10,14,18,22,26 find the 12 term of the sequence​

Answer:

2x^5+y^12*x^2/3

Step-by-step explanation:

The given statement “if the slope of a line is 3, then the slope of a parallel line is 4” is false because parallel lines have equal slopes

From the question, we have the following parameters that can be used in our computation:

Slope of a line = 3

The equation of a line can be represented as

y = mx + c

Where

Slope = m

By comparing the equations, we have the following

m = 3

This means that the slope is 3

The slopes of parallel lines are equal

This means that the slope of the other line is 3

Hence, the statement is false

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The most common speed of a car driving through the intersection is 30.0 mph which is indicated by the Mode.

A mode of data is defined as an observation with the highest frequency among the values that appear most frequently in the given data.

In the case of ungrouped data, all that is required is to find the observation that happens most frequently.

A traffic radar records the speed of cars driving through an intersection. It records these statistics:

Mean = 36.2 mph

Median = 28.5 mph

Mode = 30.0 mph

As per the question, a car driving through the intersection at 30.0 mph is the most common speed.

This is indicated by the Mode which is the value that appears most frequently in a data set.

Hence, the correct answer would be an option (C).

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The number of seconds it takes ball to before hit the ground is 6 seconds.

The solutions to the quadratic equation are the values of the unknown variable x, which satisfy the equation. These solutions are called roots or zeros of quadratic equations. The roots of any polynomial are the solutions for the given equation.

Given that, a ball is thrown from the top row of seats in a stadium the function h(t)=-16t²+80t+96 gives the height, in feet, of the ball t seconds after it is thrown.

When ball hits the ground h=0

So, -16t²+80t+96=0

-16(t²-5t-6)=0

t²-5t-6=0

By using splitting middle term method, we get

t²-6t+1t-6=0

t(t-6)+1(t-6)=0

t-6=0 or t+1=0

t=6 or t=-1

Time can not be negative integer.

Therefore, the number of seconds it takes ball to before hit the ground is 6 seconds.

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Therefore ,the top limit of the normal class of three parts of mean class 10th is therefore 60, and the median class is 40–60.

Simply average a collection of three or more numbers yields the phrase "mean." The median method, which employs the maximum of a group of products, and the arithmetic average approach, which uses the sum of both the series' values, are two ways to determine the mean for just a given set of numbers.

Given:

Grades received:

X   f   fi   xi

0-20,     10  15   150

20-40,  30  18   540

40-60, 50 21   1050

60-80, 70 29 2030

80-100 90 p   90p

Total: 3770 + 90p + 83p

Mean (3770 plus 90 pi)/(83 plus pi) = 53

=> 3770 + 90p = 83 * 53 + 53p

=> 37p = 629

=> p = 17

17 students received scores in the 80–100 range.

f = 29 and modal class 60-80

minimum of modal class 60

=> 60 + 20 * 8/20

=>68

68 is the modal marks value.

=> ∑fixi = 3770 + 90p = 3770 + 90(17) = 5300

=> 100/2 = 50

60 is the maximum median class for 3 phases of class 10 with a median class of 40–60.

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slope-intercept form of an equation for the line perpendicular to y = -2x + 5 is

y = 1/2x -7

The straight line that makes 90 degrees angle with a given line is called the perpendicular to the first line. The indicator of a line perpendicular to other line is the slope that is negative reciprocal to each other.

we know the slope intercept form of an equation of line is y = mx + b

m is the slope of line and b is the y intercept.

given, equation of a line, y = -2x+5

the slope m = -2 and y intercept, b = 5

we need to write an equation in slope-intercept form that perpendicular to the above line and containing the point (8, -3)

The required line of equation will have a slope equal to the negative reciprocal of the given slope.

hence, the slope will be m = 1/2

the equation of straight line will be y = 1/2x + b

as the line passes through the points (8, -3)

so, -3 = 1/2 × 8 + b

   b = -7

y intercept of the new equation = -7

the new equation of line is y = 1/2x -7

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The set that would be considered as subset V = {1,3,5} i.e set of odd numbers

A set A is a subset of another set B if all elements of the set A are elements of the set B. In other words, the set A is contained inside the set B. The subset relationship is denoted as A⊂B. A set is a collection of objects or elements, grouped in the curly braces, such as {a,b,c,d}. If a set A is a collection of even number and set B consists of {2,4,6}, then B is said to be a subset of A, denoted by B⊆A and A is the superset of B.

In the set 1,2,3,4,5 contains odd numbers and even numbers. But there are just 2 even numbers and 3 even numbers.

But the subset V of the numbers above must contain 3 numbers, this means that subset V will contain odd numbers from 1 to 5.

Therefore, This means that subset V = { 1,3,5}

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Answer:

53/75

Step-by-step explanation:

15 = 3 × 5

25 = 5²

PPCM = 3 × 5² = 75

75/15 = 5

75/25 = 3

7/15 + 6/25 =

= (7 × 5)/(15 × 5) + (6 × 3)/(5 × 3)

= 35/75 + 18/75

= 53/75

Using the provided quadratic expression and factorizing it, The answer is  x = ± √6.4 or x = ± 2.51 and  x = 1 or x = -2.5 .

An equation is a statement of equality between two expressions. It typically includes numbers and mathematical operations such as addition, subtraction, multiplication, and division. For example, the equation 2x + 3 = 7 is a statement that the value of the expression 2x + 3 is equal to the value of 7. Equations can also include variables, which represent unknown values that can be solved for.

Roots of an equation are the values of the variable that make the equation true. For example, the roots of the equation x^2 + 2x - 3 = 0 are -1 and 3, because (-1)^2 + 2(-1) - 3 = 0 and 3^2 + 2(3) - 3 = 0. In general, finding the roots of an equation can be a difficult task and may require the use of mathematical techniques such as factoring, graphing, or numerical methods. Roots are also known as solutions or zeroes of an equation. They can be found by setting the equation equal to zero and solving for the variable.

(4+5x²-36) = 0 or (2x²+9x-5) = 0

Solving the first factor:

4+5x²-36 = 0

5x²-32 = 0

5x² = 32

x² = 6.4

x = ± √6.4

x = ± 2.51 or -2.51

Solving the second factor:

2x²+9x-5 = 0

x²+4.5x-2.5 = 0

(x-1)(x+2.5) = 0

x = 1 or x = -2.5

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Triangles ABC and DEC are similar.

A triangle is a polygon with three edges and three vertices. It is one of the basic shapes in geometry. A triangle with vertices A, B, and C is denoted \triangle ABC. In Euclidean geometry, any three points, when non-collinear, determine a unique triangle and simultaneously, a unique plane.

Here, we have,

Given the triangles ABC and DEC

For the triangle ABC:

m∠A = 36, m∠B = 21

So, the m∠C = 180 - (m∠A + m∠B ) = 180 - (36 + 21) = 123

Similarly, the angles of DEC are,

m∠D=36 , m∠C=123 & we get,  m∠E =21

So, comparing the measurements of the angles of both triangles:

m∠A=m∠D.

m∠C=m∠C

m∠B=m∠E

So, the triangles are similar using the AAA postulate.

Hence, triangles ABC and DEC are similar.

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The speed of the carts after collision is  3 m/s.

We have to note that in this case, we would need to apply the principle of the conservation of linear momentum. This implies that the momentum before collision would have to be the same as the momentum after collision.

Then we have;

Momentum before collision = Momentum after collision thus;

(3 * 4) + ( 1 * 0) = (3 + 1) v

Note that the two carts are said to stick together and move with a common speed

Hence;

12 = 4v

v = 12/4

v = 3 m/s

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Step-by-step explanation:

160g=100%

72%=72/160*100

=45

The result of the interpretation of the graph:

Spring side weakens the correlation shown in the scatter plot.

The correct option is D.

The precise metric used in a correlation analysis to quantify the strength of the linear relationship between two variables is the correlation coefficient. In a correlation report, the r stands for the coefficient.

Given:

The mean test score is represented in the scatter plot as a function of the average class size.

This demonstrates that there is a negative link between the mean class size and the mean test score,

with the mean score decreasing as the mean class size increases.

The correct response is:

Spring-side decreases the association displayed in the scatter plot.

However, for Spring side, the mean test score is higher than most other schools with lower class sizes, which is a different outcome than predicted.

Therefore, spring-side weakens the correlation shown in the scatter plot.

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The complete question:

A newspaper collected information on schools in its circulation area in order to compare their quality. Two measures the newspaper collected for each school, mean class size and mean score on a statewide reading exam, are shown in the scatter plot. One school in the report, Spring side Elementary, is labeled in the graph.

Which is a true statement regarding Spring side?

Spring side does not affect the correlation.

Spring side weakens the correlation shown in the scatter plot.

The spring side strengthens the correlation shown in the scatter plot.

Removing Spring side would increase the value of the correlation coefficient.

The scatter plot is attached in the image.

Step-by-step explanation:

No, Richard's inequality is not correct. In order to determine the correct inequality, we first need to find the total number of books that Richard read in 4th and 5th grade. In 5th grade, he read 9 more books than in 4th grade, so the total number of books he read in 5th grade was 37 + 9 = 46 books. The total number of books he read in 4th and 5th grade is therefore 46 + 37 = 83 books.

Since Richard plans to read at least 12 more books than the total number of books he read in 4th and 5th grade, he needs to read at least 83 + 12 = 95 books in 6th grade. In order to have read at least 180 books in total over 4th, 5th, and 6th grade, his inequality should be b ≥ 180. However, b represents the number of books he plans to read in 6th grade, which means the inequality should be 95 ≥ 180, which is not true. Therefore, Richard's inequality is not correct.

Answer:

ASA

Step-by-step explanation:

The hash marks are telling which sides are congruent and the angle mark is telling us that those angles are congruent.

The locations of the points on the number line are:

point 1: 1 step to the right of 0.

point 4: 4 steps to the right of 0.

point -3:  3 steps to the left of 0

A number lines is an horizontal straight line in which the integers are placed in equal intervals.

All positive numbers on the number line are on the right side of zero while the negative numbers are on the left side of zero.

To locate 1: starting from 0, count 1 step to the right.

To locate 4: starting from 0, count 4 steps to the right.

To locate -3: starting from 0, count 3 steps to the left.

Check the attached image to see the points.

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Answer: -2, -3, and -4.

Step-by-step explanation:

The range is all the Y Values the graph uses, and the Y values range from -0.5 to -5.5, making every number in between those included.

Step-by-step explanation:

first of all, if he continuously earns only $160 per month (or at least in that dimension), then he will not have to pay any income tax.

but to do the exercise :

100% = $160

1% = 100%/100 = 160/100 = $1.60

10% = 1% × 10 = 1.6 × 10 = $16

he earns after tax

160 - 16 = $144

FYI :

when we combine all the calculations above into one sequence, then we know

100% - 10% = 90%

and 90% of 100% is 100% × 0.9

and so he earns after tax

160 × 0.9 = $144

Therefore , the solution of the given problem of algebra comes out to be

60 garden beds in the students plans.

Algebra, a subfield of mathematics, is concerned with symbols and the mathematical operations carried out on them. Because these symbols don't have predetermined values, they are referred to as variables. These symbols are additionally put through a variety of addition, subtraction, multiplication, and division arithmetic operations in order to obtain the values.

Here,

Given: actual flower bed: 18

This represents 30% of all garden beds.

Assume that x is the size of the entire flowerbed.

So, 30% of x= 18

30/100 x = 18

x= 1800/ 30

x= 60

60 garden beds are therefore planned by the students.

Therefore , the solution of the given problem of algebra comes out to be

60 garden beds in the students plans.

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The image that shows the graph equivalent to the fraction 1/4 is option A, because only one part of the 4 available is shaded.

To identify the correct graph, we must first identify which fraction we must represent. In this case, the fraction is 1 / 4. To understand this fraction, we must take into account that the top number (1) refers to the number of parts that are shaded and the bottom number (4) refers to the number of total parts. into which the figure is divided.

According to the above, we can infer that it is a figure that is divided into 4 parts, and one of them is shaded. So the correct choice would be option A.

Note: This question is incomplete because there is some information missing. Here is the complete information:

image attached

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Reason:

There are 6 sides to the number cube. It gives 6*6*6 = 216 ways to roll three such dice. Only one of those ways has the sequence "1,1,1" that we're after. Therefore, the probability is 1/216.

It roughly approximates to 0.0046296; which is about a 0.46% chance of happening.

This all assumes that each side is equally likely. The answer will be different if the die is loaded in some fashion.

Therefore , the solution of the given question of fractions comes out to be 5th option -3/5.

An element of a fraction or ratio is a piece of a whole. The number of equally sized pieces into which the whole has been divided is represented by the denominator b, and the number of parts that are included is represented by the numerator a. The LCM of two fractions' denominators is the least common multiple (LCD) of those denominators.

Here,

Given:

2 [tex]\frac{3}{4}[/tex], -1 [tex]\frac{3}{4}[/tex], 3/5 ,  -2 [tex]\frac{3}{4}[/tex], -3/5, -1  , [tex]\frac{3}{4}[/tex],

Therefore , by seeing the above given numbers ,

We compare above number

and we get to know ,

The 5th number 3/5, comes out to be smallest number from the following given numbers.

Therefore , the solution of the given question of fractions comes out to be 5th option -3/5.

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Answer:

Below

Step-by-step explanation:

The equation of the line will be   y = 3/4 x     pick ANY value of 'x' to find the corresponding 'y' value

  Say x = 8    then y = 6        8,6  is  a point on the line

Answer:

(1 , 0.75)

(2 , 1.5)

(3 , 2.25)

(4 , 3)

(5 , 3.75)

(4 , 3)

(6 , 4.5)

(7 , 5.25)

(8 , 6)

(9 , 6.75)

(10 , 7.5)

(11 , 8.25)

(12 , 9)

Step-by-step explanation:

To find the other points we must put the given information into the slope-intercept form: [tex]y=mx+b[/tex]    m = slope and  b =  y-intercept

                                      [tex]y=\frac{3}{4} x+0[/tex]  or  [tex]y=\frac{3}{4} x[/tex]

Then just simply start inputting any numbers for x so you can solve for [tex]y=\frac{3}{4} x[/tex] to get the other points of the line.

Answer:

C, neither.

I've attached a picture of what it looks like when you plot it on a graph. As you can see, it is neither. So the answer is C

Hope this helped :)

The error in the work lies in line 3 where the square root is calculated inaccurately.

The opposite of squaring an integer is finding its square root. The square root of a number can be found by looking for a number that, when squared, yields the original value.

The error is in line 3, line 4 and line 5.

The error in line 3 is inaccurate calculation of the value of square root of 4.

The error in line 4 is a mathematical calculation error.

The error in line 5 is a mathematical calculation error.

The correct answer in Line 3 is:

[tex]6 * 2 *\sqrt{5} -3\sqrt{5}[/tex]

The correct answer in Line 4 is:

[tex]12\sqrt{5} - 3\sqrt{5}[/tex]

The correct answer in Line 5 is:

[tex]9\sqrt{5}[/tex]

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Answer:

theres three possible answers, they either QUACK, HONK, or hum

Step-by-step explanation:

Answer:

No it is not an exponential function