explain why an inverse variation function is not the best model for the data set​

[tex]\bf ~~~~~~~~~~~~\textit{middle point of 2 points } \\\\ (\stackrel{x_1}{4}~,~\stackrel{y_1}{10})\qquad (\stackrel{x_2}{x}~,~\stackrel{y_2}{y}) \qquad \left(\cfrac{ x_2 + x_1}{2}~~~ ,~~~ \cfrac{ y_2 + y_1}{2} \right) \\\\\\ \left( \cfrac{x+4}{2}~~,~~\cfrac{y+10}{2} \right)~~ = ~~\stackrel{midpoint}{(2~~,~~5)}\implies \begin{cases} \cfrac{x+4}{2}=2\\[1em] x+4=4\\ \boxed{x=0}\\[-0.5em] \hrulefill\\ \cfrac{y+10}{2}=10\\[1em] y+10=20\\ \boxed{y=10} \end{cases}[/tex]

Answer:

13

Step-by-step explanation:

If you use the square root method, p^2 becomes p and 169 becomes 13.

Answer:

13

Step-by-step explanation:

The equation is basically

And 13x13 equals 169 so its 13

Answer:

4

Step-by-step explanation:

the circumference is always a half of the radius

Answer:81,000.

Step-by-step explanation:

Answer:

$2.5

Step-by-step explanation:

The amount saved is 10% of $25

That’s

10% /100% x $25

0.1 x $25

$2.5

Amount saved is $2.5

Answer:

The expression showing how many more meters Mathieu ran than Edgar ran during that time is  [tex]t(m-e)[/tex].

Step-by-step explanation:

Edgar ran 'e' meters per second, and Mathieu ran 'm' meters per second. The boys ran for 't' seconds.

The expression [tex]t(m-e)[/tex] describes how many more meters Mathieu ran than Edgar ran during that time.

We can also use the expression [tex]tm-te[/tex] represent the same quantity.

We know that,

[tex]\text{Distance} =\text{Speed}\times \text{Time}[/tex]

Distance covered by Edgar = te

Distance covered by Mathieu = tm

Difference in distance [tex]d= tm - te=t(m-e)[/tex]

The expression showing how many more meters Mathieu ran than Edgar ran during that time is  [tex]t(m-e)[/tex].

Answer:

Half of the 10-inch quesadilla is greater than the entire 5-inch quesadilla

Step-by-step explanation:

we know that

The area of a circle is equal to

[tex]A=\pi r^2[/tex]

where

r is the radius

step 1

Find the area of the 10 inch-round quesadilla

we have

[tex]D=10\ in[/tex]

[tex]r=10/2=5\ in[/tex]

substitute

[tex]A=\pi (5)^2[/tex]

[tex]A=25\pi\ in^2[/tex]

step 2

Find the area of the 5 inch-round quesadilla

we have

[tex]D=5\ in[/tex]

[tex]r=5/2=2.5\ in[/tex]

substitute

[tex]A=\pi (2.5)^2[/tex]

[tex]A=6.25\pi\ in^2[/tex]

step 3

Which is larger, half of the 10-inch quesadilla or the entire 5-inch quesadilla?

Compare

half of the 10-inch quesadilla is equal to ----> [tex]\frac{1}{2}(25\pi)=12.5\pi\ in^2[/tex]

the entire 5-inch quesadilla ---->[tex]6.25\pi\ in^2[/tex]

therefore

Half of the 10-inch quesadilla is greater than the entire 5-inch quesadilla

Final answer:

The ratio of the surface areas of the two cubes with a linear scale factor of 4:1 is 16:1, because surface area is proportional to the square of the scale factor.

Explanation:

When working with scale factors in geometry, and specifically with cubes, the ratio of scale factors for linear dimensions affects the surface area and volume in specific ways. If two cubes have a scale factor of 4:1, the ratio of their surface areas is the square of the scale factor. Since the scale factor for the linear dimensions is 4, the ratio of the surface areas will be 42:12, or 16:1.

The surface area of a cube is calculated by multiplying the area of one face (length x width) by 6, as a cube has 6 faces. If one cube has a side four times as long as the other, each of its faces will be 42 times larger because area is a two-dimensional measurement. Thus, the surface area of the larger cube will be 16 times greater than that of the smaller cube, hence the ratio 16:1.

Answer:

12

Step-by-step explanation

4 designes of necklaces

in 3 different stones

4x3= 12 DIFFERENT DESIGHNES

Answer:

The answer to 36 is -18

Step-by-step explanation:

x=-18 because 3×(-6)=(-6×-6) cancels

Answer: y = 3/2x+4 if you need to write it in slope intercept form and please give brainliest i will appreciate it.

The surface area is the area of all the faces of the solid.

So, it is composed by the two triangles (front and rear) and the two lateral rectangles.

The triangles have base 12 and height 8 (both given), so their area is

[tex]A_t=\dfrac{12\cdot 8}{2}=12\cdot 4=48[/tex]

The rectangles have base 14 and height 10 (both given), so their area is

[tex]A_r=14\cdot 10=140[/tex]

Finally, there's a base rectangle with dimensions 14 and 12, which has area

[tex]A_b = 14\cdot 12 = 168[/tex]

The surface area is made of two lateral rectangles, one base rectangle and two triangles, so it is

[tex]S=2A_r+2A_t+A_b=96+280+168=544[/tex]

Answer: 544

Step-by-step explanation:

While the exact time Kasey's school starts isn't provided, it can be inferred that the common school start time ranges from 8:00 a.m. to 8:30 a.m., based on the information given.

The question involves reading a clock to determine what time Kasey's school starts. While the exact time is not provided in the given information, we can infer from various texts that a traditional school start time is typically around 8:00 a.m. In some contexts, like in the case of Jennifer Fuller, a teacher reflects on starting work at 7:45 a.m. which might hint at school starting shortly afterward, likely 8:15 a.m. However, considering the broader perspective given by multiple sources and the push for schools to start no earlier than 8:30 a.m. for teenagers' health, we can surmise that Kasey's school likely starts around 8:00 a.m. to 8:30 a.m., which is a common start time mentioned in the materials provided.

Answer:

4 packs of 5

3 packs of 2

Step-by-step explanation:

5•4=20

2•3=6

20+6=26

Let's solve this problem using a system of equations. We'll use two variables:
Let \( x \) be the number of gourmet treat packages (each with 2 treats).
Let \( y \) be the number of dental treat packages (each with 5 treats).
We have two pieces of information that will translate into equations:
1. The dog groomer buys 7 packages in total: \( x + y = 7 \)
2. The dog groomer buys 26 treats in all: \( 2x + 5y = 26 \)
Now, we have a system of two equations with two variables:
\[ \begin{align*}
x + y &= 7 \quad \text{(Equation 1)} \\
2x + 5y &= 26 \quad \text{(Equation 2)}
\end{align*} \]
We will solve this system using the substitution or elimination method. Let's use substitution in this case. We can solve Equation 1 for \( x \):
\[ x = 7 - y \]
Next, we substitute \( 7 - y \) for \( x \) in Equation 2:
\[ 2(7 - y) + 5y = 26 \]
Expanding and simplifying,
\[ 14 - 2y + 5y = 26 \]
Combine the \( y \) terms:
\[ 3y = 26 - 14 \]
\[ 3y = 12 \]
Divide both sides by 3 to solve for \( y \):
\[ y = \frac{12}{3} \]
\[ y = 4 \]
Now that we have \( y \), we can find \( x \) using \( x = 7 - y \):
\[ x = 7 - 4 \]
\[ x = 3 \]
So, the dog groomer bought 3 packages of gourmet treats and 4 packages of dental treats.
To check if the solution is correct, we can plug the values back into the original equations:
Equation 1 (number of packages)
\[ 3 + 4 = 7 \] (Correct)
Equation 2 (total number of treats)
\[ 2(3) + 5(4) = 6 + 20 = 26 \] (Correct)
The solution is correct, and the problem is solved. The dog groomer bought 3 packages of gourmet treats and 4 packages of dental treats.

The probability of not drawing an I is the number of non-I letters divided by the total number of letters, which is 7/11.

The word MISSISSIPPI has a total of 11 letters, with the following distribution: 4 I's, 4 S's, 2 P's, and 1 M. To find the theoretical probability of NOT drawing an I, we need to consider all the other letters that could be drawn instead. There are 11 - 4 = 7 letters that are not Is. Therefore, the probability of not drawing an I is the number of non-I letters divided by the total number of letters, which is 7/11.

The least amount of money Azand could have earned by selling books is $2640. This is because it would allow him to purchase an exact number of concert tickets without any money left over. Therefore, the least number of books he sold is 60.

The subject of your question is Mathematics, specifically an application of simple arithmetic and algebra within the context of real world scenarios. To find out the least amount of money Azand could have earned from selling the books and the least number of books he could have sold, we need to realize one key piece of information: the total money spent on tickets (which is also the total money earned from the books) needs to be a multiple of both $44 (the cost of a book) and $60 (the cost of a ticket).

To find the lowest common multiple you simply multiply the numbers together. This gives $2640. Therefore, the least amount of money Azand could have earned by selling the books is $2640. The least number of books he sold can be calculated by dividing the total money by the cost of each book, $2640/$44, which equals 60. So he sold at least 60 books.

#SPJ12

Answer:

Mara did not divide correctly

Step-by-step explanation:

She had to divide 2666 by 266.6 which should have given her 10

Answer:

she did not divide correctly

Step-by-step explanation:

just did the test got it right

Answer:

Step-by-step explanation:

Hey just wanted to tell you guys this is the legit answer the other one posted is a fraud.

Answer: (x+5)^2 + (y-3)^2=16

Answer:

Step-by-step explanation:

The answer is 44

Answer:

88 units^2

Step-by-step explanation:

split it into three shapes, a rectangle and two triangles. the find the area of these three different parts. add the areas you got, and you will get the total area of the trapezoid.

Answer:

5

Step-by-step explanation:

Because two times 5 equals ten

Answer:

5 cans.

Step-by-step explanation:

Divide 10 with 2 to get your answer.

10/2 = 5

5 cans of pineapple chucks can be bought with $10.

Answer:

Step-by-step explanation:

16.) 2/3

You add up the fractions and then reduce.

(5/12 + 3/12 = 8/12 = 2/3)

17.) No because if you add all the fractions together, you only get 7/8. This means the project is not complete yet.

Answer:

187.2

Step-by-step explanation:

just multiply everything

Answer:

Step-by-step explanation:

it is shifted 4 units down.

y=f(x)

y=f(x)+a,a>0

it is shifted a units up .

y=f(x)-a ,a>0

it is shifted a units down.

Final answer:

The graph of y=-6x²-4 is the same as the graph of y=-6x² but shifted 4 units down. This shift is because a constant term (in this case -4) added or subtracted from a function results in a vertical shift of the graph.

Explanation:

The question asks how the graph ofy=-6x²-4  differs from the graph ofy=-6x². This is a situation where we are dealing with vertical shifts in quadratic functions. Looking at the function y = f(x), a subtraction of a constant term outside the function (not multiplying x) results in a vertical shift of the graph. Here, y=-6x²-4  is the same function as y=-6x², but with a vertical shift downwards by 4 units, resulting in the graph being shifted 4 units down.

For clarification and based on transformations, if we had a function f(x) = x² and transformed it to f(x) = x²- 4, the graph would shift vertically down by 4 units. Similarly, the graph of y=-6x², a downward-facing parabola with its vertex at the origin, will be shifted down by 4 units due to the -4 at the end of y=-6x²-4. Therefore, the correct answer is that the graph is shifted 4 units down.

Answer:

The answer is 25

Step-by-step explanation:

you move the decimal back one place.

Answer: I think 24

Step-by-step explanation: This is because the least is them multiplied by each other.  

Answer:

z = 29

Step-by-step explanation:

GF = HE

z + 29 = 2z

Step 1:  Solve for z

z + 29 - z = 2z - z

29 = z

Answer:  z = 29

Step-by-step explanation:

Question 5

y = - 3x

Question 6

[tex]y = \frac{50}{x} \\ [/tex]

Answer:

y = 4/5 x - 2

Step-by-step explanation:

Slope:

y₂ - y₁ / x₂ - x₁

6 - 2 / 10 - 5

4 / 5

y = 4/5 x + b

Solve for b by substituting one of the point's coordinate to the equation:

I'll use (5,2)

y = 4/5 x + b

(2) = 4/5 (5) + b

2 = 4 + b

2 - 4 = b

-2 = b

y = 4/5 x - 2

Answer:

I believe it is A

Step-by-step explanation:

because if the time is 24.78 and you have to get the exact time then then answer is A but if it asks you to round to the nearest millisecond then then its B. Sorry if its confusing hope this helps! :)

Final Answer:

Option B, 24.8 seconds, is the most appropriate way to report time using this stopwatch.

Explanation:

The most appropriate way to report time from a stopwatch that measures to the nearest 0.1 seconds is to report the time to the same level of precision. This means that we should report the time with one decimal place, as the stopwatch does not provide measurements with a greater precision than that.

Given the options:
A. 24.78 seconds - This shows two decimal places, which is more precision than the stopwatch can measure. It should not be used.

B. 24.8 seconds - This shows one decimal place, which matches the precision that the stopwatch is capable of measuring. This is the correct way to report the time.

C. 24.778 seconds - This shows three decimal places, which is again more precision than the stopwatch can measure. It should not be used.

D. 25 seconds - This has no decimal places, thus it does not represent the precision of the stopwatch which is to the nearest 0.1 seconds. It should not be used.

Therefore, option B, 24.8 seconds, is the most appropriate way to report time using this stopwatch.

Step-by-step explanation:

Given:

[tex] (2,\:0)=(x_1,\:y_1) \:\&\: m = - \frac{4}{5}[/tex]

Equation of line in slope point form is given as=

[tex]y - y_1 = m(x-x_1) \\ \therefore \: y - 0 = - \frac{4}{5}(x - 2) \\ \therefore \: y = - \frac{4}{5}(x - 2) \\ \therefore \: 5y = - 4(x - 2) \\ \therefore \: 5y = - 4x + 8 \\ \therefore \: 5y + 4x - 8 = 0 \\\therefore \: 4x + 5y - 8 = 0 \\ which \: is \: the \:equation \:of \: required \: \\ line.\: [/tex]