Consider the function shown.

Y-intercept of a line that has a slope of 2 and passes<br> through the point (4, 6).

tia_tia [17]

Answer:

Step-by-step explanation:

The point-slope form of equation is: y - y₀ = m(x - x₀), where (x₀, y₀) is any point the line passes through and m is the slope.

m = 2

(4, 6) ⇒ x₀ = 4, y₀ = 6

So, the point-slope form of equation:

y - 6 = 2(x - 4)

Changing to the slope-intercept form of the equation of the line (y = mx + b, where m is the slope and b is the y-intercept of the line):

y - 6 = 2x - 8 {add 6 to both sides}

y = 2x - 2 ⇒ b = -2

6 0

2 years ago

Please help me on this one

kotykmax [81]

Answer:

8.52

Step-by-step explanation:

you have to add all of the amounts that were spent which is 631 and then use proportions to find it. 631 x 1.35 devided by 100

4 0

3 years ago

CALCULAR O PERÍMETRO DE UM RETANGULO, SABENDO-SE QUE SUA BASE E ALTURA DIFEREM 12 M E QUE ESTA É 1/3 DAQUELA

Ostrovityanka [42]

perimeter =48

18+18+6+6=48

x-12=x/3

Multiply both sides by 3

3x-36=x

3x=x+36

2x=36

x=18

18-12=18/3

6=6

One side 18 another side 6

7 0

3 years ago

According to a report from a business intelligence company, smartphone owners are using an average of 22 apps per month. Assume

Ira Lisetskai [31]

Answer:

0.4332 = 43.32% probability that the sample mean is between 21 and 22.

Step-by-step explanation:

To solve this question, we need to understand the normal probability distribution and the central limit theorem.

Normal Probability Distribution:

Problems of normal distributions can be solved using the z-score formula.

In a set with mean $\mu$ and standard deviation $\sigma$ , the z-score of a measure X is given by:

$Z = \frac{X - \mu}{\sigma}$

The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the p-value, we get the probability that the value of the measure is greater than X.

Central Limit Theorem

The Central Limit Theorem establishes that, for a normally distributed random variable X, with mean $\mu$ and standard deviation $\sigma$ , the sampling distribution of the sample means with size n can be approximated to a normal distribution with mean $\mu$ and standard deviation $s = \frac{\sigma}{\sqrt{n}}$ .

For a skewed variable, the Central Limit Theorem can also be applied, as long as n is at least 30.

According to a report from a business intelligence company, smartphone owners are using an average of 22 apps per month.

This means that $\mu = 22$

Standard deviation is 4:

This means that $\sigma = 4$

Sample of 36:

This means that $n = 36, s = \frac{4}{sqrt{36}}$

What is the probability that the sample mean is between 21 and 22?

This is the p-value of Z when X = 22 subtracted by the p-value of Z when X = 21.

X = 22

$Z = \frac{X - \mu}{\sigma}$

By the Central Limit Theorem

$Z = \frac{X - \mu}{s}$

$Z = \frac{22 - 22}{\frac{4}{sqrt{36}}}$

$Z = 0$

$Z = 0$ has a p-value of 0.5.

X = 21

$Z = \frac{X - \mu}{s}$

$Z = \frac{21 - 22}{\frac{4}{sqrt{36}}}$

$Z = -1.5$

$Z = -1.5$ has a p-value of 0.0668.

0.5 - 0.0668 = 0.4332

0.4332 = 43.32% probability that the sample mean is between 21 and 22.

4 0

2 years ago

How should I explain how I got my answer?

Ierofanga [76]

Answer:

What is meant by "Explain your answer?"

On tests & problem sets students are often asked to explain the reasoning behind their answers. They are often frustrated and/or confused by “explain.” What & why are they supposed to explain? Here is one answer:

It isn't enough to get the right answer -- you have to be able to explain how you got it. To be sure you get enough practice at explaining yourself, it pays to discuss the questions with your fellow students and/or to write out explanations of your reasoning. You need to both

(1) Include the right facts, principles, etc., AND

(2) Explain the logic that you used to solve the problem. How did you get from the facts to the answer?

It is not sufficient to pile up unselected facts (even if they are correct), OR just to state the facts (even if they are the right ones), without explaining how they relate to the problem at hand, OR to just explain the logical train of thought (even if it is correct), without any specifics.

That's what you shouldn't do. What should you aim for??

Try to explain as if you were talking to a fellow student in the class who is generally intelligent, prepared, etc., but can't figure out this particular question. In other words, explain your reasoning step by step. Don't just repeat all the related facts in the book or notes--try to pick out the important, relevant points, put them in logical order, and explain (or diagram) how one leads to the next. (In other words, pretend you are writing a simple* answer key.)

*Note: The keys provided after each exam or problem set are usually quite complex and go beyond what we expect from an individual student. The posted keys tend to be so long and involved because they include not only correct answers (& explanations) but also explanations of common student misconceptions.

How to Get the Most out of Explaining

When you explain things to yourself, or to others, try not to use pronouns. Use nouns instead. This may sound silly, but it really helps you to be sure that you understand what you are saying. If you use pronouns or vague terms you can fool yourself into thinking you understand when you really don't. An example: Suppose you say "The gene is transcribed and it goes to the cytoplasm and is translated, which uses tRNA and mRNA." What do you mean by it and/or which? Is it the gene or the mRNA? Does which refer to translation or transcription? Sometimes you know, and you are just using shorthand. But sometimes you don't know, and you don't even realize it until you are forced to pick the right terms to replace "it" and "which." So try to be as specific as possible instead of as vague and as general as possible. Being specific has multiple advantages. It helps you to learn, it helps listeners understand what you are saying, and it helps graders on exams know that you really understand what you are talking about.

7 0

3 years ago