What makes a graph not a histogram?
Answers
Related Questions
Out of a group of 360 students, exactly 18 are on the track team. What percent of the students are on the track team?
Answers
if we take 360 to be the 100%, what's 18 off of it in percentage?
\(\begin{array}{ccll} amount&\%\\ \cline{1-2} 360 & 100\\ 18& x \end{array} \implies \cfrac{360}{18}~~=~~\cfrac{100}{x}\implies 20=\cfrac{100}{x} \\\\\\ 20x=100\implies x=\cfrac{100}{20}\implies x=5\)
Which graph represents the linear equation y = −5x − 3?
a graph of a line that passes through the points negative 4 comma 0 and 0 comma negative 3
a graph of a line that passes through the points negative 1 comma 2 and 0 comma negative 3
a graph of a line that passes through the points negative 1 comma 0 and 0 comma negative 5
a graph of a line that passes through the points negative 1 comma 4 and 0 comma negative 2
Answers
Answer: a graph of a line that passes through the points negative 1 comma 2 and 0 comma negative 3.
Step-by-step explanation: the y-intercept is where the line meets the y line which in this case is -3. I used slope formula to find the m of the equation ( slope ) take a look at the attached image to see how I solved it.
Answer:
a graph of a line that passes through the points negative 1 comma 2 and 0 comma negative 3.
Step-by-step explanation:
A line passes through the point (9, "-9)" and has a slope of -2
write an equation in point-slope form for this line.
Answers
Answer:
y + 9 = -2 (x - 9)
Step-by-step explanation:
M (slope) = -2
X=9 and Y=-9
Point-slope form
y - y1 = m(x - x1)
y - - 9 = -2( x - 9)
y + 9 = -2(x -9)
Determine the number of significant digits in each number, and write the specific significant digits.
a. 405000 b. 0.0098 c. 39.999999
d. 13.00 e. 80,000,089 f. 55,430.00 g.. 0.000033 h..620.03080
Answers
a. 405000 - 6 significant digits b. 0.0098 - 2 significant digits
c. 39.999999 - 9 significant digits d. 13.00 - 4 significant digits
e. 80,000,089 - 8 significant digits f. 55,430.00 - 7 significant digits
g. 0.000033 - 2 significant digits h. 620.03080 - 8 significant digits
How many significant digits?a. The number 405,000 has four significant digits: 4, 0, 5, and 0.
b. The number 0.0098 has two significant digits: 9 and 8.
c. The number 39.999999 has eight significant digits: 3, 9, 9, 9, 9, 9, 9, and 9.
d. The number 13.00 has four significant digits: 1, 3, 0, and 0.
e. The number 80,000,089 has eight significant digits: 8, 0, 0, 0, 0, 0, 8, and 9.
f. The number 55,430.00 has six significant digits: 5, 5, 4, 3, 0, and 0.
g. The number 0.000033 has three significant digits: 3, 3, and 3.
h. The number 620.03080 has eight significant digits: 6, 2, 0, 0, 3, 0, 8, and 0.
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Part 2: Use congruency theorems to prove congruency. The congruency of △MNO and △XYZ can be proven using a reflection across the line bisecting OZ. However, this congruency can also be proven using geometric postulates, theorems, and definitions. Prove that the triangles are congruent using a two-column proof and triangle congruency theorems. Given: M ≅ X N ≅ Y YO ≅ NZ Prove: △MNO ≅ △XYZ NEED A GOOD EXPLAINATION PARAGRAPH
Answers
Only the reasons need be given here, as the statements are already given in your figure.
Given
Given
Given
Definition of congruent line segments
Symmetric property of congruence
Addition and substitution properties of equality*
Segment addition theorem
Definition of congruent line segments
AAS congruence postulate
_____
* The addition property says if A=B, then A+C=B+C. The substitution property further says if C=D, then A+C=B+D (D can be substituted for C). IMO, both properties are needed together to get from A=B and C=D to A+B=C+D.
what is the equation of the line in slope-intercept form?
Answers
The linear function for this problem is defined as follows:
y = x + 50.
How to define a linear function?The slope-intercept equation for a linear function is presented as follows:
y = mx + b
In which:
m is the slope.b is the y-intercept.The graph touches the y-axis at y = 50, hence the intercept b is given as follows:
b = 50.
When x increases by 10, y also increases by 10, hence the slope m is given as follows:
m = 10/10
m = 1.
Hence the function is given as follows:
y = x + 50.
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Bonnie deposits $70.00 into a new savings account.
• The account earns 4.5% simple interest per year.
• No money is added or removed from the savings account for 3 years.
What is the total amount of money in her savings account at the end of the 3 years?
A. $9.45
B. $79.45
C. $94.50
D. $164.50
Answers
Answer:
B. $79.45
Step-by-step explanation:
The equation for simple interest is I = PRT, where I = interest earned, P = principal/amount invested, R = rate as a decimal, and T = time in years.
For this example, we'll calculate the interest earned, then add to the principal to get the total amount of money in her account.
I = (70)(0.045)(3)
I = 9.45
70 + 9.45 = $79.45
Please let me know if you have questions.
Which expression is equivalent to the sum
36+ 72?
A. 18(2 + 3)
B. 9(4 +8)
C. 3(10 + 24)
D. 2(18 + 27)
Answers
Answer:
B. 9(4+8)
Step-by-step explanation:
Start by simplifying the original expression:
36+72=108
Now, let's try each answer choice:
A. 18(2+3)
Add the numbers in the parentheses:
18(5)=90 --> wrong!
B. 9(4+8)
Add the numbers in the parentheses:
9(12)=108 --> correct!
C. 3(10+24)
Add the numbers in the parentheses:
3(34)=102 --> wrong!
D. 2(19+27)
Add the numbers in the parentheses:
2(46)=92 --> wrong!
Therefore the answer is B. 9(4+8)
Determine which line passing through the given points has a steeper slope.
Line 1:(0,-4) and (2,2)
Line 2:(0,-4) and (4,5)
Answers
The line which have a steeper slope is Line 1.
It is given in the question that the points on the line are given by:-
Line 1: (0,-4) and (2,2)
Line 2:(0,-4) and (4,5)
We have to find which line has a steeper slope.
First we will find the slope of each line.
We know that slope of a line with points (a,b) and (c,d) is given by:-
(d-b)/(c-a)
Slope of Line 1:
(2-(-4))/(2-0) = 6/2 = 3
Slope of Line 2:
(5-(-4))/(4-0) = 9/4 = 9/4 = 2.25
We know that greater the slope of the line means greater the steep of the line.
As,
3 > 2.25
Hence, Line 1 is steeper than Line 2.
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The original price of a CD is 9.95 tax is 4% what the answer
Answers
Answer:
$9.55
Step-by-step explanation:
4/100=0.04
0.04x9.95=0.40
9.95-0.40=9.55
4% of 9.95 is 0.398, so you would add about $0.40 to the original amout.
The line passes the points (-6,2) and (3,-5)
Answers
Answer:
Slope-intercept form:
y = -7/9x - 8/3
The slope:
m = -7/9
Picture is of it graphed
Kuta Software Infinite Algebra 1. Solving Systems of Equations by Substitution. Solve each system by substitution. 1) y=6x-11. -2x-3y=-7. -2x-3(60x-11)=-7
Answers
the solution to the system of equations is x = 2 and y = 1.
To solve the system of equations by substitution, we will solve one equation for one variable and substitute it into the other equation.
Given the system of equations:
1) y = 6x - 11
2) -2x - 3y = -7
Step 1: Solve equation (1) for y.
y = 6x - 11
Step 2: Substitute the value of y from equation (1) into equation (2).
-2x - 3(6x - 11) = -7
Step 3: Simplify and solve for x.
-2x - 18x + 33 = -7
-20x + 33 = -7
-20x = -7 - 33
-20x = -40
x = (-40)/(-20)
x = 2
Step 4: Substitute the value of x into equation (1) to find y.
y = 6(2) - 11
y = 12 - 11
y = 1
Therefore, the solution to the system of equations is x = 2 and y = 1.
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The solution to the system of equations y = 6x - 11 and -2x - 3y = -7 is x = 2 and y = 1. This is achieved by substituting y into the second equation, simplifying, and solving for x, then substituting x back into the first equation to solve for y.
Explanation:To solve the system of equations y = 6x - 11 and -2x - 3y = -7 by substitution, we start by substituting the equation y = 6x - 11 into the second equation in place of y, giving us -2x - 3(6x - 11) = -7. Next, simplify the equation by distributing the -3 inside the parentheses to get -2x - 18x + 33 = -7. Combine like terms to get -20x + 33 = -7. Subtract 33 from both sides to obtain -20x = -40, and finally, divide by -20 to find x = 2.
Once we find the solution for x, we substitute it back into the first equation y = 6x - 11. Substituting 2 in place of x gives y = 6*2 - 11, which simplifies to y = 1.
Therefore, the solution to the system of equations is x = 2 and y = 1.
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Question 2
Find the slope of a line that passes through the given points.
(-8, -11) and (17, 4)
Answers
Answer:
slope = 0.6
Step-by-step explanation:
HELPP!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1
Answers
Answer:
1/10???????????????????????
what is the relationship between the median and the mean scores? group of answer choices the median is greater than the mean. the mean is greater than the median. the mean is equal to the median.
Answers
The relationship between the median and the mean scores is the mean is greater than the median. (option c).
Mathematically speaking, the relationship between the median and the mean can vary depending on the distribution of the data. In a symmetrical distribution, where the data is evenly distributed around the center point, the mean and median will be equal.
Conversely, if the data is skewed to the left, meaning there are a few low values that pull the average down, the mean will be less than the median.
In summary, the relationship between the median and the mean depends on the distribution of the data. If the data is symmetrical, the median and mean will be equal. If the data is skewed, the mean will be pulled towards the direction of the skewness, while the median represents the midpoint of the data regardless of the skewness.
Hence the option (c) is correct.
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C nanotubes are graphite sheets rolled up into a cylinder. This material represents one of the "hot" new research topics in chemistry. Some typical nanotubes are shown in Figure . Like the "buckyball" (graphite rolled into a ball) Carbon nanotubes have unique properties that could result in major advances in many fields including semiconductor device design and fabrication. Carbon nanotubes can be up to 70 times stronger than steel and conductivity tailored to its need. From the distance between areas of high intensity in your STM images you can calculate the internal diameter of a Carbon nanotube made up of an integer number of C atoms via the equation: D=(a(m 2
+mn+n 2
) 1n
)/π Where a represents the distance between areas of high intensity in your STM image, and n and m, are integers describing the number of C 6
rings making up the respective nanotube. On the basis of the value you have obtained, define the internal radii of nanotubes made up of 5,6 and 7 rings.
Answers
The equation D = (a(\(m^{2}\) + mn + \(n^2\))\(^(^1^/^2^)\))/π defines the internal radii of nanotubes made up of 5, 6 and 7 rings with varied values for n.
Using the equation D = (a(\(m^{2}\) + mn + \(n^2\))\(^(^1^/^2^)\))/π, we can calculate the internal diameter (D) of carbon nanotubes. The variables n and m represent integers that describe the number of carbon rings making up the respective nanotube, and a represents the distance between areas of high intensity in the STM image.
To find the internal radii of nanotubes made up of 5, 6, and 7 rings, we substitute the respective values of n and m into the equation and solve for D.
For a nanotube with 5 rings (n = 5, m = 0), the equation becomes:
D = (a(\(0^2\) + 0(5) + \(5^2\))\(^(^1^/^2^)\))/π
For a nanotube with 6 rings (n = 6, m = 0), the equation becomes:
D = (a(\(0^2\) + 0(6) + \(6^2\))\(^(^1^/^2^)\))/π
For a nanotube with 7 rings (n = 7, m = 0), the equation becomes:
D = (a(\(0^2\) + 0(7) + \(7^2\))\(^(^1^/^2^)\))/π
By solving these equations, we can determine the internal radii of carbon nanotubes made up of 5, 6, and 7 rings based on the given values of a.
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A group of 75 math students were asked whether they
like algebra and whether they like geometry. A total of
45 students like algebra, 53 like geometry, and 6 do
not like either subject.
Algebra vs. Geometry
Likes Algebra
Does Not
Like Algebra
Total
Likes
Geometry
Mark this and return
a
3
53
Does Not
Like Geometry
b
6
e
Total
45
P
75
What are the correct values of a, b, c, d, and e?
a 16, b = 29, c = 22, d = 30, e = 24
a = 29, b = 16, c = 30, d = 22, e = 24
a 16, b = 29, c = 24, d = 22, e = 30
H
a = 29, b = 16, c = 24, d = 30, e = 22
Answers
The correct values for a, b, c, d, and e are a = 16, b = 29, c = 24, d = 22, and e = 30 for group of 75 students on asking whether they like Algebra or Geometry.
For the values of a, b, c, d, and e, we can use the information provided in the table. Let's break it down step-by-step:
We are given that a total of 75 math students were surveyed. Therefore, the total number of students should be equal to the sum of the students who like algebra, the students who like geometry, and the students who do not like either subject.
75 = 45 (Likes Algebra) + 53 (Likes Geometry) + 6 (Does Not Like Either)
Simplifying this equation, we have:
75 = 98 + 6
75 = 104
This equation is incorrect, so we can eliminate options c and d.
Now, let's look at the information given for the students who do not like geometry. We know that a + b = 6, where a represents the number of students who like algebra and do not like geometry, and b represents the number of students who do not like algebra and do not like geometry.
Using the correct values for a and b, we have:
16 + b = 6
b = 6 - 16
b = -10
Since we can't have a negative value for the number of students, option a is also incorrect.
The remaining option is option e, where a = 29, b = 16, c = 24, d = 22, and e = 30. Let's verify if these values satisfy all the given conditions.
Likes Algebra: a + c = 29 + 24 = 53 (Matches the given value)
Does Not Like Algebra: b + d = 16 + 22 = 38 (Matches the given value)
Likes Geometry: c + d = 24 + 22 = 46 (Matches the given value)
Does Not Like Geometry: b + e = 16 + 30 = 46 (Matches the given value)
All the values satisfy the given conditions, confirming that option e (a = 29, b = 16, c = 24, d = 22, and e = 30) is the correct answer.
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I’ll give brainliest HELP ASAP!
Answers
Answer:
10x10x10
And
503
Step-by-step explanation:
Answer:
Im pretty sure its just 10×10×10 since that is the equation without the exponent, but u can multiply 10×10 and then product of that will be multiplied by 10.
Given the following exponential function, identify whether the change represents growth or decay, and determine the percentage rate of increase or decrease.
y=9300(0.991) ^6
Answers
Using exponential function concepts, it is found that it represents a decay of 0.9%.
What is an exponential function?
A decaying exponential function is modeled by:
\(A(t) = A(0)(1 - r)^t\)
In which:
A(0) is the initial value.r is the decay rate, as a decimal.In this problem, the function is:
\(A(t) = 9300(0.991)^{6t}\)
Hence:
\(1 - r = 0.991\)
\(r = 0.009\)
Thus, it represents a decay of 0.9%.
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Jamar just got hired for a new job and will make $ 48 , 000 $48,000 in his first year. Jamar was told that he can expect to get raises of $ 3 , 500 $3,500 every year going forward. How much money in salary would Jamar make in his 18th year working at this job?
Answers
The amount of money Jamar will make in his 18th year working at this job is = $107,500
Calculation of yearly salary outcomeThe amount of money Jamar made in his first year= $48,000
The salary rise per year = $3,500
The amount of money he will make for the extra 17 years is = 17 × $3,500
= $59,500
Therefore the amount he will receive as his salary in the 18th year working at this job = $48,000 + $59,500
= $107,500
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Segments and Angles again.. this is a struggle for me
Answers
The calculated length of the segment AD is 14
How to determine the length of the segment ADFrom the question, we have the following parameters that can be used in our computation:
B is the midpoint of AC
BD = 9 and BC = 5
Using the above as a guide, we have the following:
AB = BC = 5
CD = BD - BC
So, we have
CD = 9 - 5
Evaluate
CD = 4
So, we have
AD = AB + BC + CD
substitute the known values in the above equation, so, we have the following representation
AD = 5 + 5 + 4
Evaluate
AD = 14
Hence, the length of the segment AD is 14
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A cookout tray consists of one main item, two different sides, and a drink. if cookout offers 10 main items, 10 sides, and 5 drinks, how many unique cookout trays are possible?
Answers
The number of unique cookout trays possible are 5,000.
Given data:
To calculate the number of unique cookout trays, consider the combinations of main items, sides, and drinks.
There are 10 options for the main item.
For the two sides, we have 10 options for the first side and 10 options for the second side.
For the drink, there are 5 options.
To find the total number of unique cookout trays, multiply the number of options for each category:
Total number of unique cookout trays = 10 (main items) * 10 (first side) * 10 (second side) * 5 (drinks)
= 5,000
Hence, there are 5,000 unique cookout trays possible with the given options for the main item, sides, and drinks.
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A researcher is trying to identify whether household substances are basic. Which approach would BEST help the researcher investigate
whether substances are basic?
A. Observe each substance and record its color.
o B. Measure the temperature of each substance.
C. Test each substance with red litmus paper.
OD. Mix each substance with a weak base and record the results.
Answers
Answer:
C. Test each substance with red litmus paper.
Step-by-step explanation:
C is the correct answer because when you apply a base with a red litmus paper the outcome color should result in blue.
The best approach best investigate whether substances are basic is to test each substance with red litmus paper.
What is basic compound?In general, bases are substances that can neutralise a small amount of acid. Ammonia and sodium carbonate are both bases even though neither of them includes OH groups.
When in contact with basic chemicals, red litmus paper turns blue instead of red. Thus we should use red litmus paper to test the basicity of home items.
Acids are the only substances that bases react with, hence using weak bases will not produce the intended results since weak bases only partially dissociate.Color does not indicate basicity or acidity.The acidity of a substance can be determined by placing red litmus paper in contact with acid, which causes the paper to turn blue.Hence, the test each substance with red litmus paper.
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PLSSS HELP ANSWER, THE QUESTION IS IN THE SCREENSHOT
Answers
Since the room temperature is 22 degrees Celsius,
\(\frac{dT}{dt}=k(T-22)\)
Solving the differential equation,
\(\frac{1}{T-22} dT=k dt \\ \\ \int \frac{1}{T-22} dT=\int k dt \\ \\ \ln|T-22|=kt+C\)
When t=0, the temperature is 100 degrees.
\(\ln 78=C \\ \\ \implies \ln|T-22|=kt+\ln 78\)
When t=1, the temperature is 80 degrees.
\(\ln 58=k+\ln 78 \implies k=\ln(29/39) \\ \\ \implies \ln|T-22|=t \ln(29/39)+\ln 78\)
Setting t=4,
\(\ln|T-22|=4\ln(29/39)+\ln 78 \\ \\ T=22+e^{4\ln(29/39)+\ln 78} \approx \boxed{46}\)
The 984 km trip takes a plane 2 hours and 24 minutes when flying against the wind. The
same trip takes 1 hour and 36 minutes with the wind. How fast would the plan be in still
air?
Answers
Answer:2 hours.
Step-by-step explanation: The wind adds 24 minutes of flying time when going against it, and takes 24 minutes going with it.
Using proper conversion factors and showing your work, convert the following: a. 35 miles per hour (mph) to meters per second (m/s) b. 3 cubic meters (m
3
) to cubic feet (ft
3
) c. 100 pounds per day ( ( b/day) to grams per second (g/s) d. 10ft5 in (10
′
5
′′
) to m e. An acceleration of 9.8 m/s
2
to ft/min
2
Be sure to show your work in order to get partial credit for incorrect answers
Answers
a. 35 miles per hour (mph) is equal to 15.6464 meters per second (m/s).
b. 3 cubic meters (m^3) is equal to 105.944 cubic feet (ft^3).
c. 100 pounds per day (lb/day) is equal to 0.011479 grams per second (g/s).
d. 10ft5in (10'5") is equal to 3.175 meters (m).
e. An acceleration of 9.8 m/s^2 is equal to 3,051.18 ft/min^2.
a. To convert miles per hour to meters per second, we need to multiply the value by a conversion factor. The conversion factor is 0.44704 m/s per 1 mph. Therefore, 35 mph multiplied by 0.44704 m/s per 1 mph gives us 15.6464 m/s.
b. To convert cubic meters to cubic feet, we need to multiply the value by a conversion factor. The conversion factor is approximately 35.3147 ft^3 per 1 m^3. Therefore, 3 m^3 multiplied by 35.3147 ft^3 per 1 m^3 gives us 105.944 ft^3.
c. To convert pounds per day to grams per second, we need to multiply the value by a conversion factor. The conversion factor is approximately 0.000011479 g/s per 1 lb/day. Therefore, 100 lb/day multiplied by 0.000011479 g/s per 1 lb/day gives us 0.011479 g/s.
d. To convert feet and inches to meters, we need to convert both measurements to a common unit. 10 feet is equal to 3.048 meters. Additionally, 5 inches is equal to 0.127 meters. Adding these two values together, we get 3.048 + 0.127 = 3.175 meters.
e. To convert meters per second squared to feet per minute squared, we need to multiply the value by a conversion factor. The conversion factor is approximately 196.85 ft/min^2 per 1 m/s^2. Therefore, 9.8 m/s^2 multiplied by 196.85 ft/min^2 per 1 m/s^2 gives us 3,051.18 ft/min^2.
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solve the answer below:
ty :P
Answers
Answer:
Slope=1/2
Step-by-step explanation:
Rise over run between the two points is up 1 and 2 to the right and since this is a straight line, the slope of 1/2 will always be constant.
(9xyz)8
How do I solve this
Answers
72 • 8x • 8y • 8z
65% of what number is 624
Answers
Answer:
10.42
Step-by-step explanation:
Brainliest plz
answer : 960
Step-by-step explanation:
624÷65/100
960
Solve a^5=?
Please thank and thank you
Answers
Answer:
341.8801
Step-by-step explanation: