there are two numbers which add up to be 29. If one number is one more than the other find the two numbers

Answer:

9x+5=7

9x=2

x=2/9

Option A

The equation of line is [tex]y = \frac{-3}{4}x - 3[/tex]

Solution:

Given that line passes through the point (4, –6) and has a slope of Negative three-fourths

Given point is (x, y) = (4, -6)

[tex]slope = \frac{-3}{4}[/tex]

The equation of line passing through point (x, y) and slope "m" is given as:

y = mx + c ----- eqn 1

Where "m" is the slope of line and "c" is the y - intercept

Substitute (x, y) = (4, -6) and [tex]m = \frac{-3}{4}[/tex] in eqn 1

[tex]-6 = \frac{-3}{4} \times 4 + c\\\\-6 = -3 + c\\\\c = -6 + 3\\\\c = -3[/tex]

The required equation of line is given as:

[tex]\text{ Substitute } m = \frac{-3}{4} \text{ and } c = -3 \text{ in eqn 1 }[/tex]

[tex]y = \frac{-3}{4}x - 3[/tex]

Thus the equation of line is found

Answer:

the answer is A

Step-by-step explanation:

Hope this helps!

Answer: c. box and whisker plot

Step-by-step explanation:

the box and whisker plot shows you the median and lays out the data so you would know how spread how your numbers are

The most appropriate graph is box-and-whisker plot.

The left and right sides of the box are the lower and upper quartiles. The box covers the interquartile interval, where 50% of the data is found. The vertical line that split the box in two is the median.

Given:

A teacher wants to create a graph of the students' scores on the final exam and see what the distribution looks like.

As, we know the teacher wants to know median of the scores is on the exam as well as how spread out the scores are.

To find the median from the graph the best graph is  box-and-whisker plot because it shows the quartile and median very accurate.

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Any measurement that can be used to measure area will have the word square or squared somewhere in the term, because you multiply two values to get the area. So the answers would be inches squared, and square yards. 

Simply meters and centimeters would be used for length; cubic feet would be used for volume because three values have to be used to find an object's volume.

Hope This Helps! :)

QuezoMartiinez :)

Answer:

Square centimeters and Square yards

Step-by-step explanation:

the area of any object has to be squared. for volume it would need to be cubed

Final answer:

While a correlation of 0.67 suggests a positive relationship between loud music and poor hearing, it does not confirm causation. Many factors contribute to hearing loss, and while loud music is a significant risk factor for noise-induced hearing loss, one cannot definitively conclude it causes poor hearing without considering other variables.

Explanation:

The correlation coefficient of 0.67 between poor hearing and loud music indicates a positive and moderate relationship between the two variables, suggesting that people who listen to loud music tend to have poorer hearing. However, correlation does not imply causation. While loud music can be one of the factors contributing to poor hearing, it is important to remember that other factors can also lead to hearing loss, such as age, genetics, infections, and other environmental noises. Therefore, while the correlation is significant, we cannot conclude with certainty that poor hearing is exclusively caused by listening to loud music.

Noise-induced hearing loss can indeed happen from prolonged exposure to sounds of high intensity. For example, listening to music through earbuds at maximum volume, which can be around 100-105 decibels, increases the risk of hearing loss and can cause noise-induced hearing loss after 15 minutes of exposure. The impact of sound intensity on hearing health is undeniable, but when determining causality, a deeper investigation into other possible contributing factors must also be taken into account.

Answer:

-1y+6

Step-by-step explanation:

Here’s why:

Combine like terms. -8y and 7y added together becomes -1y giving the first term.

The second term is from subtracting 12 and 6.

Hope this helps!

Answer:

-y + 6

Step-by-step explanation:

7y + 12 - 6 + (- 8y) =

7y + 12 - 6 - 8y =

7y - 8y = -y

12 - 6 = 6

- y + 6

Answer:

21/100

Step-by-step explanation:

Answer:

Step-by-step explanation:

0.06

you can solve it one of 2 ways

first : put 6 over 100 and make it a fraction so 6/100 then convert it to a decimal depending on how your teacher wants it

secondly: divide 6 by 100

Answer:

8 and 14

Step-by-step explanation:

X + Y = 22

X= 22-Y

4X= 7Y

4(22-Y) = 7Y

88-4Y=7Y

88= 11Y

8=Y

X= 22-Y= 22-8=14

Answer:

105

Step-by-step explanation:

29 more than 76 can be written as:

76 + 29, which equals 105

For this case we have the following statement:

Concha is making dresses, if she has made 2/3 of 6 dresses. How many fractions of dresses does she have left to finish? How many dresses have you already made?

If Concha has made [tex]\frac {2} {3}[/tex] of 6 dresses we have:

[tex]\frac {2} {3} * 6 = \frac {6 * 2} {3} = \frac {12} {3} = 4[/tex]

So we have to:

[tex]\frac {3} {3} - \frac {2} {3} = \frac {1} {3}\\6 * \frac {1} {3} = 2[/tex]

Thus, Concha must make 2 dresses to complete all 6. This represents[tex]\frac {1} {3}.[/tex]

Answer:

Concha has made 4 dresses and must make 2 to complete the 6 dresses.

Answer:

31 1/3

Step-by-step explanation:

3x-10=84, given

3x=94, add 10 to both sides

x = 31 1/3, divide both by three

Answer:

3x = 84+10

3x = 94

x = 94/3

x = 31.33

Answer:

351.7227778°

Step-by-step explanation:

The conversion of 351°41’142” into decimal degrees involves expressing minutes and seconds as fractions of a degree. This results in approximately 351.7227 degrees.

To convert degrees, minutes, and seconds to decimal degrees, we express the minutes and seconds as fractions of a degree. Degrees are already expressed in decimal form, so 351° remains 351. However, 1 minute equals 1/60 of a degree, while 1 second equals 1/3600 of a degree. So, to convert 41 minutes into decimal degrees, we divide 41 by 60, which equals approximately 0.6833. And to convert 142 seconds into decimal degrees, we divide 142 by 3600, which equals approximately 0.0394. Then we add these values together with the original degrees to get the final answer: 351 + 0.6833 + 0.0394 equals approximately

351.7227 degrees

.

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The point (4,60) on a graph in the context of a bicyclist traveling likely represents that the bicyclist traveled a distance of 60 units in a time of 4 units, where the exact units would depend on the graph's axes' labels.

In go math books page 131, the point (4,60) typically represents a point on a graph or chart. In the context of a bicyclist traveling, the two numbers in the point likely stand for two different values or measurements. The first number '4' could represent time elapsed (for example, 4 hours or 4 minutes) and the second number '60' could possibly represent the corresponding distance traveled by the bicyclist (for example, 60 miles or 60 meters). Therefore, the point (4,60) could mean that the bicyclist traveled a distance of 60 units in a time of 4 units. The exact meanings of '4' and '60' would depend on the labels of the x-axis and y-axis of the graph.

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The point (4,60) likely represents that after 4 units of time, the bicyclist has traveled 60 units of distance. This is typically used to interpret motion on a distance-time graph in kinematics, which is a branch of physics.

In the context of a Go Math book, the point (4,60) on a graph usually represents two distinct pieces of information about an event or a scenario. For instance, if we're considering the motion of a bicyclist, the point (4,60) might represent that after 4 units of time (such as 4 minutes or 4 hours), the bicyclist has traveled 60 units of distance (such as 60 meters or 60 miles). However, without the specific context or the content of page 131, it's challenging to determine the exact meaning of the point.

In Figure 24.7, which describes the motion of a motorist, time is on the y-axis and distance on the x-axis, which is a common convention for distance-time graphs in motion problems. Therefore, if (4,60) were a point on such a graph, 4 would likely represent the time elapsed and 60 the distance traveled.

Understanding points on these graphs helps students to visualize and interpret different aspects of motion, such as speed, displacement, and acceleration, contributing greatly to their grasp of kinematics of physics

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The value of function g (4) will be 31.

What is Function?

A relation between a set of inputs having one output each is called a function.

Given that;

F(x) is an even function.

So, F(-x) = F(x)

And, f(-6) = 8

Now,

The function is,

g(x) = 4 f(x+2) - 1

Find the value of g(4), substitute x = 4 in above equation as;

⇒ g (4) = 4 f(4 + 2) - 1

⇒ g (4) = 4 f (6) - 1

Since, F(x) is an even function.

So, F(-8) = F(8)

Hence, We get;

⇒ g (4) = 4 × 8 - 1

⇒ g (4) = 32 - 1

⇒ g (4) = 31

Thus, The value of function g (4) will be 31.

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Answer:

B. 3/4

Step-by-step explanation:

Care with these types of graphs as the values are 2 rather than one on each axis.

Away from that, rate of change can also be named "slope" in which how many units up or down the y-value goes per x value. To find the slope or "rate of change" you want to use [tex]\frac{RISE}{RUN}[/tex] .

To find the rise over run you want to go up from any point where the x and y value line up to another. The origin or (0,0) can be used to do this. Look at point (8,6) to see this. Rise from the origin 6 times and run to the right 8 times. Rise OVER run so the rate of change can be shown as 6/8 which can be simplified to 3/4.

Answer:

p = z / (x+y)

Step-by-step explanation:

хр + ур = z  (factorize p on the left side)

p(x+y) = z  (divide both sides by (x+y)  )

p = z / (x+y)

Answer:

p=z/(x+y)

Step-by-step explanation:

xp+yp=z

p(x+y)=z

p=z/(x+y)

Answer:

the derivative of given function is

[tex]cos(cos^2 x )(-sin 2 x)[/tex]

Step-by-step explanation:

Step :-

using chain rule formula [tex]\frac{d y}{d x} = \frac{d y}{d u} X\frac{d u}{d x}[/tex]

let [tex]Y = sin(cos^2 x)[/tex]  ...........(1)

[tex]\frac{d(sin x)}{d x} = cos x[/tex]

Differentiating equation (1) with respective to x,we get

[tex]\frac{d y}{d x} = cos(cos^2 x) \frac{d}{d x} (cos^2 x)[/tex]........(2)

we will use again formula

[tex]\frac{d(cos x)}{d x} = -sin x[/tex]

[tex]\frac{d (x^{2} )}{d x} =2 x[/tex]

From (2) equation we will get solution is

[tex]\frac{d y}{d x} = cos (cos^2 x) (2 cos x (\frac{d(cos x)}{dx} )[/tex]  ........(3)

again simplification the equation (3) we will get

[tex]\frac{d y}{d x} = cos(cos^2 x)(2 cos x(-sin x))[/tex] ........(4)

by using trigonometry formula

[tex]2 sin x cos x = sin2x[/tex]

now the equation (4) we get final solution is

[tex]\frac{d y}{d x} = cos(cos^2 x)(- sin2x)[/tex]

Answer:

5 people

Step-by-step explanation:

This is a subtraction problem.

45 - 40 = 5

There are 45 people wanting to ride the carousel, but since it can hold only 40 people, 5 people will have to wait for the next ride.

This is a simple arithmetic problem. There are 45 people waiting in line and the carousel can hold 40 people. To find out how many people will need to wait for the next ride, we subtract the number of people the carousel can hold from the number of people waiting in line:

So, 5 people will need to wait for the next ride.

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Answer:

170 heart beat per minute.

Step-by-step explanation:

While exercising, a person’s recommended target heart rate is a function of age. The recommended number of beats per minute, y, is given by the function y = f(x) = − 0.85x + 187 where x represents a person’s age in years.

So, if my age is 21 years i.e. x = 21, then the number of recommended heart beats per minute for my age will be

y = f(21) = - 0.85(21) + 187 = - 17.85 + 187 = 169.15 ≈ 170. (Answer)

{Taking the larger integer value}

Answer:

-0.4 if  the numerator is -2 and -2.5 if the numerator is 5

Step-by-step explanation:

The answer should be $290 in total.

Answer:

Step-by-step explanation:you just add 1,245 plus 955 then you divide by 5 and get 440

Answer:

zx would equal 19 as well

wt=4.5

wy=19

Step-by-step explanation:

this is easy speacily since i am in 8th grade lol

Answer:

[tex](5m - \frac{1}{5})^{3}[/tex]

Step-by-step explanation:

We have to write the following expression as a power of a binomial.

The expression is [tex]125m^{3} - 15m^{2} + \frac{3}{5}m - \frac{1}{125}[/tex].

Now, we have to rearrange the given expression.

[tex]125m^{3} - 15m^{2} + \frac{3}{5}m - \frac{1}{125}[/tex]

= [tex](5m)^{3} - 3(5m)^{2}(\frac{1}{5}) + 3(5m)(\frac{1}{5})^{2} - (\frac{1}{5})^{3}[/tex]

= [tex](5m - \frac{1}{5})^{3}[/tex] (Answer)

Since we know the identity as (a - b)³  = a³ - 3a²b + 3ab² - b³.

Answer:

12

Step-by-step explanation:

Answer:

0.6, 0.7, 0.8, 0.9

Step-by-step explanation:

0.5 < x < 1

Answer:

It could be 0.5, 0.6, 0.7, 0.8, 0.9 depending if it is in the tenths

Answer: 2 and 4

Step-by-step explanation: the quick way is by dividing all the answer options

Final answer:

There are 72 possible outcomes in the experiment.

Explanation:

The total number of outcomes for the experiment can be found by multiplying the number of outcomes for each event.

For the first event, rolling a six-sided number cube, there are 6 possible outcomes (numbers 1 to 6).

For the second event, flipping a coin, there are 2 possible outcomes (heads or tails).

For the third event, rolling a six-sided number cube again, there are 6 possible outcomes.

To find the total number of outcomes, multiply the number of outcomes for each event: 6 x 2 x 6 = 72.

Therefore, there are 72 possible outcomes in this experiment.

Answer:

y = 5/3x + 4

Step-by-step explanation:

First subtract 5x from both sides

-3y = -5x - 12

Then divide -3 from both sides

y = 5/3x + 4

If you need to go further

y = 1 2/3x + 4

Answer

Y=x\3

Step-by-step explanation: