En la figura que se muestra, La respuesta correcta es la opción B: Teorema de los ángulos alternos internos.
Qué es líneas?Generalmente, Cuando dos rectas son paralelas y son cortadas por una transversal, los ángulos alternos internos (es decir, los ángulos que están en posiciones opuestas en relación a la transversal y están en el mismo lado de la transversal) son congruentes. En este caso, los ángulos 1 y 4 son ángulos alternos internos y, por lo tanto, tienen la misma medida.
El teorema de los ángulos consecutivos internos se refiere a ángulos que están en posiciones opuestas en relación a la transversal y están en lados opuestos de la transversal.
El teorema de los ángulos alternos externos se refiere a ángulos que están en posiciones opuestas en relación a la transversal y están en el mismo lado de la transversal, pero están en el exterior de los dos pares de paralelas. El teorema de los ángulos correspondientes se refiere a ángulos que están en la misma posición en relación a las dos pares de paralelas.
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t^2-t-6/t^2+6+9 • t+3/t^2-4
16. The points graphed below show the how completing homework can affect a student's test scores.
What is the meaning of the slope of the line in
the context of the problem?
A student's test score goes down 20 points
every time they complete 2 homework
assignments
A student's test score goes up 9 points every
time they complete 1 homework assignment
A student's test score goes down 10 points
every time they complete 1 homework
assignment
A student's test score goes 80 points every
time they complete 1 homework assignment
The meaning of slope of the line in the context of the problem is a student's test score goes up 9 points every time they complete 1 homework assignment.
What is Slope?Slope of line is shows how much a line is inclined with respect to the X axis. In other words, it can also be defined as the change in y coordinates with respect to the change in x coordinates.
Slope of the line can be calculated if two points (x₁, y₁) and (x₂, y₂) are given as,
Slope = (y₂ - y₁) / (x₂ - x₁)
From the graph, take any two points on the line.
For instance, we take initial point (1, 20) and final point (10, 100).
Slope = (100 - 20) / (10 - 1)
= 80/9
≈ 9
From the definition of slope, slope equals 9 means y values goes 9 points up with respect to one unit up in the x values.
Hence we got that a student's test score goes up 9 points every time they complete 1 homework assignment.
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How could you organize the weighting and grades information differently so that Oscar's and Reagan's final grades are given by WG?
Answer i just need points
Step-by-step explanation: maybe 90
Use pentagon ABCDE to answer the following. What are the coordinates of B after the pentagon is rotated 90 degrees about the origin?
The coordinates of B after the rotation of 90 degrees about the origin is (c) (-5, 1)
How to determine the coordinates of B after the rotationThe figure of the pentagon missing in the question is added at the end of this solution as an attachment
From the question, we have the following parameters that can be used in our computation:
Coordinate of point B = (1, 5)
Also, from the question, we have the transformation to be
Rotation of 90 degrees about the origin
Mathematically, the rotation of 90 degrees about the origin can be represented as
(x, y) → (-y, x)
Substitute the known values in the above equation, so, we have the following representation
Coordinate of point B after rotation = (-5, 1)
Hence, the coordinate of point B after the rotation is (c) (-5, 1)
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Information for Questions 5-7: The Annual Survey of Colleges in the U.S. also reports on the average amount of student loan debt by state. The most recent data by state showed an approximately normal shape with a minimum average amount of
$19,000
and a maximum average amount of
$38,000
. Use the minimum and maximum value and the normal shape to estimate the mean and standard deviation of the data for the 50 states. (Mean and standard deviation have been rounded to the nearest
$100
.) a. mean
=$25,000;
standard deviation
=$3,500
b. mean
=$26,800;
standard deviation
=$2,100
c. mean
=$26,800;
standard deviation
=$3,700
d. mean
=$28.500;
standard deviation
=$1,800
e. mean
=$28,500;
standard deviation
=$3,200
A federal study of student loan debt plans to focus on those states with the highest amounts of student loan debt. The study plans on targeting those states that fall in the top
2.5%
in terms of average student loan amounts. What is the cutoff point that would place a state in the top
2.5%
based on student loan debt? (Use the mean and standard deviation estimates from Question #5.) a.
$38,100
b.
$34,900
c.
$31,700
d.
$32,500
e.
$22,100
The correct answer is $34900.
X : Average amount of loan of student debt by state .
X = N ( μ = $28500 , σ² = ( 3200 )² )
To find : What is the cutoff point that would place a state in top 2.5%
Let it be X
P( X > x ) = 0.025
P(X-μ/σ > X - 28500/3200) = 0.025
P(z >Z ) = 0.025
1 - P(z<Z ) = 0.025
P(z<Z ) = 0.975
φ(z) = 0.975
Z = φ⁻¹(0.975)
X - 28500/3200 = 1.96
X = 34772
i.e; P(X > 34772) = 0.025
Since, it is nearly equal to $34900 option b is correct.
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check the screenshot
Answer:
a = 1
h = 4
k = -4
Step-by-step explanation:
Assume that the conclusion from an ANOVA is that the null hypothesis is rejected, in other words that the 5 population means are not all equal. We should expect that
all 10 of the comparisons of means Xi versus Xj would be significant using the Scheffe test.
at least 5 of the comparisons of means Xi versus Xj would be significant using the Scheffe test.
at least 3 of the comparisons of means Xi versus Xj would be significant using the Scheffe test.
at least 1 of the comparisons of means Xi versus Xj would be significant using the Scheffe test.
When Null hypothesis is rejected in ANOVA then we expect that at least 1 of the comparisons of means Xi versus Xj would be significant using the Scheffe test.
In an ANOVA, the absence of a mean difference is always the null hypothesis.
If the test statistic from the table exceeds the F critical value with degrees of freedom in the k-1 numerator and N-k denominator, the null hypothesis will be rejected.
The means of all the groups are not equal, one deduces if the null hypothesis is rejected. Post-hoc analyses reveal to the researcher which groups differ from one another.
The goal of an ANOVA is to find out if there is a statistically significant difference between the groups if yes then at least 1 of the comparisons of means Xi versus Xj would be significant using the Scheffe test.
Option (d) is correct
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Find the inverse of the equation
Y=5/x-1
The inverse of the equation is y = (5/x) + 1
How to determine the inverse of the equation?From the question, we have the following parameters that can be used in our computation:
y = 5/(x - 1)
Start by swaping the positions of x an dy
So, we have the following representation
x = 5/(y - 1)
So, we have
x(y - 1) = 5
Divide both sides by x
y - 1 = 5/x
Add 1 to both sides
y = (5/x) + 1
Hence, the inverse is y = (5/x) + 1
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Need answers for all parts.
(a) The balance be at the end of the year is $502.53.
(b) The Effective annual interest rate is 0.5%.
(c) The Effective annual interest rate must be less than 6%.
What is effective annual interest rate?
The percentage of interest on a loan or financial product that would apply if compound interest built up over a year without any payments would be called the effective interest rate, also known as the effective annual interest rate, annual equivalent rate, or simply effective rate.
Given:
P = $500, n = 12, r = 0.5% = 0.005, t = 1
So, the balance be at the end of year is,
[tex]A = P(1+\frac{r}{n})^n^t \\A = 500(1+\frac{0.005}{12})^1^2^*^1 \\A = 500(1.00042)^1^2\\A = 502.53[/tex]
Now to find the effective annual interest rate,
Effective annual interest rate = [tex]= (1+\frac{r}{n})^n-1 = (1+\frac{0.005}{12})^1^2 - 1= 0.005[/tex]
Effective annual interest rate = 0.5%
So, the Effective annual interest rate must be less than 6%.
Hence,
(a) The balance be at the end of the year is $502.53.
(b) The Effective annual interest rate is 0.5%.
(c) The Effective annual interest rate must be less than 6%.
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What are the coefficients in the following expression x^2+2x-5xy-y+3y^4
Answer:
1,2,-5,-1,3
Step-by-step explanation:
the coefficients are the numbers before the variables (x and y)
if there is nothing infront of the variable then the coefficient is 1
if there is only a negative sign infront of the variable then the coefficient is -1
let x represent the full height of a certain species of tree. assume that x has a normal probability distribution with mean 224.4 ft and standard deviation 44.7 ft.
The mean of the distribution of sample means x has a normal probability distribution is μ = 224.4 ft .
Given :
let x represent the full height of a certain species of tree. assume that x has a normal probability distribution with mean 224.4 ft and standard deviation 44.7 ft .
What is mean ?
Mean is the average of the given numbers and is calculated by dividing the sum of given numbers by the total number of numbers .
we know that ,
Mean = sum / number of
so here given μx = 224.ft which is nothing but the mean .
so μx = μ = 224.4 ft
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A set of data items is normally distributed with a mean of 300 and a standard deviation of 60. Why’d the data item in this distribution that corresponds to the given z-score
Z= 2.5
The data item that corresponds to the z-score of 2.5 is 450.
What is Standard deviation?
The standard deviation is a statistic that expresses how much variance or dispersion there is in a group of numbers. While a high standard deviation suggests that the values are dispersed over a wider range, a low standard deviation suggests that the values tend to be close to the mean (also known as the anticipated value) of the collection.
A random variable, sample, statistical population, data set, or probability distribution's standard deviation is equal to the square root of its variance. Although less robust in practice, it is algebraically easier than the average absolute deviation. The fact that the standard deviation is expressed in the same unit as the data, as opposed to the variance, makes it a valuable statistic.
As, x = z×s + u, where z=2.5, s=60, u=300
⇒ x = 2.5×60 + 300
⇒ x = 150 + 300
⇒ x = 450
The data item that corresponds to the given z-score is 450.
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The coordinates of C are ( 4 , 4 ) , and the midpoint of CD ¯ is at M ( - 2 , - 6 ) . What are the coordinates of point D
Answer:
D (-8, -16)
Step-by-step explanation:
(4+x)/2 = -2
4+ x = -2 · 2
4 + x = -4
x = -4 - 4
x = -8
(4 + y)/2 = -6
4 + y = -6 · 2
4 + y = -12
y = -12 - 4
y = -16
geometry midterm coming up and i need help on similar figures.
A triangle is a polygon with three edges and three vertices. It is one of the basic shapes in geometry. A triangle with vertices A, B, and C is denoted triangle ABC.
By Pythagoras' theorem,
(20)²+(48)²=x²
400+2304=x²
2704=x²
x=52
As we know, area of a triangle = 1/2 × b×h
480= 1/2× 52 ×h
h=2×480/52
h= 18.46 = BD
What is geometry?
Geometry with arithmetic is one of the oldest branches of mathematics. It deals with spatial properties such as distance, shape, size, and relative position of shapes. Mathematicians working in the field of geometry are called geometers.
Until the 19th century, geometry was mostly devoted to Euclidean geometry, which included the concepts of point, line, plane, distance, angle, area, and curve as basic concepts.
In the 19th century, several discoveries dramatically expanded the scope of geometry. One of the oldest discoveries of this kind is Carl Friedrich Gauss's Theorem Egregium ("Remarkable Theorem"), which loosely asserts that the Gaussian curvature of a surface is independent of any particular embedding in Euclidean space. I'm here. This meant that surfaces could be studied intrinsically, i.e., as spaces themselves, and extended to manifold theory and Riemannian geometry.
Therefore, A triangle is a polygon with three edges and three vertices. It is one of the basic shapes in geometry. A triangle with vertices A, B, and C is denoted triangle ABC.
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WILL MARK BRAINLIEST ‼️‼️
MULTIPLE CHOICE‼️
Which equation illustrates the identity property of multiplication?
Answer:
C
Step-by-step explanation:
Anything multiplied by one is itself...its identity
Select the table that represents a liner function. (Use graph if necessary)
The table that represents a linear equation is the first one, and the line is:
y = 5x + 5
Which table represents a linear function?
To check which table represents a linear function, you need to identify the increases in x, and check that al the increases/decreases in y are constant.
For example, if you look at the last table:
x = 0, 1, 2, 3
y = 1, 2, 4, 8
First x goes from 0 to 1, so 1 unit increase.
y goes from 1 to 2, 1 unit increase.
Then x goes from 1 to 2, 1 unit increase.
y goes from 2 to 4, 2 units increase.
The increase is not constant, thus it is not a linear equation.
The tables 2 and 3 can be discarded because have both increases/decreases.
Table 1 is the one that represents a linear equation:
x: 0, 1, 2, 3
y: 5, 10, 15, 20
Where the increases in y are always of 5 units, and the linear equation is:
y = 5*x + 5
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Given the drawing as shown below and that p parallel q, which of the following cannot be supported?
Answer: It's B
Step-by-step explanation:
It shows that Angle B is congruent to angle g but it actually isnt
Answer:
B. ∠b ≅ ∠g
Step-by-step explanation:
Supplementary angles
Two angles whose measures sum to 180°.
Linear Pair
Two adjacent angles that sum to 180° (two angles which when combined together form a straight line).
Same-side Interior Angles Theorem
When two parallel lines are intersected by a transversal, the angles that are interior to the parallel lines and on the same side of the transversal line are supplementary (sum to 180°).
Vertical Angles Theorem
When two straight lines intersect, the opposite vertical angles are congruent.
------------------------------------------------------------------------------------------
Statement A
∠f and ∠h are vertical angles. Therefore, according to the Vertical Angle Theorem, ∠f ≅ ∠h.
Statement C
As ∠d and ∠h are the interior angles on the same side of the transversal [tex]\ell[/tex], according to the Same-side Interior Angles Theorem, ∠d and ∠h are supplementary.
Statement D
∠a and ∠b are a linear pair, therefore ∠a and ∠b are supplementary.
Therefore, Statement B cannot be supported by the evidence shown.
Evaluate the function when x = 3, x = 0, and x = -4. (Lesson 4.8)
14. f(x) = -4x + 3
12. h(x) = − 8x
13. g(x) = 5x - 9
16. h(x) = 1.4x
15. g(x)=-3x - 12
17. f(x) = 1/4x
12-17 please
Consider the drawing and information below. The drawing is NOT to scale.
1.What is m < 2 show work and calculations.
2. What is m < 4 show your work and calculations.
Answer:
m∠2 = 110°
m∠4 = 110°
Step-by-step explanation:
Corresponding Angles Postulate
When a straight line intersects two parallel straight lines, the resulting corresponding angles are congruent.
Vertical Angles Theorem
When two straight lines intersect, the opposite vertical angles are congruent.
Transitive Property of Equality
If any angles are congruent to the same angle, then they are congruent to each other.
--------------------------------------------------------------------------------------
As line p is parallel to line q, according to the Corresponding Angles Postulate:
⇒ m∠2 = m∠10
According to the Vertical Angles Theorem:
⇒ m∠10 = m∠13
According to the Transitive Property of Equality:
⇒ m∠2 = m∠13
Therefore:
⇒ 8x + 14 = 10x - 10
⇒ 8x + 14 - 8x = 10x - 10 - 8x
⇒ 14 = 2x - 10
⇒ 14 + 10 = 2x - 10 + 10
⇒ 24 = 2x
⇒ 2x = 24
⇒ 2x ÷ 2 = 24 ÷ 2
⇒ x = 12
Substitute the found value of x into the expression for the measure of angle 2:
⇒ m∠2 = 8(12) + 14
⇒ m∠2 = 96 + 14
⇒ m∠2 = 110°
--------------------------------------------------------------------------------------
As line p is parallel to line q, according to the Corresponding Angles Postulate:
⇒ m∠12 = m∠4
⇒ 15y + 5 = 13y + 19
⇒ 15y + 5 - 13y = 13y + 19 - 13y
⇒ 2y + 5 = 19
⇒ 2y + 5 - 5 = 19 - 5
⇒ 2y = 14
⇒ 2y ÷ 2 = 14 ÷ 2
⇒ y = 7
Substitute the found value of y into the expression for the measure of angle 4:
⇒ m∠4 = 13(7) + 19
⇒ m∠4 = 91 + 19
⇒ m∠4 = 110°
HELPP!!!!! HURRY!!!! Function g(x) = |x − 9| is a transformation of function f(x) = |x|. What effect does the value 9 have on the graph of function f? A. It translates the graph 9 units to the left. B. It translates the graph 9 units to the right. C. It vertically compresses the graph by a factor of 9. D. It vertically stretches the graph by a factor of 9.
Answer:
C
Step-by-step explanation:
Answer:
B: It translates the graph 9 units to the right.
Step-by-step explanation:
The value 9 has the effect of translating the graph of function f(x) = |x| 9 units to the right. This is because the transformation g(x) = |x - 9| is obtained from f(x) = |x| by subtracting 9 from the argument of the absolute value function. This has the effect of shifting the graph of f(x) to the right by 9 units.
Therefore, the correct answer is B: It translates the graph 9 units to the right.
The table and grab below shows the distance travel between two different objects which statement is correct about the speed of the two objects
The statement which is correct about the speed of the two objects is both travel at steadily increasing speed.
What is meant by direct relation?A direct relation exists when the two variables rise or fall together. In a straight link, as X rises, Y rises as well. A straight relationship will always have a positive slope on a graph.
What is speed?Speed is the pace at which an object's position changes in any direction. The distance travelled in relation to the time it took to travel that distance is how speed is defined. Since speed simply has a direction and no magnitude, it is a scalar quantity.
The graph shows the direct relation that means with increasing time and distance speed will increase. Moreover, the table also shows direct and increasing relation about the speed of two objects so the statement both travel at steadily increasing speed is correct.
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What is the equation, in stanard form, of a parabola that models the values in the table x-3 0 2 f(x) -8 -2 -28
The equation of the parabola is f(x)= 7x²+5x-2 when values of the x are -3,0,2 and the f(x) are -8,-2,-28.
Given that,
The values of the x are -3,0,2 and the f(x) are -8,-2,-28
We have to find the equation of the parabola with the x and f(x) values.
We know that,
The equation of the parabola of the form f(x) = ax²+bx+c
So,
-3a-3b+c=-8 ----->equation(1)
c=-2
2a+2b+c=-28 ------>equation(2)
Substituting c=-2 in equation(1) and equation(2)
-3a-3b-1+8=0
-3a-3b+7=0 ------>equation(3)
2a+2b-2+28=0
2a+2b+26=0 ------>equation(4)
Subtracting 2×equation(3) and 3×equation(4)
b=5
Substituting in equation(1)
a=7
Therefore, The equation of the parabola is f(x)= 7x²+5x-2 when values of the x are -3,0,2 and the f(x) are -8,-2,-28.
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Jessica’s is making $300 less than four times what she was making when she started working. Let s represent her starting salary. Write an expression showing how much Jessica is making now in terms of her starting salary, s. Show work.
Answer:
4s-$300
Step-by-step explanation:
Two pieces of information given describe Jessica's salary in relation to her starting salary. This information is that she makes nearly four times her starting salary (multiplication) and the exact amount she is short of exactly four times is $300 (subtraction). As with the order of mathematical operations, start with multiplication, then put the subtraction into the expression.
s
4s
4s-$300
This final expression shows how much she is making now in terms of her starting. salary
The proportion of households that own mutual funds but not individual stocks or individual stocks but not mutual funds is a. 40%. b. 60%. c. 80%. d. 100%
The proportion of households that own mutual funds but not individual stocks or individual stocks but not mutual funds is in option (b) 60%.
Proportion: Two ratios are said to be proportional if they express the same relationship.
Given that:
P (households owning mutual funds) = 60% = 0.6
P (households owning individual stocks) = 40% = 0.4
P (households owning both mutual funds and individual stocks) = 20% = 0.2
P (households that own mutual funds but not individual stocks or individual stocks but not mutual funds)
= P(A) only + P(B) only = [P(A) - P(A∩B)] + [P(B) - P(A∩B)]
= 0.4 + 0.2 = 0.6 = 60%.
Please refer to this complete question:
In a certain town, 60% of the households own mutual funds, 40% own individual stocks, and 20% own both mutual funds and individual stocks. The proportion of households that own mutual funds but not individual stocks or individual stocks but not mutual funds is
a. 40%.
b. 60%.
c. 80%.
d. 100%
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8 ft 10 ft Find the area of this figure. Round your answer to the nearest hundredth. Use 3.14 to approximate . A = [?]ft? Notice that only half of the circle is included in the figure!
find the area of the rectangle;
w x l = 8 x 10 = 80ft^2
circle;
pi(r)^2
r = 4
pi(4)^2
pi(16) = 50.24
80 + 50.24 = 130.24
In the United States about 7% of the male population and about 0.4% of the female population is red-green color blind ( that is they cannot distinguish red from green, or see red and green differently from how others do). The population in the United States consist of about 49% males and 51% females. A person is randomly selected.
Let M be the event that the person is male, let F be the event that the person is female, let CB be the event that the person is red-green color blind, and let NC be the event that the person is not red-green color blind
A. Find P(CB \mid M)
B. Find P(CB \cap M)
C. Find P(CB)
Find P(M \mid CB)
Ans (A) P(CB/M) is 0.07
Ans (B) P(CB ∩ M) is 0.0343
Ans (C) P(CB) is 0.03634
Ans (D) P(M/CB) is 0.94386
Let the population be 100.
Therefore,
No. of males (M) = 49
No. of females (F) = 51
No. of colourblind males =
[tex]\frac{7}{100} * 49 = \frac{343}{100} = 3.43[/tex]
No. of colourblind females =
[tex]\frac{0.4}{51} * 100 = 0.204[/tex]
Total colourblind people (CB) = 3.43 + 0.204 = 3.634
Ans (A)
P(CB/M) = P(CB ∩ M)/P(M) = 3.43/49 = 0.07
Ans (B)
P (CB ∩ M) = 3.43/100 = 0.0343
Ans (C)
P(CB) = 3.634/100 = 0.03634
Ans (D)
P (M/CB) = P(M ∩ CB)/P(CB) = 3.43/3.634 = 0.94386
These are the answers.
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Is 5x/4-y/3 = 6 linear or non linear
Answer:
linear
Step-by-step explanation:
To tell if a function is linear, simply look at the exponents of the variables "x" and "y". Both of these exponents will have to be one and only one (1), any other exponent will turn the function into non-linear. Radicals also count as exponents different than one, because they are fractional exponents. Since there are no radicals or exponents written in this equation, we can conclude that all variable exponents are one (1), hence it's a linear equation.
I’ve been struggling on this question please help ASAP <333
I’m confused on this question
Answer: 3 of the squares should go down then 8 to the right.
Step-by-step explanation:
it just wants you to say how it was translated so take the corresponding points like p and p’ then count of many tiles it move to the right and then down to get from p to p’ you’ll see that it’s 8 right and 3 down.
hope this helps!
Hurry please
Which line has a y-intercept of 2 and an x-intercept of -3?
W.
X.
Y.
Z.
Answer:
The answer is going to be y because you can see that it hits 2 on the y-intercept and -3 on the x-intercept
Step-by-step explanation:
Here is the one that you need
