What does the following rule describe?
(x, y) → (x-2, y+5)

Step-by-step explanation:

Since it varies directly, we can set up a ratio and solve for x

[tex] \frac{ - 4}{ - 2} = \frac{x}{12} [/tex]

Next we would cross multiply... multiply the numbers diagonally

[tex]( - 4)(12) = ( - 2)(x)[/tex]

Simplifying

[tex] - 48 = - 2x[/tex]

Now to get X alone, we would divide by the number attached to it, so -2. We'd do -2 on the -48 also

[tex]x = 24[/tex]

Answer:

arc PN = 164°

Step-by-step explanation:

given chords PM and PN are congruent.

• if 2 chords are congruent then the corresponding arcs are congruent

then

arc PN = arc PM = 164°

The transformation that fully transforms Shape A to Shape C is reflected in the x =6.5

There are two ways of reflection.

Along x-axis:

(x, y) – (x, -y)

Along y-axis:

(x, y) - (-x, y)

We have,

The line x = 2, x = 6, and x = 6.5 is given on the graph below.

Shape A is reflected in the line with equation x = 2 to get Shape B.

Shape B is reflected in the x = 6 to get Shape C.

Now,

Shape A is reflected in the x =6.5 to get Shape C.

Thus,

The transformation that fully transforms Shape A to Shape C is reflected in the x =6.5

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The greatest whole number that divides both 372 and 324 without a remainder is 4.

To find the greatest whole number that divides both 372 and 324 without a remainder, we can use the concept of the greatest common divisor (GCD).

One method to find the GCD is to factor each number into its prime factors and then find the product of the common prime factors.

372 can be factorized as 2 * 186, and 324 can be factorized as [tex]2^2 * 3^4[/tex]

The greatest common divisor is [tex]2^2[/tex], which is equal to 4.

So, the greatest whole number that divides both 372 and 324 without a remainder is 4. This means that 4 is the largest number that can divide both 372 and 324 evenly, leaving no remainder.

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The probability expressed as P(x ≥ 92) in the normal distribution is; C: 0.84

We are given that the normal distribution has;

Population mean: μ = 98

Population standard deviation; σ = 6

Sample mean; x' = 92

Thus, z-score is;

z = (x' - μ)/σ

z = (92 - 98)/6

z = -1

Thus, from z-score tables we have;

P(z ≥ -1) = 0.84

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Answer: 25 sessions

Step-by-step explanation:

Set up an equation.

50+10x=12x

50=2x

x=25

She will have to take 25 sessions for both gym costs to be the same.

You can check this too. 50 plus 10*25 is $300, and 12*25 is $300.

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Hope this helps.

MM4343

Answer: We can start by setting the cost of the two gyms equal to each other and then solving for the number of sessions. Let's call the number of sessions Macy takes x. The cost of Avery's gym is 50 + 10x, and the cost of Gabe's gym is 12x. Setting these two equal to each other, we have:

50 + 10x = 12x

Subtracting 12x from both sides:

50 = -2x + 10x

Simplifying:

50 = 8x

Dividing both sides by 8:

x = 6.25

So, Macy would need to take 6.25 sessions for the cost of both gyms to be the same. However, since she can only take whole number of sessions, she would need to take 7 sessions to make both gyms cost the same.

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

f(x)=20 cos (pi/5x + pi/2)+25

Answer:

1

Step-by-step explanation:

everything to power of 0 is 1, except for 0^0 is undefined

Step-by-step explanation:

36 - 7p = -7(p-5)

= 36 - 7p = -7p + 35

= 36 - 35 = - 7p + 7p

= 1 = 0

am confused at the last part

I don't know if p= 1 or it 0 = 1

The two states will never have the same median house value.

The slope-intercept definition of a linear function is given as follows:

y = mx + b.

In which:

The intercepts are given by the values of each home in 1950, thus:

The slopes are given by the average change over the 50 years, hence:

As the number of years must be positive, Delaware starts with the higher income and has a higher yearly increase, the two states will never have the same median house value.

Solving 35500 + 1416x = 55000 + 1508x, we would end up with a negative value of x.

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The value of z in the triangle using trigonometric ratio is; z = 10.90

The three basic trigonometric ratios from which others are derived are;

sin x = opposite/hypotenuse

cos x = adjacent/hypotenuse

tan x = opposite/adjacent

From the diagram, we can easily see that z is the opposite side of the given angle and 13 is the hypotenuse. Thus;

z/13 = sin 57

z = 13 * sin 57

z = 13 * 0.83867

z = 10.90

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The percent probability that Isabella will roll a 14 is 0%, since the dice she is using has a sample space of 1 through 12 and there is no 14 on the dice. Therefore, the probability of her rolling a 14 is 0%.

The probability of Isabella rolling a 14 with a 12-sided dice is 0%. This is because the sample space of the dice is 1 through 12, and there is no 14 on the dice. In order to calculate the probability, you would need to take the number of possible outcomes (the sample space) and divide it by the number of outcomes you are looking for. In this case, the sample space is 12 and the outcome being searched for is 1, giving you 12 divided by 1 which is 0. This means that the probability of Isabella rolling a 14 is 0%. This is because the sample space does not contain a 14, thus making it impossible for Isabella to roll a 14.

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The distance of the chord from the center of the circle is derived to be equal to √80 cm or 8.9 cm to the nearest tenth using the Pythagoras rule.

The Pythagoras rule states that in a right-angled triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides. 

The the distance can be observed to be of the side of a right triangle with the hypotenuse as the radius of the circle and the base side half of the chord, if x is used to represent the distance of the chord from the centre of the circle.

so by Pythagoras rule we can write:

12² = x² + 8²

144 = x² + 64

x² = 144 - 64 {collect like terms}

x² = 80

x = √80 {take square root of both sides}

x = 8.9443

Therefore, the distance of the chord from the center of the circle is derived to be equal to √80 cm or 8.9 cm to the nearest tenth using the Pythagoras rule.

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The solution to all the Equations is shown below.

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides. LHS = RHS is a common mathematical formula.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given:

w = -6, x = 4, y = 3, z = -8

1. WX + YZ

= (-6) (4) + (3)(-8)

= -24 - 24

= -48

2. 2w + 3z- xy + z³

= 2(-6) + 3(-8) - (4)(3) + (-8)³

= -12 - 24 - 12 -512

= -560

3. y(z + x)

= 3(-8 + 4)

= -12

4. (w + x + y)³

= (-6 + 4 + 3)³

= 1

5. (z-w)³

= (-8 + 6)³

= -8

6. 5(w + x) + 4(y + z)

= 5(-6 + 4) + 4(3 -8)

= -10 - 20

= -30

7. W² - x² =

= (-6)² - (4)²

= 36 - 16

= 20

8. (xy) – 2wz

= (4)(3) - 2(-6)(-8)

= 12 -2 (48)

= 12 -96

= -84

9. wz - 4xy

= (-6)(-8) - 4(4)(3)

= 0

10. w+ (x+y+z)²

= -6 + 1

= -5.

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The table is completed using this function rule y = 4x + 2 is given below.

x            -2            0             2            4

y            -8            2            10           18

A function is an assertion, concept, or principle that establishes an association between two variables. Functions may be found throughout mathematics and are essential for the development of significant links.

The function is given below.

y = 4x + 2

At x = - 2, the value of 'y' is given as,

y = 4 × (-2) + 2

y = - 8 + 2

y = - 6

At x = 0, the value of 'y' is given as,

y = 4 × (0) + 2

y = 0 + 2

y = 2

At x = 2, the value of 'y' is given as,

y = 4 × (2) + 2

y = 8 + 2

y = 10

At x = 4, the value of 'y' is given as,

y = 4 × (4) + 2

y = 16 + 2

y = 18

The table is completed using this function rule y = 4x + 2 is given below.

x            -2            0             2            4

y            -8            2            10           18

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Step-by-step explanation:

Please here it is.

Given y = 4x + 2

Answer:

Step-by-step explanation:

(f - g) (x) = f(x) - g(x)

Given that f(x) = 7x + 5 and g(x) = 6x - 8, we can substitute these values into (f - g) (x):

(f - g) (x) = (7x + 5) - (6x - 8)

(f - g) (x) = 7x + 5 - 6x + 8

(f - g) (x) = x + 13

So, the answer is (f - g) (x) = x + 13

To find how many more texts were sent this week than last week we use,

(f − g)(x) = x + 13.

A function can be defined as the outputs for a given set of inputs.

The inputs of a function are known as the independent variable and the outputs of a function are known as the dependent variable.

From the given information, The number of more texts sent this week than last week is the difference between the functions f(x) - g(x).

= (f - g)x.

= (7x + 5) - (6x - 8).

= 7x + 5 - 6x + 8.

= x + 13.

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The probability of a person dying of renal failure if neither of their parents had renal failure is 0.056 or about 5.6%.

To solve this problem, we can use Bayes' theorem, which states that:

P(A|B) = P(B|A) * P(A) / P(B)

where P(A|B) is the probability of event A given that event B has occurred, P(B|A) is the probability of event B given that event A has occurred, P(A) is the prior probability of event A, and P(B) is the prior probability of event B.

In this case, we want to find the probability of a person dying of renal failure given that neither of their parents had renal failure. Let's define the following events:

R: death due to renal failure

P: at least one parent with renal failure

NP: neither parent has renal failure

We are given the following information:

Total deaths = 1000

Deaths due to renal failure (R) = 321

People with at least one parent with renal failure (P) = 460

Deaths due to renal failure among people with at least one parent with renal failure = 115

Using this information, we can calculate the probabilities as follows:

P(R) = 321/1000

P(P) = 460/1000

P(R|P) = 115/460

To find the probability of a person dying of renal failure given that neither of their parents had renal failure (i.e., P(R|NP)), we need to use Bayes' theorem. We can start by finding the probability of neither parent having renal failure (i.e., P(NP)):

P(NP) = 1 - P(P) = 1 - 0.46 = 0.54

Next, we can use the law of total probability to find the probability of dying of renal failure among people with neither parent having renal failure:

P(R|NP) = P(R) * P(NP|R) / P(NP)

We can find P(NP|R) using the formula:

P(NP|R) = P(NP ∩ R) / P(R)

To find P(NP ∩ R), we can use the formula:

P(NP ∩ R) = P(R|NP) * P(NP)

Substituting the values, we get:

P(R|NP) = P(R) * P(NP|R) / P(NP)

= 321/1000 * (1 - 115/460) / 0.54

= 0.056

This calculation shows how conditional probabilities can be calculated using Bayes' theorem and the law of total probability.

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Answer:

hey there here's your answer !!!!

Step-by-step explanation:

For two-digit numbers, there is the TENS place and the ONES place. Let's take a closer look at the place value for the number 12. The 1 is in the TENS place, and the 2 is in the ONES place. That's because the number 12 is made up of 1 ten and 2 ones.

The graph that best models the situation of the home value increasing every year is Graph A

To find the graph, use the percentage increase to find the value of the house in two different time periods and then check which graph coincides with this prediction.

After 5 years, the value of the house should be:

= 200, 000 x ( 1 + 6 % ) ⁵

= $ 267, 645

After 10 years :

= 200, 000 x ( 1 + 6 % ) ¹⁰

= $ 358, 170

The best graph for the situation is therefore Graph A which starts from $ 200, 000 and passes through the above points.

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Divide the students into the four class years (freshman, sophomore, junior, senior) and randomly select students from each year in proportion to the number of students in each year.

There are several ways to obtain a sample in research. The most common sampling methods in research are the following:

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Answer:

The probability of picking the first boy is 14/26 and the probability of picking another boy is 13/25.

Step-by-step explanation:

Answer:

x = 1/3

Step-by-step explanation:

64^2x+1 = 1024
4^3(2x+1) = 4^5

Since the bases are the same, two expressions are only equal if the exponents are also equal.

3 (2x + 1) = 5

Divided each term by 3

2x + 1 = 5/3

2x = 2/3

x = 1/3

Step-by-step explanation:

sorry for the wait I hope this helps you with you're problem

Answer:

A - Decrease a number by 30% is the same as multiplying by 70%.

Step-by-step explanation:

This statement is incorrect. Decreasing a number by 30% means that the number will be reduced by 30% of its original value. For example, if the original number is 100, decreasing it by 30% would give you 100 - 30% * 100 = 100 - 30 = 70. On the other hand, multiplying a number by 70% would increase it by 70% of its original value, which is a different operation.

C - Decrease a number by 0.30 is the same as multiplying by 0.70.

This statement is also incorrect. Decreasing a number by 0.30 means subtracting 0.30 from the original number, while multiplying by 0.70 means multiplying the original number by 0.70. These are two different operations that will result in different results.

The probability of selecting a student who is wearing a yellow shirt is 36 %

The total number of students is 45 students and out of these, 3 / 7 are wearing blue shirts while 2 / 9 are wearing red shirts.

This means that the number of students wearing yellow is:

= 45 - ( 45 x 3 / 7 ) - ( 45 x 2 / 9 )

= 45 - 19 - 10

= 16 students

The probability of selecting a student who is wearing yellow is :

= 16 / 45

= 36 %

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The full question is:

A class has 45 students of the students are wearing 3/7 blue shirts, of

them are 2/9  wearing red shirts, and the rest are wearing yellow shirts.

What is the probability of selecting a student who is wearing a yellow

shirt?

Part(a), An inequality to show the number of additional minutes required to get at least 80% battery life will be 3m + 40 ≤ 80.

Part(b) The number of minutes will be 13 minutes and 20 seconds.

The inequality expressions are the mathematical equations related by each other by using the signs of greater than or less than. All the variables and numbers can be used to make the equation of inequality.

Given that according to a survey, students often have 40% of their cell phone batteries left at the end of the school day when utilizing the newest fast charger, which charges phones at a pace of 3% per minute.

Part(a) The inequality can be written as:-

3m + 40 ≤ 80.

Part(b), The number of minutes will be:-

3m + 40 ≤ 80.

3m ≤ 40

m ≤ 40 / 3

m ≤ 13.33

The time can also be written as 13 minutes and 20 seconds.

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If Uriel can crush 3 cans in 23 of a minute, Uriel crushes aluminum cans at a rate of 4.5 cans per minute.

The problem gives us information about the number of cans Uriel can crush and the time it takes him to do so. We want to find the rate at which he crushes the cans, which is a measure of how many cans he can crush per minute.

To find this rate, we use a proportion. A proportion is a statement that two ratios are equal. In this case, we can set up a proportion that relates the number of cans Uriel crushes to the time it takes him to do so, and the rate at which he crushes the cans:

3 cans / (2/3 min) = x cans / 1 min

Here, the first ratio is the number of cans Uriel can crush in 2/3 of a minute (which is the same as saying that he can crush 3 cans in 2/3 of a minute). The second ratio is the unknown rate at which Uriel crushes cans per minute.

To solve for the unknown rate, we use cross-multiplication. This involves multiplying both sides of the proportion by the same value in order to isolate the unknown variable on one side of the equation.

In this case, we can cross-multiply by the denominators of each ratio:

3 cans × 1 min = (2/3 min) × x cans

Simplifying the left-hand side, we get:

3 cans × 1 min = 3 cans/min

Simplifying the right-hand side, we get:

(2/3 min) × x cans = 2x/3 cans/min

Putting these together, we get the equation:

3 cans/min = (2x/3) cans/min

We can now solve for x by isolating it on one side of the equation. To do this, we can multiply both sides by 3/2:

(3/2) × 3 cans/min = x cans/min

Simplifying, we get:

4.5 cans/min = x cans/min

Therefore, Uriel crushes aluminum cans at a rate of 4.5 cans per minute.

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