Use the drawing tool(s) to form the correct answer on the provided graph.

Plot the axis of symmetry and the vertex for this function: h(x) = (x − 5)2 − 7

The equivalent expression for 1.5 cubed over 1.3 raised to the fourth power all raised to the power of negative six is 1.5 to the eighteenth power over 1.3 to the twenty-fourth power.

Here are the steps to simplify the expression:

Apply the negative power rule: (1.5 cubed over 1.3 raised to the fourth power) raised to the power of negative six is equal to (1.3 raised to the fourth power over 1.5 cubed) raised to the power of six.

Apply the power of a quotient rule: (1.3 raised to the fourth power over 1.5 cubed) raised to the power of six is equal to (1.3 raised to the fourth power)⁶ / (1.5 cubed)⁶.

Apply the power of a power rule: (1.3 raised to the fourth power)⁶ is equal to 1.3(⁴*⁶) = 1.3²⁴.

Apply the power of a power rule: (1.5 cubed)⁶ is equal to 1.5(³*⁶) = 1.5¹⁸.

Therefore, the equivalent expression is 1.5¹⁸ / 1.3²⁴.

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Answer:

y = .75x + .25

Step-by-step explanation:

I graphed it and expiramrntec with different slopes

Answer:

3101

Step-by-step explanation:

Answer:

A. Undefined

Step-by-step explanation:

Any vertical lines' slope is undefined.

Answer:

A. Undefined

Step-by-step explanation:

Because the line is vertical.

The perimeter of the square is 28-12n.

We have a square. The length of the side of the square is (-3n + 7). We need to find the perimeter of the square. The perimeter of a shape is defined in geometry as the total length of its boundary. The perimeter of a shape is calculated by adding the lengths of all the sides and edges that surround it. The perimeter of a shape is the sum of all the sides of the shape. The square has four sides, and all the sides of the square are equal to each other. The perimeter of the square is four times the length of one of its sides.

P = 4*(-3n + 7) = -12n + 28

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a. The formula that expresses Jacob's horizontal distance to the right of the center of the track in meters, h, in terms of θ is h = r * cos(θ), where r is the radius of the track.

b. The formula that expresses Jacob's vertical distance above the center of the track in meters, v, in terms of θ is v = r * sin(θ), where r is the radius of the track.

In circular motion, we can use trigonometric functions to determine the horizontal and vertical distances traveled by an object at a specific angle θ.

a. The horizontal distance, h, can be calculated using the cosine function. The horizontal component of Jacob's position is given by h = r * cos(θ), where r is the radius of the circular track. Since Jacob starts at the 3-o'clock position, which is to the right of the center, the cosine function is used to determine the horizontal displacement to the right.

b. The vertical distance, v, can be calculated using the sine function. The vertical component of Jacob's position is given by v = r * sin(θ), where r is the radius of the circular track. The sine function is used because we want to measure the vertical displacement above the center of the track.

The formulas for Jacob's horizontal and vertical distances in terms of θ are h = r * cos(θ) and v = r * sin(θ), respectively. These formulas allow us to calculate the specific coordinates of Jacob's position at any angle θ as he runs along the circular track with a radius of 51 meters.

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When selecting a random sample of people to survey, Julio should consider a few important elements. Firstly, he should ensure that his sample is representative of the population he is trying to study. This means that he should try to include a diverse range of people from different ages, genders, socioeconomic backgrounds, and so on.

Additionally, he should consider the size of his sample, as larger samples generally provide more accurate results. Finally, he should strive for a random sample, where each person in the population has an equal chance of being selected, to avoid bias and ensure that his results are generalizable to the larger population. In summary, when selecting a random sample for his survey, Julio should consider factors such as representativeness, sample size, and randomness to ensure accurate and reliable results.


1. Representativeness: Ensure the sample accurately represents the population he's studying, covering various demographics such as age, gender, and socioeconomic status.

2. Sample Size: Choose an appropriate sample size (e.g., 100 people) to ensure the survey results are statistically significant and minimize sampling error.

3. Randomization: Use a random selection method, like a random number generator or drawing names from a hat, to ensure each individual has an equal chance of being chosen.

4. Avoid Bias: Make sure the selection process is free from personal or external influence, so the sample remains truly random and unbiased.

By considering these elements, Julio can ensure his random sample provides accurate and reliable data for his newspaper article.

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Answer:

Pam is correct.

Step-by-step explanation:

Divide 15 by 3 = 5

5 x 4 = 20, the total of toys she has.

Angle 2 and angle 3 are congruent because angle 1 is congruent to both of them due to the Corresponding Angles Postulate and the Vertical Angles Theorem. The Transitive Property then states that if two angles are congruent to the same angle, they are also congruent to each other.

Given in the proof statement is that lines m and n are parallel and angle 1 is congruent to angle 2 by the Corresponding Angles Postulate. The Corresponding Angles Postulate states that if two lines are cut by a transversal and are parallel, then the corresponding angles are congruent. Additionally, angle 1 is congruent to angle 3 because they are vertical angles. Vertical angles are angles that are opposite each other and formed by two intersecting lines. The Vertical Angles Theorem states that if two lines are intersected by a transversal, then the angles opposite each other are congruent. Since angle 1 is congruent to angle 2 and angle 3, it follows that angle 2 is congruent to angle 3 by the Transitive Property. The Transitive Property states that if two angles are congruent to the same angle, then they are congruent to each other.

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Answer:

18

Step-by-step explanation:

PEMDAS (order of operation)

4 dived by 2 is 2

2times 5 is 10

10+8 is 18

A probability model gives information about the likelihood of different outcomes of a random event or experiment.

A probability model is a mathematical tool used to describe the likelihood of different outcomes in a random event or experiment. It provides information about the distribution of probabilities associated with the different possible outcomes, and can be used to make predictions about the likelihood of specific events occurring.

Probability models can be simple or complex, depending on the nature of the event or experiment being modeled, and can be used to make predictions in a wide range of fields, from finance to physics. By providing a framework for understanding the distribution of probabilities associated with different outcomes, probability models allow us to make informed decisions and assess risk in a variety of contexts.

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Answer:

yes

Step-by-step explanation:

First we should find a GCF for the number of boys and girls.

The gcf for the two would be 4.

Divide.

20/4 = 5

28/4= 7

therefore the ratio for boys to girls would be 5 to 7

The value of the expression is 4.

The code :

int a[4] = {1, 2, 3, 4};

int *p = a;

what is *(p + 3)?

The variable a is an array of integers, and the variable p is a pointer to the first element of the array.

The expression *(p + 3) is the value of the element of the array that is 3 elements after the element that p points to.

Since p points to the first element of the array, the expression *(p + 3) is the value of the fourth element of the array, which is 4.

Therefore, the value of the expression is 4.

Here is a breakdown of the code:

int a[4] = {1, 2, 3, 4}: This line declares an array of integers called a and initializes it with the values 1, 2, 3, and 4.

int *p = a; This line declares a pointer to an integer called p and initializes it with the address of the first element of the array a.

what is *(p + 3)?: This line asks what the value of the expression *(p + 3) is.

The expression *(p + 3) is the value of the element of the array that is 3 elements after the element that p points to.

Since p points to the first element of the array, the expression *(p + 3) is the value of the fourth element of the array, which is 4.

Therefore, the value of the expression is 4.

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Correct Question :

Int a[4]={1,2,3,4}, int *p=a. What is the value of *(p+3)?

The total number of sides is 24 + 40 = 64 sides.

What is a polygon?

A polygon is a 2-dimensional geometric shape with straight sides. The sides are connected to form a closed figure. The number of sides in a polygon determines the type of polygon, for example, a triangle has three sides, a square has four sides, a pentagon has five sides, and so on. Polygons can be regular, where all sides have equal lengths and all angles have equal measures, or irregular, where the lengths and measures are different.

A polygon is a 2-dimensional shape with straight sides. The number of sides in a polygon is referred to as its "order." An octagon has 8 sides and a decagon has 10 sides.

To find the total number of sides in 3 octagons and 4 decagons, we add the number of sides of each shape:

3 octagons = 3 * 8 = 24 sides

4 decagons = 4 * 10 = 40 sides

Hence, the total number of sides is 24 + 40 = 64 sides.

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Answer:

16.66666%

Step-by-step explanation:

It means that both people have antigens, but the second person has more of them.

Antigens are substances that can trigger an immune response in the body. They are typically proteins that are found on the surface of bacteria, viruses, and other foreign substances that enter the body. When the immune system detects an antigen, it produces antibodies to attack and destroy it. This helps the body to defend itself against infections and other diseases. Antigens can also be used in vaccines to help the body build immunity to a particular disease.

Since there is a color change in the sample in the given case, this indicates that although both individuals possess the antigen, the second individual has a greater quantity or concentration of the antigen in their body. The dilution is 1/5 and 1/100. This is so as the amount of antigen in the sample is still detected even in larger quantities of solution.

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The given data in this problem allows for the creation of a system with three variables, that represent the earnings from the sales in the three days, by solving this system we can obtain these following sale prices:

The sale price for each sweater is obtained solving a system of equations.

The variables of the system of equations are given as follows:

Considering the profits for each day, along with the amounts of each sweater sold, the equations that compose the system are given as follows:

Inserting these three equations into a calculator, the solution to the system of equations is given as follows:

x = 15, y = 20, z = 45.

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Answer: 9.

Step-by-step explanation:

These are all multiples of 9, meaning that they can all be divided by 9 into a whole number.

90/9 =10

81/9 =9

72/9 =8

63/9 =7

Answer:

9:N

Step-by-step explanation:

90-9=81

81-9=72

72-9=63

The same number (9) is used to fing the sum of the next number in the sequence therefore that is your nth term

The true average score μ is less than or equal to 75 in the null hypothesis. There is no significant evidence to suggest that students score more than 75% on the last test in a course.

A statistician wishes to test a hypothesis that students score more than 75% on the last test in a course, decides to randomly select 40 students in the class, and has them take the test early.

The average score of the students on the exam was 77%. Hypotheses are stated below: Hypothesis H0:  μ ≤ 75 (Null hypothesis)Hypothesis H1:  μ > 75 (Alternative hypothesis)Here, H0 denotes the null hypothesis and H1 denotes the alternative hypothesis.

It is assumed that the true average score μ is less than or equal to 75 in the null hypothesis. The alternative hypothesis assumes that the true average score is greater than 75.If the p-value is 0.1029 and alpha is 0.10, a conclusion in a complete sentence related to the scenario is stated below:

Since the p-value of the test is 0.1029, which is greater than the level of significance α = 0.10, we do not have enough evidence to reject the null hypothesis H0.

This suggests that we do not have enough evidence to support the statistician's hypothesis that the average score is greater than 75%.

Therefore, it can be concluded that there is no significant evidence to suggest that students score more than 75% on the last test in a course.

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When a point falls outside of control limits in statistical process control, the probability is quite high that the process is experiencing special cause variation.

In statistical process control (SPC), control limits are used to define the range within which a process is expected to operate under normal or common cause variation. Common cause variation refers to the inherent variability of a process that is predictable and expected.

On the other hand, special cause variation, also known as assignable cause variation, refers to factors or events that are not part of the normal process variation. These are typically sporadic, non-random events that have a significant impact on the process, leading to points falling outside of control limits.

When a point falls outside of control limits, it indicates that the process is exhibiting a level of variation that cannot be attributed to common causes alone. Instead, it suggests the presence of specific, identifiable causes that are influencing the process. These causes may include equipment malfunctions, operator errors, material defects, or other significant factors that introduce variability into the process.

Therefore, when a point falls outside of control limits in statistical process control, it is highly likely that the process is experiencing special cause variation, which requires investigation and corrective action to identify and address the underlying factors responsible for the out-of-control situation.

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Answer:

A. would be best I'm pretty sure

Step-by-step explanation:

Answer: A.

Step-by-step explanation: With this option, everyone in that middle school is involved, and not just eighth-graders, math club students, or detention students.  Option A is a unbiased sample, therefore, that's your answer.

Hope this helps! :)

\( \frac{4}{5} \times 10 = (\frac{4}{5}) (\frac{10}{1} ) = \frac{(4)(10)}{(5)(1)} = \frac{40}{5} = 8\)

It should be noted that a reflection is known as a flip and it's a mirror image of the shape.

An image will reflect through a line, known as the line of reflection.

Reflecting around x = 1 never touches the y coordinate, and the x coordinate transforms.

In other words, if a point were at x=π, it's distance to x=1 was π−1 so the new location is π−1 to the left of x=1.

The reflection is attached.

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Answer:

The answers are D and then B.

Step-by-step explanation:

The first question asks which team has the youngest members on average. This is easily answered because the "mean" is simply the average of all the ages. Therefore the youngest "mean" age will also have the youngest members on average.

The second question asks what team has the most variability in ages. Range is the difference between the highest and lowest number. Therefore the team with the highest range should, logically, also have the most variability.

So the velocity vector is v = (-2sin(t)) i + (2cos(t)) j, and the acceleration vector is a = (-2cos(t)) i + (-2sin(t)) j, both in terms of t.

Given

r= 2cost and theta = 9t

To Find

the velocity and acceleration vector

Solution

We can start by expressing the position vector r in terms of the Cartesian coordinates x and y:

x = r cos(theta) = 2cos(t)

y = r sin(theta) = 2sin(t)

To find the velocity vector, we can take the time derivative of the position vector:

v = (dx/dt) i + (dy/dt) j

where i and j are the unit vectors in the x and y directions, respectively.

Taking the derivatives:

dx/dt = -2sin(t)

dy/dt = 2cos(t)

Substituting these back into the velocity vector equation:

v = (-2sin(t)) i + (2cos(t)) j

To find the acceleration vector, we can take the time derivative of the velocity vector:

a = (d^2x/dt^2) i + (d^2y/dt^2) j

Taking the derivatives:

d^2x/dt^2 = -2cos(t)

d^2y/dt^2 = -2sin(t)

Substituting these back into the acceleration vector equation:

a = (-2cos(t)) i + (-2sin(t)) j

So the velocity vector is v = (-2sin(t)) i + (2cos(t)) j, and the acceleration vector is a = (-2cos(t)) i + (-2sin(t)) j, both in terms of t.

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Answer:

The answer is b = ax- c/x

when i put the / it means fraction

Answer:

8b

Step-by-step explanation:

You can factor the b-term out since b-term exists for all terms in the expression. By factoring out, you are basically dividing the factored term off and put it outside of the bracket, thus:

\(\displaystyle{16b-8b=\left(16-8\right)b}\)

Then evaluate and simplify:

\(\displaystyle{\left(16-8\right)b=8\cdot b}\\\\\displaystyle{=8b}\)