A line passes through the points (-1,-5) and (4,5). The point (a, 1) is also on the line

Answer:

10.166666666667

Step-by-step explanation:

Answer:

(add up all the number and divide it by 6, cause there are about 6 numbers in the list)

58 + 38 + 54 + 48 + 26 + 36 = 260 ÷ 6 = 43.3

(subtract the mean {43.3} with the same listed numbers)

43.3 - 58 = 14.7

43.3 - 38 = 5.3

43.3 - 54 = 10.7

43.3 - 48 = 4.7

43.3 - 26 = 17.3

43.3 - 36 = 7.3

(add up all the difference and divide it with 6 again)

14.7 + 5.3 + 10.7 + 4.7 + 17.3 + 7.3 = 60 ÷ 6 = 10

so our MAD (mean absolute deviation) would be 10!

~hope this helps, have a good day/afternoon/nigh~

Answer:

y = 3/2 x + 3

Step-by-step explanation:

-9x + 6y = 18 is in standard form (ax + by = c).

Slope-intercept form isolates the "y" variable. It looks like this:

y = mx + b

Move anything that's not "y" to the right side. Move things in reverse BEDMAS order, using reverse operations of what you want to move.

[tex]-9x + 6y = 18[/tex]                   Move -9x by doing +9x to both sides

[tex]-9x + 9x + 6y = 18 + 9x[/tex]             Simplify. -9x + 9x will cancel out.

[tex]6y = 18 + 9x[/tex]                     Move the "6" that multiplies with "y".

[tex]\frac{6y}{6} = \frac{18}{6} + \frac{9x}{6}[/tex]                     Divide each term by 6.

[tex]y = 3 + \frac{3x}{2}[/tex]                        "y" is isolated. Simplify the rest.

[tex]y = \frac{3}{2}x + 3[/tex]                        Rearrange to match slope-intercept form.

Answer:

dilation

Step-by-step explanation:

whenever the shape is dilated, or scaled by a factor of any number, the shape will change size and will become similar rather than congruent. congruent shapes have the same dimensions as the parent or original shape.

answer:

dilation

Step-by-step explanation:

whenever the shape is dilated, or scaled by a factor of any number, the shape will change size and will become similar rather than congruent. congruent shapes have the same dimensions as the parent or original shape.so it dilation so ez

Answer:

The total students appearing in first audition = 72

Step-by-step explanation:

As given in the question:

1 out of 3 students were asked to come for second audition.

Let us assume the TOTAL STUDENT who came to first audition =  m

So, [tex](\frac{1}{3}) m[/tex] appeared for the SECOND ROUND.

Now, 75% of students appearing in second audition were offered parts.

Calculating 75% of  [tex](\frac{1}{3}) m[/tex]

[tex]\frac{75}{100} \times\frac{1}{3} m = 0.25 m[/tex]

Also, as said 18 students were offered parts.

⇒ 0. 25 m = 18

Now, solving for m, we get:

m = 18/0.25  = 72

or, m = 72

Hence, the total students appearing in first audition = 72

Final Answer:

- 24 students were asked to attend the second audition.
- 72 students auditioned initially for the first audition.

Explanation:

Let's tackle the problem step by step.
1. **Find the number of students asked to the second audition.**
We know that 18 students were eventually offered parts after the second audition. We're also given that 75% of those who were asked to the second audition were offered parts. To find out how many students were asked to the second audition, we can set up the following equation:

[tex]\[ \text{Number of students offered parts} =[/tex] [tex]\text{Percentage offered parts} \times \text{Number of students at the second audition} \][/tex]

From the given information:
[tex]\[ 18 = 0.75 \times \text{Number of students at the second audition} \][/tex]
Solving for the number of students at the second audition gives us:

[tex]\[ \text{Number of students at the second audition} = \frac{18}{0.75} = 24 \][/tex]
So 24 students were asked to the second audition.

2. **Find the total number of students who auditioned initially.**
If 1 out of 3 students who auditioned were asked to the second audition, we can infer that the ratio of students asked to the second audition to the total number of students who auditioned is 1:3.

Let's let X represent the number of students who auditioned initially. According to the ratio, we can write:

[tex]\[ \frac{1}{3} \times X = \text{Number of students at the second audition} \][/tex]
We've already solved for the number of students at the second audition, which is 24. Thus:

[tex]\[ \frac{1}{3} \times X = 24 \][/tex]
Solving for X, we get:

[tex]\[ X = 24 \times 3 = 72 \][/tex]
So 72 students auditioned initially for the first audition.

To summarize:
- 24 students were asked to attend the second audition.
- 72 students auditioned initially for the first audition.

Answer I DONY KNOW SO LIKE BRUH

Step-by-step explanation: GOOD LUCK

Answer:

see explanation

Step-by-step explanation:

Given

(x - 2)² + 9 = 0 ( subtract 9 from both sides )

(x - 2)² = - 9  ( take the square root of both sides )

x - 2 = ± [tex]\sqrt{-9}[/tex]

[tex]\sqrt{-9}[/tex] yields no real solutions

There is no real number when multiplied by itself gives - 9

In fact the solutions to [tex]\sqrt{-9}[/tex] are said to be imaginary, that is ± 3i

where i = [tex]\sqrt{-1}[/tex]

If interested investigate further.

Step-by-step explanation:

Numbers that cannot be written as a simple fraction are Irrational (i.e not rational) numbers.

Some examples are :

π = 3.14159...........

or

√2 = 1.41421.............

or

e = 2.718218...........

Answer:

x = 21 degrees

Step-by-step explanation:

The angles in a triangle add up to 180 degrees.

x - 4 + 3x + 100 = 180

x - 4 + 3x = 80

4x - 4 = 80

4x = 84

x = 21

Answer:

Step-by-step explanation:

1234

a and b: decreasing

b and c: constant

c and d: decreasing

d and e: increasing

Answer:

a and b: decreasing

b and c: constant

c and d: decreasing

d and e: increasing

Step-by-step explanation:

The value of  a = 7.93 or left as the fraction 111/14.

The question asks us to solve an algebraic equation for a single variable, specifically, solving 111 = 14a. This involves isolating the variable on one side of the equation to find its value. To do this, we divide both sides of the equation by 14, the coefficient of a.

Dividing both sides by 14, we get a = 111 / 14.

Thus, a = 7.928571429. However, for simplicity, we could round this to a = 7.93 or left as 111/14.

Ahonswer:

Step-by-step explanation:

Speed of the first car is 30 mph and that of the second car is 20 mph.

Step-by-step explanation:

Time = Distance/Speed

        = 60/x - 10 ------ (1)

Time = 90/x ------- (2)

⇒ 60/x - 10 = 90/x

⇒ 60x = 90(x-10)

⇒ 2x = 3(x - 10)

⇒ 2x = 3x - 30

⇒ -x = -30

∴ x = 30 mph

⇒ x - 10 = 30 - 10 = 20 mph

Answer:

-4

Step-by-step explanation:

-4t+15=-1

Subtract 15 on both sides:

-4t=-16

Divide -4 on both sides:

t=-4

A difference of squares must be a binomial, so we want two terms. This rules out the third and fourth options.

If we look at the first two, we must check that both terms are perfect squares.

Look at the first one: [tex]4x^2[/tex] is a perfect square (it's [tex](2x)^2[/tex]), but [tex]10y^2[/tex] is not a perfect square, because 10 is not a perfect square.

On the other hand, if we look at the second option, [tex]16y^4[/tex] is the square of [tex]4y^2[/tex], and [tex]x^2[/tex] is clearly the square of [tex]x[/tex]. So, this is the difference of two squares.

Answer:

below only shows up once

Step-by-step explanation:

mark: tally:  frequency:

61  I           I

67   I               I

81       I               I

83         I            I

87          I           I

88             I         I

89             I         I

90         I              I

98       I            I

100              I         I

Answer:

[tex] \sqrt{ {(- 9 - 8)}^{2} + {(8 + 6)}^{2} } [/tex]

[tex]\sqrt{ {(- 17)}^{2} + {(14)}^{2} } [/tex]

[tex] \sqrt{289 + 196} [/tex]

[tex] \sqrt{485} [/tex]

[tex]22.02[/tex] units

Answer:

7

Step-by-step explanation:

Q1 = 14

Q3 = 21

Take 21 - 14 and it gives you the interquartile range of 7.

Final answer:

The interquartile range (IQR) for the data set with a five-number summary of 10, 14, 15.5, 21, 25 is 7, calculated as the difference between the third quartile (Q3) and the first quartile (Q1), which are 21 and 14 respectively.

Explanation:

The interquartile range (IQR) of a data set is calculated by subtracting the first quartile (Q1) from the third quartile (Q3). Given the five-number summary of 10, 14, 15.5, 21, 25, where 14 is Q1 and 21 is Q3, the IQR can be found using the formula:

IQR = Q3 - Q1

In this case:

IQR = 21 - 14

IQR = 7

Therefore, the interquartile range for this data set is 7.

Solution:

Let "h" be the number of home games

Let "a" be the number of away games

The total number of games is 49

Therefore,

h + a = 49 ---------- eqn 1

They won 2/3 of the home games and 2/5 of the away games

There were 26 games won

Thus we get,

[tex]\frac{2}{3}h + \frac{2}{5}a = 26\\\\10h + 6a = 26 \times 15\\\\10h + 6a = 390\\\\[/tex]

10h + 6a = 390 --------- eqn 2

Multiply eqn 1 by 6

6h + 6a = 294 ----------- eqn 3

Subtract eqn 3 from eqn 2

10h + 6a = 390

6h + 6a = 294

( - ) ------------------

4h = 96

h = 24

Thus 24 home games were played

Answer: In 5 years time the population will reach to 56,000.

Step-by-step explanation:

This can be calculated using yearly compound interest formula

Formula for yearly compound interest

CI = P(1+R/100)ⁿ

CI = 56,000

P = 28,000

R = 15%

n= number of years

Now,

56,000 = 28,000 (1+15/100)ⁿ

56,000 = 28,000 (1+.15)ⁿ = 28,000 (1.15)ⁿ

log (56,000/28,000) = n log(1.15)

log 2 = n log (1.15)

n = log 2/log 1.15

n≅ 5

Answer:

B. (5,2)

Step-by-step explanation:

Answer: b. 5, 2

Step-by-step explanation: got it right :p

Answer:

3/14

Step-by-step explanation:

hope this helps

Answer:

112 students

Step-by-step explanation:

Let T be the total number of students in the band.

From the question,

We were told that 37.5% of the total owns their individual instruments and this amount to 42 students

The total number of students can calculated for as follows:

37.5% x T = 42

37.5/100 x T = 42

Cross multiply to express in linear form

37.5 x T = 100 x 42

Divide both side by 37.5

T = (100 x 42) /37.5

T = 112

Therefore, there are 112 students in the band

Answer:

Convert 250 Newtons into Kilograms

25.5

Answer:x>-4

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Answer: x>-4

Step-by-step explanation: I took the test.

Answer:

k - 9 = 3

And k = 12