The scatter plot shows the number of hours 15 students spent studying for a 20-item quiz and their quiz scores. Which BEST describes the data?

A) The data cluster along a line and there is no outlier.
B) There is no association between the time the students spent studying and their quiz scores.
C) There are clusters around the 1 hour and the 2 hours of studying. The point (3.5, 20) is an outlier.
D) There is a nonlinear association between the time the students spent studying and their quiz scores. The point (3.5, 20) is an outlier.

Answer: is where that one dot is at home n the y-axis

Step-by-step explanation:

Step-by-step explanation:

Line is passing through the points (6, 2) & (0, 4)

Therefore slope

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

Answer:

The answer is 22.

d=√(−9−13)2+(−17−(−17))^2

d=√(-22)^2+(0)^2

d=√484+0

d=√484

d=22

Step-by-step explanation:

Bob has 49 quarters and 11 dimes.

A branch of mathematics known as algebra deals with symbols and the mathematical operations performed on them.

Variables are the name given to these symbols because they lack set values.

In order to determine the values, these symbols are also subjected to various addition, subtraction, multiplication, and division arithmetic operations.

Let there be x quarters.

Then there are 60 - x dimes so using cents as the unit, we get

25x + 10(60 - x) = 1335

25x + 600 - 10x = 1335

15x = 735

x= 49

and 60 - x = 60 - 49 = 11

Hence, Bob has 49 quarters and 11 dimes.

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Final answer:

By setting up a system of two equations, where q stands for the number of quarters and d for the number of dimes, and solving this linear system, we find that Bob has 49 quarters and 11 dimes.

Explanation:

To solve this problem, we can set it up as a system of equations. Let's call the number of quarters q and the number of dimes d. We have two pieces of information:

Now, we can multiply the second equation by 10 to eliminate decimals:

2.5q + d = 133.5

Using the first equation (q + d = 60), we can express d as d = 60 - q. Substituting this into the second equation:

2.5q + (60 - q) = 133.5

Simplifying, we get:

1.5q = 73.5

Divide both sides by 1.5 to find q:

q = 49

Now, plug q back into the first equation to find d:

d = 60 - 49 = 11

So, Bob has 49 quarters and 11 dimes.

Answer: D. 96

Step-by-step explanation:

1/2 (82 + 110)

1/2 (192) = 96

96°

∠X = 1/2(82 + 110)

∠X = 96°

The fish is 2.25 ft above the water surface.

Step-by-step explanation:

⇒ y = -16(0.375)² + 12 × 0.375 = -2.25 + 4.5 = 2.25 ft

The cost of the phone, without tax is,

⇒ $150

A number or ratio that can be expressed as a fraction of 100 or a relative value indicating hundredth part of any quantity is called percentage.

To Calculate the percent of a number , divide the number by whole number and multiply by 100.

We have to given that;

Desmond paid 8.5% sales tax when he bought a new phone.

And, The sales tax was $12.75.

Now,

Let the cost of the phone, without tax = x

Hence, We can formulate;

⇒ 8.5% of x = 12.75

⇒ 8.5/100 × x = 12.75

Multiply by 100;

⇒ 8.5x = 12.75 × 100

⇒ 8.5x = 1275

Divide by 8.5 both side;

⇒ x = 1275/8.5

⇒ x = 150

Therefore, We get;

The cost of the phone, without tax is,

⇒ $150

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To find the cost of the phone without tax, convert the tax rate to a decimal and then divide the amount of sales tax paid by this decimal. The calculation shows that the phone cost $150.00 before tax.

Desmond paid an 8.5% sales tax on a new phone and the amount of tax was $12.75. To find the cost of the phone without tax, we can divide the amount of sales tax paid by the tax rate expressed as a decimal.

Let's do the calculation:

$12.75 \/ 0.085 = $150.00

Therefore, the cost of the phone before the addition of sales tax was $150.00.

The best prediction is that around 4 students (40% of 10 students) will receive historical fiction novels during Miss Nestor's class free reading time.

Miss Nestor is randomly passing out books to her students for free reading time. With a mix of 10 mysteries, 8 historical fiction novels, and 2 biographies in her basket, and 10 students in the class, we can make a prediction. Assuming each genre of book has an equal chance of being selected and each student gets one book, the probability of getting a historical fiction novel is the number of historical fiction novels divided by the total number of books. That's 8 historical fiction novels divided by (10 mysteries + 8 historical fiction novels + 2 biographies), which equals 8/20 or 40%. Therefore, if we predict using probability, around 40% of the students, which equals 4 students (40% of 10 students), will receive historical fiction novels for free reading time.

the best prediction of the number of students who will receive historical fiction novels for free reading time is 4.

To predict the number of students who will receive historical fiction novels, we can use the concept of probability.

First, let's find the probability that a student randomly selects a historical fiction novel from the basket.

The total number of books in the basket is 10 + 8 + 2 = 20

The probability of selecting a historical fiction novel is the ratio of the number of historical fiction novels to the total number of books:

[tex]\[ P(\text{historical fiction}) = \frac{8}{20} = \frac{2}{5} \][/tex]

Now, if there are 10 students in the class, the expected number of students who will receive historical fiction novels can be found by multiplying the probability by the total number of students:

Expected number of students receiving historical fiction = P(historical fiction) * Total number of students

[tex]\[ = \frac{2}{5} \times 10 \][/tex]

= 4

So, the best prediction of the number of students who will receive historical fiction novels for free reading time is 4.

m(ar ABD) = 57°

Solution:

The given question have mistake. The correct question is wiiten below.

If angle BCD = 23° and arc EF = 34°, determine arc abd using the appropriate theorems and postulates.

Given data:

m∠BCD = 23° and m(ar EF) = 34°

By central angle theorem,

The measure of a central angle is equal to the measure of the intercepted arc.

m (ar EF) = m∠ECF

m∠ECF = 34°

By vertical angle theorem,

If two lines are intersecting, then vertically opposite angles are equal.

⇒ m∠ACB = m∠ECF

⇒ m∠ACB = 34°

m∠ACD = m∠ACB + m∠BCD

              = 34° + 23°

m∠ACD = 57°

By central angle theorem,

m(ar ABD) = m∠ACD

m(ar ABD) = 57°

The height of the building is 25.38 feet

Explanation:

Let AB denotes the height of the building.

Let BC denotes the distance between the fire truck and the building.

Let AC denotes the length of the ladder.

Using the Pythagorean theorem, we have,

[tex]AC^2=AB^2+BC^2[/tex]

where AC = 30, BC = 16

Substituting the values, we have,

[tex]30^2=AB^2+16^2[/tex]

Simplifying the terms, we get,

[tex]900=AB^2+256[/tex]

Subtracting both sides by 256, we get,

[tex]644=AB^2[/tex]

Taking square root on both sides of the equation, we get,

[tex]\sqrt{644}=AB[/tex]

[tex]25.38=AB[/tex]

Thus, the height of the building is 25.38 feet

Answer:

Step-by-step explanation:

a fire truck parks 16ft away fromm a building. the truck extends its ladder 30 feet. how far up the building from the trucks roof does the ladder reach

Answer:

1(18 + 6)/4

Step-by-step explanation:

1(18 + 6)/4

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Final answer:

The numerical expression for 1/4 of the sum of 18 and 6 is calculated by adding 18 and 6 to get 24, then multiplying by 1/4 to get 6.

Explanation:

The numerical expression for 1/4 of the sum of 18 and 6 is found by first adding 18 and 6 to get their sum, which is 24. Then, to find 1/4 of this sum, you multiply 24 by 1/4. The calculation step-by-step is as follows:

Therefore, the numerical expression for 1/4 of the sum of 18 and 6 is 6.

Answer:If we are traveling in a car around a corner and we drive over something slippery on the road (like oil, ice, water or loose gravel) and our car starts to skid, it will continue in a direction tangent to the curve.

Step-by-step explanation:

Tangent lines are essential in real-life scenarios like physics for analyzing motion, such as object velocity and acceleration, enabling accurate predictions in various fields.

**Tangent lines** are crucial in various real-life scenarios. For instance, in **physics**, when analyzing the motion of an object along a curved path, the tangent line at a specific point helps determine the object's instantaneous velocity or acceleration. This is vital in understanding how objects move in the real world.

A practical example is when studying the trajectory of a ball thrown into the air. By using the **tangent line** at different points of its path, we can calculate the ball's velocity or acceleration at those instances, assisting in sports analytics, engineering designs, or even space exploration calculations.

Understanding **tangent lines** is essential in fields like **engineering** and **physics** as it allows for precise calculations and predictions based on the behavior of curved functions and their instantaneous rates of change.

Answer:

A. 4x^2 - 9

Step-by-step explanation:

2x * 2x = 4x^2

2x * -3 = -6x

3 * 2x = 6x

-3 * 3 = -9

-6x + 6x  = 0, so we're left with 4x^2 - 9

Answer:

B. (2x − 3)(2x + 3)(4x2 + 9)

Step-by-step explanation:

Answer:

m = 5/2

Step-by-step explanation:

Formula for slope: [tex]m =\frac{y_2-y_1}{x_2-x_1}[/tex]

-[tex]\frac{6-(-9)}{5-(-1)}=\frac{15}{6} =\frac{5}{2}[/tex]

Answer:

square area is 100 in

triangle area is 12

so your full area of the figure would be 112 i believe

Step-by-step explanation:

Hope this helps have a wonderful day

Answer: 6 pencils

Step-by-step explanation:

You divide 6.72(amount of money he has) by 1.12(the price of each pencil). You get the answer 6 pencils.

Answer:

1.5 inches

Step-by-step explanation:

(10+2x)(14+2x) = 221

4x² + 48x - 81 = 0

4x² + 54x - 6x - 81 = 0

2x(2x + 27) - 3(2x + 27) = 0

(2x + 27)(2x - 3) = 0

x = -27/2, 3/2

x = 3/2 or 1½ or 1.5 inches

The width of the picture frame is [tex]\\ x_{2} &=1,5 \end{aligned}$[/tex].

Given:

A painting with dimensions 10 inches by 14 inches is placed in a picture frame (of constant width), increasing its area to 221 square inches.

From the above explanation, we get the equation

[tex]4 x^{2}+2 \cdot 10 x+2 \cdot 14 x+10 \cdot 14 &=221[/tex]

[tex]\\ 4 x^{2}+48 x+140 &=221[/tex]

By using the quadratic formula, we get

[tex]\\ 4 x^{2}+48 x-81 &=0[/tex]

Solve with the quadratic equation formula

For a quadratic equation of the form [tex]$a x^{2}+b x+c=0$[/tex] the solutions are

[tex]\\ x &=\frac{-b \pm \sqrt{b^{2}-4 a c}}{2 a}[/tex]

[tex]\\ x &=\frac{-48 \pm \sqrt{48^{2}-4 \cdot 48 \cdot(-81)}}{2 \cdot 4}[/tex]

[tex]\\ x &=\frac{-48 \pm \sqrt{3600}}{8}[/tex]

[tex]\\ {\left[x_{1}\right.} &=-13,5][/tex]

[tex]\\ x_{2} &=1,5 \end{aligned}$[/tex]

Therefore, the width of the picture frame is [tex]\\ x_{2} &=1,5 \end{aligned}$[/tex].

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Answer

[tex]\angle \ LMN=49\textdegree[/tex]

Step-by-step explanation:

The diagonals of kite KLMN meet at 90°

Since, LK and KN are congruent,[tex]\angle KLM[/tex] and[tex]\angle KNM[/tex] form a set of opposite congruent angles. Congruent angles are equal.

All interior angles of a kite add up to 180°, therefore:-

[tex]\angle LMN=360\textdegree - 2\times106\textdegree-99\textdegree\\=49\textdegree[/tex]

Answer:

∠LMN = 49°

Step-by-step explanation:

Given that

∠LKN = 99°

∠MNK = 106°.

Because, the lengths of LK and KN are congruent.

LK=KN because congruent lines are equal

Hence, ∠MNK=∠MLK = 106°

Adding all angles together, we have

∠MNK + ∠MLK + ∠LKN + ∠LMN = 360°

By substituton;

We have

106° + 106° + 99° + ∠LMN = 360°

311° + ∠LMN = 360°

Collect like terms

∠LMN = 360° - 311°

∠LMN = 49°

Answer:

as long as

[tex]a^2+b^2=c^2[/tex]

then it’s valid, soo...

the first one is not valid (5,6,sqrt 223)

the second one is Not valid (7,11,sqrt 175)

the third one is correct, since [tex]6^2+15^2=261[/tex]

and [tex]\sqrt 261 = 16.1554944214[/tex] (further info)

Answer:

a.) equivilent to;     4 x 7x - 4 x 6         and         28x-24

b.) equivilent to;     8y + 13y          and            21y

Step-by-step explanation:

A.)

4(7x-6)     First you have to multiply everything in the parenthesis by 4 because of distribution

7x x 4 - 6 x 4                That is why it is equivilent to the  4 x 7x - 4 x 6  awnser

28x - 24                    That is the end result by simplifiying and show why it is equivient to 28x-24

B.)

8y+6y+7y                 Simplify the like terms

8y+13y                   6+7 is 13 so that is why it is eauals to 8y+13y

21y                       if you continue adding you see why it equals 21y

Answer:

15 hours

Step-by-step explanation:

To solve this you start by setting up the proportion: [tex]\frac{3}{x} \\\\[/tex] = [tex]\frac{20}{100}[/tex]. This is because we want to know if 3 hours is 20 percent, then how much is 100 percent.

Next we cross multiply to get 300 = 20x

Now we can divide both sides by 20 to get 15.

To check the work we can multiply 15 by .2 and we get 3, so we know it's correct.

Answer:

15 hours to do the entire project

Step-by-step explanation:

20% is the same as 1/5.

"percent" means "per 100", so 20% means 20/100 which reduces to 1/5.

20% of an art project took 3 hours. That means that 1/5 of the art project took 3 hours. The entire project then takes 5 times as much time.

5 * 3 hours = 15 hours

It takes 15 hours to do the entire project.

15 - 3 = 12

It takes 12 more hours after 20% was done.

16x²-49=

(4x)²-7²=

(4x-7)(4x+7)

Here I have used the expression:

a²-b²=(a-b)(a+b)

Answer:

(4x-7)(4x+7)

Step-by-step explanation:

16x² - 49

realize that 16 = 4² and 49 = 7²

Substituting these values into the expression,

16x² - 49

= 4²x² - 7²

= (4x)² - 7²

recall the algebra property :  a² - b² = (a+b)(a-b)

Applying this to our expression:

(4x)² - 7²

= (4x-7)(4x+7)     Answer

Answer:

Step-by-step explanation:

0.103 <= You want to round the number to two decimal places, we will use the  3 to see if it should be rounded up, or stay the same

3 is less than or not equal to 5, so therefore it should be rounded down

0.10 <= Your answer should be like this, or 0.1 if you don't want to add the 0 (because they are the same thing)

I hope this helps! Make sure to give me the brainliest answer , because it is greatly appreciated. Thank You!

The given equation is:
x + 15 = 22
To determine what operation is being used, we look at the equation and identify the mathematical symbols. The symbol "+" represents the addition operation. This indicates that the number 15 is being added to the variable x.
Therefore, the operation being used in the equation is addition.

Answer:

  (g◦f)(x) = 2x +1

Step-by-step explanation:

(g◦f)(x) = g(f(x)) = g(2x -1) = (2x -1) +2

(g◦f)(x) = 2x +1

__

Substitute f(x) for the argument in the function g(x) and simplify.

Answer:

y = - [tex]\frac{2}{5}[/tex] x + 4

Step-by-step explanation:

The equation of a line in slope- intercept form is

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

Calculate m using the slope formula

m = (y₂ - y₁ ) / (x₂ - x₁ )

with (x₁, y₁ ) = (0, 4) and (x₂, y₂ ) = (5, 2) ← 2 points on the line

m = [tex]\frac{2-4}{5-0}[/tex] = [tex]\frac{-2}{5}[/tex] = - [tex]\frac{2}{5}[/tex]

Note the line crosses the y- axis at (0, 4) ⇒ c = 4

y = - [tex]\frac{2}{5}[/tex] x + 4 ← equation of line

Answer:

y = -2/5 +4

Step-by-step explanation:

points are :

(0 , 4 ) and ( 5,2)

midpoint = (0 + 5 )/2  and ( 4 + 2 )/2

= (2.5 , 3 )

the gradient = (2 - 4 )/ ( 5 - 0)

= -2/5

now create the equation using both gradient and midpoint

Y - y1 = m (X - x1)

y-3 = -2/5 (x - 2.5)

y = -2/5 x +1 +3

y = -2/5 +4

Answer:

The answer is 120

Step-by-step explanation:

length X width X height

6*4*5

120

The equation that represents the relationship between step number and the number of dots is [tex]y=5^n[/tex].

Solution:

Let the number of dots be y.

Step number 0: Number of dots = 1

y = 1

Using exponential rule: [tex]a^0=1[/tex]

[tex]y=5^0[/tex]

Step number 1: Number of dots = 5

y = 5

[tex]y=5^1[/tex]

Step number 2: Number of dots = 25

y = 25

[tex]y=5^2[/tex]

Step number 3: Number of dots = 125

y = 125

[tex]y=5^3[/tex]

Note that in step number 0 the power is 0, 1st step power of 5 is 1, 2nd step power of 5 is 2 and the third step power of 5 is 3.

If the process goes on up to n steps, then power of 5 is n.

∴ Step number n:

[tex]y=5^n[/tex]

Number of dots = [tex]5^n[/tex].

Hence the equation that represents the relationship between step number and the number of dots is [tex]y=5^n[/tex].

Step-by-step explanation:

[tex] \because \: time \times speed = distance \\ \therefore \: 4(t + 3) \times 10(t + 3) = 810 \\ \therefore \: 4(t + 3)^{2} = 81 \\ \therefore \: \{2(t + 3) \}^{2} = {9}^{2} \\ \therefore \: \{2(t + 3) \} = {9} \\ \therefore \: t + 3 = \frac{9}{2} \\ \therefore \: t = \frac{9}{2} - 3 \\ \therefore \: t = \frac{9 - 6}{2} \\ \therefore \: t = \frac{3}{2} \\ \therefore \: t = 1.5 \: hrs \\ [/tex]

[tex] \because \: time \times speed = distance \\ \therefore \: 4(t + 3) \times 10(t + 3) = 810 \\ \therefore \: 4(t + 3)^{2} = 81 \\ \therefore \: \{2(t + 3) \}^{2} = {9}^{2} \\ \therefore \: \{2(t + 3) \} = {9} \\ \therefore \: t + 3 = \frac{9}{2} \\ \therefore \: t = \frac{9}{2} - 3 \\ \therefore \: t = \frac{9 - 6}{2} \\ \therefore \: t = \frac{3}{2} \\ \therefore \: t = 1.5 \: hrs \\ speed \: of \: car = 10(t + 3) \\ \hspace{60 pt} = 10(1.5 + 3) \\ \hspace{60 pt}= 10 \times 4.5 \\ \red{ \boxed{ \bold{ \therefore \: speed \: of \: car = 45 \:km/ h}}} \\ [/tex]