what is the slope of y=-5+4x

The table would continue this pattern up to 1,800 hours

The question involves creating a table that displays the effect of earned income on government support and total income for a single mother, named Susan. Given that Susan earns $8 per hour and loses $1 in government benefits for every $1 earned, we calculate the impact of different work hours on her total income. The table will illustrate the intersection of labor and welfare economics, showing the disincentive to work that some assistance programs might create due to the reduction in benefits as earned income rises.

To provide an example for Susan's situation: If she works 500 hours at $8 per hour, her earnings from work would be $4,000. With government benefits reducing dollar for dollar, Susan's new benefits would be $16,000 - $4,000, which equals $12,000. So, her total income would be her earnings ($4,000) plus the adjusted government benefits ($12,000), totaling $16,000. The table would continue this pattern up to 1,800 hours

Answer:

c) 3  

Step-by-step explanation:

The magnitude of a vector is its length, ignoring its direction.

Vector a goes from 0 to -3, so its length is 3.

Answer:

c) 3

Step-by-step explanation:

Vector A: < -3, 0 >

Magnitude:

sqrt[(-3)² + 0²]

sqrt(9)

3

Answer:

The value of y is 16.

Step-by-step explanation:

You have to substitute x = 2 into the equation :

[tex]y = {3x}^{2} + 4[/tex]

Let x = 2,

[tex]y = 3( {2)}^{2} + 4[/tex]

[tex]y = 3(4) + 4[/tex]

[tex]y = 12 + 4[/tex]

[tex]y = 16[/tex]

Answer:

y = 16

Step-by-step explanation:

Let's solve your equation together

3x^2 + 4

We have been given that x = 2

So first we must replace x by 2.

y = 3(2)^2 + 4

Now we solve the equation

2^2 = 4

y = 3(4) + 4

3 * 4 = 12

y = 12 + 4

12 + 4 = 16

y = 16

Hope this helps :)

Answer:

Yes

Step-by-step explanation:

Yes, 600,000,25 is greater than 62,500.

Answer:

see below

Step-by-step explanation:

Graphs A , B , D are graphs of inequalities.  The  show that something is greater than or equal to ( graph A)  or less than or equal to ( Graph B and D)

Graph C is a point.  It is a graph of an equation  

Answer:

27

Step-by-step explanation:

5 × 6 = 30

30 - 3 = 27

Answer:

27

Step-by-step explanation:

(5) 6 -3     In PEMDAS you Multiply first because M is before S

30 - 3

27

Step-by-step explanation:

6a - 4b + c + 4a + 4b + c

Solving like terms

10a + 2c

Because - 4b + 4b = 0

Answer:

The mean for the whole group is 12.57 cm

Step-by-step explanation:

The mean of the length of each group's finger is given by the following formula:

mean = (sum of lengths from each finger)/number of people

Therefore for the first group:

8.3 = (sum1)/6

sum1 = 8.3*6 = 49.8

For the second group:

17.7 = sum2/5

sum2 = 17.7*5 = 88.5

Therefore the mean from the whole group is:

mean = (sum1 + sum2)/11 = (49.8 + 88.5)/11 = 12.57 cm

Answer:

(A)241.4 people per mi²

Step-by-step explanation:

California's Population=39.51 million=39,510,000

California's Land Area=163,676 mi²

Population Density=Population ÷Area

=39,510,000÷163,676

=241.39

≈241.4 people per mi² (correct to the nearest tenth)

Answer:

i think true but im not sure

Step-by-step explanation:

Answer:

x=2.5906672908862554,−0.2573339575529219

Answer:

Step-by-step explanation:

5 , 10 , 15 , 20 , 25 , 30 , 35 , 40 , 45 , 50 , 55 , 60

Answer:

70

Step-by-step explanation:

the multiples of 5 are as follows -

5,10,15,20,25,30,35,40,45,50,55,60,65,70

the multiples of 7 are as follows -

7,14,21,28,35,42,49,56,63,70

from what is shown, 70 is the only first common multiple of the two numbers

i hope this helps! :)

Answer:

There are 5 different outcomes, $30, $21, $20, $16 and $11.

Step-by-step explanation:

Bonnie has a total of 6 bills in her pocket. If she takes 3 random bills, this means that there are 20 different possibilities but the five dollar bills and ten dollar bills are not indistinctive so the number is not 20 for this example.

She can take the 1 dollar bill and the two 5 dollar bills which would make 11 dollars.

She can take the 1 dollar bill and the two 10 dollar bills which would make 21 dollars.

She can take the 1 dollar bill, one 5 dollar bill and one 10 dollar bills which would make 16 dollars.

She can take two 5 dollar bills and one 10 dollar bill which would make 20 dollars.

She can take two 10 dollar bills and one 5 dollar bill which would make 30 dollars.

So there are 5 different outcomes, $30, $21, $20, $16 and $11.

I hope this answer helps.

Final answer:

Bonnie could have possibly drawn $11, $21, $20, or $25 by selecting any 3 bills out of 1 one-dollar bill, 2 five-dollar bills, and 2 ten-dollar bills.

Explanation:

The question concerns the amount of money Bonnie could have taken from her pocket after randomly selecting 3 bills. To answer this, let's consider her initial set of bills: 1 one-dollar bill, 2 five-dollar bills, and 2 ten-dollar bills.

Here are the possible combinations of 3 bills she could draw:

1 one-dollar bill and 2 five-dollar bills: $1 + $5 + $5 = $11

1 one-dollar bill and 2 ten-dollar bills: $1 + $10 + $10 = $21

2 five-dollar bills and 1 ten-dollar bill: $5 + $5 + $10 = $20

1 five-dollar bill and 2 ten-dollar bills: $5 + $10 + $10 = $25

Therefore, the amounts of money Bonnie could have drawn are $11, $21, $20, and $25.

Answer:

quad 3

Step-by-step explanation:

Use "all students take calculas"

quad 1: a=all positive

quad 2: s=only sine positive, tan and cos negative

quad 3: t=only tan positive, cos and sin negative

quad 4: c=only cos positive, tan and sin negative

In trigonometry, both sine and cosine are negative in the third quadrant of the coordinate plane, as both the x and y coordinates are negative in this quadrant.

In the context of trigonometry, on the coordinate plane, sine and cosine are both negative in the third quadrant. The sine function represents the y-coordinate and the cosine function represents the x-coordinate of a point on the unit circle. Hence, in the third quadrant, where both x and y are negative, both sine and cosine are negative as well. This is a basic idea from trigonometry and is commonly referred to as the rule 'All Students Take Calculus', which helps to remember the sign of sine, cosine and tangent in each quadrant. A- all (Quadrant I, all are positive), S - Sine (Quadrant II, only sine is positive), T - Tangent (Quadrant III, only tangent is positive), C - Cosine (Quadrant IV, only cosine is positive). Therefore in the III quadrant, both sine and cosine are negative as only tangent (ratio of sine to cosine) is positive.

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Answer:

A is false

b is true

c is false

d is false

Step-by-step explanation:

Final answer:

In this response, the terms of the given algebraic expression are identified, coefficients are determined, and simplification possibilities are explored.

Explanation:

a. True: The expression 7x2 + 9 + 3x has three terms.

b. True: The coefficient of x is 3.

c. False: The expression cannot be simplified to 10x2 + 9. It remains as 7x2 + 9 + 3x.

d. True: The constant term in the expression is 9.

Answer:

radius=7.5cm

diameter=15cm

Step-by-step explanation:

diameter=2radius

=2×7.5

=15

Answer:

C. Ashik is correct because the points are a strong correlation to this nonlinear association.

just got it right on edge 2020.

please mark as Brainliest.

Answer:

x = -1 and x = 9

Step-by-step explanation:

3(x-4)^2 = 75

(x-4)^2 = 75/3 = 25

(x-4)=[tex]\sqrt25[/tex]

(x-4)= 5   or (x-4)=-5

x=9 or x= -1

Final answer:

To solve the quadratic equation 3(x - 4)^2 = 75, we isolate the squared term, take the square root of both sides, and solve for x, which gives us the solutions x = -1 and x = 9.

Explanation:

The equation given is 3(x - 4)2 = 75. To solve for x, follow these steps:

So, the solutions to the equation are x = -1 and x = 9.

Answer:

80°

Step-by-step explanation:

since the complementary is 40° the supplementary is 80° so its the double.

Answer:9.75304923404

Step-by-step explanation:

Answer:

4/15 didnt i think

Step-by-step explanation:

Answer:

4 : 11  

(The 4 is the people that study French)

(The 11 is the people that don't study French. This includes the people that aren't studying a language at all)

Step-by-step explanation:

[tex]\frac{2}{5}[/tex] of the [tex]\frac{2}{3}[/tex] that study a language, is studying French.

[tex]\frac{2}{5}[/tex]*[tex]\frac{2}{3}[/tex]=[tex]\frac{4}{15}[/tex] so [tex]\frac{4}{15}[/tex] of the entire school studies French. that means [tex]\frac{11}{15}[/tex] of the school doesn't study French. In a ratio, it'd be 4 : 11 ratio

Answer:

The answer is 12x + 4x².

Step-by-step explanation:

You have to expand it using Distributive Law :

[tex]4x(3 + x)[/tex]

[tex] = 4x(3) + 4x(x)[/tex]

[tex] = 12x + 4 {x}^{2} [/tex]

Answer:

x = 18

Step-by-step explanation:

Since 30-60-90 triangles have a side ratio of y : y√3 : 2y.

Since 2y, here, is 12√3, then y is 6√3.

This means that the side x, is 6√3 * √3, which is:

x = 6√3 * √3

= 6 * 3

x = 18

the system of equations corresponding to the augmented matrix is:

-8x - 2y - 1z = -15 ,0x - 9y - 6z = -11 ,-2x + 1y - 21z = -1

what is augmented matrix ?

An augmented matrix is a way of representing a system of linear equations in a matrix form. It consists of a rectangular array of numbers, where the coefficients of the variables in each equation are placed in one part of the matrix

In the given question,

To write the system of equations corresponding to the augmented matrix, we need to represent the coefficients and constants of the variables.

The given augmented matrix corresponds to the following system of linear equations:

-8x - 2y - 1z = -15

0x - 9y - 6z = -11

-2x + 1y - 21z = -1

where x, y, and z are variables.

Therefore, the system of equations corresponding to the augmented matrix is:

-8x - 2y - 1z = -15

0x - 9y - 6z = -11

-2x + 1y - 21z = -1

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Answer:

25.133

Explanation:

c = 2πr

Answer:

10x-2y

Step-by-step explanation:

the x's are really 1x

8x+1x+1x

=10x

the 2y stays the same so you end up with

10x-2y

Answer:

B) 360 cubes

Step-by-step explanation:

We can start by finding how many cubes fit into the length of the prism (1.5 in) which is 6 cubes for 1.5 in/ 0.25 in = 6.

Then we can find the number of cubes to fit the width of the prism (1 in) which is 4 cubes for 1 in/ 0.25 in = 4.

Finally we find that 15 cubes fit the height (3.75 in) for 3.75 in/ 0.25 in = 15 cubes.

Multiplying the together, we get 6*4*15=360 or B