Find the Average Rate of Change of the graph over the interval -4 < x < 5

Answer:

d. y=8x

Step-by-step explanation:

since y = the number of legs and spiders = x

each spider has 8 legs

so y = 8*x

which is y=8x

The null hypothesis is that the linear regression model does not exist. This essentially means that the value of all the coefficients is equal to zero.

What is the null hypothesis?

The null hypothesis is a common statistical theory that contends that there is no statistical relationship or significance between any two sets of observed data and measured phenomena for any given single observed variable.

Here,

We have to find out the slope of the line predicted by the null hypothesis if we are doing a linear regression.

We concluded that the null hypothesis states that the slope is equal to zero, and the alternative hypothesis states that the slope is not equal to zero.

Hence, the null hypothesis is that the linear regression model does not exist. This essentially means that the value of all the coefficients is equal to zero.

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The slope of the line is given by the equation slope m = 3/2

The equation of a line is expressed as y = mx + b where m is the slope and b is the y-intercept

And y - y₁ = m ( x - x₁ )

y = y-coordinate of second point

y₁ = y-coordinate of point one

m = slope

x = x-coordinate of second point

x₁ = x-coordinate of point one

The slope m = ( y₂ - y₁ ) / ( x₂ - x₁ )

Given data ,

Let the equation of line be represented as A

Now , let the first point be P = P ( 0 , 1 )

Let the second point be Q = Q ( 2 , 4 )

Now , the slope of the line between the two points is

Slope m =  ( y₂ - y₁ ) / ( x₂ - x₁ )

Substituting the values in the equation , we get

Slope m = ( 4 - 1 ) / ( 2 - 0 )

On simplifying the equation , we get

Slope m = ( 3 / 2 )

Therefore , the value of m is 3/2

Hence , the slope of the line is 3/2

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Each person present in Mrs. Nunez's class is going to receive 1/6th part of the cake when they get it cut.

Mr. Nunez brought 2 ½ cakes for 15 people which means, 2 ½ cakes will be equally divided into 15 pieces and distributed to each person. Since 2 ½ is a mixed fraction we have to convert it into a regular fraction which will be equal to 5/2. So, the amount of cake a person will receive is equal to (5/2)/15 which is 1/6, which is roughly 0.167 part of the whole cake.

The given problem has been solved by using the properties of fractions.

The complete question that you might be looking for is-

Mrs. Nunez brought 2 1/2 cake to school for her class. If there are 15 people in the class, including Mr. Nine, how much of the cake will each person receive?

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Probability that one of the girls (Piper as well as Sedona) will be able to attend the performance is one in five.

For the stated question-

Out of the six grandchildren, two are to be chosen.

There are 6C2 different ways to choose 2 out of 6 grandchildren.

6C2  = 6! / (6 - 2)!*2!

6C2  = 15

2C1 = 2

There are two different ways to choose one of the two girls.

Number of methods for choosing both girls = 2C2

Number of methods for choosing both girls equals one.

Probability of choosing 1 of the 2 grandchildren is 1/15.

The likelihood of choosing both girls is 2/15.

Probability that one of the females (Piper and Sedona) will be able to attend the performance is:

=  1/15 + 2/15.

= 3/15.

Thus, Probability that atleast one of girls (Piper as well as Sedona) will be able to attend the performance is one in five.

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70% of those who went to the music concert and the play also did so.

A value or ratio that may be stated as a fraction of 100 is referred to in mathematics as a percentage. Divide the number by the total and multiply by 100 to find the percent of a given number. A portion per hundred is what the percentage denotes. Percentage refers to one in a hundred. The word "%" stands in for it.

In addition to being stated as a decimal or a fraction, a percentage is a number that indicates how many out of 100 it is. Three for the price of one! Simply enter the % as the numerator and 100 as the denominator to convert the percentage to a fraction.

We know that 350 people attended the drama play.

50% of 350 = (0.5) · 350 = 175 people attended both the drama play and music concert.

We know that 250 people attended the music concert.

The percentage of the people who attended the music concert even attended the drama play would be 175 ÷ 250 · 100% = 70%

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70% of those who went to the music concert and the play also did so.

Hence, the option A is correct.

In mathematics, a value or ratio that can be expressed as a fraction of 100 is known as a percentage. In order to get the percentage of a given number, divide the number by the total and multiply by 100. The percentage is a chunk out of one hundred. One out of 100 is referred to as a percentage. The symbol for it is "%".

A % is a number that, in addition to being expressed as a decimal or a fraction, also specifies how many out of 100 it is. For the price of one, get three! To convert a percentage to a fraction, just enter the% as the numerator and 100 as the denominator.

We know that 350 people attended the drama play.

50% of 350 = (0.5) · 350 = 175 people attended both the drama play and music concert.

We know that 250 people attended the music concert.

The percentage of the people who attended the music concert even attended the drama play would be 175 ÷ 250 · 100% = 70%

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A log graph can be either increasing or decreasing, depending on the function or data being graphed.

A log graph is a type of graph that displays the data on a logarithmic scale. That is, the values of the data are represented on a logarithmic scale, rather than on a linear scale. This type of graph is useful for displaying data or functions that span a wide range of values over a large range of exponents. The direction of the graph depends on the data being graphed or the function being shown. If the values of the data or the function being graphed increase over time, then the graph will be increasing. Conversely, if the values of the data or the function being graphed decrease over time, then the graph will be decreasing.

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The term Euler's number (e) refers to a mathematical expression for the base of the natural logarithm. This is represented by a non-repeating number that never ends.

The first few digits of Euler's number are 2.71828.

Given log(base_12)1728,

where base = 12

1728 = x

Factor out 1728 to 12^3 to apply the logarithmic rule, log(base_b)b^n = n

This gives you:

log(base_12)(12^3) = 3

The base 12 and the value of x = 12 cancels out, leaving you with 3.

To help determine the order of operations and other aspects of logical syntax, mathematical symbols can designate numbers (constants), variables, operations, functions, brackets, punctuation, and grouping.

To find which expression is equivalent to log₅32:

Law of logarithms:

The law of logarithms states that: log(a) b = log(10)b/log(10)a

Given the log function, which is written as log₅32

a = 5

b = 32

Substitute as: log₅32 = log32/log5

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Answer:

Step-by-step explanation:

x + 4 + 2x - 6 + 10 > 50

4 - 6 + 10 = 8

x + 2x = 3x

3x + 8 > 50

Subtract 8 from both sides

3x > 50 - 8

3x > 42

Divide 3 from both sides

42/3 = 14

x > 14

Answer:

see image

Step-by-step explanation:

Right at the point (1,2) there's a nice point. Going up and right along the line there's another nice point at (5,5)

To get from one point to the next, you can draw a stair-step line that goes up3 and over4. The slope is up3/over4.

m = 3/4

The slope is 3/4. See image.

The equation 11 = −4x²−x³ is a cubic polynomial.

Polynomial:

A polynomial is an algebraic expression containing indefinites and constants. Polynomials can be thought of as dialects of mathematics. They are used to represent numbers in almost all areas of mathematics, and are used in specific areas of mathematics such as mathematics  Critical analysis. For example, 2x + 9 and x2 + 3x + 11 are polynomials.

Cubic Polynomial:

The cubic polynomial is the polynomial with the largest exponent of the variables. H. Order of variables as 3. Based on the degree, polynomials are divided into four types: zero polynomials, linear polynomials, second order polynomials, and third order polynomials. The general form of a cubic polynomial is p(x): ax³ + bx² + cx + d, where a ≠ 0. where a, b, and c are coefficients and d is a constant, all of which are real numbers. An equation involving a cubic polynomial is called a cubic equation. Examples of cubic polynomials are p(x): x³ − 5x² + 15x − 6 and

r(z): πz³ + (√2)10.

Now,

A cubic polynomial is a polynomial of degree 3. A cubic polynomial has the form f(x)=a₃x³ +a₂x² +a₁ x+ a₀

​Here, the polynomial 11 = −4x² −x³

or x³+4x² +11 = 0 is a polynomial of degree 3 with coefficients a₁ = 0,

a₂ =4, a₃​ =1 and constant a₀= 11.

Hence, 11 = −4x² −x³  is a cubic polynomial.

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The equivalent form   [tex][latex] {{8}^{\frac{1}{3}}}[/latex][/tex]can be determined where the origin of the numerator of 1.

When rewriting a radical with a fractional exponent, the numerator is the power to which the radicand is increased, and the denominator is the root or index.

The link between [tex][latex] \sqrt[n]{{{a}^{m}}}[/latex]and [latex] {{a}^{\frac{m}{n}}}[/latex][/tex]also applies to rational exponents with a numerator of 1. For instance, the radical [tex][latex] \sqrt[3]{8}[/latex][/tex]

can also be expressed as [tex][latex] \sqrt[3]{{{8}^{1}}}[/latex][/tex].

Since any number retains its value when raised to the first power, [/latex]. Now that you have the equivalent form of [tex][latex] {{8}^{\frac{1}{3}}}[/latex][/tex], you can determine where the origin of the numerator 1.

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Answer:

To find the number of hours you work, you need to set up an equation using the information given. Let's say that the number of hours you work is x. The equation would be:

17(x/2) = 42.50

The parentheses around x/2 indicate that the division should be done before the multiplication. So, x/2 = 2.5. Multiplying both sides of the equation by 2 gives us:

x = 5

So, you work 5 hours.

Step-by-step explanation:

So, we know that you earn $17 per 2 hours. We also know that we earned $42.50. Now, we just need to find the hours! We can do this by using a cross multiply.

$17 is directly correlated to 2 hours of work. Therefore, to find the hourly wage we should divide it by 2:

   $8.5 = 1 hour

$42.50 = x hours?

Now cross multiply:

$8.5x = $42.50

x = 5 hours

Therefore, your answer is 5 hours!

Hope this helps!

The height of the tree to the nearest hundredth of metres is 2.03 metres.

Emily is 1.65 metres tall. At 3 pm she measure the length of a tree's shadow to be 28.15 metres . She stands 22.9 metres away from the tree, so that the tip of her shadow meet the tip of the tree shadow.

Therefore, the height of the tree to the nearest hundredth of metres can be calculated as follows:

using proportion,

let

x = height of the tree

Therefore,

1.65 / 22.9 = x / 28.15

cross multiply

28.15 × 1.65 = 22.9 × x

22.9x = 46.4475

divide both sides by 22.9

x = 46.4475 / 22.9

x = 2.02827510917

x = 2.03 metres

Therefore,

height of tree = 2.03 metres

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The number that can be used to complete the area model is 210 and it can be used with numbers that are dragged are 100,100,10 bearing in mind that numbers may be used more than once

We already know that we have 14 colored tiles and that each of the area models is represented by 15 colored kits

The number of colored tiles in 15 kits is 210.

To find the total number of kits to use to complete the area model, you can multiply the number of tiles per kit (14) by the number of kits (15):

14 x 15 = 210

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The answer to linear expression is 233.

A linear expression is defined as an algebraic statement where each term is either a constant or a variable raised to the first power.

We have to Simplify linear expressions in the process of writing linear expressions in their way and simplest forms such that the value of the original expression is maintained.

There are a few steps to follow when we want to simplify expressions

Given equation is C= 240-7

C= 240-7=233

The answer to the given expression is 233.

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In the coordinate geometry the translation represents one type of transformation to change the location without changing the shape, size.

As given in the question,

In the coordinate geometry,

Therefore, in the coordinate geometry the translation represents one type of transformation to change the location of the geometrical figure.

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$0, He earned $8798 in net taxable income the previous year. He has a negative amount of taxable income since the exemption and the allowed deduction are larger than his annual gross income.

Compound interest, also known as interest on principal and interest, is the practice of adding interest to the principal amount of a loan or deposit.

It occurs when interest is reinvested, or added to the loaned capital rather than paid out, or when the borrower is required to pay it, so that interest is generated the next period on the principal amount plus any accumulated interest.

In finance and economics, compound interest is common.

In contrast to simple interest, which does not compound since past interest is not added to the principal for the current period, compound interest allows interest to build over time.

The interest per period multiplied by the number of periods in a year yields the simple annual interest rate.

According to our question-

Last year, a part-time housekeeper earned $8798.

He claimed he was exempt, costing $365.

$570.00 is the standard deduction.

Gross income less the standard deduction and all exemptions equals taxable income.

= 8798 - 3650 - 5700 = $-552

There is a negative number, which indicates that he owes no taxes.

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That means after 6  weeks will Haley have at least the same amount of

money as Kendra

Kendra and Haley are each saving money. Kendra starts with $100 in his savings account and adds $5 per week. Haley starts with $10 in her savings account and adds $20 each week. After how many weeks will Haley have at least the same amount of money as Kendra?

Kendra and Haley are each saving money.

Kendra starts with $100 in his savings

account and adds $5 per week.

After 6 week 6* 5 = 30

Total amount in After 6 week in  Kendra savings

account = $100 + $30

             = $130

Haley starts with $10 in her savings account and

adds $20 each week.

After 6 week 6* 20 =120

Total amount in After 6 week in  Haley savings

account = $10 + $120

             = $130

That means after 6  weeks will Haley have at least the same amount of

money as Kendra

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The probability of getting 2 blue is 1/9.

You are choosing replacement marbles. The trials (marble selections) are independent from one another and follow the binomial distribution.

1/3 of the time, a blue marble will be the first one chosen.

(This is due to the fact that 4 out of 12 marbles are blue, therefore 4/12 equals 1/3.

A blue marble is 1/3 more likely to be chosen the second time.

The two probabilities can be multiplied to obtain the following results because the marble selections are independent:

The likelihood of receiving two blues is (1/3)2 =1/9.

Therefore, there is a 1/9 chance of obtaining two blues.

Simply put, probability is the likelihood that something will occur. When we don't know how an event will turn out, we can discuss the likelihood or likelihood of several outcomes. Statistics is the study of events that follow a probability distribution.

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Answer:

630

Step-by-step explanation:

you can search it up if you want.

Answer:

630

Step-by-step explanation:

The midpoint of 1 and 2 and 3 and 4 is (2,3).

The formula for midpoint = (x1 + x2)/2, (y1 + y2)/2.

The end of a line at a point that is equally distant from both ends, a time interval between an event's beginning and end.

The point on a graph or figure where the figure stops might be referred to as the endpoint. It can be the point joining the sides of a polygon (the vertex), the common endpoint of two rays making an angle, the two extreme points of a line segment, the one end of a ray.

Use numbers, fractions, mixed numbers, or decimals to enter two points. The midpoint calculator displays the required research:

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Answer:

slope is 2 ,, y intercept is 5

Step-by-step explanation:

y=mx+c

m represents slope

c represents y intercept

According to the following graph, y = -3 makes the horizontal line on graph.

The term graph in math is known as a pictorial representation or a diagram that represents data or values in an organized manner and the points on the graph often represent the relationship between two or more things.

Here we have given the expression y = -3.

Now, we have to plot these on the graph, then we get the graph like the following.

While looking into the given graph, we have identified that y = -3 is a horizontal line, and that passes through y-axis, here at a distance of 3 units on the bottom of the origin and is parallel to x-axis.

Therefore, the expression y = -3 makes the horizontal line which crosses the y -axis at (0,−3).

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AAA triangles are impossible to solve further since there is nothing to show us the size.

The AAA triangle is a triangle in which all three angles are given, and the triangle is said to be similar to another triangle if any two of its three angles are equal to any two of its three angles.

Knowing only angle-angle-angle (AAA) is insufficient because it can result in triangles that are similar but not congruent.

There are four shortcuts that can be used to check whether two triangles are congruent.

You don't need to be familiar with all of the six corresponding parts, which include three angles and three sides.

When a triangle's three angles are known but not its sides, the answer is "AAA."

Since there is no information to indicate size, AAA triangles are impossible to solve further. We know their shape but not their size.

Hence, the AAA triangles are not solvable or difficult to find angles.

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On solving the provided question, we can say that An arithmetic sequence is a sequence of numbers such that the difference of any two successive members of the sequence is a constant.

Arithmetic sequences are groups of integers that are arranged in a certain order and share a common difference between each term. The tolerance, for instance, is six in the mathematical progression 3, 9, 15, 21, and 27. Arithmetic progression can also be referred to as such. a series that is produced by adding the same value repeatedly. for instance, 1, 4, 7, 10, 13, 16, 19, 22, and 25. Sequences that have an arithmetic difference between two successive phrases are known as arithmetic sequences. A progression in math with a tolerance of 2 is 2,4,6,8,10.

An arithmetic sequence is a sequence of numbers such that the difference of any two successive members of the sequence is a constant. 2,4,6,8,10….is an arithmetic sequence with the common difference 2.

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Answer:

Step-by-step explanation: We will determine if ratios are proportional using cross multiplication.

first, we will check option (a)

12/15 =5/4

12*4 = 15*5

48 is not equal to 75. So, these are not proportional.

now, we will check option (b)

15/12 = 5/4

15*4 = 12*5

60 = 60.

as the left-hand side is equal to the right-hand side.

So, option (b) is correct.

Answer:

[tex]\textsf{B)} \quad \dfrac{15}{12}\; \textsf{and}\;\dfrac{5}{4}[/tex]

Step-by-step explanation:

If two fractions are equal, they form a proportion.

Therefore, to determine if two ratios form a proportion, rewrite the fractions so that their denominators are the same, then compare.

[tex]\textsf{A)}\quad \dfrac{12}{15}\; \textsf{and}\;\dfrac{5}{4} \implies \dfrac{12 \times 4}{15\times 4}\; \textsf{and}\;\dfrac{5\times 15}{4\times 15}\implies \dfrac{48}{60}\; \textsf{and}\;\dfrac{75}{60}[/tex]

As the two fractions are not equal, they do not form a proportion.

[tex]\textsf{B)} \quad \dfrac{15}{12}\; \textsf{and}\;\dfrac{5}{4}\implies \dfrac{15}{12}\; \textsf{and}\;\dfrac{5 \times 3}{4 \times 3}\implies \dfrac{15}{12}\; \textsf{and}\;\dfrac{15}{12}[/tex]

As the two fractions are equal, they form a proportion.

[tex]\textsf{C)} \quad \dfrac{6}{5}\; \textsf{and}\;\dfrac{4}{5}[/tex]

The denominators of these two fractions are already the same.

Therefore, as the two fractions are not equal, they do not form a proportion.

[tex]\textsf{D)} \quad \dfrac{5}{6} \; \textsf{and}\;\dfrac{4}{5}\implies \dfrac{5\times 5}{6\times 5} \; \textsf{and}\; \dfrac{4\times 6}{5\times 6}\implies \dfrac{25}{30}\; \textsf{and}\;\dfrac{24}{30}[/tex]

As the two fractions are not equal, they do not form a proportion.

Answer:

Read below

Step-by-step explanation:

Step 1: Multiply 2 by x: 2x

Step 2: Add 1 to 2x: 2x + 1

Step 3: Substitute x with 7: 2(7) + 1

Step 4: Multiply 2 by 7: 14 + 1

Step 5: Add 1 to 14: 14 + 1 = 15