Please help with this math problem! :)

Step-by-step explanation:

4x + 10 = -2 + 4

4x = -2 + 4 - 10

4x = -8

x = -2

\(\huge\text{Hey there!}\)

\(\huge\textbf{Equation:}\)

\(\mathsf{4x + 10 = -2+ 4}\)

\(\huge\textbf{Simplify it:}\)

\(\mathsf{4x + 10 = 2}\)

\(\huge\textbf{Subtract 10 to both sides:}\)

\(\mathsf{4x + 10 - 10 = 2 - 10}\)

\(\huge\textbf{Simplify it:}\)

\(\mathsf{4x = 2 - 10}\)

\(\mathsf{4x = -8}\)

\(\huge\textbf{Divide 4 to both sides:}\)

\(\mathsf{\dfrac{4x}{4} = \dfrac{-8}{4}}\)

\(\huge\textbf{Simplify it:}\)

\(\mathsf{x = \dfrac{-8}{4}}\)

\(\mathsf{x = -2}\)

\(\huge\textbf{Therefore, your answer should be:}\)

~\(\frak{Amphitrite1040:)}\)

The slope of the required line is undefined (as it is also a vertical line). The equation of the line whose slope is undefined and passes through (-5, -4), the required line is x = -5.

The question is to find an equation of the line that passes through (-5, -4) and is parallel to the line y = 3.

Given equation of the line is y = 3

Let's try to understand the slope of the given line.

We know that slope (m) = change in y / change in xHere, the y-coordinate does not change as the line is parallel to y-axis.

Therefore, slope of the line y = 3 is undefined (vertical line).

As the given line is parallel to the y-axis, it means the line that passes through (-5, -4) and parallel to y = 3 will also be parallel to y-axis.

Hence, the slope of the required line is undefined (as it is also a vertical line).

y - y1 = m(x - x1),

where (x1, y1) is the given point and m is the slope.

Substituting the values, we have:

y - (-4) = 0(x - (-5)),

y + 4 = 0,

y = -4.

Therefore, the equation of the line parallel to y = 3 and passing through the point (-5, -4) is y = -4.

The equation of the line whose slope is undefined and passes through (-5, -4).

The required line is x = -5.

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You must use the t-distribution table when working problems when the population standard deviation (σ) is not known and the sample size is small (n<30). General Correct Rule: If σ is not known, then using t-distribution is correct. If σ is known, then using the normal distribution is correct.

Normal distribution, also known as the Gaussian distribution, is a probability distribution that is symmetric about the mean, showing that data near the mean are more frequent in occurrence than data far from the mean.

In graphical form, the normal distribution appears as a "bell curve".

The normal distribution is the proper term for a probability bell curve.

In a normal distribution the mean is zero and the standard deviation is1. It has zero skew and a kurtosis of 3.

Normal distributions are symmetrical, but not all symmetrical distributions are normal.

The t-distribution describes the standardized distances of sample means to the population mean when the population standard deviation is not known, and the observations come from a normally distributed population.

Therefore,

You must use the t-distribution table when working problems when the population standard deviation (σ) is not known and the sample size is small (n<30). General Correct Rule: If σ is not known, then using t-distribution is correct. If σ is known, then using the normal distribution is correct.

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9514 1404 393

Answer:

  25%

Step-by-step explanation:

The percentage is found by multiplying the fraction by 100%.

  (oil changes)/(total cars) = 14/56 × 100% = 25%

25% of the cars received oil changes.

Answer:

Hindi ko pa po alam solve nyan grade six palang po ako my apologies

Answer:

z = 40°

y = 40°

x = 121°

Step-by-step explanation:

121 + 19 = 140

180 - 140 = 40

z = 40

y = 40

x = 121

40 + 19 = 59

180 - 59 = 121

Answer:

£624

Step-by-step explanation:

Surface area of a box = 2(length*width + length*height + width*height)

Length = 60 cm

Width = 50 cm

Height = 20 cm

Surface area of a box = 2(length*width + length*height + width*height)

= 2(60*50 + 60*20 + 50*20)

= 2(3000 + 1200 + 1000)

= 2(5,200)

= 10,400 cm²

Surface area of a box = 10,400 cm²

The paint costs = £0.06 per cm²

Total cost of painting the box = 10,400 cm² × £0.06

= £624

Answer:

3, 10, -2/3

Step-by-step explanation:

I don't speak spanish, so I hope i did this right.

Problem 1

set equal to each other

2x+1=x+4

-4         -4

2x-3=x

-2x     -2x

-3=-x

times -1 to get a positive x

3=x

Problem 2

repeat steps

4x-5=3x+5

+5            +5

4x=3x+10

-3x    -3x

x=10

Problem 3

repeat steps

x=4x+2

-4x  -4x

-3x=2

divide

x=- 2/3

to find the y's, go back and plug in

Prob 1: y=(3+4) =7

Prob 2: y=[3(10)+5] =35

Prob 3: y=(-2/3) =-2/3

Answer:

1.)

y = 2x + 1

y = x + 4

Substitute

2x + 1 = x + 4

Subtract 1 on both sides

2x + 1 - 1 = x + 4 - 1

2x = x + 3

Subtract x on both sides

2x - x = x - x + 3

x = 3

Now that we have x we can use that for finding y

y = x + 4

y = 3 + 4

y = 7

x = 3

y = 4

( 3, 4 )

__________________________________________________________

2.)

y = 4x - 5

y = 3x + 5

Substitute

4x - 5 = 3x + 5

Add 5 on both sides

4x - 5 + 5 = 3x + 5 + 5

4x = 3x + 10

Subtract 3x on both sides

4x - 3x = 3x - 3x + 10

x = 10

Now that we have x, we can use that to find y

y = 3x + 5

y = 3 (10) + 5

y = 30 + 5

y = 35

x = 10

y = 35

( 10, 35)

__________________________________________________________

3.)

y = x

y = 4x + 2

Substitute

x = 4x + 2

Subtract 4x on both sides

x - 4x = 4x - 4x + 2

-3x = 2

Divide -3 on both sides to isolate the variable

-3x/-3 = 2/-3

x = -2/3

Now that we have that we can use it to find y

y = x

y = -2/3

x = -2/3

y = -2/3

( -2/3, -2/3)

Hope this helped!

Have a supercalifragilisticexpialidocious day!

Answer:

4/11

Step-by-step explanation:

4x -9 =2

perform inverse operations

+9 to both sides

4x = 11

divid both sides by 4

x = 4/11

Answer:

x<4 and x>4

Step-by-step explanation:

4x-9<7 or 3x-10>2

Start with 4x-9<7

You want to get the variable alone. Since 9 is negative add it to both sides

4x-9(+9)<7(+9)

4x<16

You have to divide the 4 from both sides for the variable to be alone.

4x(/4)<16/4

x<4

Next 3x-10>2

Get the variable alone.

3x-10(+10)>2(+10)

3x>12

Divide 3 on both sides

3x(/3)>12(/3)

x>4

The proportion of candy bars with fewer than 200 calories cannot be determined without additional information.

To calculate the proportion of candy bars with fewer than 200 calories, we need to know the total number of candy bars and the number of candy bars that have fewer than 200 calories.

Without this information, we cannot determine the proportion. The number of candy bars with fewer than 200 calories could vary greatly depending on the specific dataset or context.

The proportion of candy bars with fewer than 200 calories cannot be determined without additional information regarding the total number of candy bars and the number of candy bars that fall into that category.

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Spike-and-slab regression is a method used to model the relationship between a response variable and a set of predictor variables, and nonlinear constraints can be applied to the model to specify relationships between the predictor variables, such as monotonicity or convexity.

Spike-and-slab regression is a statistical method used to model the relationship between a response variable and a set of predictor variables, where the predictor variables are partitioned into two groups: a set of important predictors (spikes) and a set of unimportant predictors (slabs). Nonlinear constraints can be applied to the model to specify relationships between the predictor variables, such as monotonicity or convexity. These constraints can be used to enforce prior knowledge or assumptions about the relationships between the predictor variables, and can help to improve the accuracy and interpretability of the model. Examples of nonlinear constraints that can be used in spike-and-slab regression include the convexity constraint and the total variation penalty.

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Answer:

17 is answer

Step-by-step explanation:

hope it helps

Answer:

8/5 aka 1.6

Step-by-step explanation:

Answer:

(d) 73
- and - are plus so 45+28

Step-by-step explanation:

Answer:

D) 73

Step-by-step explanation:

-)- basically means plus so 45 + 28 is ... 73,so that's your answer!

There are 9 possible schedules to play basketball such that dave can play on monday or wednesday or both which is union of two set .

so this question seems like we have to take union of ways of palying on monday or wednesday

let n(m) be number of ways of playing on monday

n(w) be number of ways of playing on wednesday

we have to find n(m∪w)

n(mUw) = n(m) +n (w) - n(m∩ w)

so n(m) = \(4_C__2\) as one day is now fixed which is monday so we have 4 available days and 2 days to play.

n(m) = \(4_C__2\)  = 6

similary n(m) = n(w) = 6

now  n(m∩w) = \(3_C__1\) as now we have  2 fixed day and we have 3 day remaining and only one day to play.

n(m∩w) = \(3_C__1\) =3

now n(mUw) = n(m) +n (w) - n(m∩ w)

=> 6 + 6 -3

=> 12 - 3

so n(mUw) = 9

so we have 9 schedules to paly keeping condition given in the question.

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Answer: x + 1/4 = 1

Step-by-step explanation: the sum of something is to add and if you are adding 1/4 to x they need to be on the same side and “is” is a good indicator of where or when the equal sign needs to go.

Answer:

x + 1/4 = 1

x = 3/4

Step-by-step explanation:

If the directions are to write an equation, then you get:

x + 1/4 = 1

"Sum" means adding.

If you are also asked to solve, then subtract 1/4 from both sides of the equation.

x + 1/4 = 1

x = 1 - 1/4

x = 3/4

True, the SDLC's planning phase yields a general overview of the company and its objectives. During this initial stage, the project's purpose, scope, and requirements are defined.

True. The planning phase of the Software Development Life Cycle (SDLC) is crucial in determining the direction and scope of the project. During this phase, the project team analyzes the company's goals, objectives, and requirements. This includes identifying the company's strengths, weaknesses, opportunities, and threats (SWOT analysis). The team also determines the feasibility of the project, identifies potential risks, and creates a plan for project execution. The planning phase yields a general overview of the company and its objectives, providing a solid foundation for the rest of the SDLC stages. It is essential to have a well-defined plan during this phase to ensure that the project aligns with the company's objectives and meets the expectations of the stakeholders.

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Answer: 15/11

Step-by-step explanation:

Answer:

15 ÷ 11 as a fraction is 15/11. As a mixed number it is 1 4/11.

Step-by-step explanation:

Answer:

1/5

Step-by-step explanation:

We can find the slope using the slope formula

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

   = (3-2)/(4 - -1)

   (3-2)/(4+1)

    1/5

By using separation of variables method, we get y = (-1/5)cos 5x + C.

Given differential equations are:

1. dy = sin 5x dx

2. y' = (x + 1)2 dx - 3. dx + 2

3. ydy = 0 dx

4. dy = (y = 1)?dx = 0

5. x dy = 4y dx

6. dx + 2xy2 = 0

7. dy = €3x+2y dx

8. e'y dx = e+e-2x+y dy

We have to solve the above differential equations using the separation of variables.

Separation of variables:

Suppose that the differential equation of the form given below,

y'=g(y)·h(x), then, by using the separation of variables, we get

dy / g(y) = h(x) dx

And by integrating both sides, we get the solution to the differential equation. Here, we get the solution in terms of x and y.

1. y = (-1/5)cos 5x + C

2. (1 / 3) (x + 1)3 - 3x2 + 23x = C

3. y = C

4. y = Ce

5. x2 / 2 - 4ln |y| = C

6. y = Ke-x2 / 2

7. 3e-3x/2 - 2y = Ce-3x/2

8. e-y+2x = C / e2x

We can find out the constant using the initial condition given. Solving differential equations using the separation of variables involves separating the equation into two parts concerning the independent and dependent variables, integrating both parts separately, and then equating them with a constant.

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The commutative property and associative property do not hold for subtraction and division, as the end results are completely different after changing the order of numbers.

The commutative property deals with the arithmetic operations of addition and multiplication. It means that changing the order or position of two numbers while adding or multiplying them does not change the end result.

For example, 4 + 5 gives 9, and 5 + 4 also gives 9. The order of two numbers being added does not affect the sum. The same concept applies to multiplication too.

Thus, The commutative property and associative property do not hold for subtraction and division, as the end results are completely different after changing the order of numbers.

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If the side be s

Volume is 100in³

So

Jay will be running for 2 seconds to cover the distance of 10 meters to reach Joshua.

We can use the formula:

time = distance ÷ speed

where distance is the distance Jay needs to cover, and speed is his running speed.

Plugging in the values given in the problem, we get:

time = 10 meters ÷ 5 m/s

time = 2 seconds

Time and distance are two fundamental concepts in mathematics that are often used in various fields, such as physics, engineering, and economics.

Time refers to the duration or interval between two events, and it is usually measured in seconds, minutes, hours, days, or years. In mathematics, time is represented by the variable "t".

Distance, on the other hand, refers to the amount of space between two points, and it is usually measured in meters, kilometers, miles, or any other unit of length. In mathematics, distance is represented by the variable "d".

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Answer:

Let's use a Venn diagram to solve the problem. We can start by drawing two intersecting circles to represent Science and Maths, respectively.

From the problem statement, we know that:

50 students like Science (this includes students who also like Maths)

35 students like Science but not Maths

5 students like neither Science nor Maths

To fill in the Venn diagram, we can start by placing the 35 students who like Science but not Maths in the part of the Science circle that does not overlap with the Maths circle. This leaves 15 students who like both Science and Maths (since 50 - 35 = 15).

We can then place the 5 students who like neither Science nor Maths outside of both circles.

Now we can answer the two questions:

(i) The number of students who like Maths is the total number of students in the Maths circle, which is the sum of the 15 who like both Science and Maths and the number of students who like Maths but not Science. Since we don't have that number directly, we can use the fact that the total number of students is 80, and we know that 50 like Science, so the remaining number (after subtracting the 5 who like neither) must be 30. Therefore, the number of students who like Maths is:

15 + (30 - 50) = 15 - 20 = -5

This doesn't make sense - it's impossible for a negative number of students to like Maths! We must have made a mistake somewhere.

Looking back at the Venn diagram, we see that the issue is that we can't place 35 students in the Science circle without overlapping with the Maths circle. In other words, some of the students who like Science but not Maths must also like Maths, since there are only 15 who like both. Let's adjust the diagram accordingly:

+---------+

| |

+----+ Science |

| | |

| +----+----+

| |

+------+ Maths |

| | |

| +---------+

|

| +---------------+

| | |

| | Neither |

| | |

+---+---------------+

| 5 |

Now we can see that the number of students who like Maths but not Science is 20 (since 35 - 15 = 20). Therefore, the number of students who like Maths is:

15 + 20 = 35

(ii) The number of students who like only one subject is the sum of the number of students who like Science but not Maths and the number of students who like Maths but not Science. From the adjusted Venn diagram, we see that those numbers are both 20. Therefore, the number of students who like only one subject is:

20 + 20 = 40

So, 35 students like Maths, and 40 students like only one subject.

Let the number of cards equal x.

Set up an equation for both companies, set equal to each other and solve for x.

0.10x + 12 = 0.12x + 10

Subtractb0.10x from both sides:

12 = 0.02x + 10

Subtract 10 from both sides:

2 = 0.02x

Divide both sides by 0.02:

X = 2/0.02

X = 100

100 cards would be the same price for both companies.

Answer: Option A) A 1-unit increase in the independent variable, number of lanterns, means a 5-unit increase in the dependent variable, total price.

The correct statement that describes the relationship between the number of lanterns purchased and the total price is Option A

A 5-unit increase in the independent variable, number of lanterns, means a 1-unit increase in the dependent variable, total price.

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This is because the graph shows a slope of 5/1, meaning that for every 5 lanterns purchased, the total price increases by 1 unit.

Answer:

19 days

Step-by-step explanation:

305 - 115 = 190

190 ÷ 10 = 19

so if the inital amount in the body is 10mg, so half that will just be 5mg, so how long will that be?

\(\qquad \textit{Amount for Exponential Decay} \\\\ A=P(1 - r)^t\qquad \begin{cases} A=\textit{current amount}\dotfill & 5~mg\\ P=\textit{initial amount}\dotfill &10~mg\\ r=rate\to 20\%\to \frac{20}{100}\dotfill &0.2\\ t=hours\dotfill &t\\ \end{cases}\)

\(5 = 10(1 - 0.2)^{t} \implies \cfrac{5}{10}=0.8^t\implies \cfrac{1}{2}=0.8^t\implies \log\left( \cfrac{1}{2} \right)=\log(0.8^t) \\\\\\ \log\left( \cfrac{1}{2} \right)=t\log(0.8)\implies \cfrac{\log\left( \frac{1}{2} \right)}{\log(0.8)}=t\implies \stackrel{ \textit{about 3 hrs and 6 mins} }{3.1\approx t}\)

Answer:

this is the order

-14/5, -11/5, -3/2, -2/3, 6/5, 4/2, 11/5, 16/5