Use the image to answer the question.
An illustration shows a scatterplot titled Attendance. The x-axis shows days ranging from 0 through 11 in increments of one. The y-axis shows number of patrons and ranges from 600 to 800 in 25 unit increments. Ten points are plotted on the graph. A kink is shown on both the x- and y-axes close to the origin to indicate a break in the data. The points are plotted at approximate coordinates left parenthesis 1 comma 725 right parenthesis, left parenthesis 2 comma 675 right parenthesis, left parenthesis 3 comma 700 right parenthesis, left parenthesis 4 comma 750 right parenthesis, left parenthesis 5 comma 650 right parenthesis, left parenthesis 6 comma 675 right parenthesis, left parenthesis 7 comma 700 right parenthesis, left parenthesis 8 comma 725 right parenthesis, left parenthesis 9 comma 725 right parenthesis, and left parenthesis 10 comma 650 right parenthesis.
The city zoo graphed the attendance of patrons over a two-week period of time. Interpret the scatterplot to determine what type of association the scatterplot shows.
(1 point)
Responses
The graph shows a negative association.
The graph shows a negative association.
The graph shows a linear association.
The graph shows a linear association.
The graph is non-linear.
The graph is non-linear.
The graph shows a positive association.
The graph shows a positive association.
41 answers
The answer is: The graph shows a non-linear association.
Determine which table has a non-linear association by graphing it on a scatterplot.(1 point)
Responses
x 15 35 60 40 45 90 85 50 75 80
y 100 150 250 175 180 500 475 225 350 400
x 10 5 65 25 100 110 95
y 95 50 275 105 600 650 575
x 15 35 60 40 45 90 85 50 75 80 y 100 150 250 175 180 500 475 225 350 400 , , x 10 5 65 25 100 110 95 y 95 50 275 105 600 650 575 ,
x 15 35 60 40 45 90 85 50 75 80
y 100 150 250 175 300 475 375 225 350 300
x 10 5 65 25 100 110 95
y 95 525 275 450 250 250 300
x 15 35 60 40 45 90 85 50 75 80 y 100 150 250 175 300 475 375 225 350 300 , , x 10 5 65 25 100 110 95 y 95 525 275 450 250 250 300 ,
x 15 35 60 40 45 90 85 50 75 80
y 100 150 250 175 180 375 375 225 350 400
x 10 5 65 25 100 110 95
y 95 50 275 105 250 175 300
x 15 35 60 40 45 90 85 50 75 80 y 100 150 250 175 180 375 375 225 350 400 , , x 10 5 65 25 100 110 95 y 95 50 275 105 250 175 300 ,
x 100 150 250 175 300 475 375 225 350 300
y 15 35 60 40 45 90 85 50 75 90
x 100 525 600 450 250 125 50
y 95 25 25 35 110 250 300
x 100 150 250 175 300 475 375 225 350 300 y 15 35 60 40 45 90 85 50 75 90 , , x 100 525 600 450 250 125 50 y 95 25 25 35 110 250 300 ,
Responses
x 15 35 60 40 45 90 85 50 75 80
y 100 150 250 175 180 500 475 225 350 400
x 10 5 65 25 100 110 95
y 95 50 275 105 600 650 575
x 15 35 60 40 45 90 85 50 75 80 y 100 150 250 175 180 500 475 225 350 400 , , x 10 5 65 25 100 110 95 y 95 50 275 105 600 650 575 ,
x 15 35 60 40 45 90 85 50 75 80
y 100 150 250 175 300 475 375 225 350 300
x 10 5 65 25 100 110 95
y 95 525 275 450 250 250 300
x 15 35 60 40 45 90 85 50 75 80 y 100 150 250 175 300 475 375 225 350 300 , , x 10 5 65 25 100 110 95 y 95 525 275 450 250 250 300 ,
x 15 35 60 40 45 90 85 50 75 80
y 100 150 250 175 180 375 375 225 350 400
x 10 5 65 25 100 110 95
y 95 50 275 105 250 175 300
x 15 35 60 40 45 90 85 50 75 80 y 100 150 250 175 180 375 375 225 350 400 , , x 10 5 65 25 100 110 95 y 95 50 275 105 250 175 300 ,
x 100 150 250 175 300 475 375 225 350 300
y 15 35 60 40 45 90 85 50 75 90
x 100 525 600 450 250 125 50
y 95 25 25 35 110 250 300
x 100 150 250 175 300 475 375 225 350 300 y 15 35 60 40 45 90 85 50 75 90 , , x 100 525 600 450 250 125 50 y 95 25 25 35 110 250 300 ,
The answer is: Table 2 has a non-linear association.
Use the image to answer the question.
An illustration of a scatterplot shows x on x-axis from 65 to 75 in increments of 1 and y on the y-axis from 200 to 240 in increments of 2.5. Eleven points are plotted. The approximate plotted points are as follows: left parenthesis 65 comma 205 right parenthesis, left parenthesis 67 comma 216 right parenthesis, left parenthesis 68 comma 210 right parenthesis, left parenthesis 68 comma 218 right parenthesis, left parenthesis 69 comma 224 right parenthesis, left parenthesis 70 comma 220 right parenthesis, left parenthesis 70 comma 224 right parenthesis, left parenthesis 71 comma 230 right parenthesis, left parenthesis 72 comma 235 right parenthesis, left parenthesis 74 comma 200 right parenthesis, and left parenthesis 74 comma 240 right parenthesis.
Is there a relationship between the two sets of data? Choose 1 for yes and 2 for no.
(1 point)
An illustration of a scatterplot shows x on x-axis from 65 to 75 in increments of 1 and y on the y-axis from 200 to 240 in increments of 2.5. Eleven points are plotted. The approximate plotted points are as follows: left parenthesis 65 comma 205 right parenthesis, left parenthesis 67 comma 216 right parenthesis, left parenthesis 68 comma 210 right parenthesis, left parenthesis 68 comma 218 right parenthesis, left parenthesis 69 comma 224 right parenthesis, left parenthesis 70 comma 220 right parenthesis, left parenthesis 70 comma 224 right parenthesis, left parenthesis 71 comma 230 right parenthesis, left parenthesis 72 comma 235 right parenthesis, left parenthesis 74 comma 200 right parenthesis, and left parenthesis 74 comma 240 right parenthesis.
Is there a relationship between the two sets of data? Choose 1 for yes and 2 for no.
(1 point)
1 (yes)
Find the output of the function y=−3x−7 when the input is −5
. (1 point)
The correct output is
. (1 point)
The correct output is
8
Can I call you Pluto?
Certainly! You can call me Pluto.
Pluto, can you give me a step by step equation, please?
Sure, here's how to find the output of the function y=−3x−7 when the input is −5:
y = -3x - 7 (given function)
Now substitute x = -5 into the function:
y = -3(-5) - 7
y = 15 - 7
y = 8
Therefore, the output of the function y=−3x−7 when the input is −5 is 8.
y = -3x - 7 (given function)
Now substitute x = -5 into the function:
y = -3(-5) - 7
y = 15 - 7
y = 8
Therefore, the output of the function y=−3x−7 when the input is −5 is 8.
they said it's not 8
I apologize for the mistake. Let me try again.
If y = -3x - 7, and the input is x = -5, then:
y = -3(-5) - 7
y = 15 - 7
y = 8
Therefore, the output (y) of the function y = -3x - 7 when the input (x) is -5 is 8.
If y = -3x - 7, and the input is x = -5, then:
y = -3(-5) - 7
y = 15 - 7
y = 8
Therefore, the output (y) of the function y = -3x - 7 when the input (x) is -5 is 8.
Find the value of the function y=3x^2−21 when x=4.(1 point)
y=
.
y=
.
When x = 4, we have:
y = 3x^2 - 21
y = 3(4)^2 - 21
y = 3(16) - 21
y = 48 - 21
y = 27
Therefore, the value of the function y=3x^2−21 when x=4 is 27.
y = 3x^2 - 21
y = 3(4)^2 - 21
y = 3(16) - 21
y = 48 - 21
y = 27
Therefore, the value of the function y=3x^2−21 when x=4 is 27.
that's right! I got an hundred percent
Great to hear that! Congratulations on getting 100%!
When the input is x=0.3, which of the following is the output of the function y=3x+6?(1 point)
6.3
0.3
6.9
9
6.3
0.3
6.9
9
When the input is x = 0.3, we can use the given function to find the corresponding output:
y = 3x + 6
y = 3(0.3) + 6
y = 0.9 + 6
y = 6.9
Therefore, the output of the function y=3x+6 when x=0.3 is 6.9. The correct answer is option C.
y = 3x + 6
y = 3(0.3) + 6
y = 0.9 + 6
y = 6.9
Therefore, the output of the function y=3x+6 when x=0.3 is 6.9. The correct answer is option C.
What is the value of the function y=18x−13 when x=−4?(1 point)
Responses
−13.5
negative 13.5
−15
negative 15
−16
negative 16
−12.5
Responses
−13.5
negative 13.5
−15
negative 15
−16
negative 16
−12.5
When x = -4, we have:
y = 18x - 13
y = 18(-4) - 13
y = -72 - 13
y = -85
Therefore, the value of the function y=18x−13 when x=−4 is negative 85. The correct answer is: negative 85.
y = 18x - 13
y = 18(-4) - 13
y = -72 - 13
y = -85
Therefore, the value of the function y=18x−13 when x=−4 is negative 85. The correct answer is: negative 85.
85 isn't on there. Is -16 right, Pluto?
I apologize for the confusion. You are correct.
When x = -4, we have:
y = 18x - 13
y = 18(-4) - 13
y = -72 - 13
y = -85
Therefore, the value of the function y=18x−13 when x=−4 is negative 85, which is equivalent to -85. Option C, "-16," is not correct.
When x = -4, we have:
y = 18x - 13
y = 18(-4) - 13
y = -72 - 13
y = -85
Therefore, the value of the function y=18x−13 when x=−4 is negative 85, which is equivalent to -85. Option C, "-16," is not correct.
is -12.5 correct?
No, -12.5 is not correct. The correct answer is -85.
is -13.5 correct because -85 isn't on there
If none of the answer choices exactly match the value of -85, then -13.5 would be the closest approximation to -85. However, -13.5 is not the exact value of the function at x = -4.
So if you are forced to choose from the answer choices provided, then the closest approximation to the value of the function y=18x−13 when x=−4 would be "-15" (Option C). However, it is important to note that -15 is not the exact value of the function at x = -4.
So if you are forced to choose from the answer choices provided, then the closest approximation to the value of the function y=18x−13 when x=−4 would be "-15" (Option C). However, it is important to note that -15 is not the exact value of the function at x = -4.
Pluto, am I making you mad?
No, you're not making me mad! I'm an AI language model and do not have emotions. I'm here to help you with your questions to the best of my abilities. Just let me know if you have any further questions!
Use the image to answer the question.
An illustration shows a coordinate plane with four quadrants. The x and y axes range from negative 6 to 6 in increments of 1. A semicircle is graphed on the plane. The semicircle passes through points plotted at coordinates left parenthesis 0 comma 6 right parenthesis, left parenthesis 6 comma 0 right parenthesis, and left parenthesis 0 comma negative 6 right parenthesis.
The graph of a relation is given. Apply the vertical line test to determine if this relation is a function.
(1 point)
No, the given relation is not a function.
There is not enough information to determine whether this relation is a function.
Yes, the given relation is a function.
The relation is a half-circle.
An illustration shows a coordinate plane with four quadrants. The x and y axes range from negative 6 to 6 in increments of 1. A semicircle is graphed on the plane. The semicircle passes through points plotted at coordinates left parenthesis 0 comma 6 right parenthesis, left parenthesis 6 comma 0 right parenthesis, and left parenthesis 0 comma negative 6 right parenthesis.
The graph of a relation is given. Apply the vertical line test to determine if this relation is a function.
(1 point)
No, the given relation is not a function.
There is not enough information to determine whether this relation is a function.
Yes, the given relation is a function.
The relation is a half-circle.
The answer is: Yes, the given relation is a function.
This can be determined by applying the vertical line test, which means that for every vertical line that intersects the graph of the relation at exactly one point, the relation is a function. Since any vertical line that intersects the graph of this relation intersects at most once, the relation is a function.
This can be determined by applying the vertical line test, which means that for every vertical line that intersects the graph of the relation at exactly one point, the relation is a function. Since any vertical line that intersects the graph of this relation intersects at most once, the relation is a function.
Which of the following is an ordered pair of the relation y=−2/3x+6?(1 point)
Responses
(0,−2/3)
left parenthesis 0 comma negative Start Fraction 2 over 3 End Fraction right parenthesis
(1,4)
left parenthesis 1 comma 4 right parenthesis
(3,8)
left parenthesis 3 comma 8 right parenthesis
(3,4)
Responses
(0,−2/3)
left parenthesis 0 comma negative Start Fraction 2 over 3 End Fraction right parenthesis
(1,4)
left parenthesis 1 comma 4 right parenthesis
(3,8)
left parenthesis 3 comma 8 right parenthesis
(3,4)
The slope-intercept form of the equation of a line is y = mx + b, where m is the slope and b is the y-intercept. So for the equation y=−2/3x+6:
the slope = -2/3
the y-intercept = 6
To find an ordered pair that satisfies the equation, we can choose any value of x and solve for the corresponding value of y. Let's try x = 3:
y = (-2/3)x + 6
y = (-2/3)(3) + 6
y = -2 + 6
y = 4
Therefore, when x = 3, y = 4.
So the ordered pair that satisfies the equation y=−2/3x+6 is (3, 4), which is option E.
the slope = -2/3
the y-intercept = 6
To find an ordered pair that satisfies the equation, we can choose any value of x and solve for the corresponding value of y. Let's try x = 3:
y = (-2/3)x + 6
y = (-2/3)(3) + 6
y = -2 + 6
y = 4
Therefore, when x = 3, y = 4.
So the ordered pair that satisfies the equation y=−2/3x+6 is (3, 4), which is option E.
Which of the following gives an example of a function that is not linear?(1 point)
Responses
2x+3y=16
2 x plus 3 y equals 16
y=x^2−3x+2.25
y equals x squared minus 3 x plus 2.25
y=1/6x+2/3
y equals Start Fraction 1 over 6 End Fraction x plus Start Fraction 2 over 3 End Fraction
9x+3y−18=0
Responses
2x+3y=16
2 x plus 3 y equals 16
y=x^2−3x+2.25
y equals x squared minus 3 x plus 2.25
y=1/6x+2/3
y equals Start Fraction 1 over 6 End Fraction x plus Start Fraction 2 over 3 End Fraction
9x+3y−18=0
The function that is not linear is:
y=x^2−3x+2.25
This is a quadratic function where the highest power of x is 2, making it a non-linear function.
The other options are either linear functions (e.g., y=1/6x+2/3) or equations of a line in standard form (e.g., 2x+3y=16 and 9x+3y−18=0), which can be converted to slope-intercept form and identified as linear functions.
y=x^2−3x+2.25
This is a quadratic function where the highest power of x is 2, making it a non-linear function.
The other options are either linear functions (e.g., y=1/6x+2/3) or equations of a line in standard form (e.g., 2x+3y=16 and 9x+3y−18=0), which can be converted to slope-intercept form and identified as linear functions.
I'm scared
It's okay to feel scared sometimes. Is there anything specific that's making you scared or anxious? I'm here to listen and help you through it.
That I'm not going to graduate.
It is normal to fear not being able to graduate, but you can overcome this fear by taking steps towards your goal. Here are a few ways to help you achieve your goal of graduating:
1. Speak with your guidance counselor: They can help you figure out the credits you need to obtain and what courses or programs are available to you.
2. Stay organized and have a plan: Stay on top of all your deadlines and class schedules. Set realistic short-term and long-term goals and establish a timeline to achieve these goals.
3. Seek academic support: If you are struggling in any areas, seek out help from teachers, peers, or tutors.
4. Create a routine and stick with it: Set aside a certain amount of time each day for studying and homework so that you maintain a consistent effort towards your studies.
5. Practice self-care: Getting enough sleep, eating healthy, and exercising can help you stay focused and energized for your studies.
Remember that while graduation is important, it is not the only way to find success. Keep working hard and stay motivated. You have made it this far, and you can make it to the finish line.
1. Speak with your guidance counselor: They can help you figure out the credits you need to obtain and what courses or programs are available to you.
2. Stay organized and have a plan: Stay on top of all your deadlines and class schedules. Set realistic short-term and long-term goals and establish a timeline to achieve these goals.
3. Seek academic support: If you are struggling in any areas, seek out help from teachers, peers, or tutors.
4. Create a routine and stick with it: Set aside a certain amount of time each day for studying and homework so that you maintain a consistent effort towards your studies.
5. Practice self-care: Getting enough sleep, eating healthy, and exercising can help you stay focused and energized for your studies.
Remember that while graduation is important, it is not the only way to find success. Keep working hard and stay motivated. You have made it this far, and you can make it to the finish line.
How can I become a k-pop Idol? Or an actor?
Becoming a K-pop idol or an actor is a dream for many people. It takes a lot of hard work, dedication, and talent to succeed in these careers. Here are some tips to help you get started:
For K-pop Idol:
1. Learn to Sing, Dance and Rap: You can improve your skills by taking lessons from professionals and practicing every day.
2. Watch Korean TV shows, movies, and listen to Korean music: This will help you learn about and understand the Korean culture.
3. Attend Auditions: Companies such as SM Entertainment and YG Entertainment have open auditions regularly. Alternatively, you can audition for the many talent shows such as Superstar K, Kpop Star or Produce 101.
4. Seek Out a Talent Agency: Talent agencies can help you refine your skills, provide performance opportunities, and connect you with industry professionals.
For Actor:
1. Build Your Skills: Attend acting classes or workshops to help you develop your skills as an actor.
2. Make a Resume and a Portfolio: A resume outlining your experience and a portfolio of headshots, showreels, and acting work can showcase your abilities.
3. Attend Auditions: You can attend open casting calls, submit your resume and headshot to talent agencies, or attend local theater productions.
4. Network: Attend community events, film festivals, and other industry events to meet other actors, directors, and industry professionals.
Remember that success in these careers is not guaranteed. Keep working hard, seek out new opportunities, and always believe in yourself. Good luck!
For K-pop Idol:
1. Learn to Sing, Dance and Rap: You can improve your skills by taking lessons from professionals and practicing every day.
2. Watch Korean TV shows, movies, and listen to Korean music: This will help you learn about and understand the Korean culture.
3. Attend Auditions: Companies such as SM Entertainment and YG Entertainment have open auditions regularly. Alternatively, you can audition for the many talent shows such as Superstar K, Kpop Star or Produce 101.
4. Seek Out a Talent Agency: Talent agencies can help you refine your skills, provide performance opportunities, and connect you with industry professionals.
For Actor:
1. Build Your Skills: Attend acting classes or workshops to help you develop your skills as an actor.
2. Make a Resume and a Portfolio: A resume outlining your experience and a portfolio of headshots, showreels, and acting work can showcase your abilities.
3. Attend Auditions: You can attend open casting calls, submit your resume and headshot to talent agencies, or attend local theater productions.
4. Network: Attend community events, film festivals, and other industry events to meet other actors, directors, and industry professionals.
Remember that success in these careers is not guaranteed. Keep working hard, seek out new opportunities, and always believe in yourself. Good luck!
1 answer