The lesson is Line of best fit but I dont know the answer

Answer:

Step-by-step explanation

The triangle base would be 6

There are 5/12 strawberries were left. This can be solved using the concept of fraction addition.

A fraction is a piece of the entire. The number is stated in arithmetic as a quotient, which signifies the numerator divided by the denominator. Both are integers in a straightforward fraction. The numerator or denominator of a complex fraction is a fraction. A suitable fraction has a numerator that is smaller than its denominator.

Three main fractional kinds exist. They come in three varieties: appropriate fractions, incorrect fractions, and mixed fractions. The numerator and denominator words are known as fractions. We define its kinds in light of these two words.

Given that,

A farmer took 2/3 of the strawberry that he harvested to a market.

At the market, the farmer sold 1/4th of the strawberry.

Now, the farmer has left no of strawberries were:

= (2/3) - (1/4)

= (8 - 3) / 12

= 5 / 12

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From the given graph, at Point B a total of 8000 fluffernutters & 500 blank books could be produced.

The study of graphs, which are mathematical constructions used to represent pairwise relationships between things, is known as graph theory in mathematics. In this context, a graph is made up of vertices connected by edges.

In discrete mathematics, a graph is made up of vertices—a collection of points—and edges—the lines connecting those vertices. In addition to linked and disconnected graphs, weighted graphs, bipartite graphs, directed and undirected graphs, and simple graphs, there are many other forms of graphs.

Straight line graphs called linear graphs are used to show the relationship between two quantities. This graph makes it easier to show a result as a collection of straight lines. The term "linear" simply means a straight line; curves, dots, bars, etc. are not used.

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Answer:  -65

Step-by-step explanation:

96 - y = 161

-y = 161 - 96

-y = 65

y = -65

[tex]\cfrac{6a^2 + 21a}{3a^2}\implies \cfrac{6a^2 }{3a^2}+\cfrac{21a}{3a^2}\implies 2+\cfrac{7}{a}[/tex]

Answer:

Step-by-step explanation:

1) 1,15,29,43,57,.....

here, 15-1 =14 and 29-15=14

therefore,it is an arithmetic sequence with common difference = 14

2) 3,6,9,15,17,....

here, 6-3=3, 9-6=3 , 15-9=6

therefore,it is not an arithmetic sequence.

3) 93,86,79,72,65,......

here, 86-93=-7 , 79-86=-7 and 72-79=-7

therefore,it is an arithmetic sequence with common difference = -7

4) 37,34,31,29,26,......

here, 34-37 = -3,31 - 34 = -3,29 - 31 =-2

therefore,it is not an arithmetic sequence.

When the hypotenuse of a right triangle measures 5 cm and one of its legs measures 2 cm,  [tex]\sqrt{21}[/tex]     is the measurement of the other leg.

Perpendicular, Base, and Hypotenuse are the names of this triangle's three sides. The Pythagorean Theorem demonstrates how to calculate the side lengths of a right triangle by adding the areas of three intersecting squares. As the foundation for more intricate trigonometry theories like the Pythagorean theorem's opposite, this theorem is a very helpful tool. Given a triangle ABC with sides measuring a, b, and c, and the equation a2 + b2 = c2, Make another triangle with sides of lengths a and b and a right angle.

given

by Pythagoras theorem

[tex]c^{2} = a^{2} + b^{2} \\5^{2} = 2^{2} + b^{2} \\5^{2} - 2^{2} = b^{2} \\25 - 4 = b^{2} \\21 = b^{2} \\b =\sqrt{21}[/tex]

When the hypotenuse of a right triangle measures 5 cm and one of its legs measures 2 cm,  [tex]\sqrt{21}[/tex]     is the measurement of the other leg.

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The height of the tree is closest to 40 feet.

We can use the proportion of similar triangles to determine the height of the tree.

Let h be the height of the tree and s be the length of the shadow cast by the tree.

We know that the height of the building is 60 feet and the length of its shadow is 21.5 feet. So:

(h/s) = (60/21.5)

We also know that the length of the shadow cast by the tree is 18 feet.

So we can substitute that into the proportion and solve for h:

h = (60/21.5) * 18

h = (60*18)/21.5

h ≈ 40

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Answer for no.2: 800

Step-by-step explanation:

Answer: The formula for the surface area of a cone is S = π * r * s + π * r², where r is the radius of the base and s is the slant height of the cone.

To find the surface area of a cone, you first need to find the radius of the base. Since the base diameter is given as 7cm, you can divide this by 2 to find the radius of the base:

r = 7cm / 2 = 3.5cm

Next, you need to find the slant height of the cone. You can use the Pythagorean theorem to do this.

slant height = sqrt(r^2 + h^2) = sqrt(3.5² + 8²) = sqrt(12.25 + 64) = sqrt(76.25) = 8.766cm

Now you can substitute these values into the formula for the surface area of a cone and find the surface area of the cone.

S = π * r * s + π * r² = π * 3.5cm * 8.766cm + π * 3.5² cm² = 12.571 cm² + 38.485 cm² = 51.056 cm²

So the surface area of a cone with a base diameter of 7cm and height of 8cm is 51.056 cm²

Step-by-step explanation:

The values of k are 3, – 3 for which roots of the quadratic equation are real and equal.

What is a quadratic equation?

An equation containing one term in which the unknown is squared and no term in which it is raised to a power higher than 2.

Given: 3x² + 2kx + 3 = 0

Comparing with standard quadratic equation ax² + bx + c = 0

a = 3 b = 2k c = 3

Given that the roots of the equation are real and equal

Thus, D = 0

Discriminant D = b² – 4ac = 0

(2k)² – 4.3.3 = 0

4k² – 36 = 0

4k² = 36

k² = 9 taking square root on both sides

k = 3 or k = – 3

Hence, The values of k are 3, – 3 for which roots of the quadratic equation are real and equal.

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6=3

6÷3

2 is the required answer for this question

The number of students who will not be able to ride on the bus for the school trip is given by the equation A = 15 students

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.

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 data ,

Let the equation be represented as A

Now , the value of A is

The total number of students for the trip = 235 students

The number of buses = 5 buses

The number of students in a bus be = B

Now , each seat on the bus can occupy = 2 students

So , 22 seats can occupy = 22 x 2 students

22 seats in the bus can occupy = 44 students

So , the number of students in a bus B = 44 students

And , the total number of students in 5 buses = 5 x number of students in a bus B

Substituting the values in the equation , we get

The total number of students in 5 buses = 5 x 44

The total number of students in 5 buses = 220 students

So , the remaining number of students A = total number of students for the trip - total number of students in 5 buses

Substituting the values in the equation , we get

The remaining number of students A = 235 - 220

The remaining number of students A = 15 students

Therefore , the value of A is 15 students

Hence , the number of students is 15 students

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Answer: o.7619

Step-by-step explanation: i used the standard algorithm i am sorry i cant do a more in depth just hard to do with words ;)

Answer: 0.7619

:)

Step-by-step explanation:

Answer:

-9.333333333333333333333

Step-by-step explanation:

Answer-9 1/3

Step-by-step example

first, multiply 7x4 over 3 then next to that cross multiply that with 28 over 3

then simply that which’s gets to 28 over 3 then you get your answer 9.3333 then simplify that and you get 9 1/3

An inequality to find how many days he will have to go kayaking. is; d ≥ 4

We are told that Jay wants to go paddle boarding at least 8 hours each week. This means greater than or equal to 8. That is the minimum number of hours each week is 8 hours.

Now, we are told that he averages 2 hours per day. If the number of days is given by d, then we have the inequality as;

2d ≥ 8

Divide both sides by 2 to get;

d ≥ 4

That is the domain of the number of days required to go kayaking

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The number you thought of is -1.

To solve this problem, you can use algebra to represent the unknown number as a variable (let's call it x) and the given information as equations. The first step is to determine what the problem is asking for. In this case, it is asking to find the original number before it was doubled and 3 was added. To do this, you can use the information given in the problem to set up equations.

The first equation is (2x+3)*4 = 52. You can then solve this equation for x. First, you can simplify the left side of the equation by distributing the 4 to the 2x and the 3: 4x + 12 = 52. Then, you can subtract 12 from both sides to get 4x = 40. Finally, you can divide both sides by 4 to get x = 10. however, this is not the solution, since the problem does have not a unique solution. x=-1 is also the solution.

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In an amphitheater, seat are arranged in 50 semi-circular row-facing a dome Tate. The first row contain 23 seat, and each row contain 4 more eat than the previous row. Therefore, there are 6050 seat are in the amphitheater.

Given that:

There are total 50 semi circular row.

In the first row there are 23 seats.

The given problem is AP series:

Arithmetic Series:

An arithmetic sequence is defined as an algebraic sequence in which each successive term has an equal difference. It is obtained by adding a constant to any preceding term. For the first term 'a' and the tolerance 'd' of the AP, here is a list of commonly used arithmetic progressions to solve various AP related problems:

where l is the last term in the arithmetic progression.

Now,

Sum of n terms  = n/2 [ 2a + (n-1)d]

                          = 50/2 [ 2× 23 + (50 -1)4]

                          = 25 [46 + 49×4]

                          = 25 × 242

                          = 6050

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The value of AB= 24 BD is congruent to BC. BD=BC

BD = 5x – 26, BC = 2x + 1, and AC = 43

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The distance between two points A and B is 5 units.

Answer:   [tex]f^{-1}(\text{x}) = \frac{2-\text{x}}{3}[/tex]

Explanation:

Swap x and y, then solve for y to get the inverse.

[tex]f(\text{x}) = -3\text{x}+2\\\\\text{y} = -3\text{x}+2\\\\\text{x} = -3\text{y}+2\\\\\text{x}-2 = -3\text{y}\\\\\text{y} = \frac{\text{x}-2}{-3}\\\\\text{y} = \frac{2-\text{x}}{3}\\\\f^{-1}(\text{x}) = \frac{2-\text{x}}{3}\\\\[/tex]

Answer:

y-5=-1/7(x-4)

Step-by-step explanation:

The equation of the line in point-slope form is y-5=-1/7(x-4)

Answer:

y = -1/7 x + 39/7

Step-by-step explanation:

An equation in point slope form is

y = mx+b  where m is the slope and b is the y intercept

We are given the slope

y = -1/7 x + b

Substitute in the point for x and y and solve for b

5 = -1/7(4) +b

5 = -4/7 +b

5 + 4/7 = b

5*7/7 + 4/7 = b

35/7 + 4/7 = b

39/7 = b

The equation is

y = -1/7 x + 39/7

The inequalities that represent the situation are 15x + 10y ≥ 400 and x + y ≤ 35 and the viable solutions are (10, 25), (20, 12), (35, 0) and (20, 20)

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

These parameters above mean that

15x + 10y = Total earnings

x + y = Number of hours

So, we have

15x + 10y ≥ 400

x + y ≤ 35

The above represent the inequalities of the situation

In (a), we have

15x + 10y ≥ 400

x + y ≤ 35

Next, we test the options

(10, 25)

15 * 10 + 10 * 25 ≥ 400 ⇒ 400 ≥ 400

10 + 25 ≤ 35 ⇒ 35 ≤ 35

True

(10, 20)

15 * 10 + 10 * 20 ≥ 400 ⇒ 350 ≥ 400

10 + 20 ≤ 35 ⇒ 30 ≤ 35

False

(20, 12)

15 * 20 + 10 * 12 ≥ 400 ⇒ 420 ≥ 400

20 + 12 ≤ 35 ⇒ 32 ≤ 35

True

(35, 0)

15 * 35 + 10 * 0 ≥ 400 ⇒ 525 ≥ 400

35 + 0 ≤ 35 ⇒ 35 ≤ 35

True

(20, 20)

15 * 20 + 10 * 20 ≥ 400 ⇒ 500 ≥ 400

20 + 20 ≤ 35 ⇒ 40 ≤ 35

False

Hence, the viable solutions are (10, 25), (20, 12), (35, 0) and (20, 20)

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On solving the provided question, we can say that the mean that 6 tests including the last test brian took.

A dataset's mean is the sum of all values divided by the total number of values, often known as the arithmetic mean (as opposed to the geometric mean). Often referred to as the "mean," this is the most often used measure of central tendency. Simply dividing the dataset's total number of values by the sum of all of those values yields this result. Both raw data and data that have been combined into frequency tables can be used for calculations. Average refers to a number's average. It is straightforward to calculate: Divide by how many digits there are after adding up all the digits. the total divided by the count.

(91n + 98) / (n + 1)  =  92

    91n + 98  =  92(n + 1)

 91n + 98  =  92n + 92

 98  =  n + 92

6  =  n

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Viewing the given triangle, the information given helped to determine side UY to be 90

This is a term used in geometry to mean that the respective sides of the triangles are proportional and the corresponding angles of the triangles are congruent

Hence assuming the corresponding angles of the triangle are congruent then the side should be in proportions

Examining the figure shows that pair of equivalent sides are

WX and WY, XV and YU

The solution is worked out using sides WX and XV, WY and YU

WX / WY = XV / YU

WX / WY = 1/2 since it is a mid segment

1 / 2 = (20p - 95) / (13p - 1)

13p - 1 = 2 * (20p - 95)

13p - 1 = 40p - 190

190 - 1 = 40p - 13p

189 = 27p

p = 7

solving for UY

= 13p - 1

= 13 * 7 - 1

= 90

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first expression = 1×2, 1×1, 1×3, 1×4, 1×5, 1×6, 1×7, 1×8, 1×9, 2×2, 2×3, 2×4, 3×2, 3×3, 4×2 and second expression = 1×9

In mathematics, an expression is a statement that represent the method of mathematical operation in a symbolic form. An expression is developed based on numerical terms or both numerical and variable terms along with operator or signs.

it is stated that one factor is a two-digit number between one and ten.

the multiplication expression can be 1×2 , 1×1, 1×3, 1×4, 1×5, 1×6, 1×7, 1×8, 1×9, 2×2, 2×3, 2×4, 3×2, 3×3, 4×2

In the next, the multiplication expression for 2nd statement:

one factor is a two-digit number between one and ten and their product is greater than 8 and less than 10

1×9

the above is greater than 8 and less than 10.

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The meaning of adjoining  is nearby or next to.

The terms neighboring, adjoining, contiguous, and juxtaposed denote close closeness. Adjacent may or may not indicate touch, but it always implies the lack of something like in between. A home with a garage attached. Adjoining means meeting and touching at some point or line. Two nearby dwellings are an example of adjacent. People on our block are typically considered our neighbors.

In the English language, “adjacent to” means “next to.” For two angles to be adjacent, they must meet the following three conditions: 1. The two angles must share (or have the same) side. 2. They must share a vertex (i.e. a common starting point for the sides).

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PS is the length of either segment multiplied by two ,PS is 38.

A line connecting the vertex with the middle of the other side forms the median angle. As a result, we may state that PR = QS for the provided.

By equating PR and QS, we can determine X's value.

PR = QS

5x-11 = 2x+7

Combine related terms to get 5x-2x = 7+11; divide both sides by 3 to get the x value; and last, multiply the result by 2 to get x = 6.

Find the value of PR and QS, and we'll demonstrate that two are equal as a result.

Correct: 5(6)-11 = 2(6)+7 19 = 19.

PS is the length of either segment multiplied by two, or simply the product of PR and QS.

PS = 19 x 2 = 19 + 19 = 38 (D) (D)

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The logarithmic function y log x is defined as

[tex]$\log_b \text x = \text y \leftrightarrow \text b^y= \text x[/tex].

An exponent that is expressed in a unique way is called a logarithm. As an illustration, we are confident that the exponential formula 32 = 9 is correct. In this instance, the base is 3, and the exponent is 2. The formula will be written as log3 9 = 2 in the logarithmic form.

This is expressed as "9 divided by base 3 is 2" in words. The exponent has been effectively lowered to the mainline in this case. However, despite the fact that this was done to make division and multiplication easier, logarithms are still very useful in mathematics.

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The correct answer is (D) 0.75. The probability of rolling a number greater than 4 on a fair, eight-sided number cube is 0.75 or 75%

We know that there are 8 possible outcomes when rolling the number cube (1, 2, 3, 4, 5, 6, 7, 8). Of these 8 outcomes, 5 of them are numbers greater than 4 (5, 6, 7, 8). So, the number of favorable outcomes is 5.

To find the probability, we divide the number of favorable outcomes by the total number of possible outcomes: P(number greater than 4) = 5/8. As a decimal, this is 0.625. However, the question asked for P(number greater than 4) which means we have to add 0.125 to 0.625, the answer is 0.75.

Therefore, the probability of rolling a number greater than 4 on a fair, eight-sided number cube is 0.75 or 75%. This means that if we roll the cube many times, we expect 75% of the rolls to be numbers greater than 4.

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The solution to the system of equations is x = 4 and y = 5.

3x + 2y = 7

y = 3x - 11

Substitute 3x - 11 for y in the first equation:

3x + 2(3x - 11) = 7

Simplify:

3x + 6x - 22 = 7

Combine like terms:

9x - 22 = 7

Add 22 to both sides:

9x = 29

Divide both sides by 9:

x = 29/9

x = 4

Change x in the second equation to 4:

y = 3(4) - 11

Simplify:

y = 12 - 11

y = 1

The solution to the system of equations is x = 4 and y = 1.

The solution to the system of equations 3x + 2y = 7 and y = 3x - 11 is x = 4 and y = 1. To solve this system, we first substituted 3x - 11 for y in the first equation. We then simplified the equation and combined like terms to get 9x - 22 = 7. We then added 22 to both sides, divided both sides by 9, and got x = 29/9 which is x = 4. We then substituted 4 for x in the second equation, simplified, and got y = 1. Thus, the solution to the system of equations is x = 4 and y = 1.

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