HELP ASAP PLEASE!!!!!

To write 4 more than 5, we use the mathematical operation of addition and the notation 4 + 5 = 9.

To write 4 more than a number, we need to use the mathematical operation of addition. Addition is the process of combining two or more numbers to find the total or sum.

In this case, we are given the number 5 and we are asked to find the number that is 4 more than it. To do this, we can use the mathematical notation: 4 + 5 = 9.

This notation means that we are adding 4 to 5, which results in N+4. The "+" symbol is the addition operator and it is used to indicate that we are performing an addition operation. The "=" symbol is used to indicate that the result of the addition is N+4

Another way to write 4 more than a number is to use the phrase "4 plus 5". This phrase indicates that we are adding 4 to 5 to get 9.

Therefore, In short, to write 4 more than a number, we use the mathematical operation of addition and the notation 4 + Number = N+4. This means that we are adding 10 to a number, resulting in N+4. It can also be written as "4 plus N", indicating the same operation i.e 4 + 5 = 9.

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The sampling distribution of the sample mean for samples of size 16 is made up of V3.2 pets, which is the same as the average number of pets owned by the population of high school students.

We use sampling distribution because...

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Answer:

Answers in attached photo.

Step-by-step explanation:

Steps are in the attached photo, do note that to ensure the inequality sign are always constant throughout the entire working, otherwise one wrong line will result incorrect answers below it.

The point Slope form equation is y = -1/10x + 26/5 ,  when a point (6,4) has a slope of -1/10

The point-slope form of a linear equation is given by y - y1 = m(x - x1), where (x1, y1) is a point on the line, and m is the slope of the line.

Given that the line includes the point (6,4) and has a slope of -1/10, we can substitute these values into the point-slope form to get the equation of the line:

y - 4 = -1/10(x - 6)

Simplifying this equation gives:

y = -1/10x + 26/5

So, the equation of the line in point-slope form is y = -1/10x + 26/5

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The angles from an isosceles triangle are simple to calculate. But in order to strengthen the customary methodical approach to vector addition, we note that the angle [tex]$\overrightarrow{\mathrm{b}}$[/tex] makes with the [tex]$+\mathrm{x}$[/tex] axis is

[tex]$30^{\circ}+105^{\circ}=135^{\circ}$[/tex]

It should be noted that using the cosine law for general triangles is an effective technique to solve this vector addition problem (also because

[tex]$\vec{a}[/tex], [tex]\vec{b}[/tex] and [tex]$\vec{r}$[/tex] The angles from an isosceles triangle are simple to calculate. But in order to strengthen the customary methodical approach to vector addition, we note that the angle [tex]$\overrightarrow{\mathrm{b}}$[/tex] makes with the [tex]$+\mathrm{x}$[/tex] axis is

[tex]$30^{\circ}+105^{\circ}=135^{\circ}$[/tex]

(a) The x component of

[tex]$\overrightarrow{\mathrm{r}_{\mathrm{x}}}=(10.0 \mathrm{~m}) \cos 30^{\circ}+(10.0 \mathrm{~m}) \cos 135^{\circ}=1.59 \mathrm{~m}$[/tex]

(b) the y component of

[tex]$\vec{r}$ is $r_y=(10.0 \mathrm{~m}) \sin 30^{\circ}+(10.0 \mathrm{~m}) \sin 135^{\circ}=12.1 \mathrm{~m}$[/tex].

(c) the magnitude of

[tex]\vec{r}$ is $r=|\vec{r}|=\sqrt{(1.59 \mathrm{~m})^2+(12.1 \mathrm{~m})^2}=12.2 \mathrm{~m}[/tex]

(d) The angle between

[tex]\overrightarrow{\mathrm{r}}$ and the $+\mathrm{x}$ direction is $\tan ^{-1}[(12.1 \mathrm{~m}) /(1.59 \mathrm{~m})]=82.5^{\circ}$[/tex]

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The probability that a student picked from this group at random is using a pen or pencil is 19/21

Probability is the branch of mathematics concerning numerical descriptions of how likely an event is to occur, or how likely it is that a proposition is true.

Given that, in a group of 42 students, 17 use pens for writing and 21 use pencils for writing.

P(A or B) = P(A) + P(B)

P(A) = 17 / 42

P(B) = 21 / 42

P(A or B) = 17 / 42 + 21 / 42

P(A or B) = 38 / 42

P(A or B) = 19/21

Hence, the probability that a student picked from this group at random is using a pen or pencil is 19/21

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Answer: 1/6

Step-by-step explanation: 2/3 = 4/6

1/2 = 3/6

4/6 - 3/6  = 1/6

On solving the linear equations y = -2x + 6 and y = 5x - 8, the value for x is x = 2 and the value of y is y = 2.

What is a linear equation?

A linear equation is one that has a degree of 1 as its maximum value. No variable in a linear equation, thus, has an exponent greater than 1. A linear equation's graph will always be a straight line.

The first linear equation is - y = -2x + 6

The second linear equation is - y = 5x - 8

Subtracting equation (1) from (2) -

y - y = 5x - 8 - (-2x + 6)

0 = 5x - 8 + 2x - 6

0 = 7x - 14

7x = 14

x = 14/7

x = 2

Substituting the value of y in equation (1) -

y = -2x + 6

y = -2(2) + 6

y = -4 + 6

y = 2

The subtraction and substitution method is chosen to solve the system of linear equations. The linear equations are first made equal in order to find the desired variable. Then subtraction is done to find the value of one variable. Next, the found value is substituted into the equation to find the unknown variable. This method is easy to understand and gives accurate value.

Therefore, the value of x and y is 2 and 2 respectively.

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Samantha is willing to pay up to $72,000 for the 1963 Chevrolet Corvette, which is $17,000 more than Ivan's asking price of $55,000.

It means to receive something from a parent or ancestor through genetic transmission. It also means to receive something as a devise or legacy from an ancestor. inherit an enzyme that is flawed.

Ivan inherited the car and valued it at $45,000, therefore he would make a profit of $17,000 if he sells the car to Samantha.

It's important to note that the final price will depend on the negotiation and agreement between Ivan and Samantha.

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The y-intercept for the graph of this line 3x-5y=6 is -6/5.

In mathematics, a graph is a visual representation or diagram that shows facts or values in an ordered way. The relationships between two or more items are frequently represented by the points on a graph.

To determine the intercept of the equation, it would be helpful to write it in its slope-intercept form which is expressed as:

y = mx + b

where m is the slope and b is the y-intercept. Therefore, the value of b would be the correct answer here.

3x-5y=6

5y=3x - 6

y = 3x/5 - 6/5

Thus, the y-intercept is -6/5.

Thus, the y-intercept for the graph of this line 3x-5y=6 is -6/5.

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It is called a "congruent" angle.

A full rotation, or a complete revolution, is 360 degrees. Therefore, an angle of 360 degrees is called a "full rotation" or a "complete revolution." It is also sometimes called a "congruent" angle.

A full rotation is known as a circle. A circle is a round-shaped figure that has no corners or edges.

In geometry, a circle can be defined as a closed, two-dimensional curved shape.

The entire circle completes a total of 360 degrees as it completes one rotation or what we call a complete revolution.

A circle is a congruent angle.

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The correct option is D. Use the distributive property on each side of the equation.

In step with this belongings, multiplying the sum of two or more addends by means of a number will deliver the identical result as multiplying each addend in my view by the quantity after which including the products together. The distributive belongings tell us how to remedy expressions in the form of a(b + c). The distributive belongings are every so often known as the distributive law of multiplication and division.

The Distributive asset is an algebraic asset that states that when an element is improved by means of the sum or difference of terms, it's far essential to multiply every one of the two numbers by means of the element, and subsequently perform the addition or subtraction operation.

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Complete Question:

What is the first step in solving this equation? 3(2x + 6) – 4x = 2(5x – 2) + 6.

A). Use the subtraction property of equality to subtract 6 from both sides. B). Use the addition property of equality to add 4x to both sides.

C). Combine the like terms on each side of the equation.

D). Use the distributive property on each side of the equation.

Answer:

They both have their four interior angles equal to 90 degrees and opposite sides parallel to each other.

Step-by-step explanation:

Answer in the photo!!

hope it's right

The distributive property of equality states that the product of an expression and a sum is equal to the sum of the products of the expression and each term in the sum.

Distributive Property of equality : Distribution in mathematics means multiplying an element by two or more additive elements in parentheses.

Multiplying the set by the sum of two terms is the same as adding the products of the original set and each term. In other words, multiplying a quantity by the sum of two or more terms is the same as adding the product of original quantity and each term. A simpler way of expressing this is that the equality holds after the distribution of the terms. Let a, b, and c be real numbers. Then: a(b + c) = ab + ac. A more general formulation is to let be natural numbers and a, b₁, b₂, b₃,---, bₙ be real numbers. Then, a( b₁+b₂+ b₃ +---+ bₙ) = ab₁ + ab₂ + ab₃ + ----+bₙ.

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Answer:

Step-by-step explanation:

The simple percent interest per year is calculated by dividing the interest earned by the original amount invested, then multiplying by 100 to express the answer as a percentage.

In this case, Kevin earns $42.80 - $40 = $2.80 in interest.

So, the simple percent interest per year is ($2.80 / $40) * 100 = 7%

To plot a point in a coordinate plane, first we have to define the point, then determine the coordinates, both x and y coordinates. Then plot the point in the appropriate plane.  

A point is usually in a coordinate plane is described by two axis, X and Y. A point will usually be denoted as (x,y). From these values we have to determine where the point might be lying. If the x value is positive it is towards the right of 0 and negative it will be towards left. Y value become positive upwards and negative downwards.

After determining the coordinates we label as the readings the the X axis and Y-axis. In the figure given below we have plotted some points.

Point A (2,2) with x-coordinate 2 and y coordinate 2 , B(4,-2) with x coordinate 4 and y coordinate -2, C(-3,-1) with x coordinate -3 and y coordinate -1, D(-2,3) with x coordinate -2 and y coordinate 3.

So, for plotting we have to determine the coordinates and plot it.

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Answer:$51.08

Step-by-step explanation:

Answer:

D or the last graph. (I attached it)

Step-by-step explanation:

Rewrite in slope-intercept form:

[tex]y = \frac{2}{3}x - 1[/tex]

Using the slope-intercept form, the slope is [tex]\frac{2}{3}[/tex] or [tex]m = \frac{2}{3}[/tex].

Start on the graph by graphing (0, -1), then graph your slope. Up 2, over 3 & repeat!

Answer:

Domain:

[tex] - \infty < x < \infty [/tex]

Range:

[tex] - 1 \le \: y < \infty [/tex]

Step-by-step explanation:

The Domain of a function is x values which are included in the graph. Sometimes x values will not be included because they cannot be defined at that point, but in this case the graph indicates that the graph continues to the right and left with no indication that there is an asymptote or it is undefined beyond the graph so we can assume it's defined for all real numbers. We can represent this in interval notation as:

[tex] - \infty < x < \infty [/tex]

Since if you plug in any real number, this inequality should be true.

The range of a function is defined as y values which are on the graph, this is restricted when certain y values are not on the graph... but we can usually tell because functions will have a minimum/maximum. By looking at the graph it appears to reach a minimum at y = -1 and then on the right and left side is increasing, never going below this value, so the range can be defined as:

[tex] - 1 \le y < \infty [/tex]

Since the y values vary between -1 (including -1) and infinity... well that really just means there's no upper bound and it just keeps increasing and increasing.

Answer:

To calculate the speed of the car's tires turning, you need to first calculate the circumference of the tire. If the tire has a 25 inch diameter, multiply 25 by 3.1416 to find the tire circumference, which is 78.54 inches. Now, divide 63,360 inches per mile by the tire circumference (78.54) to find the revolutions per mile, which is 803.6. Finally, multiply 803.6 by 29 (the speed of the car in mph) to get the revolutions per minute, which is 23,253.6. Therefore, the car's tires are turning at a rate of 23,253.6 revolutions per minute.

The focus of 76-inch diameter and the 42-inch deep reflecting telescope is located approximately 87.92 inches or 7.32 feet from the center of the mirror, at the prime focus.

The focus of a reflecting telescope's mirror is the point where incoming light rays converge after being reflected by the mirror. The location of the focus depends on the size and curvature of the mirror. In this case, the mirror has a diameter of 76 inches and a depth of 42 inches.

This information can be used to calculate the location of the focus, which is approximately 87.92 inches or 7.32 feet from the center of the mirror. This distance is also known as the prime focus and is the point where the image is formed. The eyepiece of the telescope, which magnifies the image formed at the prime focus, is typically located a short distance away from the prime focus, often around 0.90 inches.

The secondary mirror is positioned to reflect light from the prime focus to the eyepiece.

Complete question:

A reflecting telescope's mirror diameter is 76 inches and depth is 42 inches. Where would the focus of the mirror be located? Answer to the nearest hundredth.

Primary Mirror

Lighting

Prime Focus

Secondary Mirror

Eyepiece

O1.68 inches

O 87.92 inches

O 512.00 inches

O 8.60 inches

O 0.90 inches

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The digit 3 in the number 17039 represents the value of 3 in the tens place. The place value system is a way to understand the value of each digit in a number. In this case, each digit in the number 17039 has a specific place value, starting from the rightmost digit, which is the ones place, then the tens place, followed by the hundreds place and so on. In the number 17039, the digit 3 is located in the tens place which represent 3 x 10 = 30. To understand the value of any digit in a number, you can multiply the digit by its corresponding place value.

Answer:

The digit 3 in the number 17039 represents the value of 3 in the tens place

Step-by-step explanation:

The product of equation (4y-3)(2y²+3y-5) is 8y³+6y²-29y+15.

According to the question,

The equation is  = (4y-3)(2y²+3y-5)

First, let us start with "4y"

4y×2y² = 8y³

4y×3y =  12y²

4y×(-5 )= -20y

Next, let us multiply by "-3"

(-3)×(2y²) = -6y²

(-3)×3y = -9y

(-3)×(-5) = 15

Now, let us combine all of our values.

The product is = 8y³+12y²-6y²-20y-9y+15

                        = 8y³+6y²-29y+15 (apply BODMAS rule)

So, the product is 8y³+6y²-29y+15.

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Answer:

8

Step-by-step explanation:

the side labeled 12 is equal to the sum of both of the sides its parallel to which is 4 and the missing number. Since 4+?=12 that must mean 12-4=? and 12-4=8

A) The time in minutes that it would reach 40% charge is; 48 minutes

B) The percent at 1 hr 48 minutes is; 90%

The general form of the equation of a line in  slope intercept form is;

y = mx + c

where;

m is slope

c is y-intercept

From the given parameters, we can find the slope from the formula;

m = (y2 - y1)/(x2 - x1)

m = (30 - 10)/(36 - 12)

m = 20/24

m = 5/6

Thus, for a 40% charge, we have;

5/6 = (40 - 30)/(t - 36)

Cross multiply to get;

5(t - 36) = 60

t - 36 = 12

t = 48 minutes

B) After 1 hr 48 minutes or 108 minutes, it means that;

Percentage = 5/6 * 108

= 90%

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The possible lengths( in whole elevation) for the third side is

9 elevation< x< 45 elevation, i.e in between 9 and 45 elevation.

 For the below question, we've a rule from the properties of triangle, the sum of the length of any two  sides of the triangle must be lesser than the length of the third side.

Hence

She has two sides of length 18 elevation and 27 elevation

Let the third side = x

Hence

a) 18 27> x

45> x

b) 18 x> 27

x> 27- 18

x> 9

thus, the possible lengths( in whole elevation) for the third side is

elevation< x< 45 elevation

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Multiply the number in the one's place, Multiply the number in the ten's place and multiply the one's and ten's place with the hundred place number, then add them up.

Follow along with example 343 × 32:

Place one number above the other so that the ones' place digits and tens' place digits are lined up. Mark a line just below the bottom number.

 3 4 3

 ×3 2

_______

Multiply the ones' place digits (2 × 3 = 6), one's place of the second number by the ten's place of the first number (2 × 4 = 8), and one's place of the second number by the hundred place of the first number (2 × 3 = 6). Place the 6 below the line in the ones' place column, 8 below the line in the tens' place column and 6 below the line in the hundred place column.

3 4 3

×3 2

________

6 8 6

Multiply the digit in the tens' place column (3) by the digit in the ones' place of the first number (3). The result is 3 × 3 = 9; multiply the digit in the tens' place column (3) by the digit in the tens' place of the first number (4). The outcome is 3 × 4 = 12, and multiply the digit in the tens' place column (3) by the digit in the hundred place of the first number (3). The outcome is 3 × 3 = 9. Now add the numbers and place the answer below the line.

3 4 3

×3 2

__________

  6 8 6

10 2 9×

__________

10 976

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