Is 8 a multiple of 2 Yes or no?

The left side of the equations is equal to the right side for the values (3/14,5/14).

What is a system of equations?

A system of equations is a set of two or more equations that contain multiple variables. The goal is to find the values of the variables that make all the equations in the system true at the same time. There are different methods to solve a system of equations, such as substitution, elimination, and graphing.

To solve the system of equations given, we can use the substitution method:

1-s = 3r

7s = 4 - 6r

We can start by solving the first equation for one of the variables.

1-s = 3r

s = 1 - 3r

Now we can substitute this expression of s into the second equation

7(1 - 3r) = 4 - 6r

7 - 21r = 4 - 6r

-14r = -3

r = 3/14

Now we can substitute this value of r into either equation to find the value of s

s = 1 - 3r

s = 1 - 3(3/14)

s = 1 - 9/14

s = 5/14

So, the solution of the system of equations is (r,s) = (3/14,5/14)

We can check by substituting the solution into the original equations.

3r = 1 - s = 1 - 5/14 = 9/14

7s = 4 - 6r = 4 - 6(3/14) = 4 - 18/14 = -14/14 = -1

The solution is correct, since the left side of the equations is equal to the right side for the values (3/14,5/14)

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Answer:

1=yes

2=no

3=no

4=no

5=yes

6=yes(im not sure on this last one)

Step-by-step explanation:

If no vertical line can intersect the curve more than once, the graph does represent a function.

Answer:

Graph 1= It's a function

Graph 2= No

Graph 3= No

Graph 4= No

Graph 5= Yes

Graph 6= Yes

Step-by-step explanation:

Grouping symbols, Exponents, Multiply & Divide, Add & Subtract (GEMDAS). It is called by GEMS.

An effective acronym for teaching pupils the hierarchy of operations is PEMDAS.

The PEMDAS rule explains to pupils how to solve multi-step arithmetic problems and in what sequence to complete the operations to arrive at the right solution.

Groupings, Exponents, Multiplication or Division, Subtraction or Addition is referred to as GEMS. All grouping symbols, including parentheses, brackets, and braces, are referred to as groupings. The acronym GEMS has been adopted to take the role of PEMDAS. These can be used in place of one another.

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It will take 7 years for the account balance to reach $11,688.69.

To find how long will it take for the account balance to reach $11,688.69

we will use the compound interest formula that is

[tex]$ \text A = \text P(1 + \frac{\text r}{\text n})^{\text {nt}}[/tex]

where,

A = final amount

P = initial principal balance

r = interest rate

n = number of times interest applied per time period

t = number of time periods elapsed

Given that, P = $7,171

A = $11,688.69

r = 7%

n = 12

t = to find

Substitute the details in the formula and we get

[tex]$11688.69 = 7171(1 + \frac{0.07}{12})^{12t}[/tex]

[tex]$ \text t=\frac{\log _{\frac{1207}{1200}}\left(\frac{1168869}{717100}\right)}{12}[/tex]

t = 7.000003 = 7 years

Thus, It will take 7 years  for the account balance to reach $11,688.69.

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Answer:

-----------------------------

Use compound interest equation:

Substitute the given to find the value of t:

The average rate of change of g over the interval −8 ≤ t ≤ 2 is equal to -0.5 or -1/2.

In Mathematics, the average rate of change of f(x) on a closed interval [a, b] is given by this mathematical expression:

Average rate of change = [f(b) - f(a)]/(b - a)

Next, we would determine the average rate of change of the function g(t) over the interval [-8, 2]:

a = -8; g(a) = 1

b = 2; g(b) = -4

Substituting the given parameters into the average rate of change formula, we have the following;

Average rate of change = (-4 - 1)/(2 - (-8))

Average rate of change = -5/10

Average rate of change = -0.5 or -1/2.

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Complete Question:

What is the average rate of change of g over the interval −8 ≤ t ≤ 2?

Argument A is strong based on the logic.

We know that logic is the process whereby we can be able to decode if an argument is true or false when we look at the premises and the conclusion. It is normal that the premise of the argument should be able to give rise to the conclusion.

In this case, we must note that the professor is an authority figure in chemistry and what he says must be taken as trust worthy as shown in the deductive argument that led to this conclusion as shown above.

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The difference between X₁ and X₁ is "X₁ is a random variable, and X₁ is a specific numerical value".

Any variable whose value is uncertain or any function that values each result of an experiment is referred to as a random variable. Random variables are frequently identified by letters and fall into one of two categories: discrete variables, which have definite values, or continuous variables, which can take on any value within a continuous range.

A parameter's estimated value in numbers, specifically. The sample mean is the most accurate estimate of the population mean. A range or interval of values used to gauge the parameter. The value of the parameter under consideration may or may not be included in this estimation.

So we can say the difference between X₁ and X₁ is "X₁ is a random variable, and X₁ is a specific numerical value".

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The slope of the line that contains points (2, -3) and (8, -2) is equal to 1/6.

In Mathematics, the slope of any straight line can be determined by using this mathematical equation;

Slope (m) = (Change in y-axis, Δy)/(Change in x-axis, Δx)

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Based on the information provided, we can logically deduce the following data points on the line:

Substituting the given data points into the slope formula, we have the following;

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Slope (m) = (-2 - (-3))/(8 - 2)

Slope (m) = 1/6

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To solve the inequality -1/2 > 3/5, we can start by multiplying both sides of the inequality by the least common multiple of the denominators, which is 10, to get rid of the fractions. This gives us:

-1/2 * 10 > 3/5 * 10

-5 > 6

This inequality is not true, since -5 is not greater than 6. So the solution set is the empty set, or { }.

Answer:

x = 9

Step-by-step explanation:

x = the missing side

24/8 = x/3

8(x) = 24(3)

8x = 72

x = 9

====================================================

Explanation:

The slanted left-most sides of the figures are 24 and 8, when moving from left to right.

Let's reverse the direction and move from right  to left. The jump from 8 to 24 is "times 3", which is the scale factor when moving from the smaller figure to the larger figure.

The smaller figure has 3 up top. Apply the "times 3" scale factor to get 3*3 = 9 as the top side length of the larger figure.

In other words, every side of the smaller figure is tripled to get the larger figure.

----------------

Here's another way to solve.

24/8 = x/3

24*3 = 8*x .... cross multiplying

72 = 8x

8x = 72

x = 72/8

x = 9 is the final answer.

Answer:

Step-by-step explanation:

second one

When x = 4, the given polynomial is equal to zero.

The given polynomial is x³ 3x² 4x 12.

To find the value of x for which the polynomial is equal to zero, we need to solve the equation

x³ 3x² 4x 12 = 0

This can be done by factoring the polynomial, which gives us

(x – 4)(x² + 3x + 3) = 0

The value of x for which the polynomial is equal to zero is x = 4.

To prove this, we can substitute x = 4 in the original equation and verify.

x³ 3x² 4x 12 = 0

(4)³ 3(4)² 4(4) 12 = 0

64 + 48 + 16 + 12 = 0

130 = 0

This shows that when x = 4, the given polynomial is equal to zero.

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Answer:

12 mph

Step-by-step explanation:

First we're going to start by finding the difference in miles from the first route to the second route.

The first route is 120 miles and the second is 20% more than the first. To find the difference you should first multiply the 120 by 20%.

120*0.2=24

You then need to add the additional 24 miles to the original 120 to find the distance of the second route.

120+24=144

After we will begin to find the mph expected speed for both routes.

The first route was 120 miles and it was expected to take 2 hours to get there. This means you need to divide 120 by 2 to find out how many miles they were traveling within one hour.

120/2=60

So the expected mph for the first route would be 60.

We want to repeat the same thing for the second route.

144/2=72

The mph for the second route was 72.

Now you need to find out how much faster the mph was for the second route than the first by subtracting the first from the second.

72-60=12

The second route was 12 mph faster than the first.

The ratio of the number of circles to the number of triangles in simplest form is 3:4. The number of circles that need to be added to make the ratio 1 : 1 is 3.

First of all, we would have to determine the total number of circles and the number of triangles based on the information provided in the chart (see attachment) as follows;

Total number of circles, C = 9 circles.

Total number of triangles, T = 12 triangles.

Therefore, the ratio of the number of circles to the number of triangles is given by

C:T = 9:12

Dividing both sides of the ratio by 3, we have the following ratio in simplest form:

C:T = 3:4

In order to make the ratio 1:1, the number of circles that need to be added can be calculated as follows;

9 + x:12=1:1

(9 + x)/12 = 1/1

9 + x = 12

x = 12 - 9

x = 3 circles.

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Constant variance, also known as homoscedasticity, is a statistical property where the variance of a variable is equal across all values of the variable.

This means that the variability of the variable is consistent, no matter what the value of the variable is. Mathematically, this is expressed by the formula:

Var(X) = σ^2

where Var(X) is the variance of the variable X, and σ^2 is the same across all values of X.

For example, if we look at the heights of a group of people, we may find that the variance of their heights is equal to 25 cm, no matter what the heights are. In this case, the variance of the heights is 25 cm, and this variance (25 cm) is the same for all the heights in the group.

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As an example, if the centre of dilation were in the centre of a circle with radius 5 and was going through a scale factor 2 dilation, the radius would be 10.

The process of dilation involves growing an object's size without changing its shape. The size of the item may increase or decrease depending on the scale factor. Using dilation math, a square with side 5 units may be made wider to have side 15 units, but the shape of the square remains the same.

Enlargements that generate a bigger picture are called dilations. Reduction describes the dilatation that shrinks the picture. The starting figure is stretched or contracted during a dilatation. The scale factor (or ratio) and the centre of a dilatation are both described. Occasionally, the words "dilate" and words like "magnify," "disptend," "expand," "inflate," and "swell" are used interchangeably. All of these words suggest "expanding in size or volume," but the word "dilate" specifically refers to increased diameter.

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Solid Modeling: This type of model involves the creation of a 3D object with a fixed boundary, usually a closed surface. Surface Modeling: This type of model involves the creation of a 3D surface using curves, patches, and surfaces. Wireframe Modeling: This type of model involves creating a 3D object with a wireframe of interconnected lines and points.

1. Solid Modeling: This type of model involves the creation of a 3D object with a fixed boundary, usually a closed surface. It is often used in industrial design and architecture. The model consists of a series of interconnected faces and edges which are used to create a solid object. This type of modeling is useful for creating realistic models of objects with complex shapes.

2. Surface Modeling: This type of model involves the creation of a 3D surface using curves, patches, and surfaces. The model is composed of a series of connected surfaces which can be used to create a smooth surface. This type of modeling is often used in animation and video game development.

3. Wireframe Modeling: This type of model involves creating a 3D object with a wireframe of interconnected lines and points. It is often used in engineering and CAD systems to create a 3D representation of a design. The model consists of a series of connected lines, points, and curves which can be used to create a model of an object. This type of modeling is useful for creating simple models of objects with basic shape

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The three numbers are: 23, 25, 27, The boy is 140 cm tall, the father is 140 + 30 = 170 cm, and the sister is 70 cm tall.

In algebra, an equation is a mathematical statement that proves the equality of two mathematical expressions.

The terms 3x + 5 and 14 are separated by the word "equal" in the equation 3x + 5 = 14. The three main formats for linear equations are the slope-intercept form, standard form, and point-slope form.

Two expressions are combined with an equal sign to form a mathematical statement known as an equation. An equation is, for instance, 3x - 5 = 16. It is possible to solve this equation, and the answer reveals that the value of the variable x is 7.

Let the the first number is : x

So, the other two numbers are :x+2, x+4

a) x+(x+2)+(x+4)=75

3x+6=75

3x=69

X=23

The three numbers are: 23, 25, 27

b)The sister's height is denoted as x. Two times, since the boy is twice as tall. His height is 2x + 30 because the father is 30 centimeters taller than the boy. The total height is 3.8 meters, or 380 centimeters. You can now create an equation.

x + 2x + 2x + 30 = 380

assemble similar terms

5x = 350

x = 70

The boy is 140 cm tall,

the father is 140 + 30 = 170 cm,

and the sister is 70 cm tall.

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The volume of a rectangular solid tool box would be 2,052 cubic inches.

Rectangular solids are three-dimensional shapes with six equal rectangles for sides. To find the volume of the rectangular solid tool box, we can use this following formula:

Volume = length x breadth x height

In this case, we are given that:

The length of the tool box = 19 in

The breadth of the tool box= 12 in

The height of the tool box= 9 in

We can find the volume by using the formula above:

Volume = 19 in x 12 in x 9 in

Volume = 2052 in³

As the result, the volume of the rectangular tool box would be 2052 cubic inches.

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Step-by-step explanation:

Solution

The correct option is A Yes, it is.

Given Line:

2

x

+

3

y

=

5

Standard Line :

a

x

+

b

y

=

c

Given line has two variables

x

and

y

where both

x

and

y

have power of

1

similar to standard form of line. So,

2×+3y=5 is a line in two variables.

Gender inequality refers to the unequal distribution of rights, opportunities, and resources between individuals based on their gender. There are many forms of gender inequality, but some common ones include economic inequality, educational inequality, health inequality, political inequality, violence against women, social inequality and intersectionality.

Economic inequality: This refers to the unequal distribution of wealth, income, and resources between men and women. This can manifest in various forms, such as the gender pay gap and lack of representation in leadership positions.

Educational inequality: This refers to the unequal access to education and the resulting disparities in literacy rates and educational attainment between men and women.

Health inequality: This refers to the unequal access to healthcare and the resulting disparities in health outcomes between men and women.

Political inequality: This refers to the underrepresentation of women in politics and leadership positions, as well as the lack of policies and laws that promote gender equality.

Violence against women: This refers to the widespread problem of physical, sexual, and emotional abuse against women.

Social inequality: This refers to the unequal distribution of social status, power, and privilege between men and women, which can manifest in various forms of discrimination, prejudice, and bias.

Intersectionality: This refers to the ways in which gender inequality intersects with other forms of inequality, such as race, class, and sexuality, creating complex and interconnected forms of disadvantage for certain individuals and groups.

It's important to note that Gender inequality can manifest in various forms and it can have a significant impact on individuals and groups, leading to reduced opportunities, access to resources, and lower quality of life. Therefore, it's crucial to understand and address gender inequality in all its forms.

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Answer:

1/5

Step-by-step explanation:

When raised to the negative power, the numerator is inversed,

2^(-1) = 1/2

10^-1 = 1/10

2^-2 = 1/2^2 or 1/4

4^(-1/2) = 1/(4^(1/2))   = 1/2

25^(-1/2) = 1/25^(1/2) = 1/5

The resulting quadrilateral have the following vertices: A'(x, y) = (- 1, 1.5), B'(x, y) = (- 0.5, 0.5), C'(x, y) = (1, - 0.5), D'(x, y) = (1, 1). (Correct choice: B)

Herein we have the case of a quadrilateral, that is, a polygon with four vertices: A(x, y) = (- 4, 6), B(x, y) = (- 2, 2), C(x, y) = (4, - 2), D(x, y) = (4, 4), whose image is the result of a dilation with a scale factor of 1 / 4 about the origin on Cartesian plane. The polygon is contracted by contracting each of five vertices, whose formula is shown below:

P'(x, y) = k · P(x, y)

Where:

If we know that k = 1 / 4, A(x, y) = (- 4, 6), B(x, y) = (- 2, 2), C(x, y) = (4, - 2) and D(x, y) = (4, 4), then the coordinates of the resulting polygon:

A'(x, y) = 0.25 · (- 4, 6)

A'(x, y) = (- 1, 1.5)

B'(x, y) = 0.25 · (- 2, 2)

B'(x, y) = (- 0.5, 0.5)

C'(x, y) = 0.25 · (4, - 2)

C'(x, y) = (1, - 0.5)

D'(x, y) = 0.25 · (4, 4)

D'(x, y) = (1, 1)

The vertices of the resulting quadrilateral are A'(x, y) = (- 1, 1.5), B'(x, y) = (- 0.5, 0.5), C'(x, y) = (1, - 0.5) and D'(x, y) = (1, 1).

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Customer #2 has the smallest total bill, including tax and tip.

From the information, three business associates are at their favorite local café for lunch. They have finished their meals and just received their bills. Each bill is labeled at the top as Customer #1, Customer #2, or Customer #3.

For customer #1:

(1.06(12.95))(1.15) = 15.79;

The tip is 0.15(1.06(12.95)) = 2.06.

For customer #2:

1.06x = 11.65; x = 10.99; 20%

The tip = 0.2(10.99) = 2.20;

total = 11.65+2.20 = 13.85.

For customer #3:

1.06(11.50) + 0.18(11.50) = 14.26;

The tip is (0.18)(11.50) = 2.07.

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Three business associates are at their favorite local café for lunch. They have finished their meals and just received their bills. Each bill is labeled at the top as Customer #1, Customer #2, or Customer #3. Note: Sales tax is 6%, and tips are rounded to the nearest $0.25. Customer #1: The bill, before sales tax has been added, is $12.95. This customer plans to leave a 15% tip, calculated after the tax has been added. Customer #2: The bill, after sales tax has been added, is $11.65. This customer plans to leave a 20% tip, calculated before the tax was added. Customer #3: The bill, before sales tax has been added, is $11.50. This customer plans to leave an 18% tip, calculated before the tax is added.

1. Which customer has the smallest total bill, including tax and tip?

The outcome of translating y = x^2 downward by 3 units and to the left by 4 units is y = (x+4)^2-3.

A graph is a mathematical depiction of a network that describes the connection between lines and points.

We must determine which function results from translating y = x^2 downward by 3 units and to the left by 4 units.

A translation is a movement of the graph that is either horizontally or vertically parallel to the axis.

Replace x with x+4 y = (x+4)^2-3 to shift the graph four units to the left.

As a result, y = (x+4)^2-3 is the result of translating y = x^2 by 3 units downward and 4 units to the left.

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Students have 52.5 lb. weight in water.

To multiply means to add a number to itself a particular number of times. Multiplication can be viewed as a process of repeated addition.

We have to given that;

A student weighs = 70 lb.

And, About 3/4 of a person's weight is water.

Since, A student weighs = 70 lb.

Hence, Students weighs in water = 3/4 of 70 lb.

                                                   = 3/4 × 70

                                                   = 52.5 lb.

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Answer:

B) -3

Step-by-step explanation:

(y - y₁) / (x - x₁) = slope

(8-2) / (m-5) = -3/4

cross-multiply to get:

-3(m-5) = 24

distribute -3 to get:

-3m + 15 = 24

subtract 15 from each side to get:

-3m = 9

m = -3

The y-intercept indicates the y-value when the x-value is 0.

What does the y-intercept look like?

When a linear equation is expressed in slope-intercept form (y=mx+b), the constant variable b stands in for the y-intercept. As an illustration, the variable b corresponds to the number 8 in the equation y=6x+8. The y-intercept is shown here.

In regression, what does the y-intercept stand for?

In regression analysis, the point at which the regression line crosses the y-axis is known as the constant term. The y-intercept is another name for the constant.

                       The easiest way to depict the overall picture of what the collected data is indicating is with a straight line, which is what a linear regression does. It aids in our ability to determine whether the two things under investigation are related or have a correlation.

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Answer: 3600

Step-by-step explanation: If y = k/x is the formula, solving for k gives xy = k, so 72(50) = 3600; or 30(120) = 3600.