y=1/2x+1

how do i graph this?

Work Shown:

C = 2*pi*r

C = 2*3.14*6

C = 37.68

Answer: False

Step-by-step explanation:

I checked with a graphing app huhu... sorry TT

The vertices are (8, -1) , (-4, -1).

Answer:

Yes

Step-by-step explanation:

Euler's Formula for Polyhedrons :

Faces + Vertices = Edges + 2

Given :

Verifying using Euler's Formula :

The given shape is a polyhedron using the Euler's formula.

Polyhedron is defined as the three dimensional shape which consists of flat shapes which are polygons.

Cubes, pyramids are all polyhedrons.

Euler's formula for polyhedron states that,

V - E + F = 2

where V, E and F are the number of vertices, number of edges and the number of faces respectively.

For the given polyhedron,

Number of vertices, V = 6 + 6 = 12

Number of edges, E = 6 + 6 + 6 = 18

Number of faces, F = 1 + 6 + 1 = 8

So, V - E + F = 12 - 18 + 8 = -6 + 8 = 2

Hence the given shape is a polyhedron.

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I m sorry I hv no idea

.........

Answer:

g= 8/21

Step-by-step explanation:

[tex]g=\frac{5}{7} -\frac{1}{3} \\g=\frac{15}{21} -\frac{7}{21} \\g=\frac{8}{21}[/tex]

Answer:

23 1/2 gallons of gas to travel one mile

Step-by-step explanation:

Given the car can travel 200 miles on 8 1/2 gallons of gas, we divide 200 by 8 1/2.

8 1/2 = 8.50 = 8.5

200/8.5 = 23.5 = 23.52 = 23 1/2

Answer:

17/400 gallons or 0.0425 gallons

Step-by-step explanation:

Take the ratio of the scale and the actual values :

165 total students in art club. 100 of those got the requested class.

100/165 = 0.6061

335 total students not in art club. 265 got the requested class.

265/335 = 0.7910

the probability was higher for kids not in art club, so all students had an equal opportunity.

Answer:

8.6 × 10-9

Step-by-step explanation:

Answer:

A) 3

B) 3

C) 3

D) 3

I think those are the first four

Step-by-step explanation:

Answer:

(-3,8) would NOT fit the table.

Answer: (-3,8)

Step-by-step explanation: click on the file

Answer:

C. b = 25w + 100

Step-by-step explanation:

Keyshawn starts off with 100 baseball cards. Each week he buys 25 more baseball cards. Given this we want to find an equation that would represent the number of baseball cards (represented by "b") he would have after a number of weeks (represented by "w")

We know that keyshawn buys 25 baseball cards weekly so the number of baseball cards purchased after w weeks can be represented by 25w.

We also know that he started of with 100 baseball cards so the total amount of baseball cards keyshawn has (b) can be represented by the expression b = 25w + 100

Answer:

6

Step-by-step explanation:

The inequality that represent this scenario is x + y ≤ 12 and y > 5

An equation is an expression that shows the relationship between two or more variables and numbers.

Let x represent the rings and y represent the pin

There were no more than 12 of these, hence:

x + y ≤ 12

and

y > 5

The inequality that represent this scenario is x + y ≤ 12 and y > 5

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Answer:

there right i took the test

Step-by-step explanation:

cant add more because they covered it all

If the height is 11 cm and the volume is486 cubic cm. Then the radius of the can will be 3.75 cm.

A cylinder is a closed solid that has two parallel circular bases connected by a curved surface.

A can has a height of 11 cm and a volume of 486 cubic cm.

Then the radius of the can will be

We know that the volume is given as

Volume = πr²h

     486 = π r² x 11

         r² = 14.06

           r = 3.75 cm

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Answer:

160

Step-by-step explanation:

160 divided 8 =20

Answer:

The answer is 160

Step-by-step explanation:

Let the unknown number be x.

x/8=20

x and 8 are linked by a division so if 8 crossed the equality sign it becomes multiplication. So we'll have

x=20*8

x=160

Therefore x is equal to 160.

LET'S CHECK IF IT'S CORRECT

160/8=20

The examples where similar averages are associated with very different distributions include examination results for students, account management commission and the number of goals scored by teams.

It should be noted that average simply means the mean of a given set of numbers that are given in a data.

In this case, the examples where similar averages are associated with very different distributions include examination results for students, account management commission and the number of goals scored by teams

Let's use examination results to butress our point. A good average examination results mean that the students have a good understanding of what was covered in the subject.

Let's say the average pass mark for a subject is 50. In this situation, someone who scores 50 and above is believed to understand the subject and has a pass mark.

On the other hand, someone who scores 49.8 is considered to have failed the class even though the score is identical. This shows the case of variability and how similar average can mean different things.

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Color Number of times picked from jewelry box

blue      14

green   8

red        16

white      12

The probability values are:

Here, we use the color of the earrings;

There are 4 colors in total, one of which is red

So, the theoretical probability of selecting a red earring is:

P(Red) = n(Red)/Total

This gives

P(Red) = 1/4 = 25%

Hence, the theoretical probability of selecting a red earring is 25%

The distribution of the earrings is given as:

Red = 2

Total = 20

The probability of selecting a red earring is:

P(Red) = n(Red)/Total

So, we have:

P(Red) = 2/20

Evaluate

P(Red) = 1/10 or 10%

Hence, the experimental probability of selecting a red earring is 10%

Here, we use the color of the earrings;

There are 4 colors in total, one of which is blue

So, the theoretical probability of selecting a blue earring is:

P(Blue) = n(Blue)/Total

This gives

P(Blue) = 1/4 = 25%

Hence, the theoretical probability of selecting a blue earring is 25%

The distribution of the earrings is given as:

Blue = 4

Total = 20

The probability of selecting a blue earring is:

P(Blue) = n(Blue)/Total

So, we have:

P(Blue) = 4/20

Evaluate

P(Blue) = 1/5 or 20%

Hence, the experimental probability of selecting a blue earring is 20%

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Answer:

binomial

Step-by-step explanation:

i learned about binomials

An experimental study involves the researcher seeking to affect the results on purpose. The given situation is an observational study.

Since the researcher needs to find if a certain medicine improves the symptoms of the flu, therefore, the objective is to find out what influence a certain therapy has on the result. Hence, the given situation is an observational study.

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Answer:

class B because every scores range is withing 6 or less

Answer:

See below ~

Step-by-step explanation:

Class A :

Class B :

Class B had the more consistent performance because the range of scores is significantly less. This means that the students in Class B were more prepared than Class A for a quiz.

A 10% increase in cigarette prices has been found to result in a 4% decrease of smokers.

An increase in cigarette price will result in a decrease in the demand for cigarettes.

Since more money needs to be spent to but the same product, less consumers can be able to afford it.

Therefore, a 10% increase in cigarette prices has been found to result in a 4% decrease of smokers.

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Answer:

The volume of a rectangular prism with a height of 14 m, a width of 12 m, and a length of 2 m is equal to 336 m³.

General Formulas and Concepts:
Geometry

Volume Formula [Rectangular Prism]:
[tex]\displaystyle V = lwh[/tex]

Step-by-step explanation:

Step 1: Define

Identify given variables.

h = 14 m

w = 12 m

l = 2 m

Step 2: Find Volume

∴ the volume of the rectangular prism with the given dimensions is equal to 336 cm³.

___

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Topic: Geometry

Answer:

Pi is an irrational number

Answer:

Square root of 4π

An irrational number is never-ending or a fraction, and pi is almost never-ending, making it the only irrational number here since it cannot be written as a fraction.

Answer:

[tex]x=-4,\: x=1[/tex]

Step-by-step explanation:

[tex]x^2+3x+1=5\\\\x^2+3x-4=0\\\\(x+4)(x-1)=0\\\\x=-4,\: x=1[/tex]

Make sure you use the Zero Product Property to solve for each factor when the equation is set equal to 0 and can be factored.

Answer:

It will take 3 3/4 cups of sugar and 5 1/4 cups of flour.

Step-by-step explanation:

Multiply 1 1/4 and 1 3/4 by three, because 3 batches of cookies are being made.

1 1/4x3= 3 3/4 cups of sugar

1 3/4x3= 5 1/4 cups of flour

Using the probability concept, it is found that:

a) P(girl) = 1/3, which means that 1/3 = 33% of the time, the first batter will be a girl.

b) P(boy) = 2/3, which means that 2/3 = 67% of the time, the first batter will be a boy.

A probability is given by the number of desired outcomes divided by the number of total outcomes.

In this problem, in a total of 15 people, 5 are girls and 10 are boys, hence:

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Answer:

y=5x

Step-by-step explanation:

As you can see for the numbers of minutes on the graph, it goes 2,4,6 and on. If you look at the miles you can see the numbers that connect with the numbers of minutes. You can see a pattern. If you multiple 2 x 5 you get 10, if you multiply 4 x 5 you get 20, and etc etc.

Hope this helps <3

Answer:

y = 5x

Step-by-step explanation:

Here :

The standard form of an equation :

Finding m

Equation of the line

Answer:  6 inches equals 0.16666667 yards, or about 0.2 yards.

Step-by-step explanation: 1 yard equals 36 inches. By that reasoning, we can divide 6 by 36, since we are trying to find out how many yards are in 6 inches.

6/36 = 0.16666667

The answer is 0.16666667 yards, or about 0.2 yards.

let's recall d = rt, or namely distance = rate * time.

b = speed of the boat in still water

c = speed of the current

when going Upstream, the boat is not really going "b" fast, is really going slower, is going "b - c", because the current is subtracting speed from it, likewise, when going Downstream the boat is not going "b" fast, is really going faster, is going "b + c", because the current is adding its speed to it.

[tex]\begin{array}{lcccl} &\stackrel{miles}{distance}&\stackrel{mph}{rate}&\stackrel{hours}{time}\\ \cline{2-4}&\\ Upstream&82&b-c&2\\ Downstream&106&b+c&2 \end{array}\hspace{5em} \begin{cases} 82=(b-c)2\\\\ 106=(b+c)2 \end{cases} \\\\[-0.35em] ~\dotfill[/tex]

[tex]\stackrel{\textit{using the 1st equation}}{82=(b-c)2}\implies \cfrac{82}{2}=b-c\implies 41=b-c\implies \boxed{41+c=b} \\\\\\ \stackrel{\textit{substituting on the 2nd equation}}{106[~(41+c)+c~]2}\implies \cfrac{106}{2}=41+2c\implies 53=41+2c \\\\\\ 12=2c\implies \cfrac{12}{2}=c\implies \blacksquare~~ 6=c ~~\blacksquare~\hfill \blacksquare~~ \stackrel{41~~ + ~~6}{47=b} ~~\blacksquare[/tex]