How many solutions does the system of linear equations represented in the graph below have?

Answer:

[tex]x {}^{2} - 4x - 12 = 0 \\ (x - 6)(x + 2) = 0 \\ x = 6 \: \: x = - 2[/tex]

The amount of a program that can be parallelized limits the amount of time it takes to run. For example, if 90% of the program can be parallelized, the theoretical maximum speedup utilizing parallel computing would be 10 times regardless of the number of processors employed.

The amount of a program that can be parallelized limits the amount of time it takes to run. For example, if 90% of the program can be parallelized, the theoretical maximum speedup utilizing parallel computing would be 10 times regardless of the number of processors employed. Parallel computing is a sort of computation in which several computations or processes are performed at the same time. Large issues are frequently broken into smaller ones, which may then be tackled concurrently.

Here,

Parallelization can only speed up a program so much. For example, if 90% of the program can be parallelized, the theoretical maximum speedup utilizing parallel computing would be ten times regardless of the number of processors employed.

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Answer:

X = 11

Step-by-step explanation:

since the angles are supplementary that means their sum is 180

[tex]5x + 15 + 10x = 180 \\ 15x + 15 = 180 \\ 15x = 180 - 15 \\ 15x = 165 \\ x = 165 \div 15 \\ x = 11[/tex]

Answer:

B it will have to be 7 to make this true

Step-by-step explanation:

In the given case, Matthew would have a negative z score and John would have a positive z score.

A z-score is a measurement of how far an observation or data point is from the distribution's mean. An observation is said to be above the mean if the z-score is positive, while it is said to be below the mean if the z-score is negative. Therefore, it is possible that John's z-score would be positive, showing that he is taller than the average for his age group if he is one of the tallest children in his class at the age of 7.

In contrast, if 12-year-old Matthew is among the smallest students in his class, it is likely that his z-score will be negative, suggesting that he is shorter than the norm for his age group. Therefore, John would have a positive z-score but Matthew would have a negative one if he is shorter than average for his age group.

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Answer:

P = 14.9

Step-by-step explanation:

i used distance formula:  

d = √(difference of y-values, squared, + difference of x-values, squared)

distance from (-2,1) and (2,4):  [tex]\sqrt{25}[/tex] = 5

distance from (-2,1) and (-1,-2):  [tex]\sqrt{10}[/tex]

distance from (-1,-2) and (2,4):  [tex]\sqrt{45}[/tex] = 3[tex]\sqrt{5}[/tex]

P = 5 + [tex]\sqrt{10}[/tex] + 3[tex]\sqrt{5}[/tex]  ≈  14.9

Answer:

                  .

green 0.416  red0.25 blue0.3

Step-by-step explanation:

Answer:

Step-by-step explanation:

Possible options for 2 different colors are:

Probability of each:

Now, the probability of 2 different colors:

Answer:

X = -7 and y = -7.5

Step-by-step explanation:

Use substitution. Let’s try to get x by itself in the second question since it seems easier.

-4x + 4y = -2

-4x = -2 -4y

x = 1/2 + y

Subsitute that into the other equation for y.

4x -2y = -13

4(1/2 + y) - 2y = -13

2 + 4y -2y = -13 # Use the distributive property

2y = -15 # put together like terms

y = -7.5

Then plug it into the x formula

x = .5 -7.5

x = -7

Answer:

The solution is (-7, -7 1/2)

Step-by-step explanation:

 4x – 2y = –13  

–4x + 4y = –2

-------------------------

          2y = -15, and so y = -7 1/2.

Now find x.  If y = -7 1/2, then, from the first equation, we get

4x - 2(-7 1/2) = -13, or

4x + 15 = -13, or

4x = -28, or x = -7

The solution is (-7, -7 1/2).

Answer:

photo is blurr bro

Step-by-step explanation:

i can't help with this photo

First look at one of the point covered by the black shape, example of which being (2,2).

Next look at where the corrosponding point on the dilated figure is, so keeping with the sample, (10,10).

With this, knowing that both of the shapes are centered around the origin and that they are dilations of each other, do 10/2. to give you 5.

This would be the dilation needed to get the black shape to become the black shape.

Hope that helps.

Answer:

Step-by-step explanation:

18. m∠1 = 104°

19. m∠2 = 79°

20. m∠3 = 65°

21. m∠5 = 73°

Answer:

Step-by-step explanation:

Is 8ft

Answer:

It is 8ft

Step-by-step explanation:

easy work

Avogadro's number is a unitless object. It represents a number.

What is unit?

The mass of a particular piece of metal or the length of a particular rod are examples of quantities (specific properties) of objects that have historically been used to define measurement units. An object that has no units is known as unitless.

The proportionality factor that connects the number of constituent particles (often molecules, atoms, or ions) in a sample with the amount of material in that sample is called the Avogadro constant, also known as NA or L. It has a precise value of  6.02214076 × 10²³ reciprocal moles and serves as a SI defining constant.

The value of Avogadro's number is 6.02214076 × 10²³.

One mole of the chemical compound consists of 6.02214076 × 10²³ atoms.

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Since the diameter of this circle is 76 inches, a measurement which the circumference of this circle has include the following: C. 238.64 inches.

Mathematically, the circumference of a circle can be calculated by using this mathematical expression:

C = 2πr or C = πD

Where:

Substituting the given parameters into the circumference of a circle formula, we have;

Circumference of circle, C = πD

Circumference of circle, C = 3.14 × 76

Circumference of circle, C = 238.64 inches.

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Complete Question:

The diameter of a circle is 76 inches. Which measurement does the circumference of this circle have?

A. 123.45 inches.

B. 438.65 inches.

C. 238.64 inches.

D. 338.64 inches.

[tex]{ \qquad\qquad\huge\underline{{\sf Answer}}} [/tex]

Here's the solution ~

[tex]\qquad \sf  \dashrightarrow \: 4x - 6 = x + 9[/tex]

[tex]\qquad \sf  \dashrightarrow \: 4x - x = 9 + 6[/tex]

[tex]\qquad \sf  \dashrightarrow \: 3x = 15[/tex]

[tex]\qquad \sf  \dashrightarrow \: x = 15 \div 3[/tex]

[tex]\qquad \sf  \dashrightarrow \: x = 5[/tex]

Answer:

Step-by-step explanation:

4x-6=x+9

4x-x=9+6

3x=15

Final answer: x = 5

Answer:

[tex]T = 3 + {S}^{2} [/tex]

Step-by-step explanation:

Fill in the table and you will see the formula above gives you the total. Substitute S=10 for you answer

How derive the formula?

You have to realize that you are give 3 to start with, so that's your starting constant. Filling in the table and subtracting 3 show help you see that the square of want is left after the subtraction is the square of the step.

Let me know is you need more clarification

Answer:

[tex]\bold{\boxed{Check explaination for better understanding!}}[/tex]

z=65,y=65,x=50

Step-by-step explanation:

Firstly,  let's identify the only angle provided. The angle is an exterior angle.

The exterior angle theorm states that greater than either of the measures of the remote interior angles.

Let's remember that and start solving!

The exterior angle and x form a supplimentary line which means they create 180 degrees.

130+x=180

x=50

Now by the theorm the sum of z+y should be equal to the exterior angle which is 130.

Simply, z+y=130.

So z  is equal to 65, and y is equal to 65.

Let's check our answers now.

z=65,y=65,x=50

z+x+y=180

65+50+65=180! That works :)

Hope it helps! :))

The null hypothesis is that the linear regression model does not exist. This essentially means that the value of all the coefficients is equal to zero.

What is the null hypothesis?

The null hypothesis is a common statistical theory that contends that there is no statistical relationship or significance between any two sets of observed data and measured phenomena for any given single observed variable.

Here,

We have to find out the slope of the line predicted by the null hypothesis if we are doing a linear regression.

We concluded that the null hypothesis states that the slope is equal to zero, and the alternative hypothesis states that the slope is not equal to zero.

Hence, the null hypothesis is that the linear regression model does not exist. This essentially means that the value of all the coefficients is equal to zero.

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Answer:

Obtuse and isosceles

Step-by-step explanation:

obtuse because an angle is more than 90* and isosceles because two sides are equal.

Hope this helps!

Answer:

elected Council

Step-by-step explanation:

According to question,

= 8x² + 6x - 2 = 228

= 8x² + 6x - 230 = 0

= 2(4x² + 3x - 115) = 0

= 2(4x² + 23x - 20x - 115) =0

= 2(x(4x +23) -5(x - 23) )= 0

= 2((x-5)(4x+23)) = 0

x = 5 , x = -23/4

let x = 5

so length 4x - 1

= 4 × 5 - 1

= 19 ft

width = 2x + 2

= 2 × 5 + 2

= 22 ft

_______

gosh! finally did it.. was too big -_-

9514 1404 393

Answer:

  5x^2 -55x +150 = 0

Step-by-step explanation:

A root of p means (x-p) is a factor. So, the factored form of the equation you want is ...

  5(x -5)(x -6) = 0

  5(x^2 -11x +30) = 0 . . . . . multiplying binomials

  5x^2 -55x +150 = 0 . . . . applying the leading coefficient

The statement "it is not the case that p and q are both true" is made in the negation of p ^ q.

As a result, when p q is true, that is, when one or both of p and q are true, (p q) is true precisely. The sentence is only untrue when both p and q are true. The opposite of the given mathematical statement is the negation of a statement in mathematics. If "P" is a statement, then "~P" is the statement's negation.

The words "~" or "¬" are used to denote a statement's denial.

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Answer:

It would be 8

Step-by-step explanation:

Answer: 7.88 currency units

Step-by-step explanation:

Shipping and handling are 35% of the price of the flannel sheet so in currency terms are:

= Price of flannel sheet * Additional percentage for shipping and handling

= 22.50 * 35%

= 7.875

= 7.88 currency units

Answer:

787.5

Step-by-step explanation:

22.50×35

Using the method of simple random sampling, The answer is we select sample before collecting data.

Random sampling is a method of selecting a sample from a population in such a way that each member of the population has an equal probability of being selected. This ensures that the sample is representative of the population, and reduces bias in the sampling process. In simple random sampling, a random sample is drawn from a larger population by using random number generators, tables of random numbers, or other methods that ensure that each member of the population has an equal chance of being selected.

A sample is a portion or a subset of a population that is selected for the purpose of studying characteristics of the population. The sample is used to make inferences or conclusions about the population from which it was drawn. The sample is usually smaller in size than the population, and it is selected through a process called sampling. The process of sampling is used to select a sample that is representative of the population, meaning that the sample has similar characteristics as the population.

In simple random sampling, the sample size is determined before collecting data. There are several ways to determine the sample size, but one common method is to use a sample size calculation formula, such as: n = (z^2 * p * (1-p)) / e^2

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Answer:

Which ratio forms a probation with 18/30

=20/35

=50/90

=36/46

=60/100

Step-by-step explanation:

The simplification of all the given algebra fractions are;

1) a/c

2) (a - b)/(a - 1)

3) (x + 1)/(x - 4)

An algebraic fraction is defined as a fraction whose numerator and denominator are algebraic expressions.

1) (abc + ab²)/(b²c + bc²)

Factorizing numerator and denominator gives;

ab(c + b)/bc(b + c)

b(b + c) will cancel out to get; a/c

2) (a² - b²)/(a² - a + ab - b)

Factorizing numerator and denominator gives;

[(a + b)(a - b)]/[a(a - 1) + b(a - 1)]

= [(a + b)(a - b)]/(a + b)(a - 1)

(a + b) will cancel out to get;

(a - b)/(a - 1)

3) (x² - 2x - 3)/(x² - 7x + 12)

Expanding the numerator and denominator gives;

(x² - 3x + x - 3)/(x² - 4x - 3x + 12)

= ((x + 1)(x - 3))/((x - 3)(x - 4)

(x - 3) will cancel out to get;

(x + 1)/(x - 4)

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Answer: 27

Step-by-step explanation:

Given

In the first sequence, the first term is [tex]a_1=15[/tex]

Common difference is [tex]d_1=4[/tex]

In the second sequence, the first term is [tex]b_1=18[/tex]

Common difference is [tex]d_2=3[/tex]

The nth term of the sequence is [tex]a_n=a+(n-1)d[/tex]

for the same number to appear on both sequence, the nth term must be equal

[tex]\Rightarrow 15+(n-1)4=18+(n-1)3\\\Rightarrow 3=(n-1)\\\Rightarrow n=4[/tex]

Put n=4

[tex]\Rightarrow 15+(4-1)4\\\Rightarrow 15+12=27[/tex]

Therefore, 27 is the first common term in both sequences.

The probability of h that can be found using the discrete model but not the normal model is 0.03.

A discrete probability distribution or DPD (also known as a discrete probability model) records all possible values of a discrete random variable and gives their probabilities.

The normal probability model involves when the distribution of the continuous outcome conforms reasonably well to a normal or Gaussian distribution, which resembles a bell-shaped curve.

H represents the height of women

Determine P ( H < 60 ) using either a discrete or normal model

using discrete model

P ( H < 60 ) = ∑ relative frequencies of the women with height < 60 inches

P ( H < 60 ) = 0.01 + 0.02 = 0.03

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