bus from the total number of students.
[tex]\# \textrm{ of students that walked} = 240 - 90 - 120 = 30 \textrm{ students}[/tex]
Find the volume of this sphere.
Use 3 for TT.
V V ~ [?]cm3
V = nr3
r=6cm
Answer:
[tex]V = 864cm^3[/tex]
Step-by-step explanation:
Given
[tex]r = 6[/tex]
[tex]\pi = 3[/tex]
Required
The volume of the sphere
This is calculated as:
[tex]V = \frac{4}{3} \pi r^3[/tex]
So, we have:
[tex]V = \frac{4}{3} *3 *6^3[/tex]
[tex]V = \frac{4}{3} *3 *216[/tex]
This gives:
[tex]V = 4 *216[/tex]
[tex]V = 864[/tex]
A store is having a sale on almonds and jelly beans. For 5 pounds of almonds and 2 pounds of jelly beans, the total cost is $12. For 3 pounds of almonds and 8 pounds of jelly beans, the total cost is $31. Find the cost for each pound of almonds and each pound of jelly beans.
To find the cost of each pound of almonds, we need to find the difference in the cost of the almonds between the two purchases and divide it by the difference in the number of pounds of almonds. In this case, the difference in the cost of the almonds is $31 - $12 = $19 and the difference in the number of pounds of almonds is 3 - 5 = -2 pounds. Dividing the difference in the cost by the difference in the number of pounds gives us $19/-2 = $-9.50 per pound. This means that the cost of each pound of almonds is $-9.50.
To find the cost of each pound of jelly beans, we can use a similar process. In this case, the difference in the cost of the jelly beans is $31 - $12 = $19 and the difference in the number of pounds of jelly beans is 8 - 2 = 6 pounds. Dividing the difference in the cost by the difference in the number of pounds gives us $19/6 = $3.17 per pound. This means that the cost of each pound of jelly beans is $3.17.
I think of a number, then divide by 4, then
add 75. If the result is 158, what number
did I first think of?
Answer:332
Step-by-step explanation:
Let x be the number
Using algebra
(x÷4)+75=158
(x÷4)=158-75
(x÷4)=83
x=83×4
x=332
Check
(332÷4)+75=158
Classify this triangle.
Acute scalene triangle
Obtuse isosceles triangle
Right isosceles triangle
Right scalene triangle
Answer:
Acute scalene triangle
Can someone solve this
Answer:
m=5
c=-7
Step-by-step explanation:
m is slope
c is the intercept on the y axis
Mark me brainliest pls
Which statement best describes the definition of x^m/n and explains why it makes sense?
As there are certain steps are there which describes, the definition of f x^m/n re, by taking the mth root of a number is the same as taking the reciprocal of the exponent, and raising that reciprocality to the power of n is equivalent to raising the original number to the power of n/m.
What is the statement?Statements are sentences that expressage a fact, idea, or legal opinion. Statements do not ask questions, make requests or give speech act. They are also not utterances.
As there is a second step that follows,
2. This can also be written as x^(mn/m^2) = x^(n/m) which is the same as x to the power of (n/m)
3. This can also be written as x^(mn/m^2) = x^(n/m) which is the same as x to the power of (n/m)
4. The expression (x^(m/n))^(n/m) is the definition of x^mn, which is the mth root of x raised to the power of n. It makes sense because taking the mth root of a number is the same as taking the reciprocal of the exponent, and raising that reciprocal to the power of n is equivalent to raising the original number to the power of n/m.
Therefore, As a result, the complete definition of x^m/n, are as follows in the above statement.
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The complete statement was.
The expression (x^(m/n))^(n/m) is the definition of x^mn, which is the mth root of x raised to the power of n. It makes sense because taking the mth root of a number is the same as taking the reciprocal of the exponent, and raising that reciprocal to the power of n is equivalent to raising the original number to the power of n/m.
The number of accidents per week at a hazardous intersection is a random variable with mean 6.3 and standard deviation 5.85. The distribution of the number of accidents is very right skewed. (a) Suppose we let X be the sample average number of accidents per week at the intersection during 9 randomly chosen weeks. What is the probability that X is less than 5
Answer:
The probability that X is less than 5 cannot be determined.
Step-by-step explanation:
Normal Probability Distribution:
Problems of normal distributions can be solved using the z-score formula.
In a set with mean [tex]\mu[/tex] and standard deviation [tex]\sigma[/tex], the z-score of a measure X is given by:
[tex]Z = \frac{X - \mu}{\sigma}[/tex]
The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the p-value, we get the probability that the value of the measure is greater than X.
Central Limit Theorem
The Central Limit Theorem estabilishes that, for a normally distributed random variable X, with mean [tex]\mu[/tex] and standard deviation [tex]\sigma[/tex], the sampling distribution of the sample means with size n can be approximated to a normal distribution with mean [tex]\mu[/tex] and standard deviation [tex]s = \frac{\sigma}{\sqrt{n}}[/tex].
For a skewed variable, the Central Limit Theorem can also be applied, as long as n is at least 30.
In this question:
The distribution is right-skewed, which means that the central limit theorem can only be applied for a sample size of at least 30. Since the sample size is 9 < 30, the CLT cannot be applied, and thus the probability that X is less than 5 cannot be determined.
On a scale, drawing inches equals 10 miles if the length of the road on the scale is 4 inches which of the following could be used to find the length of the road
On solving the provided question, we can say that - here in equation 10x + =4 = 2
What is equation?An equation is a formula in mathematics that joins two statements with the equal symbol = to represent equality. The definition of an equation in algebra is a mathematical statement proving the equality of two mathematical expressions. In the equation 3x + 5 = 14, for instance, the terms 3x + 5 and 14 are separated by an equal sign. The link between two phrases on either side of a letter is expressed mathematically. There is often only one variable, which is also the symbol. instance: 2x - 4 Equals 2.
here,
the equation we have is = 10x + =4 = 2
10x = -2
x = -1/5
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To make an apron, Jaylen’s mother bought 3.9 yards of cloth. If a yard of cloth costs $9.50, how much did Jaylen’s mother spend?
Answer:
She spent 37.05
Step-by-step explanation:
multiply both values
A store is designing the space for rows of nested shopping carts
In the diagram for this problem, lines BE and CF are congruent. Arc AB = 48 degrees. Arc BC = 42 degrees. Which measure is the greatest?
Answer:
arc AB
Step-by-step explanation:
uhhhh 48 is greater than 42
Please define the following: Revenue, Cost and Profit VS
Marginal Revenue, Marginal Cost and Marginal Profit.
The additional expense brought on by reducing the quantity is known as the cost. An additional expense "at the margin" is another name for this. The extra income that results from raising the supply is known as the marginal revenue.
What is Cost and Profit?
Profit is defined as the difference of revenue and cost (determined by deducting cost from revenue. when revenue exceeds operational expenses, the difference between them is called the operating profit.
The additional money "at the margin" is another name for this.The money left over after a corporation pays its bills and expenses is known as its profit. Costs are the out-of-pocket expenditures comes to making, producing, and marketing the company's goods and services.
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Consider the function f (x) = StartLayout Enlarged left-brace first row negative StartFraction x + 5 Over x + 3 EndFraction, x less-than negative 2 second row x cubed + 6, x greater-than-or-equal-to negative 2 EndLayout.
Which statement describes whether the function is continuous at x = –2?
The function is continuous at x = –2 because f(–2) exists.
The function is continuous at x = –2 because Limit as x approaches negative 2 plus f(x) = f(–2).
The function is not continuous at x = –2 because Limit as x approaches negative 2 f(x) ≠ f(–2).
The function is not continuous at x = –2 because Limit as x approaches negative 2 f(x) does not exist.
Answer:
D
Step-by-step explanation:
Edge
50 POINTS !!
PLEASE HELP !! ILL GIVE BRAINLIEST TO THE RIGHT ANSWERS.
Answer: 7.6
Use a caculator for next time so you don't have to waste your points.
can anyone help me out with this question
Answer:
[tex] \sf \: b) \: 45[/tex]
Step-by-step explanation:
The values given are,
→ u = 7
→ d = 10
→ e = 3.2
Now the expression is,
→ 15(d - u)
Evaluating the expression,
→ 15(d - u)
→ 15(10 - 7)
→ 15 × 3
→ 45
Hence, option (b) is correct.
Answer:45
Step-by-step explanation:
15(10-7)
15(3)
multiply and get 45
what is the length of the line?
A. Square root 11
B. Square root 61
C.8
D.11
Answer:
C
Step-by-step explanation:
I am lost and need help asap!
Answer:
<CED = 58°
Step-by-step explanation:
Let <CED = x
We can obtain the value of x as illustrated below:
<CED + 122 = 180 (angles on a straight line)
x + 122 = 180
Collect like terms
x = 180 – 122
x = 58°
<CED = x
x = 58°
Thus,
<CED = 58°
8. if 9(x - y) = 30, find the following.
a) 18(x - y)
b) 6x - 6y
c) 9x-9y-9
Therefore , the solution of the given problem of equation comes out to be a.60 , b.20 and c.21.
Equation : what is it?An equation in mathematics is a representation of two equal variables, one on each side of a "equals" sign. To tackle common issues, equations can be used. We commonly seek pre algebra help to overcome obstacles in real life. Math fundamentals are covered in pre-algebra lessons.
Here,
Given : 9(x - y) = 30,
or (x-y) =30/9
To find :
a) 18(x - y) = ?
=> 2(9(x - y))
=> 2(30)
=> 60
b)6x - 6y = ?
=> 6(x-y) = 6(30/9)
=> 2*30/3
=> 20
c) 9(x-y)-9
=> 30 -9
=>21
Therefore , the solution of the given problem of equation comes out to be a.60 , b.20 and c.21.
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Which property of equality illustrates the statement "If AC = 14, then BD + AC = BD + 14?"
A. Transitive Property of Equality
B. Symmetric Property of Equality
C. Division Property of Equality
D. Substitution Property of Equality
'Substitution Property of Equality' illustrates the statement "If AC = 14, then BD + AC = BD + 14" from the question.
What is property of equality?
The equality characteristics define the relationship between two equal quantities. If a mathematical operation is applied to one side of an equation, it must also be applied to the opposing side to keep the equation balanced.
The Substitution Property of Equality states that if we know that two expressions are equal, we can substitute one of them for the other in any equation.
In this statement, it is stated that "If AC = 14, then BD + AC = BD + 14." Here we substitute 14 for AC in BD + AC = BD + 14. Which means that if we know that AC = 14, we can substitute 14 for AC in any equation, and the equation will still be true.
Therefore, given statement illustrates the Substitution Property of Equality.
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When 3x+2≤5(x-4) is solved for x, the solution is?
Answer: #4 x >l 11
Hope this helps
Step-by-step explanation:
Two cards are drawn from a standard deck of cards without replacement. Find the probability of drawing a heart and a club in that order
Answer:
4/663
Step-by-step explanation:
Probability is the likelihood or chance that an event will occur.
Probability = Expected outcome/Total outcome
Since we are to draw from a pack of card, the total outcome will be 52
Since there are 4 hearts;
Pr(selecting heart) = 4/52 = 1/13
If a club is then selected without replacement, the total number of card remaining will be 51;
Pr(selecting a heart) = 4/51
probability of drawing a heart and a club in that order = 4/52 * 4/51
probability of drawing a heart and a club in that order = 16/2652
probability of drawing a heart and a club in that order = 4/663
A trapezoid has interior angle measures of 95°, 97", 85° and X degrees. Find the measure of angle X in the trapezoid. Enter only the number of degrees in the answer
box.
The solution i:
As a result, you are turning the entire trapezium figure 90 degrees clockwise in order to change the trapezoid LMNQ into L′M′NQ′.
The trapezoid is what?In American and Canadian English, a trapezoid is a quadrilateral with at least one set of parallel sides. In British and other versions of English, the word is a trapezium. A trapezoid is always a convex quadrilateral in Euclidean geometry. The parallel sides of the trapezoid are referred to as its bases.
Given: When (-7,-2) to L, L becomes L' (-2,7)
You will often obtain a rotation of 90 degrees clockwise or 270 degrees counterclockwise around the origin (0,0), as well as a reflection across the x-axis and across the line of symmetry of the image, if you have (x,y) and it becomes (y,-x).
The entire graphic is therefore rotated 90 degrees in a clockwise orientation.
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least common number
( sorry i forgot what its called )
of 598 and 45
The least common multiple of 598 and 45 is 26, 910
How to find the least common multiple ?To find the least common multiple of 598 and 45, you can use the prime factorization method. This involves finding the prime factors of both 598 and 45 and then multiplying these prime factors when they are in their highest power.
This gives:
598 prime factorization :
2 x 13 x 23 = 598
45 prime factorization :
3 x 3 x 5 = 45
The least common multiple is;
= 2 x 13 x 23 x 3 x 3 x 5
= 26, 910
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Help me out with these please!
No links to suspicious sites!
Answer:
1) N = 2. 2) -7/3
Step-by-step explanation:
1)
6 = 3n
6/3 = n
2 = n
n = 2
2)
-3 = 3t + 4
3t + 4 = -3
3t = -3 - 4
3t = -7
T = -7/3
here is my answer mate,
1)18
2)4
x/4 = 12
Please help
solve the inequality 5(2x-1)<2(4x+3)
Answer:
x < [tex]\frac{11}{2}[/tex]
Step-by-step explanation:
=> 10x - 5 < 8x + 6
Subtract 8x from the left and right side of the inequality sign:
=> 2x - 5 < 6
Now, add 5 on both sides of the inequality:
2x < 11
now divide 2 on both sides:
x < [tex]\frac{11}{2}[/tex]
Hope this helps!
Because of safety considerations, in May 2003 the Federal Aviation Administration (FAA) changed its guidelines for how small commuter airlines must estimate passenger weights. Under the old rule, airlines used 180 pounds as a typical passenger weight (including carry-on luggage) in warm months and 185 pounds as a typical weight in cold months. The Alaska Journal of Commerce (May 25, 2003) reported that Frontier Airlines conducted a study to estimate average passenger plus carry-on weights. They found an average summer weight of 183 pounds and a winter average of 190 pounds. Suppose that each of these estimates was based on a random sample of 100 passengers and that the sample standard deviations were 20 pounds for the summer weights and 23 pounds for the winter weights.
Required:
a. Construct and interpret a 95% confidence interval for the mean summer weight (including carry-on luggage) of Frontier Airlines passengers.
b. Construct and interpret a 95% confidence interval for the mean winter weight (including carry-on luggage) of Frontier Airlines passengers.
c. The new FAA recommendations are 190 pounds for summer and 195 pounds for winter. Comment on these recommendations in light of the confidence interval estimates from Parts (a) and (b).
Answer:
a) The 95% confidence interval for the mean summer weight (including carry-on luggage) of Frontier Airlines passengers is between 179 and 187 pounds. This means that we are 95% sure that the mean summer weight of all Frontier Airlines passengers is between these two values.
b)
The 95% confidence interval for the mean winter weight (including carry-on luggage) of Frontier Airlines passengers is between 185.4 pounds and 194.6 pounds. This means that we are 95% sure that the mean winter weight of all Frontier Airlines passengers is between these two values.
c) They are respected, as the upper bound of both intervals is below the new FAA recommendations.
Step-by-step explanation:
We have the standard deviation for the sample, which means that the t-distribution is used to solve these questions.
Question a:
The first step to solve this problem is finding how many degrees of freedom, we have. This is the sample size subtracted by 1. So
df = 100 - 1 = 99
95% confidence interval
Now, we have to find a value of T, which is found looking at the t table, with 99 degrees of freedom(y-axis) and a confidence level of [tex]1 - \frac{1 - 0.95}{2} = 0.975[/tex]. So we have T = 1.9842
The margin of error is:
[tex]M = T\frac{s}{\sqrt{n}} = 1.9842\frac{20}{\sqrt{100}} = 4[/tex]
In which s is the standard deviation of the sample and n is the size of the sample.
The lower end of the interval is the sample mean subtracted by M. So it is 183 - 4 = 179 pounds.
The upper end of the interval is the sample mean added to M. So it is 183 + 4 = 187 pounds.
The 95% confidence interval for the mean summer weight (including carry-on luggage) of Frontier Airlines passengers is between 179 and 187 pounds. This means that we are 95% sure that the mean summer weight of all Frontier Airlines passengers is between these two values.
Question b:
Critical value is the same(same sample size and confidence level).
The margin of error is:
[tex]M = T\frac{s}{\sqrt{n}} = 1.9842\frac{23}{\sqrt{100}} = 4.6[/tex]
The lower end of the interval is the sample mean subtracted by M. So it is 190 - 4.6 = 185.4 pounds.
The upper end of the interval is the sample mean added to M. So it is 190 + 4.6 = 194.6 pounds.
The 95% confidence interval for the mean winter weight (including carry-on luggage) of Frontier Airlines passengers is between 185.4 pounds and 194.6 pounds. This means that we are 95% sure that the mean winter weight of all Frontier Airlines passengers is between these two values.
c. The new FAA recommendations are 190 pounds for summer and 195 pounds for winter. Comment on these recommendations in light of the confidence interval estimates from Parts (a) and (b).
They are respected, as the upper bound of both intervals is below the new FAA recommendations.
Question 2 of 10
If two triangles are congruent, which of the following statements must be
true? Check all that apply.
A. The corresponding sides of the triangles are congruent.
B. The corresponding angles of the triangles are congruent.
C. The triangles have the same size,
D. The triangles have the same shape.
What is the point of intersection when the system of equations below is graphed on the coordinate plane?
(1, –3)
(–1, 3)
(1, 3)
(–1, –3)
The point of intersection is (–3.5, 0.5) when the system of equations below is graphed on the coordinate plane.
What is the equation?The equation is defined as a mathematical statement that has a minimum of two terms containing variables or numbers that are equal.
The system of equations below
-x + y = 4,
6x + y = -3
As per the given question, the required graph has been attached below.
The point of intersection when the system of equations is graphed on the coordinate plane is (–3.5, 0.5).
This is the point where the two lines cross each other.
Hence, the correct answer would be an option (D).
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The question seems to be incomplete the correct question would be:
What is the point of intersection when the system of equations below is graphed on the coordinate plane? -x+y=4, 6x+y= -3
A. (1, –3)
B. (–1, 3)
C. (1, 3)
D. (–3.5, 0.5)