Consider the line that passes through the point P(-1,-1) and is parallel to the line x-y=7. Write the point slope equation of the line. Use exact values.​

Answer: A. 192 feet

Step-by-step explanation:

1 foot 4 inches=

1 foot+4 inches=

12 inches+4 inches=

16 inches

Hence,

16*12=

16*(10+2)=

(16)(10)+(16)(2)=

160+32

192 feet

NO , this fact does not indicate that there was bias in the selection process and that the selection process was not random.

This fact does not indicate that there was bias in the selection process and that the selection process was not random unless we know the number of different subject majors among the thirty volunteers.

It is possible that out of 30 volunteers , 20  can be from music majors and the rest 10 are majors from other subjects.

so in this case it is possibility for the process to be random and for the three students in the committee to all end up being music majors.

Therefore , by the given information it can be said that the selection process  was random and unbiased.

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The simplified form of the radical is expressed as 6xz²∛4

Given the radical function below expressed as:

2(108x²z⁴)^1/3

Expand to have:

2(108x^2/3z^4/3)

Simplify to have:

2(∛108x^2/3z^4/3) = 6(x)

2(3)(∛4)*x^2/3 * z^4/3

6∛4 * x^2/3 * z^4/3

6xz²∛4

Hence the simplified form of the radical is expressed as 6xz²∛4

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The average cost for 16 gallons is $46.272

The first step is to calculate the price of one gallon

5= 14.46

1= x

cross multiply

5x= 14.46

x= 14.46/5

x= 2.892

The price of 16 gallons can be calculated as follows

= 16 × 2.892

= 46.272

Hence the price of 16 gallons is $46.272

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Step-by-step explanation:

49ml

43.63g

the answer is 29ml

Slope of line=0

Slope of line=[tex]\frac{y2-y1}{x2-x1}[/tex]

=[tex]\frac{-4+4}{11-7}[/tex] =[tex]\frac{0}{4}[/tex] =0

In mathematics, a line's slope, also known as its gradient, is a numerical representation of the line's steepness and direction. The letter m is frequently used to represent slope; the reason for this usage is unclear, but it can be found in O'Brien's (1844) and Todhunter's (1888) formulations of the equation for a straight line as "y = mx + b" and "y = mx + c," respectively.

The ratio of the "vertical change" to the "horizontal change" between (any) two unique points on a line is used to compute the slope.A declining line has a negative "rise." The line might be useful, as determined by a road surveyor, or it might appear in a diagram that represents a road or a roof as a description or a design.

The slope's absolute value serves as a gauge for a line's steepness, incline, or grade. A steeper line is indicated by a slope with a higher absolute value. A line can be drawn in one of four directions: upward, downward, horizontal, or vertical.

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In any normal distribution, about 0.7 percent (0.7%) of the data are outliers.

An outlier is also referred to as anomalous data and it can be defined as a numerical value that is either unusually too small or large (big) in comparison with the overall pattern of the numerical values contained in a data set.

IQR is an abbreviation for interquartile range and it can be defined as a measure of the middle 50% of data values when they are ordered from lowest to highest.

Mathematically, interquartile range (IQR) is the difference between quartile 1 (Q₁) and quartile 3 (Q₃):

IQR = Q₃ - Q₁ = 75th percentile - 25th percentile.

The 75th percentile is equal to x when z has a p-value of 0.75, therefore, z is equal to 0.675. Similarly, the 25th percentile is equal to x when z has a p-value of 0.25, therefore, z is equal to -0.675.

Based on the 1.5 × IQR rule for outliers, the lower and upper z-scores are given by:

Zl = -0.675 -1.5(IQR)

Zl = -0.675 -1.5(0.675 + 0.675)

Zl = -0.675 -1.5(1.35)

Zl = -0.675 - 2.025

Zl = -2.7

Zu = 0.675 + 1.5(IQR)

Zu = 0.675 + 1.5(0.675 + 0.675)

Zu = 0.675 + 1.5(1.35)

Zu = 0.675 + 2.025

Zu = 2.7

For the p-value, we have:

P(z<2.7) = 1 - 0.9965

P(z<2.7) = 0.0035.

For the percentage of outliers, we have:

Outliers = 2 × 0.0035 × 100

Outliers = 0.0070 × 100

Outliers = 0.7%.

In this context, we can reasonably infer and logically deduce that about 0.7 percent (0.7%) of the data are outliers in any normal distribution.

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======================================================

Explanation:

Since T is the midpoint of PQ, this means the smaller pieces PT and TQ must be equal. In other words, T divides PQ in half.

PT = TQ

5x+7 = 9x-9

5x-9x = -9-7

-4x = -16

x = -16/(-4)

x = 4

Use this to find each segment length.

Both pieces are 27 units long, which confirms the answer.

Answer: is this it?

Step-by-step explanation:

The total cupcakes that are needed will be 9 1/2.

The fraction needed for yourself = 5 1/2

The fraction needed for your friend = 2 1/2

The fraction needed for your other friend = 1 1/2

The total fraction needed will be:

= 5 1/2 + 2 1/2 + 1 1/2

= 9 1/2

Therefore, the cupcakes that are needed will be 9 1/2.

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I want 5 halves of a cupcake for myself, 2 halves for my friend and 1 half for our other friend. What is the total needed?

The compound inequality that represents the number of ounces of clay, "c", Elisa uses to make one vase of either size is [(c ≤ 4.5) or (c ≥ 12)].

As per the question statement, Elisa uses no more than 4.5 ounces of clay to make a small vase and at least 12 ounces of clay to make a large vase.

We are required to find out the compound inequality that represents the number of ounces of clay, that she uses to make one vase of either size.

Let the number of ounces of clay, that Elisa uses to make one vase of either size be denoted by "c".

Since, Elisa uses no more than 4.5 ounces of clay to make a small vase, The words "no more than" implies maximum, i.e., "either less than or equals to" and hence, for a small vase, "c" must be less than or equal to 4.5 oz, which gives [tex](c \leq 4.5)[/tex] ...(1)

On the other hand, to make a large vase, she uses at least 12 ounces of clay where the words "at least" means minimum, i.e, "either more than or equals to" and hence, for a large vase,

Thus "c" is more than or equal to 12 oz, which gives [tex](c \geq 12)[/tex]...(2)

Now, combining (1) and (2), we get [(c ≤ 4.5) or (c ≥ 12)] which is option "d".

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The given statement is False, because the description only applies to one solution. The solution set contains all conceivable solutions.

A linear number pattern is a succession of numbers with the same difference between each term. As an example, consider the numbers 1, 3, 5, 7, 9,... Every phrase differs by a factor of two. These are also known as linear numbers. Another example would be 7, 17, 27, 37,...

A formula can be found for linear sequences, that is, sequences in which the difference between succeeding terms is always the same. would have resulted in the formula un = 3n + 35. produces the formula un = 3n - 10, where c is either positive or negative.

To obtain the remaining phrases, you simply keep using the addition of 1 method.

Here are a few further illustrations of linear number patterns:

Beginning with three points and a two-point difference:

3, 5, 7, 9, … Starting with five and a three-point difference:

5, 8, 11, 14, …

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The ratio of boys to girls in Simplest form is [tex]\frac{7}{8}[/tex] or 7:8  .

Ratio is defined as the term that is used to compare two or more numbers.

It is denoted by a:b  and ":" is read as "is  to" .

For Example , In a mixture of 10liter there 9 liter of milk and 1 liter of water ,

So the ratio of milk to water in the mixture will be 9:1 or [tex]\frac{9}{1}[/tex].

In the given question

Total members = 30

Number of Boys =14

Number of Girls = 30-14=16

The ratio of boys to girls =[tex]\frac{14}{16} =\frac{7}{8}[/tex]  or 7:8 .

Therefore , the ratio of boys to girls in simplest form is 7:8.

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Answer:

279936j

Step-by-step explanation:

Answer: A central angle is an angle with its vertex at the center of the circle and its two sides are radii. The sum of all central angles in a circle 360 degrees. The degree of the arc formed by the endpoints of a central angle is equal to the degree of the central angle.

Step-by-step explanation:

Answer:

Step-by-step explanation:

A, because the slope 3 is larger than a slope of 1.

Equation A's line is steeper than equation B's line because it has a higher slope.

To determine which equation's line is steeper, we need to compare their slopes. In both equations, the coefficients of the x term represent the slope of the line.

Let's first rewrite both equations in slope-intercept form, which is of the form y = mx + b, where "m" is the slope and "b" is the y-intercept:

A. y = 3x + 7

B. y = x + 9

In equation A, the coefficient of x is 3, which means the slope of the line is 3.

In equation B, the coefficient of x is 1, which means the slope of the line is 1.

Now, to compare the slopes, we can see that the slope of equation A (3) is greater than the slope of equation B (1).

This means that the line represented by equation A is steeper than the line represented by equation B.

Hence, equation A's line is steeper than equation B's line because it has a higher slope.

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Given that x = 8, y = 2, and z = 3, the equation 2x = 3yz is false.

An expression is a number, variable or the combination of both put together by operation symbols while an equation is a statement that shows that two expressions are equal and is separated by an equal sign "=".

To check if the equation 2x = 3yz is true when x = 8, y = 2, and z = 3, plug in or substitute the value of each variable to the equation and evaluate.

2x = 3yz

2(8) = 3(2)(3)

16 ≠ 18

Since 16 is not equal to 18, the given values do not satisfy the equation, then the statement is not true.

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Answer: Midpoint=(-3, -5 1/2)

Step-by-step explanation: Using the midpoint formula (x1+y1)/2, (x2+y2)/2 we can calculate. (-2+-4)/2, (-4+-7)/2 The answer (-3, -5 1/2)

Regression without parameters using smoothing splines A scatterplot's data is smoothed by fitting a smooth curve to it. Will initially concentrate on two variable issues: OneX Yand Will eventually include more than two predictors. Our example: Where "1; "1;::: "are independent from me," yi=f(xi) + I.

The appealing, adaptable, and widely-used method of non-parametric regression uses cubic splines for curve estimation. Although the fundamental concept was developed many years ago, the approach is maybe not as well recognized or used as it could be. This paper's topics and examples are meant to increase comprehension and broaden the applicability of the spline smoothing technology. The fundamentals of the method, its relationship with moving averages and other smoothing techniques, the automatic selection of the degree of smoothing, and the use of residuals for model adaption and diagnostic testing are just a few of the specific topics covered. A finite-dimensional Bayesian framework is used to address the issue of offering inference areas for curves and for pertinent curve attributes.

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Answer:

-6.53333333333 (-6.53)

Step-by-step explanation:

Hope this helps! <3

Thanksss for ur kindness :)

hopefully brainly would not take it down

Answer:440

Step-by-step explanation:

Answer:

f(x) = 4 ÷ 5√x

The area is mentioned to be square, so its length will be the square root of x. 4-fifths of that same length are the length of 1 row of the bookshelves, therefore, this is your answer.

➲ Hope it helps!

Answer: 90 feet

Step-by-step explanation:

The function that expresses length f(x) feet, in terms of area x square feet can be written as:

f(x)  =  sqrt(x)

So, when x = 100 square feet,  f(x) = 10 feet,

when x  =  121 square feet, f(x)  =  11 feet,

when x = 8100 square feet, f(x)  =  90 feet

i did what i could do

Answer:

-2/-5

Step-by-step explanation:

your welcome<3<3<3<3<<3

Answer:

Step-by-step explanation:

f(x)=x^2+1

f(x^2+1)

f(x^2+1):x^4+2x^2+2

f(f(x))=x^4+2x^2+2

2nd answer

Hope this helps!^^

Answer:

All real numbers

Step-by-step explanation:

We can first factor the negative onto the parentheses to get [tex]-v-4+5=4v+1-5v[/tex]. Now we can combine like terms, getting [tex]-v+1=-v+1[/tex] . Since both sides are equal, the answer is "all real numbers," which can be represented with this symbol: [tex]\mathbb{R}[/tex]. (an R but with an extra vertical line in front)

The student is wrong in the steps of the factorization.

Factorization of polynomials, also known as polynomial factorization, is a mathematical and computer algebraic technique that combines irreducible factors with coefficients in the same domain to produce a polynomial with coefficients in a particular field or in integers.  A polynomial with coefficients in a certain field or in integers is expressed as the product of irreducible factors with coefficients in the same domain in mathematics and computer algebra, which is known as polynomial factorization.  A polynomial can be expressed as the product of its factors, where the components must have a degree that is less than or equal to the original polynomial.

The equation is given as:

x^2  + 2 x - 48 = 0

Expand the equation

x^2 + 8x - 6x - 48 = 0

Factorize the equation

x(x + 8)- 6(x + 8)

Factor out x + 2

(x + 8)(x - 6) = 0

The above means that the factored equation of x^2 + 2x - 48 = 0 is (x + 8)(x - 6) = 0

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The error are;

1) The percentages do not sum to 100%

2)  Showing the pie chart on a slant violates the area principle.

A pie chart is used to show the relationship between variables. We can use the bar chart to categorize the relationship that exists between different variables. In this case, we are looking at the responses to a climate change survey.

We can see that there are the following errors in the chart;

1) The percentages do not sum to 100%

2)  Showing the pie chart on a slant violates the area principle.

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Answer:

area of recatangle= 4x^3(x^3+3x^2+2x) =4x^6+12x^5+8x^4

Answer:

Hi, it's D.

Step-by-step explanation:

[tex]4\times \:5\\= 20\\6\times \:2\\= 12\\20-12\\= 8[/tex]