PLEASE HELP ASAP! What is the rate of change (slope) and the initial value (y-axis) for this table?

Answer

Graph 1 = 1/3 slope

Graph 2 = -1/3 slope

Graph 3 = 3 slope

Graph 4 = -3 slope

I found these by counting rise over run,

or y/x to points on the line that cross the x or y axis.

The graphs that have a line that go up from left to right are positive slopes

The graphs that have a line that go down from left to right are negative slopes

Problems solved!

Answer:

See below

Step-by-step explanation:

3 / (6i)    =   3 / (6 * sqrt(-1) )

To rationalize the denominator , multiply both top and bottom of the fraction by   ( 6i)

=  18i / ( 6i * 6i)   = 18i / (36 i^2 ) = 18 i / (-36 ) = - i/2

Answer:

78

Step-by-step explanation:

80-2+78 soo,

78+2 +80 with means 102+78 =180

Answer:

102 + 78 = 180

Step-by-step explanation:

ANSWER:

No solution

STEP-BY-STEP EXPLANATION:

We have the following inequality:

The value of 7 is not less than -2, so this is false.

Which means that the set has no solution

Answer:

BD = 56

Step-by-step explanation:

x + 21 = 4x

3x = 21

x = 7

x + 4x + 21

5x + 21

35 + 21

56

Answer:

The answer is 43

Step-by-step explanation:

Remember that the sum of the angles of all triangles is 180 degrees.

80+57+x=180

137+x=180

x=43

The first transformation is the hardest to write using algebraic notation.

The technique of altering an existing graph or graphed equation to create a different version of the following graph is known as graph transformation.

Notice the first figure, the graph is translated 4 units to the left.

But, the second figure shows a vertical stretch of 2 times.

Let the function be y=f(x).

Then, the translation 4 units to the left using algebraic notation is written as:

y = f(x+4)

And, the vertical stretch of two times is:

y = 2f(x)

Clearly, the first transformation is the hardest to write using algebraic notation.

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Since the school district will allow parents to decide whether they want their children to be in the tracked or non-tracked group, the type of design that the school district has implemented is  a. matched design.

A matched group design is an experimental layout where the study subjects are selected because their variables match.

Therefore, In a matched pairs design, study participants are matched according to important variables or shared traits that are pertinent to the study's subject. The second step involves assigning one member of each pair to the control group and the other to the experimental group.

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See full question below

Parents have raised major concerns over a school district's proposed experiment to examine the effectiveness of removing math tracks and instead placing all students into one open math class. In response, the school district has decided not to randomly assign students to be placed in tracked or non-tracked math classes. Instead, the school district will allow parents to decide whether they want their children to be in the tracked or non-tracked group.

which methodological problem is very likely under this scenario

Select one:

a. matched design

b. pre-post design

c. nonequivalent comparison design

d. multiple time-series design

Step 1: Distributive property:

Step 2: Subtraction Property of Equality

Step 3: Simplifying

Step 4: Division property of equality

Step 5: Simplifying

Given the expression

9(u + 2) = -45

Step 1: Expand using the Distributive property:

9u + 9(2) = -45

9u + 18 = -45

Step 2: Subtract 18 from both sides (Subtraction property of equality)

9u + 18 - 18 = -45 - 18

Step 3: Simplifying

9u = -63

Step 4: Divide both sides by 9 (Division property of equality)

9u/9 = -63/9

Step 5: Simplifying

u = -7

Based on the scores that Jenna received on her quizzes, the lower quartile can be found to be 12

To find the lower quartile, use the formula:

= (Number of scores + 1) x 1/4

But before that, you need to arrange the scores that Jenna received, from ascending order:

11, 12, 16, 16, 17, 18, 20

Then use the formula to find the position of the lower quartile:

= (7 + 1) x 1/4

= 8 x 1/4

= 2

It is in the second position. The lower quartile score is therefore 12.

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Based on the scores that Jenna received on her quizzes, the lower quartile would be; 12

Quartiles are then selected as 3 points such that they create four groups in the data, each groups approximately possessing 25% of the data.

To determine the lower quartile, use the formula as;

= (Number of scores + 1) x 1/4

But before that, we need to arrange the scores that Jenna received, from ascending order which is;

11, 12, 16, 16, 17, 18, 20

Thus, use the formula for the position of the lower quartile:

= (7 + 1) x 1/4

= 8 x 1/4

= 2

Hence, It's in the second position. The lower quartile score is; 12.

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When rolling two dice the possible outcomes are:

Probability is calculated as follows:

There is a total of 6x6 = 36 possible outcomes. From the table, we can see that 5 of them are a 6 and 3 of them are a 10. Then, the number of favorable outcomes is 5 + 3 = 8. Therefore, the probability of winning on your next turn is:

Fabric bought by Paul and Rita to make a shirt was 1 7/8 m and 1 3/4 m respectively , Paul bought 1/8 m more than Rita.

As given in the question,

Length of fabric bought by Paul to make his shirt = 1 7/8 m

Length of fabric bought by Rita to make his shirt = 1 3/4 m

Convert length of fabric into proper fraction

Paul fabric = 1 7/8 m

                 = 15 /8 m

Rita fabric = 1 3/4 m

                = 7 /4 m

Length of Paul fabric more than Rita

Length of more fabric bought by Paul than Rita = (15 /8) - ( 7/4)

                                                                          = (15/8) - (14/8)

                                                                          = 1/8 m

Therefore, fabric bought by Paul and Rita to make a shirt was 1 7/8 m and 1 3/4 m respectively , Paul bought 1/8 m more than Rita.

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A confidence interval exists "a range of values that's likely to contain a population value with a certain degree of confidence.

In case the 95 % confidence interval would be given by

[tex]$0.582 \leq \mu_1-\mu_2 \leq 3.178$[/tex]

A confidence interval exists "a range of values that's likely to contain a population value with a certain degree of confidence. It exists often denoted a % whereby a population means lies between an upper and lower interval".

The margin of error exists the range of values below and above the sample statistic in a confidence interval.

Normal distribution, exists a "probability distribution that exist symmetric about the mean, showing that data near the mean exists more frequent in occurrence than data far from the mean".

[tex]$\bar{X}_1=5.84$[/tex] represent the sample mean 1

[tex]$\bar{X}_2=3.96$[/tex] represent the sample mean 2

n 1 = 25 represent the sample 1 size

n 2 = 25 represent the sample 2 size

[tex]$s_1=2.211334$[/tex] sample standard deviation for sample 1

[tex]$s_2=2.35372$[/tex] sample standard deviation for sample 2

[tex]$\mu_1-\mu_2$[/tex] parameter of interest.

The confidence interval for the difference of means exists given by the following formula:

[tex]$\left(\bar{X}_1-\bar{X}_2\right) \pm t_{\alpha / 2} \sqrt{\frac{s_1^2}{n_1}+\frac{s_2^2}{n_2}} \text \dots{ (1) }$$[/tex]

The point of estimate for [tex]$\mu_1-\mu_2$[/tex] exists just given by:

[tex]$\bar{X}_1-\bar{X}_2=5.84-3.96=1.88$$[/tex]

In order to estimate the critical value [tex]$t_{\alpha / 2}$[/tex] we require to estimate first the degrees of freedom, given by:

[tex]$d f=n_1+n_2-1=25+25-2=48$$[/tex]

Since the Confidence is 0.95 or 95 %, the value of [tex]$\alpha=0.05$[/tex]and α 2 = 0.025, and we can utilize excel, a calculator or a table to estimate the critical value. The excel command would be: " = -T.INV (0.025, 48) ". And we see that [tex]$t_{\alpha / 2}=2.01$[/tex]

In order to replace into formula (1), we get

[tex]$1.88-2.01 \sqrt{\frac{2.211334^2}{25}+\frac{2.35372^2}{25}}=0.582$[/tex]

[tex]$1.88+2.01 \sqrt{\frac{2.211334^2}{25}+\frac{2.35372^2}{25}}=3.178$[/tex]

In case the 95 % confidence interval would be given by

[tex]$0.582 \leq \mu_1-\mu_2 \leq 3.178$[/tex]

Because all the values for the confidence interval are higher than 0, we may infer that there are significant differences between the means of the two groups in this case, with the mean for group 1 (Medicine) being considerably higher than the mean for group 2 (Placebo) at 5% of significance.

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Answer:

6.39 and 100.8

Step-by-step explanation:

To find a certain percent of a number, convert the percent to a decimal and multiply them together

0.09 * 71 = 6.39

1.26 * 80 = 100.8

corresponding (option D)

Since the lines are parallel and a tranversal line cuts the two lines:

The angle 2 at the top of the first line correspods to angle 6 at the top of the second line.

Angle 2 and angle 6 are equal.

Hence. we say angle 2 and angle 6 are corresponding angles (option D)

Answer:

1) trinomial

2) binomial

3) binomial

4) trinomial

5) monomial

Step-by-step explanation:

Monomial: 1 term

Binomial: 2 terms

Trinomial: 3 terms

Terms are separated by plus and minus signs.

1) trinomial

2) binomial

3) binomial

4) trinomial

5) monomial

Answer:

[tex]y=-\dfrac{2}{3}x+490[/tex]

Step-by-step explanation:

[tex]\boxed{\begin{minipage}{6.3 cm}\underline{Slope-intercept form of a linear equation}\\\\$y=mx+b$\\\\where:\\ \phantom{ww}$\bullet$ $m$ is the slope. \\ \phantom{ww}$\bullet$ $b$ is the $y$-intercept.\\\end{minipage}}[/tex]

Given equation:

[tex]2x + 3y = 1470[/tex]

To change the equation to slope-intercept form, isolate y:

[tex]\implies 2x + 3y -2x=1470 -2x[/tex]

[tex]\implies 3y=-2x+1470[/tex]

[tex]\implies \dfrac{3y}{3}=\dfrac{-2x+1470}{3}[/tex]

[tex]\implies y=-\dfrac{2}{3}x+\dfrac{1470}{3}[/tex]

[tex]\implies y=-\dfrac{2}{3}x+490[/tex]

Therefore:

To graph this line with the slope-intercept method:

To write the equation in function notation, replace the y-variable for f(x).

[tex]\implies f(x)=-\dfrac{2}{3}x+490[/tex]

The graph of the function represents:

The y-intercept of the graph is (0, 490).

To find the x-intercept, set the function to zero and solve for x:

[tex]\implies -\dfrac{2}{3}x+490=0[/tex]

[tex]\implies -\dfrac{2}{3}x=-490[/tex]

[tex]\implies -2x=-1470[/tex]

[tex]\implies x=735[/tex]

Therefore, the x-intercept is (735, 0).

The graph of the function is attached.

If Sal's total profit on lunch specials for the next month is $1,593 (where the profit amounts are the same) the equation would be 2x + 3y = 1593 and the function would be:

[tex]g(x)= -\dfrac{2}{3}x+531[/tex]

As the coefficient of the x-variable has not changed, the slopes of the two functions are the same.

As the total profit has changed, the intercepts are different.

The y-intercept of the first function is (0, 490) and its x-intercept is (735, 0).  Whereas the y-intercept of the second function is (0, 531) and its x-intercept is (796.5, 0).

Answer: D

Step-by-step explanation:

as when 3746 is rounded to the nearest hundred t is 4000

whereas when 3746 is rounded to the nearest ten it is 3800.

4000 is larger than 3800 so the answer is D.

In a bar graph the length of the bar need not be in proportion to the information being False.

Bar graph. A bar chart is frequently used to compare values of different things at a specific time. It presents information visually using rectangles (bars). It generally serves as a visual aid for proportions, patterns, comparisons, and contrasts.

To represent value, it makes use of bars that stretch to various heights. Vertical bars, horizontal bars, grouped bars (several bars that compare values in a category), and stacked bars can all be used to construct bar graphs (bars containing multiple types of information).

A relationship is proportionate if its graph is a line or ray that passes through the origin. It is not proportionate if the line or ray does not go through the origin. Additionally, something is not proportionate if it is not linear.

comparisons of several variables that are simple. clarity in the presentation of data trends. Simple value determination.

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Answer: 1.6 or 2

Step-by-step explanation:

If you are rounding it to the nearest tenths then the answer is 1.6 but if you are rounding to the nearest whole number then its 2.

Answer: x=-3(-y+3)

Step-by-step explanation:

The reason that can be used to show that the lines are parallel is: alternate exterior angles converse.

The alternate exterior angles converse can be defined as rule that states that if two exterior angles that lie on each of the lines that is crossed by a transversal are congruent, then the lines can be said to be parallel lines.

The diagram below shows two lines that are intersected by a transversal. It also shows two pairs of alternate exterior angles, a and d, and b and c.

If angles a and d are congruent or angles b and c are congruent, then both lines can be proven to be parallel to each other by the alternate exterior angles converse.

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it's 27/8 .........................

Answer:

100000000000000000000000000000

Step-by-step explanation:

Answer:

x = ±√7  and   x=±i√2

Step-by-step explanation:

x^4-5x^2-14=0

Factor

(x^2 - 7) ( x^2 +2) =0

Using the zero product property

x^2 -7 =0     x^2 + 2 =0

x^2 =7            x^2 = -2

Taking the square root of each side

(x^2)^1/2 =7^1/2           ( x^2)^1/2 = (-2)^1/2

x = ±√7                              x=±i√2

Answer:

3

Step-by-step explanation:

1 + 2 = 3

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Answer:

3

Step-by-step explanation:

1 + 2 = 3

Let break it down.

Lets say you have 1 apple

Your friend has 2 apples

All together you have 1 + 1 + 1 = 3 apples