Can you please help me Monday l'm going to write a test grade 9 mathematics

Answer:

y = x + 2

Step-by-step explanation:

slope = Δy / Δx = (1-2) / (-1 - 0) = 1

pass (0,2): y intercept = 2    b=2

y = mx + b

equation: y = x + 2

Answer:

A

Step-by-step explanation:

It doesn't matter if the negative sign is in the numerator or the denominator.

Answer:

y = 2x +14

Step-by-step explanation:

We need to convert the given equation into slope intercept form ,

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

=> y -6= 2x + 8

=> y = 2x +8+6

=> y = 2x + 14

The terms "cross-sectional study" and "time-series study" refer to different types of research designs. A cross-sectional study collects data from a population at a specific point in time, whereas a time-series study collects data from the same population over an extended period.

Based on this definition, it is difficult to classify a graph as either a cross-sectional or time-series study without additional context.

A graph alone does not provide enough information about the research design. It would be best to refer to the accompanying study or research report to determine the type of study represented by the graph.
Therefore, the long answer to your question is that a graph cannot be classified as a cross-sectional or time-series study without further information about the research design.

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Answer:

Step-by-step explanation:

(15-2)

Answer:

2 · 13

Step-by-step explanation:

PEMDAS. c:

The equation that indicates the number of real solution in the polynomial is presented as follows;

\(\left(x^2-\dfrac{14426}{7535} \cdot x +\dfrac{42196}{15933} \right)\cdot \left(x+\dfrac{15933}{7535} \right)\cdot 5 = 0\)

A polynomial is an expression that has two or more algebraic terms of the same variables that have different powers.

The specified expression is presented as follows;

5·x³ + x² - 7·x + 28

The polynomial equation can be factored using a graphing calculator to get;

5·x³ + x² - 7·x + 28 = \(\left(x^2-\dfrac{14426}{7535} \cdot x +\dfrac{42196}{15933} \right)\cdot \left(x+\dfrac{15933}{7535} \right)\cdot 5\)

When the expression is equated to 0, we get;

\(\left(x^2-\dfrac{14426}{7535} \cdot x +\dfrac{42196}{15933} \right)\cdot \left(x+\dfrac{15933}{7535} \right)\cdot 5 = 0\)...(1)

The discriminant of the expression \(\left(x^2-\dfrac{14426}{7535} \cdot x +\dfrac{42196}{15933} \right)\) is less than 0, therefore, the expression \(\left(x^2-\dfrac{14426}{7535} \cdot x +\dfrac{42196}{15933} \right)\) has no solution

The real solutions found from equation (1) is therefore;

\(x=-\dfrac{15933}{7535}\)

There is therefore one solution to the expression

The equation that expresses the number of solutions is therefore;

\(\left(x^2-\dfrac{14426}{7535} \cdot x +\dfrac{42196}{15933} \right)\cdot \left(x+\dfrac{15933}{7535} \right)\cdot 5 = 0\)

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For a linear demand curve given as q = a - bp when the monopolist operates in the inelastic region of the demand curve, it can increase total revenue, r(q) raising price.

A linear demand curve is a straight line that depicts the relationship between a product's or service's demand and its price. Everyone understands that sales are proportional to price: the higher the price, the fewer items you can expect to sell.

When the price of a good or service changes, its quantity remains constant. Inelastic demand means that when the price of a good or service rises, consumers' purchasing habits remain relatively unchanged, and when the price falls, consumers' purchasing habits also remain relatively unchanged.

Demand inelasticity means that demand remains constant despite changes in economic factors. Products and services with many alternatives typically have elastic demand, whereas products and services with few alternatives are typically inelastic.

When the monopolist operates in the inelastic region of the demand curve, r(q) raising price, for a linear demand curve given as q = a - bp.

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Answer: not sure

Step-by-step explanation:

Answer: 64

Step-by-step explanation:

h + 26 = 90 hours

h + 26 - 26 = 90 - 26

h = 64

Answer: 19

Step-by-step explanation:

1) You combine like terms with all the angles

Ex. 2x + 15 + 9x - 3 + 77 + 8x + 8 + 13x + x - 4, which equals 33x + 93

2) You set up an equation using the formula for the sum of the interior angles

Ex. 33x + 93 = 180(n - 2)

3) Since a hexagon has 6 sides, n is 6

Ex. 33x + 93 = 180(6 - 2)

4) Solve like a regular equation

Ex. 33x + 93 = 180(6 - 2)

33x + 93 = 720

- 93 = - 93

33x = 627

- Divide 627 by 33

x = 19

Answer:

t equals 6

Step-by-step explanation:

1/3t - 8 =-6

and 8 on both sides

1/3t=2

multiply by 3 on both sides

t=6

The conjugate which is 3 - √7 is also a root of f(x).

The root of a polynomial function f(x) is the value of x for which f(x) = 0.

Now if a polynomial function has a root x = a + √b then the conjugate of x which is x' = a - √b is also a root of the function, f(x).

Given that the polynomial function, f(x), with rational coefficients has roots

3 + √7, then by the above, the conjugate which is 3 - √7 is also a root of f(x).

So, 3 - √7 is also a root of f(x).

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Ummmm its not clear so

Answer: 1680 ft

Step-by-step explanation:

See attachment

At the DVD rental store, Jamie found 6 DVDs that she wanted, but can only rent 4. Jamie can make 15 possible choices, as per combinations of DVDs.

Number of Possible Combinations:

Given Information is as follows,

Total number of DVDs that Jamie wanted, n = 6

Number of DVDs Jamie can rent at a  time, x =4

The Combinations formula is given as,

ⁿCₓ = n! / (n-x)! x!

Here, n = 6 and x = 4

Substituting these values of n and x in the Combinations formula, we get,

⁶C₄ = 6! / (6-4)! 4!

⁶C₄ = 6! / 2! 4!

⁶C₄ = 6×5×4! / 2! 4!

⁶C₄ = 6×5 / 2

⁶C₄ = 3×5

⁶C₄ = 15

Thus, Jamie can make 15 possible combinations of DVDs.

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Answer:

40 units^2

Step-by-step explanation:

The area of the triangle is

A = 1/2 bh

A = 1/2 ( 8 * 10)

   = 1/2 (80)

  = 40 units^2

Step-by-step explanation:

a=1/2*b*h

a=1/2*8*10

a=40

To show that Col A is the subspace spanned by the columns of A, we need to show that:

Col A is a subspace of RN.

Col A is spanned by the columns of A.

To show that Col A is a subspace of RN, we need to show that it satisfies the three subspace properties:

a. Col A contains the zero vector. This is true since the equation Ax = 0 always has a solution x = 0, which means that the zero vector is in Col A.

b. Col A is closed under addition. Suppose b1 and b2 are in Col A, so there exist x1 and x2 such that Ax1 = b1 and Ax2 = b2. Then, for any scalars c1 and c2, we have:

A(c1x1 + c2x2) = c1Ax1 + c2Ax2 = c1b1 + c2b2

which shows that c1b1 + c2b2 is also in Col A.

c. Col A is closed under scalar multiplication. Suppose b is in Col A, so there exists x such that Ax = b. Then, for any scalar c, we have:

A(cx) = c(Ax) = cb

which shows that cb is also in Col A.

Therefore, Col A is a subspace of RN.

To show that Col A is spanned by the columns of A, we need to show that any vector b in Col A can be expressed as a linear combination of the columns of A. By definition, there exists an x such that Ax = b.

This means that b is a linear combination of the columns of A, with the coefficients given by the entries of x. Specifically, if A has columns a1, a2, ..., an, then:

b = Ax = x1a1 + x2a2 + ... + xn an

Therefore, Col A is spanned by the columns of A.

Overall, we have shown that Col A is the subspace spanned by the columns of A.

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Your parents would need to save approximately $4,467.56 each year to reach their goal of $160,000 by your 18th birthday. your parents would need to save approximately $40,079.89 each year to reach their new goal of $200,000, assuming a five-year saving period.

a. To calculate the amount your parents would have to save each year to reach a goal of $160,000 by your 18th birthday, we can use the future value of an ordinary annuity formula:

FV = P * [(1 + r)^n - 1] / r

Where:

FV = future value ($160,000)

P = annual savings amount

r = interest rate per period (9.5% or 0.095)

n = number of periods (number of years, in this case, 17 since they start saving on your first birthday until your 18th birthday)

Plugging in the values, we have: $160,000 = P * [(1 + 0.095)^17 - 1] / 0.095

Simplifying the equation and solving for P, we find: P ≈ $4,467.56

b. If your parents decide to save for five years instead of four and aim to have $200,000 saved, we can use the same formula to calculate the new annual savings amount: $200,000 = P * [(1 + 0.095)^5 - 1] / 0.095

Simplifying the equation and solving for P, we find: P ≈ $40,079.89

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the noun press itself is already a noun. though the word can also be expressed as a verb, (for example: he pressed his face against the glass) it can also be a noun (for example: the incident was not reported to the press).

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The functions have the same y-intercept. = true

Both functions are increasing on all intervals of x = true

Both functions approach - as x approaches = false

Both functions approach the same value as x approaches = false

The functions have the same x-intercept.​ = false

Using synthetic division, we can divide the polynomial x³ + 7x² - 12x + 14 by the divisor 1. Performing the synthetic division, we obtain a quotient of x² + 6x - 6 and a remainder of 8.

To divide the polynomial x³ + 7x² - 12x + 14 by the divisor 1 using synthetic division, we set up the synthetic division table as follows:

1  |   1   7  -12   14

We begin by bringing down the coefficient of the first term, which is 1, and place it on the line below the division bar. Then we multiply the divisor, 1, by the value we brought down and write the result under the next coefficient. Adding the values in the second row, we obtain the new value. We continue this process for each term until we reach the last term.

1  |   1   7  -12   14

 1   8  -4     10

The values in the last row represent the coefficients of the quotient polynomial. Therefore, the quotient is x² + 6x - 6. The remainder, which is the last value in the last row, is 10. Since the divisor is 1, the remainder does not affect the quotient. Hence, the result of the division is x² + 6x - 6 with a remainder of 10.

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Answer:

The coordinates of positions are (5, 0, -8) .

Step-by-step explanation:

The distance along with the x-axis = 5 units

The distance along with the z-axis = 8 units

Since it is given that the start point is origin then the Initially you are at: (0, 0, 0)

thus, when moving 5 units along the positive x-axis: (5, 0, 0)

and moving 8 units in the negative z-axis: (5, 0, -8)

therefore, the final coordinates are (5, 0, -8) .

The argument "All cats are mammals. I am a mammal. Therefore, I am a cat" is fallacious and can be shown as such using set theory and a Venn diagram.

Let's represent the sets using a Venn diagram:

   -------------

   |    Mammals   |

   -------------

       /       \

      /         \

     /           \

----          ----

| Cats |        | You |

----          ----

In the Venn diagram, the circle labeled "Mammals" represents the set of all mammals, and the circle labeled "Cats" represents the set of all cats. The region where the circles overlap represents the set of mammals that are also cats.

According to the argument, "All cats are mammals," which means that the set of cats is entirely contained within the set of mammals. This relationship is correctly represented in the Venn diagram.

The argument also states, "I am a mammal," which means that you are part of the set of mammals. In the Venn diagram, your position would be within the circle labeled "Mammals" but outside the circle labeled "Cats."

The fallacy occurs when the argument concludes, "Therefore, I am a cat." This conclusion is not valid because being a mammal does not automatically make you a cat. The Venn diagram clearly shows that there is a region within the set of mammals that is not within the set of cats.

To summarize, the fallacy in the argument arises from incorrectly inferring that being a mammal automatically implies being a cat. The Venn diagram visually demonstrates that being a mammal is a broader category that encompasses various animals, including cats, but being a mammal alone does not make one a cat.

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The delivery rate for Famotidine should be set at 2/3 mL/min.

To determine the delivery rate for each scenario, we can use the formula:

Delivery rate = Volume / Time

1. Cefazolin:

Given:

- Dose: 1000 mg

- IV fluid volume: 50 mL

- Infusion time: 30 minutes

Using the formula, the delivery rate for Cefazolin will be:

Delivery rate = 50 mL / 30 min

Simplifying:

Delivery rate = 5/3 mL/min

So, the delivery rate for Cefazolin should be set at 5/3 mL/min.

2. Famotidine:

Given:

- Dose: 20 mg

- IV fluid volume: 10 mL

- Infusion time: 15 minutes

Using the formula, the delivery rate for Famotidine will be:

Delivery rate = 10 mL / 15 min

Simplifying:

Delivery rate = 2/3 mL/min

So, the delivery rate for Famotidine should be set at 2/3 mL/min.

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Answer:

12

Step-by-step explanation:

You first do 15-6 to tell you the space in between them. then divide that number by 3. A quick way after is to subtract that number(3) from 15 to give you your answer.

Answer:

n=150

Step-by-step explanation:

(-17+n/5)-13=0

-17= -17/1 = -17(5)/5

-17(5)+n/5 = n-85/5

(n-85)/5-13=0

13=13/1 =13(5)/5

(n-85)-(13(5))/5 =n-150/5

(n-150)/5=0

n-150=0

n=150

Answer:

7 per minute

Step-by-step explanation:

This is because if you divide 630 by 90 it would give you 7, and if you times 7 by 90 it would give you 630,

. For example one minute is 7 miles so 90 minutes is 630 miles. Your welcome.

Answer: 7 per minutes

Step-by-step explanation:

Answer: is it 208 or not i'm doing the same test

Step-by-step explanation: