Does the figure below appear to have line symmetry? If so, how many lines of symmetry?

Answer:

The intercept is - 1.

Hope this helps :)

Step-by-step explanation:

In the function y = - x - 1 the initial value which is the y-intercept is - 1, and the line intercepted at -1 on the y-axis. Also, the line on the graph also intercepted at - 1 on the x-axis too. So the interceptes is - 1.

The three consecutive numbers are 58, 59 and 60.

Consecutive numbers are the numbers that follow each other continuously in a sequence from smallest number to largest number.

Let the first number = x

Let the second number = y

And Let the third number = z

As given in the question that the sum of the first and third number is 118, So we can write mathematically as

x + z = 118

The first and third numbers  are 58 and 60 and their sum is 118.

The second number automatically will be 59.

So, the three consecutive numbers are 58, 59 and 60.

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Final answer:

When two variables are correlated or associated, it does not necessarily follow that one of the variables is the root cause of the other. Correlation does not always indicate cause.

The link between variables is described by correlation. It can be characterized as strong or weak, as well as positively or negatively.

Positive correlation occurs when two variables change in the same direction. There are three fundamental forms of correlation. The two variables fluctuate in opposite directions when there is a negative correlation. No association or meaningful connection exists between the two variables, hence there is no correlation.

The correlation coefficient aids in determining how closely two variables are related in a single figure. Finding the crucial variables that other factors depend on and comprehending economic behavior are both facilitated by correlation analysis.

Explanation:

A correlation test determines whether two variables are related. Nevertheless, just because two variables are traveling together does not necessarily mean they are connected. This is why the phrase "correlation does not indicate causation" is used frequently.

As two factors are connected or related, it does not necessarily imply that one of the variables is the main cause of the other. Correlation not always show cause.

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Step-by-step explanation:

1/4, 1/8, 1/16. :)

You're welcome :)

Answer: It is -6

Step-by-step explanation:

1. Add 6:
n - 6 +6 = -12 +6

2. Simplify and complete:
n = -6

The numeric values of the functions are given as follows:

To find the numeric value of a function, we replace each instance of the variable by the desired value.

For this problem, the functions are given as follows:

At x = -1, the values are given as follows:

Hence:

At x = 2, the values are given as follows:

Hence:

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A = { 0,6,7} is the complement of the set given.

What is the set in math?

What is sets and its types?

Given  U = { 0,1 , 2 , 3, 4,5,6,7 }

Let set  A  = { x/x < 6  and  x ∈ NI}

   A = { 1,2,3 ,4,5}

∴ AC = Complement of A = { 0,6,7}

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The value of the side length of the square-shaped pool is 13 meters

The formula for calculating the area of a square is expressed as;

Area = a^2

Where 'a' is the side length of the square.

It is important to note the properties of a square, they include;

Now, substitute the value of the area into the formula, we have;

169 = a^2

To determine the value of a, find the square root of both sides

√169 = √a^2

13 meters = a

Thus, the value of the side length of the square-shaped pool is 13 meters

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The simple interest rate on the account is 13%

Here Sunil deposited $400 for one and a half years, and the interest he gets is $78. He deposits in at the simple rate of interest.

We know that the simple interest formula is

     Simple interest = Principle × time × rate/ 100

It is given that,

            simple interest = $78

            time = 1 [tex]\frac{1}{2}[/tex] year = 3/2 year

            Principle = $400

Let the rate of interest be r

So we have

     78 =( 400 × 3/2 × r )/100

     r =( 78 × 2×100) / (400 × 3)

     r = 39%

Therefore the simple interest rate on the account is 13%.

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The equation that is perpendicular to the line is x = -1

The line equation is given as

y = 3

The point is also given as:

(x, y) = (-1, 3)

A linear equation is represented as

y = mx + c

Where m represents the slope

This means that y = 3 can be represented as

y = 0x + 3

So, the slope is 0

Since the slope is 0, the equation of the perpendicular line must be

x = xt

Where

(xt, y) = (-1, 3)

By comparison, we have

x = -1

Hence, the equation that is perpendicular to the line is x = -1

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Shureka's present scores of 62, 82, 62, and 68, and a passing score of 71 or higher gives;

Shureka's scores are 62, 82, 62, 68

Grade with which Shureka will pass the course = 71

Number of test her final exam is equivalent to = 2

Let x represent her score in her final exam, we have;

[tex] \frac{62 + 82 + 62 + 68 + x}{4 + 2} \geqslant 71[/tex]

Which gives;

62+82+62+68+x ≥ 71 × (4+2) = 426

274 + x ≥ 426

x ≥ 426 - 274 = 152

x ≥ 152

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Answer:

$459.47

Hope this helps!

Answer:

O Scatterplot C

Step-by-step explanation:

Sales Revenue

(Millions of $)

1.5

4

6

8

10

11

Customer Satisfaction

(Scale: 1-100)

78

75

62

50

35

15

Examine the scatterplots provided in this graphic.

Which one correctly displays these data?

Answer:-5

Step-by-step explanation:

Existence and value - Are the accounts for the AR really there, and can they be collected.

Money owed to a business in the near future is represented by the asset account known as accounts receivable on the balance sheet. When a business permits a customer to pay for its products or services on credit, accounts receivable are generated. Similar to accounts receivable, accounts payable tracks money that is due as opposed to money that will be collected. The ratio of accounts receivable to sales outstanding or days sales outstanding can be used to determine how strong an organization's AR is. To determine when the AR will really be received, a turnover ratio study might be performed.

Existence is an audit affirmation that the auditor must examine to ensure that all accounts receivable are present.

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Answer:

(4r - 3)(r + 1)(r - 1)

Step-by-step explanation:

In order to factor the polynomial [tex]\sf 4r^3 - 3r^2 - 4r + 3[/tex], we can use various factoring methods.
In this case, we can use grouping.

Let's break down the expression and factor it step by step:

Group the terms in pairs:

(4r^3 - 3r^2) +(-4r + 3)

Factor out the greatest common factor from each group:

[tex]\sf r^2(4r - 3) - 1(4r - 3)[/tex]

Notice that both groups have a common factor of (4r - 3): and keeping remaining in bracket

[tex]\sf (4r -3)(r^2-1)[/tex]

Now, the expression r² - 1 can be factored further using the difference of squares:

(r + 1)(r - 1)

So, the fully factored form of the polynomial 4r³ - 3r² - 4r + 3 is:

(4r - 3)(r + 1)(r - 1)

Answer:

something

Step-by-step explanation:

something

The equation of the line is x - 3y = 12 which is parallel to the line x - 3y = 3 and passes through (-3, -5).

It is defined as the relation between two variables, if we plot the graph of the linear equation we will get a straight line.

If in the linear equation, one variable is present, then the equation is known as the linear equation in one variable.

It is given that:

The equation of the line is:

x - 3y = 3

Parallel to the above line:

x - 3y = c

Plug x = -3 and y = -5

-3 + 15 = c

c = 12

x - 3y = 12

Thus, the equation of the line is x - 3y = 12 which is parallel to the line x - 3y = 3 and passes through (-3, -5).

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The equation that represents the amount of lemonade left in the pitcher will be.(18.5 - 6.4) = 12.1

From the information given, Maikel has a pitcher filled with 18.5 ounces of lemonade and she pours 6.4 ounces into a glass for herself.

Therefore, the equation that represents the amount of lemonade left in the pitcher will be:

= Total amount - amount poured

= 18.5 - 6.4

= 12.1

Therefore the amount left will be 12.1 ounches

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The statement that is made by Anita is not accurate.

We know that a statement can only be true if it could be proven beyond every reasonable doubt. If the statement can not be proven, then it is a mere assertion. It does not hold water empirically and it can not be the basis for argumentation. It is just a mere guess and may not in any way be thought to reflect the reality of the situation.

In this case, the statement that has been made by Anita is that a jar can hold 288 marbles. How accurate is Anita’s statement. This statement can not be backed by any kind of empirical proof because the marbles were not counted individually. The statement is at best probable and may not reflect the actuality of the situation.

Hence the statement that has been made by Anita is a mere guess and it does not reflect the actual number of the marbles that are found in the container.

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Answer:

145 I think

Step-by-step explanation:

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The values of a and b are:

a = 5 + √7

b = 5 - √7

Given data

x2 − 10x + 26 = 8

Transform the equation to standard quadratic equation by equating to zero

x2 − 10x + 26 = 8

x2 − 10x + 26 - 8 = 0

x2 − 10x + 18 = 0

x2 − 10x + 18 + 5^2 - 5^2 = 0

x2 − 10x + 25 = 25 - 18

(x-5) (x-5) = 7

(x-5)^2 = 7

(x-5) = √7

x = 5 + √7

x = 5 - √7

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The following scenario is a good example of a matched-pairs experiment.

So, the given situation of a pesticide manufacturer is a perfect example of a matched-pairs experiment.

Therefore, the following scenario is best described as an example of a matched-pairs experiment.

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The correct question is given below:
A pesticide manufacturer is developing a new type of organic pesticide for a particular plant. To study the effectiveness of the new pesticide, a large sample of young plants is collected. The sample is then separated into many groups of two plants based upon age, size and soil type so that plants with similar characteristics are grouped together. One of the two plants in each group is randomly chosen and administered the pesticide, while both plants are placed in a controlled environment and are exposed to the possibility of attack from the target pests. The plants are inspected regularly over a 3 month period and the results are recorded for comparison.

This scenario is best described as an example of...

By evaluating in x = 8 we can see that the value of g(8) is 45.

Here we have the function:

g(x) = (1/3)*(2x - 1)^2

We want to get the value of g(8), this means that we need to evaluate the function in x = 8.

To do this, we just need to replace the variable "x" in the equation by the number 8.

We will get:

g(8) = (1/3)*(2*8 - 1)^2 = (1/3)*(15)^2 = 3*15 = 45

g(8) = 45

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According to the given information multiply the integer by four, add 12 to the product, divide the sum by two, and subtract 6 from the quotient.

The correct option is A.

In both mathematics and computer programming, the order of operations refers to a set of guidelines on which operations to do first in order to evaluate a certain mathematical expression. The order of operations is a rule that outlines the proper steps to take when analyzing a mathematical equation. We can recall the PEMDAS steps in the following order:

parentheses, exponents, multiplication and division (from Left to right), addition, and subtraction (from left to right).

The term BODMAS is used in the UK (Brackets, Orders, Divide, Multiply, Add, Subtract).

BDMAS is a term used in Canada (Brackets, Exponents, Divide, Multiply, Add, Subtract).

The equation ((4x+12)2)-6 leads to the result 2x, demonstrating that the answer is in multiples of 2.

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Answer:

24

Step-by-step explanation:

4 x 6 = 24

Coordinate of X is [tex]-18[/tex]  .

It is given that coordinate of W ( -22, 0) and Y(-2,0) and X is the point which divides the line segement WY in ratio 1 : 4.

By using section's formula , we get

[tex](x,y)=(\frac{1(-2)+4(-22)}{1+4} , \frac{1(0)+4(0)}{1+4} )\\\\(x,y)=(\frac{-2-88}{5} ,\frac{0}{5} )\\\\(x,y)=(\frac{-90}{5} ,0)\\\\(x,y)=(-18,0)[/tex]

On comparing we get the location of X

  -18

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We get the value of f ( - 1 ) as - 5 for the function f (x) = x + 4 x³.

We are given a function:

f (x) = x + 4 x³

A function from a set X to a set Y assigns to each element of X exactly one element of Y.

We need to find the value of f ( - 1 )

We will do this by substituting the value of x as - 1

Put x = -1, we get that:

f ( x = -1 ) = ( - 1 ) + 4 ( - 1 )³

f ( - 1 ) = - 1  + 4 ( - 1 )

f ( - 1 ) = - 1 - 4

Simplifying the function:

f ( - 1 ) = - 5

Therefore, we get the value of f ( - 1 ) as - 5 for the function f (x) = x + 4 x³.

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Answer:

8

Step-by-step explanation:

You times 4 by 4 since it's squared =16

You have to times 2 by 2 by 2 like this=8

2x2=4 4x2=8

then subtract them= 16-8= 8
put it over the line where 4 and 2 were

after you subtract 5 and 3= 2

than times 2 by the squared= 2x2= 4

times the 2 with 4= 8

put the 8 under the line so you can divide it

8 divided by 8 is 1

lastly, add 7 and 1= 8

=8

the answer is eight

four squared is 16 and two cubed is eight so sixteen minus eight is eight then five minus three is two then you would figure out what 2 squared us and its four so two times four is eight so the first part is eight over eight which is one and one plus seven in eight

Answer:

X:X is the same as the letter J