The graph of g(x) is the graph of f(x)=x−2reflected across the y-axis. Which equation describes function g?

let the number be = x

[tex] = > \frac{3x}{5} = 150[/tex]

[tex] = > 3x = 150 \times 5[/tex]

[tex] = > 3x = 750[/tex]

[tex] = > \frac{3x}{3} = \frac{750}{3} [/tex]

[tex] = > x = 250[/tex]

The number can be found by multiplying 150 by 5 and then dividing the result by 3. Therefore, the number is 250 by solving equations.

To find the number, we can set up the equation: (3/5) * x = 150. To isolate x, we multiply both sides of the equation by 5/3, resulting in x = 250. This means that the number is 250.

Start with the equation: (3/5) * x = 150.

To isolate x, multiply both sides of the equation by the reciprocal of (3/5), which is 5/3. This yields (5/3) * (3/5) * x = (5/3) * 150.

Simplify the left side of the equation: x = (5/3) * 150.

Multiply 5 by 150 and divide the result by 3: x = (750/3).

Simplify the fraction by dividing the numerator (750) by the denominator (3): x = 250.

Therefore, the number is 250.

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The equation of the sentence, the square of a number is equal to the square root of that number, is [tex]x^{2} =\sqrt{x}[/tex].

According to the question,

We have the following information:

The square of a number is equal to the square root of that number.

Now, let's take this number to be x.

Now, square of this number will be [tex]x^{2}[/tex] and the square root of this number will be [tex]\sqrt{x}[/tex].

Now, according to the sentence, we will have the following expression:

[tex]x^{2} =\sqrt{x}[/tex]

Hence, the equation of the sentence, the square of a number is equal to the square root of that number, is [tex]x^{2} =\sqrt{x}[/tex].

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The probability that at least 12 are delinquent is given as 0.3155

Probability can be defined as the likelihood of getting an outcome out of other outcomes.

We have the mean u = np

where n = 400

p = proportion = 2.5% = 0.025

= 400 x 0.025

= 10

we have to find the population standard deviation

= [tex]\sqrt{np(1-p)}[/tex]

= √400 x 0.025 (1 - 0.025)

= 3.1225

P (X ≥ 12)

= P(X ≥ 11.5)

= 11.5 - 10 / 3.1225

= 1 - P(z < 0.4804)

= 1 - 0.6845

= 0.3155

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Answer:

they all are being multiplied by 10

Step-by-step explanation:

0.01 x 10 = 0.1

0.1 x 10 = 1

1 x 10 = 10

10 x 10 = 100

Given the table on the total money earned, the type of association the scatter plot would represent is 2. A positive linear association

When two variables are said to have a positive linear association, it means that they move in the same direction together. When one of them increases, the other increases as well. It also means that they are increasing by a uniform amount. For instance, when one variable increases by 3, the other increases by 6, always.

The hours worked here are increasing as well as the money earned by Jacob. The hours worked is increasing by 1, and the money earned is increasing by 4. This is therefore a positive linear association.

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A colony contains 1500 bacteria. The population increases at a rate of 115% each hour. If x represents the number of hours elapsed, which function represents the scenario?

f(x) = 1500(1.15)x

f(x) = 1500(115)x

f(x) = 1500(2.15)x

f(x) = 1500(215)x

Answer:

A

Step-by-step explanation:

The measure of angle ∠U = 73.5° in triangle UVW.

A polygon having three vertices and three sides are called a triangle.

Triangles are closed, two-dimensional shapes with three sides, three angles, and three vertices. A triangle is a part of a polygon. In the picture above, Triangle ABC is visible. examples of triangles. Many commonplace items, including sandwiches, traffic signs, clothing hangers, and pool table racks, have triangles.

The line segment VW ≅ UV. That implies ∠U = ∠W.

Given that a triangle's angle measurements add up to 180,

∠U + ∠W + ∠V = 180°

∠U + ∠U + 159° = 180°

2 ∠U = 21°

∠U = 10.5°

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Answer:  The correct answer is $15.06 is remaining after 71 minutes

Step-by-step explanation:

What we need to find out:

What we know:

If we convert the minutes (m) and remaining credits (c) to (x,y) data sets, they would look like the following:

  x       y

 41    19.26       (41, 19.26)

 57   17.02       (57, 17.02)

Plugging the x, y values into a linear equation, we get:

y - 19.26 = (17.02 - 19.26) / (57 - 41) * (x-41)

Solve the equation for y by adding 19.26 to both sides:

y − 19.26 + 19.26 = −0.14x + 5.74 + 19.26

y = −0.14x + 25

Resulting standard slope-intercept format:

y = −0.14x + 25

Now plug in 71 for the x value (minutes):

y = (-0.14*71) + 25

y = 15.06

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Answer:

3

Step-by-step explanation:

f(1)=2(1)+1

f(1)=3

Answer:

  y = 2x +2

Step-by-step explanation:

You want the equation of the line through points (-4, -6) and (2, 6).

The slope of the line is given by the formula ...

  m = (y2 -y1)/(x2 -x1)

  m = (6 -(-6))/(2 -(-4)) = 12/6 = 2

The point-slope equation of a line is ...

  y -k = m(x -h) . . . . . line with slope m through point (h, k)

Using the point (2, 6) and the found value of slope, an equation for the line can be written:

  y -6 = 2(x -2) . . . . point-slope equation for the line

Solving this equation for y and simplifying, we get the slope-intercept equation of the line.

  y = 2x -4 +6 . . . . . eliminate parentheses, add 6

  y = 2x +2 . . . . . . . . simplify; slope-intercept equation

Answer:

I think b 1/3

Step-by-step explanation:

slope is rise over run

Answer:

1/2

Step-by-step explanation:

find 2 clear points A(2,0) B(8,3)

use the formula of the angular coefficient

[tex]c = \frac{y2 - y1}{x2 - x1} [/tex]

a) The test statistic is: t = -1.11.

b) The p-value is: 0.1342.

c) The conclusion is that the null hypothesis is not rejected.

d) The final conclusion is that there is not sufficient evidence to conclude that the population mean is of 6.

The standard deviation for the population is unknown, only the sample standard deviation is known, hence the t-distribution is obtain the test statistic.

The test statistic is given by the equation presented as follows:

[tex]t = \frac{\overline{x} - \mu}{\frac{s}{\sqrt{n}}}[/tex]

In which the variables of the equation are given as follows:

For this problem, the values of these parameters are as follows:

[tex]\overline{x} = 5.83, \mu = 6, s = 2.11, n = 189[/tex]

Hence the test statistic is:

[tex]t = \frac{\overline{x} - \mu}{\frac{s}{\sqrt{n}}}[/tex]

[tex]t = \frac{5.83 - 6}{\frac{2.11}{\sqrt{189}}}[/tex]

t = -1.11.

The p-value is obtained using a t-distribution calculator, with a left-tailed test, as we are testing if the mean is less a value, with 189 - 1 = 188 df and t = -1.11, hence it is of 0.1342.

Since the p-value is greater than the significance level of 0.10, it is found that:

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Answer:

Step-by-step explanation:

rate of change

[tex]=\frac{f(b)-f(a)}{b-a} \\=\frac{f(9)-f(1)}{9-1} \\=\frac{28-20}{8} \\=\frac{8}{8} \\=1[/tex]

The equation and solution representing the total interest, T, earned by Kalia when the principal amount is $100, the annual simple interest rate is 1%, and the number of years is 10, is D. T = 100 • 0.01 • 10; $10.

Simple interest is interest that does not compound.

Simple interest does not accumulate interest, unlike compound interest, which is added to the principal for subsequent interest.

Principal = $100

Simple interest rate = 1%

Period of savings = 10 years

The simple interest in dollars = T

T = 100 x 0.01 x 10

T = $10

Thus, Option D correctly represents the total interest earned by Kalia.

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Answer: 26/24

Step-by-step explanation:

First we have to convert 5/6 with a denominator of 24 so 6 times what makes 24, that is 4 & whatever you do with the denominator, you have to do it with the numerator. So 5 times 4 is 20, the new fraction is 20/24. Now, we need to find what we need to add with 20/24 to get 41/24, so we subtract 20/24 from 41/24 & that is 21/24. We can check if it's correct by adding both 21/24 and 20/24 & that makes 41/24.

The probability of P(A AND B) when Josh visit his aunt's house is 0.36.

Probability is the likelihood that an event will occur or take place.

Let A = the event that he walks his dog at his aunt's house

Let B = the event that he plays darts at his aunt's house.

When A and B are independent events with P(A)=0.9 and P(B)=0.4, the probability of P(A AND B) will be:

= P(A) × P(B)

= 0.9 × 0.4

= 0.36

The probability is 0.36.

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Answer:

a = 6 , b = - 44

Step-by-step explanation:

x² + 12x - 8

using the method of completing the square

add/subtract ( half the coefficient of the x- term)² from x² + 12x

x² + 2(6)x + 36 - 36 - 8

= (x + 6)² - 44 ← in the form (x + a)² + b

with a = 6 and b = - 44

The probability that student will pass the test is 2/7.

So, the probability that the student will pass the test:

Probability Formula: P(E) = Favourable events/Total events

Now, calculate as follows:

Therefore, the probability that student will pass the test is 2/7.

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_____________________

[tex]\huge\blue{\mid{\fbox{\tt{Answer}}\mid}}[/tex]

[tex]\huge\blue{\mid{\fbox{\tt{Explanation}}\mid}}[/tex]

Multiplication - Multiplication, otherwise known as the inverse of division repeats a certain number's value into what it has been multiplied by. Ex. [tex]4\cdot4=16[/tex]

Fraction - A fraction represents a part of a whole or, more generally, any number of equal parts. When spoken in everyday English, a fraction describes how many parts of a certain size there are, for example, one-half, eight-fifths, or three-quarters.

Algebra - Algebra is one of the broad areas of mathematics. Roughly speaking, algebra is the study of mathematical symbols and the rules for manipulating these symbols in formulas; it is a unifying thread of almost all mathematics

Reciprocal - In mathematics, a multiplicative inverse or reciprocal for a number x, denoted by [tex]\frac{1}x[/tex] or x⁻¹, is a number which when multiplied by x yields the multiplicative identity, 1. The multiplicative inverse of a fraction [tex]\frac{a}b[/tex] is [tex]\frac{b}a[/tex]. For the multiplicative inverse of a real number, divide 1 by the number.

_____________________

The probability that more than one-fourth of them will have low levels of literacy as described above is 0.3043.

What is probability?

The area of mathematics known as probability deals with numerical descriptions of how likely it is for an event to happen or for a claim to be true. A number between 0 and 1 is the probability of an event, where, broadly speaking, 0 denotes the event's impossibility and 1 denotes its certainty.

Given: A study conducted by the Institute of Education Sciences from 1992 to 2003 found that about 22% of adult Americans had low levels of literacy and were “not able to locate information in text,” could not “make low-level inferences using printed materials” and were unable to “integrate easily identifiable pieces of information.”

A simple random sample of 50 adult Americans is collected.

n(p) = 50(0.22)

n(1 - p) = 50(1 - 0.22)

The CLT would hold here.

n = 50

p = 0.22

p cap = 0.25

The test statistic, z = (p cap - p) / (√p (1 - p) / n)

z = (0.25 - 0.22)/(√0.22(1-0.22)/50)

z = 0.51

The p-value is 0.3043.

Hence, The probability that more than one-fourth of them will have low levels of literacy as described above is 0.3043.

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Answer:

C (the one which starts with x = -2 and y = -1)

Step-by-step explanation:

because for every x value there is only an y value

Answer:

7x+10y=3

Step-by-step explanation:

Standard Form= Ax+By=c

Distribute first

4y-5x=12x-6y+3

Add 6y

10y-5x=12x+3

Add 12x

7x+10y=3

Answer:

green 45 times or 40 a note

Answer:

D, 2/3

Step-by-step explanation:

Using the Slope formula [tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex] we can find the slope of the line.

Input values:

[tex]m=\frac{6-4}{5-2}=\frac{2}{3}[/tex]

[tex]m=\frac{2}{3}[/tex]

Angle x= 45

acc to the question-

Hence, Angle x= 45

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When red is the first one , blue the second and green the third one (and as you can see, all of them share the vertex (-2, 3)).

The vertex of a quadratic equation:

a[tex]x^{2}[/tex]+bx + c = y

is located at :

x = -b/2a.

In this case, x = -2

Then,

-b/2a = -2

And we also have that:

a[tex](-2)^2[/tex] -2b + c = 3

Then we have two equations:

-b/2a = -2

a[tex](-2)^2[/tex] -2b + c = 3

We have only equations and 3 variables, So we can just give the variable c different values and we will find different quadratic equations that are not equivalent.

Let's begin with c = 0 ,Our equations are:

-b/2a = -2

a[tex](-2)^2[/tex] -2b + 0 = 3

In the first equation we can isolate b and get :

b = 4a

Now we can replace this in the other equation and solve this for a.

4a + 4a x -2 = 3

-4a = 3

a = -3/4

then:

b = 4a = 4 x -3/4 = -3

The first quadratic equation is:

(-3/4)[tex]x^{2}[/tex] - 3x = y

Now, To find the second let's use a different value of c.

c = 1

b = 4a

a[tex](-2)^2[/tex] -2b + 1 = 3

Let's solve in the same way as before:

4a + 4a x -2 + 1= 3

-4a = 2

a = 2/-4 = 1/-2

b = 4 x -1/2 = -2

Then our equation is :

(-1/2)[tex]x^{2}[/tex] -2x + 1 = y

For the last equation, let's use c = 2

then our equation are:

b = 4a

a(-2)^2 - 2b +2 = 3

Same as before, replace the first equation in the second

4a + 4a x-2 +2 = 3

-4a +2 = 3

-4a = 1

a = -1/4

Then:

b = 4 x (-1/4) = -1

Our third equation is :

(-1/4)x^2 - x + 2 = y

Now, Below you can see all of them graphed.

When red is the first one , blue the second and green the third one (and as you can see, all of them share the vertex (-2, 3)).

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