which pair of lines are perpendicular

Answer:

C

Step-by-step explanation:

there would have to be one more zero between 0 and 8 for both of them

Answer:

Step-by-step explanation:

Given the functions f(x) = -7/5x +4/5 and g(x) = x – 4, for the functions to intersect, f(x) must be equal to g(x) i.e f(x) = g(x) at x = 2

-7/5x +4/5= x- 4

If x = 2

f(2) = -7/5 (2)+ 4/5

f(2) = -14/5 + 4/5

f(2) = -10/5

f(2) = -2

g(x) = x - 4

g(2) = 2-4

g(2) = -2

Since f(2) = g(2), hence the lines intersects at x = 2

Answer:  abidemiokin is ritgh

Step-by-step explanation:

Answer:  The Answer Is A Because if u just add the numbers then divide them

Answer:

x=-19  x=30

Step-by-step explanation:

-5x-15=-3x+23

    -23      -23

-5x-38=-3x

+5x        +5x

-38=2x

/2       /2

-19=x

-107-7x=73-13x

-73         -73

-180-7x=-13x

      +7x   +7x

-180=-6x

30=x

Answer:

Following are the solution to this question:

Step-by-step explanation:

For this set, the correlation coefficient is = -0.015.

It shows that financial variables have trust issues. Once a price rises, the other one is decreasing the value of -0,015 shows, that there are several fewer associations in the set of data among x and y and between y values. This interaction also can range between -1 to 1, to 0 being completely unrelated. But you'd never be sure, in this situation, 0.015 is very similar to 0.

It means that your prediction is nothing better than just a wild choice. Its odds of an estimated value being relatively close to the actual result are therefore much smaller as the points are it's hardly the best match.

Answer:

1/3 of the school in 5 minutes or in 15 minutes he will mop the whole entire school.

Step-by-step explanation:

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

Work Shown:

1/3 of a classroom = 5 minutes

3*(1/3 of a classroom) = 3*5 minutes

1 classroom = 15 minutes

It takes the janitor 15 minutes to mop a full classroom.

The rate is expressed in units of classrooms per minute. This means we'll need to divide both sides by 15 to get

1 classroom = 15 minutes

1/15 classroom = 15/15 minutes

1/15 of a classroom = 1 minute

The janitor's rate is 1/15 of a classroom per minute.

Answer:The advantage of the debt snowball is that it helps build motivation for debt repayment. The debt snowball method involves paying off the smallest debts first to get them out of the way before moving on to bigger ones. It's not easy to get excited about debt repayment.

Step-by-step explanation:

Advantages of the debt snowball method The primary advantage of the snowball method is the psychological boost. When you see debts disappearing, it can increase your motivation to continue paying off debt. And even if you’ve only paid off a small balance, your confidence in the progress you’re making grows.

Answer: the first one

Step-by-step explanation: head math

Answer:

x= 6.85 or 89/13

Step-by-step explanation:

perimeter is sum of all sides added, so add them all and set them equal to 84

4(x-3) + 3x - 1 + 6x + 8 = 84

distribute

4x + 12 + 3x - 1 + 6x + 8 = 84

combine like terms

13x - 5 = 84

solve for x

x = 89/13 = 6.85

Answer:

Option 2

Step-by-step explanation:

Number of breakdowns of the photocopiers in year 2011,

A1 = 15

A2 = 21

B1 = 34

B2 = 32

B3 = 23

Option (1)

A1 had just under a half the number of breakdowns compared to photocopier B3.

Half of B3 = 12

And A1 = 15

Therefore, A1 > B3

So the statement is False.

Option (2)

A1 had just under 50% of the breakdowns compared to photocopier B2

50% of the breakdowns of B2 = 16

A1 = 15

So, A1 < 50% of B2

Statement (2) is True.

Option (3)

A1 had more than 25 extra breakdowns compared to B1.

A1= 15

B1 = 34

A1 < B1

Therefore, statement is False.

Option (4)

A1 had 6% less breakdowns than photocopier A2.

A1 = 15

A2 = 21

A2 - A1 = 21 - 15 = 6

Percentage less breakdowns = [tex]\frac{6}{21}\times 100[/tex] = 28.6%

So this Option is False.

Therefore, Option (2) is the correct option.

Answer:

F = 9 over 5C + 32

Step-by-step explanation:

Let's consider the following equation that shows the relationship between the temperature in degrees Celsius, C, and degrees Fahrenheit, F.

C = 5 over 9(F − 32)

C = 5/9 (F − 32)

To solve for F, first, we will multiply both sides by 9/5.

C × 9/5 = 5/9 (F − 32) × 9/5

9/5 C = F − 32

Now, we add 32 to both sides.

9/5 C + 32 = F − 32 + 32

9/5 C + 32 = F

F = 9 over 5C + 32

Answer:

F = 9 over 5C + 32

Step-by-step explanation:

A. $ 58.50

B. $ 80

C. No, it did not mark up 30%.

Step-by-step explanation:Since,

A. We have,

Mark up percentage = 30%

Actual price = $ 45,

B. We have,

SP = $ 104,

C.  We have,

AP = $ 75,

SP = $100,

Thus, mark up percentage =

= 33.33 %

Hence, store did not mark up the price by 30%.

Answer

a. 0.856

b. 0.78071

c. It is not unusual

d. 13.65 years old

Step-by-step explanation:

The life span of a domestic cat is normally distributed with a mean of 15.7 years and a standard deviation of 1.6 years.

We solve this question using z score formula:

z = (x-μ)/σ, where

x is the raw score

μ is the population mean

σ is the population standard deviation.

a. Find the probability that a cat will live to be older than 14 years.

For x > 14 years

z = 14 - 15.7/1.6

z = -1.0625

Probability value from Z-Table:

P(x<14) = 0.144

P(x>14) = 1 - P(x<14) = 0.856

b. Find the probability that a cat will live between 14 and 18 years.

For x = 14 years

z = 14 - 15.7/1.6

z = -1.0625

Probability value from Z-Table:

P(x = 14) = 0.144

For x = 18 years

z = 18 - 15.7/1.6

z= 1.4375

Probability value from Z-Table:

P(x = 18) = 0.92471

The probability that a cat will live between 14 and 18 years is calculated as:

P(x = 18) - P(x = 14)

0.92471 - 0.144

= 0.78071

c. If a cat lives to be over 18 years, would that be unusual? Why or why not?

For x > 18 years

z = 18 - 15.7/1.6

z= 1.4375

Probability value from Z-Table:

P(x<18) = 0.92471

P(x>18) = 1 - P(x<18) = 0.075288

Converting this to percentage:

0.075288 × 100 = 7.5288%

Hence, 7.5288% of the cats live to be over 18 years. Hence, it is not unusual.

d. How old would a cat have to be to be older than 90% of other cats?

From the question above, 10% of the cats would be older than 90% of other cats.

Hence, we find the z score of the 10th percentile

= -1.282

Hence,

-1.282 = x - 15.7/1.6

Cross Multiply

-1.282 × 1.6 = x - 15.7

- 2.0512 = x - 15.7

x = 15.7 -2.0512

x = 13.6488 years old

Approximately = 13.65 years old

Answer:

-Picture attached-

Step-by-step explanation:

The gradient would be 4, with a rising graph and the y-intercept would be 1. I attached a picture of the graph, hope it helps.

Answer:

Store A = 3.17

Store B = 3.25

Step-by-step explanation:

Hope this helps!

Answer:

? please explain

Step-by-step explanation:

Answer:128 I think is the answer

Step-by-step explanation:

Answer:

8.012

Step-by-step explanation:

standard : 8.012

written: eight and twelve thousandths.

Answer:

Concept: Inverse Functions

Answer:

$14

Step-by-step explanation:

56 × 0.25 = 14

to check this, you can divide 14 ÷ 56 = 0.25

to turn a percentage into a decimal, just divide it by 100

Answer:

it will be 0.65

Step-by-step explanation:

Answer:

The Answer is .35 or 35%

Step-by-step explanation:

Step-by-step explanation:

[7 + (-2)] * (-3)

= 7(-3) + (-2)(-3)

= -21 + 6

= -15. (C)

Answer:

C. -15

Step-by-step explanation:

Hope this helped have an amazing day!

Answer:

The dot is called a decimal. Its what separates the whole number and the fraction of the number.

Step-by-step explanation:

For example, 0.5 is saying half, or 50 out of 100.

Answer:

A= l×l

= 13×13

A= 169

P= 4l

= 4×13

= 52

so the answer is C

Answer:

 x • (3x + y)

Step-by-step explanation:

Answer:

Step-by-step explanation:

3x to the power of to +xy= x (3x+y)

Answer:

False

Step-by-step explanation:

Answer:

x = 89

Step-by-step explanation:

3x - 18 + 105 = 180

3x - 87 = 180

    + 87     + 87

3x = 267

/ 3     / 3

x = 89

Answer:

x=-2

Step-by-step explanation:

Answer:

[tex]2\cdot2\cdot2[/tex] = [tex]2^{3}[/tex]

Step-by-step explanation:

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[tex]Writing[/tex] [tex]exponents[/tex] [tex]is[/tex] [tex]fairly[/tex] [tex]easy.[/tex]

[tex]Here's[/tex] [tex]an[/tex] [tex]example:[/tex]

[tex]5\cdot5\cdot5\cdot5\cdot5[/tex] = [tex]5^{5}[/tex] [tex]because[/tex]

[tex]there[/tex] [tex]are[/tex] [tex]5[/tex] [tex]fives[/tex] [tex]that[/tex] [tex]are[/tex] [tex]being[/tex] [tex]multiplied.[/tex]

[tex]---------------------------------[/tex]

[tex]Always[/tex] [tex]remember,[/tex] [tex]you[/tex] [tex]don't[/tex] [tex]multiply[/tex] [tex]the[/tex] [tex]whole[/tex] [tex]number[/tex] [tex]by[/tex] [tex]the[/tex] [tex]exponent.[/tex]

[tex]---------------------------------[/tex]

[tex]Here's[/tex] [tex]an[/tex] [tex]example:[/tex]

[tex]6^{7}[/tex] [tex]does[/tex] [tex]not[/tex] [tex]equal[/tex] [tex]42[/tex] [tex]because[/tex] [tex]you[/tex] [tex]have[/tex] [tex]to[/tex] [tex]multiply[/tex] [tex]the[/tex] [tex]6[/tex] [tex]the[/tex] [tex]number[/tex] [tex]of[/tex] [tex]times[/tex] [tex]it[/tex] [tex]says[/tex] [tex]on[/tex] [tex]the[/tex] [tex]exponent.[/tex]

[tex]Which[/tex] [tex]means[/tex] [tex]you[/tex] [tex]multiply[/tex] [tex]the[/tex] [tex]six,[/tex] [tex]seven[/tex] [tex]times.[/tex]

[tex]---------------------------------[/tex]

Hope this helps! <3

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