Find the slope of a line that is PRRPENDICULAR to the line that goes between (3,-8) and (5,2).

5
1/5
-5
-1/5
3
-3
1/3
-1/3

Answer:

Step-by-step explanation:

A and B are correct!

For part C, just multiply the dimensions given to you by four.

For part D, the answer would be 4 x 4 x 4 which is 264

Answer:

Step-by-step explanation:

A + B = 750

A = 1.5 B

~~~~~~~~~~~~~~

750-B = 1.5 B

750 = 1.5 B + B

750 = B(1.5 +1)

750 = B (2.5)

B = 300

A = 450

Answer:a

Step-by-step explanation:

Answer:

See below

Step-by-step explanation:

This set of coordinates does represent a point [tex]P(x,y)[/tex].

Considering a Euclidian plane, such that [tex]P(x,y) \in\mathbb{R}^2[/tex], we have [tex]x\in(-\infty, 0)[/tex] and [tex]y\in[0, \infty)[/tex] . Therefore, the point is in Quadrant II. You possibly forgot to give the points, but point like [tex](-1, 2), (-20, 5), (-1.234, 78)[/tex] could be the answer. In fact, you can just define the point as

[tex]P(x,y) \in\mathbb{R}^2 : x\in(-\infty, 0) \text{ and } y\in[0, \infty)[/tex]

Answer:

The Probability would be 2.78%

Step-by-step explanation: Hope this helps :)

To express the phrase "Three times a number, decreased by five" as an algebraic expression, we can use the variable x to represent the unknown number: 3x - 5

Now, let's simplify this expression: Given that the unknown number is represented by x, we can substitute it into the expression above. Substituting x into the expression, we have: [tex]3(x) - 5 3x - 5[/tex] Therefore, the algebraic expression representing "Three times a number, decreased by five" is [tex]3x - 5.[/tex] At this point, there is no further simplification possible since the expression is already in its simplest form.

For example, let's assume the unknown number x is 7. We can plug in this value to evaluate the expression: [tex]3(7) - 5 = 21 - 5 = 16[/tex] Similarly, if x is -2, the calculation would be: [tex]3(-2) - 5 = -6 - 5 = -11[/tex] In conclusion, the algebraic expression 3x - 5 represents the phrase "Three times a number, decreased by five."

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Answer:

b

Step-by-step explanation:

The equation of the line in slope-intercept form is y= 4x+0

The equation of a straight line in the form y = mx + b where m is the slope of the line and b is its y-intercept.

slope m,

= y2-y1/x2-x1

= 16-0/4-0

=16/4

=4

m=4

So, the equation will be , y= 4x+0

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Answer:

5

Step-by-step explanation:

10/2=5

The scale factor of the given case that the distance from D to D' is 10 and the distance from A to D is 2 will be 5.

What is the scale factor?

The ratio between comparable measurements of an object and a representation of that object is known as a scale factor in mathematics.

The scale factor is the ratio between two big and small figures and the ratio is called a scale for the given geometry.

For example, if we have a triangle with a side of 10 meters and another triangle with a side of 5 then the scale ratio will be 10/5 = 2.

Given that

distance from D to D' is 10

distance from A to D is 2  

So the scale ratio will be

DD'/AD  = 10/2  = 5 hence scale ratio will be 5 for the given

geometry.

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Answer:

6536 cubic in

Step-by-step explanation:

1. Split both the prisms apart- In doing so, you can simplify the problem.

2. Put in the #'s for the formula which in this case is V=L*W*H, we will start with the formula for the front one, V=7*8*1 or V=7*8

3. answer for the front is 56 cubic in, now we solve for the other half.

4. V=9*1*90 or V=9*90 which is 6480 cubic in.

5. add 6480 and 56 and your answer is 6536 cubic in as your answer.

Hope this helped ;D

Answer:

a. there could be a problem of high error

b. randomized block design can remove the issue of heterogeneity

c. yes they should

d, yes it could

Step-by-step explanation:

a. if their is a lack of homogeneity among the sample population, then the results that would be obtained are going to be with increased experimental error.

b. given the number of treatment, the randomized block design technique can be done. This would then remove the issue of heterogeneity. It also gives more information and the results from the test are easier. Even in the presence of missing data, the missing plot technique can be employed.

c. when a control group is used, it makes easier the examination of the market research in a more effective way.

d. Yes it could be a double blind one. This would help to take away the problem of bias.

Answer:

a. ∆EGF ≅ ∆EGD

Step-by-step explanation:

Congruent triangles would have the same side lengths and the same measure of angles.

From the figure given:

EG in ∆EGF ≅ EG in ∆EGD

GF in ∆EGF ≅ GD in ∆EGD, also

EF ≅ ED.

The three angles in ∆EFG are also congruent to the three angles in ∆EGD.

Therefore, ∆EGD is congruent to ∆EGF.

∆EGF ≅ ∆EGD

Step-by-step explanation:

x⁴(4x+1)

4x⁵+x⁴

degree is 5

Answer:

Step-by-step explanation:

tan(30) = x/1

sqrt(3) / 3 = x/1

x= sqrt(3) / 2

Step-by-step explanation & answer:

Conjugate = 5+3i

Multiply fraction by conjugate:

(15+9i+10i+6i^2) / (25-9i^2)

Simplify:

(15+19i+6i^2) / (25-9i^2)

i^2 is -1:

(15+19i-6) / (25+9)

So:

9+19i / 34

Into a +bi form:

9/34 + 19i/34

Answer:

the angle would be 64°

Step-by-step explanation:

since the other angle is already 296° having the other angle would add to complete the 360 degrees of the circle

Answer:

Step-by-step explanation:

64 because you subtract 360 by 296

Answer:

I would say 100 since 256.78 is closer to 100 then 1000 or 10

Step-by-step explanation:

Answer:

Step-by-step explanation:

m = (y2-y1) / (x2-x1)

m = (-8-0) / (-5-5) = 4/5  

note that it does not matter which points you chose to be second or first

then use slope point equation again it does not matter which point from the slope you use

y - y1 = m ( x - x1 )

y - 0 = 4/5 ( x - 5)

y = 4/5x -4

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Answer:

in 1st his wife selected 80 mangoes 50 ripe and 20 unripe how it can be

Step-by-step explanation:

50+20=70 not 80

please share the correct question than I may help you

Answer:

No, you cannot have a negative distance.

Step-by-step explanation:

No, you cannot have a negative distance.

Let's say you were asked for the absolute value of -4. How many units is -4 away from 0? The answer would be 4. There is no negative distance from 0.

Hope this helps, please mark brainliest! :)

Answer:

3:1

Step-by-step explanation:

90:30 simplified is 3:1

Answer:

B. -oo < x < 3

Step-by-step explanation:

since the vertex (3, -1), so, x should be less than 3

-oo < x < 3

Answer:

That result implies that t(s) is in the acceptance region for H₀ then we accept H₀, there is not statistics difference between the LL team and the national average

Step-by-step explanation:

The National average number of runs scored by a LL team is

μ   =  5.7

Sample Information:

size sample   n = 5

sample average   x  =  7.4

sample standard deviation    s  =  2.88

Is required to investigate if  that sample average is statistically different from the National average

We will do a test with 95 % of confidence Interval that means

significance level α = 5 %   or α = 0.05.

The sample size is 5 then even when we assume normal distribution the sample size indicates that we need to use t-student distribution. Furthermore, as the question is if the sample average is different from the national the test will be a two-tail test.

Then  α = 0.05    α/2  =  0.025

df  =  n  -  1     df  =  5  -  1     df  =  4

Then from t-student table we get  t(c)  =  2.132

Hypothesis test:

Null Hypothesis                                  H₀              x  =  μ

Alternative Hypothesis                      Hₐ              x  ≠  μ

To calculate t (s)

t(s)  = ( x  -   μ ) / s/√n

t(s)  = ( 7.4  -  5.7  )* 2.24 / 2.88

t(s)  =  1.7* 2.24 / 2.88

t(s)  = 1.32

Comparing  t(s)  and  t(c)

1.32 < 2.132

That result implies that t(s) is in the acceptance region for H₀ then we accept H₀, there is not statistics difference between the LL team and the national average

Answer: 0.876, 9.123

Step-by-step explanation:

The function is [tex]y=-x^2+10-8[/tex]

It meets the ground level when [tex]y[/tex] is 0

[tex]\Rightarrow -x^2+10x-8=0\\\Rightarrow x^2-10x+8=0\\\\\Rightarrow x=\dfrac{10\pm \sqrt{(-10)^2-4(1)(8)}}{2}\\\\\Rightarrow x=\dfrac{10\pm \sqrt{68}}{2}\\\\\Rightarrow x=5\pm \sqrt{17}\\\Rightarrow x=0.876,\ 9.123[/tex]

Thus, it touches the ground at two points given above

Answer:

40

Step-by-step explanation:

As the lawn size increases by 4 the weight increases by 8

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

Explanation:

The angle adjacent and supplementary to the 107 degree angle is 73 degrees because 107+73 = 180.

Or you could say 180 - 107 = 73.

The base angles of the upper isosceles triangle are 73 degrees each, which means the third remaining angle (let's call it y for now) is

73+73+y = 180

146+y = 180

y = 180-146

y = 34

Refer to the diagram below. Notice how the 34 degree angle shows up twice because we have vertical angles. Consequently, the base angles of the bottom isosceles triangle are y = 34 degrees each

We can now solve for x

y+y+x = 180

34+34+x = 180

68+x = 180

x = 180-68

x = 112, so the answer is choice D

Answer:

10 degrees C

Step-by-step explanation:

the difference between both temperatures is expressed by a subtraction

7 - -3 = 7 + 3 = 10

you could also do the subtraction the other way around :

-3 - 7 = -10

but the negative sign has no meaning for a distance between two points (a distance itself has no direction).

so, we are always using the absolute value of such difference calculations (when it is about lengths, distances, and so on, where the direction had no meaning).

and so, also the -10 is actually simply 10 for our problem here.

the temperature fell by 10 degrees.

Given:

The given statements are:

[tex]p:2x=16[/tex]

[tex]q:3x-4=20[/tex]

To find:

The converse of [tex]p\to q[/tex].

Solution:

The statement [tex]p\to q[/tex] means if p, then q and the converse of this statement is [tex]q\to p[/tex].

[tex]q\to p[/tex] means if q , then p.

We have, [tex]p:2x=16[/tex] and [tex]q:3x-4=20[/tex].

So, the converse of given statement is:

[tex]q\to p:[/tex] If [tex]3x-4=20[/tex], then [tex]2x=16[/tex].

Therefore, the correct option is D.

Answer: Therefore, the correct option is D.

Step-by-step explanation:

Given:

p: 2x = 16

q: 3x – 4 = 20

RE

Which is the converse of p - q?

ООО

If 2x + 16, then 3x - 47 20.

If 3x - 420, then 2x + 16.

If 2x = 16, then 3x – 4 = 20.

If 3x - 4 = 20, then 2x = 16

To find:

The converse of .

Solution:

The statement  means if p, then q and the converse of this statement is .

means if q , then p.

We have,  and .

So, the converse of given statement is:

If , then .

Therefore, the correct option is D.

Answer:

Both triangles are triangle rectangles, but the triangles are not similar.

Step-by-step explanation:

By the Pythagorean's theorem, we know that for a triangle rectangle the sum of the squares of the cathetus is equal to the square of the hypotenuse.

Where the cathetus are always the two sides of smaller length.

We also know that two figures are similar if all the correspondent sides are proportional to each other, this means that the figures have the same shape but different size.

First, for triangle A the measures of the sides are:

48, 55, 73

Here the two catheti are 48 and 55, and the hypotenuse is 73.

Then to answer the first question we need to try to apply the Pythagorean's theorem, we should have:

48^2 + 55^2 = 73^2

solving that we get:

5,329 = 5,329

This is true, thus triangle A is a triangle rectangle.

Now for triangle B the measures are: 36, 77 and 85.

So the catheti are 36 and 77, and the hypotenuse is 85

So to check if triangle B is a triangle rectangle the equation:

36^2 + 77^2 = 85^2

must be true, solving both sides we get:

7,225 = 7,225

This is true, so triangle B is a triangle rectangle.

Finally, to check if the figures are similar we need to compare the correspondent sides of both triangles, such that the quotient of correspondent sides must be always the same.

For the hypotenuses, if we compute:

(hypotenuse B)/(Hypotenuse A) we get:

85/73 = 1.16

Now if we do the same for the two smaller catheti we get:

36/48 = 0.75

The quotients are different, thus the triangles are not similar.

Answer:

At X = 0     Y = 10

At X = 2      Y = 6

Rate of  change = change in Y / change in X = -4 / 2 = -2   or B

Answer:

one solution

Step-by-step explanation:

4(x - 5) = 3x + 7

4x - 20 = 3x + 7

4x - 3x = 7 + 20

x = 27

Answer:

1 solution

Step-by-step explanation:

x = 27

distribution of 4 into x and -5

4x-20 = 3x +7

-3x+20=-3x+20

x = 27