This scatter plot shows a relationship between
the outdoor temperature and number of cusomers
in an ice cream store. Which best describes the
relationship between the variables?

Answer:

try symbolab calculator it will give you a step by step explanation

Answer:

x= -2

y= 12

Step-by-step explanation:

5x + y = 2..................eqn 1

x + y = 10 ..................eqn 2

from eqn 1

5x + y = 2, u substitute by making 'y' the subject

y = 2 - 5x .................eqn 3

put eqn 3 into eqn 2

x + y = 10

x + 2 - 5x = 10

x - 5x = 10 - 2

-4x = 8

x = 8 / -4

x = -2

put x = -2 into eqn 1

5x + y = 2

5(-2) + y = 2

-10 + y = 2

y = 2 + 10

y = 12

Answer:

8,5

Step-by-step explanation:

x-y=3

x+y=13

2x=16

x=8, y=5

Answer: 8 and 5

Step-by-step explanation:

x - y = 3

x + y = 13

------------------ (add the two equations)

2x = 16

x = 8

8 + y = 13 (substitute x as 8 into one of the equations)

y = 5

Answer:

b + 1.75f

Step-by-step explanation:

1.75 cups are used for every loaf of pumpkin bread.

Answer:

f(4/7)=b

Step-by-step explanation:

3+1/2=7/2

(7/2)x=2

x=4/7

the constant of the equation is 4/7

so take f and b and put f in place for 7/2 cups and b for 2 loaves of bread.

f(4/7)=b

Hope that helps :)

Answer:

[tex]P(x) = -\frac{11}{12}(x+2)(x+1)(x-3)[/tex]

Step-by-step explanation:

Zeros of a function:

Given a polynomial f(x), this polynomial has roots [tex]x_{1}, x_{2}, x_{n}[/tex] such that it can be written as: [tex]a(x - x_{1})*(x - x_{2})*...*(x-x_n)[/tex], in which a is the leading coefficient.

Zeros of -2,-1, and 3

This means that:

[tex]P(x) = a(x - (-2))(x - (-1))(x - 3) = a(x+2)(x+1)(x-3)[/tex]

Passes through the point (2, 11).

This means that when [tex]x = 2, P(x) = 11[/tex]. We use this to find the leading coefficient.

[tex]P(x) = a(x+2)(x+1)(x-3)[/tex]

[tex]a(2+2)(2+1)(2-3) = 11[/tex]

[tex]-12a = 11[/tex]

[tex]a = -\frac{11}{12}[/tex]

So the polynomial is:

[tex]P(x) = -\frac{11}{12}(x+2)(x+1)(x-3)[/tex]

Answer:

n=6,

SAS,

63

Step-by-step explanation:

3n+7=25

3n=25-7

3n=18

n=18/3

n=6

_______________________________

ΔDEF is congruent to ΔXYZ

DE=XY(side)

<E=<Y (angle)

EF=YZ (side)

by SAS congruence criteria ΔDEF=ΔXYZ

_________________________

(Linear pair)

180°-117°

=63

Answer=63

Answer:

x = 34

Step-by-step explanation:

4x + 10 + x = 180

5x + 10 = 180

      -10     -10

5x = 170

divide by 5

x = 34

_____________________

4(34) + 10

136 + 10

=146 and 34

Answer:

in right angled triangle

h =√(24²+7²)=25

cos X = base/hypotenuse=24/25

Answer:

2b + 3 = 15

b = 6

Step-by-step explanation:

Answer:

4.5

Step-by-step explanation:

Given the expression ab-0.5

We are to evaluate the expression if a =1 and b = 5

ab- 0.5

=  1(5) - 0.5

= 5 - 0.5

= 4.5

Hence the required result is 4.5

Answer:

B

Step-by-step explanation:

6x-7=26

6x=33

x=5.5

Answer:

B

Step-by-step explanation:

I need more letters ssssjsjsks

Answer:

0.1538

Step-by-step explanation:

Probability of being dealt with an ace of a 8 =

= Number of ace + number of an 8 in the deck / Total number of cards in the deck

= (4+4) / 52 = 8/52 = 0.1538

Therefore 0.1538 is the required probability here.

Answer:

[see below]

Step-by-step explanation:

There are four aces in a standard deck of cards.

[tex]\frac{aces}{cards}=\frac{4}{52}= 0.076923076923...[/tex]

0.076923076923... ≈ 0.077

0.077 = 7.7%

There is an approximate 7.7 percent chance that you will get an ace.

Hope this helps.

Answer: It's the first option

Step-by-step explanation: positive 2x because it is going up 2, 1 to the right (rise/run) and +5 because it touches the y-axis at 5. -2x because it's going down 2, 1 right (rise, in this case negative/run) and -2 because it touches the y-axis at -2.

Answer:

8. a2=b2+c2 i think

9.A4 measures 210 × 297 millimeters or 8.27 × 11.69 inches I THINK

10. im not sure

Step-by-step explanation:

Answer:

it would be dependent on wherre you live in the country give backround

Answer:

SAS

Step-by-step explanation:

be carful, don't exactly know if sas is right

Answer:

114 I believe........

..

Answer:

what?

Step-by-step explanation:

Answer:

297 cm²

Step-by-step explanation:

11x11=121

4x1/2x11x8=176

121+176=297

Answer:

the simple interest rate is 18.00%

Step-by-step explanation:

The computation of the simple interest rate is shown below:

Amount = Principal × (1 + rate)^years

$4,935 = $3,000 × (1 + rate)^3

After solving it, the rate of percentage is 18.00%

Hence, the simple interest rate is 18.00%

Answer:14 or 0.25

Step-by-step explanation:

It’s basically already written there but decimal form is 0.25

Answer:

Step-by-step explanation:

Graph shows the proportional relationship between a family's distance from home and the time spent by them in driving.

Distance from home ∝ time

Distance from home = k(time)

Here 'k' = proportionality constant

For a point (1, 49) on the graph,

49 = k(1)

k = 49 miles per hour

And point (1, 49) will represent 49 miles in 1 hour.

Option (3) is the answer.

Answer: See the table below (attached image)

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

Explanation:

I'll start at the right side of the table and work my way toward the left side.

I recommend you have a one way ANOVA formula sheet handy. Such a formula sheet should be located somewhere in the ANOVA chapter of your stats textbook, or toward the appendix section. There are various free online resources to search out as well.

On that formula sheet you should find that

(MSb)/(MSw) = F

where MSb and MSw are the mean squares between and within respectively.

We can find the value of MSb like so

(MSb)/(MSw) = F

MSb = F*MSw

MSb = 7.682*61

MSb = 468.602

This rounds to 469, so we'll go with MSb = 469. The reason I'm rounding is that I've done a similar problem in the past, and the computer system wanted me to round to the nearest whole number. Also, note how every value of the table given to us consists of whole numbers. Of course, your teacher may want you to keep the decimal value instead. So I would ask for clarification if possible.

Since we're going with MSb = 469, this means 469 goes in the last box of row 1.

-----------------------------------------------

Now go back to your reference sheet to locate this formula

MSw = (SSw)/(DFw)

Rearrange this formula to get

DFw = (SSw)/(MSw)

Now plug in the values we have from the table to find,

DFw = (SSw)/(MSw)

DFw = (3294)/(61)

DFw = 54  which goes in the box found in the second row.

-----------------------------------------------

Now recall that

DFb + DFw = df

where DFb is the degrees of freedom between and df is the total degrees of freedom, which in this case is 59.

Using the table and the value we found earlier, we can see that,

DFb = df - DFw

DFb = 59 - 54

DFb = 5   this goes in the second box of row one (ie above the 54).

-----------------------------------------------

Also on your formula sheet, you should see something like

MSb = (SSb)/(DFb)

where each lowercase 'b' stands for "between", and the other abbreviations are what were discussed earlier.

That formula rearranges into

SSb = (DFb)*(MSb)

Then we can use the values we calculated earlier to find

SSb = (DFb)*(MSb)

SSb = (5)*(469)

SSb = 2345  this goes in the first box of row one.

----------------------------------------------

Lastly, computing the total sum of squares (SSt) will simply involve us adding the two SSb and SSw values to get

SSt = SSb + SSw

SSt = 2345 + 3294

SSt = 5639 this goes in the box of row three.

----------------------------------------------

To summarize, we have these values to fill into the table

where we have these abbreviations

Check out the diagram below for the filled in values.

To summarize the formulas used, we basically have the template of

MS = (SS)/(DF)

for both between and within. And we also have the formula F = (MSb)/(MSw). So effectively, the values are found through various division formulas or rearrangements of such. I'm referring to working along any given row. For any given column, we add up the values to get the totals, though that of course does not apply to MS or F.

Admittedly, ANOVA tables and concepts can be confusing because there are a lot of variables and steps going on. But once you get used to it, it's not too bad if you can see how the patterns are emerging (the division and additions I was referring to earlier).

7.4 in fix fraction will look like this:

[tex]7 \frac{2}{5} [/tex]

Answer:

2. 24

3. 32.5

Step-by-step explanation:

base ∙ height

–––––––––– = answer

         2      

Just plug in your base number and height number and multiply, then divide by 2.

Answer:

-0.5

Step-by-step explanation:

slope = (y2-y1)/(x2-x1)

         = (-4 - 1)/(0-(-10))

         = (-5)/10

         = -0.5

Answer:

It’s -1/2

Step-by-step explanation:

Did this on Khan Academy, here ya go :]

Answer:

Me puedes dar más información?...Pliss

Answer: Para esto nesesitamos mas informasion asi no te la podemos responder cariño.

Step-by-step explanation:

Answer:

How tightly packed an object's particles are.