I don't need lengthy details I just want the answer

Answer:

y = x^2 + 6x +7

y=-x+1

Step-by-step explanation:

To answer this question, we need to find the equation for the line and for the parabola. So, let's do just that!

Line:

The line has a slope of -1 and and y-intercept of 1. This means that the equation for the line is y=-x+1.

Parabola:

To find the vertex form of a parabola, we must first find the vertex form of a parabola. The vertex form of a parabola is y=a(x-h)^2+k, where the vertex is (h,k). Since the vertex of the parabola is (-3,-2), h=-3 and k=-2. Let's plug these values into the vertex form of a parabola.

y=a(x-h)^2+k

y=a(x-(-3))^2+(-2)

y=a(x+3)^2-2

We're not done yet, though, as we still need to find the value of a. To do this, we will take one of the points on the parabola and plug it into the equation. I will be using the point (-1,2).

y=a(x+3)^2-2     [Plug in x and y values]

2=a((-1)+3)^2-2     [Simplify]

2=a(2)^2-2     [Simplify]

2=4a-2     [Add 2 to both sides]

4=4a     [Divide both sides by 4]

a=1

Now, we know that the equation of our parabola in vertex form is y=(x+3)^2-2. This isn't what the problem is asking for, though. Instead, they want the standard form of the parabola. To do this, we will need to expand y=(x+3)^2-2.

y=(x+3)^2-2

y=x^2 + 6x + 9 -2

y = x^2 + 6x +7

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The x-intercept of the original function can be determined by setting the function equal to zero and solving for x using algebraic techniques such as factoring, the quadratic formula, or other applicable methods.

The x-intercept of a function represents the point(s) where the graph of the function intersects the x-axis. It is the value(s) of x for which the corresponding y-coordinate is zero.

To determine the x-intercept for the original function, we need to set the function equal to zero and solve for x.

In equation form, we have:

f(x) = 0

By substituting 0 for f(x) in the original function, we can solve for x. This involves manipulating the equation and solving for x using various algebraic techniques, such as factoring, using the quadratic formula, or applying other methods specific to the equation at hand.

Once we solve the equation and obtain the value(s) of x that make f(x) equal to zero, those value(s) represent the x-intercept(s) of the original function.

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The correct statement is:

Only some rectangles are parallelograms.

Parallelograms have 2 pairs of parallel sides.

The only rectangles with exactly one pair of parallel sides are some of them.

This statement is true. A quadrilateral having opposing sides that are parallel is known as a parallelogram. In the case of a rectangle, all four angles are right angles, and opposite sides are equal in length. Therefore, a rectangle can be considered a special type of parallelogram.

However, not all parallelograms are rectangles because parallelograms can have angles that are not right angles.

So, while all rectangles are parallelograms, not all parallelograms are rectangles. Thus, only some rectangles have two pairs of parallel sides.

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The rocket was in the air for approximately 8 seconds.

1. Look at the graph provided to determine the height of the rocket as a function of time.

2. Identify the point where the rocket takes off from the roof of the building. This is where the height is zero.

3. Follow the curve on the graph until it intersects the x-axis again. This point represents the time when the rocket lands back on the ground.

4. Measure the horizontal distance between the takeoff and landing points on the x-axis.

5. Each unit on the x-axis represents a certain time interval. Determine the value of each unit on the x-axis based on the graph's scale or information provided.

6. Multiply the number of units between the takeoff and landing points by the value of each unit to find the total time the rocket was in the air.

7. Convert the units, if necessary, to ensure the final answer is given in seconds.

In this case, based on the graph, the rocket took off at t=0 seconds and landed at approximately t=8 seconds. Therefore, the rocket was in the air for approximately 8 seconds.

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Answer:

[tex]x=9\\y=41\\m\angle EBF = 56^\circ[/tex]

Step-by-step explanation:

Finding x is not too bad since it's clear that [tex]\angle ABD[/tex] and [tex]\angle DBC[/tex] are complementary angles, which add up to 90°:

[tex]m\angle ABD+m\angle DBC=90^\circ\\(3x+7)^\circ+(5x+11)^\circ=90^\circ\\3x+7+5x+11=90\\8x+18=90\\8x=72\\x=9[/tex]

Given we now know the value of x, we can use that information to solve for y by recognizing that [tex]\angle DBC[/tex] and [tex]\angle FBC[/tex] are supplementary angles, which add up to 180°:

[tex]m\angle DBC+m\angle FBC=180^\circ\\(5x+11)^\circ+(3y+1)^\circ=180^\circ\\5x+11+3y+1=180\\5(9)+11+3y+1=180\\45+11+3y+1=180\\3y+57=180\\3y=123\\y=41[/tex]

Lastly, we can figure out [tex]m\angle EBF[/tex] since both that and [tex]\angle DBC[/tex] are vertical angles, meaning they have the same angle measure. Since [tex]m\angle DBC=(5(9)+11)^\circ=(45+11)^\circ=56^\circ[/tex], then [tex]m\angle EBF=56^\circ[/tex] as well.

I hope this helped! Feel free to comment below if I need to expand on anything that you may have not understood.

Answer:

  (c)  1 1/8 lb

Step-by-step explanation:

You want to reading from the scale shown to the nearest 1/8 lb.

The smallest heavy markings represent 1/4 lb, and there are 4 marks between. Each of those lighter marks is 1/16 lb. The pointer seems to fill a space that is more than 1/16 lb away from 1 lb, and just slightly less than 1/16 away from 1 1/4 lb.

We judge the center of the pointer to be approximately 2/16 lb above 1 lb, so representing a weight of about 1 1/8 lb.

__

Additional comment

The width of the pointer makes it hard to judge the weight. Since 1 1/4 lb is not an answer choice, the most reasonable choice is 1 1/8 lb. Very likely an actual scale would have a pointer that would be a small fraction of the width of the space between smaller marks.

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When x is less than 17, the values of x, HJ, and JK are x = 17, HJ = 27, and JK = 153.

To find the values of x, HJ, and JK, we need to use the given information and solve the equations provided.

Given: HJ = x + 10, JK = 9x, and KH = 14x - 58.

Since HJ and JK are the lengths of line segments in a triangle, we can use the triangle inequality theorem to find the relationship between these lengths:

HJ + JK > KH (Sum of two sides of a triangle is greater than the third side)

Substituting the given values into the inequality, we have:

(x + 10) + 9x > 14x - 58

Combining like terms, we get:

10x + 10 > 14x - 58

Subtracting 10x from both sides, we have:

10 > 4x - 58

Adding 58 to both sides, we get:

68 > 4x

Dividing both sides by 4, we find:

17 > x

So we have determined that x is less than 17.

Now let's substitute this value of x into the given equations to find the lengths of HJ and JK.

HJ = x + 10

HJ = 17 + 10

HJ = 27

JK = 9x

JK = 9(17)

JK = 153

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Hello!

3x² + 6x + 4 = -3x² + 4

6x² + 6x = 0

6x(x + 1) = 0

6x = 0                 x + 1 = 0

x = 0                   x = -1

Answer:

influence of a business invironment

In Layla's case, her debt to income ratio is approximately 42.24%, which is within an acceptable range.

In order to calculate Layla's DTI, we add up all her monthly debt expenses and divide them by her gross monthly income:

Total Monthly Debt Expenses = Car Loan + Credit Card + Mortgage

= $200 + $25 + $1000

= $1225

DTI = (Total Monthly Debt Expenses / Gross Monthly Income) * 100

= ($1225 / $2900) * 100

≈ 42.24%

Typically, lenders prefer a lower DTI, generally below 43% for most loan types. In Layla's case, her DTI is approximately 42.24%, which is within an acceptable range.

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The correct inequality that describes the graph is y ≤ 2x - 2.

To determine the inequality that describes the graph of the line passing through the points (0, -2) and (2, 2), we can use the slope-intercept form of a linear equation: y = mx + b, where m represents the slope and b represents the y-intercept.

Calculate the slope (m) of the line:

m = (change in y) / (change in x)

m = (2 - (-2)) / (2 - 0)

m = 4 / 2

m = 2

Determine the y-intercept (b) using one of the given points:

Using the point (0, -2):

y = mx + b

-2 = 2(0) + b

-2 = b

So, the equation of the line is y = 2x - 2.

Now, to represent the shaded region to the left of the line on the coordinate plane, we need to determine the correct inequality. The inequality symbol depends on whether the shaded region includes the line or not.

Since the shading includes the line, we need to use the less than or equal to (≤) symbol, which gives us:

y ≤ 2x - 2

Therefore, the correct inequality that describes the graph is y ≤ 2x - 2.

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Answer:

[tex]\frac{0.01\text{cm}}{1\text{km}}[/tex]

Step-by-step explanation:

[tex]\displaystyle \frac{12.6\text{cm}}{1263\text{km}}\approx\frac{0.01\text{cm}}{1\text{km}}[/tex]

The value of x and y include the following:

x = 12 units.

y = 0

In Mathematics and Geometry, two triangles are said to be similar when the ratio of their corresponding side lengths are equal and their corresponding angles are congruent.

Based on the side, angle, side (SAS) similarity theorem, we can logically deduce the following congruent angles and similar sides:

2x + 7 = 3x - 5

3x - 2x = 7 + 5

x = 12 units.

For the value of y, we have:

2y - 37 = 2y - 40

2y - 2y = 40 - 37

y = 0

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it looks like the rule is adding by 4 like y=6x

y=6x ,y=6x-6,y=6x-10 then so on

6+4=10 then 10+4= 14

All three functions, f, g, and h, have domains of all real numbers irrespective of their intercepts and vertices as their forms, quadratic and linear, inherently allow for all real numbers in their domains.

The domain of a function refers to all possible x-values. Functions f and h are nonlinear functions, specifically quadratic functions. The domain of a quadratic function is all real numbers, regardless of the location of the vertex or the x-intercepts. The function g is a linear function passing through the origin (0, 0). The domain of a linear function is also all real numbers as there are no restrictions on the x-values. Therefore, all three functions, f, g, and h, have a domain of all real numbers.

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In this case, n = 8, and the expression 2×10^8 km² represents the area of the Pacific Ocean, which is approximately 200,000,000 km².

In the given expression 2×10 km², we have the base number 10 raised to an unknown exponent represented by "n." This exponential notation is a way to express large numbers conveniently.

Since the area of the Pacific Ocean is stated as 200,000,000 km², which can be written as 2×10^8 km², we can determine that "n" must be equal to 8. This is because the exponent indicates the number of times the base (10) is multiplied by itself.

Therefore, in this case, n = 8, and the expression 2×10^8 km² represents the area of the Pacific Ocean, which is approximately 200,000,000 km².

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a) The radius of the sphere is given as follows: 27.13 ft.

b) The surface area can be checked as follows: S = 4 x 3.14 x 27.13² = 9244.

The surface area for a sphere of radius r is given by the equation presented as follows:

S = 4πr².

The surface area for this problem is given as follows:

9244 ft².

Hence the radius is given as follows:

[tex]r = \sqrt{\frac{9244}{4 \times 3.14}}[/tex]

r = 27.13 ft.

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Answer:4

Step-by-step explanation:

The required explicit formula for the given geometric sequence is aₙ = (aₙ₋₁) * 2⁽ⁿ⁻¹⁾.

The recursive form is given as:

aₙ = aₙ₋₁ * 2

a₁ = 2

To find the common ratio, we can divide each term by its preceding term:

r = aₙ / aₙ₋₁

As per the question, r = 2, since each term is obtained by multiplying the previous term by 2.

The first term, a₁, is given as 2.

To express the sequence in explicit formula form, we can rewrite the recursive form using the index n:

aₙ = (aₙ₋₁) * 2

By substituting (n-1) for the index, we get:

aₙ = (aₙ₋₁) * 2

Hence, the explicit formula is aₙ = (aₙ₋₁) * 2⁽ⁿ⁻¹⁾.

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Part A: Approximately 50% of newborn babies weigh more than 3000 grams. Part B: Approximately 84.13% of newborn babies weigh more than 2000 grams. Part C: Approximately 84.13% of newborn babies weigh less than 4000 grams. Part D: Approximately 68% of newborn babies weigh between 2000 and 4000 grams. Part E: The range of birth weights that would contain the middle 68% of newborn babies' weights is from 2500 grams to 3500 grams.

1: Calculate the Z-scores for the given weights using the formula: Z = (X - μ) / σ, where X is the value, μ is the mean, and σ is the standard deviation.

For Part A:

Z = (3000 - 3000) / 500 = 0

Using the Z-table, we find that the percentage of babies weighing more than 3000 grams is approximately 50%.

For Part B:

Z = (2000 - 3000) / 500 = -2

Using the Z-table, we find that the percentage of babies weighing more than 2000 grams is approximately 97.72%. Since we want the percentage of babies weighing more than 2000 grams, we subtract this value from 100% to get approximately 2.28%.

For Part C:

Z = (4000 - 3000) / 500 = 2

Using the Z-table, we find that the percentage of babies weighing less than 4000 grams is approximately 97.72%.

For Part D:

To find the percentage of babies weighing between 2000 and 4000 grams, we subtract the percentage of babies weighing more than 2000 grams from the percentage of babies weighing less than 4000 grams.

Approximately 97.72% - 2.28% = 95.44%

For Part E:

Since the Empirical Rule states that approximately 68% of the data falls within one standard deviation of the mean, we need to find the weights that correspond to the boundaries of this range.

The lower boundary would be the mean minus one standard deviation: 3000 - 500 = 2500 grams.

The upper boundary would be the mean plus one standard deviation: 3000 + 500 = 3500 grams.

Therefore, the range of birth weights that would contain the middle 68% of newborn babies' weights is from 2500 grams to 3500 grams.

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The graph of g(x) is obtained from the graph of f(x) by the following transformations:

- A horizontal stretch by a factor of 9. This is because the graph of g(x) is 9 times wider than the graph of f(x).

- A vertical translation down by 2 units. This is because the graph of g(x) is 2 units lower than the graph of f(x).

In other words, to obtain the graph of g(x) from the graph of f(x), we stretch the graph horizontally by a factor of 9 and then translate it down by 2 units.

Here is a more detailed explanation of the transformations:

- Horizontal stretch by a factor of 9: To stretch the graph horizontally by a factor of 9, we multiply all of the x-coordinates by 9. This means that every point on the graph of f(x) will be moved 9 units to the right on the graph of g(x).

- Vertical translation down by 2 units: To translate the graph down by 2 units, we subtract 2 from all of the y-coordinates. This means that every point on the graph of f(x) will be moved 2 units down on the graph of g(x).

a) the probability that both socks selected are blue is 25/81. b) the probability of selecting a blue sock on the second draws is 10/18

a. When selecting two socks at random, with replacement, the probability that both socks are blue can be calculated as follows:

P(Both socks are blue) = P(Blue on first draw) * P(Blue on second draw)

= (10/18) * (10/18)

= 100/324

= 25/81

Therefore, the probability that both socks selected are blue is 25/81.

b. i. Mariam's solution:

Mariam correctly uses the probability formula for independent events. The probability of selecting two blue socks is equal to the probability of selecting a blue sock on the first draw (10/18) multiplied by the probability of selecting a blue sock on the second draw (also 10/18).

ii. John's solution:

John multiplies the number of blue socks (10) by the number of remaining blue socks (7) after one blue sock has been selected. This represents the total number of favorable outcomes (blue socks on both draws) out of the total number of possible outcomes (18 socks).

c. The two solution methods in Part b are equivalent because they both correctly calculate the probability of selecting two blue socks. Mariam's solution uses the probability formula for independent events, considering the probability of each individual draw. John's solution calculates the probability based on the count of favorable outcomes (number of blue socks) and the total number of possible outcomes (total socks).

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Answer:

Area = 30 inches

Step-by-step explanation:

The approximate revenue obtained from selling the 7th unit of this product is $24,387.93.

To find the revenue from selling the 7th unit, we first need to determine the price at which the 7th unit will be sold. We can do this by substituting x = 7 in the given price function:

p(7) = 9000e^(-0.1*7) = 9000e^(-0.7) = 3483.99

Therefore, the price at which the 7th unit will be sold is approximately $3,483.99.

Now we can calculate the revenue obtained from the sale of the 7th unit as the product of the price and the quantity:

Revenue = 7 * 3483.99 = $24,387.93

Thus, the approximate revenue obtained from selling the 7th unit of this product is $24,387.93.

It is important to note that the given price function is an example of an exponential decay function, which is often used to model situations where the demand for a product decreases as the price increases. In this case, the function shows that as the price increases, the quantity demanded decreases at an accelerating rate (-0.1 is the rate of decay). The revenue function can be derived as the product of the price and the quantity, and the revenue can be maximized by finding the price that will result in the highest quantity of units sold. However, in this problem, we were given the quantity and asked to find the revenue, so we simply used the price function to determine the price of the 7th unit and multiplied it by 7 to find the revenue.

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The adjusted bank balance after reconciling is Br. 5,224.42.

To prepare the bank reconciliation, we have to analyze the differences between the bank statement balance and the company's ledger balance.

Details

Bank statement balance of Br. 4,964.47 at July 31.

Add: Deposit made after banking hours Br. 410.90

New balance: Br. 5,375.37.

Deduct Erroneously charged check of Br. 79

New balance Br. 5,296.37.

Deduct Outstanding checks:

Check No. 801 of Br. 100.00 (issued on June 15).

Check No. 888 of Br. 10.25 (issued on July 24).

Check No. 890 of Br. 294.50 (issued on July 27).

Check No. 891 of Br. 205.00 (issued on July 30).

Total outstanding checks: Br. 609.75.

New balance: Br. 4,686.62.

Deduct: Incorrectly charged amount of Br. 120.

Add: Correct amount of Br. 210.

Add: Proceeds from the collection Br. 500.

Add: Interest earned on the account balance  Br. 24.75.

Deduct: Returned check of Br. 10

Deduct: Fee charged by the bank for handling the collection Br. 5.00.

Deduct: Check from customer John Br. 50.25.

Deduct the service charge by the bank for the month of July of Br. 12.70.

New balance: Br. 5,224.42.

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The mode is estimated to be in the interval 61-70, as it has the highest frequency.

To prepare a frequency distribution table for the given data, we will group the scores into class intervals. The class intervals will be 21-30, 31-40, 41-50, and so on. Then, we will count the frequency of scores falling within each interval.

Class Interval   Frequency

21-30                  0

31-40                  4

41-50                  10

51-60                  9

61-70                  13

71-80                  8

81-90                  7

91-100                0

Now, let's calculate the measures of central tendency and range.

Mean: To find the mean, we will sum up all the scores and divide by the total number of scores. In this case, there are 50 scores.

Mean = (53 + 70 + 80 + ... + 71 + 43) / 50

Mode: The mode is the score that appears most frequently. In this case, the mode is the interval with the highest frequency, which is 61-70.

Median: The median is the middle score when the data is arranged in ascending order. Since there are 50 scores, the median will be the average of the 25th and 26th scores.

Range: The range is the difference between the highest and lowest scores. The highest score is 97, and the lowest score is 24.

To represent the data on a histogram, we will use the class intervals on the x-axis and the frequency on the y-axis. Each interval will be represented by a bar with a height corresponding to its frequency.

Based on the given data, the mode is estimated to be in the interval 61-70, as it has the highest frequency.

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Answer:

To evaluate the expression, 7/8*3/7+7/8*(-4/21) + (-5/24), we can follow the order of operations which is also known as PEMDAS.

PEMDAS stands for Parentheses, Exponents, Multiplication and Division, and Addition and Subtraction. It tells us the order in which we need to perform the operations.Let's solve the given expression:7/8 * 3/7 = (7 * 3) / (8 * 7) = 21 / 56 = 3 / 8 7/8 * (-4/21) = (7 * -4) / (8 * 21) = -28 / 168 = -1 / 6Adding the above two results and subtracting (-5/24) from it, we get: (3/8) + (-1/6) - (5/24) = (9/24) - (4/24) - (5/24) = 0/24 = 0Therefore, the value of the expression 7/8*3/7+7/8*(-4/21) + (-5/24) is 0.

Step-by-step explanation:

Step-by-step explanation:

we can take any number we wish and do as following

To draw the 6th term, represent it visually within the context of the pattern or sequence from which it is derived.

To draw the 6th term, we need to understand the context or pattern from which the term is derived.

Drawing the term usually involves representing the elements or characteristics of the pattern in a visual form.

Without specific information about the pattern, we can provide a general approach to drawing the 6th term.

Identify the Pattern:

Determine the sequence or pattern from which the 6th term is derived.

It could be a numerical sequence, a geometric pattern, or any other pattern.

For example, if the pattern is a number sequence of multiples of 3, the first few terms would be 3, 6, 9, 12, 15, and so on.

Visualize the Pattern: Based on the identified pattern, visualize how the elements change or progress from term to term.

This could involve drawing a diagram, a graph, or any visual representation that captures the pattern.

Consider using a coordinate grid, a number line, or any other suitable visual aid.

Locate the 6th Term:

Use the information from the pattern and the visualization to determine the specific position or value of the 6th term.

In our example of multiples of 3, the 6th term would be 18.

Draw the 6th Term: Finally, represent the 6th term in your chosen visual form.

This could mean marking the position on a number line, plotting a point on a graph, or incorporating the value into a diagram.

Note that the specific method of drawing the 6th term will depend on the nature of the pattern and the context in which it is given.

Providing more details about the pattern would allow for a more accurate and specific visual representation of the 6th term.

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