Corresponding sides of similar triangles are proportional. Use this fact to find the length of side PR of the following pair of similar triangles. Remember that the length cannot be​ negative, and there may be more than one solution.

Step-by-step explanation:

try this option, all the details are in the attachment.

Answer:

false

Step-by-step explanation:

only right triangles

Answer:

false

Step-by-step explanation:

The converse of the Pythagorean theorem is used to find the length of the hypotenuse of a right triangle.

Using linear negative association, According to the  all four parts correct options are D ;A ;D ;D respectively

The slope of a line expresses a great deal about the linear relationship between two variables. If the slope is negative, there is a negative linear relationship, which means that as one variable increases, the other variable decreases. If the slope is zero, one increases while the other remains constant.

The first answer to the question is option D

The second answer to the question must be option A  

Option D must be chosen for the third question.

Option D  must be selected for Question 4.

Solution:

1.

square of 3 is 9

3 to the power of negative 2 is 1/ 9

cube of 3 is 27

3 to the negative power 3 is 1/27

2.

cylinder  volume =πr²h

Given value

pi =3.14

r=5

h=10

Volume=3.14×5²×10

cylinder volume =785m³

3.

When a point is rotated 90 degrees anticlockwise about the origin, it becomes the point (x,y) (-y,x).

The coordinates of Point N are (4, 3)

N' will be the new coordinates (-3, 4)

As a result, the y-coordinate of N' is 4.

4.

Option D must be selected for Question 4.

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Answer:

Step-by-step explanation:

y2-y1/x2-x1

-7-(-19)/-2-1

12/-2

-6

The slope is -6

The probability that Bernard will take 1 green counter and 1 white counter is 0.82.

Let's first find the total number of white and green counters in the bag:

Total counters = 20

Red counters = 7

Green/White counters = 20 - 7 = 13

Now, let's calculate the probability that Bernard will take 2 white counters:

Probability of getting the first white counter = 13/20

Probability of getting the second white counter (after taking one out) = 12/19

Probability of getting 2 white counters = (13/20) * (12/19) = 0.41 (rounded to two decimal places)

Now, let's calculate the probability that Bernard will take 1 green counter and 1 white counter:

Probability of getting 1 green counter = 13/20

Probability of getting 1 white counter (after taking 1 green out) = 12/19

Probability of getting 1 green and 1 white counter = (13/20) * (12/19) = 0.41

However, we have to consider that there are two ways in which Bernard can get 1 green and 1 white counter - he can either get the green counter first and the white counter second, or vice versa. Therefore, we need to multiply the above probability by 2:

Probability of getting 1 green and 1 white counter = 0.41 * 2 = 0.82

Therefore, the probability that Bernard will take 1 green counter and 1 white counter is 0.82.

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The answer of the given question based on the linear function the answers are ,(a)  The initial value of the function is the y-intercept, which is 55000 , (b) the car will be valued at $35,002 when it has been driven approximately 1666 miles.

Function is a rule that assigns  unique output value to each input value in  a set. The input values are typically represented by variable x, while the output values are represented by  variable y. A function can be thought of as machine that takes an input, processes it according to a specified rule, and produces output.

Functions have many applications in various fields of mathematics and science, like  calculus, linear algebra, and physics. They are also used in computer science and programming, where they are essential for data analysis, machine learning, and other applications.

a. In the linear function y=-9x + 55000, the coefficient of x (-9) represents the rate of change, which indicates how much the value of the car decreases for each mile driven. Specifically, for each mile driven, the value of the car decreases by $9. The initial value of the function is the y-intercept, which is 55000. This represents the value of the car when it has not yet been driven any miles.

b. To find when the car will be valued at $35,002, we can substitute y=35,002 into the linear equation and solve for x:

y=-9x + 55000

35,002=-9x + 55000

-9x = -14998

x = 1666.44

Therefore, the car will be valued at $35,002 when it has been driven approximately 1666 miles.

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The quadrilaterals which have both line and rotational symmetry of order more than 1 are square, and rhombus

Symmetry is a fundamental concept in mathematics and geometry. It refers to the property of a shape that remains unchanged when it is transformed in a certain way.

Now, let's talk about quadrilaterals that have both line and rotational symmetry of order more than 1. One example of such a quadrilateral is a square.

Another example of a quadrilateral with both line and rotational symmetry of order more than 1 is a rhombus. A rhombus is a type of quadrilateral where all four sides are equal in length, and opposite angles are equal.

In summary, a square and a rhombus are examples of quadrilaterals that have both line and rotational symmetry of order more than 1.

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Complete Question:

Name the quadrilaterals which have both line and rotational symmetry of order more than 1.

Answer:

  "permutations that preserve distances"

Step-by-step explanation:

You want to know the meaning of "isometries" in the given discussion of dihedral groups.

The wording of the paragraph tells you the meaning:

  "isometries ... are permutations that preserve distances."

__

Additional comment

Often, writing that introduces an unfamiliar word will describe the meaning of that word. Here, the meaning is described, along with several examples (translations, rotations, reflections).

The word isometry has its origin in ancient Greek. The prefix "iso-" means "equal", and "-metry" comes from metron, meaning "measure." Effectively, an isometry is a transformation that preserves measures.

Answer:

x= 13 =smaller number

Step-by-step explanation:

let x=smaller number

y=2x-6=larger number

x+y=45

x+2x-6=45 (equation)

3x=39

x=13

Answer:

[tex]x = 13[/tex] ..... smaller number

and

[tex]y = 32[/tex] ....... larger number

Step-by-step explanation:

Greetings!!!

Let the two numbers be X and Y

[tex]x + y = 45........ \:equation \: 1[/tex]

The larger number is y and is 6 less than twice the smaller number. which means:-

[tex](y - 6) = 2x........... \: equation \: 2[/tex]

so, now solve for y. from equation 2

[tex]y - 6 = 2x \\ y = 2x + 6[/tex]

Substitute equation 1 into equation 2

[tex]x + y = 45 \\ x + (2x + 6) = 45 \\ 3x + 6 = 45 \\ 3x = 45 - 6 \\ 3x = 39....divide \: both \: sides \: by \: 3 \\ x = 13[/tex]

To solve for y substitute x into the first equation

[tex](13) = + y = 45 \\ y = 45 - 13 \\ y = 32[/tex]

Finally, to be more sure make a cross check

[tex]y - 6 = 2x \\ 32 - 6 = 2(13) \\ 26 = 26[/tex]

If you have any questions tag it on comments

Hope it helps!!!

Instead of 2.00 as mentioned in the question, the semester GPA is 1.38. Please double-check your calculations or provide more details if you made an error when reporting your grades or computing your GPA.

Students must devote approximately 135 hours (45 x 3) of class, instructional, and independent time to a three credit unit course. Students who enroll in a course for four credit hours must dedicate around 180 (45 x 4) hours to it, split between in-class and out-of-class work.

You must first translate each letter grade using the common 4.0 scale into its equivalent numerical number before you can determine your semester GPA:

A = 4.0

B = 3.0

C = 2.0

D = 1.0

F = 0.0

E = 0.0 (equivalent to F)

Then, you can use the formula:

(Total grade points) / GPA (total credit hours)

Using this formula, we can calculate your semester GPA as follows:

FYE 105: F (0.0) x 3 credit hours = 0.0 grade points

MAT 150: E (0.0) x 3 credit hours = 0.0 grade points

ENG 101: D (1.0) x 3 credit hours = 3.0 grade points

BIO 112: A (4.0) x 3 credit hours = 12.0 grade points

BIO 113: B (3.0) x 1 credit hour = 3.0 grade points

Total grade points = 0.0 + 0.0 + 3.0 + 12.0 + 3.0 = 18.0

Total credits earned is 13 (3 + 3 + 3 + 3 + 1)

GPA = 18.0 / 13 = 1.3846

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Answer:

Step-by-step explanation:

Answer:

[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&AB&BC&AC\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&3.61&4&3.61\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&4.47&5.39&3.61\\\cline{1-4}\end{array}[/tex]

[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&m \angle A&m \angle B&m \angle C\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&67.38^{\circ}&56.31^{\circ}&56.31^{\circ}\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&82.87^{\circ}&41.63^{\circ}&55.49^{\circ}\\\cline{1-4}\end{array}[/tex]

Step-by-step explanation:

Place points A, B and C on the coordinate grid.

Alternatively, type the following into the input field as 3 separate inputs:

Triangle 1

Triangle 2

Use the Segment tool to join each pair of points.

Alternatively, type Segment( <Point>, <Point> ) into the input field (replacing <Point> with the letter name of the point) to create a segment between two points.

Record the length of each side.

[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&AB&BC&AC\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&3.61&4&3.61\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&4.47&5.39&3.61\\\cline{1-4}\end{array}[/tex]

Use the Angle tool to measure each angle in the resulting triangle.

Alternatively, type Angle(Polygon(A, B, C)) into the input field to create all interior angles.

Record the measure of each angle.

[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&m \angle A&m \angle B&m \angle C\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&67.38^{\circ}&56.31^{\circ}&56.31^{\circ}\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&82.87^{\circ}&41.63^{\circ}&55.49^{\circ}\\\cline{1-4}\end{array}[/tex]

Note: All measurements have been given to the nearest hundredth (2 decimal places).

Answer:

39.

Step-by-step explanation:

From the group of 10-14 hours worked per week, 8 students.

From the group of 15-19 hours worked per week, 4 students.

From the group of 20-24 hours worked per week, 12 students.

From the group of 25-29 hours worked per week, 8 students.

From the group of 30-34 hours worked per week, 4 students.

And finally, from the group of 35+ hours worked per week, 3 students.


So, 8+4+12+8+4+3 = 39 students.

The answer of the standard normal area for each of the following questions are given below respectively.

Standard normal area refers to the area under the standard normal distribution curve, which is a normal distribution with a mean of 0 and a standard deviation of 1.

a. P(1.24<Z<2.14) = 0.0912

b. P(2.03 <Z<3.03) = 0.0484

c. P(-2.03 <Z<2.03) = 0.9542

d. P(Z > 0.53) = 0.2977

Note: The standard normal distribution is a continuous probability distribution with mean 0 and standard deviation 1. The area under the curve represents probabilities and can be calculated using a standard normal distribution table or a calculator with a normal distribution function.

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Answer:

≈ 4.57

Step-by-step explanation:

(-2) ^ 2 = 4

4 - (-28) = 4 + 28 = 32

32/7 ≈ 4.57

a. Nοne οf these measure οf central tendency dοn't exist fοr this data set. Optiοn d) is cοrrect

b. As the sum οf all οbservatiοns wοuld chance, the mean wοuld be affected by the change. Optiοn a) is cοrrect

In statistics, the central tendency is the descriptive summary οf a data set. Thrοugh the single value frοm the dataset, it reflects the centre οf the data distributiοn. Mοreοver, it dοes nοt prοvide infοrmatiοn regarding individual data frοm the dataset, where it gives a summary οf the dataset. Generally, the central tendency οf a dataset can be defined using sοme οf the measures in statistic.

c.

Suppοse that, the largest measurement 97 is remοved.

The number οf οbservatiοns as well as the sum οf all οbservatiοns wοuld change.

Therefοre, the median and the mean wοuld be changed and οptiοn a) and b) are cοrrect.

d.

Since there are three mοdes, the mean, median and mοde must nοt be cοmpared tο each οther fοr skewness.

Instead, it is required tο grοup data in intervals and οbserve the pattern οf classes versus frequencies, as displayed in histοgram.

Therefοre, the distributiοn appears rοughly symmetric and οptiοn c) is cοrrect.

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Answer: I got you!

Step-by-step explanation:

(a) To find the number of bottles of sanitizer received by each person, we need to divide the total number of bottles by the number of people. So:

Number of bottles per person = (p² + 29p - 96) ÷ (p + 32)

(b) If we substitute x = 8 into the expression for the number of bottles of sanitizer, we get:

p² + 29p - 96 = x(x + 32)

p² + 29p - 96 = 8(8 + 32)

p² + 29p - 96 = 320

p² + 29p - 416 = 0

We can solve this quadratic equation to get:

p = -32 or p = 13

Since the number of people cannot be negative, we take p = 13. Therefore, the actual number of bottles of sanitizer distributed is:

p² + 29p - 96 = 13² + 29(13) - 96 = 520

The number of people who received the sanitizer is:

p + 32 = 13 + 32 = 45

And the share of each person is:

Number of bottles per person = (p² + 29p - 96) ÷ (p + 32) = 520 ÷ 45 ≈ 11.56

So each person received approximately 11.56 bottles of sanitizer.

Answer:

The common difference between consecutive terms in the sequence is 8 (since -17 + 8 = -9, -9 + 8 = -1, -1 + 8 = 7, and so on). Therefore, the recursive formula for this arithmetic sequence is:

a(1) = -17

a(n) = a(n-1) + 8 for n >= 2

This formula says that the first term in the sequence is -17, and each subsequent term is found by adding 8 to the previous term.

(please mark my answer as brainliest)

For all values of x, y, and z, the expression 56x + 40y - 48z = 8(7x + 5y - 6z) holds true.

As an illustration, the phrase x + y is one where x and y are terms with an addition operator in between. There are two sorts of expressions in mathematics: numerical expressions, which only contain numbers, and algebraic expressions, which also include variables.

Indeed, for all values of x, y, and z, the expression 56x + 40y - 48z = 8(7x + 5y - 6z) holds true.

We can simplify both sides of the equation to understand why:

56x + 40y - 48z = 8(7x + 5y - 6z)

56x + 40y - 48z = 56x + 40y - 48z

As we can see, the equation is true for all values of x, y, and z because both sides are identical.

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Answer:

multiply them fro your answer

To solve this equation, begin by expanding the parentheses.

y = 4x² + 40x + 100 + 16

Then, collect like terms on the left hand side.

y = 4x² + 40x + 116

Finally, rearrange the equation to get y on the left side.

4x² + 40x - (y - 116) = 0

The final answer will be a quadratic equation.

Answer:

No

Step-by-step explanation:

Since a polygon has straight sides, with 3 or more, it cannot be a polygon since one side is curved.

a) The probability that a randomly selected subprime mortgage in the state during November 2008 was neither in foreclosure nor repossessed is 0.50.

b) The probability that a randomly selected subprime mortgage in the state during November 2008 was not current is 0.32.

Probability describes the chance or likelihood that an expected outcome or event does or does not occur.

Probability is the quotient of the expected outcome over the total number of possible outcomes or events.

Probabilities can be stated in ratios (fractions, decimals, or percentages).

Mortgage Status

                  Current    Past Due    In Foreclosure    Repossessed    Total

Number     156,330      58,310              8,550                5,590       228,780

The number of subprime mortgage neither in foreclosure nor repossessed = 114,640 (156,330 + 58,310)

The probability that a subprime mortgage in the state was neither in foreclosure nor repossessed = 0.50 (114,640/228,780).

The number of subprime mortgage that was not current = 72,450 (58,310 + 8,550 + 5,590) or (228,780 - 156,330)

The probability that a subprime mortgage in the state was not current = 0.32 (72,450/228,780).

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Answer:

  see attached

Step-by-step explanation:

You want to graph the function f(x) = 3/5x -5.

For graphing purposes, it is convenient to choose values of x that result in integer values of y. In this case, the multiplier of x (the slope) has a denominator of 5, so it is convenient to choose x-values that are multiples of 5.

For x = 0, y = 3/5·0 -5 = -5

For x = 5, y = 3/5·5 -5 = 3 -5 = -2

Suitable points for your plot are (0, -5) and (5, -2). These are shown in the attachment.

Answer:

m = -1

Step-by-step explanation:

may not be accurate, I haven't done this in a while

Answer:

-1y−y1=m(x−x1)

y−6=−1(x+5)

y−6=−1x+(−1×5)

y−6=−1x+−5

y−6=−1x−5

y=−1x−5+6

y=−1x+1

y=−x+1

m=−1

b=1

Step-by-step explanation: Hope this helps!! Mark me brainliest!

Answer:

Step-by-step explanation:

We can conclude that Maya's experimental probabilities fluctuate around the theoretical probability, but over a larger number of trials, the experimental probabilities should converge towards the theoretical probability.

What is probability?

Probability is simply how likely something is to happen. Whenever we're unsure about the outcome of an event, we can talk about the probabilities of certain outcomes—how likely they are. The analysis of events governed by probability is called statistics.

The theoretical probability of rolling a 5 on a fair die is 1/6, which means that if the die is rolled many times, we would expect to see a 5 about 1/6 of the time.

For the first 100 trials, Maya rolled a 5 on 25 of those trials. The experimental probability of rolling a 5 in this case is:

experimental probability = number of 5's rolled / number of trials

experimental probability = 25/100

experimental probability = 0.25

So, in the first 100 trials, Maya's experimental probability of rolling a 5 was 0.25.

For the first 200 trials, Maya rolled a 5 on 30 of those trials. The experimental probability of rolling a 5 in this case is:

experimental probability = number of 5's rolled / number of trials

experimental probability = 30/200

experimental probability = 0.15

So, in the first 200 trials, Maya's experimental probability of rolling a 5 was 0.15.

Comparing these experimental probabilities to the theoretical probability, we see that after 100 trials, Maya's experimental probability of rolling a 5 (0.25) is higher than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 100 trials was somewhat biased in favor of rolling a 5.

On the other hand, after 200 trials, Maya's experimental probability of rolling a 5 (0.15) is lower than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 200 trials was somewhat biased against rolling a 5.

Overall, we can conclude that Maya's experimental probabilities fluctuate around the theoretical probability, but over a larger number of trials, the experimental probabilities should converge towards the theoretical probability. This is known as the law of large numbers, which states that as the number of trials or observations increases, the experimental probability will tend to approach the theoretical probability.

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We might say that Maya's experimental probabilities oscillate about the theoretical probability, but after more trials, the experimental probabilities ought to converge to the theoretical probability.

What is probability?

Simply put, probability is the likelihood that something will occur. When we don't know how an event will turn out, we can discuss the likelihood or likelihood of several outcomes. Statistics is the study of events that follow a probability distribution.

A fair die has a theoretical probability of rolling a 5 of 1/6, therefore if the die is rolled several times, we can anticipate seeing a 5 roughly 1/6 of the time.

For the first 100 trials, Maya rolled a 5 on 25 of those trials. The experimental probability of rolling a 5 in this case is:

experimental probability = number of 5's rolled / number of trials

experimental probability = 25/100

experimental probability = 0.25

So, in the first 100 trials, Maya's experimental probability of rolling a 5 was 0.25.

For the first 200 trials, Maya rolled a 5 on 30 of those trials. The experimental probability of rolling a 5 in this case is:

experimental probability = number of 5's rolled / number of trials

experimental probability = 30/200

experimental probability = 0.15

So, in the first 200 trials, Maya's experimental probability of rolling a 5 was 0.15.

Comparing these experimental probabilities to the theoretical probability, we see that after 100 trials, Maya's experimental probability of rolling a 5 (0.25) is higher than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 100 trials was somewhat biased in favor of rolling a 5.

On the other hand, after 200 trials, Maya's experimental probability of rolling a 5 (0.15) is lower than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 200 trials was somewhat biased against rolling a 5.

Overall, we can conclude that Maya's experimental probabilities fluctuate around the theoretical probability, but over a larger number of trials, the experimental probabilities should converge towards the theoretical probability. This is known as the law of large numbers, which states that as the number of trials or observations increases, the experimental probability will tend to approach the theoretical probability.

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the coordinates of point P are ((Ax + Bx) / 2, (Ay + By) / 2).

How to find?

If we want to find the coordinates of point P on the directed line segment from A to B such that P is the length of the line segment from A to B, we can use the following formula:

P = (1 - t)A + tB

where A and B are the coordinates of the two endpoints of the line segment, t is a scalar between 0 and 1, and P is the coordinates of the point we are trying to find.

When t = 1, we get the coordinates of point B, and when t = 0, we get the coordinates of point A. When t is between 0 and 1, we get a point on the line segment from A to B.

To find the point P that is the length of the line segment from A to B, we set t = 1/2, which gives us:

P = (1 - 1/2)A + (1/2)B

= (1/2)A + (1/2)B

So the coordinates of point P are the average of the coordinates of A and B:

Px = (Ax + Bx) / 2

Py = (Ay + By) / 2

where (Ax, Ay) and (Bx, By) are the coordinates of points A and B, respectively.

Therefore, the coordinates of point P are ((Ax + Bx) / 2, (Ay + By) / 2).

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Complete Question:

What are the Cartesian coordinates of point P on the directed line segment from point A to point B such that point P is located at a distance equal to the length of the line segment from point A to point B?

Answer:

To calculate Justin's monthly installment, we need to use the formula for calculating the monthly payment for a loan:

P = (r * A) / (1 - (1 + r)^(-n))

where P is the monthly payment, r is the monthly interest rate, A is the loan amount, and n is the total number of payments (in months).

In this case, A = 18500, r = 0.06/12 = 0.005 (since the annual interest rate is 6%, we divide by 12 to get the monthly rate), and n = 4*12 = 48 (since the loan is for 4 years, or 48 months).

Plugging in these values, we get:

P = (0.005 * 18500) / (1 - (1 + 0.005)^(-48))

P ≈ $432.85

Therefore, Justin's monthly installment would be approximately $432.85