Could you help me to solve this

Answer:

There is an outlier at 0, and a gap at 1,2, and 3. The peak is at 5, and the plot is more or less skewed left.

Step-by-step explanation:

I wrote this on a document in my previous years in school.

Answer:

You are right

Step-by-step explanation:

Have a nice day

Answer:

= 8

Step-by-step explanation:

2x = 2 × 3 is 6 because f(3) then + 2 is 8

3 x 2 = 6

6 + 2 = 8

The correct answer is 8

(Hope this helps can I pls have brainlist (crown)☺️)

Answer:

7/12

Step-by-step explanation:

1/2 + 1/12?

To add fractions, find the LCD and then combine.

Exact Form:

7 /12

Decimal Form:

0.583

Answer:

18/12 or 3/2

Hope this helps!

Answer:

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

10+[tex]\sqrt{10}[/tex]

Step-by-step explanation:

[tex]\sqrt{3}[/tex] ([tex]\sqrt{3}[/tex] - 1) → 3 - [tex]\sqrt{3}[/tex]

[tex]\sqrt{5}[/tex] ([tex]\sqrt{10}[/tex] + [tex]\sqrt{2}[/tex] ) → [tex]\sqrt{50}[/tex] + [tex]\sqrt{10}[/tex] → 2[tex]\sqrt{25}[/tex] + [tex]\sqrt{2}[/tex][tex]\sqrt{5}[/tex] → 2(5)+ [tex]\sqrt{10}[/tex] → 10+[tex]\sqrt{10}[/tex]

Answer:

I'm guessing the answer is sec³θ

Step-by-step explanation:

I tried this problem and I got 1/cos³θ and clicked cos³θ, but that answer was incorrect. In my lesson, there were the options:

1. sec³θ

2. cos³θ

3.  secθ

I didn't have options 1 + sinθ or 1 as answers. If sec³θ is not the correct answer, please correct me.

Answer:

2x8=16-6=10

Step-by-step explanation:

10 is the answer

Answer:

Area: (3+√7) x (1+2√7) = 17+7√7 = 35.52

Perimeter: 2(3+√7) + 2(1+2√7) = 8+6√7 = 23.87

Answer:

52.7%

Step-by-step explanation:

If I am correct it means to round the percentage, so it would be 58% if you are rounding it

Since it is the term that multiplies the variables, the coefficient is of [tex]\frac{3}{4}[/tex].

In an algebraic expression, the coefficient is the term that multiplies the variables.

In this problem, the expression is:

[tex]\frac{3}{4}mn[/tex]

Hence, the coefficient is of [tex]\frac{3}{4}[/tex].

A similar problem is given at https://brainly.com/question/24417465

x = the whole pie.

well, Don ate (1/8)x, how much was it left?  [tex]x -\cfrac{1}{8}x\implies \cfrac{x}{1} -\cfrac{x}{8}\implies \cfrac{8x-x}{8}\implies \cfrac{7x}{8}[/tex]

well, so that's the remainder.

Then Ron ate 1/7 of the remainder [tex]\cfrac{7x}{8}\div 7\implies \cfrac{7x}{8}\div \cfrac{7}{1}\implies \cfrac{7x}{8}\cdot \cfrac{1}{7}\implies \cfrac{x}{8}[/tex]

well, how much is it left?  [tex]\stackrel{\textit{Don leftover}}{\cfrac{7x}{8}}-\stackrel{\textit{Ron's bite}}{\cfrac{x}{8}}\implies \cfrac{6x}{8}\implies \cfrac{3x}{4}[/tex]

well, there are 5 friends how much did each one get from the whole pie?

[tex]\cfrac{3x}{4}\div 5\implies \cfrac{3x}{4}\div \cfrac{5}{1}\implies \cfrac{3x}{4}\cdot \cfrac{1}{5}\implies \implies \cfrac{3x}{20}\implies \stackrel{\textit{each friend}}{\boxed{\cfrac{3}{20}x}}[/tex]

Answer:

W/y

Step-by-step explanation:

Answer:

880 square meters

Step-by-step explanation:

You need to find the area of the rectangular board, which would be 1100x800=880000 square millimeters. 1 meter=1000 millimeters, so you divide 880000 by 1000, getting 880 square meters.

The area of the board is 880 square meters.

You need to find the area of the rectangular board, which would be 1100x800=880000 square millimeters.

1 meter=1000 millimeters, so you divide 880000 by 1000, getting 880 square meters.

Learn more about area of rectangle here https://brainly.com/question/25292087

#SPJ2

Answer:

A.1 B.2 E.5 F.6

Step-by-step explanation:

Hope it helps brainliest awnser pls

Answer:

Fertilizer puts nitrogen into the soil, so using fertilizer puts more nitrogen into the carbon cycle.

When you use fertilizer, its because a certain plant you are planting uses all the nitrogen in the soil, so it won't grow next time. Too much fertilizer, though, would burn up your plant (not literally). Some plants put their own nitrogen into the soil. I can't think of one off the top of my head, but I believe potatoes do. Anyways, this is where crop rotation came into play.

Things like corn take a lot of nitrogen, so the next time you had to plant whatever plant potatoes, which again may be wrong, in order to get nitrogen for the corn to grow next season. Today we have fertilizer, so we can give them nitrogen while they grow, instead of putting in other plants, taking more time.

So really, it doesn't do much, because your plant takes all the nitrogen that the Fertilizer adds.

Answer:

People have been converting atmospheric nitrogen into nitrogen fertilizers and then applying the fertilizers to plants in to grow more crops. This has previously been quite effective, allowing individuals to farm on previously unproductive lands, and provide adequate food for expanding populations of people. Unfortunately, fertilizers are frequently overused, which can lead to issues.

Nitrogen from fertilizers excretes into soils, typically promoting the growth of weeds rather than native vegetation. Nitrogen then washes into streams, resulting in a nutrient overload, a phenomenon known as eutrophication.

Eutrophication causes aquatic weeds to proliferate excessively in freshwater lakes. These aquatic weeds  occasionally occupy entire lakes, streams, or rivers. Green algae cloud the water, and gooey algal slime covers the shallow rocks. 

When nitrogen-rich waters flow down into the ocean, they worsen the situation. High nitrogen concentrations in the Mississippi River Delta have generated a 'dead zone' where the water flows into the Gulf of Mexico. This has occurred every summer for over 30 years. In 2001, this dead zone, where oxygen levels are too low for species to thrive, encompassed over 8000 square miles of water. It occurs when nitrogen in the water enables algae to quickly grow out of control.

Step-by-step explanation:

Great article to look at for more information -

https://www.nytimes.com/2017/07/27/climate/nitrogen-fertilizers-climate-change-pollution-waterways-global-warming.html

Answer:

A. 28x + 94y

Step-by-step explanation:

First, line up the like terms as if you were adding vertically, and combine them.

(42x + 59y)

+ (-14x + 35y)

(28x + 94y)

Hope this helps :)

Answer:

D

Step-by-step explanation:

Y2-Y1/x2-x-1

Answer:

D

Step-by-step explanation:

Formula for slope is (y2-y1)/(x2-x1).

(1-(-3))/(1-(-2)) = 4/3

Answer:

30 and 35

Step-by-step explanation:

Put this question into equation form:

Let x be the smaller number, if the larger number is 5 more and the total is 65:

x + 5 + x = 65

2x + 5 = 65

Subtract 5 from both sides

2x + 5 - 5 = 65 - 5

2x = 60

Divide both sides by 2:

2x ÷ 2 = 60 ÷ 2

x = 30

As the larger number is 5 bigger:

30 + 5 = 35

So the two numbers are 30 and 35.

Hope this helps!

Answer:

Small number 30

Large Number 35

Step-by-step explanation:

The sum of x and y is 65. In other words, x plus y equals 65 and can be written as equation A:

x + y = 65

The difference between x and y is 5. In other words, x minus y equals 5 and can be written as equation B:

x - y = 5

Now solve equation B for x to get the revised equation B:

x - y = 5

x = 5 + y

Then substitute x in equation A from the revised equation B and then solve for y:

x + y = 65

5 + y + y = 65

5 + 2y = 65

2y = 60

y = 30

Now we know y is 30. Which means that we can substitute y for 30 in equation A and solve for x:

x + y = 65

x + 30 = 65

X = 35

Therefore the large and small number us 35 and 30 respectively.

Answer:

1. 7x

2. 8x - 1

3. 12 + 6x

4. 4 - 7x

5. 13x - 7

Step-by-step explanation:

Answer:

The answer is 10!

Step-by-step explanation:

Answer:

it should be 2/12 and 9/11

Step-by-step explanation:

Answer:

Linear

Step-by-step explanation:

Answer:

Step-by-step explanation:

You have the system with two quadratic equations.

Both equations are of degree two.

This is therefore not linear.

Answer:

10

Step-by-step explanation:

Answer:

PLEASE MARK ME AS BRANLIEST!!!!!

Step-by-step explanation:

a1 = first term; an= an-1 + d a1 = the first term in the sequence an = the nth term in the sequence an-1 = the term before the nth term n = the term number d = the common difference.

{10, 15, 20, 25, 30, 35, } first term = 10, common difference = 5 recursive formula: a1= 10; an= an-1 + 5

f(n) = f(n-1) + 12

f(1) = 7

f(2) = (7-1) + 12 = 18

f(3) = (18-1) + 12 = 29

f(4) = (29-1) + 12 = 40

f(5) = (40-1) + 12 = 51

7, 18, 29, 40, 51

Answer: C. x = 4 and x = 6

Step-by-step explanation:

Zeros of a function would be the value of x when f(x) is 0.

Based on the given graph, the parabola has 2 locations where the y-value is 0 and the graph hits the x-axis.

The graph hits the x-axis at 4 and at 6.

Answer:

I dont but want to.

Hope this helps! :) ;-;

Step-by-step explanation: