Please help its gone overdue

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The given augmented matrix is equivalent to a system of linear equations with 1 equation and 3 variables. The system is underdetermined and the solution to the system is [tex](x, y, z)[/tex]= (0, 0, 0).

The given augmented matrix is in row-reduced form and is equivalent to a system of linear equations. The matrix has 3 columns and 1 row, so there is 1 equation and 3 variables in the corresponding system of linear equations. Since there is only one equation, the system is underdetermined and has infinitely many solutions.

The solution to the system can be stated as: (x, y, z) = (0, 0, 0). The solution is a point where all the variables are equal to zero. Since the matrix is in row-reduced form, this is the only solution to the system. If the augmented matrix was not in row-reduced form, then the solution would be stated as a parameter, such as (x, y, z) = (0, 0, t), where t is a parameter.

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Answer:

Step-by-step explanation:

For the given augmented matrix, you want to know the number of equations and variables it represents, whether the system is under- or over-determined, and the solution, using parameters as required.

  [tex]\left[\begin{array}{ccc|c}1&\dfrac{1}{4}&-\dfrac{1}{4}&1\\\vphantom{\dfrac{T}{q}}0&0&0&0\end{array}\right][/tex]

Each column of the augmented matrix is the coefficient of the variable in a linear equation represented by the row. The first row of the matrix represents the equation ...

  [tex]1x +\dfrac{1}{4}y-\dfrac{1}{4}z=1[/tex]

The second row of the matrix represents the tautology ...

  0x +0y +0z = 0

It contributes no information about the relationships between the variables.

The matrix represents 1 equation in 3 variables.

For there to be a unique solution to a linear system, there must be as many consistent and independent equations as there are variables. Here, there are fewer equations than variables. This system is underdetermined.

The solution to an underdetermined system can be written in terms of parameters of free choice. We will need as many parameters as there are missing equations: 2.

Here, the coefficients of y and z suggest we choose parameters that let us represent those values as multiples of 4.

Parameters: s, t

Let y = 4s, z = 4t. Then the equation becomes ...

  x +1/4(4s) -1/4(4t) = 1

  x +s -t = 1

  x = 1 +t -s

Now, the solution can be written as ...

  (x, y, z) = (1 +t -s, 4s, 4t)

The for the values of the variables x = 7 and y = 10, the given must be a parallelogram.

A quadrilateral having two sets of parallel sides is referred to as a parallelogram. In a parallelogram, the opposing sides are of equal length, and the opposing angles are of equal size. Also, the interior angles that are additional to the transversal on the same side. 360 degrees is the sum of all interior angles.

A parallelepiped is a three-dimensional shape with parallelogram-shaped faces. The base and height of the parallelogram determine its area.

For the given quadrilateral to be parallelogram the opposite sides need to be parallel and equal.

For the given quadrilateral we have:

2y - 16 = y - 6

2y - y = -6 + 16

y = 10

Also,

2x + 2 = y + 6

Substitute the value of y = 10:

2x + 2 = 10 + 6

2x = 16- 2

2x = 14

x = 7

Hence, the for the values of the variables x = 7 and y = 10, the given must be a parallelogram.

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It is important to be aware that the distribution of sample means x may not match the distribution of the original x values exactly, due to sampling variability.

if the original distribution of x values is known to be normalize size needs to be large, then the sample size does not need to be restricted in order to claim that the distribution of sample means x taken from random samples of a given size is normal. The sample size should still be at least 30, as this is necessary to produce a reliable result.

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Work Shown:

x = previous total weight

2% of x = 0.02x = amount of weight lost

x - 0.02x = 0.98x = current total weight

0.98x = 1519

x = 1519/0.98

x = 1550 pounds

Check:

2% of 1550 = 0.02*1550 = 31

The group collectively lost 31 pounds.

1550-31 = 1519

The answer is confirmed.

Note that 98% of 1550 = 0.98*1550 = 1519

The slopes of the two line are equal. Hence, the two lines are parallel.

A line's slope is a gauge of the line's steepness. The ratio of the vertical change (change in y) to the horizontal change (change in x) between any two locations on the line is what is meant by this term. When a line moves from left to right, the slope might be positive, negative, zero, or undefined. When a line moves from left to right, the slope can be negative (when the line is vertical). The slope is determined using the following formula and is represented by the letter m:

m = (y2 - y1) / (x2 - x1)

where (x1, y1) and (x2, y2) are any two points on the line.

Given that, the first line passes through the points (-5, -5) and (-3, -3).

The slope is given by:

slope = (change in y) / (change in x)

slope = (-3 - (-5)) / (-3 - (-5)) = 1

The second line passes through the points (3, 1) and (4, 2).

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

The slopes of the two line are equal. Hence, the two lines are parallel.

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Answer:

Step-by-step explanation:

what?

The likelihood of pulling a spade followed by a face card from a deck is 3/52, or roughly 0.0588. (rounded to four decimal places).

The probability of drawing a spade from a deck of 52 cards is 13/52, or 1/4, since there are 13 spades in the deck.

Once a spade has been drawn and not returned to the deck, there are now 51 cards left in the deck, of which 12 are face cards (the Jack, Queen, and King of each suit). Therefore, the probability of drawing a face card given that a spade has already been drawn is 12/51.

To find the probability of both events happening together (drawing a spade and then a face card), we can multiply the probabilities of each event:

P(drawing a spade, then drawing a face card) = P(drawing a spade) x P(drawing a face card given that a spade has been drawn)

= (1/4) x (12/51)

= 3/52

Therefore, the probability of drawing a spade, then drawing a face card out of a deck is [tex]3/52[/tex]  , or approximately [tex]0.0588[/tex] (rounded to four decimal places).

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The equation that correctly represents this situation is c(t) = 45 + 45(t-2). This equation states that the total number of credits the student will have after t semesters is equal to 45 (the number of credits they had before beginning college) plus 45 times the number of semesters after two (t-2).

To explain this equation in more detail, we need to break it down. First, the student had some credits earned while in high school, so the equation starts off with c(t) = 45, which is the number of credits the student had before beginning college.

Next, 45(t-2) represents the number of credits earned in the additional semesters since college began. The t-2 part of the equation means that the total number of credits earned in the additional semesters starts at zero for t = 2. Then, for each additional semester, 45 credits are added. So, for example, when t = 5, 45 credits are added to the initial 45 credits the student had before beginning college, resulting in 90 credits.Therefore, the equation  c(t) = 45 + 45(t-2)  correctly represents this situation.

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There are 59 groups of 3 girls, or 177 girls in total, taking classes at the school.

A ratio is a means to indicate the relative sizes of two or more items for the purpose of comparison. It can be shown with a colon or as a fraction. Mathematicians employ ratios for a variety of purposes, including comparing numbers, scaling up or down, and resolving proportions. Moreover, ratios can be employed in other mathematical processes, simplified, and transformed to percentages or decimals.

Given that for every three girls there are 4 boys in class.

Thus, the proportion can be given as:

4x = 236

x = 59

Now, the proportion of girls are 3x.

3(59) = 177 girls.

Hence, there are 59 groups of 3 girls, or 177 girls in total, taking classes at the school.

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The survey ratings provide valuable feedback for drivers who are looking for quality tires for their vehicles. These ratings can give insight on steering responsiveness, how quickly a tire wears, and overall customer satisfaction. Drivers can also see how their tire of choice stacks up against other tires, making it easier to make an informed decision when shopping for tires.

The Tire Rack is America’s leading online distributor of tires and wheels. They conduct extensive testing to ensure that customers are provided with the most suitable tires for their vehicles, driving styles, and driving conditions. They also use an independent consumer survey to help drivers gain insight on long-term tire experiences.

The following data show survey ratings on a 1-10 scale, with 10 being the highest rating, of 18 maximum performance summer tires, as of February 3, 2009 (Tire Rack website). The variables are Steering (steering responsiveness), Tread Wear (quickness of wear), and Buy Again (overall tire satisfaction and desire to purchase the same tire again). The Yokohama Aegis LS4 has a Steering rating of 7.9, Tread Wear rating of 7, and Buy Again rating of 7.1. The Dunlop SP20 FE has a Steering rating of 5.7, Tread Wear rating of 5, and Buy Again rating of 3.3.

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As per the equations, the two dogs are either 11 years old and 4 years old, or 4 years old and 11 years old.

Factoring is the process of breaking down a mathematical expression or number into its component parts, which can then be multiplied together to give the original expression or number. In algebra, factoring is often used to simplify or solve equations.

An equation is a statement that shows the equality of two expressions, typically separated by an equals sign (=). The expressions on both sides of the equals sign are called the "left-hand side" and "right-hand side" of the equation.

In the given question,

Let's call the age of the first dog "x" and the age of the second dog "y". We know that their ages add up to 15, so we can write:

x + y = 15

We also know that their ages multiply to 44, so we can write:

x * y = 44

Now we have two equations with two unknowns, which we can solve simultaneously to find the values of x and y.

One way to do this is to use substitution. From the first equation, we can solve for one variable in terms of the other:

y = 15 - x

We can substitute this expression for y into the second equation:

x × (15 - x) = 44

Expanding the left side, we get:

15x - x^2 = 44

Rearranging and simplifying, we get a quadratic equation:

x^2 - 15x + 44 = 0

We can factor this equation as:

(x - 11)(x - 4) = 0

Using the zero product property, we know that this equation is true when either (x - 11) = 0 or (x - 4) = 0.

Therefore, the possible values of x are x = 11 and x = 4.If x = 11, then y = 15 - x = 4, which means that the ages of the two dogs are 11 and 4.

If x = 4, then y = 15 - x = 11, which means that the ages of the two dogs are 4 and 11.

Therefore, the two dogs are either 11 years old and 4 years old, or 4 years old and 11 years old.

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Angle L can be calculated as follows:

angle L = angle - 180 LMO stands for angle. MNO \sangle L = 180 - 150 - 30 degree angle L = 0

As a result, angle L is 0 degrees.

1. We know that sides AB and CD of trapezoid ABCD are parallel. We can use the tangent function to find the length of side AD because angle B is a right angle and angle ABD is 45 degrees:

AD/AB = tan(45)

AD=AB * tan(45) AD=AB

As a result, AD = 10.

2. We know that the sides PQ and RS of the trapezoid PQRS are parallel. We can use the sine function to find the length of side PS because angle Q is a right angle and angle PSQ is 60 degrees:

PS/QS sin(60) =

PS = sin * QS (60)

5 * sqrt = PS (3)

As a result, PS = 5*sqrt (3).

3. We know that the sides UV and WX of a trapezoid UVWX are parallel. We can use the cosine function to find the length of side WU because angle V is a right angle and angle WVU is 30 degrees:

WU/UV cos(30) =

UV * cos WU (30)

5 * sqrt(3) / 2 = WU

As a result, WU = (5/2)*sqrt (3).

4. We know that the sides LM and NO of the trapezoid LMNO are parallel. We can use the sine function to find the length of side MO because angle L is a right angle and angle MNO is 30 degrees:

MO/NO sin(30) =

MO = 4 / 2 MO = NO * sin(30)

As a result, MO = 2.

Because angles MNO and LMO add up to 180 degrees, we can calculate angle LMO as follows:

LMO angle = 180 - angle LMO MNO angle = 150 degrees

Finally, because angle N is a right angle, we can calculate angle L as follows:

angle L = angle - 180 LMO stands for angle. MNO\sangle L = 180 - 150 - 30 degree angle L = 0

As a result, angle L is 0 degrees.

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The crοss-sectiοn in the image  shοwn appears tο be a trapezοid.

A quadrilateral with at least οne pair οf parallel sides. In this crοss-sectiοn, the tοp and bοttοm sides are parallel, while the οther twο sides are nοt parallel is  trapezοid. There are times when people define trapezoids as having at least one pair of opposite sides that are similar, and other times they say there is just one pair.

The parallelogram satisfies the "at least one" interpretation of the definition because it has two pairs of opposite sides that are similar, which qualifies it as both a trapezoid and a parallelogram. The parallelism does not support the "one and only one" interpretation of the description. How students respond to this depends on how they describe themselves.

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Answer:

AD=4

Step-by-step explanation:

please mark as brainliest

Answer:

jwjwi7svwisg, I have y2ywgeu

The length of each side of the regular pentagon is 10 units

Let's use the fact that the floor is a regular pentagon to set up an equation involving the side lengths.

A regular pentagon has five sides of equal length, so we can set the two expressions for the side lengths equal to each other:

2× + 4 = 4 × - 2

Solving for x, we get:

2x = 6

x = 3

Now that we have the value of x, we can substitute it back into either expression for the side length to find the length of each side. Let's use the expression (2× + 4) inches:

2× + 4 = 2(3) + 4

= 6 + 4

= 10 units

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Student A and Student D have correctly simplified the expression. The expression 154 can be written as 3h + 21 + 15-4h+6+h, which is the same as 21 - 3h + 3h + 21. Student A and Student D both simplified the expression to 21 - 3h. Student B simplified the expression to 18h and Student C simplified the expression to 600p, which are both incorrect.

Step-by-step explanation:

kaitlyn score is   6 points above the mean

                                 z-score =  6 / 12   = .5

kiersten score is 34.8 above the mean   z-score = 34.8/29 = 1.2

rebecca score is .54 above the mean   z -score = .54/ .3 = 1.8

rebecca scored the highest percentile (highes z-score)  of the three....the best

The cost of sales for liquor, expressed as a percentage is 19.39%.

To compute for the cost of sales for liquor, expressed as a percentage given that you have spent $2,500 on liquor for your bar and your bar sales have been $12,890, you can use the formula:

Cost of sales = (Cost of Goods Sold / Total Sales) × 100

where, Cost of Goods Sold (COGS) = Beginning Inventory + Purchases - Ending Inventory (or the total cost of goods sold during the period)

Total Sales = Gross sales - Sales discounts - Sales returns and allowances

Let's compute for the COGS first:

COGS = Beginning Inventory + Purchases - Ending Inventory

= $0 + $2,500 - $0

= $2,500

Total Sales = Gross sales - Sales discounts - Sales returns and allowances

= $12,890 - $0 - $0

= $12,890

Cost of sales is obtained as follows:

Cost of sales = (Cost of Goods Sold / Total Sales) × 100

= ($2,500 / $12,890) × 100

= 19.39%.

Therefore, the cost of sales for liquor, expressed as a percentage is 19.39%.

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The linear relationship of Maggie crocheting squares is y = 6 + 6x graph (b)

Let x be the number of hours Maggie spends crocheting squares, and let y be the total number of squares she has made.

Initially, Maggie has 6 squares made,

so y = 6 when x = 0.

For each hour that she spends crocheting squares, Maggie makes 6 more squares.

Therefore, the relationship between x and y is:

y = 6 + 6x

This is a linear relationship with a slope of 6, which means that Maggie is crocheting squares at a rate of 6 squares per hour.

This is represented by graph (b)

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In a multiple choice exam, there are 5 questions and 4 choices for each question (a, b, c, d). nancy has not studied for the exam at all and decides to randomly guess the answers, the probability that Nancy will correctly answer all 5 questions by guessing is 0.000977

In a multiple choice exam, there are 5 questions and 4 choices for each question (a, b, c, d). Nancy has not studied for the exam at all and decides to randomly guess the answers.

The probability of guessing on an exam can be calculated by using the formula:n(C)/(n(T))where n(C) is the number of favorable events and n(T) is the total number of events. Let's solve the given problem:

Probability of getting the first question correct: P (1st) = 1/4 Probability of getting the second question correct: P (2nd) = 1/4Probability of getting the third question correct: P (3rd) = 1/4 Probability of getting the fourth question correct: P (4th) = 1/4Probability of getting the fifth question correct: P (5th) = 1/4 The probability of guessing all questions correctly can be calculated by multiplying the probability of each question together. P (all) = P (1st) * P (2nd) * P (3rd) * P (4th) * P (5th)= 1/4 * 1/4 * 1/4 * 1/4 * 1/4= 1/1024Therefore, the probability that Nancy will correctly answer all 5 questions by guessing is 0.000977. (rounded to four decimal places)Answer: 0.000977

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Answer:

x = -4

y = -3

Step-by-step explanation:

-5y + 3x = 3

-8y + 9x = -12​

Time the first equation by -3

15y - 9x = -9

-8y + 9x = -12

7y = -21

y = -3

Now put -3 in for y and solve for x

-5(-3) + 3x = 3

15 + 3x = 3

3x = -12

x = -4

Let's Check

-5(-3) + 3(-4) = 3

15 - 12 = 3

3 = 3

So, x = -4 and y = -3 is the correct answer.

Answer:

[tex]x = 4\sqrt{3}[/tex]

Step-by-step explanation:

The triangle is right-angled

In a right-angled triangle, the following equality holds

[tex]\tan x = \dfrac{\text{Side Opposite x}}{\text{Side adjacent to x}}\\\\\tan 30 = \dfrac{4}{x}\\\\[/tex]

[tex]\tan 30 = \dfrac{1}{\sqrt{3}}\\\\\dfrac{1}{\sqrt{3}} = \dfrac{4}{x}\\\\[/tex]

Cross multiply:
[tex]1 \times x = 4 \times \sqrt{3}\\\\x = 4\sqrt{3}[/tex]

Answer:

Step-by-step explanation:

To graph the line with slope 3 passing through the point (1,-5), we can use the point-slope form of the equation of a line, which is:

y - y1 = m(x - x1)

where m is the slope, and (x1, y1) is a point on the line.

Substituting the given values, we get:

y - (-5) = 3(x - 1)

Simplifying the equation, we get:

y + 5 = 3x - 3

Subtracting 5 from both sides, we get:

y = 3x - 8

Now we have the equation of the line in slope-intercept form, which is y = mx + b, where m is the slope and b is the y-intercept. Comparing this equation to the one we just found, we can see that the slope is 3 and the y-intercept is -8.

To graph the line, we can plot the y-intercept at (0,-8) and then use the slope to find other points on the line. Since the slope is 3, we can go up 3 units and to the right 1 unit to find another point on the line. We can repeat this process to find more points on the line, and then connect them to graph the line.

Answer:

Step-by-step explanation:

2(2x-5) = 18 (FOIL)

4x-10=18

4x = 28

x= 7

Answer:

x = -2

Step-by-step explanation:

2(2x - 5) = -18

Divide both sides by 2.

2x - 5 = -9

Add 5 to both sides.

2x = -4

Divide both sides by 2.

x = -2

Answer: 31.8 years

Step-by-step explanation:

The formula to calculate the simple interest is:

I = Prt

where:

I = Interest

P = Principal amount

r = Rate of interest

t = Time (in years)

We want to know how long it will take for the investment to double in value. That means the interest earned should be equal to the principal amount. So, we can write:

2P = P + I

Simplifying:

P = I

Now, we can substitute the values given in the problem:

1400 = 14000.044t

Simplifying:

t = 1400/(1400*0.044) = 31.82 years

Therefore, it will take approximately 31.8 years for the investment to double in value.