Which of these equations represent functions where is x is the input and y is the output ?

Answer:

Step-by-step explanation:

The solution of linear system of equations is the point of intersection of the lines.

Closer view of the graph gives us the point ( - 2, 6 ). See the attached.

Add vertical and horizontal lines from the point of intersection and take the closest values to the integer numbers on the x-axis and the y-axis. The numbers are -2 on the x-axis and 6 on the y-axis, therefore the answer is (- 2, 6).

The matching choice is B.

Answer: D

Step-by-step explanation:

5 x 3 = 15

8 x 3 = 24

the multipliers are both 3

so they are "similar shapes".

The other options don't have the same multipliers so they aren't right :)

In 2267 year, this population would be 400000.

From the question, we have

population is growing as  Pn = 200*(1.03)n

substituting the value, we get

400000 = 200*(1.03)n

2000 = 1.03n

ln(2000) = n*ln(1.03)

n = ln(20000) / ln(1.03)

n = 257.15

2010 + 257.15 = 2267 year , this population would be 400000.

Multiplication:

Mathematicians use multiplication to calculate the product of two or more numbers. It is a fundamental operation in mathematics that is frequently utilized in everyday life. When we need to combine groups of similar sizes, we utilize multiplication. The fundamental concept of repeatedly adding the same number is represented by the process of multiplication. The results of multiplying two or more numbers are known as the product of those numbers, and the factors that are multiplied are referred to as the factors. Repeated addition of the same number is made easier by multiplying the numbers.

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The equivalent equation for the expression y = 3x-6 is none.

Equivalent equation:

If the two equations are said to be equivalent when they have the same solution set. Then it is called as Equivalent equation.

Given,

Here we have the expression y = 3x-6

Now, we need to find the equivalent equation.

In order to find the equivalent equation, we have to take some sample values for x,

The sample value of x as 1, 2, 3

Now, we have to apply these values on the given expression first,

Then we get,

x = 1 => y = 3(1) - 6 = -3

x = 2 => y = 3(2) - 6 = 0

x = 3 => y = 3(3) -6 = 9

Now, we have to apply these to the given equation and which has the same value of the given expression,

x = 1 => 3(1) - 2y = 6 = -2y = 6 - 3 => y = -3/2

x = 2 => 3(2) - 2y = 6 = -2y = 6 - 6 => y = 0

x = 3 => 3(3) - 2y = 6 = -2y = 6 - 9 => y = 3/2

This is not equal one.

Move on to the second one,

x = 1 => 2(1) + 3y = -6 => 3y = -6 - 2 => y = -8/3

x = 2 =>  2(2) + 3y = -6 = 3y = -6 - 4 => y = -10/3

x = 3 =>  2(3) + 3y = -6 = 3y = -6 - 6 => y = -4

This is not a equivalent one.

Move on to the third expression,

x = 1 => 3(1) - 2y = 12 = -2y = 12 - 3 => y = -9/2

x = 2 => 3(2) - 2y = 12 = -2y = 12 - 6 => y = -3

x = 3 => 3(3) - 2y = 12 = -2y = 12 - 9 => y = -3/2

This is not a equivalent one.

Finally we have to use the last one, then  we get,

x = 1 => 2(1) - 3y = 18 => -3y = 18 - 2 => y = -16/3

x = 2 =>  2(2) - 3y = 18 => -3y = 18 - 4 => y = -14/3

x = 3 =>  2(3) - 3y = 18 => -3y = 18 - 6 => y = -4

Therefore, none of them are the equivalent one.

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Answer

it’s because of the amplitude the value in the front controls the height

Step-by-step explanation:

A.

Answer:

it should be the first one, if not it’s the third

Step-by-step explanation:

The circumference of circle of radius 70 cm is 440 [tex]cm^{2}[/tex].

According to the question,

We have the following information:

Radius of the circle = 70 cm

(Diameter is twice that of its radius..)

We know that the following formula is used to find the circumference of circle:

Circumference of circle = 2πr

(More to know: the formula to find the area of circle is π[tex]r^{2}[/tex].)

(More to know: there are two values of π. One is 3.14 and one is 22/7.)

Circumference of circle = 2*(22/7)*70

Circumference of circle = 440 [tex]cm^{2}[/tex]

Hence, the circumference of the circle of radius 70 cm is 440 [tex]cm^{2}[/tex].

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The correct description of the graph of the inequality x - 3 ≥ 5, is: D. Closed circle on 8, shading to the right.

An inequality statement compares two unequal quantities. When plotting the graph of an inequality, if the inequality sign involve is "< or >", an open circle is used to mark the value of the variable on the number line, while a closed circle is used when the inequality sign involved is, "≤ or ≥".

Given the inequality, x - 3 ≥ 5, solve for x:

x - 3 ≥ 5

Add 3 to both sides

x - 3 + 3 ≥ 5 + 3 [addition property]

x ≥ 8

This means the possible values of x are greater than or equal to 8. The graph of the inequality would have a closed circle at 8, with the line shaded to the right on the number line.

The correct description is: D. Closed circle on 8, shading to the right.

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By using the properties of parallelogram, it can be calculated that

[tex]\angle CFE = 30^{\circ}[/tex]

[tex]\angle[/tex]DEF = 70°

[tex]\angle AED = 110^{\circ}[/tex]

What is a parallelogram?

Parallelogram is a four sided two dimensional figure whose each pair of opposite sides are parallel.

Here, ABCD is a parallelogram

[tex]\angle CFE = 30^{\circ}[/tex] [Alternate angle]

[tex]140 = \angle CEF + \angle CFE[/tex] [ Exterior angle of a triangle is equal to the sum of two opposite interior angle]

[tex]\\\angle CEF = 140 - 30\\\angle CEF = 110^{\circ}[/tex]

[tex]\angle[/tex]DEF = 180 -  110 [ Angle on a straight line]

         = 70°

[tex]\angle AED = 110^{\circ}[/tex] [Vertically opposite angle]

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4, 7/4, -1/2, -11/4, is Arithmetic progression.

What is Arithmetic progression ?

An arithmetic progression or arithmetic sequence ( AP ) is a sequence of numbers such that the difference between the consecutive terms is constant.

Here the series is given

4, 7/4, -1/2, -11/4,.....

In series, take 1st and 2nd terms to know common difference.

the common difference is = 7/4 - 4

                                              = (7 - 16) / 4 = -9/4

Now, take 3rd and 2nd term

common difference = -1/2 - 7/4

                                 = (-2 - 7) / 4 = - 9/4

so, we get the common difference is -9/4.

By that we can clearly say that given sequence of series is a Arithmetic sequence.

Hence, 4, 7/4, -1/2, -11/4, is Arithmetic progression

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not an answer, but ik the probability that they'll get one - 0% because they have been discontinued already :D

81 percentile of the given test is 482

The square root of the means of the squared deviations from the arithmetic mean is known as the standard deviation. Standard deviation is used in finance to quantify the risks associated with an investment instrument.

Given that the Marble Academy of Whoville conducts an annual test for all high school juniors one year, the scores on the test were approximately normally distributed with a mean of 420 and a standard deviation of 70

Here mean μ = 420 and Standard deviation σ = 70

We have find 81 percentile of this test = ?

The z score corresponding to the area 0.81 is

Z = 0.88  By standard normal table

X = μ + z σ

X = 420 + 0.88 x 70

= 420 + 62

= 482

Therefore 81 percentile of this test is 482

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Compatible numbers are close in value to the real numbers, which simplifies problem-solving and estimation of the solution. 1,7,10/32 has a quotient (integer division) of 53 and a remainder ("leftover") of 14. The dividend is 1,7,10, while the divisor is 32.

Compatible numbers are those that divide equally into each other and are near to the numbers they are replacing. The outcome of a division is the quotient. 55,304 is not too far away from 56,000. 800 splits equally into 56,000 and is reasonably near to 875.

Our minds can occasionally spin when we are asked to find the total (in addition), difference (in subtraction), product (in multiplication), or quotient (in division). By rounding each number to the closest ten, twenty, fifty, or hundred, we employ suitable numbers to make the problem simpler to figure out mentally.

Numbers that are simple to mentally add, subtract, multiply, or divide are said to be compatible. To estimate a calculation, substitute compatible numbers for the actual numbers. Since it is simple to mentally calculate the sum of 800, the numbers 500 and 300 can be added together.

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A word problem that uses mixed numbers and asks to find the unit price of an item is " The price of a cup of rice is $2. Find the price of 3 1/2 cups.

From the information given, we want to find the word problem that uses mixed numbers and asks to find the unit price of an item.

This can be illustrated as the price of a cup of rice is $2. Find the price of 3 1/2 cups.

Therefore, the price of the cups of rice will be:

= 3 1/2 × $2

= $7

The price is $7.

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The rate of change between (2,-1) and (-6,-5) is 1/2.

What is the rate of change?

The slope is the ratio of the rate of change between two points (also known as the "slope") to (the change in the x coordinate).

Let (x,y)=(2,-1), (m,n)=(-6,-5)

Rate of change=(n-y)/(m-x)=(-5-(-1))/(-6-2)=1/2.

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The graph shows the absolute value function.

y = |x - 3| + 5

First, we can see that the shape of the graph is a "V", so we have an absolute value function.

We can see that the slope is 1 (for each horizontal square that the line moves, it also moves one vertically) , so our function will be of the form

y = |x - a| + b

Notice that the above function has a vertex at (a, b)

And the graphed one ahs a vertex at (3, 5), with that we can conclude that the graphed function is:

y = |x - 3| + 5

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The impact of different fertilizers on crop which yields six different fertilizers have been applied to one field. here, the number of treatments in the test are 6.

Treatments are the numerous values of the factor.

The factor here is the effect of various fertilizers on crop yields.

Six different fertilizers were used.

As a result, the number of treatments equals the number of different fertilizers used = 6.

Fertilizers supply essential nutrients such as nitrogen to crops, allowing them to grow larger, faster, and produce more food. However, overfertilization can be a problem because it causes greenhouse gas emissions and eutrophication.

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The mean of the distribution of sample means is 100.

Considering the values provided in the question,

Population mean = 100

We know that,

The sample mean is a reliable indicator of the population mean.

That is, E( sample mean)=Mean(sample mean)= population mean

Here population mean is 100, therefore mean of distribution of sample means is also 100.

The total of all the values in a sample is known as the Sample Mean. It is a statistical metric used to examine different variables throughout time. It is calculated by statisticians and researchers by dividing the total sum of all data fragment values by the total number of data sets.

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The probability that there are no counts in a 30 second interval is 0.284

What is probability ?

Probability refers to potential.This branch of mathematics deals with the occurrence of a random event. The value's range is 0 to 1. Before we can determine the probability that a particular event will occur, we must first know the total number of outcomes.

Given that,

Assume that a Geiger counter records counts using a poisson process, with an average rate of 2 counts per minute.

0.284

P(X < 10 Seconds)  = P(X<1/6 minutes) = F(1/6) = 1-e-2*1/6 = 1-e-1/3 = 0.284

Therefore, the  probability that there will be no counts in a 30-second period is 0.284.

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Answer:

-2/3

Step-by-step explanation:

y2-y1/x2-x1

2-4/2-(-1)

-2/2+1

-2/3

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Answer:the quadratic function in f(x)= a(x-h)^2+k is f(x) = - (x - 2)² + 2.I think this is false";}

Step-by-step explanation:

Consuelo deposited an amount of money in a savings account that earned 6. 3% simple interest. After 20 years , she had earned $5’922 in interest then the initial deposit was $4700

Use the simple interest formula

I = P r t

where I = simple interest

P = principal

r= rate of interest

t= number of years

5922=Px6.3%x20

5922=Px1.26

P=5922/1.26

P=4700

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Answer:

x = 1/6.

Step-by-step explanation:

3x+4=9x+3

STEP 1: Subtract 4 from both sides...

3x+4 -4 = 9x+3 -4

3x = 9x-1

STEP 2: Subtract 9x from both sides...

3x - 9x = 9x-1 -9x

-6x = -1

STEP 3: Divide both sides by -6x...

-6x / -6x = -1/ -6x

x = 1/6x.

REMEMBER: 2 negatives are equal to positive.

If the p-value is less than or equal to the selected significance level, the null hypothesis is rejected; otherwise, it is not. In other words, if p, reject[tex]H_{0}[/tex]; if p>, do not reject [tex]H_{0}[/tex].

In null hypothesis testing, this criterion, also known as (alpha), is frequently set to 05. If there is less than a 5% chance that the null hypothesis would be accepted and a result as spectacular as the effects that result would occur, the null hypothesis is rejected. When this happens, the result is said to be statistically significant.

The null hypothesis would be rejected if a statistical test was conducted with a threshold of relevance = 0.1, 0.05, & 0.01.

If the P value is smaller than alpha, the preset level of statistical significance, the alternative hypothesis is considered instead of the null hypothesis.

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Answer:

[tex]\huge\boxed{\sf m = 11}[/tex]

Step-by-step explanation:

-7m + 10m - 8 = 25

3m - 8 = 25

Add 8 to both sides

3m = 25 + 8

3m = 33

Divide 3 to both sides

m = 33/3

m = 11

[tex]\rule[225]{225}{2}[/tex]

Answer: Y=1

Step-by-step explanation:

Equation - y=mx+b

y2-y1

First point: )-4, 1)

second point: (2,1)

Finding the slope:

m=0

b = ?

1=0x+b

y=0x+1

so thats why its y=1

A) The equation is 22 + (d * 1/2) = 30

B) The plant that still have to grow 8 cm more

C) d = 16 days, d represents the number of days

Step-by-step explanation:

Given:

Initial height (basil plant at buying) = 22cm

Plant grows on everyday = 1/2cm

A) Given:

Total  height (to be grown) = 30 cm.

The equation is,

Initial height+ ( number of days * plant grows on everyday) =  Total height

22 + (d * 1/2) = 30  →  equation 1

B) The plant that still have to grow = Total height - Initial height

= 30 - 22

= 8 cm

C) Solving the value d using equation 1:

22 = 30 - (d * 1/2)

    44 = 60 - d 

      d = 16 days

Hence, A) The equation is 22 + (d * 1/2) = 30.

B) The plant that still have to grow 8 cm more.

C) d = 16 days, d represents the number of days.

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answer:

look

step-by-step explanation:

over? you would have 2 ÷ (5 x 2) ÷ 28. in fraction form.