2(-2-4) = use the distributive property to expand the expression below.

Answer: simplify the answer

Step-by-step explanation:

Answer:

x = 24

Step-by-step explanation:

you can match angle R with angle A to get the equation 3x-2 = 70

3x = 72

x = 24

Answer:

$20377.50

Step-by-step explanation:

A = P(1 + r)t

P = 1300

r = 4.5% = 0.045

t = 15 years

Let's solve

A = 1300(1 + 0.045)15

A = 1300(1 .045)15

A = $20377.50

The equation of the graph is y=x+1.

The slope of the line is the ratio of the rise to the run, or rise divided by the run. It describes the steepness of line in the coordinate plane.

The slope intercept form of a line is y=mx+b, where m is slope and b is the y intercept.

The slope of line passing through two points (x₁, y₁) and (x₂, y₂) is

m=y₂-y₁/x₂-x₁

The two points from the graph are (1,2) and (2, 4).

m=2/2=1

We have to find the y intercept.

2=1(1)+b

b=1

The slope intercept form is y=x+1

Hence, the equation of the graph is y=x+1.

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Answer: (x+6) (x-8)

Step-by-step explanation:

x^2-2x-48

x^2+6x-8x-48

x*(x+6) -8(x-6)

(x+6) (x-8)

All odd-degree polynomials have at least one real root; a cubic function has one to three real roots, which may or may not be distinct. A cubic function's graph always has one inflection point.

A cubic equation could have three real roots, similar to how a quadratic equation could have two. However, a cubic equation always has at least one real root, unlike a quadratic equation, which may not have any real solutions.

The x-intercepts of a function are its roots. The y-coordinate of a point on the x-axis is always zero. As a result, we set f (x) = 0 and solve the equation to discover the roots of a quadratic function.

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When Alonzo splits 3/4 pounds of candy among 4 people the unit rate in pounds per person is 3/16 pounds per person

The ratio of two measures, with one as the second of the item, is known as unit rate.

For the problem where Alonzo have to split 3/4 pounds of candy, the  unit rate is solved by division.

In this case, Alonzo will divide each the 3/4 pounds by 4 to get a value of which is the unit rate

The unit rate of candy in pounds per person

= 3/4 pounds / 4 persons

= 3/16 pounds per person

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they're similar because the triangles are having the same set of angles

Answer:

.6 km

Step-by-step explanation:

We need to convert meters to kilometers.

1000 meters is 1 km.

600 meters * 1 km/ 1000m

600/1000  km

.6 km

Answer:

Step-by-step explanation:

The race course is 600 meters long. What is the length of the race in kilometers?

1000 meters = 1 Kilometer

so

600 : 1000 =

0.6 Km

To use substitution to determine which value of x makes the equation true, we must first have an equation to substitute the values from the set {4, 8, 10} into.

If we don't have an equation, we can't use substitution.

It would be helpful if you could provide an equation to solve with the set {4, 8, 10}

The  breakdown is as follows:

A: The entire green box represents the overall chemical equation.

B: The blue box represents the reactant, which is 2H2O (water)

C: The arrow represents the chemical reaction or the process of breaking down the reactant into the products.

D: The pink box represents the products, which are 2H2 (hydrogen) and O2 (oxygen)

So the chemical equation is 2 H2O --> 2 H2 + O2

The entire green box represents the chemical equation, the blue box represents the reactant (water) and the pink box represents the products (hydrogen and oxygen) and the arrow represents the chemical reaction.

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The present age of Ali is 14 years old and the present age of Kumar is 7 years old.

Ali: 14 years old

Kumar: 7 years old

Kumar's age is four times the age of Ali. This means that when Ali is 14 years old, Kumar is 4 x 14 = 56 years old. But then the question states that after 14 years, Kumar will be twice as old as Ali. This means that after 14 years, Kumar will be 14 + 14 = 28 years old, and Ali will be 14 + 14 = 28 years old. This means that their present ages are 14 years old (Ali) and 7 years old (Kumar).

The present age of Ali is 14 years old and the present age of Kumar is 7 years old.

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Given is the parabola opening down.

It increases up to vertex and then decreases in value.

The vertex is at (3, 4) so the intervals are:

Answer:

Increasing: (-∞, 3)

Decreasing: (3, ∞)

Step-by-step explanation:

A function is increasing when the slope is positive (y gets bigger as x gets bigger).

A function is decreasing when the slope is negative (y gets smaller as x gets bigger).

From inspection of the given parabola, the turning point is (3, 4).

The function is increasing as the curve approaches the turning point.

The function is decreasing as the curve approaches infinity after the turning point.

Therefore, the intervals where the function is increasing and decreasing are:

Note: x = 3 is not included in the intervals, as the curve is not increasing or decreasing when x = 3.  There is a turning point (stationary point) at x = 3 which means the slope is zero as this point. Therefore, the function is not increasing or decreasing when x = 3.

Answer:THe answer whould be 3

Step-by-step explanation:

A division is to separate into two or more equal parts, areas, classes, categories, groups, or divisions.

In another word, the meaning of divide is to distribute the whole thing to a group in equal parts or make equal parts. The symbol used to represent divide or division is ÷, slash (/), or a horizontal line ( _ ).

There are four important terms used in the division operation:

dividend, divisor, quotient, and remainder.

The formula to calculate the division of two numbers is:

Dividend ÷ Divisor = Quotient + Remainder.

Here,

The dividend is the number, which is divided

The divisor is the number, which divides the number into equal parts

The quotient is the result of the division operation

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The equation that represents the number of absent students is:

30 - 26 = a

so a = 4, there are 4 absent students.

We know that there are 30 students in a given class, and particularly, today there are 26 students present.

We want to find an equation that gives the number of students absent, and that would be equal to the difference between the total number of students (30) and the number of present students (26)

Then we will get the equation:

30 - 26 = a

Solving that we get:

30 - 26 = a

4 = a

There are 4 absent students.

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The probability that they share the same color is 7/15.

The area of mathematics known as probability deals with numerical representations of the likelihood that an event will occur or that a statement is true.

An event's probability is a number between 0 and 1, where, roughly speaking, 0 denotes the event's impossibility and 1 denotes certainty.

The likelihood that an event will occur increases with its probability.

A straightforward illustration is tossing a fair (impartial) coin.

The chance of both outcomes ("heads" and "tails") is equal because the coin is fair, "heads" is more likely than "tails," there are no other conceivable outcomes, and the likelihood of either outcome is half (which may also be.

According to our question-

Then n(S)= number of ways of drawing 2 balls out of (6+4)=10

Let E= event of getting both balls of same color

Then, n(E)= no of ways (2 balls out of six) or (2 balls out of 4)

= 6C 2​+ 4c2

∴P(E)= n(S)/n(E)= 45/21= 15/7

7/15

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​

​

Therefore ,opposing angles are those that are equal. All of the opposing sides are equal and parallel to one another. Quadrilateral , there are perpendicular divisions.

The two-dimensional shape known as a quadrilateral has four corners, four vertices, or four angles. The two most frequent shapes are convex and concave. Trapezoids, parallelograms, rectangles, rhombuses, and squares are only a few of the many subgroups of convex quadrilaterals.

Here,

example

An object is a quadrilateral if it has four sides, even if they are not all equal. Numerous objects, such as a tabletop, newspaper, photograph, door, baseball diamond, etc., are examples of this.

The trapezoid is one type of quadrilateral that is more challenging to locate in the actual world than others. Quadrilaterals come in a wide variety of sizes and shapes.

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The base of a logarithm must be a positive real number and not equal to 1 because logarithms are defined as the inverse operation of exponentiation. The base must be a positive real number to be able to raise it to the power of the argument and not equal to 1 to get a meaningful result.

The base of a logarithm represents the number that is being raised to a certain power to produce the argument of the logarithm. If the base of a logarithm is not a positive real number, it is not possible to perform this inverse operation.

For example, if the base of a logarithm is 0, it would mean that the argument of the logarithm is being raised to the power of 0, which is always 1. Therefore, the logarithm would be 0 for any argument, which does not provide any useful information.

The base of a logarithm must be a positive real number and not equal to 1 because it is not possible to raise 1 to any power to produce any value other than 1. Therefore, a logarithm with base 1 is not a meaningful concept.

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The formula for the image of a point (x, y) after a transformation is (x', y'), where: x' = a*x + b*y + e  , y' = c*x + d*y + f  , a, b, c, d, e, and f are constants that depend on the type of transformation being applied.

1. The formula for the image of a point (x, y) after a transformation is (x', y'), which means that the image of the point (x, y) will be another point (x', y') after the transformation.

2. The coordinates (x', y') of the resulting point are determined by constants a, b, c, d, e, and f, which depend on the type of transformation being applied.

3. The constants a, b, c, d, e, and f are used to calculate the coordinates of the resulting point using the following formulas:

x' = a*x + b*y + e

y' = c*x + d*y + f

4. In these formulas, x and y are the coordinates of the original point, and x' and y' are the coordinates of the resulting point. The constants a, b, c, d, e, and f are determined by the type of transformation being applied.

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So, on solving the provided question, we can say that the equations will be y=2x; y=2x +2; y=2x+4; y=2x+6

A mathematical equation is a formula that joins two statements and uses the equal symbol (=) to indicate equality. A mathematical statement that establishes the equality of two mathematical expressions is known as an equation in algebra. For instance, in the equation 3x + 5 = 14, the equal sign places the variables 3x + 5 and 14 apart. The relationship between the two sentences on either side of a letter is described by a mathematical formula. Often, there is only one variable, which also serves as the symbol. for instance, 2x – 4 = 2.

the equations will be

y=2x

y=2x +2

y=2x+4

y=2x+6

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The correct question is

Review the scatter plot.

Select the equation which best represents the linear model, the line of best fit. Responses

y=2x

y=2x +2

y=2x+4

y=2x+6

When utilising a loop, you cannot update something in the code or add a new feature. Instead, you use functions. Therefore, if you wish to modify the function you are re-calling, you should use a function rather than a loop.

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Standard form is any positive or negative whole number more than or equal to 1 and less than 10.

When working with extremely large or small numbers, you may find that writing them in standard form, also known as standard index form, is the most convenient method. It is predicated on expressing magnitudes of numbers as powers of 10.

For example = 5.5 x 10²²

As the speed of light and the distances between galaxies can be extremely large, scientists typically employ standard form when dealing with these variables. Standard form can also be used to refer to extremely small scales, such as the size of bacteria or atoms.

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The 4 types of problem-solving method are-

Problem solving involves defining a problem, figuring out its root cause, locating, ranking, and choosing potential solutions, as well as putting those solutions into action. the procedure for solving issues.

Clarifying:

Ideating:

Developing:

Implementing:

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If both variables tend to deviate in the same direction (both go above their means or below their means at the same time), then the covariance will be positive.

What Is Covariance?

The direction of the link between the returns on two assets is measured by covariance. Asset returns move together when the covariance is positive, and inversely when the covariance is negative.

It is calculated by analyzing at-return surprises (standard deviations from the expected return) or multiplying the correlation between the two random variables by the standard deviation of each variable.

Types of Covariance:-

This link is determined by a covariance value, either positive or negative.

Covariance Calculated:-

Covariance = Σ[tex][ ( Return_{abc} - Average_{abc} ) * ( Return_{abc} - Average_{abc} ) ][/tex]÷ [ Sample Size - 1 ].

Therefore, the both variables tend to deviate in the same direction, then the covariance will be positive.

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Answer: 19x + 7x + 10x = 180°

36x = 180

x = 5°

largest angle = 19 * 5 = 95°

Step-by-step explanation:

Answer:

[tex]75.0^{\circ}[/tex]

Step-by-step explanation:

Let the angle of elevation be [tex]\theta[/tex].

[tex]\tan \theta=\frac{320}{86} \\ \\ \theta=\tan^{-1} \left(\frac{320}{86} \right) \\ \\ \theta \approx 75.0^{\circ}[/tex]

Constant variance is the assumption in regression analysis that the standard deviation and variance of the residuals are constant for all values ​​of the independent variables.

Constant variance is the assumption in regression analysis that the standard deviation and variance of the residuals are constant for all values ​​of the independent variables.

Homogeneity of variances means the assumption that the variances of the random variables are constant. This homoscedasticity (that is, constant variances) assumption can be tested using the same diagnostics used for linear regression models.

All data usually consist of the dependent variable and the independent variable itself. Constant variance is about many linear regression assumptions. For example, if you have 325 rows, there should be at least one variance, possibly a constant. The next question is how to compare variables with appropriate variances. The basic fact is that when plotting between a single value and a predicted value, the resulting variance should be constant for the prediction error value.

                                  Var(μ) = E(μ)² = constant

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The solution of the given quadratic equation is x = 1/3 or -3.

The given quadratic equation is 3x^2 + 8x - 3 = 0.

Multiplying the coefficient of the first term and the last term, we get:

3 x 3 = 9

Factors of 9 are:

1 and 9

3 and 3

We choose 1 and 9 as these factors, when subtracted give us the middle term.

Hence, we can write 3x^2 + 9x - x - 3 = 0

3x (x+3) -1 (x+3) = 0

(3x -1) (x+3) = 0

x = 1/3 or -3

The question is incomplete, the complete question is:

Find the solution of the quadratic equation 3x^2 + 8x - 3 = 0.

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The expression by subtracting 6 from −16, which gives us: q - 6 = -22.

What is expression?

In mathematics, an expression is a combination of numbers, symbols, and operators (such as +, -, *, /) that represent a mathematical relationship or value.

The problem is asking us to find the value of q − 6 when q is equal to −16. To do this, we need to substitute −16 for q in the expression q − 6, which gives us:

q - 6 = (-16) - 6

We then simplify the expression by subtracting 6 from −16, which gives us:

q - 6 = -22

So, the value of q − 6 when q = −16 is −22. This means that if we had a number line and plotted −16 on it, then moved 6 units to the left, we would land on the number −22.

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