The points in the scatter plot show the number of firearms per 100 persons and the number of deaths per 100,000 persons for industrialized countries with the highest death rates. a . Use the two points whose coordinates are shown by the voice balloons to find an equation in point-slope form for the line that models deaths per 100,000 persons, y, as a function of firearms per 100 persons, x. b . Write the equation in part (a) in slope-intercept form. Use function notation. c . France has 32 firearms per 100 persons. Use the appropriate point in the scatter plot to estimate that country’s deaths per 100,000 persons. d . Use the function from part (b) to find the number of deaths per 100,000 persons for France. Round to one decimal place. Does the function underestimate or overestimate the deaths per 100,000 persons that you estimated in part (c)? How is this shown by the line in the scatter plot?
The points in the scatter plot show the number of firearms per 100 persons and the number of deaths per 100,000 persons for industrialized countries with the highest death rates. a . Use the two points whose coordinates are shown by the voice balloons to find an equation in point-slope form for the line that models deaths per 100,000 persons, y, as a function of firearms per 100 persons, x. b . Write the equation in part (a) in slope-intercept form. Use function notation. c . France has 32 firearms per 100 persons. Use the appropriate point in the scatter plot to estimate that country’s deaths per 100,000 persons. d . Use the function from part (b) to find the number of deaths per 100,000 persons for France. Round to one decimal place. Does the function underestimate or overestimate the deaths per 100,000 persons that you estimated in part (c)? How is this shown by the line in the scatter plot?
The points in the scatter plot show the number of firearms per 100 persons and the number of deaths per 100,000 persons for industrialized countries with the highest death rates.
a. Use the two points whose coordinates are shown by the voice balloons to find an equation in point-slope form for the line that models deaths per 100,000 persons, y, as a function of firearms per 100 persons, x.
b. Write the equation in part (a) in slope-intercept form. Use function notation.
c. France has 32 firearms per 100 persons. Use the appropriate point in the scatter plot to estimate that country’s deaths per 100,000 persons.
d. Use the function from part (b) to find the number of deaths per 100,000 persons for France. Round to one decimal place. Does the function underestimate or overestimate the deaths per 100,000 persons that you estimated in part (c)? How is this shown by the line in the scatter plot?
Formula Formula Point-slope equation: The point-slope equation of a line passing through the point (x 1 , y 1 ) with slope m , is given by the following formula: y - y 1 = m x - x 1 Example: The point-slope equation of a line passing through (2, -6) with slope 5 is given by: y - (-6) = 5(x - 2) y + 6 = 5(x - 2)
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Find an Euler path for the graph. Enter your response as a sequence of vertices in the order
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You are provided with three 2D data points, p1, p2 and p3. Solving A C = B for C provides youwith the coefficients of a natural cubic spline curve that interpolates these points.Additionally, you have been given A and B, but some elements are missing. Moreover, the last two rowsof A are entirely absent. Your task is to determine and fill in the missing elements. For the last two rows,enforce a zero tangent at the beginning (in p1) and a not-a-knot boundary condition in p2. The matricesA and B are given as follows:Explain how to find the entries of A and B . How would you adapt these matrices if the data pointswere 3D? What if your spline should go through five data points? How many “extra rows” would there thenbe (with “extra” meaning “in addition to securing C2-continuity”)?
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