Dinesh has twice as many toffees as Vikas has. if both together have 18 toffees, how many toffees does Dinesh have more than Vikas?​

Answer:

y=-1/2x+2.5

Step-by-step explanation:

The slope is negative so the line would be ing to left side of the coordinate plane. the next point would be (-1,3) meaning that the line would pass the y-axis at 2.5.

Answer:

I Think D.

Step-by-step explanation:

Answer:

try c, i took the test as well its either that or b

Step-by-step explanation:

Answer:

I'm pretty sure the answer is D

Answer:

(-5,1)

Step-by-step explanation:

5 units left is x axis and that is going to the negative side, down 1 unit is the y axis.

Answer:

(-5, 1)

Step-by-step explanation:

The equation to solve this would be (x - 5, y - 1), since if you are going left you subtract and if you are going right you would add and up would be add and down would be subtract. Now, you just replace the x and the y with the coords so the equation is now (0 - 5, 2 - 1) which simplifies to (-5, 1) and there's your answer! :)

Overall, equations provide a mathematical representation and understanding of relationships, while tables present data points in a structured format.

When comparing an equation and a table, you can examine their characteristics, purpose, and the information they provide. Here are some points to consider when making comparisons:

Representation:

An equation represents a mathematical relationship between variables using symbols and mathematical operations. A table presents data or values in a structured format, typically organized into rows and columns.

Communication of Information:

Equations provide a concise and general representation of a relationship, allowing for predictions, calculations, and modeling. Tables present specific data points or values, providing a visual representation of how variables are related or how they change.

Variables:

Equations involve variables, which can be manipulated to explore different scenarios and analyze the relationship between quantities. Tables display specific values or data points for variables, showing how they vary or are related based on the given information.

Visualization:

Equations can express relationships symbolically and provide a mathematical understanding, but they may not offer a visual representation of data. Tables provide a visual representation of data points, allowing for a quick overview and easy comparison of values.

Flexibility:

Equations offer flexibility in terms of adjusting variables and parameters to explore different scenarios and make predictions. Tables can be easily modified or expanded by adding or removing data points to reflect new observations or additional information.

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Answer:

  y = 1/2x +4

Step-by-step explanation:

You are given the slope (m) of the line and a point, and asked for slope-intercept form:

  y = mx +b . . . . . . . line with slope m and y-intercept b

The value of the intercept, b, can be found from the point by rearranging this equation to ...

  b = y -mx

  b = 1 -1/2(-6) = 4 . . . . using x=-6, y=1

Then the equation of the line with m=1/2 and b=4 is ...

  y = 1/2x +4

Answer:

\(y = \frac{1}{2} x + 4\)

Step-by-step explanation:

Slope intercept form is:

\(y = mx +b\)

y and x remain as variables and don't get changed or touched.

m is the slope of the line.

b is the y-intercept of the line.

To find the information needed for this form, we need to use the equation:

\(y - y_{1} = m (x - x_{1} )\)

We are given that the slope is \(\frac{1}{2}\), so we plug it in for m:

\(y - y_1 = \frac{1}{2} (x-x_1)\)

Now, we need to plug in the given value of \(x_1\) and \(y_1\) in the point (-6, 1), where the x = -6 and y = 1. So it will look like this when plugged into the equation:

\(y - 1 = \frac{1}{2} (x-(-6))\)

Solve for y (isolate y on one side):

\(y - 1 = \frac{1}{2} (x-(-6))\\\\y - 1 = \frac{1}{2} (x+6)\\\\y - 1 = \frac{1}{2} x+3\\\\\\y= \frac{1}{2}x+4\)

Final answer is: y = 1/2x + 4

Answer:

find the value of the inequality on the number line

Step-by-step explanation:

do open circle for greater or less than

do closed circle for equal to

draw line left or right based on greater or less than

Answer:

Step-by-step explanation:find the value of the inequality on the number line

Answer:

5

(40+24)=64

64÷8=8

(2^2-1)=3

8-3=5

Answer:

ummmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm

Step-by-step explanation:

The grand canyon is 1600 meters deep at its deepest point. a rock is dropped from the rim above this point. express the height of the rock as a function of the time t in seconds. It will take approximately 18.05 seconds for the rock to hit the canyon floor.

The height of a rock dropped from the rim of the Grand Canyon can be expressed as a function of time, t, in seconds. To do this, we will use the free-fall equation, which states that the height of an object in free fall is given by:

a(t) = -1/2 * g * t^2 + h

where:
- a(t) is the height of the rock at time t,
- g is the acceleration due to gravity (approximately 9.81 meters per second squared),
- t is the time in seconds, and
- h is the initial height of the rock (1600 meters, in this case).

For the rock dropped from the rim of the Grand Canyon, the function becomes:

a(t) = -1/2 * 9.81 * t^2 + 1600

To find how long it will take the rock to hit the canyon floor, we need to find the value of t when the height, a(t), is equal to 0 (i.e., the rock reaches the floor).

0 = -1/2 * 9.81 * t^2 + 1600

Now, we'll solve for t:

1/2 * 9.81 * t^2 = 1600
t^2 = (1600 * 2) / 9.81
t^2 ≈ 325.99
t ≈ √325.99
t ≈ 18.05 seconds

Therefore, it will take approximately 18.05 seconds for the rock to hit the canyon floor.

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Answer:

Step-by-step explanation:

any with a decimal number  because ther is decimals and the x cordinates are in the middle  the grpha line indicating o.5 or decimla number

Answer:

2x+14

Step-by-step explanation:

(3/4)x-7.3+(5/4)x+21.3

(3/4+5/4)x+21.3-7.3

2x+14

Answer:

x = 5,  AB = 5 inches, BC = 15 inches

Step-by-step explanation:

The segment addition postulate states that for line AC having point B between point A and point C, the distances between the point satisfy the equation:

AB + BC = AC

Given that AB = x and BC = 3x, also AC = 20 inches

AB + BC = AC

x + 3x = 20

4x = 20

Dividing through by 4:

4x/4 = 20/4

x = 5

Therefore AB = x = 5 inches, BC = 3x = 3 * 5 = 15 inches

Answer:

\(k=8\) when \(f(6)=2\)

Step-by-step explanation:

\(y=\frac{3k}{2x}\)

\(2=\frac{3k}{2(6)}\)

\(2=\frac{3k}{12}\)

\(24=3k\)

\(8=k\)

Answer:

x = -1, y = -8

Step-by-step explanation:

Solve the following system:

{y + 8 x = -16 | (equation 1)

y - 3 x = -5 | (equation 2)

Add 3/8 × (equation 1) to equation 2:

{8 x + y = -16 | (equation 1)

0 x + (11 y)/8 = -11 | (equation 2)

Multiply equation 2 by 8/11:

{8 x + y = -16 | (equation 1)

0 x + y = -8 | (equation 2)

Subtract equation 2 from equation 1:

{8 x + 0 y = -8 | (equation 1)

0 x + y = -8 | (equation 2)

Divide equation 1 by 8:

{x + 0 y = -1 | (equation 1)

0 x + y = -8 | (equation 2)

Collect results:

Answer:{x = -1, y = -8

Answer:

To find the solution for this system of equations, we can use the method of substitution or elimination. Here's one way to solve it using the elimination method:

Step 1: Multiply the second equation by 8 to get -24x + 8y = -40.

Step 2: Add the resulting equation to the first equation to eliminate y. We get:

8x + y = -16

(-24x + 8y = -40)

-16x = -56

Step 3: Solve for x by dividing both sides by -16: x = 3.5.

Step 4: Substitute x = 3.5 into one of the original equations to find y. Let's use the second equation:

-3x + y = -5

-3(3.5) + y = -5

-10.5 + y = -5

y = 5.5

Step 5: Write the solution as an ordered pair (x, y) = (3.5, 5.5).

Therefore, the solution for the system of equations is (3.5, 5.5).

Answer:

D!

Step-by-step explanation:

We need to obviously subtract, only C and D do thatt. But, you don't multiple t or 28 by 4. You need to multiply the difference, so you need parentheses!

Based on the results of the hypothesis test, we reject the claim that the coin is fair and accept the alternative hypothesis that the coin is not fair.

To test the claim that the coin is fair against the two-sided claim that it is not fair, we can use a hypothesis test. The null hypothesis (H0) assumes that the coin is fair, and the alternative hypothesis (H1) assumes that the coin is not fair.

Null hypothesis (H0): The coin is fair.

Alternative hypothesis (H1): The coin is not fair.

Given that the experimenter flipped the coin 100 times and obtained 34 heads, we can calculate the observed proportion of heads (p) in the sample:

p = 34/100 = 0.34

To conduct the hypothesis test at a significance level of α = 0.01, we will use the chi-square test statistic. The test statistic is calculated as follows:

χ² = (observed - expected)² / expected

For a fair coin, the expected probability of getting a head is 0.5, and the expected number of heads in 100 flips would be:

expected = 0.5 * 100 = 50

Now, let's calculate the chi-square test statistic:

χ² = (34 - 50)² / 50 + (66 - 50)² / 50

= (-16)² / 50 + (16)² / 50

= 256 / 50 + 256 / 50

= 5.12 + 5.12

= 10.24

The degrees of freedom (df) for this test are df = 1 (since we have two possible outcomes: heads or tails) and the critical value for a two-sided test at α = 0.01 with df = 1 is approximately 6.63.

Since the test statistic (10.24) is greater than the critical value (6.63), we reject the null hypothesis (H0) at the α = 0.01 level. We have sufficient evidence to conclude that the coin is not fair.

Therefore, based on the results of the hypothesis test, we reject the claim that the coin is fair and accept the alternative hypothesis that the coin is not fair.

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a. To test whether the given estimate of the college is valid or not, we use the null hypothesis and alternate hypothesis as:Null hypothesis (H0): p ≤ 0.25Alternate hypothesis (H1): p > 0.25

Where p is the proportion of students riding bicycles to class.

The test statistic is:Z = (p - P) / √(P(1 - P) / n)where P is the hypothesized proportion under the null hypothesis, n is the sample size.

The significance level is 0.05.Z = (0.311 - 0.25) / √(0.25(1 - 0.25) / 90)Z = 1.56At 0.05 level of significance, the critical value of Z is:Zcritical = 1.645Since the test statistic (Z) is less than the critical value (Zcritical), we do not reject the null hypothesis.

Summary:a. We do not reject the null hypothesis. Hence, the estimate seems to be a valid estimate.b. The probability of believing the estimate despite it being false is 0.0495.c. Z < 1.645 = (p - 0.25) / √(0.25(1 - 0.25) / n)P2 = 0.42Z = (0.4221 - 0.25) / √(0.25(1 - 0.25) / 110) = 3.45Type II error (β) = P (not rejecting H0 | P2 = 0.42) = P (Z > 3.45) = 0.0003

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the 90% confidence interval for y when x = 69 is (41.5, 52.3). This means that we are 90% confident that the true value of y is between 41.5 and 52.3 when x = 69.

To find the 90% confidence interval for y when x = 69, we need to use regression analysis. First, we need to fit a regression model to the data and obtain the regression equation. Once we have the regression equation, we can plug in the value of x = 69 and get the predicted value of y.

Assuming that we have already performed the regression analysis, let's say the regression equation is:

y = 4.5 + 0.6x

To find the predicted value of y when x = 69, we simply plug in x = 69 into the equation:

y = 4.5 + 0.6(69)
y = 46.9

So, the predicted value of y when x = 69 is 46.9.

To find the 90% confidence interval for this predicted value, we need to use the standard error of the estimate (SEE) and the t-distribution. The formula for the confidence interval is:

y ± t(0.05/2, n-2) x SEE

where y is the predicted value of y, t(0.05/2, n-2) is the critical value of the t-distribution for a 90% confidence level with n-2 degrees of freedom (n is the sample size), and SEE is the standard error of the estimate.

Let's say that the SEE is 3.2 (we obtain this value from the regression output) and the sample size is n = 50. Using a t-distribution table, we find that the critical value for t(0.05/2, 48) is 1.677.

Plugging in the values, we get:

46.9 ± 1.677 x 3.2
46.9 ± 5.4
(41.5, 52.3)

So, the 90% confidence interval for y when x = 69 is (41.5, 52.3). This means that we are 90% confident that the true value of y is between 41.5 and 52.3 when x = 69.
To provide a 90% confidence interval for y when x = 69, we need more information such as the regression equation, the standard error, and the critical value. Once you have this information, you can calculate the lower and upper bounds of the confidence interval. Please provide the necessary details, and I'll be happy to help you find the 90% confidence interval.

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Answer:

Based on the given information, it is not possible to definitively determine whether the number generator is fair or not. However, we can make some observations and inferences:

We know that 70% of the socks in the drawer are black, which means that in a random selection of 10 socks, we would expect to see around 7 black socks on average.

The dot plot shows the number of black socks in 10 trials of the number generator. We can see that the number of black socks varies from 0 to 10, with some frequencies being higher than others.

Without knowing the exact frequencies or probabilities, we can see that the dot plot does not appear to be centered around 7 black socks, which is what we would expect from a fair number generator. However, it is difficult to determine whether the deviations from 7 are statistically significant or not, without more information.

Therefore, based on the given information, the most accurate statement is:

The number generator's fairness cannot be determined with certainty from the given data, but there are indications that it may not be perfectly fair.

Step-by-step explanation:

Answer:

(-3/2, -13/2)

Step-by-step explanation:

To solve the system of equations graphically, we need to plot the two equations on the same set of axes and find the point of intersection.

To plot the first equation y = x - 5, we can start by finding the y-intercept, which is -5. Then, we can use the slope of 1 (since the coefficient of x is 1) to find other points on the line. For example, if we move one unit to the right (in the positive x direction), we will move one unit up (in the positive y direction) and get the point (1, -4). Similarly, if we move two units to the left (in the negative x direction), we will move two units down (in the negative y direction) and get the point (-2, -7). We can plot these points and connect them with a straight line to get the graph of the first equation.

To plot the second equation y = -x - 8, we can follow a similar process. The y-intercept is -8, and the slope is -1 (since the coefficient of x is -1). If we move one unit to the right, we will move one unit down and get the point (1, -9). If we move two units to the left, we will move two units up and get the point (-2, -6). We can plot these points and connect them with a straight line to get the graph of the second equation.

The point of intersection of these two lines is the solution to the system of equations. We can estimate the coordinates of this point by looking at the graph, or we can use algebraic methods to find the exact solution. One way to do this is to set the two equations equal to each other and solve for x:

x - 5 = -x - 8 2x = -3 x = -3/2

Then, we can plug this value of x into either equation to find the corresponding value of y:

y = (-3/2) - 5 y = -13/2

So the solution to the system of equations is (-3/2, -13/2).

Answer:

7.

Step-by-step explanation:

Since there is a total of 27 per class, and 20 are already in the class, you can do 27-20= 7 student slots left.

z1 =........=zm = 0 and n=m because n0 cannot be expressed in the +ve Phi / golden ratio form.

important is that the ratio between each succeeding pair of Fibonacci numbers approaches 1.618, or its inverse, 0.618, as the numbers get bigger. The holy proportion, the golden ratio, and the golden mean are some additional names for this proportion. Then why is this number so important? The fact that so many items in nature have dimensions characteristics that conform to the 1.618 ratio suggests that it plays a fundamental role for the components of nature. Due to its visual appeal compared to other proportions, the golden ratio is frequently used in the arts. The Great Pyramid in Giza, the Mona Lisa by Da Vinci, and the Parthenon in Athens are all.

z1 =........=zm = 0 and n=m

z1 =........=zm = 0 and n=m because n0 cannot be expressed in the +ve Phi / golden ratio form.

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1000 cubic millimeters are in a cubic centimeter.

'What is cubic centimeter?'

There are 1000 cubic millimeters in one cubic centimeter (cm³) (mm³). Add 1000 to the cubic cm number to convert it to cubic mm.

For instance, multiplying 10 by 1000 results in 10000 mm3, or how many cubic mm there are in 10 cubic cm.

The volume of small items is measured in cubic centimeters, a tiny unit of measurement. Discover standard units of measurement, the definition of cubic centimeters, how to convert them, and how to measure volume using cubic centimeters. A little cube with sides that are 1 cm long occupies the same amount of space as a cubic centimeter.

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2x + 3x = 100

5x=100

x=100/5

x= 20

Therefore, 2x=2×20=40

3x=3×20=60

Please mark me as brinliest.......

Glad to help you......

Answer:

264 cubic metres

Step-by-step explanation:

We need to find the volume of both aquariums and add them up.

The aquariums are shaped as rectangular prisms.

The volume of a rectangular prism is:

V = L * W * H

where L = length, W = width, H = height

The first aquarium is 6 m long, 4 m wide, and 2 m high. Its volume is:

V = 6 * 4 * 2 = 48 cubic metres

The second aquarium is 8 m long, 9 m wide and 3 m high. Its volume is:

V = 8 * 9 * 3 = 216 cubic metres

The amount of space the turtles have is therefore:

V = 48 + 216 = 264 cubic metres

Answer:

  18

Step-by-step explanation:

The summation symbol is telling you there are 4 terms of the sum. The values of x in the terms range from 1 to 4.

__

The expanded form of the sum is ...

  (1 +2) +(2 +2) +(3 +2) +(4 +2)

  = 3 +4 +5 +6 = 18

The sum is 18.

_____

Additional comment

The sum can be rewritten as ...

  \(\displaystyle \sum_{x=1}^4{(x+2)}=\sum_{x=1}^4{x}+\sum_{x=1}^4{2}=\dfrac{4(4+1)}{2}+4\times2=10+8=\boxed{18}\)

This way, you need to know the sum of integers from 1 to n is (n/2)(n+1). It may be easier just to write the terms out as we have done above.

Answer:

21

Step-by-step explanation:

three times seven equals 21 and then you just have 3 left