What could be the next line in the solution of the equation 3 (x - 2) = 15 ?

Answer:

y=-2x-4

Step-by-step explanation:

The slope has a Y-intercept at the -4, which narrows the choices down to 2. Since the slope is leaning left, it's a negative, which will make the answer to this y=-2x-4

Answer:

i don't know

Step-by-step explanation:

The given problem involves a student athlete's swim time and heart rate data for a random sample of 10 days. To analyze the data, we will first create a scatter plot by entering the data into a calculator. Then, using the regression function on the calculator, we can find the equation of the least-squares regression line and add it to the scatter plot. Lastly, we will interpret the slope and y-intercept of the regression line.

By entering the swim time and heart rate data into a calculator, we can create a scatter plot that represents the relationship between the two variables. Next, using the calculator's regression function, we can determine the equation of the least-squares regression line. This line represents the best fit to the data points and allows us to make predictions or analyze the relationship between swim time and heart rate.

Interpreting the regression line, the slope indicates the rate of change in the heart rate for each additional minute added to the swim time. For example, if the slope is 3.2, it means that for each additional minute added to the swim time, the heart rate will increase by 3.2 beats per minute.

The y-intercept represents the predicted heart rate when the swim time is zero. It indicates the baseline or starting point of the heart rate. For example, if the y-intercept is 120, it means that if the student is not swimming at all, their heart rate is predicted to be 120 beats per minute.

By interpreting the slope and y-intercept of the regression line, we can understand the relationship between swim time and heart rate and make predictions based on the data.

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The sine of 0 radians is 0.

In trigonometry, the sine of an angle is defined as the ratio of the length of the side opposite to the angle to the length of the hypotenuse of a right-angled triangle.

When the angle is 0 degrees (or 0 radians), the opposite side has a length of 0, and thus the ratio is also 0. Therefore, the sine of 0 radians is 0.

In a circle with the radius r, the horizontal axis x, and the vertical axis y, 0 is the angle formed by the two sides x and r; r moving counterclockwise is the positive angle.

Note that, the sine function maps an angle to a value which is between -1 and 1, with a periodic nature, meaning that the values repeat in a cycle as the angle increases.

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The calculated values of the function f(x) = { 2 x − 1 x < 0 2 x − 2 x ≥0}   f(x)={2x-1x<02x-2x≥0} are:

a) f(3) = 4.

b) f(-2) = -5.

c) f(0) = -2.

To calculate the requested values of the function f(x), we need to substitute the given values of x into the function.

a) f(3):

Since 3 is greater than or equal to 0, we use the second part of the function:

f(3) = 2(3) - 2 = 6 - 2 = 4.

b) f(-2):

Since -2 is less than 0, we use the first part of the function:

f(-2) = 2(-2) - 1 = -4 - 1 = -5.

c) f(0):

Since 0 is equal to 0, it satisfies both conditions, but we will use the second part of the function:

f(0) = 2(0) - 2 = -2.

Therefore, the values are f(3) = 4, f(-2) = -5, f(0) = -2.

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Answer:

The first number is 28 the number nine more is 37

Hope this helped!

Although part of your question is missing, you might be referring to this complete question "Translate the sum of m and 2.33 multiplied by s is 77.77 into an algebraic equation. Do not solve the equation."

Translated equation is m + 2.33s = 77.77

An algebraic equation is the equality of two expressions formulated by applying a set of variables such as addition, subtraction, multiplication, division, raise to power, etc. The phrase " the sum of a and b" into an algebraic expression is determined as a+b. It deals with symbols and these symbols deal with each other through variants.

Hence, the equation translated is a linear equation of algebraic equations.  m+ 2.33s = 77.77

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Answer:

11

Step-by-step explanation:

if x=2 then

2*2+2*2+3

4+4+3

8+3

11

The indicated critical value, z0.05, can be found by referring to a standard normal distribution table.

In statistics, critical values are used in hypothesis testing and confidence interval calculations. They represent the threshold beyond which a test statistic or interval estimate would be considered statistically significant.

To find the indicated critical value, z0.05, we need to refer to a standard normal distribution table or use a statistical software. The value z0.05 corresponds to the point on the standard normal distribution that accumulates 5% of the total area to the left of it. In other words, it represents the value for which the cumulative probability is 0.05.

By consulting a standard normal distribution table or using a statistical software, we can find that the value of z0.05 is approximately -1.645 (rounded to three decimal places). This means that 5% of the area under the standard normal curve lies to the left of -1.645.

Therefore, the indicated critical value, z0.05, is approximately -1.645.

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The volume of water in the pool is 10230 cubic feet.

Given : Swimming pool is circular with a 40-ft diameter. The depth is constant along east-west lines and increases linearly from 5 ft at the south end to 10 ft at the north end.

To find : The volume of water in the pool?

Swimming pool is circular with a 40-ft diameter.

The radius of the pool is 40/20 = 20 ft

The depth is constant along east-west lines and increases linearly from 5 ft at the south end to 10 ft at the north end.

Depth average is:

Da = 5+10/2

= 7.5

The volume is given by:

V = π × r² × Da

V = 3.41 × (20)² × 7.5

V = 10230 ft²

The volume of water in the pool is 10230 ft² cubic feet.

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To determine whether there is enough evidence to reject the null hypothesis, we need to compare the computed test statistic to the critical value.

In this case, the computed test statistic is 2.50 and the critical value is 2.33. If the computed test statistic falls in the rejection region beyond the critical value, we can reject the null hypothesis. Conversely, if the computed test statistic falls within the non-rejection region, we fail to reject the null hypothesis.In this scenario, since the computed test statistic (2.50) is greater than the critical value (2.33), it falls in the rejection region. This means that the observed data is unlikely to occur if the null hypothesis were true.

Therefore, based on the given information, there is enough evidence for the emergency room nurse to reject the null hypothesis. This suggests that there is sufficient evidence to support the claim that the average number of cases of upper respiratory infections per day at the hospital is over 21 cases.

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There is enough evidence to reject the null hypothesis in this case because the computed test statistic (2.50) is higher than the critical value (2.33). This suggests the average number of daily respiratory infections exceeds 21, providing substantial evidence against the null hypothesis.

Yes, there is enough evidence for the emergency room nurse to reject the null hypothesis. The null hypothesis is typically a claim of no difference or no effect. In this case, the null hypothesis would be an average of 21 upper respiratory infections per day. The test statistic computed (2.50) exceeds the critical value (2.33). This suggests that the average daily cases indeed exceed 21, hence providing enough evidence to reject the null hypothesis.

It's crucial to understand that when the test statistic is larger than the critical value, we reject the null hypothesis because the observed sample is inconsistent with the null hypothesis. The statistical test indicated a significant difference, upheld by the test statistic value of 2.50. The significance level (alpha) of 0.05 is a commonly used threshold for significance in scientific studies. In this context, the finding suggests that the increase in respiratory infection cases is statistically significant, and the null hypothesis can be rejected.

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There is no real number that, when multiplied by itself, produces a negative result. Therefore, the square root of a negative number is undefined in the context of real numbers.

A square root is defined as the value that, when multiplied by itself, equals a given number. The square of a real number is always positive, so the square root of a positive number is always positive or zero. However, there is no real number that, when multiplied by itself, produces a negative result. Therefore, the square root of a negative number is undefined in the context of real numbers.

Square root of a negative number is a complex number.

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The function f satisfying the given conditions is

f(x) = (1/2) sin(x) cos(0) + 10 = (1/2) sin(x) + 10

How to determine the function f?

To determine the function f satisfying the given conditions f ' (x) = sin(x) cos(x), f (2p) = 10, and f (x) = A sinB(x) cosC(x) + D, where A > 0, we need to follow these steps:

1. Integrate f ' (x) to find f (x).
∫(sin(x) cos(x)) dx = (1/2) * sin^2(x) + C

2. Apply the given condition f (2p) = 10.
(1/2) * sin^2(2p) + C = 10
Since sin(2p) = 0, the equation becomes:
C = 10

3. Now, we have f(x) = (1/2) * sin^2(x) + 10. We need to express this function in the form of A sinB(x) cosC(x) + D.
We can rewrite the given function as:
f(x) = A sin(2x/2) cos(0) + D
Comparing this with f(x) = (1/2) * sin^2(x) + 10, we get:

A = 1/2
B = 2/2 = 1
C = 0
D = 10

So, the function f satisfying the given conditions is:

f(x) = (1/2) sin(x) cos(0) + 10 = (1/2) sin(x) + 10

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Answer:

7

Step-by-step explanation:

Answer:

x = 7

Step-by-step explanation:

Answer:  4/9

Step-by-step explanation:

Let x represent the denominator. Then the fraction is: (x - 5)/x

Add 1 to the numerator and denominator   →     (x - 5 + 1)/(x + 1) = 1/2

Cross Multiply:                   1(x + 1) = 2(x - 4)

Distribute:                             x + 1 = 2x - 8

Subtract x from both sides:       1 = x - 8

Add 9 to both sides:                  9 = x

Numerator:  x - 5    →     9 - 5 = 4

Denominator:  x     →     9

So the fraction is: 4/9

80 student tickets and 89 adult tickets were bought. Let x be the number of student tickets sold and y be the number of adult tickets sold. The sum of the two types of tickets is equal to the total number of tickets sold.

Let x be the number of student tickets sold and y be the number of adult tickets sold. The sum of the two types of tickets is equal to the total number of tickets sold. Therefore, x + y = 169  ...............(1)

The income from the sale of student tickets at $6 each is equal to 6x, and the income from the sale of adult tickets at $8 each is equal to 8y. Thus, the total income from the sale of tickets is:

6x + 8y = 1192 ................(2)

We have two linear equations: Equation (1) : x + y = 169

Equation (2) : 6x + 8y = 1192

We need to solve for x and y.

Step 1: We can multiply both sides of Equation (1) by 6 to eliminate x from Equation (2).

6x + 6y = 1014        (1a)

6x + 8y = 1192         (2)

Step 2: Subtract Equation (1a) from Equation (2).

2y = 178y = 89

Step 3: Substitute y = 89 into Equation (1) to find x.

x + 89 = 169x = 80

Therefore, 80 student tickets and 89 adult tickets were bought.

Answer: In this problem, the number of student tickets sold and the number of adult tickets sold have been found. Let x be the number of student tickets sold and y be the number of adult tickets sold. The sum of the two types of tickets is equal to the total number of tickets sold. Therefore, x + y = 169  ...............(1)

The income from the sale of student tickets at $6 each is equal to 6x, and the income from the sale of adult tickets at $8 each is equal to 8y. Thus, the total income from the sale of tickets is: 6x + 8y = 1192 ................(2)

We have two linear equations:

Equation (1) : x + y = 169

Equation (2) : 6x + 8y = 1192

We need to solve for x and y. We can multiply both sides of Equation (1) by 6 to eliminate x from Equation (2).

6x + 6y = 1014          (1a)

6x + 8y = 1192         (2)

We subtract Equation (1a) from Equation (2).

2y = 178y = 89

Therefore, the number of adult tickets sold was 89. Now, we substitute y = 89 into Equation (1) to find the number of student tickets sold. x + 89 = 169; hence, x = 80.

Therefore, 80 student tickets and 89 adult tickets were bought.

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Answer:

-11

Step-by-step explanation:

y= -2 squared - 4 x 4 - 1

y=4-16-1

y=-11

Answer:

(2x+1)(x+3)

Step-by-step explanation:

just remember to put a ^ when you do this 2x2 put it like this 2x^2

an you welcome and plz give me brainiest

Answer: 70 people went.

Step-by-step explanation:

12p + $50 = $890

890-50= 840

840/12= 70

The first rest area from the starting point of the trail is 4.367 miles and the distance Anne walked is 10 miles.

Given that, a hiking trail is 24 miles from start to finish. There are two rest areas located along the trail.

The quantitative relation between two amounts shows the number of times one value contains or is contained within the other.

Given that the ratio of the distance from the start of the trail to the rest area and the distance from the rest area to the end of the trail is 2:9.

Now, 2/11 ×24=4.3636

The nearest hundredth of a mile is 4.367 miles.

Given that Anne claims that the distance she has walked and the distance she has left to walk has a ratio of 5:7.

Now, 5/12 ×24=10 miles

Anne walked 10 miles.

Therefore, the first rest area from the starting point of the trail is 4.367 miles and the distance Anne walked is 10 miles.

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a) The probability histogram of pmf for the number of students who show up for a professor's office hour on a particular day is shown below.

b) The probability that at least two students show up = 0.55 and the probability that more than two students show up = 0.25

c) The probability that between one and three students show up = 0.7

d) The probability that the professor shows up = 0.20

First we write the number of students who show up for a professor's office hour on a particular day and their pmf in tabular form.

x        p(x)

0       0.20

1       0.25

2       0.30

3       0.15

4       0.10

The probability histogram of this data is shown below.

The probability that at least two students show up would be,

P(x ≥ 2) = p(2) + p(3) + p(4)

P(x ≥ 2) = 0.30 + 0.15 + 0.10

P(x ≥ 2) = 0.55

Now the probbability that more than two students show up:

P(x > 2) = p(3) + p(4)

P(x > 2) = 0.15 + 0.10

P(x > 2) = 0.25

The probability that between one and three students show up would be:

P(1 ≤ x ≤ 3) = p(1) + p(2) + p(3)

P(1 ≤ x ≤ 3) = 0.25 + 0.30 + 0.15

P(1 ≤ x ≤ 3) = 0.7

And the probability that the professor shows up would be: p = 0.20

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We will use the leg rule

hypotenuse leg

----------------- = --------------------

leg part

y 9+11

------- = -----

11 y

Using cross products

y^2 = 11(20)

y^2 =220

Taking the square root

y = 2 sqrt(55)

Now we can find z using the Pythagorean theorem

11^2 + z^2 = y^2

121 + z^2 = 220

z^2 =99

z = 3 sqrt(11)

Answer: 46 degrees

Step-by-step explanation:

180 - 67 - 67 = 46.

The measurement of angle YQZ is 46, so the measurement of angle TQW is also 46 because it is on the opposite side.

Answer:

46 degrees

Step-by-step explanation:

Looks like TQW will be the same as ZQY. If we find that, we'll find TQW

Total angle of a straight line is 180

You have 67, 67, and ZQY

Making the equation:

67 + 67 + ZQY = 180

134 + ZQY = 180

Subtracting...

ZQY = 46

Since ZQY is 46, then TQW must be 46

Answer: -7920

Step-by-step explanation: 33x-6x40= -7920

Answer:

5/2

Step-by-step explanation:

We first find the equation of the line. The slope-intercept form of a line is y = mx + b, where b is the y-intercept and m is the slope. We already know the y-intercept, which is (0,5). Therefore, our current equation is:

y = mx + 5.

We use (0,5) and (1,3) to find the slope. We subtract the two y-coordinates, 5 - 3 = 2. We subtract the x-coordinates, 0 - 1 = - 1. The slope is given as rise/run, which is (y-coordinate difference)/(x-coordinate difference. Thus, the slope is 2/-1, which is just -2. Now, we put -2 in place of m:

y = -2x + 5.

The x-intercept is when the y-coordinate is equal to 0. So we substitute 0 for y:

0 = -2x + 5

-5 = -2x

x = 5/2

The expected value of sales at a price of $1 is 11.015 for the given regression demand equation.

In the regression demand equation e(log(sales | price)) = 11.015 - 2.442 log(price), you want to find the expected value of sales at a price of $1. To find the expected value of sales, you need to substitute the given price of $1 into the equation and solve for the sales. Substituting the price of $1 into the equation, you get: e(log(sales | 1)) = 11.015 - 2.442 log(1). Since log(1) = 0, the equation simplifies to: e(log(sales | 1)) = 11.015 - 2.442 * 0, e(log(sales | 1)) = 11.015
Therefore, the expected value of sales at a price of $1 is 11.015.

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The price we have to pay for the disc after 10% discount is 1467 dollars.

Percentage is the value per hundredth.

According to the given question we bought a disc which costs 1630 dollars there's a 10% discount we have to find how much i have to pay.

10% of 1630 dollars will be

= (10/100) × 1630 dollars.

= 16300/100 dollars.

= 163 dollars.

So, the price we have to pay for the disc after 10% discount is

= (Total amount - Discount amount)

= ( 1630 - 163 ) dollars.

= 1467 dollars.

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The length of this rectangular room is equal to 9 meters.

The breadth of this rectangular room is equal to 5 meters.

In Mathematics and Geometry, the area of a rectangle can be calculated by using the following mathematical equation:

A = xy

Where:

If length would become 3 meters less and breadth would become 1 meter more, we have the following expressions;

y = x - 3

x = y + 1

45 = xy

When the rectangle turns to a square, all of the side lengths become equal;

y + 1 = x - 3

x = y + 4

From the area of a rectangle formula, we have:

45 = (y + 4)y

45 = y² + 4y

y² + 4y - 45 = 0

y² + 9y - 5y - 45 = 0

y(y + 9) - 5(y + 9) = 0

y = 5 or -9 meters.

For the length, we have:

x = y + 4

x = 5 + 4

x = 9 meters.

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Answer:

b is the lowest and d is the highest y axis

Step-by-step explanation:

The year becomes 1993, when the newspaper circulation is closest to the average circulation.

Part a:

The function is n(x)=0.00792x^3−0.37x^2+3.557x+51.588

The formula for the average of the function is 1b−a∫baf(x)dx

The year 1986 corresponds to 6 and 2000 corresponds to 20 as x is the number of years since 1980.

Obtain the average:

1b−a∫baf(x)dx==≈1/20−6∫20-6[0.00792x^3−0.37x^2+3.557x+51.588]dx

1/14[0.00792x^4/4−0.37x^3/3+3.557x^2/2+51.588x]20-6

51.70094

Therefore, the average newspaper circulation from 1986 to 2000 was 51.70094.

Part b:

Now, the equation is obtained as

0.00792x^3−0.37x^2+3.557x+51.588=51.70094

0.00792x^3−0.37x^2+3.557x−0.11294=0

Obtain the value of x using an online graphing calculator as follows:

Thus, the value of x becomes 13.481

Hence, 1993 is the year of the closest average circulation

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The density of the copper used in the pyramid is 8.4 g/cm³.

To find the density of the copper used in the pyramid, we first need to determine the volume of the cuboid and pyramid, and then find the mass of the copper.

1. Find the volume of the cuboid (V_cuboid):

V_cuboid = length × width × height

Since the base is a square, the length and width are both 3 cm.

V_cuboid = 3 cm × 3 cm × 8 cm = 72 cm³

2. Find the volume of the pyramid (V_pyramid):

First, find the height of the pyramid: total height (15 cm) - height of the cuboid (8 cm) = 7 cm.

V_pyramid = (1/3) × area of base × perpendicular height

The area of the base is 3 cm × 3 cm = 9 cm².

V_pyramid = (1/3) × 9 cm² × 7 cm = 21 cm³

3. Find the mass of the iron cuboid (m_iron):

Density of iron = 7.8 g/cm³

m_iron = density × V_cuboid = 7.8 g/cm³ × 72 cm³ = 561.6 g

4. Find the mass of the copper pyramid (m_copper):

Total mass of sculpture = 738 g

m_copper = total mass - m_iron = 738 g - 561.6 g = 176.4 g

5. Calculate the density of the copper (density_copper):

density_copper = m_copper / V_pyramid

density_copper = 176.4 g / 21 cm³ ≈ 8.4 g/cm³

The density of the copper is approximately 8.4 g/cm³.

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