-4 + (-1) - (-3)

Need HELP

Answer:

pick any two points

im going to chose (1,3) and (3,7)

so the equation y2-y1/x2-x1

1 = x1

3=y1

3=x2

7=y2

so 7-3/3-1 is 4/2

which is 2

Answer:

x = 53°

Step-by-step explanation:

Forming the equation,

→ x + (2x + 21°) = 180°

Now the value of x will be,

→ x + (2x + 21°) = 180°

→ 3x = 180° - 21°

→ x = 159°/3

→ [ x = 53° ]

Hence, the value of x is 53°.

The required expression is: [tex]| 17 - \frac{5}{2}x|[/tex] = 48

An algebraic expression (or) a variable expression is a aggregate of phrases through the operations together with addition, subtraction, multiplication, division, etc. For instance, allow us to have a study the expression 5x + 7. Thus, we will say that 5x + 7 is an instance of an algebraic expression.

Words can be expressed algebraically.

The algebraic expression is: [tex]| 17 - \frac{5}{2}x|[/tex] = 48

Let the number be x.

Five-halves of x is: 5/2x

So the difference between  and 17 is:

5/2x - 17 = 48 or 17 - 5/2x = 48

Combine both expressions

[tex]| 17 - \frac{5}{2}x|[/tex] = 48

Hence, the required expression is:  [tex]| 17 - \frac{5}{2}x|[/tex] = 48

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Answer:

On the attached graph

Step-by-step explanation:

See attached graph

The equation the function after the transformation is (c) g(x) = -√x  - 3

The equation of the function is given as

f(x) = √x ---- i.e the square root parent function

The sequence of transformations is given as follows:-

When the above transformations are combined, we have:

Translate up by 3 units: g(x) = f(x) + 3

Reflection across the x-axis: g(x) = -(f(x) + 3)

So, we have

g(x) = -(√x + 3)

Expand

g(x) = -√x  - 3

Hence, the function g(x) is (c) g(x) = -√x  - 3

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Answer:

x=6

Step-by-step explanation:

x-8=-2

x=-2+8

x=6

Answer:

x = 6

Step-by-step explanation:

x - 8 = -2

x - 8 + 8 = -2 + 8

x + 0 = 6

x = 6

Check:

6 - 8 = -2

The formula for w in terms of p and l is w = (p - 2l)/2

Numbers, symbols and operators grouped together that show the value of something.

Given that, an expression p = 2l + 2w

Solving for w, we get,

w = (p - 2l)/2

Hence, The formula for w in terms of p and l is w = (p - 2l)/2

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The table showing the possible value of S and their possibilities is attached below,

The probability that a player moves their counter forward more than 2 spaces is 0.5.

The Probability is the ratio of favorable outcomes to total number of outcomes. The probability of an event must be less than 1 as the sum of all probabilities of events is equal to 1.

Here, If the number on the dice is even, S is half that number; if it is not even, S is double that amount. The table showing the possible value of S and their possibilities is attached below,

Now, finding the probability that a player moves their counter forward more than 2 spaces,

As seen from the table, the number of favorable outcomes where the player moves the counter more than 2 spaces is 3.

The total number of outcomes is 6. so, the probability will be,

Probability [tex]=\frac{3}{6}[/tex]

[tex]=\frac{1}{2} \\\\=0.5[/tex]

Hence, the probability that a player moves their counter forward more than 2 spaces is 0.5.

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The derivative of f(x) is option A.

What is derivative?

The instantaneous pace at which one quantity changes in relation to another is referred to as a derivative in mathematics.

Main Body:

Since the derivative of [tex]e^{x}[/tex] is just [tex]e^{x}[/tex] , application of the chain rule to a composite function with [tex]e^{x}[/tex] as the outside function means that:

         [tex]\frac{dy}{dx} (e^{f(x)} )= e^{f(x) }.f'(x)[/tex]

Now the derivative of 1/x = [tex]\frac{-1}{x^{2} }[/tex]

Hence derivative of f(x) = [tex]-e^{\frac{1}{x} } /x^{2}[/tex].

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Answer:

9x3

Step-by-step explanation:

x+9

/4

9x=8

x=2

+2=4

x=1+4234

Answer:

Step-by-step explanation:

Put the value of a in equation 2. b² = 6² + a². b² = 36 + (81 / 4 ). b = √(225 / 4). b = 15 / 2. Therefore, the value of a and b will be 9.

Answer:

- (4x+1) (x-9)

Step-by-step explanation:

-4x^2+35x+9

Factor out the 1:

-(4x^2-35x-9)

Factor:

-(4x+1)(x-9)

Answer:

SAS

Step-by-step explanation:

We now that 2 sides are congruent because of the congruent marker, and the bases of the triangles are the same, meaning they are congruent. And we also have a congruent pair of angles. So we can tell if they are congruent by using the SAS theorem.

-Hope this helped

The percentage statement 28 is 35% of 80 is written in the form

a/b = p/100 as 28/80 = 35/100.

For the given question.

The statement defining the percentage is ;

28 is 35% of 80.

This can be written as;

35% of 80 = 28

Solve percentage.

35×80/100 = 28

35/100 = 28/80

Or,

28/80 = 35/100

This is the form

a/b = p/100

a = 28

b = 80

p = 35

Thus, the percentage statement 28 is 35% of 80 is written in the form

a/b = p/100 as 28/80 = 35/100.

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We deduce that g(x) = f(x - 2) + 3 denotes a 2-unit right and 3-unit up in the graph of g(x). The best choice is C.

A diagram that shows how a variable varies in relation to one or more other variables, such as a collection of points, lines, line segments, curves, or regions.

Right-shift a function

Inside the function's argument, subtract. For instance, is essentially moved b units to the right.

You go to the right while subtracting from the parameter of the function.

Accordingly, f(x) is moved two units to the right in g(x) = f(x - 2).

also to advance a function

Outside of the function, add. For instance, is essentially shifted up units.

G(x) = f(x - 2) + 3 hence says that f(x) is shifted up by 3 units.

Overall, then, using two transformations, we deduce that g(x) = f(x - 2) + 3 denotes a 2-unit right and 3-unit upswing in the graph of g(x).

Therefore, choice C is right.

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The inequality represented by the graph is y ≥ -x + 2

A graph is a pictorial representation of data and the graph presented represents inequality data

The graph shows a linear function written in the form

y = mx +c

where slope, m calculated as

c = intercept

x = input variables

y = output variables

calculation of slope

The points used for the slope is gotten from the graph as (0. 2)  (1, 1)

m = (y₂ -y₁) / (x₂ - x₁)

substituting the values

= ( 2 - 1 ) / ( 0 - 1 )

= 1 / -1

= -1

y intercept, c this is a point where the graph cuts the y axis

c = 2

The two points result greater than or equal to written with the symbol ≥

hence the equation is

y ≥ -x + 2

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By using a linear equation, it is obtained that

Distance farther Daniel's car travel in 1 gallon of gas than Bo's car =

3 miles

What is linear equation?

At first, it is important to know about equation.

Equation shows the equality between two algebraic expressions by connecting the two algebraic expressions by an equal to sign.

A one degree equation is known as linear equation.

The equation y = 31.5x represents the number of miles, y, that Daniel can drive his car for every x gallons of gas

Distance driven by Daniel in 1 gallon of gas = [tex]31.5 \times 1 = 31.5 \ miles[/tex]

Bo uses 9 gallons of gas to drive 256.5 miles in his car.

Bo uses 1 gallon of gas to drive [tex]\frac{256.5}{9}[/tex] miles in his car.

Bo uses 1 gallon of gas to drive 28.5 miles in his car.

Distance farther Daniel's car travel in 1 gallon of gas than Bo's car =

31.5 - 28.5 = 3 miles

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Complete Question

The complete question has been attached here.

The fractions of sixth graders that reached their goal after each day are given as follows:

A fraction is a numerical representation of the division of the two terms x and y that composed the fraction, as follows:

Fraction = x/y.

In which the technical terms related to x and y are as follows:

The fraction can be represented by bars, in which:

As shown by the image at the end of the answer, the fractions are given as follows:

The image is given at the end of the answer.

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There are 10 students in a class: 6 boys and 4 girls. If the teachers chooses 3 at random, then the probability that everyone in the group is a girl is 1/30

It is given that,

Total number of students = 10

Number of boys = 6

Number of girls = 4

Total number of ways to select 3 students from 10 students.

10C3= 10!/ 3!7!= 120

Total number of ways to select 3 students from 4 girls

4C3 = 4!/ 3!=4

The probability that everyone in the group is a girls is

P = 4/120

  = 1/30

Hence ,  the probability that everyone in the group is a girl is 1/30

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Answer: g= 61/5 or 12.2

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

It is perpendicular because it forms a right angle with the second line

The ΔABC placed on top of ΔADE, and having angles ∠ABC and ∠BAC congruent to ∠ADE and ∠DAE in ΔADE is similar to ΔADE. The side CB is 3 indicating that the side ED, which has a length of x = 5

Similar triangles are triangles that have similar (the same shape), such that one triangles has side lengths that are a constant multiple of the other.

Please find attached a possible drawing that is based on the parameters of the question

From the question and the drawing created with MS Word, we have;

Length of AB = 9

Side CB = 3

Segment BD = 6

∠ABC = ∠ADE = 90°

∠ABC ≅ ∠ADE by definition of congruency

From the drawing, ∠BAC ≅ ∠BAC by reflexive property of equality

Triangle ΔBAC is similar to triangle ΔDAE by AA similarity postulate

Segment AD = Segment AB + Segment BD by segment addition postulate

AD = 9 + 6 = 15

The pair of corresponding sides of similar triangles are proportional, therefore;

[tex]\dfrac{\overline{AB}}{\overline{AD}} = \dfrac{\overline{BC}}{\overline{DE}}[/tex]

Which gives;

[tex]\dfrac{9}{15} = \dfrac{3}{x}[/tex]

9 × x = 15 × 3 = 45

x = 45 ÷ 9 = 5

The  length of side ED, x = 5

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Answer: 12

Step-by-step explanation: Because 9 x 2 is 18, and 7 x 2 is 14, we want to multiply 6 by 2. This gives us the answer 12.

9 x 2 = 18

7 x 2 = 14

6 x 2 = 12

Answer:

6.4

Step-by-step explanation:

I guessed and got it right.

A rhombus is a parallelogram because the opposite sides are parallel but every parallelogram is not a rhombus because all sides may not be equal. Every square is a rectangle because opposite sides are equal but not every rectangle is a square because all sides might not be equal. Every square is rhombus because all sides are equal but not every rhombus is a square because the angles might not be right angles.

We need to identify the properties of the given figure in order to answer why one figure can not be the other one:

A rhombus has all sides equal as well as parallel but all angles might not be right angles.

A square has all four sides equal and has 4 right angles.

A rectangle has equal opposite sides and 4 right angles.

A parallelogram has opposite parallel sides.

Hence, a rhombus can be a parallelogram because the opposite sides are parallel but every parallelogram can not be a rhombus because all sides may not be equal. Every square is a rectangle because opposite sides are equal but not every rectangle is a square because all sides might not be equal. Every square is rhombus because all sides are equal but not every rhombus is a square because the angles might not be right angles.

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Using the principle of proportional relationship, the total recommended daily amount of fiber is  34.4 grams

Let x be the recommended daily amount ( in grams ) of the fiber,

So, 32% of x = [tex]\frac{32}{100}x[/tex] = 0.32x

According to the question,

11 grams is 32% of the recommended daily amount of fiber,

That is, 0.32x = 11

x = 11/0.32 = 34.4 grams

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The different two-letter initials can people have using the upper case characters in the English alphabet is 676 (if no specifications are given)

The question has not specified other conditions so we have assumed it by cases and solved it

Case 1 -

“Everything” allowed, means that we are considering solutions like “AA” and “BA, AB”

If this is the case then there are => 26 x 26 = 676 Combinations,

Case 2-

No repetition allowed

Here, we are excluding cases like “AA, BB” etc so here we have

26 x 25 = 650 as our answer

Case 3-

no repetition allowed + unique set every time, So

here we will have ²⁶C₂ (this is basic combinatorics formula )

= (26 x 25)/2

= 325 combinations possible

Case 4 -

Repetition allowed + unique set every time

here we will assume along with the uniqueness of each combination we will add Repeated combinations, Here we have “AA, BB, CC,……..ZZ” 26 new combinations along with unique ones So,

²⁶C₂+ 26 = 325 + 26 = 391 possible cases.

and I would recommend adding more detail to your question specifying the conditions in a better way, but the technically correct answer to your questions if no conditions are CASE 1.

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