Which of the following r-values represents the strongest correlation?
O A. 0.50
OB. 0.92
O C. 0.74
O D. 0.29
SUBMIT

Answer:

15=0 not a real number

Step-by-step explanation:

8+9p=9p-7  

+7          +7

15+9p=9p

-9p        -9p

15=0

Answer:

x³ - 5x² + 8x - 6

Step-by-step explanation:

(x² - 2x + 2)(x - 3) ← product is required

Each term in the second factor is multiplied by each term in the first factor , that is

x²(x - 3) - 2x(x - 3) + 2(x - 3) ← distribute all 3 parenthesis

= x³ - 3x² - 2x² + 6x + 2x - 6 ← collect like terms

= x³ - 5x² + 8x - 6 → (b)

Answer:

g( x)^2=x^2-6x+9=f(x)-4x+7, f(x)=g(x)^2-4g(x)-5=(g(x)-2)^2-9=(g(x)+7)×(g(x)-11)

f(x)=x^2-2x+2=g(×)^2+4x-7

Answer:

18 weeks

Step-by-step explanation:

Total amount of money saved up to buy the printer is T(w), where w is the number of weeks.

Then T(w) = $100 + ($20/wk)w

Setting this equal to $460, we solve the resulting equation for w to determine the number of weeks it took Hugo to save up $460 total:

$460 = $100 + ($20/wk)w, or

$360 = ($20/wk)w, or

w = $360/($20/wk) = 18 weeks

Hugo's savings over time can be represented by the equation 100 + 20w = 460. Here, w is the number of weeks saved. Solving this equation shows that Hugo saved for 18 weeks to have enough money for the printer.

The problem can be solved by setting up an equation related to Hugo's savings. Hugo had $100 and he saved $20 per week until he had a total of $460.  If we let w represent the weeks, we could represent this situation with the equation 100 + 20w = 460.

To solve the equation, we subtract 100 from both sides giving us 20w = 360. Then divide both sides by 20 to get w = 18. Therefore, it took Hugo 18 weeks to save enough money for the printer.

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Answer:cube

Step-by-step explanation:

Answer:

Cube

Step-by-step explanation:

Take a cube, or draw one. You can count the faces.

Knowing that a cube has 6 faces, we will count the edges.

There are 12 edges on a cube.

So, 12÷6=2.

Anything that you multiply by two is half the product.

Good evening ,

______

Answer:

x= -1

____________________

Step-by-step explanation:

-5X - 16 = 8x - 3​

⇔-5x-8x = -3+16

⇔-13x = 13

⇔x = -1

Answer:

x = -1

Step-by-step explanation:

-5X - 16 = 8x - 3​

add 5x on both sides

⇒ -5X - 16+5x= 8x -3 + 5x    

⇒ -16 = 13x -3

add 3 on both sides

⇒-16 + 3 = 13x -3 +3

⇒ -13 = 13x

divide both sides by 13

⇒ -13/13 =13x/13

∴ -1 = x

Hey!

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Steps To Solve:

4.6(x - 3) = -0.4x + 16.2

~Distributive property

4.6x - 13.8 = -0.4x + 16.2

~Add 0.4 to both sides

4.6x - 13.8 + 0.4= -0.4x + 16.2 + 0.4

~Simplify

5x - 13.8 = 16.2

~Add 13.8 to both sides

5x - 13.8 + 13.8 = 16.2 + 13.8

~Simplify

5x = 30

Divide 5 to both sides

5x/5 = 30/5

~Simplify

x = 6

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Answer:

[tex]\large\boxed{x~=~6}[/tex]

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Hope This Helped! Good Luck!

Answer:

343

Step-by-step explanation:

Let's start simplifying with the numerator:

(15-8)⁹

=7⁹

=40353607

Now simplify the denominator :

[(5+2)³]²

=[(7)³]²

=[343]²

=117649

Now combine them :

(15-8)⁹/ [(5+2)³]²

=40353607 / 117649

=343

Answer:

13+x

Step-by-step explanation:

1. Since its commutative property you can switch it around and you will still get the same answer.

2. Instead of x+13 you can write it as 13+x

The commutative property in mathematics tells us that the order in which you add or multiply numbers doesn't change the outcome. Therefore, using the commutative property, the expression 'x + 13' can be rewritten as '13 + x'.

The commutative property in mathematics is a fundamental property that applies to both addition and multiplication. It states that the order in which you add or multiply numbers does not change the result. For example, 3 + 4 = 4 + 3 or 2 * 5 = 5 * 2.

So, when the question asks to use the commutative property to rewrite the expression x + 13, it simply means that you should reverse the order of the addition. Using the commutative property, the expression x + 13 changes to 13 + x.

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Answer:

Step-by-step explanation:

3y + 1 - 2y = -3 -3y

4y = -4

y = -1

Answer:

y=-1

Step-by-step explanation:

First you combine like terms.

1y+1=-3-3y

Then you add 3 on both sides so the -3 cancels out.

1y+4=-3y

Then you subtract 1y on both sides to cancel out y.

4=-4y

Then you divide both sides by -4 to get y by itself.

y=-1

Answer:

5,200

Step-by-step explanation:

Significant figure = digit number

they want you to change 5239 to 2 s.f

thus,5200 <--2 digit number

To round the number 5,239 to two significant figures, we determine that the digit following the second significant figure is less than 5, so the number rounds down to 5,200.

The student is asking about rounding the number 5,239 to two significant figures. To round a number correctly to a certain number of significant figures, you start counting from the leftmost non-zero digit and keep the number of digits required. For the number 5,239:

Determine the second significant figure: The second digit after the leading 5 is 2, so that is where we will round the number.

Look at the digit following the last significant digit: In this case, it's a 3, which is less than 5.

Apply the rounding rules: Since the digit after the second significant figure is less than 5, we do not increase the second figure, and the rest of the digits become zeros.

Therefore, 5,239 rounded to two significant figures is 5,200.

To have an annual income greater than $65,000, a car salesperson needs to achieve sales of at least $375,000.

To determine the sales needed to have an annual income greater than $65,000, we need to set up an equation.

Let's represent the sales amount as 'x'.

The equation will be: $35,000 + 0.08x > $65,000.

To isolate 'x', subtract $35,000 from both sides: 0.08x > $30,000.

Finally, divide both sides by 0.08 to find the sales needed: x > $375,000.

Therefore, the sales needed to have an annual income greater than $65,000 is $375,000.

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The value of the given expression for the given variable values is 207.

The given expression is -w²-11uv+2v².

We need to find the value of the expression for u = -1, v = 8, and w = -3.

To evaluate an algebraic expression means to find the value of the expression when the variable is replaced by a given number. To evaluate an expression, we substitute the given number for the variable in the expression and then simplify the expression using the order of operations.

Now, substitute u = -1, v = 8, and w = -3 in the expression -w²-11uv+2v².

We get, -w²-11uv+2v²=-(-3)²-11(-1)(8)+2(8)²

=-9+88+128=207

Therefore, the value of the given expression for the given variable values is 207.

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Answer:

Mitch can give 2 candy bars to 13 friends

Step-by-step explanation:

first, since he wants 10 left over, you subtract 36-10 which is 26. Then, since he wants to give each friend 2 candy bars, you divide 26 by 2 which equals 13.

Answer:

a).429 with all numbers repeating

b)They all repeat

The equivalent decimal value is 0.429429 and the number 429 is repeated after the decimal.

Fraction number consists of two parts, one is the top of the fraction number which is called the numerator and the second is the bottom of the fraction number which is called the denominator.

The question is incomplete.

The complete question is:

During a thunderstorm, 143 out of 333

houses lost electrical power.

a. Write the decimal equivalent for 143/333.

b. Use Structure What do you notice about the digits in the decimal equivalent?

As we know from the definition of the fraction, the number 143 is in the numerator and the number 333 is in the denominator.

= 143/333

After dividing:

= 0.429429....

The equivalent decimal value is 0.429429.

As we can see after dividing the number 429 is repeated after the decimal.

Thus, the equivalent decimal value is 0.429429 and the number 429 is repeated after the decimal.

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Answer:

π/4 in^2.

Step-by-step explanation:

The exact value = π r^2

= π * (1/2)^2

= π/4 in^2.

It should be A because C cannot exist at the moment. B and D are clearly slopes, so it has to be A.

Answer:

(a) 3,874 students.

(b) 46,488 students.

Step-by-step explanation:

We have been given the each grade level at Hooperville Schools has 298 students.

(a) To find the number of students that attend Hooperville Schools, we will multiply the number of grades by 298.

[tex]\text{Students that attend Hooperville Schools}=13\times 298[/tex]

[tex]\text{Students that attend Hooperville Schools}=3,874[/tex]

Therefore, 3,874 students attend Hooperville Schools.

(b) We have been given that nearby district, Willington, is much larger. They have 12 times as many students.

To find the number of students that attend schools in Willington, we will multiply number of students at Hooperville schools by 12.

[tex]\text{Students that attend Willington Schools}=12\times 3,874[/tex]

[tex]\text{Students that attend Willington Schools}=46,488[/tex]

Therefore, 46,488 students attend schools in Willington.

Answer:

To solve, use a simple one-step equation

Known: Number of coins; Number of Nickles.

Unknown: Number of Dimes.

a) To find the number of Dimes

b) Use x (or virtually any letter) to represent the unknown number of dimes

c) 9+x=13

d) Subtract 9 from both sides to cancel out the 9 and isolate the variable on one side. x=4

e) 9+4=13, so yes, the answer is correct

Hey!

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[tex]\large\boxed{C.~2.5~cm.}[/tex]

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Explanation:

On the centimeter it's measures in increments of 5. The iron passes the 95 mark, so we can automatically take out option A and B. The iron rod looks like its half way between the 100 and 95 mark. So we can say that the possible error of measurement is 2.5cm. 1cm. seems to small.

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Hope This Helped! Good Luck!

Answer:

[tex]2,5\: cm[/tex]

Step-by-step explanation:

It is impossible to calculate half-measurements in his case, so we can say so about this measurement.

I am joyous to assist you anytime.

to get the inverse of any expression, we start off by simply doing a quick switcheroo on the variables, and then solving for "y".

[tex]\bf g(x)=4y\implies \stackrel{switcheroo}{g(y)=4x}[/tex]

You can write it as 4/873. This is the fraction form.

Hope this helped

Answer:

218.25

Step-by-step explanation:

Answer:you are so right

Step-by-step explanation:

The first one is Function 4. The y intercept is wherever the slope intercepts the Y axis, which would only be once if it is a true function.  You can see that function 1's y intercept is 5. Function 2's is-4. Function 3's is -2. Function 4 tells you it's/ y intercept is 1. The one that's closest to 0 is number 4. As for the second one, the answer is function 1. I'm not positive on the third one, but can say function 4 is an answer.

Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

[tex]y^{3} - 2y^{2} - 35y[/tex]

[tex]y(y^{2} - 2y - 35)[/tex]

[tex]y(y - 7)(y + 5)[/tex]

The possible dimensions of the freezer are given by the factors y, (y - 7), and (y + 5), representing the length, width, and height of the freezer respectively.

The question is asking for the possible dimensions of a freezer with a volume represented by the trinomial y^3-2y^2-35y. To find the dimensions, we will factor this expression.

We can factor out the common factor y first:

y(y^2 - 2y - 35)

Next, we need to factor the quadratic equation. We look for two numbers that multiply to give -35 and add to give -2. These numbers are -7 and +5.

y(y - 7)(y + 5)

Now we have the factors of the trinomial. These factors represent the possible dimensions of the freezer: a length of y units, a width of (y - 7) units, and a height of (y + 5) units, where y is a positive real number because physical dimensions must be positive.

Answer:

+140.68 m/h

Step-by-step explanation:

17.33 h

2438.1/17.33 = 140.68

+140.68 m/h

Final answer:

The woman's average flight speed is 140.7 miles/hour, calculated by using the formula for speed (v = d/t) on the provided distance (2438.1 miles) and the converted time (17 hours 20 minutes to 17.333 hours).

Explanation:

Calculating Average Speed

The question is asking to calculate the average speed of a woman's flight given the distance traveled and the time taken. To convert the time from hours and minutes to just hours, we use the fact that 20 minutes is ⅓ of an hour (20/60). Therefore, 17 hours 20 minutes is equivalent to 17 + ⅓ = 17.333 hours.

We use the formula for speed, v = d/t, which tells us that speed (v) is the distance (d) divided by the time (t). Plugging in the given values:

Distance (d) = 2438.1 miles

Time (t) = 17.333 hours

Applying these values to the formula gives us:

v = 2438.1 miles / 17.333 hours = 140.7 miles/hour.

So, the final answer is that the woman's average speed during her flight was 140.7 miles/hour.

Answer:

y = - [tex]\frac{1}{2}[/tex] x - 1

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + b ( m is the slope and b the y- intercept )

Calculate m using the slope formula

m = (y₂ - y₁ ) / (x₂ - x₁ )

with (x₁, y₁ ) = (- 2, 0) and (x₂, y₂ ) = (4, - 3)

m = [tex]\frac{-3-0}{4+2}[/tex] = [tex]\frac{-3}{6}[/tex] = - [tex]\frac{1}{2}[/tex], thus

y = - [tex]\frac{1}{2}[/tex] x + b ← is the partial equation

To find b substitute either of the 2 points into the partial equation

Using (- 2, 0 ), then

0 = 1 + b ⇒ b = 0 - 1 = - 1

y = - [tex]\frac{1}{2}[/tex] x - 1 ← in slope- intercept form

Answer:

Step-by-step explanation:

23 = 5x - 2y.

2y = 5x -23. Rearrange to make y the subject

y = (5/2)x - 23/2

23 = 5x – 2y

move 5x to the other side

sign changes from +5x to -5x

23-5x= 5x-5x-2y

23-5x= -2y

divide both sides by -2 to get y by itself

23/-2-5x/-2= -2y/-2

Answer:

y=-23/2+5x/2 or y=5x/2-23/2

Answer:

The Correct Answer is D

Textile mills

Step-by-step explanation:

Answer:

She can make about 51 centerpieces in total