her favorite team's next hockey game. The flags are shaped like right triangles with two 8-

inch sides.

What is the area of each flag?

The** area **of the flag is 32 in²

The right-angled triangle that has two equal sides is known as the **Isosceles right **triangle. In other words, if an **Isosceles triangle **has two **equal sides** then the triangle is said to be an Isosceles right triangle**. **

The formula for the Area of an **Isosceles right triangle** is given by

Where x is the equal sides of the triangle.

Here we have

The equal side of a right-angle triangled Flag is 8 inches

=> As we know **Area** right-angle triangle = x²/2

Area of the flag = 8²/2

= 64/2 = 32 inch²

Therefore,

The** area **of the flag is 32 in²

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Each month, nadeem keeps track of the number of times he visits the library and the number of books he checks out. Is there a correlation if you model his data with a linear equation? is there a causal relationship? visits 3 4 5 6 7 8 books 12 5 6 8 9 11 a. There is a positive correlation and no causal relationship. B. There is a negative correlation and no causal relationship. C. There is a causal relationship but no positive correlation. D. There is neither a correlation nor a causal relationship.

As per the **linear equation**, the value of **correlation coefficient **we have identified that option (a) is correct.

The term linear equation refers in which the highest **power **of the **variable **is always 1 and it is also known as a** one-degree** equation.

Here we have given that Nadeem keeps track of the number of times he visits the library and the number of books he checks out.

And we need to find the correlation if you model his data with a linear equation

While we looking into the given question, we have identified that Nadeem keeps track of the **number **of times he visits the library and the number of books he checks out.

And based on the given details we have identified the following values from the given **tables**,

=> ∑xy = 285

=> ∑x = 33

=> ∑y = 51

=> y = 8.5

=> x = 5.5

=> ∑x² = 199

=> ∑x·∑y = 33×51

=> (∑x)² = 1,089

=> (∑y)² = 51

Therefore, the **value **of b is calculated as,

=> [(6 x 285) - (33 x 51)] / [6 x 199 - 1089]

=> 0.2571

And the value of a is calculated as,

=> 8.5 - 0.2575 × 5.5 = 7.08575

Then the correlation **coefficient**, r, is calculated as,

=> r = [(6 x 285) - (33 x 51)] / √[6 x 199 - 1089 x 6 x 471 - 51²]

When we simplify this one then we get,

=> r = 0.176

Based on the value of **correlation **coefficient we have identified that option (a) is correct.

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m+8 and 2n-1 find the measures of m and n

The **measures** of** m **and** n** are found to be** m = 3 **and **n = 6 .**

A more general definition of a** diagonal **of a polygon is a **line segment **that joins **two vertices** of the **polygon** which are not already joined by an edge of the polygon.

A **diagonal **of a rectangle divides it into **two congruent **right triangles. The diagonals of a rectangle are the **same length**. A quadrilateral whose diagonals bisect each other, intersect at right angles, and are congruent must be a square.

Top** diagonals** are** congruent**

9 = 3m

solve for m

**m = 3**

bottom **diagonals **are **congruent**

**m + 8 = 2n -1**

plug in 3 for m

3 + 8 = 2n -1

solve for **n**

11 +1 = 2n

12 = 2n

**n=6**

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A girl has 5 pairs of pants and 6 shirts. How many ways can she get dressed?

60

60 ways because she can put each pair of pants with all 6 shirts which would be 30 and she could also put each shirt with all 5 pairs of pants which would be 30. 30+30=60. So the answer would be 60.

What is the median if mode is 15 and 48?

Our **Median** will be 37 when the **Mode** is 15 and the** Mean** is 48.

**Relationship** between **Mean Median **and **Mode**?

An empirically established link exists** between** the **mean**, **median**, and **mode** in statistics. The average **difference** between the mean and the mode is three times **greater** than the difference **between** the mean and the median, according to observations of innumerable data sets. The **equation **for this relationship is:

Mode - Mean = 3*(Mean – Median).

on solving this we get:

Mode = 3 * Median - 2 * Mean

In our **question**, it is given that the** Mode** is 15 and the **Mean **is 48 and we have to calculate the Median.

Putting these values in our** formula**, we get:

15 = 3 * Median - 2 * 48

3 * Median = 15 + 96

Median = 111/3 = 37.

So, finally, our** result** will be 37.

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a report states that the mean yearly salary offer for students graduating with mathematics and statistics degrees is $62,915. suppose that a random sample of 50 mathematics and statistics graduates at a large university who received job offers resulted in a mean offer of $63,400 and a standard deviation of $3,900. do the sample data provide strong support for the claim that the mean salary offer for mathematics and statistics graduates of this university is greater than the national average of $62,915? test the relevant hypotheses using

The sample data **does not provide strong support **for the claim that the mean salary offer for mathematics and statistics graduates of this university is greater than the national average of $62,915.

At the **null **hypothesis, it is tested if there is not enough evidence that the mean is greater than 62915, that is:

[tex]H_0: \mu \leq 62915[/tex]

At the **alternative **hypothesis, it is tested if there is strong evidence that the mean is greater than 62915, that is:

[tex]H_1: \mu > 62915[/tex]

We have a** right-tailed** test, as we are testing if the mean is greater than a value.

The **critical value** for a right-tailed test, using the t-distribution, with a significance level of 0.05(standard) and 50 - 1 = 49 df, is of:

t = 1.6766.

Hence the **decision **is taken as follows:

The **equation **for the test statistic is presented as follows:

[tex]t = \frac{\overline{x} - \mu}{\frac{s}{\sqrt{n}}}[/tex]

In which:

[tex]\overline{x}[/tex] is the sample mean.[tex]\mu[/tex] is the value tested at the null hypothesis.s is the standard deviation of the sample.n is the sample size.The **parameters **for this problem are given as follows:

[tex]\overline{x} = 63400, \mu = 62915, s = 3900, n = 50[/tex]

Hence the **test statistic** is of:

t = (63400 - 62915)/(3900/square root(50))

t = 0.88.

0.88 < 1.6766, hence it** does not provide** strong evidence.

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pls help me sort these from least to greatest

**Answer:**

7 1/11, 71/10, 7.166, 8.19

**Step-by-step explanation:**

71/10, 7 1/11, 7.166, 8.19

71/10 = 7.1

7 1/11 = 78/11 = 7.09

So, the order from least to greatest is: 7 1/11, 71/10, 7.166, 8.19

How do you calculate the prism?

A **prism** is a solid with many plane faces that define its **perimeter**; two of these faces, known as the ends, are congruent parallel plane polygons, while the other two, known as the side faces, are **parallelograms**.

A prism is a **polyhedron** with two parallel polygonal bases. A prism is an optical element that is transparent and has polished, flat surfaces that refract light. The lateral **faces** tie together the two polygonal bases. Most of the lateral faces are rectangular. Sometimes, it could even be a parallelogram.

The formula for calculation of prism are as bellow,

The **surface area** of a prism = (2×Base Area) +Lateral Surface Area

The **volume** of a prism =Base Area× Height

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How many numbers less than 305 are divisible by 3?

To find the number of integers less than 305 that are **divisible **by 3, we can divide 305 by 3 and round down to the nearest integer. This gives us 101. However, we need to subtract 1 to exclude the number 305 itself, so there are 100 numbers less than 305 that are divisible by 3.

A number is said to be **divisible** if it divides evenly (leaving no residue). 34, for instance, is **divisible** by 2 since 2 enters 34 equally. 34 is not divisible by 3 since it would result in a remainder.

According to the three-digit rule of division, a whole number is said to be **divisible** by three if the total of all its digits is precisely divided by three. A number's ability to be divided by three can be **determined **without executing division.

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How do you teach factors to Grade 5?

**Prime factorization **is the process of expressing a number as the sum of all its prime factors. In prime **factorization**, each and every integer is a **prime **number.

It is a method for dividing a **polynomial **into pieces that will be **multiplied **together. At this moment, the polynomial's value will be zero.

A component is a number that completely divides another number. To put it another way, if adding two whole numbers **results **in a product, then the numbers we are adding are **factors **of the final since the product is **divisible **by them.

Factors can be found using either **division **or **multiplication**. Rules of divisibility can also be used.

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The value of 8 - xy + x to the power of 2 - 3y if x = -2 and y = 5 is?

**Answer: 1/(16^13)**

**Step-by-step explanation: Another way of rewriting this would be **

**(8 - xy + x)^(2-3y). Plugging in numbers, this results to **

**[8 - (-2)(5) + (-2)]^[2 - 3(5)]**

which can then be simplified to

(8+10-2)^(-13) = 16^(-13) = 1/(16^13) which has a pretty big number in the denominator

How many turning points are in the graph of the polynomial function 4 turning points?

5 turning **points **are in the graph of the polynomial **function **given in the picture.

Given that,

We have to find how many **turning **points are in the **graph **of the **polynomial **function given in the picture.

We know that,

Turning points are places on a graph where the direction of the line switches from upward to **downward **and downward to upward

The graph's direction is changing at five separate points, and those points are:

(-5,6) ,(-3,-3) ,(0.5,0.5) ,(3,2.5) ,(5,5)

Therefore, 5 turning points are in the graph of the polynomial function given in the picture.

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A vehicle travel 80km in 60 minute. What ditance did the vehicle cover in 45 minute

Taking into account the rule of three, the vehicle cover a **distance **of 60 km in 45 minute.

The rule of three is a way of** solving problems of proportionality** between three known values and an unknown value, establishing a relationship of proportionality between all of them.

If the **relationship** between the magnitudes is **direct**, that is, when one magnitude increases, so does the other (or when one magnitude decreases, so does the other), the direct rule of three must be applied as follow, being a, b and c known data and x the variable to be calculated:

a ⇒ b

c ⇒ x

So: x= (c×b)÷a

Distance in this caseYou can apply the following** rule of three**: if the vehicle travels 80 km in 60 minutes, in 45 minutes it travels how much distance?

60 minutes ⇒ 80 km

45 minutes ⇒ distance

So:

distance= (45 minutes× 80 km)÷ 60 minutes

Solving:

*distance= 60 km*

In summary, the vehicle travel 60 km in 45 minute.

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Is it hard to learn algebra?

For solving **algebra** Determine the issue, Describe your knowledge, Plan beforehand, Execute the plan ,and Check to see whether the response makes sense.

One of the many different mathematical disciplines is algebra. Algebra, a common thread that runs through nearly all of **mathematics**, is, roughly speaking, the study of mathematical symbols and the rules for using these **symbols** in formulae. With the use of mathematical expressions, algebra is the area of mathematics that helps to depict situations or problems. We employ integers that have a fixed or definite value in algebra, such as 2, 7, 0.068, etc. In addition to using numbers, algebra also makes use of variables like x, y, and z.

to do algebra for beginners - Determine the issue, specify your knowledge, Plan, execute, and confirm that the solution makes sense.

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How do you calculate age from a half-life?

We can determine the age by dividing the total number of** half-lives** by the half-life decay constant of the parent atom (again, this value is determined in a laboratory).

The amount of time needed for a quantity (of substance) to decrease to half of its initial value is known as the half-life (symbol t12).

In nuclear physics, the phrase is frequently used to indicate how rapidly unstable** atoms **decay radioactively or how long stable atoms last.

By dividing the total number of half-lives by the parent atom's half-life decay constant, we may compute the age (again, this value is determined in a laboratory).

The phrase is also used more broadly to describe any kind of exponential decay (or, very infrequently, nonexponential decay).

The biological half-life of medications and other compounds in the human body, for instance, is a term used in the medical sciences.

Half-opposite of life's exponential growth is time's doubling.

Therefore, we can determine the age by dividing the total number of half-lives by the half-life decay constant of the parent atom (again, this value is determined in a laboratory).

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There is space in a multi-storey car park for 5 rows of 20 cars on each of the 8 floors. How many spaces are left if 2124 cars have already parked?

**Answer: -1324 spaces left in the car park.**

**Step-by-step explanation: There are 8 floors in the multi-storey car park and each floor has 5 rows of 20 cars, so there are 8 * 5 = <<85=40>>40 rows in the car park in total.**

**If each row has space for 20 cars, then the total number of parking spaces in the car park is 40 * 20 = <<4020=800>>800.**

**If 2124 cars have already parked, then there are 800 - 2124 = <<800-2124=-1324>>-1324 spaces left in the car park.**

**It is not possible for the car park to have negative spaces, so the answer must be 0. Therefore, if 2124 cars have already parked, there are 0 spaces left in the car park.**

Look at screenshot; I need answer you don't have to explain

In the given **graph **with the **function**, x = -9 if f(x) = 7

An illustration of a relation is a **function graph**. In set theory and modern mathematical foundations, a **function **is actually equal to its **graph**. It is often helpful to think of **functions **as mappings, which include the sets that constitute the domain and the codomain in addition to the relationship between input and output.

A codomain should be considered, for instance, when determining whether a **function **is onto (surjective) or not. The codomain is not determined by the **graph **of a **function **alone. The terms "**function**" and "**graph **of a **function**" are frequently used because, although they refer to the same thing, they express different viewpoints on it.

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Answer this question, please

**Answer:**

(s-50)+(s-30)=s+25 {sum of interior angles is equal to exterior angle}

s-50+s-30=s+25

2s-s=25+50+30

s=105

If g(x) = 80 15x, what is the value of

g(1)?

the answer is g(1)=65

65

Because x = 1 do you plug that in then times it by 15 the subtract 80 from that

Because x = 1 do you plug that in then times it by 15 the subtract 80 from that

Find The Area Of The Shaded Region.R = √Θ

The **area **of the shaded **region **will be (15/16)π².

A graph is a **diametrical representation **of any function between the dependent and independent variables.

The graph is easy to understand the **behavior **of the graph.

As per the given **function**,

r = √θ

The θ goes from π/2 to 2π while r goes from 0 to √θ.

The area will be as,

**Area **= [tex]\int\limits^{2\pi} _{\pi/2}\int\limits^{\sqrt{\theta} } _{0} {r} \, drd\theta[/tex]

A = [tex]\int\limits^{2\pi} _{\pi/2}[r^{2}/2]_{0}^{\sqrt{\theta}} d\theta[/tex]

A = 1/4[(2π)² - (π/2)²]

A = π²/4[4 - 1/4] = (15/16)π².

Hence "The **area **of the shaded **region **will be (15/16)π²".

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The complete question is below,

A 4-column table with 3 rows. Column 1 has entries boys, girls, total. Column 2 is labeled less than 8 pounds with entries a, c, e. Column 3 is labeled greater-than-or-equal-to 8 pounds with entries 50, d, 70. Column 4 is labeled total with entries b, 96, 160. Last july, 160 babies were born in a hospital in maine; 3 5 of the babies were girls. Seventy babies weighed 8 pounds or more. Fifty boys weighed 8 pounds or more. A = 64, b = 14, c = 76, d = 20, e = 90 a = 14, b = 64, c = 90 d = 20, e = 76 a = 14, b = 76, c = 64, d = 90, e = 20 a = 14, b = 64, c = 76, d = 20, e = 90.

There were 160 babies born in a Maine **hospital** in July, with 3/5 being girls. 70 babies **weighed **8 pounds or more, with 50 of them being boys. 14 boys, 64 girls, 76 boys, 20 girls, and 90 babies weighed less than 8 **pounds**.

The below attached **table **shows the number of babies born in a **hospital **in Maine last July, broken down by gender and **weight**. The first column lists the gender categories: boys, girls, and total. The second column lists the number of babies who weighed less than 8 pounds (a, c, and e). The third **column** lists the number of **babies **who weighed 8 pounds or more (50, d, and 70). The fourth column lists the total number of babies (b, 96, and 160). According to the data, 14 boys weighed less than 8 pounds, 64 girls weighed less than 8 pounds, 76 boys weighed 8 pounds or more, 20 girls weighed 8 pounds or more, and 90 babies in total **weighed **less than 8 **pounds**.

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In a hospital in Maine, 160 infants were born in July, with 3/5 being females. 50 of the 70 infants weighed at least 8 pounds, and 70 of them were boys. Less than 8 pounds were carried by 14 boys, 64 girls, 76 boys, 20 girls, and 90 infants.

The data below, which is an attachment, details the number of infants born in a hospital in Maine in July of last year, broken down by weight and gender. Boys, girls, and all other genders are listed in the first column. The number of infants who weighed less than 8 pounds is shown in the second column (a, c, and e). The number of infants weighing 8 pounds or more is shown in the third column (50, d, and 70). The total number of infants is shown in the fourth column (b, 96, and 160). The statistics showed that 64 girls and 76 boys each weighed less than 8 pounds, 20 girls and 76 boys each weighed more than 8 pounds, and 90 newborns overall weighed less than 8 pounds.

What makes a graph infinity?

A **graph **is said to be infinite when it has an infinite number of points that could be connected, or an **infinite **number of lines, curves, or shapes that could be drawn on the graph.

A **graph **is a visual representation of data or information, typically plotted on an** x-axis and a y-axis**. A graph is said to be infinite when it has an infinite number of points that could be connected, or an infinite number of lines, curves, or shapes that could be drawn on the graph. For example, a line graph without an end point is considered infinite because it theoretically continues forever. Similarly, a circle graph with no beginning or end point could also be considered **infinite**. Other types of graphs that can be considered infinite include bar graphs, area graphs, scatter plots, and** pie charts. **When determining whether a graph is infinite, it is important to consider the purpose of the graph and its data. If the graph is meant to represent an infinite set of data points, then it can be considered infinite. Likewise, if the graph is meant to represent a function that goes on forever, then it should also be considered infinite. Ultimately, the definition of infinity can vary depending on the situation, so it is important to consider all aspects of the graph before making a judgement.

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Ye is riding home from a friend's house. After 5 minutes he is 4 miles from home. After 15 minutes he is 2 miles from home. Which equation models Ye's distance from home, y, in terms of minutes, x?

A. y = 5x - 0.2

B. y = 11/7x - 27/7

C. y = 0.2x

D. y = -0.2x + 5

Please show work.

The** required equation** for the given case is obtained as y = -0.2x + 5.

The **slope **of a straight line is the **tangent **of the angle formed by it with the positive x axis as the reference. The negative slope indicates the rate of decrease while the positive shows the rate of increase.

The given problem can be solved as follows,

The general form of **slope-intercept **equation for a line is y = mx + c.

From the given data the slope can be calculated as,

m = Difference of miles ÷ Difference of minutes

= (2 - 4) ÷ (15 - 5) = -1/5

Now, substitute m = -1/5 in y = mx + c to obtain,

y = -1/5x + c

Substitute y = 4 and x = 5 to get,

4 = -1/5 × 5 + c

=> c = 5

Thus, the required equation becomes as y = -1/5x + 5 or y = -0.2x + 5.

Hence, the equation that models Ye's **distance **from home, y, in terms of minutes, x is given as y = -0.2x + 5.

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What is AAA congruence postulate?

AAA is a triangle** similarity** theory. Which means all the respective angles of two triangles are **equal.**

**AAA Postulate: **(Angle Angle Angle)

It states that if all three **angles** of a triangle are** equal** to all three respective angles of another triangle, then the two triangles will be **similar.**

Let's say the angles ABC , BCA ,CAB of a triangle ABC are equal to the sides XYZ, YZX, ZXY of triangle XYZ then we can say that according to **AAA **postulates both the sides are similar and as a result we can say that their respective sides will be also same.

AAA postulates sate that if the all three angles of two triangle is equal then they will be called as** similar** triangle.

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If a polynomial f(x) has a remainder of 3 when divided by x−6, what is f(6)?

**Answer: f(6) = 3**

**Step-by-step explanation:**

**If you divide any polynomial h(x) by a linear function (it is to the 1st power) l(x), then the remainder of h(x) when divided by l(x) must be the value of h(x) where x is when l(x) = 0, or the x-intercept. **

**For example,**

**x - 6 = 0, and its x-intercept is 6. Therefore, if you do f(6), the remainder will be its output. **

What is the standard deviation of 1 2 3 4 5 6 7 8 9?

The provided collection of **observations** has a standard **deviation** of 2.8581.

The **standard** deviation in statistics is a measure of the degree of variation or dispersion in a set of values. A low standard deviation implies that the values are close to the set's **mean**, whereas a high standard deviation shows that the values are spread out over a larger range. A large standard deviation indicates that the data is widely dispersed (less dependable), whereas a low standard **deviation** indicates that the data is tightly grouped around the mean (more reliable).

Here,

n=9

sum=45

mean=5

variance=sum(xₙ-mean)/n

=(1-5)/9+.........+(9-5)/9

=60/9

=6.67

standard deviation=√(6.67)

=2.581

The standard **deviation** of given set of **observation** is 2.8581.

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at age 20 jhonny invested 50 dollars at 6.75 percent compounded continuously. he is now 50 years old what is the present value of jhonnys investments?

**Answer:**

value of Johnny's investments today, at age 50,** is approximately 18.39 dollars.....................**

**Step-by-step explanation:**

To find the present value of Johnny's investments, you will need to use the formula for continuous compound interest:

where **PV is the present value, A is the final amount, r is the annual interest rate, and t is the number of years.**

Solving this equation gives a present value of approximately 18.39 dollars. **This means that the value of Johnny's investments today, at age 50, is approximately 18.39 dollars**, given the original investment amount and the interest rate.

It is important to note that this calculation assumes that the interest is compounded continuously, which means that the interest is compounded infinitely often over the course of the year. This results in a slightly higher present value than if the interest were compounded annually or quarterly.

when the axes are rotated through an angle π/6 find the transformed equation of x^2+2√3 xy -y^2= 2a^2

When X and Y axes are rotated through an angle θ to form X' and Y' axes, then the relation between the axes and the angle is given by,

[tex]\rm{X=X'\cos\theta-Y'\sin\theta}[/tex]

[tex]\rm{Y=X'\sin\theta+Y'\cos\theta}[/tex]

Then x and y are replaced in terms of x' and y' as,

[tex]\rm{x=x'\cos\theta-y'\sin\theta}[/tex]

[tex]\rm{y=x'\sin\theta+y'\cos\theta}[/tex]

Here θ = π/6. Then,

[tex]\rm{x=x'\cos\left(\dfrac{\pi}{6}\right)-y'\sin\left(\dfrac{\pi}{6}\right)=\dfrac{x'\sqrt3-y'}{2}}[/tex]

[tex]\rm{y=x'\sin\left(\dfrac{\pi}{6}\right)+y'\cos\left(\dfrac{\pi}{6}\right)=\dfrac{x'+y'\sqrt3}{2}}[/tex]

We are asked to find the transformed equation for,

[tex]\longrightarrow\rm{P:x^2+2\sqrt3\,xy-y^2=2a^2}[/tex]

We will give substitutions for x and y to find it.

[tex]\small\text{$\longrightarrow\rm{P':\left(\dfrac{x'\sqrt3-y'}{2}\right)^2+2\sqrt3\left(\dfrac{x'\sqrt3-y'}{2}\right)\left(\dfrac{x'+y'\sqrt3}{2}\right)-\left(\dfrac{x'+y'\sqrt3}{2}\right)^2=2a^2}$}[/tex]

Simplify this equation to get,

[tex]\small\text{$\longrightarrow\rm{P':(x')^2-(y')^2=a^2}$}[/tex]

Hence the transformed equation is,

[tex]\longrightarrow\rm{\underline{\underline{x^2-y^2=a^2}}}[/tex]

The functions f ( x ) and g ( x ) are shown below. Table of f ( x ) : x f ( x ) -4 7 -2 5 0 3 2 1 4 -1 Graph of g ( x ) : In two or more complete sentences, compare the slopes of the two functions. In your comparison, include which function has the greatest slope.The functions f ( x ) and g ( x ) are shown below. Table of f ( x ) : x f ( x ) -4 7 -2 5 0 3 2 1 4 -1 Graph of g ( x ) : In two or more complete sentences, compare the slopes of the two functions. In your comparison, include which function has the greatest slope.

The **slope **of function **f(x) **is of -1, while the slope of function **g(x)** is of zero. Thus, the function g(x) has a** greater slope**.

Given a table of values, the slope of a linear function is given by the** rate of change** of the output variable y relative to the input variable x.

From the table of **function f(x)**, we have that when x increases by 2, y decays by 2, hence the slope of the function is given as follows:

m = -2/2 = -1.

From the **graph**, the slope is also given by the change in y divided by the change in x.

The graph at the end of the answer shows a constant line, meaning that y remains constant even when x changes, thus the change in y is of zero, meaning that the slope of** function g(x) **is of **zero**.

The graph of function g(x) is given by the image shown at the end of the answer.

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What are examples of arithmetic numbers?

Therre are many examples but let us take 6 as an **example of arithmetic **number.

The area of mathematics known as arithmetic deals with the study of numbers and the **numerous operations** that can be performed on them. Addition, subtraction, multiplication, and division are the fundamental mathematical operations.

For an integer to be considered arithmetic, its average positive divisors must also be integers.

Since 1,2,3 and 6 are the divisors of 6. The average of divisors of 6 is:

[tex]\frac{1+2+3+6}{4} =3[/tex]

where 3 is again an integer so 6 is an arithmetic number.

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What are the 8 smallest prime numbers?

A whole number higher than one that cannot be **divided** exactly by any other whole number than itself and one is a prime number. So the smallest 8 prime numbers are: 2,3,5,7,11,13,17,19.

A **whole number** higher than one that cannot be divided exactly by any other whole number than itself and one is a prime number.

Complete numbers, the range of numbers that includes zero and natural numbers, not a decimal or fraction.

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