[tex]\huge\text{Hey there!}[/tex]
[tex]\huge\textsf{-5u}[/tex]
[tex]\huge\textsf{= -5(-4)}[/tex]
[tex]\huge\textsf{= 5(4)}[/tex]
[tex]\huge\textsf{= 20}[/tex]
[tex]\boxed{\boxed{\huge\text{Therefore, your answer is: \textsf{20}}}}\huge\checkmark[/tex]
[tex]\huge\textsf{Good luck on your assignment \& enjoy your day!}[/tex]
~[tex]\frak{Amphitrite1040:)}[/tex]
When solving the system of equations, which expression could be substituted for r in the first equation?
3r + 2t = 15
r = 4 – t
Answer:
4-t
Step-by-step explanation:
We use the second equation and r = 4-t
every time we see r in the first equation replace it with 4-t
Two tangents drawn to a circle from a point outside it, are equal in length.prove it.
What is the constant of proportionality as shown in the
graph?
Answer:
0 to 10
What is the constant of luck as shown in the graph
9. An equation representing the height of a burning candle is H = 2(9 - 2t), where
H is the height of the candle in cm and
t is the amount of time that the candle has been burning in minutes.
How long will it take for the candle to burn down to a height of 4 cm?
a. 2 min
b. 3.5 min
C. 5.5 min
d. 7 min
Answer:
H= 4cm
we want t
4=2(9-2t)
2=(9-2t)
-7=-2t
t=3.5 minutes
What is the expected number of tails when a fair coin is tossed 100 times?
Answer:
50 times
Step-by-step explanation:
Assuming a fair coin (probability of heads = 1/2), the expected number of heads (in the sense of mathematical expectations) is 100*1/2 = 50.
HELPPPPPPPP
Which of the following is a geometric sequence?
Answer:
ES LA NUME C R
Step-by-step explanation:
Radius of circle is 6 and I need help finding the angles, SUT is 39 and MOP is 49 degrees
Answer:
a. i) ∠TUV = 39°
ii) The measure of arc VTS (the minor arc) = 102°
b. The diameter OT of the circle = 12
c. The angle which we can calculate, given ∠MOP, is angle ∠OTM = 51°
i) Arc MVT = 98° and arc MO = 82°
Step-by-step explanation:
The given parameters are;
The radius of the circle = 6
∠SUT = 39°, ∠MOP = 49°
a. i) According to two tangent theory, two tangents that meet at a given point are congruent
Therefore, VU is congruent to SU
Given that PU is congruent to PU by reflexive property and PV = PS = The radius of the circle, we have;
ΔPVU is congruent to ΔPSU by Side Side Side (SSS) rule of congruency
∠SUT ≅ ∠TUV by Congruent Parts of Congruent Triangles are Congruent (CPCTC)
Therefore, ∠SUT = ∠TUV = 39° by transitive property of equality
ii) Arc VTS is the minor arc while arc VOS is the major arc by size
The arc measure that describes arc VTS is the minor arc
iii) From circle theorem, we have that the sum of the angle formed by two tangents and the minor arc equals 180°
Therefore, ∠SUT + ∠TUV + arc VTS = 180°
∴ Arc VTS = 180° - (39° + 39°) = 102°
b. The line segment length that can be calculated based on knowing the radius length includes the length of the diameter OT of the circle
The diameter OT = 2 × The length of the radius
∴ The diameter OT = 2 × 6 = 12
c. The angle ∠MOP, is an interior angle of the right triangle ΔTMO formed by the diameter of the circle, OT, therefore, given that ∠MOP = 39°, we have;
∠OTM = 90° - ∠MOP
∴ ∠OTM = 90° - 39° = 51°
∠OTM = 51°
Therefore, given ∠MOP, we can calculate angle ∠OTM
i) The arc that we can calculate, given ∠MOP are arc MVT and arc MO
Arc MVT = 2 × ∠MOP
∴ Arc MVT = 2 × 49° = 98°
Arc MO = 2 × ∠OTM
∴ Arc MO = 2 × (90° - 49°) = 82°
Answer the following questions using 125 words or more:
Write about the similarity of the original comic to the enlargement. How similar are they and how can you tell? What would cause differences in the two pictures? If you drew another comic using a grid, is there anything you would do differently?
What would happen if you reduced the comic's size rather than enlarged it? Would the process be the same? What would you do differently?
Link to video 2min https://media-release.glynlyon.com/g_mat08_ccss_2016/4/media/html5/anm_scale_drawing_comic_project/media/video.mp4
Answer:
given in a triangle rst and another triangle ratOn a coordinate plane, triangle R S T has points (0, 0), (negative 2, 3), (negative 3, 1). Triangle R prime S prime T prime has points (2, ...
9 votes
find the missing segment in the image below
Answer:
3
Step-by-step explanation:
Intercept theorem
DE // CB ⇒ [tex]\frac{AD}{AC} = \frac{AE}{AB}[/tex]
⇒ [tex]\frac{6}{6+?} =\frac{4}{4+2}[/tex]
⇒ ? = 3
Rectangle ABCD is similar to rectangle JKLM. AB = 12, BC = 8, CD = 12, DA = 8, and JK = 15. What is the scale factor from JKLM to ABCD? Reduce all answers.
Answer:
4/5 or 0.8
Step-by-step explanation:
this problem description is not very precise. it leaves out the definition what corners or sides of JKLM correspond to corners and sides of ABCD.
I assume J and K correlate to A and B, and JK is a long side of JKLM.
so, we are going from JKLM to ABCD.
that means we are going from larger to smaller (as JK = 15 and therefore larger than AB = 12).
what is the scale factor to go from 15 to 12 ?
15 × x = 12
x = 12/15 = 4/5 or 0.8
CAN SOMEBODY PLEASE HELP ME
Answer: AS = 46
Step-by-step explanation:
Since we know that a circumcenter is equidistant from all three vertices, we know that segment BS is congruent to segment CS which is congruent to segment AS. By the definition of congruent segments, BS = AS. Since BS is 46, we know that AS will also be 46.
what if 7 dogs are in a room a man with a dog coms in and takes two and leaves his which has 3 pups how many dong are there
Answer:
8
Step-by-step explanation:
7 - 2 + 3 = 8
Answer:
9
Step-by-step explanation:
9 / 7 - 2 = 5 + 3 = 8 plus the Dog the man left behind, it would be 9
A company distributes candies in bags labeled 23.6 ounces. The local bureau of weights and Measures randomly selects 60 bags of candies and obtain a sample mean of 24 ounces . Assuming that the standard deviation is 3.2. At 0.05 level of significance , test the claim that the bags contain more than 23.6 ounces . what is your conclusion about the claim.
Answer:
The p-value of the test is 0.166 > 0.05, which means that there is not sufficient evidence at the 0.05 significance level to conclude that the bags contain more than 23.6 ounces.
Step-by-step explanation:
A company distributes candies in bags labeled 23.6 ounces. Test if the mean is more than this:
At the null hypothesis, we test if the mean is of 23.6, that is:
[tex]H_0: \mu = 23.6[/tex]
At the alternative hypothesis, we test if the mean is of more than 23.6, that is:
[tex]H_1: \mu > 23.6[/tex]
The test statistic is:
[tex]z = \frac{X - \mu}{\frac{\sigma}{\sqrt{n}}}[/tex]
In which X is the sample mean, [tex]\mu[/tex] is the value tested at the null hypothesis, [tex]\sigma[/tex] is the standard deviation and n is the size of the sample.
23.6 is tested at the null hypothesis:
This means that [tex]\mu = 23.6[/tex]
The local bureau of weights and Measures randomly selects 60 bags of candies and obtain a sample mean of 24 ounces. Assuming that the standard deviation is 3.2.
This means that [tex]n = 60, X = 24, \sigma = 3.2[/tex]
Value of the test statistic:
[tex]z = \frac{X - \mu}{\frac{\sigma}{\sqrt{n}}}[/tex]
[tex]z = \frac{24 - 23.6}{\frac{3.2}{\sqrt{60}}}[/tex]
[tex]z = 0.97[/tex]
P-value of the test and decision:
The p-value of the test is the probability of finding a sample mean above 24, which is 1 subtracted by the p-value of z = 0.97.
Looking at the z-table, z = 0.97 has a p-value of 0.834.
1 - 0.834 = 0.166
The p-value of the test is 0.166 > 0.05, which means that there is not sufficient evidence at the 0.05 significance level to conclude that the bags contain more than 23.6 ounces.
For f(x) = 3x + 1 and g(x) = x2 - 6, find (f + g)(x).
Answer:
x^2+3x-5
Step-by-step explanation:
f(x) = 3x + 1
g(x) = x^2 - 6,
(f + g)(x)= 3x + 1 +x^2 - 6,
Combine like terms
= x^2+3x-5
Answer:
[tex] {x}^{2} + 3x - 5[/tex]
Step-by-step explanation:
[tex]f(x) = 3x + 1 \\ g(x) = {x}^{2} - 6 \\ (f + g)(x) = (3x + 1) + ( {x}^{2} - 6) \\ = 3x + 1 + {x}^{2} - 6 \\ = {x}^{2} + 3x - 5[/tex]
In an arithmetic sequence, the first term is 5 and the third term is -5. What is the 20th term?
Answer:
-115
Step-by-step explanation:
Thus with the sequence /question numbers are reducing by 5 .
Any help, I would highly appreciate it
Answer:
B
Step-by-step explanation:
We are given the equation:
[tex]\displaystyle x(b-c) = y+x[/tex]
And that:
[tex]2b=3c=7[/tex]
And we want to find the value of y / x.
To start, subtract x from both sides in the first equation:
[tex]x(b-c) -x = y[/tex]
Divide both sides by x:
[tex]\displaystyle \frac{x(b-c)-x}{x}=\frac{y}{x}[/tex]
Simplify:
[tex]\displaystyle (b-c)-1 = \frac{y}{x}[/tex]
Next, in the second equation, divide everything by two:
[tex]\displaystyle b = \frac{3}{2} c = \frac{7}{2}[/tex]
Substitute:
[tex]\displaystyle \left(\frac{3}{2} c - c \right) - 1= \frac{y}{x}[/tex]
Simplify:
[tex]\displaystyle \frac{1}{2} c - 1 = \frac{y}{x}[/tex]
From the modified second equation, we can multipy both sides by 1/3:
[tex]\displaystyle \frac{1}{2} c = \frac{7}{6}[/tex]
Substitute:
[tex]\displaystyle \left(\frac{7}{6}\right) -1 = \frac{y}{x}[/tex]
Subtract:
[tex]\displaystyle \frac{y}{x} = \frac{7}{6} - \frac{6}{6} = \frac{1}{6}[/tex]
Therefore, our answer is B.
At noon, Garrett left Magnolia and headed North at 10 kph. At 2 p.m., Ben left Magnolia and headed North. If Ben was 15 km ahead of Garrett at 7 p.m., how fast was Ben
traveling?
Choose one answer.
O
a. 17 kph
o
b. 12 kph
c. 21 kph
Ο Ο
d. 16 kph
Answer:
Step-by-step explanation:
This is simple, but the extra numbers given in the form of the specific times might throw you off.
If Garrett leaves at noon and at 7 Ben is some distance ahead of him, that means that Garrett has been driving for 7 hours. Ben left at 2, so at 7 pm he has been driving for 5 hours. That's part of what's confusing. We'll put that in a table to hopefully make things easier:
d = r * t
G 7
B 5
We also know that Garrett is driving at 10 km/h, so:
d = r * t
G 10 * 7
B r 5
The r is because Ben's rate is our unknown. Look at the top of the table. That is the formula we are going to use to solve this problem: d = rt.
If Garrett drives for 7 hours at 10 km/hr, then the distance he has traveled is 70 km (that's found by multiplying the rate of 10 km/h by the time of 7 hours). Ben's rate, along those same lines of reasoning, is 5r. Fill that in:
d = r * t
G 70 = 10 * 7
B 5r = r * 5
Ok now the table is filled out. Let's look at the rest of the problem. It says that at 7 pm Ben's distance is 15 km more than Garrett's distance. The words "more than" indicate addition. In words that is
"Ben's distance is Garrett's distance plus 15 km" which translates to, mathematically speaking:
5r = 70 + 15 and
5r = 85 so
r = 17
Ben's rate is 17 km/h, choice a.
Will Mark Brainlest Help please!!!
Answer:
hi how are u I am fine by the way I hope that I dont know the answers
What is the range of function represented by the graph below?
Answer:
y ≥ 0
Step-by-step explanation:
The range of the function is the output values.
The y value goes from 0 to infinity
y ≥ 0
Which numbers are integers? Check all that apply.
4
Negative 1 and one-third
-10
2.5
-4
0.ModifyingAbove 13 with Bar
Answer:
4,-10.-4
Step-by-step explanation:
intergers are whole numbers
Answer:
4
-10
-4
Step-by-step explanation:
got it right on edge
toán 11!!!!!!!!!!!!!!!!!!!!!!!!!
Step-by-step explanation:
[tex]thr \: httr \: \: gr \: ujj \: tu \: \: fmgt[/tex]
Find the 17th term of an arithmetic sequence whose first term is 12 and whose common difference is 6. Type answer as an integer (no decimals).
Answer:
Step-by-step explanation:
n17 = ?
n = 17
d = 6
a1 =12
a17 = a1 +(n - 1)d
a17 = 12 + (17 - 1)*6
a17 = 12 + 16*6
a17 = 12 + 96
a17 = 108
Solve for a.
a
2
8
a =
✓ [?]
Pythagorean Theorem: a2 + b2 = c2
Enter
Answer: [tex]a=\sqrt{60}[/tex]
Step-by-step explanation:
To solve for a, we want to use Pythagorean Theorem as provided int eh problem. a and 2 are the legs while 8 is the hypotenuse.
[tex]a^2+2^2=8^2[/tex] [exponent]
[tex]a^2+4=64[/tex] [subtract both sides by 4]
[tex]a^2=60[/tex] [square root both sides]
[tex]a=\sqrt{60}[/tex]
Now we know that [tex]a=\sqrt{60}[/tex].
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In
what ratio does the point (m, 4) divide the line joining points (5, 1) and
(-3, 2)? Also, find the value of m.
what ratio does the point divide the line
Answer:
Part 1; The point (m, 4) divides the line externally in the ratio 3:2
Part 2; m = -19
Step-by-step explanation:
Part 1
The given point dividing the line = (m, 4)
The given points on the line = (5, 1) and (-3, 2)
Let A and B, represent the points (5, 1) and (-3, 2) respectively, and let P represent the point, (m, 4)
Therefore, we have;
The vertical distance from 4 to 1 = 4 - 1 = 3 units
The vertical distance from 4 to 2 = 4 - 2 = 2 units
Given that the point 4 is over the given points joined by the line, (5, 1) and (-3, 2), we have that the point (m, 4) divides the line in the ration -3:2 or externally in the ratio AP:PB = -3:2
Part 2
Therefore, we have;
(m - 5)/(m - (-3)) = 3/2
3·m + 9 = 2·m - 10
m = -19
What are the simplest forms for red, blue, and green line
Answer:
Red line: y=-1/2x+1 Blue line: y=-1/3x-2 Green line: y=x
Step-by-step explanation:
f(x) red line m=-1/2 b=1
g(x) blue line m=-1/3 b=-2
h(x) green line m=1 b=0
Samantha thought of a number N, divided it by 5, and add 4. Then she told the result R to Kelly. Find the domain and range of this function.
The domain of the function is the input values for which the function exists. For the function above, the domain exists on all real values. Hence the domain of the function will be D = [tex]\{-\infty, \infty\}[/tex]
The range of the function is the output values for which the function exists. For the function above, the range also exists on all real values. Hence the range of the function will be R = [tex]\{-\infty, \infty\}[/tex]
The number N thought by Samantha divided by5 is expressed as;
[tex]\dfrac{N}{5}[/tex]
If the result is added to 4 and stored as R, then;
[tex]R = \dfrac{N}{5}+4[/tex]
This gives the required result
The domain of the function is the input values for which the function exists. For the function above, the domain exists on all real values. Hence the domain of the function will be D = [tex]\{-\infty, \infty\}[/tex]
The range of the function is the output values for which the function exists. For the function above, the range also exists on all real values. Hence the range of the function will be R = [tex]\{-\infty, \infty\}[/tex]
Learn more on domain and range here: https://brainly.com/question/13856645
Gọi S là tập các giá trị nguyên của tham số m trong khoảng (–20;20) để bất phương
trình +2{m+2¬√n -√√√m+36]x+m+10-√√m
nghiệm đúng với mọi xe số phần tử của S. Tính
A
25.
B
20.
C
19.
=
U
Answer:
i cannot understand
Step-by-step explanation:
5. The distance between two given points (5,2) and (x,5) is 5 units. Find the possible values of x. *
============================================================
Explanation:
We'll use the distance formula here. Rather than compute the distance d based on two points given, we'll go in reverse to use the given distance d to find what the coordinate must be to satisfy the conditions.
We're given that d = 5
The first point is [tex](x_1,y_1) = (5,2)[/tex] and the second point has coordinates of [tex](x_2,y_2) = (x,5)[/tex] where x is some real number.
We'll plug all this into the distance formula and solve for x.
[tex]d = \sqrt{(x_1-x_2)^2+(y_1-y_2)^2}\\\\5 = \sqrt{(5-x)^2+(2-5)^2}\\\\5 = \sqrt{(5-x)^2+(-3)^2}\\\\5 = \sqrt{(5-x)^2+9}\\\\\sqrt{(5-x)^2+9} = 5\\\\(5-x)^2+9 = 5^2\\\\(5-x)^2+9 = 25\\\\(5-x)^2 = 25-9\\\\(5-x)^2 = 16\\\\5-x = \pm\sqrt{16}\\\\5-x = 4 \ \text{ or } \ 5-x = -4\\\\-x = 4-5 \ \text{ or } \ -x = -4-5\\\\-x = -1 \ \text{ or } \ -x = -9\\\\x = 1 \ \text{ or } \ x = 9\\\\[/tex]
This means that if we had these three points
A = (5, 2)B = (1, 5)C = (9, 5)Then segments AB and AC are each 5 units long.
Find the missing side of triangle
Answer:
30.
Step-by-step explanation:
x^2 = 24^2 + 18^2
x^2 = 576 + 324 = 900
x = sqrt900 = 30.
What is the interquartile range (IQR) of this data set?
2, 6, 7, 11, 15, 16, 17
A.9
B.7
C.10
D.15
Answer:
11 is the median of the entire data set
6 is the median of the lower half and 16 is the median of the upper half data scores...
Subtract 16 from 6 gives 10 so the answer is C) 10
=============================================================
Explanation:
The first step is to sort the data from smallest to largest. Luckily, that's already been done for us.
Next, we find the median. This is the middle most number of the set. In this case, the median is 11 since we have 3 values below it (2,6,7) and 3 values above it (15,16,17).
Let
L = {2,6,7}
U = {15,16,17}
where L and U are the lower and upper sets respectively.
In other words, anything in set L is lower than the median while anything in set U is above the median. The median itself (11) is not part of either set.
Notice how 6 is the midpoint of set L, while 16 is the midpoint of set U.
This means Q1 = 6 and Q3 = 16
Therefore,
IQR = Q3 - Q1
IQR = 16 - 6
IQR = 10
which is why choice C is the final answer.
