Which equations represent circles that have a diameter of 12 units and a center that lies on the y-axis? Select two options.

x2 + (y – 3)2 = 36
x2 + (y – 5)2 = 6
(x – 4)² + y² = 36
(x + 6)² + y² = 144
x2 + (y + 8)2 = 36

There are 52 quarters and 15 half-dollars

Let's represent the number of half-dollars as "x" and the number of quarters as "y".

From the problem statement, we know that:

x + y = 67 (because there are a total of 67 coins)

y = 3x + 7 (because the number of quarters is 7 more than three times the number of half-dollars)

We can use substitution to solve for x:

x + (3x + 7) = 67

4x + 7 = 67

4x = 60

x = 15

So there are 15 half-dollars. We can use this to find the number of quarters:

y = 3x + 7

y = 3(15) + 7

y = 52

So there are 52 quarters.

Therefore, there are 52 quarters and 15 half-dollars.

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Jackson is on point. Of all fish, catfish make up one-third of the total.

The United States of America, Great Britain, and other English-speaking countries predominately utilise the pound as a unit of weight.

Any quantity associated with something is assumed to contain one pound if it does. The pound is the most widely used weight unit in the English-speaking world, including Britain, America, and other nations.

Zebra danios make up half of all the fish.

More fancy guppies than catfish, by a factor of two.

x = guppies

2x = catfish

x + 2x = 1/2 of the fish population

3x = 1/2 of the fish population

3x * 2 = 6x

x = 1/6 number of fancy guppies

catfish:

2x = 2(1/6) = 2/6 = 1/3 catfish.

Jackson is on point. Of all fish, catfish make up one-third of the total.

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The complete question is,

Alberto puts 3 kinds of fish in his fish tank: zebra danios, fancy guppies, and cat fish. Half of Alberto's fish are zebra danios. He has 2 times as many catfish as he has fancy guppies. Alberto's friend Jackson says 1/3 of Alberto's fish are catfish. Is Jackson correct?

Answer:

y=2x

Step-by-step explanation:

equation formula is y=mx+b

m is slope

b is y-intercept

you know that slope is 2

y intercept is 0

so plug it into the equation

y=2x+0 or just y=2x

On the x-axis use a scale of 2 units for each grid square. on the y-axis use a scale of 10 units of each grid square. The x-coordinates range from -5 to 5. y-coordinates range from -40 to 50.

In mathematics, points and functions are represented and graphed on the coordinate plane, commonly known as the Cartesian plane. The x-axis and y-axis are two perpendicular number lines that meet at the origin to form the plane (0,0).

On the coordinate plane, points are denoted by ordered pairs (x, y), where x denotes the point's separation from the y-axis and y denotes its separation from the x-axis.

For the given coordinates the range of x and y coordinates are:

x-coordinates range from -5 to 5

y-coordinates range from -40 to 50.

Thus, we use a scale of 2 on the x-axis and 10 units on the y axis.

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The range of the relation whose graph is shown include the following: C. -1 ≤ y ≤ 1.

In Mathematics and Geometry, a domain is the set of all real numbers for which a particular function is defined.

Additionally, the vertical extent of any graph of a function represents all range values and they are always read and written from smaller to larger numerical values, and from the bottom of the graph to the top.

By critically observing the graph shown in the image attached above, we can reasonably and logically deduce the following domain and range:

Domain = {-4, 4} or -4 ≤ x ≤ 4.

Range = {-1, 1} or -1 ≤ y ≤ 1.

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Answer:

B

Step-by-step explanation:

THE TWO SMALLER SIDES = THE LARGER SIDE HENCE ITS A TRIANGLE

Answer:

Summer for 9th Graders: 0.14

Fall for 10th Graders: 0.15

Spring overall total: 0.36

Summer overall total: 0.22

Fall overall total: 0.33

Winter overall total: 0.09

Step-by-step explanation:

Relative frequencies are related to percentages so you can find the answer through that given the total from each grade.

However, adding or subtracting makes the process easier (in my opinion) to find the relative frequency

The composite functions (f/g)(x) and (f-g)(x) are (2x-1)/√(3x-5) and (2x-1) -√(3x-5)

To calculate (f/g)(x), we need to divide f(x) by g(x):

(f/g)(x) = f(x)/g(x) = (2x-1)/√(3x-5)

The domain of (f/g)(x) is the set of all x-values for which the denominator √(3x-5) is not equal to zero and non-negative

3x-5 ≥ 0, or x ≥ 5/3

Therefore, the domain of (f/g)(x) is x ≥ 5/3.

To calculate (f-g)(x), we need to subtract g(x) from f(x):

(f-g)(x) = f(x) - g(x) = (2x-1) - √(3x-5)

The domain of (f-g)(x) is the set of all x-values for which the expression inside the square root is non-negative:

3x-5 ≥ 0, or x ≥ 5/3

Therefore, the domain of (f-g)(x) is x ≥ 5/3.

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Answer: 4.8%

Step-by-step explanation: the total amount of pens in the drawer is (10+12+3)  = 25

the amount of red pens in the drawer is 3

the probability of picking out a red pen from the drawer = 3/25

the amount of blue pens in the drawer is 10

the probability of picking out a red pen from the drawer = 10/25

the probability of picking out a red pen then a blue pen afterwards = (10/25 x 3/25) = 4.8%

None of the given numbers make the equation 8/y² + 2 true.

What is algebra?

Algebra is a branch of mathematics that deals with mathematical operations and symbols used to represent numbers and quantities in equations and formulas.

To solve this problem, we can substitute each of the given numbers (0, 1, 2, 3, 4) for y in the equation 8/y² + 2 and see if the equation is true.

Substituting y=0 would make the denominator of the fraction zero, which is undefined, so y=0 is not a valid choice.

Substituting y=1 would give us:

8/1² + 2 = 8 + 2 = 10

So, 1 is not the answer.

Substituting y=2 would give us:

8/2² + 2 = 8/4 + 2 = 2 + 2 = 4

So, 2 is not the answer.

Substituting y=3 would give us:

8/3² + 2 = 8/9 + 2 = 0.888 + 2 = 2.888

So, 3 is not the answer.

Substituting y=4 would give us:

8/4² + 2 = 8/16 + 2 = 0.5 + 2 = 2.5

So, 4 is not the answer.

Therefore, none of the given numbers make the equation 8/y² + 2 true.

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Answer:

[tex]3( {2}^{2} ) - {2}^{2} + 4 = 12[/tex]

[tex] {2}^{3} + b( {2}^{2} ) + 43(2) - 126 = 4b - 204[/tex]

[tex]4b - 32 = 12[/tex]

[tex]4b = 44[/tex]

[tex]b = 11[/tex]

For this value of b, these graphs will intersect at (2, 12). Please use your graphing calculator to confirm that this is the only point of intersection.

Answer:

24

Step-by-step explanation:

Answer:

A. $24

Step-by-step explanation:

Given:

Solve for average tip:

Answer:

Thus, the waiter's average tip per table is $24.

The answer is A.

Answer:

To mathematically prove that Marc hit the ball near the top of the tower, he could use the equation h(x) = -16x^2 + 120x, where h is the height of the ball and x is the number of seconds the ball is in the air.

First, Marc would need to determine the maximum height the ball reached during its flight. This can be found by using the vertex formula, which is x = -b/2a. In this case, a = -16 and b = 120, so x = -120/(2*-16) = 3.75 seconds.

Next, Marc can substitute this value back into the original equation to find the maximum height the ball reached. h(3.75) = -16(3.75)^2 + 120(3.75) = 135 feet.

Since the tower is 300 feet tall, Marc could conclude that if the ball hit near the top of the tower, it would have reached a height close to 300 feet. Since the ball reached a maximum height of 135 feet, it is unlikely that it hit the top of the tower.

However, this calculation assumes that the tower is directly in line with Marc's shot and that the ball did not have any horizontal movement. In reality, the tower could have been to the left or right of the shot, and the ball could have had some horizontal movement, which would affect its height at impact. Therefore, this calculation can only provide a rough estimate and cannot definitively prove whether or not the ball hit near the top of the tower.

Answer: To find the P-value, we first need to determine the direction of the alternative hypothesis. Since the alternative hypothesis is two-tailed, we need to divide the significance level (α) by 2 before finding the critical values and the rejection region. Therefore, we have:

H0: p = 0.06

Ha: p ≠ 0.06

α = 0.05/2 = 0.025

The test statistic is z = 1.79, which represents the number of standard errors that the sample proportion is from the hypothesized population proportion under the null hypothesis. We can find the P-value by looking up the area in the standard normal distribution table beyond the test statistic in both tails:

P-value = P(Z ≤ -1.79 or Z ≥ 1.79)

= P(Z ≤ -1.79) + P(Z ≥ 1.79)

= 0.0364 + 0.0364

= 0.0728

Therefore, the approximate P-value for Elliot's significance test is 0.0728. Since the P-value is greater than the significance level of 0.05, we fail to reject the null hypothesis and conclude that there is not enough evidence to suggest that the proportion of adults who bike to work in Elliot's city has changed significantly from the previous year.

Step-by-step explanation:

In triangle ABC

a) The value of x = 29⁰

b) The angle c equal to 93⁰

A triangle is a closed plane figure that is formed by connecting three line segments, also known as sides, at their endpoints. The three endpoints, or vertices, where the sides of the triangle meet are not collinear. Triangles are important in mathematics and geometry because they are the simplest polygon that can exist in two-dimensional space.

In a triangle, the sum of all interior angles is always 180 degrees. Therefore, we can use this fact to find the value of x and angle c.

We know that:

angle a = 35⁰

angle b = 52⁰

angle c = 3(x+2)⁰

Using the fact that the sum of all interior angles in a triangle is 180 degrees, we can write:

angle a + angle b + angle c = 180

Substituting the values we know, we get:

35 + 52 + 3(x+2) = 180

Simplifying the equation, we get:

87 + 3x + 6 = 180

3x + 93 = 180

3x = 87

x = 29

Therefore, x = 29⁰

To find angle c, we can substitute the value of x into the equation we were given for angle c:

angle c = 3(x+2)

angle c = 3(29+2)

angle c = 3(31)

angle c = 93

Therefore, angle c is equal to 93⁰.

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Answer:

3,4,5 is the answer

Step-by-step explanation:

for the explanation using pythagoras theoem

[tex] {3}^{2} + {4}^{2} = {5 \\ }^{2} \\ 3 \times 3 + 4 \times 4 = 5 \times 5 \\ 9 + 16 = 25 \\ 25 = 25[/tex]

may you give me branliest as you promised

Answer:  1st one

Step-by-step explanation:

Check the picture below.

[tex]\sin(38^o )=\cfrac{\stackrel{opposite}{x}}{\underset{hypotenuse}{7}}\implies 7\sin(38^o)=x\implies 4.31\approx x \\\\[-0.35em] ~\dotfill\\\\ \cos(38^o )=\cfrac{\stackrel{adjacent}{y}}{\underset{hypotenuse}{7}}\implies 7\cos(38^o)=y\implies 5.52\approx y[/tex]

Make sure your calculator is in Degree mode.

Answer:

Step-by-step explanation:

You want the leg measures in a right triangle with a hypotenuse of 7 inches and an angle of 38°.

The mnemonic SOH CAH TOA reminds you of the relations between side lengths and trig functions:

  Sin = Opposite/Hypotenuse   ⇒   Opposite = Hypotenuse×Sin

  Cos = Adjacent/Hypotenuse   ⇒   Adjacent = Hypotenuse×Cos

The given triangle will have opposite and adjacent sides of ...

  opposite = (7 in)sin(38°) ≈ 4.31 in

  adjacent = (7 in)cos(38°) = 5.52 in

The leg lengths of the triangle are 4.31 inches and 5.52 inches.

The initial mass (in mg) of the sample is  32 mg

The mass 7 weeks after the start is 0.198 mg

Exponential decay is a process in which a quantity decreases at a rate proportional to its value. This means that the larger the quantity, the faster it will decrease.

Exponential decay is modeled by the following formula:

[tex]A = A_{0} \times (1/2)^{\frac{t}{T} }[/tex]

where A is the amount after time t, A₀ is the initial amount,

T is the half-life, and t is the time elapsed

Here we have

The half-life of Palladium-100 is 4 days. After 16 days a sample of Palladium-100 has been reduced to a mass of 2 mg.

For the first question, we know that after 16 days, the amount is 2 mg, and the half-life is 4 days. We can plug these values into the formula:

[tex]2 = A_{0} \times (1/2)^{\frac{16}{4}}[/tex]

Simplifying, we get:

2 = A₀ × (1/2)⁴

2 = A₀ × (1/16)

A₀ = 2 × 16

A₀ = 32 mg

So the initial mass of the sample was 32 mg.

For the second question, we need to find the mass after 7 weeks, or 49 days. We can use the same formula, but with t = 49:

[tex]A = 32 \times (1/2)^{\frac{49}{4} }[/tex]

A ≈ 0.198 mg

Therefore,

The initial mass (in mg) of the sample is  32 mg

The mass 7 weeks after the start is 0.198 mg

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Answer:

3 and -16

Step-by-step explanation:

To find two numbers that add up to 13 but multiply to -48, we can start by making a list of the factors of -48:

1, -1, 2, -2, 3, -3, 4, -4, 6, -6, 8, -8, 12, -12, 16, -16, 24, -24, 48, -48

We can see that the only two numbers in this list whose sum is 13 are 3 and -16. To verify that these numbers multiply to -48, we can simply multiply them together:

3 x (-16) = -48

Therefore, the two numbers that add up to 13 but multiply to -48 are 3 and -16.

Answer: -3, 16

Step-by-step explanation:

the new length of AB after a dilation by a scale factor of 3 with (0,0) as the center would be 3 times the original length of AB.

How to solve the question?

To find the new length of AB after a dilation by a scale factor of 3 with (0,0) as the center, we can use the following formula:

AB' = AB x 3

where AB' is the length of AB after the dilation, and AB is the original length of AB.

However, we need to first determine the length of AB in the original right triangle ABC. To do this, we can use the Pythagorean theorem, which states that in a right triangle, the square of the hypotenuse (the longest side) is equal to the sum of the squares of the other two sides.

Let's assume that AB is the hypotenuse of the right triangle ABC, and that AC and BC are the other two sides. Then we have:

AB²= AC²+ BC²

Without more information about the lengths of AC and BC, we cannot determine the value of AB. However, once we have determined the length of AB, we can use the formula above to find the new length of AB after dilation.

Assuming we know the length of AB in the original right triangle ABC, we can now use the formula for dilation to find the new length of AB:

AB' = AB x 3

For example, if AB is 5 units long in the original triangle, then after dilation, AB' would be:

AB' = 5 x 3 = 15 units

Therefore, the new length of AB after a dilation by a scale factor of 3 with (0,0) as the center would be 3 times the original length of AB.

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Answer:

Let m be the mass of the object and w be the weight of the object. According to the problem, weight varies directly with mass, so we can write:

w = k * m

where k is the constant of proportionality.

To find k, we can use the information given in the problem. We know that when m = 2 kg, w = 4 N. Substituting these values into the equation above, we get:

4 N = k * 2 kg

Solving for k, we get:

k = 4 N / 2 kg = 2 N/kg

Now we can use this value of k to find the mass of an object that weighs 18 N. We can rearrange the equation above to solve for m:

m = w / k

Substituting w = 18 N and k = 2 N/kg, we get:

m = 18 N / 2 N/kg = 9 kg

Therefore, the mass of the object that weighs 18 N is 9 kg.

Hence, to close the expansionary gap, the government would need to decrease spending by $100 billion.

To close the expansionary gap, the government would need to decrease spending by $100 billion.

The formula to calculate the change in equilibrium output due to a change in government spending is:

∆Y = (∆G / (1 - MPC))

Where:

∆Y = change in equilibrium output

∆G = change in government spending

MPC = marginal propensity to consume

Here, the output is $400 billion above its natural level, and the central bank agrees to adjust the money supply to hold the interest rate constant, so there is no crowding out. Therefore, we can assume that the change in government spending (∆G) would have a one-to-one effect on the equilibrium output (∆Y).

Given that MPC = 3/4, we can plug in the values into the formula:

400 = (∆G / (1 - 3/4))

∆G = (1 - 3/4) * 400

∆G = (1/4) * 400

∆G = 100

Hence, to close the expansionary gap, the government would need to decrease spending by $100 billion.

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Suppose that the function h is defined as follows. -2 -1 h(x)= if – 2, the graph is given below: (see image)

A graph is a mathematical structure used to represent relationships between objects or entities. It consists of a set of vertices (also known as nodes) and a set of edges that connect pairs of vertices.

In a graph, the vertices represent the objects or entities being studied, while the edges represent the connections or relationships between them.

For example, in a social network graph, the vertices might represent individual users, and the edges might represent their connections (e.g. friendships) with other users.

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Arun's purple paint will be redder.

Percentage is a way of expressing a proportion or a fraction as a number out of 100. It is represented by the symbol "%". For example, if you say that 20% of students in a class scored an A grade in a test, it means that 20 out of every 100 students received an A grade.

Deondra mixed 6 cups of blue paint and 7 cups of red paint, so the percent of red paint in her mixture is:

7 / (6 + 7) × 100% = 53.8%, which rounds to 54%.

Arun mixed 2 cups of blue paint and 3 cups of red paint, so the percent of red paint in his mixture is:

3 / (2 + 3) × 100% = 60%.

Since Arun's mixture has a higher percentage of red paint, his purple paint will be redder than Deondra's.

Therefore, the answer is Arun's purple paint will be redder.

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The function is nonlinear because the variable x is raised to the second power. So, the correct option is D) .

A linear function is a mathematical equation that can be represented by a straight line. It is a function in which the independent variable, say "x," is raised only to the first power, and the dependent variable, say "y," is not multiplied or divided by any variable. Linear functions have a constant rate of change, which means that the slope of the line is the same at all points.

The general form of a linear function is y = mx + b, where m is the slope of the line and b is the y-intercept, which is the point at which the line crosses the y-axis. The slope m represents the rate of change of y with respect to x, and can be calculated as the change in y divided by the change in x between any two points on the line.

A linear function is a function that has a constant rate of change, meaning that as x increases by a certain amount, y also increases by a constant amount. A linear function can be written in the form y = mx + b, where m is the slope and b is the y-intercept.

In the given equation y = x²  + 9, the variable x is raised to the second power, which means that the rate of change of y with respect to x is not constant. This is the characteristic of a nonlinear function. Moreover, the graph of the function is a parabola, which is also a characteristic of a nonlinear function.

Therefore, the correct answer is D) The function is nonlinear because the variable x is raised to the second power.

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The complete question is :

Which statement explains the type of function that is represented by the equation y=x² +9?

A The function is linear because it contains more than one term.

B) The function is linear because the variable x is raised to the second power.

C) The function is nonlinear because it contains more than one term.

D) The function is nonlinear because the variable x is raised to the second power.

Therefore, Dorie needs to sell the dress for $349.93 in order to mark it back to its regular selling price.

What is selling price?

Selling price refers to the price at which a product or service is sold to customers. It is the amount of money that a buyer pays to the seller in exchange for the product or service. The selling price is usually higher than the cost price, which is the amount that the seller paid to acquire or produce the product or service. The difference between the selling price and the cost price is called the profit margin, and it is the profit that the seller makes on the sale of the product or service.

If a dress had been marked down 70%, this means that it is being sold for only 30% of its original selling price.

Let P be the original selling price of the dress. Then:

0.3P = $104.98

Solving for P, we get:

P = $104.98 / 0.3

P = $349.93

Therefore, Dorie needs to sell the dress for $349.93 in order to mark it back to its regular selling price.

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Answer:

16.77 cm²

Step-by-step explanation:

Area of rectangle = L x W

L = 4.3 cm

Width = 3.9 cm

Let' solve

4.3 x 3.9 = 16.77 cm²

So, the area of the rectangle is 16.77 cm²