Find the x- and y-intercepts of the graph of x– 10y = 31. State your answers as
whole numbers or as improper fractions in simplest form.

Answer:

The answer is one solution.

x = 6

Step-by-step explanation:

I hope this helps.

Answer:

x=6, it has one solution

Step-by-step explanation:

7-x+3=2x-8

10-x=2x-8

-3x=-18

x=6

it has one solution

This result indicates that the side length of the white square is 0. The area of one of the white squares can be determined by subtracting the area of the green border from the total area of each face of the cube.

The total area of each face of the cube is given by the formula: side length * side length.

Given that the edge of the cube is 10 feet, the total area of each face is:

Area of each face = 10 feet * 10 feet = 100 square feet

Now, let's consider the green border. Since each face has a white square centered on it, the dimensions of the white square will be smaller than the face itself.

Let's assume the side length of the white square is "x" feet. This means that the side length of the green border is (10 - x) / 2 feet on each side.

The area of the green border on each face is then:

Area of green border = (10 - x) / 2 * (10 - x) / 2 = (10 - x)^2 / 4 square feet

To find the area of the white square, we subtract the area of the green border from the total area of each face:

Area of white square = Area of each face - Area of green border

= 100 square feet - (10 - x)^2 / 4 square feet

Given that Marla has enough green paint to cover 300 square feet, we can set up the equation:

Area of white square * 6 (number of faces) = 300 square feet

(100 - (10 - x)^2 / 4) * 6 = 300

Now we can solve for x:

100 - (10 - x)^2 / 4 = 50

100 - (10 - x)^2 = 200

(10 - x)^2 = 100

Taking the square root of both sides:

10 - x = 10

x = 0

This result indicates that the side length of the white square is 0, which doesn't make sense in this context. It seems there might be an error or inconsistency in the given information or calculations.

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Answer:

50cm

Step-by-step explanation:

The length of the square is the sway are root of its area.

square root of 2500 Is 50cm

Hope this helps.

Good Luck

Answer:

so the side is 50

cuz 50*50= 2500

cuz area= s*s

Step-by-step explanation:

The flow rate of 5 MGD is equivalent to 7.73615 cfs

To convert million gallons per day (MGD) to cubic feet per second (cfs), we need to use the conversion factor between the two units. The conversion factor is 1 MGD = 1.54723 cfs.

Therefore, to convert MGD to cfs, we can multiply the given value of MGD by the conversion factor. For example, if we have a flow rate of 5 MGD, we can convert it to cfs as follows:

5 MGD x 1.54723 cfs/MGD = 7.73615 cfs

So, the flow rate of 5 MGD is equivalent to 7.73615 cfs. Similarly, we can convert any given flow rate in MGD to cfs by using the same conversion factor.

It is important to note that these units are commonly used in the context of water supply and distribution systems, where flow rates are a crucial factor in the design and operation of such systems. Therefore, knowing how to convert between different flow rate units is essential for engineers and technicians working in this field.

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The probability of getting a result as extreme or more extreme than 8 heads in one flip of 10 unbiased coins is 0.0547.

To solve the problem, we can use the binomial probability formula:

P(X ≥ 8) = P(X = 8) + P(X = 9) + P(X = 10)

where X is the number of heads obtained in the flip of 10 coins.

Using the binomial probability formula, we can calculate:

P(X = 8) = (10 choose 8) * (0.5)^10 ≈ 0.044

P(X = 9) = (10 choose 9) * (0.5)^10 ≈ 0.0098

P(X = 10) = (10 choose 10) * (0.5)^10 ≈ 0.00098

Therefore,

P(X ≥ 8) = 0.044 + 0.0098 + 0.00098 ≈ 0.0547

Thus, the probability of getting a result as extreme or more extreme than 8 heads in one flip of 10 unbiased coins is approximately 0.0547. Therefore, the correct answer is option A.

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Learning math can be a challenging task, but with persistence, hard work, and effective study strategies, it is definitely possible to improve your math skills.

Start with the basics: Make sure you have a good foundation in basic math concepts before moving on to more advanced topics. Practice basic arithmetic, fractions, decimals, and percentages until you feel comfortable with them.

Focus on understanding, not just memorizing: Math is not just about memorizing formulas and equations; it's about understanding how and why they work. Focus on understanding the underlying concepts and principles.

Practice regularly: The more you practice, the better you will get. Try to set aside some time each day to practice math problems. This will help you build your skills and improve your understanding.

Use multiple resources: Don't just rely on one textbook or resource. Use multiple resources such as online tutorials, videos, practice problems, and textbooks to get a well-rounded understanding of the topic.

Seek help when needed: Don't hesitate to ask for help if you are struggling with a particular topic. You can reach out to a teacher, tutor, or online community for help.

Stay motivated: Math can be challenging, but it's important to stay motivated and not give up. Keep a positive attitude, celebrate your successes, and remember that every mistake is an opportunity to learn and grow.

Remember that learning math takes time and effort, so don't get discouraged if you don't see immediate results. With persistence and hard work, you can become proficient in math.

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The division problem where a divisor is a whole number and the dividend is a decimal is:

$20.36 are distributed equally among 4 men. How much money will each person get?

Each person will get $5.09.

The divisor of the division problem must be a whole number and the dividend is decimal.

Let's consider the dividend to be 20.36 and the divisor to be 4 which is a whole number.

When we divide 20.36 by 4 we obtain,

20.36/4 = 5.09

Therefore, the quotient is 5.09 which is greater than 5 but less than 6.

The problem:

$20.36 are distributed equally among 4 men. How much money will each person get?

Therefore, each person will get $5.09 each.

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Based on the given confusion matrix, the number of Class 1's that are incorrectly classified as Class 0 is 30.

In the confusion matrix, the rows correspond to the actual class labels, while the columns correspond to the predicted class labels.

So, in this case, there are 221 instances of Class 1 being correctly classified as Class 1, 100 instances of Class 0 being incorrectly classified as Class 1, 30 instances of Class 1 being incorrectly classified as Class 0, and 3000 instances of Class 0 being correctly classified as Class 0.

Based on the given confusion matrix, there are 30 Class 1's that are incorrectly classified as Class 0. This can be determined by looking at the value in the second row and first column of the matrix, which represents the number of actual Class 1's that were predicted as Class 0's. The value in that cell is 30, indicating that 30 Class 1's were incorrectly classified as Class 0's.

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From the given Classification Confusion Matrix, we can determine the number of Class 1's that are incorrectly classified as Class 0 by looking at the intersection of Actual Class 1 and Predicted Class 0. In this case, it is the value 100. So, there are 100 instances of Class 1 that have been incorrectly classified as Class 0.

Based on the given confusion matrix, there are 100 Class 1's that are incorrectly classified as Class 0. The confusion matrix shows the number of actual Class 1's (221) and Class 0's (3000) as well as the number of predicted Class 1's (251) and Class 0's (3100). To determine how many Class 1's are incorrectly classified as Class 0, we need to look at the number in the (1,0) cell, which is 100. This means that out of the 221 actual Class 1's, 100 were mistakenly classified as Class 0.

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Answer:

Step-by-step explanation:

12/x = x/16

x^2 = 192

x = ± √192 = ± 8√3

Answer:

19.998? or is there something else to it

Answer:

-15

Step-by-step explanation:

-6x = 90

x = 90 ÷ -6

x = -15

Answer:

X = -15

Step-by-step explanation:

90/-6 is equal to -15.

You divide the number from the side with the variable from the other side of the = sign.

3x - 8

bdjwysksuxvsjahajhx

Answer:

Simplified is 3x - 8

Step-by-step explanation:

First, put the like terms together, so rearrange that equation to 12x - 9x - 15 + 7. Then from there you subtract 9x from 12x which is 2x and add 7 to negative 15, which is -8.

Got this answer from another Brainly user:

To solve this problem, let's set up a proportion.

60% = 6/10

Let x represent the total amount of people surveyed (or what we are trying to find)

6/10 = 540/x

To solve this proportion, let's use cross products, or the multiplication of the numerator of one fraction times the denominator of the other fraction and setting them equal to one another.

10(540) = x(6)

Now, let's simplify the resulting equation.

5400 = 6x

Now, let's divide both sides by 6, or the coefficient of x, to get it alone on the right side of the equation.

x= 900

Therefore, if 540 people preferred walking, then 900 people were surveyed.

And I'm guessing that 40% preferred running

Answer:

B. 12x^2 + 31x + 20

Step-by-step explanation:

Use FOIL (First, Outer, Inner, Last)

(3x + 4)(4x + 5)

12x^2 + 15x +16x + 20

12x^2 + 31x + 20

Answer:

B

Step-by-step explanation:

You are going to want to use the FOIL method. First outer inner last. Multiply 3x*4x to get 12x^2 then multiply 3x*5 to get 15x then multiply 4*4x to get 16x and last multiply 4*5 to get 20. Since 15x and 16x are like terms we add them together to get 31x

Answer:8/3

Step-by-step explanation:

Total number of hours: 24

Total number of guards: 9

Equation: Total number of hours/ total number of guards

24/9= 8/3 hour shifts or 2.66667 hour shifts for each guard.

Yes, the polynomial p(z)=anz^n an-1z^n-1 .. a0 is written in factored form as p(z)=an(z-z1)^d1 (z-z2)^d2 …(z-zr)^dr.

To show that if the polynomial p(z) is written in factored form as\(p(z) = an(z-z1)^d1 (z-z2)^d2 ...(z-zr)^dr\), then the coefficients satisfy the following relations:

The degree of the polynomial p(z) is n, which means that the sum of the exponents of the factors in the factored form is equal to n:

\(d1 + d2 + ... + dr = n\)

The coefficient of the highest degree term in p(z) is an, which means that:

\(an = ad1d2*...*dr\)

To prove these relations, we start by expanding the factored form of p(z) using the distributive property:

\(p(z) = an(z-z1)^d1 (z-z2)^d2 ...(z-zr)^dr\)

\(= an*(z^d1 - z1^d1)(z^d2 - z2^d2)...*(z^dr - zr^dr)\)

The degree of p(z) is the highest power of z in this expression, obtained by adding up the highest exponents of z in each term.

Since each factor \((z - zi)\)has a maximum exponent of di, the highest power of z in\(p(z) is d1 + d2 + ... + dr.\)

\(n = d1 + d2 + ... + dr\)

The coefficient of the highest degree term in the expanded form of p(z) is obtained by multiplying the highest degree terms in each factor.

we compare it with the coefficient of the highest degree term in the original polynomial p(z).

\(an*(z1^d1)(z2^d2)...*(zr^dr)\)

On the other hand, the coefficient of the highest degree term in p(z) is the coefficient of \(z^n,\) which is an. Therefore, we have:

\(an = an*(z1^d1)(z2^d2)...*(zr^dr)\)

Dividing both sides by the product of the z-terms, we get:

\(1 = (z1^d1)(z2^d2)...*(zr^dr)\)

Multiplying both sides by an, we get:

\(an = ad1d2*...*dr\)

This proves that the coefficients of the polynomial p(z) satisfy the relations stated above.

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Answer:

three points gives triangle. two points gives a straight line.

First, start by subtracting 8 from 2. Then, square the three. Your equation will then be 9+6 x 4- 6/3. Multiply the first 6 and the four, then divide the second six by 3. The new equation will be 9+24-2. Solve from there, and your answer should be 31.

Answer:

The volume of the space for each drawer is 6 feet^3.

Step-by-step explanation:

Solve for the volume of the entire dresser.

Formula for volume of a rectangle:

Volume (v) = Length (l) × width (w) × height (h)

v = 2 × 6 × 3

v = 12 × 3

v = 36

Now divide the volume by the number of drawers.

36 ÷ 6 = 6

Answer:

Didn't get it!

write correctly please!

Answer:

$4050

Step-by-step explanation:

16% of 7500 is 1200

30% of 7500 is 2250

A very simple way of figuring that out is moving the decimal place two to the left (7500 is now 75.00) and multiplying it by the percent (75*16=1200)

Just subtract the percentage numbers and you're done

7500-1200=6300

6300-2250=4050

Please give brainliest if I helped! :)

The yearly percentage change in the population of trout fish in the lake is -4%.

Zoologists are scientists who study animal life and animal behavior, and they would be interested in studying the population of trout fish in a lake.

Zoologists can use mathematical models to help them understand how the population of fish is changing over time and what factors might be influencing these changes.

The function f(t) = 490(0.96)t represents an exponential decay function, where the initial value of the function is 490, and the common ratio of the function is 0.96.

Since we want to find the yearly percentage change, we need to find the percentage change for one year, which is given by the formula: P = ((f(t + 1) - f(t))/f(t)) × 100

Here, P represents the percentage change, f(t + 1) represents the value of the function after one year, and f(t) represents the initial value of the function.

Substituting the given values in the formula:

P = ((490(0.96)t+1 - 490(0.96)t)/490(0.96)t) × 100P = (490(0.96)t × (0.96 - 1)/490(0.96)t) × 100P = -4%

Therefore, the yearly percentage change in the population of trout fish in the lake is -4%.

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The volume of the solid whose base in the region in the first quadrant bounded by y = x⁴, y = 1 is 1/9 units³

To find the volume of the solid with the given properties, we can use the method of cross-sectional areas.

Since the cross-sections perpendicular to the x-axis are squares, the area of each square cross-section will be equal to the square of the corresponding height (which will vary along the x-axis).

Let's consider an infinitesimally small segment dx along the x-axis. The height of the square at that particular x-value will be equal to the value of y = x⁴. Therefore, the area of the cross-section at that x-value will be (x⁴)² = x⁸.

To find the volume of the solid, we need to integrate the cross-sectional areas over the range of x-values that define the base of the region (from x = 0 to x = 1).

Volume = ∫[0,1] x⁸ dx

Using the power rule of integration, we can integrate x⁸ as follows:

Volume = [1/9 * x⁹] evaluated from 0 to 1

Volume = 1/9 * (1⁹ - 0⁹)

Volume = 1/9

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Answer:

Some ways to write 4 times x are: 4x, 4*x

Answer:

55 degrees

Step-by-step explanation:

Angle ACE and BDE are congruent so segments AC and BD are parallel.  That makes angles CAE and DBE congruent.

6x - 15 = 5x - 1

x - 15 = -1

x = 14

So, the measure of angle BDE = 4x = 56 degrees.  The measure of angle DBE = 5x - 1 = 69 degrees.

The total of all angles in triangle BDE is 180 degrees, so the measure of angle E = 180 - 56 - 69 = 55

Answer:

8 months

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

The x-intercepts are the roots of a parabola. Specifically, when a parabola is in the form \(f(x)=(x-h)(x-k)\), where h and k are real numbers, the roots are \((h, 0)\) and \((k, 0)\).

Our parabola has a plus, though. That's a problem, right?

No! \(x+2=x-(-2)\), so there's no problem. So, our roots are \((3, 0)\) and \((-2, 0)\).

So, the answer is A and we're done!

Answer:

Step-by-step explanation:

The conclusion is that the null hypothesis is not true

Answer:

( − ∞ , − 5 ) ∪ ( 5 , ∞ )

Step-by-step explanation:

have a good day uwu