Select the correct answer.

Help me please and thanks

leva [86]

Answer:

A. (1, -4)

Step-by-step explanation:

You can try the answers to see which works. (The first one does.)

Or, you can solve the equations algebraically. Equating y-values works well here:

2x -6 = -2x -2

4x = 4 . . . . . . . add 2x+6 to both sides; next divide by 4

x = 1 . . . . . . . . shows you selection A is correct

___

A graphing calculator can show you the point of intersection. Perhaps this is the way to go, since the unit seems to be on graphing systems of equations. Both of these equations are in slope-intercept form (y=mx+b), so are easily graphed by starting from the y-intercept (b) and using the slope (m=rise/run) to find another point on the line.

3 0

3 years ago

A recent study conducted by the state government attempts to determine whether the voting public supports a further increase in

Mars2501 [29]

Answer:

For this case we want to determine if there is enough evidence to establish whether the proportion of citizens supporting an increase in cigarette taxes is significantly greater than .66 (a;ternative hypothesis) and then the system of hypothesis are:

Null hypothesis: $p \leq 0.66$

Alternative hypothesis: $p >0.66$

And the estimated proportion for this case would be:

$\hat p =\frac{X}{n} = \frac{1020}{1500}=0.68$

Step-by-step explanation:

Previous concepts

A hypothesis is defined as "a speculation or theory based on insufficient evidence that lends itself to further testing and experimentation. With further testing, a hypothesis can usually be proven true or false".

The null hypothesis is defined as "a hypothesis that says there is no statistical significance between the two variables in the hypothesis. It is the hypothesis that the researcher is trying to disprove".

The alternative hypothesis is "just the inverse, or opposite, of the null hypothesis. It is the hypothesis that researcher is trying to prove".

Solution to the problem

For this case we want to determine if there is enough evidence to establish whether the proportion of citizens supporting an increase in cigarette taxes is significantly greater than .66 (a;ternative hypothesis) and then the system of hypothesis are:

Null hypothesis: $p \leq 0.66$

Alternative hypothesis: $p >0.66$

And the estimated proportion for this case would be:

$\hat p =\frac{X}{n} = \frac{1020}{1500}=0.68$

4 0

3 years ago

Do I multiply, area, explain pkease

KIM [24]

Step-by-step explanation:

Area of a trapezoid is 1/2h(b1+b2)

Height is 8 in. Base 1 is 5 in and Base 2 is 10 in. Do not use the diagonal side.

For the triangle-scalene triangle area formula is bh/2 (base times height divided by 2) The base is 5 in and the height is 4 inches.

For the paralellogram multiply base by height. 6 multiplied by 5 is 30

8 0

3 years ago

I WILL MARK YOU THE BRAINLIEST IF YOU ANSWER THIS CORRECTLY WITH WORK

saul85 [17]

Answer:

Students on Honor Roll had no advantage to get the Science class requested. It was a fair class assignment. In fact No Honor Roll students had advantage over honor Roll Students in obtaining Science Class as requested.

Step-by-step explanation:

Here let us streamline the information we are given one by one

1.) Honor Roll

Get Requested Science Class : 64

Did Not get Requested Science Class : 80

Total : 144

Percentage of Honor Roll Students getting Science class as requested =

$\frac{64}{144}$

= 44.44%

2.) No Honor Roll

Get Requested Science Class : 315

Did Not get Requested Science Class : 41

Total : 356

Percentage of Non Honor Roll Students getting Science class as requested $= \frac{315}{356}$

= 88.8%

By observing the above result , we can assume that Honor Roll students did not have any advantage over non Honor Roll students in getting Science Class as they requested.

3 0

3 years ago

2. Check the boxes for the following sets that are closed under the given

son4ous [18]

The properties of the mathematical sequence allow us to find that the recurrence term is 1 and the operation for each sequence is

a) Subtraction

b) Addition

c) AdditionSum

d) in this case we have two possibilities

* If we move to the right the addition

* If we move to the left the subtraction

The sequence is a set of elements arranged one after another related by some mathematical relationship. The elements of the sequence are called terms.

The sequences shown can be defined by recurrence relations.

Let's analyze each sequence shown, the ellipsis indicates where the sequence advances.

a) ... -7, -6, -5, -4, -3

We can observe that each term has a difference of one unit; if we subtract 1 from the term to the right, we obtain the following term

-3 -1 = -4

-4 -1 = -5

-7 -1 = -8

Therefore the mathematical operation is the subtraction.

b) $0. \sqrt{1}. \sqrt{4}, \sqrt{9}, \sqrt{16}, \sqrt{25}$ ...

In this case we can see more clearly the sequence when writing in this way

$0, \sqrt{1^2}. \sqrt{2^2}, \sqrt{3^2 } . \sqrt{4^2} , \sqrt{5^2}$

each term is found by adding 1 to the current term,

$\sqrt{(0+1)^2} = \sqrt{1^2} \\\sqrt{(1+1)^2} = \sqrt{2^2}\\\sqrt{(2+1)^2} = \sqrt{3^2}\\\sqrt{(5+1)^2} = \sqrt{6^2}$

Therefore the mathematical operation is the addition

c) $... \frac{-10}{2}. \frac{-8}{2}, \frac{-6}{2}, \frac{-4}{2}. \frac{-2}{2}. ...$

The recurrence term is unity, with the fact that the sequence extends to the right and to the left the operation is

To move to the right add 1

- $\frac{-10}{2} + 1 = \frac{-10}{2} - \frac{2}{2} = \frac{-8}{2}\\\frac{-8}{2} + \frac{2}{2} = \frac{-6}{2}$

To move left subtract 1

$\frac{-2}{2} - 1 = \frac{-4}{2}\\\frac{-4}{2} - \frac{2}{2} = \frac{-6}{2}$

Using the properties the mathematical sequence we find that the recurrence term is 1 and the operation for each sequence is

a) Subtraction

b) Sum

c) Sum

d) This case we have two possibilities

If we move to the right the sum

If we move to the left we subtract

Learn more here: brainly.com/question/4626313

5 0

3 years ago