Evaluate the expression shown below and write your answer as a fraction in simplest form (11/9) + (5/9)

Answer:

  -3

Step-by-step explanation:

You want the graphical solution to x² +6x +9 = 0.

The graph of the expression on the left shows it has a value of 0 when x = -3.

The solution is x = -3.

__

Additional comment

A graphing calculator is very helpful when you want a graphical solution.

If you want to graph this by hand, you can rewrite it as ...

  (x +3)² = 0

The graph of (x +3)² is a graph of the parent function y = x² after it has been shifted left 3 units. The graph will go through points (-5, 4), (-4, 1), (-3, 0), (-2, 1), (-1, 4). Of course the point at (-3, 0) indicates the solution is x=-3.

Answer:2/3

Step-by-step explanation:

its the only possible answer because it needs to have a scale factor below one as A'B'C'D' is smaller than ABCD

Answer: 2/3

Step-by-step explanation:

The corresponding side of AD is A'D'.

AD = 30

A'D' = 20

Scale factor = 2/3 because AD * 2/3 = A'D'

If I'm wrong, please tell me.

Possible translations such that the graph passes through the point (1,2) are given as follows:

A translation happens when either a figure or a function is moved horizontally or vertically on the coordinate plane.

The four translation rules for functions are defined as follows:

Two possible translations for the function to pass through the point (1,2) are given as follows:

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To calculate the odds ratio of being diabetic for older adults compared to adults while controlling for glucose levels in a logistic regression model, we exponentiate the coefficient estimate for Age. For example, if the estimate is 0.05, the odds ratio is 1.65.

To obtain the odds ratio for older adults compared to adults while controlling for glucose levels in a logistic regression model predicting diabetic status based on age and glucose levels, we would need to look at the coefficient estimate for the age variable. Let's say the logistic regression model is

logit(P(Diabetic)) = β_0 + β_1Age + β_2Glucose

where P(Diabetic) is the probability of being diabetic, Age is the age in years, and Glucose is the glucose level in mg/dL. β_1 represents the coefficient estimate for Age.

To calculate the odds ratio for older adults (e.g., those who are 10 years older than the average age in the sample) compared to adults while controlling for glucose levels, we can exponentiate the coefficient estimate for Age and round to 0.01. That is

OR = exp(β_1*10)

For example, if the coefficient estimate for Age is 0.05, then:

OR = exp(0.05*10) = 1.65

This means that for every 10-year increase in age, the odds of being diabetic compared to non-diabetic increase by a factor of 1.65 while holding glucose levels constant.

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The combination of angle measures that could form a triangle are (a) 22, 140, 18 degrees and (c) 55, 67, 58 degrees.

In a triangle, the sum of the three interior angles is always equal to 180 degrees. Therefore, if the sum of the given angle measures is equal to 180 degrees, they could form a triangle.

For option a) 22 + 140 + 18 = 180, so the given angles could form a triangle.

For option b) 72 + 92 + 46 = 210, which is greater than 180, so the given angles could not form a triangle.

For option c) 55 + 67 + 58 = 180, so the given angles could form a triangle.

Therefore, the correct options are (a) 22,140,18 degrees and (c) 55,67,58 degrees

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The given question is incomplete, the complete question is:

Identify the combination of angle measures that could form a triangle

a) 22,140,18 degrees

b) 72,92,46 degrees

c)  55,67,58 degrees

The standard form expression that represents the amount of border material Jessica will need is 2L + 2W - 2x - 2y = -2B

To create this expression, we need to consider a few things. Firstly, we need to know the length and width of the solar panels. Let's say the length of the solar panel is L and the width is W. We also need to know the width of the border that Jessica wants to add. Let's call this value B.

The total amount of material needed for the border will be the sum of the material needed for the four sides of the solar panel. Each side will need a length of B, so the total length of the material needed will be 2B + 2L + 2W.

However, we can simplify this expression by putting it into standard form. Standard form expressions are written in a specific way that makes them easier to read and work with. In standard form, the expression is written as Ax + By = C, where A, B, and C are constants and x and y are variables.

To put the expression 2B + 2L + 2W into standard form, we need to group the variables together and move the constants to the other side of the equation. This gives us the expression 2L + 2W - Ax - By = -2B, where A and B are both equal to -2, and C is equal to -2B.

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Answer:

8c^2 + 24c - 6

Step-by-step explanation:

I got it right on edmentum

Seasonality may be less of a problem for annual data frequency as there may be less variation due to the longer time interval.

Annual data frequency refers to data that is collected and reported on an annual basis. This means that the data points in the dataset represent a full year's worth of data, with one data point for each year. Annual data is often used in economic indicators, such as gross domestic product (GDP) or unemployment rates, and can provide insights into long-term trends and changes over time.

GDP stands for Gross Domestic Product, which is a measure of the total value of goods and services produced within a country's borders during a specific time period, typically a year. It is used as an indicator of a country's economic health and growth. GDP is calculated by adding up the total spending on consumption, investment, government spending, and net exports (exports minus imports) during the period.

Seasonality may still be a problem for data frequencies of monthly, weekly, daily, and quarterly as certain patterns or fluctuations may occur within each of these time intervals. Seasonality may be less of a problem for annual data frequency as there may be less variation due to the longer time interval.

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Thus, the fraction of crate that will go in each of the ice bucket is found as - 1/12.

An element of a whole is a fraction. The number is represented mathematically as a quotient, where the numerator and denominator are split. Both are integers in a simple fraction. A fraction appears in the numerator or denominator of a complex fraction.

Fractions with a numerator less than the denominator are said to be proper fractions. When the numerator exceeds the denominator, the fraction is said to be inappropriate.

Given data:

fraction of crate brought by friend = 1/2

Total number of ice buckets = 6

Fraction of crate in each bucket = fraction of crate brought by friend / Total number of ice buckets

Fraction of crate in each bucket = (1/2) / 6

Fraction of crate in each bucket =  1 / (2*6)

Fraction of crate in each bucket = 1/12

Thus, the fraction of crate that will go in each of the ice bucket is found as - 1/12.

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(a) The expected length of the queue, not including the vehicle being served, is 0.625 vehicles.

(b) The probability that there are no more than 5 cars at the gate, including the vehicle being served, is approximately 0.0176.

(c) The average waiting time of a vehicle at the ticket gate is 1.5 minutes or 0.025 hours.

(a) To find the expected length of the queue at the ticket gate, we need to calculate the expected number of vehicles waiting in the queue at any given time. This can be found by using the Little's Law, which states that the expected number of customers in a stable system is equal to the arrival rate multiplied by the average time spent in the system.

In this case, the arrival rate is 25 vehicles per hour, and the average time spent in the system is the time it takes to buy the tickets, which is 1.5 minutes or 0.025 hours. Therefore, the expected number of vehicles waiting in the queue is

E[N] = λW = 25 x 0.025 = 0.625 vehicles

So the expected length of the queue, not including the vehicle being served, is 0.625 vehicles.

(b) To find the probability that there are no more than 5 cars at the gate, including the vehicle being served, we need to use the Poisson distribution with a mean of 25 vehicles per hour. Let X be the number of vehicles arriving in an hour, then X Poisson(25).

P(X ≤ 5) = ∑ P(X = k) for k = 0 to 5

= ∑ (e^(-λ) × λ^k / k!) for k = 0 to 5

= e^(-25) × (25^0 / 0!) + e^(-25) × (25^1 / 1!) + ... + e^(-25) × (25^5 / 5!)

Using a calculator or software, this probability is found to be approximately 0.0176.

(c) The average waiting time of a vehicle can be found by dividing the expected number of vehicles waiting in the queue by the arrival rate. From part (a), we know that the expected number of vehicles waiting in the queue is 0.625 vehicles. The arrival rate is 25 vehicles per hour. Therefore, the average waiting time of a vehicle is

W = E[N] / λ = 0.625 / 25 = 0.025 hours or 1.5 minutes

So the average waiting time for a vehicle at the ticket gate is 1.5 minutes.

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B. save time in arriving at solutions to problems. Heuristics are problem-solving shortcuts or rules of thumb that can save time when arriving at solutions to problems.

The use of heuristics rather than algorithms is most likely to save time in arriving at solutions to problems. Heuristics are mental shortcuts or rules of thumb that are used to solve problems quickly and efficiently, whereas algorithms are step-by-step procedures for solving problems. While algorithms may produce more accurate solutions, they can be time-consuming to apply. Heuristics, on the other hand, allow for quick problem-solving and are often based on our language skills and prior knowledge. However, relying too heavily on heuristics can sometimes lead to errors or the overconfidence phenomenon.

They might not always yield the most accurate solutions compared to algorithms, which are step-by-step, systematic procedures that guarantee a correct solution. Heuristics usually rely less on language skills and do not necessarily minimize the overconfidence phenomenon.

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Heuristics are mental shortcuts or rules of thumb that people use to make decisions or solve problems quickly and efficiently.

B. save time in arriving at solutions to problems . The correct answer is:

Heuristics are mental shortcuts or rules of thumb that people use to make decisions or solve problems quickly and efficiently. They are simple and often automatic strategies that allow individuals to make judgments or decisions without engaging in a lengthy, deliberate, and systematic process of problem-solving.

One of the main advantages of using heuristics is that they can save time in arriving at solutions to problems. Instead of analyzing all available information and considering all possible alternatives, heuristics allow individuals to quickly narrow down options and make decisions based on simplified cognitive processes. This can be especially useful in situations where time is limited or when individuals need to make decisions on the spot.

However, heuristics are not always foolproof and can sometimes lead to errors or biases in decision-making.

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Answer: 2 girls to 3 non-girls

Step-by-step explanation:

80 are girls

120 are boys (200-80)

80:120

simplify

2:3

Answer:

40.8°

Step-by-step explanation:

SohCahToa

use tan

tan^-1(19/22)

=40.81508387

=40.8

Answer:

Step-by-step explanation:

Here,

Opposite side is 19

Adjacent side is 22

To find : The value of Angle A, that is X°.

Formula

Tan X° = Opposite side/Adjacent side

Tan X° = 19/22 = 0.863 ( approximately )

X° = Tan inverse (0.863)

X° = 40.79° ~ 40.8°

Rounding off this to nearest tenth is 41°.

Hence,

X° = 41°

That is,

Angle A is 45°.

Therefore , the solution of the given problem of unitary method comes out to be 45 copies of the magazine are still available at the bookstore.

Use the tried-and-true core approach, the real variables, nor any useful information you learn from the general and detailed questions to finish the project expression. Customers may be given another chance to taste the products in response. If these improvements don't happen, we'll miss out on significant advancements in programming comprehension.

Here,

Let's figure out how many issues of the magazine are still available in the store.

Given: There were 90 copies in all when the bookstore opened.

1/6 of the total copies were sold at the bookstore yesterday.

=> 15 copies were sold yesterday = (1/6) * 90.

=> Total copies - Copies sold yesterday = 90 - 15 = 75 Remaining copies after yesterday's sale

=> 2/5 of the remaining copies were sold in the bookstore today.

30 copies were sold today, which

=>  (2/5) * 75.

The quantity of copies left after today's sale equals the quantity left after yesterday's sale. - Today's sales of copies:

=>  75 - 30 = 45

45 copies of the magazine are still available at the bookstore.

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The values of trigonometric-ratios in the given triangle whose legs are 4 and [tex]4\sqrt{3}[/tex] are:

a)sinθ=0.5

b)cosθ=0.866

c)tanθ=0.577

What is trigonometric-ratios ?

A right angle triangle has six trigonometric ratios: Sin, Cos, Tan, Cosec, Sec, and Cot. Sine, Cosine, Tangent, Cosecant, Secant, and Cotangent are their respective acronyms. These ratios show the ratio of various sides depending on the angle selected.

Given sides of triangle: 4 and [tex]4\sqrt{3}[/tex]

hypotenuse=[tex]\sqrt{perpendicular^{2}+base^{2} }[/tex]

                  =[tex]\sqrt{4^{2}+\((4\sqrt{3}) ^{2} }[/tex]

                  =[tex]\sqrt{16+48}[/tex]

                  =8

a)Sin θ=[tex]\frac{side opposite to the given angle}{hypotenuse}[/tex]

Sin θ=[tex]\frac{4 }{8}[/tex]

Sin θ=[tex]\frac{1}{2}[/tex]

Sin θ=0.5

b)Cos θ=[tex]\frac{side adjacent to the given angle}{hypotenuse}[/tex]

            =[tex]\frac{4\sqrt{3} }{8}[/tex]

            =[tex]\frac{\sqrt{3} }{2}[/tex]

            =[tex]\frac{1.732}{2}[/tex]

Cos θ=0.866

c)tan θ=[tex]\frac{side opposite to the given angle}{side adjacent to the given angle}[/tex]

            =[tex]\frac{4}{4\sqrt{3} }[/tex]

            =[tex]\frac{1}{\sqrt{3} }[/tex]

tan θ=0.577

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In the graph, line k with equation y = -k makes a 45° angle with the x- and y- axes. The correct option is 1. (-2, 5).

The angle formed by the line y = - x with the x-axis is 45 degrees, and the angle formed by the y-axis with the positive x-axis is 135 degrees.

The coordinates of the reflected point, when a point (p,q) is reflected over the line y=x, are (q,p)

Moreover, the coordinates of the reflected point, when point (p,q) is reflected over the line y= -x, will be (-q, -p).

Hence, the coordinates of the reflected point when point (2,5) is reflected over the line y= - x will be (-5,-2).

The point (2,5) will change to if it is reflected across the line y=x (5,2).

Therefore, the correct option is 1. (-2, 5).

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There are  [tex]5[/tex] ways to choose 4 members from a family of 5 to line up for a photo shoot.

The problem you are describing is a classic example of a combination problem, specifically choosing a certain number of items from a larger set without regard to the order in which they are arranged.

The formula to calculate the number of ways to choose "r" items from a set of "n" items without replacement is given by the combination formula, also known as "n choose r" or denoted as C(n, r). The formula is:

[tex]C(n, r) = n! / (r! \times (n - r)!)[/tex]

where "!" denotes the factorial of a number, which is the product of all positive integers up to that number.

In your case, you are choosing 4 members from a family of 5 for a photo shoot, and the order in which they line up does not matter. So you need to find C(5, 4).

Plugging the values into the formula:

[tex]C(5, 4) = 5! / (4! \times (5 - 4)!) = 5! / (4! \times 1!) = (5 \times 4 \times 3 \times 2 \times 1) / ((4 \times 3 \times 2 \times 1) \times 1) = 5[/tex]

Therefore,  there are  [tex]5[/tex] ways to choose 4 members from a family of 5 to line up for a photo shoot.

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To estimate the sample size required for estimating the proportion of college students who are working while going to school with a desired accuracy of 4% at a 90% confidence level, we can use the following formula:

n = (Z^2 * p * (1-p)) / (E^2)

where:

n is the sample size

Z is the Z-score corresponding to the desired confidence level (90% confidence level corresponds to a Z-score of 1.645)

p is the estimated proportion (or expected proportion) of the population

E is the desired margin of error

Given:

Desired accuracy (E): 4% or 0.04

Confidence level (Z-score): 1.645 (corresponding to 90% confidence level)

Estimated proportion (p): 0.40 (or 40%)

Plugging the values into the formula, we get:

n = (1.645^2 * 0.40 * (1-0.40)) / (0.04^2)

n = 0.1239 / 0.0016

n ≈ 77.4375

Rounding up to the nearest whole number, the estimated sample size required to achieve the desired accuracy is 78.

So, a sample size of at least 78 college students would be needed to estimate the proportion of college students who are working while going to school with a margin of error of 4% at a 90% confidence level, assuming an estimated proportion of 40%.

The statement "Both IPv4 and IPv6 provide for subnetting, but the much larger IPv6 address field makes this a lot simpler to design and manage" is correct for subnetting.

Hence, the correct option is B.

In IPv4, subnetting involves dividing a network into smaller subnetworks using the Classless Inter-Domain Routing (CIDR) protocol at Layer 3, which allows for more efficient use of IP addresses. The subnet mask determines the network and host portions of the IP address.

IPv6 also supports subnetting, but uses a different approach called prefix notation, where the network and subnet are represented by a prefix length rather than a subnet mask. Since the address field in IPv6 is much larger than IPv4, there are more available addresses and therefore it is easier to subnet.

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S is a subspace of the vector space V.

For four conditions are satisfied,

The set S is a subspace of C3(1)

The set S is a subspace of Mn(R)

The set S is a subspace of C2(I)

The set S is a subspace of [tex]R^n[/tex]

The set S is not a subspace of P5(R) because it is not closed under scalar multiplication.

If p(x) is a polynomial in S, then 2p(x) may not satisfy the condition. [tex]p(1) > p(0).[/tex]

The set S is a subspace of C3(1).

The differential equation [tex]y\prime\prime\prime + 2y = x^2[/tex] is linear and homogeneous, so the sum of two solutions is also a solution, and a constant multiple of a solution is also a solution.

S is closed under linear combinations.

The set S is a subspace of Mn(R) because it is closed under addition and scalar multiplication.

If A and B are skew-symmetric matrices, then[tex](A + B)^T = A^T + B^T = -A - B = -(A + B), so A + B[/tex]is skew-symmetric. Similarly, if c is a scalar, then [tex](cA)^T = cA^T = -cA, so c A[/tex] is skew-symmetric.

S is a subspace of C2(I) because it is closed under addition and scalar multiplication.

If y1 and y2 are solutions to[tex]y\prime\prime - 4y\prime+ 3y = 0, then y1\prime\prime - 4y\prime + 3y1 = 0[/tex] and [tex]y2\prime\prime - 4y2\prime + 3y2 = 0[/tex].

Adding these equations gives [tex](y1 + y2)\prime\prime - 4(y1 + y2)\prime + 3(y1 + y2) = 0,[/tex] so [tex]y1 + y2[/tex]is also a solution.

Similarly, if c is a scalar, then [tex](cy)\prime\prime - 4(cy)\prime + 3(cy) = c(y\prime\prime - 4y\prime+ 3y) = 0[/tex], so cy is also a solution.

The set S is a subspace of [tex]R^n[/tex]because it is the null space of a fixed matrix A.

The null space of a matrix is always closed under addition and scalar multiplication.

The set S is not a subspace of [tex]R^n[/tex]because it is not closed under addition. If (1, 1, 0) and (0, 2, 1) are in S, then their sum (1, 3, 1) is not in S because. [tex]1 - 4(3) + 1 \neq 3.[/tex]

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If the sample is not truly representative, the conclusion may not accurately reflect the actual average age of all the students at the college.

Based on the given information, it can be concluded that the average age of all the students at City College is likely around 20. However, it's important to note that this conclusion is only valid if the sample of 90 students is representative of the entire student population at City College. If the sample is not truly representative, the conclusion may not accurately reflect the actual average age of all the students at the college.

The average age in a sample of 90 students at City College is 20. However, based on this sample alone, it cannot be conclusively determined that the average age of all the students at City College is also 20. This is because the sample may not be fully representative of the entire student population. More information or a larger sample would be needed to make a more accurate conclusion about the average age of all students at City College.

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If the sample of 90 students is representative of the entire student population at City College, then we can conclude that the average age of all students is approximately 20 years old.

Based on the given information, the average age in a sample of 90 students at City College is 20.

To determine if this sample can be used to conclude the average age of all students at City College, we need to consider these terms:
Sample:

A subset of a population, which in this case is the group of 90 students at City College.
Population:

The entire group of students at City College that we want to make a conclusion about.
Average (Mean) Age:

The sum of ages divided by the total number of students, in this case, 20 years.
Representativeness:

How well the sample reflects the characteristics of the entire population.
If the sample of 90 students is representative of the entire student population at City College, then we can conclude that the average age of all students is approximately 20 years old.

However, if the sample is not representative, the conclusion may not be accurate.

To make a more accurate conclusion, it is important to ensure that the sample is representative by using a larger sample size or random sampling methods.

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Both computers working together can process the payroll in 2.4 hours.

Let's denote the time it takes for both computers working together to process the payroll as "t".

We can use the formula:

work done = rate x time

where "work done" is the same in both cases, as they are processing the same payroll. Therefore, we can set up an equation using the rates :

1/6 + 1/4 = 1/t

We can simplify the left-hand side of the equation:

2/12 + 3/12 = 1/t

5/12 = 1/t

Multiplying both sides by 12t:

5t = 12

t = 12/5

t = 2.4

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Answer:

6 examinations

Step-by-step explanation:

We Know

A doctor can complete 3 examinations in 2 hours.

How many examinations can the doctor complete in 4 hours?

We see

4 hours is 2 hours times 2

We take

3 x 2 = 6 examinations

So, the doctor can complete 6 exams in 4 hours.

Answer:

Eleven below Zero

Step-by-step explanation:

Every number below zero (less than zero) is a negative number.

The cost of the utility pole is approximately $1273.99 when rounded to the nearest cent.

To calculate the cost of the utility pole, we need to find its volume first. The formula for the volume of a cylinder is V = πr^2h, where r is the radius of the base of the cylinder and h is its height.

Here, the diameter of the utility pole is given as 1.5 ft. We need to find the radius, which is half of the diameter, so r = 0.75 ft. The height is given as 30 ft.

Using the formula, we get:

V = πr^2h = π(0.75 ft)^2(30 ft) = 53.36 ft^3

Now, we can calculate the cost of the utility pole by multiplying its volume by the cost of wood per cubic foot, which is $23.89 per cubic foot.

Cost = 53.36 ft^3 x $23.89/ft^3 ≈ $1273.99

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Answer: Using the given information and the formula ab = cd, we can write:

d = (ab) / c

We are given b = 12 cm and c = 6 cm. To find ab, we can use the Pythagorean theorem:

a^2 + b^2 = c^2

where a is the unknown length we want to find. Substituting the given values, we get:

a^2 + 12^2 = 6^2

a^2 + 144 = 36

a^2 = -108 (which is not a possible solution)

This means that the given values do not form a valid triangle. Therefore, we cannot find the length of segment d using the given information.

Step-by-step explanation:

The unit price for the first bag is $2.12 per kilogram and the unit price for the second bag is $2.09 per kilogram.

To find the unit price, we need to divide the total cost by the weight of the bag.

For the first bag

Unit price = Total cost / Weight

Unit price = $15.84 / 7.48 kg

Unit price = $2.12/kg

Therefore, the unit price for the first bag is $2.12 per kilogram.

For the second bag

Unit price = Total cost / Weight

Substitute the values in the equation

Unit price = $16.58 / 7.94 kg

Unit price = $2.09/kg

Therefore, the unit price for the second bag is $2.09 per kilogram.

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The result of the operation 3a²-ab-2b² and 2a² +5ab "-3b² is

4a² + 7ab - b².

What is an algebraic expression?

An algebraic expression is a mathematical phrase that contains variables, constants, and mathematical operations. It may also include exponents and/or roots. Algebraic expressions are used to represent quantities and relationships between quantities in mathematical situations, often in the context of problem-solving.

Let's simplify the expressions and then perform the given operation:

3a² - ab - 2b² + 2a² + 5ab - 3b² - (a² - 3ab - 4b²)

Combining like terms within parentheses:

3a² - ab - 2b² + 2a² + 5ab - 3b² - a² + 3ab + 4b²

Combining like terms outside parentheses:

4a² + 7ab - b²

Therefore, the result of the operation is 4a² + 7ab - b².

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Thus, the ratio of the area of larger triangle to the area of smaller triangle

is found as 5:1.

An instrument for comparing the sizes of two or more quantities in proportion to one another is called a ratio. A list of the structured equivalent ratios of every given ratio is called a ratio table. By multiplying as well as dividing the 2 terms of such a ratio by an identical number, equivalent ratios can be created.

Given data:

Area of triangle = 1/2* base * height

Ratios:

area of larger triangle / area of smaller triangle = (1/2*B*H) / (1/2*b*h)

area of larger triangle / area of smaller triangle = B*H / b*h

area of larger triangle / area of smaller triangle = 10*5 / 5*2

area of larger triangle / area of smaller triangle = 50 / 10

area of larger triangle / area of smaller triangle = 5/ 1 = 5:1

Thus, the ratio of the area of larger triangle to the area of smaller triangle

is found as 5:1.

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Complete question:

what is the ratio of the area of larger triangle to the area of smaller triangle ? express your answer as a common fraction.

Dimension of  larger triangle: base B = 10 cm, Height H = 5 cm.

Dimension of  smaller triangle : base b = 5 cm, Height H = 2 cm.

The next four equivalent fractions of 8/13 are:

Equivalent fractions are fractions that represent the same value but have different numerator and denominator. To find equivalent fractions of 8/13, we can multiply both the numerator and the denominator by the same non-zero integer.

In this case, we multiplied the numerator and denominator by 2, 3, 4, and 5, respectively, to obtain the next four equivalent fractions: 16/26, 24/39, 32/52, and 40/65. These fractions have different numerators and denominators, but they are equivalent to 8/13 as they represent the same value or amount.

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Lin plans to swim 12 laps and has already swum 9.75 laps, so the number of laps she has left to swim can be found by subtracting 9.75 from 12:

y = 12 - 9.75

Simplifying the right side:

y = 2.25

Therefore, Lin has 2.25 laps left to swim.