Answer:
Step-by-step explanation:
let's try a:
-4*4x-4*(-17) - expand the distributing terms
-16x-4*(-17) - simplify
-16x-(-68) - simplify again
-16x+68 - remove parentheses
-16x+68 does not equal to 16x-68
lets try b:
-28x+3... dont know what u mean
lets try c:
13-34 first
-21
lets try d:
0-17
-17
lets try e:
-2x+(8-8)
-2x
fortunally dont know what you mean.
Given that h(x) = - (x - 1)^2 - 1, write an expression for f(x) in terms of x.
f(x) =
Answer: f(x) = -(x-1)^2+5
Explanation:
f(x) = h(x) + 6
f(x) = -(x-1)^2 - 1 + 6
f(x) = -(x-1)^2+5
Must click thanks and mark brainliest
Based only on the information given in the diagram, which congruence
theorems or postulates could be given as reasons why AABC= ALMN?
Check all that apply
O A. LL
O B. ASA
I C. LA
D. HL
E AAS
3 Answers:
Choice A. LLChoice D. HLChoice F. SAS==========================================================
Explanation:
Let's go through the answer choices one by one.
A) This can be used because LL = leg leg, and this means we have two pairs of congruent legs. Those pairs are AC = LN and CB = NM. The LL theorem only applies to right triangles.B) This cannot be used. We don't have info about two pairs of angles. We only know that one pair of angles are the same (those 90 degree angles). So we can't form the second "A" in "ASA". This idea will come up again in choice C and choice E.C) This cannot be used. Why not? Because the "A" of "LA" refers to "acute angle". But unfortunately we don't know anything about the acute angles (whether they are congruent or not). The LA theorem can only be applied to right triangles.D) This can be used. We can use the HL (hypotenuse leg) theorem because we see that AB = LM are the pair of congruent hypotenuses, and you can use any of the congruent leg pairs to form the L of HL. Similar to LL and LA, the HL theorem only works for right triangles.E) This cannot be used. Like with choice B, we can't form the second "A" of "AAS".F) This can be used because we have two pairs of congruent sides, with a pair of congruent angles between those sides. Those angles being the marked 90 degree angles. It turns out that LL theorem is a special case of the SAS theorem.In short, we can use choice A, choice D, choice F. We can't use the other three choices because we lack the info about any other pairs of angles.
The congruence theorem or postulate that we can use to show that triangle ABC is congruent to triangle LMN is LL (Side-Side-Side), the correct option is A.
What are congruent triangles?Suppose it is given that two triangles ΔABC ≅ ΔDEF
Then that means ΔABC and ΔDEF are congruent. Congruent triangles are exact same triangles, but they might be placed at different positions.
The order in which the congruency is written matters.
For ΔABC ≅ ΔDEF, we have all of their corresponding elements like angle and sides congruent.
Thus, we get:
[tex]\rm m\angle A = m\angle D \: or \: \: \angle A \cong \angle D \angle B = \angle E\\\\\rm m\angle B = m\angle E \: or \: \: \angle B \cong \angle E \\\\\rm m\angle C = m\angle F \: or \: \: \angle C \cong \angle F \\\\\rm |AB| = |DE| \: \: or \: \: AB \cong DE\\\\\rm |AC| = |DF| \: \: or \: \: AC \cong DF\\\\\rm |BC| = |EF| \: \: or \: \: BC \cong EF[/tex]
(|AB| denotes length of line segment AB, and so on for others).
We are given that;
Sides are equal
Now,
Based only on the information given in the diagram, we can use the following congruence theorems or postulates to show that triangle ABC is congruent to triangle LMN:
A. LL (Side-Side-Side): This theorem states that if three sides of one triangle are congruent to three sides of another triangle, then the triangles are congruent. In this case, we know that AB = LM, AC = LN, and BC = MN, so we can use LL to show that triangle ABC is congruent to triangle LMN.
B. ASA (Angle-Side-Angle): This theorem states that if two angles and the included side of one triangle are congruent to two angles and the included side of another triangle, then the triangles are congruent. In this case, we do not know any angle measures, so we cannot use ASA to show that the triangles are congruent.
Therefore, by the congruent triangles the answer will be LL (Side-Side-Side).
Learn more about congruent triangles here:
https://brainly.com/question/16921692
#SPJ7
Does anyone know how to do question b
Answer: M³+ M³ = M⁹
Step-by-step explanation:
Answer:
m^6
Step-by-step explanation:
Simple rule of addition of indices, a^x + a^y = a^x+y, m^3+3 = m^6
I NEED HELP ASAP!!! i dont understand
Answer:
b
Step-by-step explanation:
A parabola represents a quadratic equation. For a point called the focus and a line called the directrix, the distance from each point of the parabola to the focus is equal to its distance to the directrix. For example, if the directrix of the parabola was y=0 and the focus was (1,1), the distance between each point on the parabola to (1,1) would be equal to its distance from the line y=0.
For a parabola that has a horizontal axis of symmetry (or when y² is in the equation rather than x²), one way to write its equation is of the form
(y-k)² =4p(x-h), where (h,k) is the vertex. Now, we can try to match up this form with the equation we have,
y² = 24x
(y-k)² = 4p(x-h)
We can start by setting both sides with y equal to each other, as well as both sides containing x
y² = (y-k)²
square root both sides
y = y-k
k=0
24x = 4p(x-h)
divide both sides by 4
6x = p(x-h)
expand
6x = p*x - p*h
Because p*h does not contain an x value, we can say
6x = p * x
p = 6
6x = p*x - p*h
6x = 6x-6*h
subtract 6x from both sidex
6*h=0
h=0
Our equation is thus
y= 4(6)(x), with our vertex being (0,0) = (h,k)
The directrix is equal to x=h-p, and with p being 6, our directrix is thus
x=0-6 = -6
x=-6
Rectangle KLMN has vertices K(-5,6), L(-2,9), M(6, 1), and N(3,-2). Determine and state the coordinates of the point of intersection of the diagonals.
Answer:
(0.5,3.5)
Step-by-step explanation:
First, we can draw the image, as shown. The diagonals in the rectangle are the following lines:
from (-2,9) to (3,-2)
from (-5, 6) to (6,1)
To find where they intersect, we can start by making an equation for the lines. For an equation y=mx+b, m represents the slope and b represents the y intercept, or when x=0
For the first line, from (-2,9) to (3,-2), we can calculate the slope by calculating the change in y/change in x = (y₂-y₁)/(x₂-x₁). If (3,-2) is (x₂,y₂) and (-2,9) is (x₁,y₁), our slope is
(-2-9)/(3-(-2)) = -11/5
Therefore, our equation is
y= (-11/5)x + b
To solve for b, we can plug a point in, like (3,-2). Therefore,
-2=(-11/5)*3+b
-2=-33/5+b
-10/5=-33/5+b
add 33/5 to both sides to isolate b
23/5=b
Our equation for one diagonal is therefore y=(-11/5)x+23/5
For the second line, from (-5, 6) to (6,1), if (6,1) is (x₁,y₁) and (-5,6) is (x₂,y₂), the slope is (1-6)/(6-(-5)) = -5/11 . Plugging (6,1) into the equation y=(-5/11)x+b, we have
1=(-5/11)*6+b
11/11 = -30/11 + b
add 30/11 to both sides to isolate b
41/11 = b
our equation is
y = (-5/11) x + 41/11
Our two equations are thus
y = (-5/11) x + 41/11
y=(-11/5)x+23/5
To find where they intersect, we can set them equal to each other
(-11/5)x+23/5 = y = (-5/11) x + 41/11
(-11/5)x + 23/5 = (-5/11)x + 41/11
subtract 23/5 from both sides as well as add 5/11 to both sides to make one side have only x values and their coefficients
(-11/5)x + (5/11)x = 41/11-23/5
11*5 = 55, so 55 is one value we can use to make the denominators equal.
(-11*11/5*11)x+(5*5/11*5)x=(41*5/11*5)-(23*11/5*11)
(-121/55)x+(25/55)x = (205/55) - (253/55)
(-96/55)x = (-48/55)
multiply both sides by 55 to remove the denominators
-96x=-48
divide both sides by -96 to isolate x
x=-48/-96=0.5
plug x=0.5 into a diagonal to see the y value of the intersection
(-11/5)x + 23/5 = y = (-11/5)* 0.5 + 23/5 = 3.5
someone please help me I really need help on this or ill fail
Answer:
a. Smart Dot Company: C = 12 + 0.5·t
Communications Plus: C = 2.5·t
b. Please find attached the required tables created using MS Excel cell function tool
c. Please find attached the graph of both relationship created on the same grid with
Step-by-step explanation:
a. The monthly cost of the Smart Dot Company = $12
The hourly cost for internet use on Smart Dot Company = $0.50
The hourly cost of using the Communications Plus = $2.50
Therefore, the total monthly cost, C, for the duration of hours used, t, is given as follows;
Smart Dot Company: C = 12 + 0.5·t
Communication Plus: C = 2.5·t
b. The table of values are created using MS Excel as follows;
[tex]\begin{array}{ll}Smart \ Dot \ Company&\\Time \ (hours)&Cost \ (dollars)\\0&12\\2&13\\4&14\\6&15\\8&16\\10&17\end{array}[/tex] [tex]\begin{array}{ll}Communications\ \ Plus&\\Time \ (hours)&Cost \ (dollars)\\0&0\\2&5\\4&10\\6&15\\8&20\\10&25\end{array}[/tex]
c. Please find attached the graph of both relationship created on the same grid with MS Excel
the radius of a circle is 17m. find its area in terms of pi
Answer:
[tex]289\pi {m}^{2} [/tex]Step-by-step explanation:
Given,
Radius of a circle = 17m
Therefore,
Area in terms of pi
[tex] = \pi {r}^{2} [/tex]
[tex] = \pi \times 17m \times 17m[/tex]
[tex] = 289\pi {m}^{2} (ans)[/tex]
Answer:
A = 289π m²
Step-by-step explanation:
The area (A) of a circle is calculated as
A = πr² ( r is the radius ) , then
A = π × 17² = 289π m²
In a large midwestern university (the class of entering freshmen being on the order of 6000 or more students), an SRS of 100 entering freshmen in 1999 found that 20 finished in the bottom third of their high school class. Admission standards at the university were tightened in 1995. In 2001 an SRS of 100 entering freshmen found that 10 finished in the bottom third of their high school class. The proportion of all entering freshmen in 1999 and 2001, who graduated in the bottom third of their high school class, are p1 and p2, respectively.Is there evidence that the proportion of freshmen who graduated in the bottom third of their high school class in 2001 has been reduced, as a result of the tougher admission standards adopted in 2000, compared to the proportion in 1999? To determine this, you test the hypothesesH0 : p1 = p2 , Ha : p1 > p2.The P-value of your test isA. 0.976.B. 0.024.C. 0.048.D. 0.001.
Answer:
B. 0.024
The p-value of the test is 0.024 < 0.05(standard significance level), which means that there is enough evidence that the proportion of freshmen who graduated in the bottom third of their high school class in 2001 has been reduced.
Step-by-step explanation:
Before testing the hypothesis, we need to understand the central limit theorem and subtraction of normal variables.
Central Limit Theorem
The Central Limit Theorem establishes that, for a normally distributed random variable X, with mean [tex]\mu[/tex] and standard deviation [tex]\sigma[/tex], the sampling distribution of the sample means with size n can be approximated to a normal distribution with mean [tex]\mu[/tex] and standard deviation [tex]s = \frac{\sigma}{\sqrt{n}}[/tex].
For a skewed variable, the Central Limit Theorem can also be applied, as long as n is at least 30.
For a proportion p in a sample of size n, the sampling distribution of the sample proportion will be approximately normal with mean [tex]\mu = p[/tex] and standard deviation [tex]s = \sqrt{\frac{p(1-p)}{n}}[/tex]
Subtraction between normal variables:
When two normal variables are subtracted, the mean is the difference of the means, while the standard deviation is the square root of the sum of the variances.
1999:
Of 100, 20 were in the bottom thid. So
[tex]p_B = \frac{20}{100} = 0.2[/tex]
[tex]s_B = \sqrt{\frac{0.2*0.8}{100}} = 0.04[/tex]
2001:
Of 100, 10 were in the bottom third, so:
[tex]p_A = \frac{10}{100} = 0.1[/tex]
[tex]s_A = \sqrt{\frac{0.1*0.9}{100}} = 0.03[/tex]
To determine this, you test the hypotheses H0 : p1 = p2 , Ha : p1 > p2.
Can also be rewritten as:
[tex]H_0: p_B - p_A = 0[/tex]
[tex]H_1: p_B - p_A > 0[/tex]
The test statistic is:
[tex]z = \frac{X - \mu}{s}[/tex]
In which X is the sample mean, [tex]\mu[/tex] is the value tested at the null hypothesis, and s is the standard error.
0 is tested at the null hypothesis:
This means that [tex]\mu = 0[/tex]
From the sample:
[tex]X = p_B - p_A = 0.2 - 0.1 = 0.1[/tex]
[tex]s_A = \sqrt{s_A^2+s_B^2} = \sqrt{0.03^2+0.04^2} = 0.05[/tex]
Value of the test statistic:
[tex]z = \frac{X - \mu}{s}[/tex]
[tex]z = \frac{0.1 - 0}{0.05}[/tex]
[tex]z = 2[/tex]
P-value of the test and decision:
The p-value of the test is the probability of finding a difference of proportions of at least 0.1, which is 1 subtracted by the p-value of z = 2.
Looking at the z-table, z = 2 has a p-value of 0.976.
1 - 0.976 = 0.024, so the p-value is given by option B.
The p-value of the test is 0.024 < 0.05(standard significance level), which means that there is enough evidence that the proportion of freshmen who graduated in the bottom third of their high school class in 2001 has been reduced.
Use the drop-down menus to identify the values of the
parabola.
Vertex = (-3, -5), (-2, 0),
(0, 4), or (2, 0)
Domain = x < 0, x > 0, y > 0, or x is a real number
Range = {y| y < 0, 2, 4, or 6}
Answer:
Vertex= (0,4)
Domain= x: all real number
Range: ( - ∞, 4] or y ≤ 4
OAmalOHopeO
ASAP PLEASE HELP MEEEEEEEEEEEEEEEEE
Step-by-step explanation:
easy algebra question below first correct answer gets brainliest
Answer:
y=-/+ 4 square root 11
Step-by-step explanation:
is the question is 2(y+4)^2=22 then y=7 but if it is 2(y÷4)^2=22?
Rachel has 37 videos and decides to purchase 2 more each week. Write an equation describing this situation.
Simplify this equation: 10f + 3 = 23 + 6f
Answer:
Step-by-step explanation:
10f + 3 = 23 + 6f
4f + 3 = 23
4f = 20
f = 5
Answer:
f = 5
Step-by-step explanation:
10f + 3 = 23 + 6f
Move the variable to the left-hand side and change its sign
10f + 3 - 6f = 23
Move the constant to the right-hand side and change its sign
10f - 6f = 23 - 3
Collect like terms and Subtract the numbers
4f = 23 - 3
4f = 20
Then divide both sides of the equation by 4
f = 5
Likes s and t are perpendicular if the slope of line s is 5 what is the slope of line t?
Answer:
Gradient of line t is -1/5
Step-by-step explanation:
[tex]{ \sf{m _{s} \times m _{t} = - 1}} \\ { \sf{5 \times m _{t} = - 1 }} \\ { \sf{m _{t} = - \frac{1}{5} }}[/tex]
Relaciona la columna de la izquierda con los elementos asociados al polígono
a) centro
b) lado
c) vértice
d) ángulo interno
e) radio
f) ángulo central
g) apotema
h) ángulo exterior
Answer:
i dont know
Step-by-step explanation:
bu bu bu
q divided by 6 + p; use p = 10, and q = 12
Answer: =12
Step-by-step explanation:
12 divided by 6=2+10=12
q/6+p = 12/6+10 = 12/16 = 0.75
hope this helps!! plz mark brainliest.
The tens digits of a certain two-digit number is 1/3 of the units digit. When the digits are reversed, the new number exceed twice the original number by 2 more than the sum of the digits. Find the original number.
Answer:
The orginal number is 26.
Step-by-step explanation:
So the units digit can be 3 6 or 9
The tens digit can be 1 2 or 3
So the original number can be 13
31 = 2*13+ (1+3) + 2
31 =? 26 + 4 + 2
This doesn't work. The right side is 32
26
62 = 2*26 + 8 + 2
62 = 52 + 8 + 2
This is your answer.
3 and 9 won't work because 39 is odd and so is 93. The result has to be even.
At the performance of Seussical the Musical at your local high school, there are adult tickets and
student/child tickets. You're trying to remember the cost of each to tell your extended family to come see the
musical. Your friend, her mom, and her little sister paid a total of $23 on opening night, and you know that
another family paid $39 for two adults and three students. If 2 is cost of adult tickets and y is cost of student tickets, the two equations for these situations can be written as:
Answer:
The correct answer is -
x+2y = 23
2x+3y= 39
Step-by-step explanation:
given:
cost of family 1 = 23
number of adults in family one = 1
number of children = 2
cost of family 2 = 39
number of adults in family 1 = 2
number of children = 3
solution:
for the first condition of family one-
In this case, there is only one adult and 2 children and they paid 23 then if the adult cost is x and the children ticket cost is y then
number of adults*x+number of children*y = total cost
1*x + 2*y = 23
x+2y= 23 .......equation 1.
for family two:
In this case, there is two adult and 3 children and they paid 39 then if the adult cost is x and the children ticket cost is y then
number of adults*x+number of children*y = total cost
2*x + 3*y = 39
= 2x+3y = 39....... equation 2
thus, the correct equations are:
x+2y = 23
2x+3y= 39
In order to make a profit, a retailer will mark up the cost of an item. If the cost of the item is $42 but it is sold for
$89, what is the mark up rate for the item?
Round your answer to the whole percent.
A(-3,3),b(0,1) and c(-1,-4)
Step-by-step explanation:
domain (-3,0,-1)
range (3,1,4)
A science teacher wrote the table of values below.
Amount of Hydrogen vs. pH
Amount of Hydrogen, x
(in moles per liter)
pH, f(x)
One-tenth
1
StartFraction 1 Over 100 EndFraction
2
StartFraction 1 Over 1000 EndFraction
3
StartFraction 1 Over 10,000 EndFraction
4
StartFraction 1 Over 100,000 EndFraction
5
Which function models the data in the table?
f (x) = StartFraction 1 Over x EndFraction, x not-equals 0
f (x) = log StartFraction 1 Over x squared EndFraction, x not-equals 0
f (x) = log StartFraction 1 Over x EndFraction, x not-equals 0
f (x) = StartFraction 1 Over x squared EndFraction, x not-equals 0
The best function that models the data is f(x) = log StartFraction 1 Over x EndFraction, x not-equals 0
Find the table attached below
From the table shown, we can see that when x = 1/10, f(x) = 1
Similarly when x = 1/100, f(x) = 2
According to the law of logarithm, we can say that:
Log 10 = 1
Log 100 = 2 etc..
Recall that f(x) = 1 when x = 1/10, this means that;
F(x) = log 10
F(x) = log(1/1/10))
F(x) = log(1/x) since x = 1/10
Similarly if f(x) = 2 when x = 1/100
F(x) = log 100
F(x) = log(1/1/100))
F(x) = log(1/x) since x = 1/100 in this case
On a general note, we can conclude that f(x) = 1/x where x is not equal to zero.
Learn more function models at https://brainly.com/question/11989600
Answer:
A
Step-by-step explanation:
The person above said so
f (x) = StartFraction 1 Over x EndFraction, x not-equals 0
What is the slope of a line that is perpendicular to the line whose equation is
y= 4x – 3?
Answer:
-1/ 4
Step-by-step explanation:
y = 4x-3 has a slope of 4 because the equation is in slope intercept form
y = mx+b where the slope is m
Perpendicular lines have slopes that are negative reciprocals
-1/ 4 is the slope of a line that is perpendicular to y = 4x-3
Set up the appropriate trigonometric ratio to determine the value of the safety angle.
Step-by-step explanation:
sin/cos=tan theta.It is the value of the safety angle
[tex]\sqrt{x^2 +7x+1} =2x+1[/tex]
Please do this ASAP, it’s due in 30 minutes!
Thank you!
No links<3
Answer:
I think it is -24t+20 if you want to simplify
Step-by-step explanation:
Answer:
-24t + 20
Step-by-step explanation:
First, remove the parentheses
Then, multiply 6 by 5
Then expand 3(2t+4) - 30t + 8
Finally simplify 6t + 12 - 30t + 8
-24t + 20
Hope this helps!
The height of a basketball thrown by a 6 foot tall man follows a path defined by the function h(x)= -0.5^(2)+3x+6, where x is the horizontal distance from where it is thrown. How far away from the basket should the player stand in order for the ball to go in the basket (10 feet high) on its way down? Show all work.
Given:
The height of a basketball is given by the function:
[tex]h(x)=-0.5x^2+3x+6[/tex]
where x is the horizontal distance from where it is thrown.
To find:
How far away from the basket should the player stand in order for the ball to go in the basket (10 feet high) on its way down.
Solution:
We have,
[tex]h(x)=-0.5x^2+3x+6[/tex]
Putting [tex]h(x)=10[/tex], we get
[tex]10=-0.5x^2+3x+6[/tex]
[tex]10+\dfrac{1}{2}x^2-3x-6=0[/tex]
[tex]\dfrac{1}{2}x^2-3x+4=0[/tex]
Multiply both sides by 2.
[tex]x^2-6x+8=0[/tex]
Splitting the middle term, we get
[tex]x^2-4x-2x+8=0[/tex]
[tex]x(x-4)-2(x-4)=0[/tex]
[tex](x-2)(x-4)=0[/tex]
[tex]x=2,4[/tex]
In the given function the leading coefficient is negative, so the given function represents a downward parabola. It means, first the function is increasing after that the function is decreasing.
So, the value of the function is 10 at [tex]x=2[/tex] (its way up) and at [tex]x=4[/tex] (its way down.
Therefore, the player should stand 4 units away from the basket in order for the ball to go in the basket (10 feet high) on its way down.
factorise the given number
12
hope it helps you............
help me with this question of O math
Answer:
domain is { - 1, 0, 1 }
Step-by-step explanation:
The domain are the values of the input x
Substitute the value from the range y into the equation and solve for x
y = 1
2x + 3 = 1 ( subtract 3 from both sides )
2x = - 2 ( divide both sides by 2 )
x = - 1
-------------------------------
y = 3
2x + 3 = 3 ( subtract 3 from both sides )
2x = 0 , then
x = 0
-------------------------------
y = 5
2x + 3 = 5 ( subtract 3 from both sides )
2x = 2 ( divide both sides by 2 )
x = 1
Then the domain is { - 1, 0, 1 }
FIRST ANSWER GETS BRAINLIEST!!
(sorry for the colors on the picture)
It is the 3rd answer
Asha found that a vertical line intersects the graph of x = StartAbsoluteValue y EndAbsoluteValue at two points. What can Asha conclude about x = StartAbsoluteValue y EndAbsoluteValue?
It is a function of x but not a relation.
It is a relation but not a function of x.
It is both a function of x and a relation.
It is neither a function of x nor a relation.
Answer:
B
Step-by-step explanation:
Answer:
B) It is a relation but not a function of X
Explanation:
What Asha did was the vertical line test. This is a test to see if something is a function or not. Since a function can only have one output per input, if the vertical line intersects twice, it is not a function. However it is still a relation. A relation doesn't have to fit the rule that one output only has one input.
