Number of Houses Sold
The graph below shows the number of houses sold over x days. What is the average rate of change from day 2 to day
10?
y
(2,8)
(0,0)
2
House Sales
(6.6)
f(x)
(12,4)
(10,2)
4
6 8 10
Number of Days
12
INING
X
02:39:25

Answer:

Here is your answer

((3 * 6) ^ 8) ^ 7 =

(18 ^ 8) ^ 7 =

11019960576 ^ 7 = 19736052228807988194997231645899399052500495522364054175325333567307776

Step-by-step explanation:

Answer:

what is the difference between 880 and 580

An exponent of a number appears how many times we are multiplying a number by itself. For example, 3³ means we are multiplying 3 four times. Its expanded form is 3×3×3. An exponent is defined as the power of a number.

The exponent of a number defines how many times the number is multiplied by itself. For example, 2×2×2 can be written as 2³, as 2 is multiplied by itself three times. Here, 2 is said to be the "base" and 3 is said to be the "exponent" or "power." In general, [tex]x^{n}[/tex] this means that x is multiplied by itself by n times.

Example :  5*5 = 5²

An expression that means repeated multiplication of the same factor is called a power.

The number 5 is said to the base and the number 2 is said to the exponent.

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Function A have a greater initial value compared to function B

An equation shows how two or more numbers and variables are related to each other.

The standard linear equation is:

y = mx + b

Where m is the rate of change and b is the initial value

For function A, from the table, using the point (0, 4) and (2, 0):

y - 4 = [(0 - 4)/(2 - 0)](x - 0)

y - 4 = -2x

y = -2x + 4

Function A have an initial value of 4

Function B have an initial value of 3

Function A have a greater initial value.

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why, it's clearly D stoopid

Answer:

The probability that a student has an A given that the student is female is 8/9.

Step-by-step explanation:

We know that:

P(B) = 9/20 (the probability that a student is female)

P(A and B) = 8/20 (the probability that a student is female and has an A in the class)

We can use the formula:

P(A|B) = P(A and B) / P(B)

So, P(A|B) = 8/20 / 9/20 = 8/9

The value of x is 14.4 to the nearest tenth.

In a right-angled triangle, the square of the hypotenuse side is equal to the sum of the squares of the other two sides, according to Pythagoras's Theorem.

Given:

The triangle is a right-angled triangle.

Hypotenuse = 17 unit

Base = 9 unit

And perpendicular = x unit

Using Pythagoras' theorem,

Perpendicular = √{(hypotenuse)² - (base)²}

Perpendicular = √{(17)² - (9)²}

Perpendicular = √{289 - 81}

Perpendicular = √208

Perpendicular = 14.422

Perpendicular = 14.4 to the nearest tenth.

Therefore, the value of x is 14.4

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The complete question is given in the attached image.

To convert XY coordinates to latitude and longitude in QGIS, you can use the "Layer > Save As" option in the main menu and select the "Lat Lon" option in the "CRS" (coordinate reference system) section or use the "Layer > Reproject Layer" option and select the destination CRS from the CRS list.

In QGIS, you can convert XY coordinates (also known as projected coordinates) to latitude and longitude (also known as geographic coordinates) using the "Layer > Save As" option in the main menu.

When you choose this option, a "Save Vector Layer As" dialog box will appear, in which you can select the "Lat Lon" option in the "CRS" (coordinate reference system) section.

Additionally, you can use the "Layer > Reproject Layer" option, if you have already loaded the layer in the map. By using this option you can select the destination CRS (Coordinate Reference System) from the CRS list.

It is important to note that to convert XY coordinates to latitude and longitude, QGIS needs to know the original projected coordinate system of the XY data, so it can accurately convert it to latitude and longitude. This information is called the "CRS" or "coordinate reference system" and is typically included with XY data in the form of a "PRJ" file or a metadata file.

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On solving the question Interval notation and set builder notation is x≤ −4 , x≥ -3

This interval notation denotes that this set includes all real numbers between 8 and 12 where 8 is excluded and 12 is included. The set-builder notation is a mathematical notation for describing a set by representing its elements or explaining the properties that its members must satisfy.

We can write the given interval of a set in set builder form by using the required mathematical symbols and assuming a variable in each set. The interval given to us is \[\left( {6,12} \right)\] . Consider a symbol x to describe the element of the set or interval which is followed by a colon (:)

In set theory and its applications to logic, mathematics, and computer science, set-builder notation is a mathematical notation for describing a set by enumerating its elements, or stating the properties that its members must satisfy

Interval notation and set builder notation is x≤ −4 , x≥ -3

nterval notation is a way to describe continuous sets of real numbers by the numbers that bound them. Intervals, when written, look somewhat like ordered pairs. However, they are not meant to denote a specific point. Rather, they are meant to be a shorthand way to write an inequality or system of inequalities

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Finding the factors of the polynomial expression in the equation and then setting each factor to zero is one way to solve equations.

A mathematical expression made up of coefficients and uncertainty that only makes use of additions, subtractions, multiplications, and positive integer powers of variables is known as a polynomial. The formula x2 4x + 7 denotes a single indeterminate x polynomial. An expression in mathematics known as a polynomial is made up of variables (also known as indeterminates) and coefficients that may be added, subtracted, multiplied, and raised to negative integer powers of non-variables. An algebraic statement with variables and coefficients is called a polynomial. An expression can only contain the operations addition, subtraction, multiplication, and non-negative integer exponents. Polynomials are the name for these expressions.

Finding the factors of the polynomial expression in the equation and then setting each factor to zero is one way to solve equations. The same procedure also applies in reverse. In other words, we can identify factors for the expression if we know the root of the function.

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Answer: The graph represents the system of linear inequalities: {y≤2x−1 y>−2x+3

This can be determined by analyzing the slopes and y-intercepts of the lines represented by the inequalities.

The first inequality, y≤2x−1, represents a line with a slope of 2 and y-intercept of -1. This line will be a solid line because it includes the y=2x-1.

The second inequality, y>−2x+3, represents a line with a slope of -2 and y-intercept of 3. This line will be a dashed line because it does not include the y=-2x+3.

The graph of this system of linear inequalities will be a shaded area that is above the dashed line and below the solid line. This area represents the solution of the system. The other options do not represent the correct system of inequalities.

Step-by-step explanation:

By using a trigonometric relation, we will see that the value of x is 60.57°

On the image, we can see a right triangle where x represents one of the angles.

We can see that the length of the two catheti are shown, such that the adjacent cathetus is 2.2, and the opposite cathetus is 3.9, then we can use the trigonometric relation:

tan(a) = (opposite cathetus)/(adjacent cathetus)

Then we can write:

tan(x) = 3.9/2.2

Using the inverse tangent function in both sides, we will get:

Atan( tan(x)) = Atan(3.9/2.2)

x = Atan(3.9/2.2) = 60.57°

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Answer:

a 4 by 4 square

a 5 by 5 square

Step-by-step explanation:

The three shapes are

1) a square 1 unit by 1 unit

2) a square 2 units by 2 units

3) a square 3 units by 3 units

The next two shapes are

4) a square 4 units by 4 units

5) a square 5 units by 5 units

Answer:

2980.95799

Step-by-step explanation:

Answer:

------------------------

Given system:

Plot each line and find the intersection, this is the solution.

The solution is (2, - 2) as per attached graph.

The percentage of employees in Restaurant B is 28%

The term percentage in math is known as a relative value indicating hundredth parts of any quantity.

Here we have given that a group of 25 employees want to go out for a group dinner. And here we have also given the 18 employees want to go to Restaurant A and 7 employees want to go to Restaurant B.

Here let us consider that x be the percentage of employees works on Restaurant B.

Then the value of x is calculated as,

=> 7/25 x 100

=> 0.28 x 100

Therefore, the percentage of employees is 28%.

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Step-by-step explanation:

what did your teacher want to achieve by the 2 questions that have the same answer ? or is sea level different from the surface of that body of water ? that information would be missing.

the driver descends 15.2 ft per second =

= 15.2/1 ft/s = 15.2 ft/s

after 4.1 seconds the diver descends 15.2 × 4.1 = 62.32 ft.

so, the diver is at that time 62.32 ft under the surface of that body of water.

if sea level is different to the surface of that body of water, then that difference has to be added (when sea level is higher that the water surface) or subtracted (when sea level is below the water surface) to get the the position below or above sea level.

The prior amount is $600.00, the finance charge is $7.50, the new purchases are $90.00, and the payments and credits are each worth $100.00. 597.5 is the new balance.

By doing the identical action on both sides of the =-sign, you can solve equations by using the balance approach. The name is derived from the idea behind it: An (ancient) weighing device known as a balance has a scale, dish, or weighing pan on each side. You place a piece of the equation on each side of the balance.

Even if we change the amounts on either side of the equation by the same number, the balance will remain the same. In order to balance an addition equation, add the side that has no missing numbers first. The opposite side must match this amount. The number that is present on the side with the missing value is then taken, and it is subtracted from your total.

= Purchase - Payments

= 90 - 100

= - 10

New balance   = Previous balance  + Finance charge - Purchase

                         = 600 + 7.50 -10

New balance   = 597.5

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Answer:

9 students

Step-by-step explanation:

24×3/8 to get 9 students

Answer:

Step-by-step explanation:

out of 24 students, the amount riding the bus is 192/3  but can be simplified to 64/1. Hope this helps you !

Answer:

9

Step-by-step explanation:

because the 9 is the highest point

Answer:

1/128 or 0.0078125, round as needed

Step-by-step explanation:

✨calculator✨

For the given mean and other values the value of data point will be 131.6.

What is mean?

The arithmetic mean, also known as the arithmetic average or simply the mean or average, is the sum of a set of numbers divided by the total number of numbers in the set. The collection frequently consists of a series of findings from a survey, experiment, or observational study.

The formula for the z-score is

z = (x - μ)/σ

x = data point

μ = mean

σ = standard deviation

Now

Given

Mean=102.8

standard deviation=15.4

z-value=1.87

putting the values in the formula

z = (x-μ)/σ

where x is the data point , μ is the population mean, and σ is the population standard deviation

1.87=(x-102.8)/15.4

Hence,

x=131.6

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The slope of the given expression is calculated using slope-intercept form. And the answer is 0.

How steep a line is or how much y climbs as x rises is determined by its slope. Slope compares changes to the y-axis, or the vertical axis, with changes to the x-axis, or the horizontal axis. The ratio of any two y values to any two x values can be used to calculate it.

By slope intercept, the standard equation is written as y=mx+b. Here, b is considered as the y-intercept, and m is considered as the slope. Then, the slope is calculated by comparing the given expression with this.

From the given expression, y = -6, we can tell the value of x is zero, the slope is also zero, and the y-intercept b is -6. Therefore, the required answer is 0.

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Answer:

130 miles every week

Step-by-step explanation:

3 + 4 + 6

= 13

13 x 2

= 26

26 x 5

= 130

130 miles every week

Your welcome

Given the rule of the Angles on a straight line ∠COD is equal to 30°

Recall that the sum of angles on a straight line is 180°

This means that

3x+94 +x + 18 + 2x-4 = 180°

Let's solve your equation step-by-step.

3x+94+x+18+2x−4=180

Step 1: Simplify both sides of the equation.

3x+94+x+18+2x−4=180

3x+94+x+18+2x+−4=180

(3x+x+2x)+(94+18+−4)=180 (Combine Like Terms)

6x+108 = 180

6x+108=180

Step 2: Subtract 108 from both sides.

6x+108−108=180−108

6x=72

Step 3: Divide both sides by 6.

6x/6 = 72/6

x=12

Since x = 12, therefore,  ∠COD is:

12 +18 = 30°

Thus ∠COD according to the sum of angles on a straight line is = 30°

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The exponential equation y = 2500 * 0.76^t models the relationship between the value of a laptop computer (y) and the number of years since it was purchased (t). It shows that each year the value decreases by 24%.

y = 2500 * 0.76^t

Given:

In 2005, a laptop computer was purchased for $2500.

Each year since then, the real value has decreased by 24%.

Let t be the number of years since 2005.

Let y be the value of the laptop computer, in dollars.

We can model this relationship using an exponential function.

Since the real value has decreased by 24% each year, we can use the equation 1 - 0.24 = 0.76 to represent this.

We can then use this to write the exponential function.

y = 2500 * 0.76^t

This equation shows the relationship between y (the value of the laptop computer) and t (the number of years since 2005). The exponential equation y = 2500 * 0.76^t models the relationship between the value of a laptop computer (y) and the number of years since it was purchased (t). It shows that each year the value decreases by 24%.

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Answer:

Yes

Step-by-step explanation:

Pythagoras' theorem states that the square on the hypotenuse of a right triangle is equal to the sum of the squares on the other two sides.

The length of the third side of the triangle which is the hypotenuse is 17 with other sides being 8 and 12.

This is referred to as a three-sided polygon that consists of three edges and three vertices and the longest side is referred to as the hypotenuse.

In other to get the length of the sides of a triangle, we have to apply pythagoras theorem which is seen below:

a² + b² = c²

To get the hypotenuse , we can use c=√a²+b²

c = √8² + 12²

c = √64 + 144

c = √289 = 17.

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