write in simplest form :
36 minutes to 3/2hrs​

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]

[tex]\bf \large \rightarrow \: \:2x \: + \: 8 \: = \: 0[/tex]

[tex]\bf \large \rightarrow \: \:x \: = \: \frac{8}{2} \\ [/tex]

[tex]\bf \large \rightarrow \: \:x \: = \: \cancel\frac{ 8}{ 2} \: \: ^{4} \\ [/tex]

[tex]\bf \large \rightarrow \: \:x \: = \: 4[/tex]

Option ( A ) is the correct answer.

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

Step-by-step explanation:

sin/cos=tan theta.It is the value of the safety angle

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

Answer:

Vertex= (0,4)

Domain= x: all real number

Range: ( - ∞, 4] or y ≤ 4

OAmalOHopeO

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

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.

3 Answers:

==========================================================

Explanation:

Let's go through the answer choices one by one.

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.

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

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

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

It is the 3rd answer

Step-by-step explanation:

domain (-3,0,-1)

range (3,1,4)

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?

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 }

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.

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.

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

hope it helps you............

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

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.

Answer:

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

Step-by-step explanation:

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

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!

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

Answer:

i dont know

Step-by-step explanation:

bu bu bu