Which of the following is not an example of a parent function?
y=x
y=2x^3
y=1/2
y=2^x

Answers

Answer 1

9514 1404 393

Answer:

  (b)  y=2x^3

Step-by-step explanation:

The function y=2x^3 is an example of the parent function y=x^3 being vertically scaled by a factor of 2. As such, it is not the parent function.

_____

Additional comment

A parent function is one that has not been translated or scaled in any way. One could argue that the parent function of the form y=constant is y=1, so that the function y=1/2 has been scaled by a factor of 1/2. In this problem, we recognize the parent function y=x^3 has clearly been scaled to get y=2x^3, so the latter is not an example of a parent function.

If this is a "check all that apply" question, then y=1/2 is another reasonable answer.

Answer 2

Answer:(b)  y=2x^3

Step-by-step explanation:


Related Questions

can you do 3 pages of work for me?

Answers

Answer:

if it is easy i can do it

hope it helps

Answer:

3

Step-by-step explanation:

I will help

4. A certain bacteria doubles every day. If there are 810 bacteria on day one, how long will it take the bacteria to grow to 206550?

Answers

Answer:

255 days

Step-by-step explanation:

810 ÷ 206550 = 255

What is the difference between equation and function?
A. All of the options

B. An equation tells us in a clear term the nature of relationship between one variable and the other variable(s), but a function may not be explicit enough

C. An equation and a function is that, for an equation each of the values of independent variable should give a corresponding value of a dependent variable , that is not compulsory tor a function.

D. All equations are functions but not all functions are equations

Answers

Answer:

A is the answer........

What is the approximate weight of a baby at the 84th percentile

Answers

Answer: 144 pounds and 3 cents to the fourth.

Step-by-step explanation: some guy

I’ll give brainlist to best answer

Answers

Answer:

12.25

Step-by-step explanation:

Expression

x^2 + 2y

x = 2.5

y = 3

x^2 = 6.25

2y = 3*2 = 6

x^2 + 2y = 6.25 + 6

x^2 + 2y = 12.25

Answer:

12.25

Step-by-step explanation:

We find the equation x^2 + 2y when x = 2.5 and y = 3.

We just have to replace x with 2.5 and y with 3 in the equation:

x^2 becomes 2.5^2

2y becomes 2 * 3 (When a variable is next to a number it means multiply)

So we get 2.5^2 + 2 * 3

We first do 2.5^2. 2.5^2 is the same as 2.5 * 2.5, which equals 6.25

Next we do 2 * 3 which equals 6

So it is 6.25 + 6, which is 12.25

The function f(x) = { x + 1 is used to complete this Which statements are true of the given function? Check all that apply. table. f(x) 012) --2 -1 1 Of(0) = } f(1) = -1 0 کی ادN Of(2)= 1 1 2 Of(4) = ? 2 2 Na​

Answers

Answer:

Options (1) and (5)

Step-by-step explanation:

Expression that defines the function is,

[tex]f(x)=\frac{1}{2}x+\frac{3}{2}[/tex]

Option 1

[tex]f(-\frac{1}{2})=\frac{1}{2}(-\frac{1}{2})+\frac{3}{2}[/tex]

          [tex]=-\frac{1}{4}+\frac{3}{2}[/tex]

          [tex]=-\frac{1}{4}+1+\frac{1}{2}[/tex]

          [tex]=1+\frac{1}{4}[/tex]

          [tex]=1\frac{1}{4}[/tex]

So, [tex]f(-\frac{1}{2} )=-2[/tex] is false.

Option 2

f(0) = [tex]\frac{1}{2}(0)+\frac{3}{2}[/tex]

     = [tex]\frac{3}{2}[/tex]

True.

Option 3

f(1) = [tex]\frac{1}{2}(1)+\frac{3}{2}[/tex]

    = [tex]\frac{3+1}{2}[/tex]

    = 2

Therefore, f(1) = -1 is false.

Option 4

[tex]f(2)=\frac{1}{2}(2)+\frac{3}{2}[/tex]

       [tex]=1+1+\frac{1}{2}[/tex]

       [tex]=2\frac{1}{2}[/tex]

Therefore, f(2) = 1 is false.

Option 5

f(4) [tex]=\frac{1}{2}(4)+\frac{3}{2}[/tex]

     [tex]=2+\frac{3}{2}[/tex]

     [tex]=\frac{4+3}{2}[/tex]

     [tex]=\frac{7}{2}[/tex]

True.

Options (1) and (5) are the correct options.

HELP!! Emma made punch with
1
4
How many gallons of ginger ale does she need to add to make a total of 4 gallons of punch?
Part A
Which diagram can Emma use to help find the number of gallons of ginger ale she needs?
O
B.
A.
4 gal
g
g
9
g
1
2
7
8
3
4
g
O
D.
g
g

Answers

Part A

Answer: Choice B (upper right corner)

Explanation: Simply add the fractions mentioned, plus the g term, and that leads to a total of 4 gallons overall.

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

Part B

Answer: Choice A. 7/8 of a gallon (upper left corner)

Explanation:

The mixed number 1 & 1/2 converts to the improper fraction 3/2

Adding the fractions gets us to

(3/2) + (7/8) + (3/4)

(12/8) + (7/8) + (6/8)

(12+7+6)/8

25/8

So far, 25/8 of a gallon is accounted for. Add on the g to get (25/8)+g

Set this equal to the 4 gallons we want and solve for g

(25/8)+g = 4

g = 4 - (25/8)

g = (32/8) - (25/8)

g = (32-25)/8

g = 7/8

She needs 7/8 of a gallon of ginger ale

Can someone help 12 points on the line

Answers

Answer:

x=6

Step-by-step explanation:

We can write this as a ratio

x        9

---- = --------

10       15

Using cross products

15x = 10*9

15x = 90

Divide by 15

15x/15 = 90/15

x =6

15-9x 1/2

I’ll give Brainiest

Answers

Answer:

-9x/2 + 15/2

Step-by-step explanation:

(15-9x)* 1/2

15(1/2)-9x 1/2

15/2 -9x *1/2

15/2-9x/2

-9x/2 + 15/2

Answer:

21/2 ( SEE IMAGE BELOW)

Step-by-step explanation:

Calculate the product

15- 9/2

Calculate the Differnce

21/2

so the answer is 21/2

Zoe prepares some lemonade for the party.
She needs to use of a kilogram of sugar.
Zoe knows that 1 kg is 2.2 pounds.
(a) What is of a kilogram in pounds?
Show a check of your working.
(3)
Use the space below to show clearly how you get your answer.

Answers

Answer:

eyeey

Step-by-step explanation:

hehhehehheheuueueuueue

FLIGHT TO TOKYO TAKE 2 HOURS 20 MINUTES U ARRIVE AT 4:15PM WHICH TIME DID HE SET OFF

Answers

Answer: 1:55 PM

Step-by-step explanation:

Turn 4:15 to 24-hr clock system which is 1615hrs

16:15 - 02:20 = 1355hrs

Chad has a rope that is 15 yards long. How many pieces of rope measuring 5/7 of a yard can he divide his rope into?
A. 28
B. 21
C. 35
D. 14

Answers

Answer:

Chad can divide his rope in 21 pieces. (Answer B)

Step-by-step explanation:

To solve we divide.

15 divided by 5/7 is what we need to know.

When dividing fractions it is the same thing as multiplying by the reciprocal (flipped version of the fraction).

[tex]15[/tex] ÷ [tex]\frac{5}{7}[/tex] = 15 × [tex]\frac{7}{5}[/tex]

[tex]\frac{15}{1}[/tex]  × [tex]\frac{7}{5}[/tex] = [tex]\frac{105}{5}[/tex]

[tex]\frac{105}{5}[/tex] = 21

Chad can divide his rope in 21 pieces.

Answer:

21 pieces

Step-by-step explanation:

Divide (5/7 yd / piece) into 15 yds:

   15 yds

----------------------- = 21 pieces

(5/7 yd / piece)

An auto insurance company concludes that 30% of policyholders with only collision coverage will have a claim next year, 40% of policyholders with only comprehensive coverage will have a claim next year, and 50% of policyholders with both collision and comprehensive coverage will have a claim next year. Records show 60% of policyholders have collision coverage, 70% have comprehensive coverage, and all policyholders have at least one of these coverages. Calculate the percentage of policyholders expected to have an accident next year.

Answers

Answer:

40% of policyholders are expected to have an accident next year

Step-by-step explanation:

Given the data in the question;

P( collision coverage ) = 60% = 0.6

P( comprehensive coverage ) = 70% = 0.7

Now, we make use of the Law of addition of probability, so

P( collision coverage and comprehensive coverage ) = P( collision coverage )  + P( comprehensive coverage ) - P( collision coverage or comprehensive coverage )

P( collision coverage and comprehensive coverage )  = 0.6 + 0.7 - 1

P( collision coverage and comprehensive coverage ) = 0.3

Now,

P( comprehensive coverage only ) = P( comprehensive coverage ) - P( collision coverage and comprehensive coverage )

P( comprehensive coverage only ) = 0.7 - 0.3

P( comprehensive coverage only ) = 0.4

And

P( collision coverage only) = P( collision coverage ) - P( collision coverage and comprehensive coverage )

P( collision coverage only) = 0.6 - 0.3 = 0.3

Next  we make use of the Law of total probability;

P( accident ) = [P( accident ║ collision coverage only) × P( collision coverage only)] + [P( accident ║ comprehensive coverage only) × P( comprehensive coverage only)] + [P( accident ║ collision coverage and comprehensive coverage only) × P( collision coverage and comprehensive coverage only)]

so we substitute in our values;

P( accident ) = [ 30% × 0.3 ] + [ 40% × 0.4 ] + [ 50% × 0.3 ]

P( accident ) = [ 0.3 × 0.3 ] + [ 0.4 × 0.4 ] + [ 0.5 × 0.3 ]

P( accident ) = 0.09 + 0.16 + 0.15

P( accident ) = 0.4 or 40%

Therefore,  40% of policyholders are expected to have an accident next year

Write the equation of the line in Point-Slope Form given the information below. Slope =−1/5 Y-Intercept =−3 Point-Slope Form:

Answers

Answer:

[tex]y - 0= \frac{ - 1}{5}( x + 15)[/tex]

19. Which of the following would best be solved using factoring the difference of squares?
O x^3 + 5x^2 - 9x - 45 = 0
O 3x² + 12x = 8
O x^2 - 25 = 0
O x^2 + 3x – 10 = 0


Please hurry!

Answers

Answer:

x² + 3x - 10 = 0

x² - 25 = 0

describe when it is and when it is not necessary to use a common denominator when adding, subtracting, multiplying, and dividing rational expressions.

Answers

Step-by-step explanation:

For Adding and Subtraction:

1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator).

1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.

1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them).

1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them). 4. combine the fraction by adding or subtracting the numerators and keeping the LCD. When subtracting, notice that the subtraction sign is moved into the numerator so it can be distributed later if needed.

1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them). 4. combine the fraction by adding or subtracting the numerators and keeping the LCD. When subtracting, notice that the subtraction sign is moved into the numerator so it can be distributed later if needed. 5. simplify the numerator by distributing and combining like terms.

1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them). 4. combine the fraction by adding or subtracting the numerators and keeping the LCD. When subtracting, notice that the subtraction sign is moved into the numerator so it can be distributed later if needed. 5. simplify the numerator by distributing and combining like terms. 6. Factor the numerator if can and replace the letters "LCD" with the actual LCD.

1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them). 4. combine the fraction by adding or subtracting the numerators and keeping the LCD. When subtracting, notice that the subtraction sign is moved into the numerator so it can be distributed later if needed. 5. simplify the numerator by distributing and combining like terms. 6. Factor the numerator if can and replace the letters "LCD" with the actual LCD. 7. simplify or reduce the rational expression of you can. Remember, to reduce rational expressions, the factors must be exactly the same in both the numerator and the denominator.

To Multiply:

first determine the GCF of the numerator and denominator. Then, regrouping the fractions to make fractions equal to One. Then, multiply any remaining factors.

To Divide:

First, rewriting the division as multiplication by the reciprocal of the denominator. The remaining steps are the same for multiplication.

9514 1404 393

Answer:

necessary: addition and subtractionnot necessary: multiplication and division

Step-by-step explanation:

For multiplication and division, the denominator of the result is developed as part of the algorithm for performing these operations on rational expressions. For example, ...

  (a/b)(c/d) = (ac)/(bd)

  (a/b)/(c/d) = (ad)/(bc)

It is not necessary to make the operands of these operations have a common denominator before the operations are performed. That being said, in some cases, the division operation can be simplified if the operands do have a common denominator or a common numerator:

  (a/b)/(c/b) = a/c

  (a/b)/(a/c) = c/b

__

If the result of addition or subtraction is to be expressed using a single denominator, then the operands must have a common denominator before they can be combined. That denominator can be developed "on the fly" using a suitable formula for the sum or difference, but it is required, nonetheless.

  (a/b) ± (c/d) = (ad ± bc)/(bd)

This formula is equivalent to converting each operand to a common denominator prior to addition/subtraction:

  [tex]\dfrac{a}{b}\pm\dfrac{c}{d}=\dfrac{ad}{bd}\pm\dfrac{bc}{bd}=\dfrac{ad\pm bc}{bd}[/tex]

Note that the denominator 'bd' in this case will not be the "least common denominator" if 'b' and 'd' have common factors. Even use of the "least common denominator" is no guarantee that the resulting rational expression will not have factors common to the numerator and denominator.

For example, ...

  5/6 - 1/3 = 5/6 -2/6 = 3/6 = 1/2

The least common denominator is 6, but the difference 3/6 can still be reduced to lower terms.

If we were to use the above difference formula, we would get ...

  5/6 -1/3 = (15 -6)/18 = 9/18 = 1/2

What is the sum of -2 and -18

Answers

the sum is -20 have a great day

Answer:

-2+-18 = -2 - 18= -20

hope that helped

The volume of a cone with a diameter of 9 and a height of 120

Answers

Answer: 15268.1403 unit^3 (unit: cm,m,mm)

Step-by-step explanation:

volume of a cone= 1/2*pi*r^2*h

r= radius (unit: cm,m,mm)

h= perpendicular height (unit: cm,m,mm)

volume= 1/2*pi* (9)^2* 120 = 15268.1403 unit^3

BC=
Round your answer to the nearest hundredth.

Answers

U can look online there are apps that give u the answers or look on safari!

Answer:

1.71 = BC

Step-by-step explanation:

take 70 degree as reference angle

using cos rule

cos 70 = adjacent / hypotenuse

0.3420 = BC / 5

0.3420*5 = BC

1.71 = BC

how to do 10 divded by 50

Answers

Answer:

0.2

Step-by-step explanation:

10 divided by 50

[tex] = \frac{10}{50} [/tex]

[tex] = \frac{1}{5} [/tex]

= 0.2 (Ans)

0.2 is the correct answer

Refer to the Lincolnville School District bus data. Information provided by manufacturers of school buses suggests the mean maintenance cost per year is $4,400 per bus with a standard deviation of $1,000. Compute the mean maintenance cost for the Lincolnville buses. Does the Lincolnville data seem to be in line with that reported by the manufacturer? Specifically, what is the probability of Lincolnville’s mean annual maintenance cost, or greater, given the manufacturer’s data?

Answers

Answer:

Step-by-step explanation:

Add all of the Maintenance costs up, divide by 80. (the number of costs).

Excel formula =SUM(F2:F81)  364151.00/80 = 4551.8875 Rounded to 4552 is your answer.

Find the selling price of a $32 item after a 50% markup.
The selling price is $

Answers

Answer:

The seelijg price is $48.

Step-by-step explanation:

Markup is the amount a store adds to its cost of an item to come up with the selling price.

store cost + markup = selling price

If the markup on an item is 50%, then the store adds 50% of its cost to its cost to arrive at the selling price.

$32 + 50% of $32 =

= $32 + 0.5 * $32

= $32 + $16

= $48

Answer:

50% of 32 is 16 so it it 16$

I am having a lot of difficulty in solving this question, so please help me..​

Answers

Answer:

216

Step-by-step explanation:

=>log   36 = -2/3

        m

=>36=(m)^-2/3

=>(root(-36))^3=m

=>m=(root(36))^3

=>m=6^3

=>m=216

5/8 + 3/4 / -2/3- 5/6.

Answers

Answer:

-5/16 or -0.3125

Step-by-step explanation:

Answer:

-11/12

Step-by-step explanation:

Fyi you can use the app photo math you just take a pic of the problem and it gives you the answer and explains the steps and it is free.

1. Find the equation of variation where a varies jointly as b and c, and a = 36 when b = 3 and c = 4.​

Answers

Problem Solving:-

1. Find the equation of variation where a varies jointly as b and c, and a = 36 when b = 3 and c = 4.

Solution:-

[tex]\sf{a = kbc}[/tex]

[tex]\sf\rightarrow{36= k(3)(4)}[/tex]

[tex]\sf\rightarrow{K= \frac{36}{12}}[/tex]

[tex]\sf\rightarrow{K={\color{magenta}{3}}}[/tex]

Answer:-Therefore, the required equation of variations is a = 3bc.

[tex]{\large{——————————————————}}[/tex]

#CarryOnMath⸙

1. The curved surface area of a cylinder of height 21cm is
660cm", find its radius. please help me .....
I will give brainliest. ​

Answers

Answer:

21 times 660 and then you will get the answer

Mark Brainliest please

Answer: 5 cm

Step-by-step explanation:

Curved Surface area of a cylinder formula :-

2.pie*r*h (where r is the radius)
Height = 21 cm

Curved Surface area of the cylinder = 660 cm2

So, 2* pie* r* h = 660 (Here I will assume pie to be 22/7)

And 2* 22/7 * 21* r = 660

And 132 * r = 660
Therefore, r = 660/132 = 5cnn

Therefore radius of the cylinder = 5 cm

Segment [tex]$s_1$[/tex] has endpoints at [tex]$(3+\sqrt{2},5)$[/tex] and[tex]$(4,7)$[/tex]. Segment [tex]$s_2$[/tex] has endpoints at [tex]$(6-\sqrt{2},3)$[/tex] and[tex]$(3,5)$[/tex]. Find the midpoint of the segment with endpoints at the midpoints of [tex]$s_1$[/tex] and [tex]$s_2$[/tex]. Express your answer as [tex]$(a,b)$[/tex].

Answers

Answer:

The midpoint of the segment with endpoints at the midpoints of s1 and s2 is (4,5).

Step-by-step explanation:

Midpoint of a segment:

The coordinates of the midpoint of a segment are the mean of the coordinates of the endpoints of the segment.

Midpoint of s1:

Using the endpoints given in the exercise.

[tex]x = \frac{3 + \sqrt{2} + 4}{2} = \frac{7 + \sqrt{2}}{2}[/tex]

[tex]y = \frac{5 + 7}{2} = \frac{12}{2} = 6[/tex]

Thus:

[tex]M_{s1} = (\frac{7 + \sqrt{2}}{2},6)[/tex]

Midpoint of s2:

[tex]x = \frac{6 - \sqrt{2} + 3}{2} = \frac{9 - \sqrt{2}}{2}[/tex]

[tex]y = \frac{3 + 5}{2} = \frac{8}{2} = 4[/tex]

Thus:

[tex]M_{s2} = (\frac{9 - \sqrt{2}}{2}, 4)[/tex]

Find the midpoint of the segment with endpoints at the midpoints of s1 and s2.

Now the midpoint of the segment with endpoints [tex]M_{s1}[/tex] and [tex]M_{s2}[/tex]. So

[tex]x = \frac{\frac{7 + \sqrt{2}}{2} + \frac{9 - \sqrt{2}}{2}}{2} = \frac{16}{4} = 4[/tex]

[tex]y = \frac{6 + 4}{2} = \frac{10}{2} = 5[/tex]

The midpoint of the segment with endpoints at the midpoints of s1 and s2 is (4,5).

The vector w=ai+bj is perpendicular to the line ax+by=c and parallel to the line bx−ay=c. It is also true that the acute angle between intersecting lines that do not cross at right angles is the same as the angle determined by vectors that are either normal to the lines or parallel to the lines. Use this information to find the acute angle between the lines below.

2x+5y=4, 7x+3y=8

Answers

Answer:

The angle between the liens is 135 degree.

Step-by-step explanation:

Equation of first line

2 x + 5 y = 4 ...... (1)

Equation of second line

7 x + 3 y = 8 ..... (2)

The slope of a line is given by

[tex]m = \frac{- coefficient of x}{coefficient of y}[/tex]

Slope of first line

[tex]m = -\frac {2}{5}[/tex]

Slope of second line

[tex]m'= - \frac{7}{3}[/tex]

The angle between the two lines is given by

[tex]tan\theta = \frac{m- m'}{1 + m m'}\\\\tan\theta = \frac{-\frac{2}{5}+\frac{7}{3}}{1+\frac{2}{5}\times \frac{7}{3}}\\\\tan\theta = -1 \\\\\theta = 135^o[/tex]

A line passes through (1, - 1) and (3, 5). What is the equation of the line in slope-intercept form?​

Answers

Answer: a+b+c=0 and 3a+5b+c=0

Step-by-step explanation:

If you find a solution to these equations, you will find an equation of your line. Please notice that (a,b,c) defines the same line as (ka,kb,kc) and for any non-zero k, and a=b=c=0 defines no line equation at all. Now you can take a=1 and solve for b and c, or take b=1 and solve for a and c, or take c=1 and solve for a and b, at least one of these will work.

20 POINT MATH PROBLEM HELP

Answers

Answer:

x=50

Step-by-step explanation:

EFI=HFG (diagonals bisect angles)

125=3x-25

125+25=3x

150=3x

150/3=3x/3

50=x

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The administrative assistant has 240 cubic inches of paper clips and needs to buy a rectangular prism shaped container to hold them all. He wants a container that is six inches wide and five inches long. Identify the minimum height that would allow the container to hold all of the paper clips. Why minors must provide work paper if they have work permit? And what is the document that can replace work paper if the school is closed and they didnt graduate yet? What am I doing wrong? I've tried every conceivable answer, I thought I was good at this type of math but this program keeps proving me wrong. Please help. Question 1 Below is a list of body systems- complete the following: - Sensory function Cardiac function Respiratory function Neurological function Musculoskeletal function Genitourinary function Endocrine function renal function skin integritya. List 2 age related physiological changes for each systemb. Discuss how these identified changes can affect the clients ability to perform activities of daily living. Age-related Physiological changesGive two examples Effect on ADLs (clients daily functioning)Give one exampleSensory FunctionCardiac FunctionRespiratory FunctionNeurological FunctionMusculoskeletal functionGenito-urinary FunctionEndocrine FunctionRenal FunctionSkin Integrity Function Let a and b be real numbers where a 0. Which of the following functions could represent the graph below?f(x) = x(x a)3(x b)3f(x) = (x a)2(x b)4f(x) = x(x a)6(x b)2f(x) = (x a)5(x b) Match the root work with the correct prefix. Column A1.ir:ir2.im:im3.in:in4.il:cilColumn Ba.responsibleb.maturec.legald.sufferable What is the value of x in this figure?Enter your answer in the box.x = Equations of parallel lines Pls help me answer this question. Picture attached US adults consume an average of 3,400 mg of sodium each day. We wanted to find out if a 5 minute health video would help people control their salt intake. After watching the video, the 36 participants in our study had a mean sodium intake of 3,200 mg with a standard deviation of 600 mg. What type of statistical test should we run to find out if there was a difference between our group and the general population O O OFrom what you have read so far, which of the following describe a "deeper message" of The Awakening?Check the two best choices.Creole families spend the summer on an island.Edna interacts with her husband and other men in different ways.Women should question their identities and roles in society.Differences in the way women treat their children reveal character traits.It's difficult to go against society's expectations.DO NEVIntro what are the three functions if acnudarians gastrovascular cavity? Plz help me jjhhhhhgg I need help with this. how did the early cold war affect life in the US ( 4^ 5 4^ 1 4 4^ 1 2 )^ 1 2 Which expression is equivalent to root(15, 4 ^ 5); sqrt(2 ^ 5) 2 One who thinks good does good always.Find out subject and predicate C=2(y-k) solve for y 2. Out of 500 students appearing in an examination, the number of students who passed in mathematics only is twice the number of students who passed in science only. If 120 students passed in both subjects and 140 students failed in both subjects, then Find the ratio of the students who passed in mathematics to the students who passed in science. 2 x 2 + 7 x 10 and x-5 in standard form