What is an equation of the line that passes through the points (4,-3) and (2,0)

Answer:

16p^12 q^4

Step-by-step explanation:

Open up the parenthesis and simplify.

2^4 is 16

p^3 times ^4 is p^12

q times ^4 is q^4

So your answer is 16p^12 q^4

Answer:

16p^12 q^4

Step-by-step explanation:

This is because the power 4 will multiple with all the variables inside

hence, p^3 will become p^12

and q^1 will become q^4

the power 4 will also change 2 into 2^4 which is 16

Therefore Because of this, the square root is 2 is "irrational" (cannot be written as a fraction) since, if it were, the result would be absurd.

A mathematical concept known as a square root is indeed a factor of a number that, when multiplied on its own, equal the original value. For instance, 3 and -3 are the cube roots of 9. Starting in the second millennium BC, the Babylonians created effective methods for approximating square roots.

Here,

In this case, The square root of 2 is "irrational" (cannot be expressed in a fraction) because, if It Could,

You Would Have the Nonsensical Situation That The Fraction Would Have Even Integer value

At Both The Top And Bottom And Could Therefore Always Be Simplified.

.

Therefore Because of this, the square root is 2 is "irrational" (cannot be written as a fraction) since, if it were, the result would be absurd.

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This tells you he practiced for 3 2/6

A finite collection of symbols that are properly created in line with context-dependent criteria is referred to as an expression, sometimes known as a mathematical expression.

We frequently have to understand a written phrase in order to write an expression. For instance, the notation x + 6 can be used to represent the phrase "6 added to some number," where x stands for the unknown value.

Mathematical expressions consist of at least two numbers or variables, at least one arithmetic operation, and a statement. It's possible to multiply, divide, add, or subtract with this mathematical operation. The following is the structure of an expression: Expression: (Number/Variable, Math Operator, Math Operator)

Given,

you take 5/6 and multiply it by 4/1.

which gives you 20/6

then reduce it by dividing the top number by the bottom number

 which gives you 3 with a remainder of 2

you then place the remainder over the

This tells you he practiced for 3 2/6

The complete question is :Rami practices his saxophone for 5/6 hour on 4 days each week.

How many hours does Rami practice his saxophone each week?

[] 2/[] Hr

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Answer: 4

Explanation:

In Algebra a term is either a single number or variable, or numbers and variables multiplied together.

Terms are separated by + or − signs, or sometimes by divide.

We can calculate the product of 5/8 and 4 to be 5/2 using multiplication.

Multiplication is one of the four basic mathematical operations, along with addition, subtraction, and division.

The result of a multiplication operation is a product.

There are four different methods for multiplying: addition, long multiplication, grid multiplication, and drawing lines.

So, we have:
5/8 and 4

5/8 is in the form p/q which represents the fraction that must be multiplied by 4.

Now, calculate the product as follows:

5/8 * 4

5/2

Therefore, we can calculate the product of 5/8 and 4 to be 5/2 using multiplication.

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Answer:

The plumber would earn $190 in 5 hrs and 30 mins

Step-by-step explanation:

- We know the plumber worked from 2:30-8:00 which is 5 hrs and 30 min [5.5 hrs]

- We know the plumber charges the client $80 for the call and $20/hr for the work

1. I multiplied $20 x 5.5= $110+80=$190

or you could just do 100 x 5.5 [but it would it work since the plumber is charging per hour]

Have a great day, hope this helped <3

Slope Sales will be $-159.474 at 0 degrees Celsius, which is nonsensical to understand.

A line's steepness is determined by its slope. The "gradient overflow" is a mathematical expression for the gradient (the change in y divided by the change in x). The ratio of the vertical change (rise) between two points to the horizontal change (run) between the same two places is referred to as the slope. The slope-intercept form of an equation is used to represent each time a straight line's equation is stated as y = mx + b. The line's slope is m. b is b at the point where the y-intercept is, and (0, b). As an illustration, the equation y = 3x - 7 has a slope of 3, and its y-intercept is (0, 7).

given information,

Temperature=20 egression equation,

[tex]sales= 442.284\\ Slope=$ 30.0879[/tex]

temperature increases by 1 degree

$30.0879, on average.

[tex]y-intercept= -159.474[/tex]

At 0 degree celsius of temperature, Sales will be [tex]$-159.474[/tex]which is meaningless to interpret.

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The volume of a cone is one-third of the product of the area of the base times the height, i.e. Now multiply that by the number of cones: 6 * 75.40 cm^3 = 452.40 cm^3.

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The answer to the given that is 7x 5 2x question is  70

Explanation: In this case the answer is calculated by performing the operations in the order they are written. First, we multiply 7 and 5, which gives us 35. Then, we multiply 2 and x, which gives us 2x. Finally, we add 35 and 2x, resulting in 70

Multiplication is an arithmetic operation that involves multiplying two numbers together to produce a third number. It is usually represented by the multiplication sign (×) and is one of the four basic operations in mathematics. Hence the correct answer is 70.

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Therefore , the solution of the given triangle comes out to be  AC = 10 units and PD = 6 units.

Triangles, which have three sides and three angles, can be made by joining any three points in a plane. They are among the earliest geometric shapes to be studied. Triangles are especially important since they may be divided into each polygon, whether it has four, five, six, or n sides.

Here,

Let AD and DC are 2x and x respectively.

We have, BC = 10 units

=> 2x =10

=> x = 10/2

=> x= 5

Now ,

=> AP + PF = 8 + y

=> 8 + y = 12

=> y =4

Therefore , the solution of the given triangle comes out to be  AC = 10 units and PD = 6 units.

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If their total taxes due are $6,847.50, their taxable income is: $56,152.2, marginal rate is 22% and the effective tax rate is 10.87%.

The term taxable income refers to any gross income earned that is used to calculate the amount of tax you owe. Put simply, it is your adjusted gross income less any deductions. This includes any wages, tips, salaries, and bonuses from employers.

The minimum income amount depends on your filing status and age. In 2022, for example, the minimum for single filing status if under age 65 is $12,950. If your income is below that threshold, you generally do not need to file a federal tax return. Review the full list below for other filing statuses and ages.

Taxable income

a. Taxable income:

Taxable income=Gross income - Total taxes due

Taxable income=$63,000-$6,847.50

Taxable income=$56,152.5

b. The marginal tax rate for taxable income  under the income bracket of of $40,526 to $86,375 is 22%.

c. Effective tax rate:

Effective tax rate = Total taxes due/ Taxable income×100

Effective tax rate =$6,847.50/$56,152.5×100

Effective tax rate =10.869%

Effective tax rate =10.87% (Approximately)

Inconclusion if their total taxes due are $6,847.50, their taxable income is: $56,152.2, marginal rate is 22% and the effective tax rate is 10.87%.

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Roberto paid 16.7% of the bill as a tip.

To find the percent of the bill Roberto paid as a tip, you can use the formula: (tip / total bill) x 100 = tip percentage

In this case, the tip was $7.15 and the total bill was $35.75 + $7.15 = $42.90. We know the formula to calculate percentage share of an item to total items.

Plugging these values into the formula:

(7.15 / 42.90) x 100 = 16.7 %

Roberto paid 16.7% of the bill as a tip, rounded to the nearest percent.

Thus, we know Roberto paid 16.7% of the bill as a tip.

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The first three terms of the sequence are 2.25, 2.30, and 2.35.

It is a sequence where the difference between each consecutive term is the same.

Example:

2, 4, 6, 8, 10 is an arithmetic sequence.

We have,

a(1) = 2.25

a(n) = a(n - 1) + 0.5

Now,

The first term = 2.25

The second term.

a(2) = a(1) + 0.5

= 2.25 + 0.5

= 2.30

The third term.

a(3) = a(2) + 0.5

= 2.30 + 0.5

= 2.35

Thus,

The first three terms are 2.25, 2.30, and 2.35.

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The maximum possible number of parasites for the class containing the value 27 is 29

The data for 40 randomly selected honey bee hives on a farm is summarized in the histogram below.

From given histogram we have the classes as:

10 - 15, 15 - 20, 20 - 25, 25 - 30, 30 - 35, 35 - 40, 40 - 45, 45 - 50

To find: the maximum possible number of parasites for the class containing the value 27

The class that contains the value 27 is 25 - 30

Given that each class contains its lower class boundary, but not its upper class boundary.

So, the maximum possible number of parasites for the class containing the value 27 would be 29 as 30 is not part of class 25 - 30

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Answer:

The equation you have provided is 8 + 9x = 7, where x is the unknown number.

To solve for x, you can first subtract 8 from both sides of the equation to get

9x = -1

Then divide both sides by 9

x = -1/9

So the number x is -1/9, which means that the product of x and 9 is equal to -1.

Keep in mind that this is not a natural number and it is not possible to represent the solution as a whole number.

Step-by-step explanation:

Answer: C

Step-by-step explanation:

The HL Theorem states that if the hypotenuse and leg of a right triangle are congruent to the hypotenuse and leg of another right triangle, then the two triangles are congruent.

In this case, 16 is the hypotenuse (the longest side of a right triangle) and 13 is the leg.

The pairs of operations that have inverse relationships are subtraction and addition and multiplication and division. The correct options are A and D.

Any of the common arithmetic operations, such as addition, subtraction, multiplication, division, raising to a whole number power, and taking roots, are considered basic algebraic operations in mathematics (fractional power).

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

The inverse operations can be subtraction and addition and multiplication and division.

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The number of points is simply 5 times this random variable, and E(C*Y) = C*E(Y), where C is a constant and Y is a random variable, according to expected value principles. As a result, E(X) = 5*2 = 10.

The field of mathematics concerned with probability is known as probability theory. Although there are various distinct interpretations of probability, probability theory approaches the idea rigorously mathematically by articulating it through a set of axioms. A probability is a number that represents the possibility or chance that a specific event will occur. Probabilities can be stated as proportions ranging from 0 to 1, as well as percentages ranging from 0% to 100%.

Here,

The number of dice that are showing an even number is a binomial random variable with n = 4, and p = 1/2 (because half the faces on the die are even and half are odd).

The expected value of this random variable is n*p = 4*1/2 = 2.

The number of points is simply 5 times this random variable, and by the rules of expected value, E(C*Y) = C*E(Y), where C is a constant and Y is a random variable. Thus E(X) = 5*2 = 10.

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the child's percentile rank is 93 th percentile. It means he performed better than [tex]$93 \%$[/tex]of the total number of students.

Need to find the percentile rank for child's score.

Let[tex]$\mathrm{X}$[/tex]denote marks obtained by the child in the achievement test.

The [tex]$\mathrm{Z}$[/tex]value is given as,

[tex]$$Z=\frac{X-\mu}{\sigma}$$[/tex]

Using equation (1), the required percentile rank for child's score is expressed as,

[tex]& Z=\frac{148-125}{15} \\[/tex]

[tex]& Z=1.533[/tex]

The probability value corresponding to the Z=1.533, obtained from the Z table is 0.93736.

Thus, the percentile is 0.93736.

Therefore, the child's percentile rank is 93 th percentile. It means he performed better than [tex]$93 \%$[/tex]of the total number of students.

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Answer:

-4,-2,2

Step-by-step explanation:

look where line reaches zero

Polya's 4 step method is a process designed to help problem solvers become better at tackling difficult problems.

It was developed by the mathematician George Polya in 1945 and consists of four basic steps:

1. Understand the problem: The first step is to read and understand the problem. This means understanding the problem and identifying what information is given and what is required.

2. Devise a plan: The second step is to identify a strategy or plan of attack. This involves breaking the problem down into smaller parts, identifying the key elements, and using logical reasoning to identify a solution.

3. Carry out the plan: The third step is to execute the plan. This involves following the steps of the plan in order to solve the problem.

4. Look back: The fourth and final step is to take a look back at the solution and evaluate it. This involves checking to make sure the solution is correct and making any necessary adjustments.

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Answer:

-8

Step-by-step explanation:

7-6x+3x

You have to replace x for a 5.

7-6(5)+3(5)

After this you would multiple all of it.

7-30+15

Then add

7+15=22

-30+22=-8

Answer:

[tex] \sf \: 7 - 6x + 3x = - 8[/tex]

Step-by-step explanation:

Now we have to,

→ find the value of expression.

The expression is,

→ 7 - 6x + 3x

→ using (x = 5)

Let's solve the expression,

→ 7 - 6x + 3x

→ 7 - 6(5) + 3(5)

→ 7 - 30 + 15

→ 7 - 15

→ -8 => final answer

Hence, the answer is -8.

Using the mean value theorem, the least possible value of f(3) is - 2

The mean value theorem states that for a function f(x) on the interval (a, b), there exists a value c such that

f'(c) = f(b) - f(a)/(b - a)

Since ƒ(−1) = 10 and ƒ'(x) ≥−3 for all values of x, we require the least possible value of f(3).

Using the mean value theorem where

We choose f'(c) = 3 since f'(x) = 3 is the minimum value of f'(x).

So, substituting the values of the variables into the equation, we have that

f'(c) = f(b) - f(a)/(b - a)

f'(x) = f(3) - f(-1)/(3 - (-1))

f'(x) = f(3) - f(-1)/(3 + 1)

f'(x) = f(3) - f(-1)/4

So, making f(3) subject of the formula, we have that

f(3) = f(-1) + 4f'(x)

Since

Substituting the values of the variables into the equation, we have that

f(3) = f(-1) + 4f'(x)

f(3) = 10 + 4(-3)

f(3) = 10 - 12

f(3) = - 2

So, the least possible value is - 2

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The correct graph which represents the equation y = 1/2x - 1 is,

⇒ Graph of a line passing through the points negative 2 comma negative 2 and 0 comma negative 1.

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

The equation is,

⇒ y = 1/2x - 1

Now, After draw the equation we get;

Graph of a line passing through the points (-2, - 2) and (0, - 1).

Thus, The correct statement is,

⇒ Graph of a line passing through the points negative 2 comma negative 2 and 0 comma negative 1.

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Answer:

probably 21

Step-by-step explanation:

No, 12 16 20 is not a right triangle. In order to be a right triangle, one side must be the same as the square root of the sum of the squares of the other two sides. In this case, the hypotenuse (side 20) is not equal to the square root of 12^2 + 16^2 which is 20.

No, 12 16 20 is not a right triangle. To determine whether or not something is a right triangle, we need to use the Pythagorean Theorem. This theorem states that in a right triangle, the square of the hypotenuse (the longest side) is equal to the sum of the squares of the other two sides. In this case, the hypotenuse is side 20, and the other two sides are 12 and 16. When we calculate the square root of 12^2 + 16^2, we get 20, which does not match the length of the hypotenuse. Therefore, 12 16 20 is not a right triangle.

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Answer: A perimeter is the total length of all the sides of a polygon. It is calculated by adding up the lengths of all the sides of the polygon. For a polygon with distinct and non-overlapping sides, each side length contributes exactly once to the perimeter. So in such case, a side length of a polygon can never produce two different perimeters.

However, it's worth mentioning that, one side length of a function could be a side of a polygon and the other could be a side of another shape. Also, it's possible that a single side length of an object is connected to a different set of side length, generating different perimeters.

For example, the length of an arc of a circle can be considered as a "side length" of the circle and it can be used to calculate both the perimeter of the arc and the circumference of the full circle, which are different measurements.

Also, a circular pool has a radius, but it's perimeter is the circumference, and this length is produced by the same radius but it's a different perimeter from the length of the radius.

In summary, a side length can produce different perimeter if we are talking about different shapes and measurements.

Step-by-step explanation:

Answer:  

-2 in the first box

2 in the second box

In other words, the circumcenter is located at (-2, 2). Do not type in the parenthesis.

======================================================

Explanation:

Points A and C are (2,-3) and (-6,-3) in that order.

Use the midpoint formula to find that M = (-2,-3) is the midpoint of segment AC. It is halfway between these endpoints.

The perpendicular bisector to segment AC is x = -2

The perpendicular bisector goes through the midpoint, and it is perpendicular to segment AC.

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

Points A and B are (2,-3) and (2,7) respectively.

The midpoint is at N = (2,2)

The perpendicular bisector of segment AB is the equation y = 2.

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

We found the following:

Therefore, the circumcenter is located at (-2, 2) as the circumcenter is located at the intersection of the perpendicular bisectors.

The diagram is shown below. As the diagram shows, the circumcenter marked in red is the center of the circle that goes through points A, B, and C.

Side note: The circumcenter is located on the midpoint of the hypotenuse of any right triangle. See Thales theorem.

If the sum of three numbers is 50, it forms a linear equation that is x + y + z = 50. By solving this equation we can get the value of x, y and z.

The Equation is a mathematical statement with an 'equal to' symbol between two expressions that have equal values. There are different types of equations like linear, quadratic, cubic, etc. There are numerous ways in which one may define an equation. In its simplest form in algebra, the definition of an equation is a mathematical statement that shows that two mathematical expressions are equal. The most basic and simple algebraic equations consist of one or more variables in math.

The sum of three number is 50 the first number is twice the second number the third number is half the first number.

x + y + z = 50

x = 2y

z = x / 2

Here we form a linear equation. A linear equation may have more than one variable. A linear equation is an equation in which the highest power of the variable is always 1. It is also known as a one-degree equation. By solving this linear equation we can get the value of x, y and z.

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The total number of rectangles you can draw using the grid lines exists 1296.

A quadrilateral is a shape with two opposed sides that are equal and parallel. It is a polygon with four sides and four 90-degree angles. The shape of a rectangle is two dimensional.

A square is a particular type of closed figure that has four straight sides, four right angles, and sides that are all the same length. As a result, we can say that: A square is a particular variety of rectangle. Rectangles are not always squares, but squares are always rectangles.

Number 2 × 2 squares have 4 black squares

all 3 × 3 squares have at least 4 black squares, as do all 4 × 4, 5 × 5, 6 × 6, 7 × 7, and 8 × 8 squares.

there are 6 × 6 = 36   3 × 3 squares

there are 5 × 5 = 25   4 × 4 squares

there are 4 × 4 = 16    5 × 5 squares

there are 3 × 3 = 9     6 × 6 squares

there are 2 × 2 = 4     7 × 7 squares

there is   1          8 × 8 square

Summing we get 91 squares

The total number of rectangles you can draw using the grid lines exists (92)(92) = 1296.

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The total number of rectangles you can draw using the grid lines exists 1296.

A shape with two opposing sides that are equal and parallel is called a quadrilateral. It has four sides, four 90-degree angles, and is a polygon. A rectangle is a two-dimensional form.

An example of a closed form with four straight sides, four right angles, and all sides being the same length is a square. Therefore, we can state that a square is a certain type of rectangle. Squares are not always rectangles, but rectangles are always squares.

Number 2 × 2 squares have 4 black squares

all 3 × 3 squares have at least 4 black squares, as do all 4 × 4, 5 × 5, 6 × 6, 7 × 7, and 8 × 8 squares.

there are 6 × 6 = 36   3 × 3 squares

there are 5 × 5 = 25   4 × 4 squares

there are 4 × 4 = 16    5 × 5 squares

there are 3 × 3 = 9     6 × 6 squares

there are 2 × 2 = 4     7 × 7 squares

there is   1          8 × 8 square

Summing we get 91 squares

The total number of rectangles you can draw using the grid lines exists (92)(92) = 1296.

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