How do you write 10^− 6 in decimal form?

Answer:

y = - [tex]\frac{4}{5}[/tex] x + [tex]\frac{41}{5}[/tex]

Step-by-step explanation:

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

y = [tex]\frac{5}{4}[/tex] x - 1 ← is in slope- intercept form

with slope m = [tex]\frac{5}{4}[/tex]

given a line with slope m then the slope of a line perpendicular to it is

[tex]m_{perpendicular}[/tex] = - [tex]\frac{1}{m}[/tex] = - [tex]\frac{1}{\frac{5}{4} }[/tex] = - [tex]\frac{4}{5}[/tex] , then

y = - [tex]\frac{4}{5}[/tex] x + c ← is the partial equation of the perpendicular line

to find c substitute (4, 5 ) into the partial equation

5 = - [tex]\frac{16}{5}[/tex] + c ⇒ c = 5 + [tex]\frac{16}{5}[/tex] = [tex]\frac{25}{5}[/tex] + [tex]\frac{16}{5}[/tex] = [tex]\frac{41}{5}[/tex]

y = - [tex]\frac{4}{5}[/tex] x + [tex]\frac{41}{5}[/tex] ← equation of perpendicular line

Answer:

x = 2; y = 10

Step-by-step explanation:

y = 5x

2x + 3y = 34

You have a system of equations. Since the first equation is already solved for y, we can easily use the substitution method. Substitute 5x for y in the second equation.

2x + 3y = 34

2x + 3(5x) = 34

2x + 15x = 34

17x = 34

x = 2

Now substitute 2 for x in the first equation.

y = 5x

y = 5(2)

y = 10

Solution: x = 2; y = 10

Answer:

It will take Iliana 16 hours to get 200 total XP.

Step-by-step explanation:

To project a value on a graph, we need to first find the equation of the graph.

The graph makes the shape of a line. Therefore, the equation of a graph is a linear equation.

⭐What is a linear equation?

To make the equation for this graph, we need to find the value of the slope and the y-intercept and substitute it into the equation.

The equation for this graph will be called P(t).

⭐How do we find the slope?

Pick 2 coordinates you are given. I am going to use (2,25) and (4,50).

Substitute these coordinates into the slope formula.

[tex]m = \frac{y_2-y_1}{x_2-x_1}\\\\[/tex]

[tex]m = \frac{50-25}{4-2}[/tex]

[tex]m = \frac{25}{2}[/tex]

⭐How do we find the y-intercept?

Since we aren't given the corresponding y-value for when x=0, we have to do the second option stated.

m = 25/2 is the same thing as m = -25/-2, because:

negative/negative = positive

positive/positive = positive

Thus, we can move down from point (2,25) 25 units and left 2 units to get to point (0,0).

[tex]y-intercept = 0[/tex]

Now, substitute the values of the y-intercept and the slope into the equation for the graph.

[tex]P(t) = mt + b[/tex]

[tex]P(t) = \frac{25}{2}t[/tex]

Next, to project a value on the graph, we need to substitute the y-value into the equation to find its corresponding x-value.

The y-value we want to find is 200 XP.

[tex]200 = \frac{25}{2}t[/tex]

Multiply LHS and RHS by [tex]\frac{2}{25}[/tex] to isolate t.

[tex]\frac{2}{25}(200) = \frac{2}{25}(\frac{25}{2}t)[/tex]

[tex]\frac{400}{25} = t[/tex]

[tex]16 = t[/tex]

∴ It will take Iliana 16 hours to get 200 total XP!

⭐if this response helped you, please mark it the "brainliest"!⭐

Answer:

it would take her 16 hours to get 200 XP

you could see how much XP she gets in a hour and it would help you understand it better

HOURS ( 1 2)

TOTAL XP( 12.5 ÷2)

so according to the small little graph 1 hour is 12.5 XP so you could type how much she gets for any number of hours

EQUATIONS

p=12.5t you could make (t) time by itself

t = p/12.5

HOW LONG TO GET 200 XP

you need t get the value of t cause p = to 200

t= p/12.5

since p is = to 200 p is 200 and you can replace it

t= 200/12.5

so all you have to do it the math!

t = 16

ANSWER

it takes her 16 hours to get 200 XP

The expressions presented in options A and D are equivalent to the given expression.

Knowing some of the main power rules.

An algebraic expression is considered equivalent when they are equal.

Thus, for solving this question, you should:

Let's solve each option.

        [tex]\frac{7^2}{7^{-2}}[/tex]= 7² *7²= [tex]7^4[/tex] - this equation is equivalent to the given algebraic expression.

        [tex]\frac{7^6}{7^{-2}}=7^6*7^2=7^8[/tex] - this equation is not equivalent to the given algebraic expression.

        [tex]7^{-12}=\frac{1}{7^{12}}[/tex] - this equation is not equivalent to the given algebraic expression.

        (7²)2= [tex]7^4[/tex] - this equation is equivalent to the given algebraic expression.

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By using the tabular data given , the complete relative frequency table has been shown below

What is tabular data?

Data given in the form of rows and columns is known as tabular data.

The relative frequency table has been shown below

Frequency of students who like to like to fly and can drive = 0.32

Total frequency of students who like to fly = 0.70

Frequency of students who like to like to fly cannot drive = 0.70 - 0.32 = 0.38

Frequency of students who can drive = 0.45

Frequency of students who cannot drive = 0.55

Frequency of students who do not like to fly can drive = 0.45 - 0.32 = 0.13

Frequency of students who do not like to fly cannot drive = 0.55 - 0.38 = 0.17

Total frequency of students who do not like to fly = 0.13 + 0.17 = 0.30

The complete relative frequency table is

                                 Can drive       Cannot drive     Row totals

Like to fly                    0.32                  0.38                 0.70

Do not like to fly          0.13                  0.17                  0.30

Column totals              0.45                 0.55                   1

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The test statistic would be a two-sample t-test, which compares the means of two independent samples by calculating the difference in means between the two samples and dividing the difference by the standard error of the difference.

In essence, percentages are fractions with a denominator of 100. The percent symbol (%) is placed next to a number to indicate that it is a percentage. For instance, you would have received a 75% on the examination if you correctly answered 75 out of 100 questions (75/100).

Describe a percentage example.

The hundredth component, one percent (symbolized as 1%), is expressed as 100 percent, and 200 percent denotes double the quantity specified. For example, 1% of 1,000 chickens equals 1/100 of 1,000, or 10 chickens, and 20% of the total is equal to 20% of 1,000, or 200.

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Answer:

For $10.50, you can buy 1 pound of shrimp

Step-by-step explanation:

We know that "c" is the total cost and "p" is the number of pounds of shrimp. The number 10.50 is considered to rate for every pound of shrimp because, if we replace "p" with 1 pound, we will get the answer of $10.50. Thus, it costs $10.50 for every pound of shrimp.

Answer:

Hope this Helps!!!

Probability that jim will not be accepted at either university is 0.42

He has applied to two different universities.

the acceptance rate for applicants with similar qualifications is 30% for university x

the acceptance rate for applicants with similar qualifications is 40% for university Y

Here, getting accepted into the two different universities are two independent events.

P(A or B) = P(A) x P(B)

Probability of not getting accepted in university X is 1 - 0.30

Probability of not getting accepted in university Y is 1 - 0.40

Probability that jim will not be accepted at either university

P'(X or Y) = P'(X) x P'(Y)

=(1 - 0.30) x(1 - 0.40) = 0.70 x 0.60 = 0.42

Therefore, Jim will not be accepted at either university has a probaility of 0.42 or 42%

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Therefore, number of strings can be made by using 4 lower case english letters is 66,351 strings.

Combination refers to an arrangement of objects where the order is not crucial. Contrary to permutation, where the order is important. Consider how the letters A, B, and C would be arranged. ABC and ACB are not the same arrangement in a permutation.

Here,

Repetition is permitted as long as we're only looking at lowercase letters.

Number of strings of length 4=[tex]26^{4}[/tex]

Other than x, how many strings of length 4 exist=[tex]25^{4}[/tex]

 [tex]26^{4}[/tex]- [tex]25^{4}[/tex]=66,351 strings.

Therefore number of strings can be made by using 4 lower case english letters is 66,351 strings.

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The results of the evaluation of the given expression; (2t+3g) divided by 4 as required is; 7.

It follows from the task content that the result of the evaluation of the given expression is to be determined according to the information provided.

Therefore, since the expression to be evaluated is; ( 2t + 3g ) / 4.

Where; g = 2, r = 3 and t = 11.

Therefore, we have;

( 2(11) + 3(2) ) / 4

= ( 22 + 6 ) / 4

= 28 / 4

= 7.

Therefore, the result of the expression evaluation is; 7.

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By using the concept of function, it can be concluded that (-2, -1) needs to be removed to make the given relation a function

What is a function?

A function from A to B is a rule that assigns to each element of A a unique element of B. A is called the domain of the function and B is called the codomain of the function.

There are different operations on functions like addition, subtraction, multiplication, division and composition of functions.

Here, from the figure, it can be seen that -2 has  two images,

2 and -1

So from the options given, the point (-2, -1) needs to be removed to make the given relation a function

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Complete Question

Input Output Which ordered pair needs to be removed in order for the mapping to represent a function? O (-3, -4) O (-2, -1) O (1, -3) O (3,7)​

The reflection of triangle with respect to y axis is P'(-3,-2). Q'(1, -2), R'(-2,7)

How does reflection relate to the y axis?

The y-coordinate stays the same when a point is reflected across the y-axis, but the x-coordinate is assumed to be the additive inverse. Point (x, y) is reflected across the y-axis as (-x, y).

What does a reflection mean in mathematics?

A reflection is the shape's mirror image. A line, called the line of reflection, will allow an image to reflect through it. Every point in a figure is said to reflect the other figure when they are all equally spaced apart from one another.

For the reflection we need to see first the axis then we will fix that coordinate of the axis like in this case we have y axis so y coordinates will be fix and for x coordinate we will do in opposite direction like for 3 it will be -3 , for -1 it will be 1 and for 2 it will be -2

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No, the line passing through  (-4, 26) and (-2, 0) is  not parallel to line passing through (10, 18) and (5, 3) because slopes of both lines are different.

Line is possible in 2-d forms so, it has only x and y-co-ordinates. Z-co-ordinates is not possible.

We know very well that to prove any two lines are parallel to each other we need to prove only whether their slopes are equal or not.

Now, talking about the slopes we know that if any line is passing from point(x₁,y₁) and again passing from other point(x₂,y₂) then slope(m) of that line is given by the formula=(y₂-y₁) / (x₂-x₁)

So, for first line we have (x₁, y₁)=(-4,26)

and (x₂, y₂)=(-2,0)

So, slope(m₁) of first line is =(0-26)/(-2 - (-4))

                  =>m₁ = -26/2

                   =>m₁ = -13     ----(eq1)

Similarly, for second line, we have (x₁, y₁)=(10,18)

and (x₂, y₂)=(5,3)

So, slope(m₂) of second line is =(3-18) / (5-10)

                =>m₂ = -15/-5

                 =>m₂=     3   -------(eq2)

On comparing eq1 and eq2,we get

 =>m₁≠m₂.

Hence, the given lines are not parallel.

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(Complete question) is:

Is the line through (-4, 26) and (-2, 0) parallel to the line through (10, 18) and (5, 3)?

Answer: y= 3/2x - 6

Step-by-step explanation:

The equation is y=mx + b

The y-intercept is when x = 0, so on the table y-intercept = -6

The slope is rise/run, we see that y increase by three and x increase by 2, so the slope is 3/2

to get the slope of any straight line, we simply need two points off of it, let's use those ones in the picture below.

[tex](\stackrel{x_1}{2}~,~\stackrel{y_1}{-3})\qquad (\stackrel{x_2}{6}~,~\stackrel{y_2}{3}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{3}-\stackrel{y1}{(-3)}}}{\underset{run} {\underset{x_2}{6}-\underset{x_1}{2}}} \implies \cfrac{3 +3}{4} \implies \cfrac{ 6 }{ 4 } \implies {\Large \begin{array}{llll} \cfrac{3 }{ 2 } \end{array}}[/tex]

now, the y-intercept occurs when x = 0, recheck the picture below.

16h + 11t ≥ 130

16*5=80, 16*4=64

11*5=55, 11*6=66

80x+55y>130

64x+66y>130

The possible values for the number of hours lifeguarding, is 5,4 hours  and the number of hours tutoring, is 5,6 hours that Brianna can work in a given week.

In Algebra, an inequality is a mathematical statement that uses the inequality symbol to depict the relationship between two expressions. An inequality sign has non-equal expressions on both sides.

Use these steps to resolve an inequality: Eliminate fractions in Step 1 by multiplying all terms by the total fractions' lowest common denominator. On both sides of the inequality, combine like phrases to simplify in Step 2. To get the unknown on one side and the numbers on the other, add or subtract the appropriate amounts.

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Answer: n + 14 = 37; Trina sold 23 boxes

Step-by-step explanation:

Answer:

The equation that represents the number of boxes Trina sold is: n + 14 = 37.

To solve for n, we can subtract 14 from both sides of the equation:

n + 14 - 14 = 37 - 14

n = 23

Therefore, Trina sold 23 boxes.

Step-by-step explanation:

The domain of the function is [2, 2) And the range is (3, 3) (along the y -axis).

The domain of a function is the input value for which the function exists while the range is the output value for which the function exists.

The range of a function is defined as the set of all the possible output values that are valid for the given function.

For the graph given, the domain lie across the x-axis.

The range is possible y values. Since we can use negative x values, if we plug in x values for the function, we are going to get positive numbers, as we plug in higher negative numbers, our range is bigger.

The domain of the function is [2, 2) And the range is (3, 3) (along the y -axis).

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Answer:

answer is in explanation

Step-by-step explanation:

The domain of the function is [2, 2) And the range is (3, 3) (along the y -axis).

How to find the domain and range of a function?

The domain of a function is the input value for which the function exists while the range is the output value for which the function exists.

The range of a function is defined as the set of all the possible output values that are valid for the given function.

For the graph given, the domain lie across the x-axis.

The range is possible y values. Since we can use negative x values, if we plug in x values for the function, we are going to get positive numbers, as we plug in higher negative numbers, our range is bigger.

The domain of the function is [2, 2) And the range is (3, 3) (along the y -axis).

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1. [tex]\overline{AD}[/tex] bisects [tex]\angle A[/tex] (given)

2. [tex]\angle CAD \cong \angle DAB[/tex] (definition of angle bisector)

3. [tex]\overline{AD} \cong \overline{AD}[/tex] (reflexive property)

4. [tex] \angle ADC[/tex] is a right angle (given)

5. [tex]\angle ADC[/tex] and [tex]\angle ADB[/tex] are supplementary (angles that form a linear pair are supplementary)

6. [tex]\angle ADB[/tex] is a right angle (an angle supplementary to a right angle is a right angle)

7. [tex]\angle ADC \cong \angle ADB[/tex] (all right angles are congruent)

8. [tex]\triangle ADB \cong \triangle ADC[/tex] (ASA)

ΔADB ≅ ΔADC by ASA congruence rule as they have angle- side- angle ratio are same.

If all three corresponding sides and all three corresponding angles are equal in size, two triangles are said to be congruent.

Slide, twist, flip, and turn these triangles to create an identical appearance.

They are in alignment with one another when moved. "≅" is the congruence symbol.

When two figures resemble one another in terms of size and shape, this is what mathematics refers to as congruence. In essence, there are four congruence principles that demonstrate if two triangles are congruent.

Given: AD bisect Angle A          

That means ∠BAD = ∠CAD

Proof:   In ΔADB and ΔADC              

∠ADB = ∠ADC (each right angle)

AD = AD (Common)

∠BAD = ∠CAD (Given)              

By ASA Congruence Rule  

ΔADB and ΔADC are Congruent  

Hence Proved.

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The amount of the investment at maturity is $2443.341

Compound interest is the interest on the initial principal plus the interest which has been accumulated.

Given,

Principal amount (P)=  $1500

Rate of interest(R)= 5% = 5/100 = 0.05%

Time(T)= 10 years

The formula for annual compound interest is as follows:

FV = P (1+ r/m)^mt

Where:

FV - the future value of the investment, in our calculator it is the final balance

P - the initial balance (the value of the investment)

r - the annual interest rate (in decimal)

m - the number of times the interest is compounded per year (compounding frequency)

t - the number of years the money is invested for

FV = 1500*(1+0.05/1)^(10*1) = 2443.341

The value of the investment after 10 years will be $2443.341.

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a.)The 95% Confidence interval for the average difference between the reading and writing scores of all students is 0.545 ± 1.232.

b.) Since independent random samples are chosen from a population that is roughly typical

The number of degrees of freedom with an unknown standard deviation is n-2.

c.)The null hypothesis could not be rejected because the aforementioned interval contains zero. 

Using a confidence interval does not show conclusive proof that there is a genuine difference in the average results .

Therefore there is no real  difference in the average scores.

Z = X  +- 1.96 ( SD/ √n  )

= 0.545 ± 1.96 × 8.887

√2000.545 plus or minus 1.96 times 8.887 over the square root of 200

= 0.545 ± 1.232

Out of 100 samples, the population mean would range between -0.687 and 1.777 on average in 95 of them.

explanation for part b,

n = 7, CL = 90%

df= 7-2=5t*=1.476(one tail),

2.015(both tails)

n = 26, CL = 98%

df= 26-2=23t*=2.177(right tail),

2.5(both tail)

n = 28, CL = 95%

df=28-2=26t*=1.706(one tail),

2.056(both tail)

n = 11, CL = 99%

df= 11-2=9t*=2.821 (one tail),

3.250(both tail)

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The price of each bottle of juice is $1.03

What is an equation?

A mathematical expression with an equals sign is referred to as an equation. Algebra is widely used in equations. When performing calculations but unsure of the precise amount, algebra is used.

Let 'x' be the price of each bottle of juice. Then,

According to the question,

2.36 + 4x = 6.48

or, 4x = 6.48 - 2.36

or, 4x = 4.12

or, x = 4.12/4

or, x = 1.03

Hence, the price of each bottle of juice is $1.03

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Price of a gallon of gasoline at the beginning of July was $2.41

What is percentage?

In mathematics, a percentage is a number or ratio that can be expressed as a fraction of 100. If we have to calculate percent of a number, divide the number by the whole and multiply by 100. Hence, the percentage means, a part per hundred.

According to the question:

In July, the price of a gallon of gasoline rose=12%

In august, it fell 15% of its final July price,

Ending the month at 1.19 rupees

Let us consider,

x is the original price at the beginning of July,

then the price of gasoline rose is 112%

=100+2

=112%

=112/100

=1.12

In august it fells 15%=100-15%

=.85%

With the help of given data

the original price is---- x

(1.12) × (.85) x = 2.29

find the value of x

x = 2.29/0.952

x=2.41

x=2.41 was its price at the beginning of July.

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The main purpose of statistical inferences is to make generalizations about a population from a small sample result.

Whenever we chart graphs, we try to represent raw data in tabular form. This data is mainly collected by us through surveys conducted on a small group of people, maybe our friends, family or anyone random. Through the data we receive, we can evaluate it to know results of out particular survey topic. Now, if we use this result to draw generalized conclusions about the whole population, then it is known as "inference" statistics. In inference statistics we donot limit the data to our sample size but rather use it to make predictions about the population.

For example: if we want to know the effictivity of a particular drug, we test it on a group of let's say, 100 people. The results show that about 75 treated got cured of the disease for which the drug was made to combat. Using statistical inference, we can conclude that in a population, the drug has an effictivity of 75%.

Further hypothesis can be conducted on the data using inferential statistics.

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Answer:

y= [tex]\frac{4}{3}[/tex] x+ [tex]\frac{7}{3}[/tex]

Step-by-step explanation:

         -3x-4y=12

1. First we need to get the equation in the form of y=mx+c to do this we add 3x to both sides and then divide it by -4 on each side to get

      (add 3x to both sides) = -4y=3x+12

      (divide each side by -4)= y= -[tex]\frac{3}{4}[/tex] x -3

2. to find the perpendicular gradient we find the reciprocal of the original gradient

            the reciprocal of -[tex]\frac{3}{4}[/tex] is [tex]\frac{4}{3}[/tex]

3. we can check this by multiplying them and seeing of we get -1

           -[tex]\frac{3}{4}[/tex] x  [tex]\frac{4}{3}[/tex] = = -1

4. we then sub in the gradient  [tex]\frac{4}{3}[/tex] in y=mx+c this gives us

      y= [tex]\frac{4}{3}[/tex]x +c

5. to find the value of c we substitute the coordinates into the equation to get ( we do this by expanding the brackets and getting c on it own)

       -3=  [tex]\frac{4}{3}[/tex](-4) +c

       -3= -[tex]\frac{16}{3}[/tex] +c

        [tex]\frac{7}{3}[/tex]=c

6. we sub  [tex]\frac{7}{3}[/tex]=c  back into  y= [tex]\frac{4}{3}[/tex]x +c  this gives us

          y= [tex]\frac{4}{3}[/tex]x + [tex]\frac{7}{3}[/tex]

7. Therefore our final answer is

          y= [tex]\frac{4}{3}[/tex]x + [tex]\frac{7}{3}[/tex]

Answer: P is 1 and q is 11, making your answer 12.

Step-by-step explanation:

If the chart is displaying prime numbers in order from 1 to 13, list all of the prime numbers. We would start with '1' because '1' is a prime and the first one on the list, thus followed by 3, then 5, then 7, then 11 because the only prime number between 7 and 13 is 11.

Then, add your P and q together, 1 and 11 in this example, to get your final answer of 12.

[tex]\begin{array}{llll} f(x)~from\\\\ x_1 ~~ to ~~ x_2 \end{array}~\hfill slope = m \implies \cfrac{ \stackrel{rise}{f(x_2) - f(x_1)}}{ \underset{run}{x_2 - x_1}}\impliedby \begin{array}{llll} average~rate\\ of~change \end{array} \\\\[-0.35em] ~\dotfill[/tex]

[tex]f(x)= 2x^2 + 12x +16 \qquad \begin{cases} x_1=-3\\ x_2=-2 \end{cases}\implies \cfrac{f(-2)-f(-3)}{-2 -( -3)} \\\\\\ \cfrac{[2(-2)^2 + 12(-2) + 16]~~ - ~~[2(-3)^2 + 12(-3) + 16]}{-2+3} \\\\\\ \cfrac{[8-24+16]~~ - ~~[18-36+16]}{1}\implies 0-(-2)\implies \text{\LARGE 2}[/tex]

Answer:

S = 3

S = 5

S = 7

S = 9

Step-by-step explanation:

t = 3s + 2

when t = 11

11 = 3s + 2

11 – 2 = 3s

9 = 3s

s = 3

t = 3s + 2

when t = 17

17 = 3s + 2

17 – 2 = 3s

15 = 3s

s = 5

t = 3s + 2

when t = 23

23 = 3s + 2

23 – 2 = 3s

21 = 3s

s = 7

t = 3s + 2

when t = 29

29 = 3s + 2

29 – 2 = 3s

27 = 3s

s = 9

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Answer:

156

Step-by-step explanation:

mxn

13x12= 156

......

Answer:

what are you asking?!?

Step-by-step explanation: