What is the length of DE?

The total money which Nakeisha would have after 8 weeks of saving is equal to $134.

An expression that represents the amount of money Nakeisha would have saved in w weeks is T = 8w + 70.

Mathematically, a linear function is sometimes referred to as an expression or the slope-intercept form of a straight line and it can be modeled (represented) by this mathematical expression;

T = mw + b

Where:

Therefore, the required linear function that represents the total amount of money which Nakeisha would have saved in weeks (w) is given by this mathematical expression;

T = 8w + 70

After 8 weeks of saving, Nakeisha would have saved this amount of money;

T = 8(8) + 70

T = 64 + 70

T = $134.

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The scale factor equal to 1 will have No Effect on the dimensions of the image being scaled .

In the question ,

it is given that ,

the scale factor is = 1.

we have to find the effect of change ;

we know that ,

when the value scale factor is greater than 1 , then dimensions of new image is larger than original .

when the value of scale factor is 1 , then there is no change in the dimensions of the image .

when the value of scale factor is less than 1 , then the dimensions of new image is smaller than the original .

Therefore , if the scale factor is 1 , then there is no change in the dimensions of the image .

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Answer: .

Step-by-step explanation: ..

Answer:17

Step-by-step explanation:

answer p+ 28 > 45

p>17

Right now, the ratio of nonfiction to fiction is 9:18.  If this is reduced, it is a ratio of 1:2, so there needs to be twice as many fiction books as nonfiction.

If we add 6 fiction books, we have 24 fiction books.  We can now set up this equation:

[tex]1/2=x/24[/tex]

Now we cross multiply

2x=24

We can solve for x by dividing both sides by two, so:

x = 12.  There will be 12 nonfiction books.

Maximum area enclosed by Mona for the fencing is 640,000 square yards. And the dimensions( length and width ) of the rectangle to enclosed maximum area are 800 yard each.

As given in the question,

Perimeter of the rectangular area encloses for fencing = 3200 yards

Let 'x' and 'y' be the length and width of the rectangle.

2( x + y ) = 3200

⇒ x + y = 3200/2

⇒y = 1600 - x

Area of rectangular field 'A' = xy

⇒ A = x ( 1600 - x )

⇒ A = 1600x - x²

Differentiate both the side of the equation we get,

dA/dx = 1600 - 2x

For Maximum Area dA/dx = 0

1600 -2x =0

⇒ 2x = 1600

⇒ x= 800 yards

Now, y = 1600 - 800

          = 800 yards

Maximum area = (800) (800)

                        = 640,000 square yards

Therefore, the dimensions of the rectangular area are 800yards each and its maximum area is equal to 640,000 square yards.

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The main difference between Theory and Hypothesis is B) Theory is an explanation that has been carefully examined and tested.

A theory is a rational way of thinking abstractly about a phenomenon or the consequences of such thinking. Contemplative and rational thought processes are often associated with processes such as observational studies and research. A theory can be scientific, it can belong to a non-scientific field, or it can belong to no field at all. For example, depending on the context, a theory's assertions may include generalized explanations of how nature works. The word has ancient Greek roots, but has taken on several related meanings in modern usage.

In mathematics, the term theory is used differently. Because, inevitably, mathematics itself does not contain an explanation of natural phenomena. However, it can help provide insight into or take inspiration from natural systems. In a general sense, mathematical theory is a branch or topic of mathematics. Individual textbooks for set theory, number theory, group theory, probability theory, game theory, control theory, perturbation theory, etc.

Equivalently, but more precisely, the term theory means a large-scale, structured theory organized in such a way that the proof of each theorem requires only the preceding theorems and axioms (not circular proofs) is a set of theorems. Ideally, the order in which the theorems are presented makes the purpose of the textbook clear in the field of mathematics, but is as easy to understand as possible. they are not written mathematical theories.

A hypothesis (hypotheses) is a proposed explanation for a phenomenon. For a hypothesis to be a scientific hypothesis, it must be able to be tested by scientific methods. Scientists generally form scientific hypotheses based on previous observations that cannot be fully explained by available scientific theories. Although the terms "hypothesis" and "theory" are often used interchangeably, a scientific hypothesis is not the same as a scientific theory. A working hypothesis is a tentatively accepted hypothesis proposed for further research in a process that begins with educated guessing or thinking.

Another meaning of the term hypothesis is used in formal logic to denote the antecedent of a proposition. So in the sentence "If P, then Q", P denotes a hypothesis (or premise). Q can be called a sequence. P is a (possibly counterfactual) what-if question assumption.

The adjective hypothesis, meaning "having the nature of a hypothesis" or "supposed as a direct result of a hypothesis", may refer to either of these meanings of the term "hypothesis".

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By using percentage, it can be calculated that-

13) Option c is correct

15) Option d is correct

What is percentage?

Suppose there is a number and the number has to be expressed as a fraction of 100. The fraction is called percentage.

For example 7% means [tex]\frac{7}{100}[/tex]. Here 7 is expressed as a fraction of 100.

13) Original price of a tablet = $330

Rate of discount = 15%

Discount = [tex]\frac{15}{100}\times 330[/tex] = $49.5

Price after discount = $(330 - 49.5) = $280.5

Amount of money paid by Jeremiah = $302.94

Sales Tax = $(302.94 - 280.5) = $22.44

Rate of sales tax = [tex]\frac{22.44}{280.5} \times 100[/tex] = 8%

Option c is correct
15) Average cost of a bag of popcorn at the movie theatre in 1995 = $3.50

Average cost of a bag of popcorn at the movie theatre in 2015 = $4.75

Increase in cost = $(4.75 - 3.50) = $1.25

Percentage increase in cost = [tex]\frac{1.25}{3.50} \times 100[/tex] = 35.7% increase

Option d is correct

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The linear equations for each situation would be: F = 6t + 100 and S = 16t + 30.

The amount of money Skylar and Faith would have saved in the week that they both have the same amount of money saved is: $142.

A linear equation that models a situation can be expressed as y = mx + b, where the unit rate or slope value is represented as m, and the y-intercept or initial value (starting value) is the value of b.

Equation that represents the savings made by Skylar:

Unit rate (m) = $16 per week

Starting value/y-intercept (b) = $30

S = y

t = x

The equation for Skylar would be written by substituting m = 16 and b = 30 into S = mt + b:

S = 16t + 30.

Equation that represents the savings made by Faith:

Unit rate (m) = $6 per week

Starting value/y-intercept (b) = $100

F = y

t = x

The equation for Skylar would be written by substituting m = 6 and b = 100 into F = mt + b:

F = 6t + 100.

They will both saved the same amount of money, when F = S. Therefore:

16t + 30 = 6t + 100

Solve for t

16t - 6t = -30 + 100

10t = 70

t = 7

Substitute t = 7 into any of the equations:

6t + 100 = 6(7) + 100

= 142.

Therefore, they would both save $142.

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Answer:

6

Step-by-step explanation:

The intersection of B Street and 6th Street is 600 yards east of the intersection of B Street and Ford Street, so it is 600 yards north of the intersection of B Street and Ford Street.

Answer: 420

Step-by-step explanation:

Answer:143.30

Step-by-step explanation:

Answer: m= -1/7

Step-by-step explanation:

Answer: I believe yes, as it is simply a multi-variable equation.

Step-by-step explanation: if im wrong, tell me

Answer:

Its most likely in Smavile

Step-by-step explanation:

S - Smavile

F - Fancyville

[tex]p_{s} = 150+ 0.041*2800 \\p_{s} = 150 + 114.8 = 264.8\\\\p_{f} = 250 + 0.198*2800\\p_{f} = 250 + 554.5 = 804.5[/tex]

264.8 * 1000 (its in thousands of dollars) = 264,800

Given that the client requested a permanent haircut, there is a 66.66% chance that he would request a haircut.

The following calculation must be performed in order to determine the probability that a randomly selected client requested a haircut given that he has requested a permanent: Given that a salon owner noted what types of services its clients requested last week, the results showed that 5% requested dye only, 30% haircut and dye, 35% requested haircut only, 10% hair cut and permanent, 5% permanent only, and 15% other.

Add all of the options that include a perm, and then use a cross multiplication to figure out how many of those options include a haircut.

10 (permanent and haircut) x 5 (permanent only) = 15 15 = 100 10 = X 10 x 100/15 = 66.66 = X

Thus, the probability that a randomly selected client would have requested a haircut given that he had previously requested a permanent is 66.66%.

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Full Question = a salon owner noted what types of services its clients requested last week. Here are the results. 5% dye only, 30% haircut and dye, 35% haircut only, 10 % haircut and permanent, 5% permanent only, and 15% other. Find the probability that a randomly chosen client requested a haircut given the requested a permanent. P(haircut l permanent).

The slope-intercept form of the linear equation will be y = 6x - 4.

A connection between a number of variables results in a linear model when a graph is displayed. The variable will have a degree of one.

The linear equation is given as,

y = mx + c

Where m is the slope of the line and c is the y-intercept of the line.

The points are given below.

(-1, -10) and (3, 14)

The equation of the line that passes through the points (-1, -10) and (3, 14) will be given as,

(y + 10) = [(14 + 10) / (3 + 1)](x + 1)

y + 10 = 6(x + 1)

y + 10 = 6x + 6

y = 6x - 4

The slope-intercept form of the linear equation will be y = 6x - 4.

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Answer:

To find out how many vans are needed for the field trip, we need to divide the number of students by the capacity of each van. In this case, there are 69 students going on the trip, and each van holds 9 students, so we have

69 students / 9 students/van = <<69/9=7>>7 vans

Therefore, 7 vans are needed for the field trip.

Step-by-step explanation:

Answer:You would do 51/8 and you would get 7 vans

Step-by-step explanation:

Slope is a measure of how much a line changes in the y-direction for every unit of change in the x-direction. It is typically represented by the m in the equation y = mx + b. Line through points -5, -10, and -1 has a slope of 5.

Slope is calculated by taking the difference in the y-coordinates divided by the difference in the x-coordinates of two points on a line. Since we only have one point, we cannot calculate the slope .The slope of a line is equal to the change in y divided by the change in x. We can calculate the slope by subtracting the y-coordinates and then dividing by the difference of the x-coordinates. In this case, the change in y is (10 - (-5)) = 15 and the change in x is (5 - (-1)) = 6. Therefore, the slope of the line is 15/6 = 5.

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The nth Taylor polynomial for the function is P₄(x) = ln3 + 1/3 (x-3) - 1/9*2!(x-3)² + 2/27*3! (x-3)³ - 2/27*4! (x - 3)⁴

Given:

f(x) = ln(x)

n = 4

c = 3

To find:

nth Taylor polynomial for the function, centered at c

The Taylor series for f(x) = ln x centered at 3 is:

Now

f(3) = ln 3

f'(x) = 1/x ⇒ f'(3) = 1/3

f''(x) = -1/x² ⇒ f''(3) = -1/3² = -1/9

f'''(x) = 2/x³  ⇒ f'''(3) = 2/3³ = 2/27

f (x) = -6/x⁴ ⇒ f (3) = -6/3⁴ = -6/81 = - 2/27

So Taylor polynomial for n=4 is:

P₄(x) = ln3 + 1/3 (x-3) - 1/9*2! (x-3)² + 2/27*3! (x-3)³ - 2/27*4! (x - 3)⁴

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Answer:

Top Left

Step-by-step explanation:

For a relation to be a function, every x must have one and only one y

This is only true for the top left, the rest fail this because

Top Right has 2 y values at x = -1

Bottom left has 2 y values at x = 0

Bottom Right has 2 y values at x = -2 AND at x = 2

The solution to inequality [tex]3(y + \dfrac{1}{4} ) \geq \dfrac{3}{4}[/tex] would be [tex]y \geq 0[/tex].

Used the concept of inequality that states,

A relation by which we can compare two or more mathematical expressions is called an inequality.

Given the inequality,

It is bigger than or equal to three-quarters when the amount y is multiplied by 3 times.

Now it can be written in inequality form,

[tex]3(y + \dfrac{1}{4} ) \geq \dfrac{3}{4}[/tex]

Simplify the inequality for the values of y as

[tex]3(y + \dfrac{1}{4} ) \geq \dfrac{3}{4}[/tex]

Divide both sides by 3,

[tex](y + \dfrac{1}{4} ) \geq \dfrac{1}{4}[/tex]

Subtract both sides by 1/4,

[tex](y + \dfrac{1}{4} - \dfrac{1}{4} ) \geq \dfrac{1}{4} - \dfrac{1}{4}[/tex]

[tex]y \geq 0[/tex]

Therefore, the solution is [tex]y \geq 0[/tex].

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Answer: 5/7+y is the answear

Step-by-step explanation:

∛

Answer:

So to convert from a value in inches to one in yards, we need to divide by 36. To convert a value in yards to inches, we need to multiply by 36.

Answer:

To convert 13 inches into yards, you can use the conversion factor that 1 yard is equal to 36 inches. Since there are 36 inches in 1 yard, to convert 13 inches into yards, you would simply need to divide 13 by 36. This would give you a result of 0.36 yards.

The side that is opposite the 95-degree angle should be the longest, followed by the 53-degree angle and finally the 32-degree angle, which will be the shortest. The answer is (b).

How do you tell which angle is larger: The largest angle is located across from the longest side, just like with the sides. Theorem: If and only if angle A (= angle CAB) is greater than angle B (= angle ABC), then side BC of a triangle ABC will be longer than side CA. To put it another way, larger sides are in opposition to larger angles.

If you have an angle and its opposite side, you may calculate the hypotenuse by dividing the length of the opposing side by sin(). To find the length of the side next to the angle, you can also divide the length by tan(). Less than 90 degrees is the acute angle measurement. Right angles are 90 degrees in length. Angles that are obtuse are more than 90 degrees. Hint: There are two fundamental units used to measure angles from one of the two fundamental units, radians () or degrees ().

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Correct Question:

The graph of g is Transformation up 7 units.

what is Transformation?

A graph transformation is a method for altering an existing graph or graphed equation to create a different version of the graph that follows. The modification of algebraic equations is a typical form of algebraic issue.

solution:

From the question, we have the following parameters that can be used in our computation:

g(x) = f(x) + k

Also, we have the value of k to be

k = 7

From the question, we can interpret g(x) = f(x) + k as f(x) is shifted up by k units

This means that

g(x) = f(x) + k

So, we have

g(x) = f(x) + 7

Hence, the transformation is (a) translated up 7 units

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The equation for each line is 5x-y=6 by using slope and the given points that are passing through the line.

The slope or gradient of the line is a numerical value used to describe a line's steepness and direction in mathematics. It was first used to describe slope in O'Brien's (1844) and Todhunter's (1888) versions of the equation for a straight line, which are both written as "y = mx + b" and "y = mx + c," respectively.

Calculating slope involves comparing the "vertical change" to the "horizontal change" between any two points on a line, or any two points.

The lines are passing through the points (2, 4) and (1, -1)

Slope m =(y₂-y₁)/(x₂-x₁)

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

m= -5/-1

m=5

The equation of the line with slope m=5 and passes through the point

(2, 4)

y-y₁=m(x-x₁)

y-4=5(x-2)

y-4=5x-10

5x-y=6

The equation of the line with slope m=5 and passes through the point

(1, -1)

y+1=5(x-1)

y+1=5x-5

5x-y=6

Therefore, the equation for each line is 5x-y=6.

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The different percentages are, 42%, 21% and 63%.

What is the percentage?

It's the ratio of two integers stated as a fraction of a hundred parts. It is a metric for comparing two sets of data, and it is expressed as a percentage using the percent symbol.

A value or ratio that may be stated as a fraction of 100 is referred to as a percentage in mathematics. If we need to calculate a percentage of a number, we should divide it by its entirety and then multiply it by 100. The proportion therefore refers to a component per hundred. Per 100 is what the word percent means. The word "percent" is used to symbolize it.

There is no dimension to percentages. As a result, it is known as a dimensionless number. We must divide the value by the entire value to find the percentage, and then multiply the resulting number by 100.

Now, according to the given information, the double number line shows that 42 people watched Deon's new video today.

Now, we are to find,

100% of 42 people.

This is, (100/100)*42 = 42%.

Again, 50% of 42 people is,

(50/100)*42 = 21%.

Again, 150% of 42 people is,

(150/100)*42 = 63%.

Hence, the percentages are, 42%, 21% and 63%.

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Answer:

Answers are in the explaination.

Step-by-step explanation:

100% of 42 people answer is 42

50% of 42 people answer is 21

150% of 42 people answer is 63

The length of the rectangle is 6m - 2.

A rectangle is a two-dimensional shape where the length and width are different.

The area of a rectangle is given as:

Area = Length x width

We have,

Area = 30m² - 20m - 10

Width = 5m - 5

Now,

Area = Length x Width

30m² - 20m - 10 = Length x (5m - 5)

10(3m² - 2m - 1) = Length x (5m - 5)

10(3m² - (3 - 1)m - 1 = Length x (5m - 5)

10 (3m² - 3m + m - 1) = Length x (5m - 5)

10 (3m(m - 1) + 1(m - 1)) = Length x (5m - 5)

10 (3m + 1)(m - 1) = Length x 5(m - 1)

(m - 1) gets canceled.

10(3m - 1) = Length x 5

2(3m - 1) = Length

Length = 6m - 2

Thus,

6m - 2 is the length of the rectangle.

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The continuous functions at x = -4 are given as follows:

The function is continuous when it has these two features:

For the definitions in this problem, we have that:

For the first two functions, the function can be simplified as follows:

(x² - 16)/(x + 4) = [(x - 4)(x + 4)]/(x + 4) = x - 4.

Hence the limit at x = -4 is given as follows:

-4 - 4 = -8.

Meaning that the second function is continuous at x = -4.

For the last two functions, the function can be simplified as follows:

(x² + 8x + 16)/(x + 4) = (x + 4)²/(x + 4) = x + 4.

Hence the limit at x = -4 is given as follows:

-4 + 4 = 4.

Meaning that the fourth and last function is also continuous at x = -4.

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