Answer:
-4
Step-by-step explanation:
bc it is
.......................
the perpendicular distance of p (3,4) from the y - a x is _____
Answer:
a
Step-by-step explanation:
The perpendicular distance from the y- axis is the value of the x- coordinate, so
perpendicular distance is 3 units
PLEASE I NEED HELP. summer school
Answer:
1. Y+2/5y
2. y-0.32y
3. Y-2/5y
4. y+0.32y
Step-by-step explanation:
If Paul and Steve are both correct, how are the values of the two expressions related?
Answer:
The two answers would have to be equivalent
Step-by-step explanation: 6 30 8 13
Paul x + y = 30
Steve a + b = 30 are not the same but are equivalent
Their answers could be the same ratio
Paul 4x + 4y = 120
Steve x + y = 30 again not the same but are equivalent
I have a lot of algebra problems. Someone help me even with this one please!
Answer: Choice D
The graph will be discrete because there is no such thing as a partial person to sign up, and the booth is set up once each day for sign ups.
=========================================================
Explanation:
Let's start with the independent variable d. This acts as the variable x. It's the input. The value of d only takes on positive whole numbers (eg: d = 1, d = 2, d = 3, etc). We cannot have something like d = 2.718
So this bit of evidence shows that our function is discrete. Discrete input values (d) plug into the function to produce corresponding discrete output values (m).
Furthermore, we know that m is discrete because the number of people cannot be a fractional or decimal number. We can't have half a person for instance.
---------------
A quick way to see if a set is discrete or continuous is to ask the question: "is it possible to apply the midpoint formula for ANY two values, and have the output make sense?"
So a set like {1,2,3,4,5,...} is discrete because the midpoint of 2 and 3 is 2.5, but that value is not in the set mentioned.
In other words, discrete sets have "gaps" so to speak, while continuous ones do not.
---------------
Another useful property is that let's say that a < x < b, and x is drawn from the domain set. This reduced set will be finite if we're dealing with discrete data. Eg: The set {1,2,3,4,5,...} has the subset {2,3,4} which is finite and discrete.
In contrast, the subset of real numbers x such that [tex]2 \le x \le 4[/tex] is continuous and this subset is infinitely large (has infinitely many members) because we could have things like 2.718 or 3.14 etc
g(x)=√8x
What is the domain of g?
Click on the photo! Needing help ASAP please!♥️
=============================================================
Explanation:
Choice B has the GCF x we can factor out like so
10x^4-5x^3+70x^2+3x = x(10x^3-5x^2+70x+3)
Showing that choice B is not prime. If a polynomial can be factored, then we consider it not prime. It's analogous to saying a number like 15 isn't prime because 15 = 3*5, ie 15 can be factored into something that doesn't involve 1 as a factor.
In contrast, we consider 7 prime because even though 7 = 1*7, there aren't any other ways to write this integer as a factorization if we don't involve 1.
-----------------------------------
Choice C is a similar story. This time we can factor out 3
3x^2 + 18y = 3(x^2 + 6y)
So we can rule this out as well.
-----------------------------------
Choice D is a bit tricky, but we can use the difference of cubes factoring rule
a^3 - b^3 = (a-b)(a^2+ab+b^2)
where in this case a = x and b = 3y^2
Note how b^3 = (3y^2)^3 = 3^3*(y^2)^3 = 27y^(2*3) = 27y^6
All of this means choice D can be factored and it's not prime either.
------------------------------------
We've ruled out choices B through D. The answer must be choice A.
If you let w = x^2, then w^2 = x^4
The polynomial w^2+20w-100 is prime because setting it equal to zero and solving for w leads to irrational solutions. I'm assuming your teacher wants you to factor over the rational numbers.
Because w^2+20w-100 can't be factored over the rational numbers, neither can x^4+20x^2-100. This confirms that choice A is prime.
PLS HELP ASAP, I need it in 10 mins. I GIVE 15 PTS !!!! if v1 = (3,-4) and v2 = (2,6) then v1*v2 is equal to which of the following?
A. 30
B. (-12, -24)
C. (6,-24)
D. -18
v₁·v₂ is -18 which is correct option(D)
What are Arithmetic operations?Arithmetic operations can also be specified by the subtract, divide, and multiply built-in functions.
The operator that perform arithmetic operation are called arithmetic operators .
Operators which let do basic mathematical calculations
+ Addition operation : Adds values on either side of the operator.
For example 4 + 2 = 6
- Subtraction operation : Subtracts right hand operand from left hand operand.
for example 4 -2 = 2
* Multiplication operation : Multiplies values on either side of the operator
For example 4*2 = 8
/ Division operation : Divides left hand operand by right hand operand
For example 4/2 = 2
Given that,
v1 = (3,-4) and v2 = (2,6)
To determine v₁·v₂
v₁·v₂ = 3·(2) - 4·(6)
v₁·v₂ = 6 - 24
v₁·v₂ = -18
Hence, the v₁·v₂ is -18.
Learn more about Arithmetic operations here:
brainly.com/question/25834626
#SPJ2
Use a half angle identity to find the exact value of tan 5pi/12
a. 2+squared3/2
b. 2-squared3/2
C.2+squared 3
D.2-squared3. Please select the best answer from the choices provided
Observe that
5/12 = 1/4 + 1/6
so that
tan(5π/12) = tan(π/4 + π/6)
Then
tan(5π/12) = sin(π/4 + π/6) / cos(π/4 + π/6)
… = (sin(π/4) cos(π/6) + cos(π/4) sin(π/6)) / (cos(π/4) cos(π/6) - sin(π/4) sin(π/6))
… = (cos(π/6) + sin(π/6)) / (cos(π/6) - sin(π/6))
(since sin(π/4) = cos(π/4) = 1/√2)
… = (√3/2 + 1/2) / (√3/2 - 1/2)
… = (√3 + 1) / (√3 - 1)
… = (√3 + 1) / (√3 - 1) × (√3 + 1) / (√3 + 1)
… = (√3 + 1)² / ((√3)² - 1²)
… = ((√3)² + 2√3 + 1²) / (3 - 1)
… = (3 + 2√3 + 1) / 2
… = (4 + 2√3) / 2
… = 2 + √3 … … … (C)
If you insist on using the half-angle identity, recall that
sin²(x) = (1 - cos(2x))/2
cos²(x) = (1 + cos(2x))/2
==> tan²(x) = (1 - cos(2x)) / (1 + cos(2x))
Let x = 5π/12. The angle x lies in the first quadrant, so we know tan(x) is positive.
==> tan(x) = +√[(1 - cos(2x)) / (1 + cos(2x))]
We also know
cos(2x) = cos(5π/6) = -√3/2
which means
tan(x) = tan(5π/12) = √[(1 - (-√3/2)) / (1 + (-√3/2))]
… = √[(1 + √3/2) / (1 - √3/2)]
… = √[(2 + √3) / (2 - √3)]
… = √[(2 + √3) / (2 - √3) × (2 + √3) / (2 + √3)]
… = √[(2 + √3)² / (2² - (√3)²)]
… = √[(2 + √3)² / (4 - 3)]
… = √[(2 + √3)²]
… = 2 + √3
(05.02)
For the following system, if you isolated x in the first equation to use the Substitution Method, what expression would you substitute into the second equation? (5 points)
−x − 2y = −4
3x + y = 12
−2y − 4
2y − 4
2y + 4
−2y + 4
Answer:
4th option
Step-by-step explanation:
From
- x - 2y = - 4 ( add x to both sides )
- 2y = x - 4 ( add 4 to both sides )
- 2y + 4 = x , so
Substitute x = - 2y + 4 into the second equation
anyone know the answer
Hello,
Answer D
[tex]\begin{array}{|c|c|}x&y\\--&-------------\\-1&-3*\sqrt{-1+1} =-3*0=0\\0&-3*\sqrt{0+1} =-3*1=-3\\3&-3*\sqrt{3+1} =-3*2=-6\\8&-3*\sqrt{8+1} =-3*3=-9\\15&-3*\sqrt{15+1} =-3*4=-12\\--&-------------\\\end{array}[/tex]
HELP 20 points Congruence by SSS AND SAS NO LINKS
Answer:
where is the question oooo
BD=16 and AC is the perpendicular bisector of BD
Answer:
AC =
Step-by-step explanation:
AC = 16/2
= 8
THAT IS THE SOLUTION ABOVE
A student can walk to school in 3/4 of an hour. She can ride to school in 1/6 of that time. What fraction of an hour does it take the student to bike to school?
Answer:
1/8 of an hour
Step-by-step explanation:
3/4 x 1/6 = 3/24 = 1/8
Hope this helps!
la suma de 4 numeros consecutivos es 54 ¿cual es el numero mayor?
Answer:I don’t speak Spanish so I can’t help
Step-by-step explanation:
10 of 10
Work out the area of a rectangle with base, b = 38mm and perimeter, P =
100mm.
b
Let the height of the rectangle = h
2b + 2h = 100
2(38) + 2h = 100
2h = 100 - 76
h = 12mm
area of rectangle = base x height
= 38 x 12
= 456mm²
Answer:
456mm²
Step-by-step explanation:
using formula;
b/2( P - 2b) = A
substitute values
Solvex - 7x - 34 = 10 halo pls helppppppp
Answer:
x-7x-34=10
-6x-34=10
Step-by-step explanation:
x=-22/3
Question Progress
-To Progress
Find the equation of the ine shown.
Answer:
could you show the ine?
Step-by-step explanation:
In MQN, m
a.
Solve for x. Show all work.
b. Find the measure of <1. Show all work.
Answer:
were is the problem
Step-by-step explanation:
A problem with the pre-/post-measure of training evaluation is _____. Group of answer choices determining if the training was responsible for any changes in performance the difficulty of determining whether employees were randomly assigned to the control group determining the level of trainee competence at only one point in time the difficulty of constructing a good test
Answer: determining if the training was responsible for any changes in performance
Step-by-step explanation:
Training evaluation is the process of analyzing if training are efficient and effective.
A problem with the pre-/post-measure of training evaluation is determining if the training was responsible for any changes in performance.
Can someone help with questions 5 -9
Answer:
THE ANSWER IS UNLIMITED
Step-by-step explanation:
THE REASON IT'S UNLIMITED IS BECAUSE YOU CAN HAVE ALL TYPES OF SHIRTS, FROM JERSEYS TO DRESS SHIRTS, TO T-SHIRTS.
100 people study one language at a college. Some people study French, some study Spanish. The rest of the people study German. 54 of the people in Year 10 and the rest in Year 11. 20 of 29 people who study Spanish in Year 11. 31 people study German, 15 year 11 students study French. Work out the number of Year 10's who study German.
Hello,
[tex]Data:\\\\\begin{array}{|c|c|c|c|c|}Year&French&Spanish&German&Total\\----&----&----&----&---\\Y10&-&-&-&54\\Y11&15&20&-&-\\----&----&----&----&---\\&-&29&31&100\\\end{array}\\\\Calculus:\\\\\begin{array}{|c|c|c|c|c|}Year&French&Spanish&German&Total\\----&----&----&----&---\\Y10&25&9&20&54\\Y11&15&20&11&46\\----&----&----&----&---\\&40&29&31&100\\\end{array}\\\\[/tex]
20 Year10's students learn German.
========================================================
Explanation:
Make a table that has "Year 10", "Year 11", and "Total" as the three rows.
Then you'll have the columns "French", "Spanish", "German", "Total".
In the bottom right corner is the value 100. This is the grand total of everyone surveyed.
We're told that 54 people are in Year 10, which leaves 100-54 = 46 people in Year 11.
Along the "total" column on the far right side, we'll have 54, 46, and 100 in that order from top to bottom.
--------------------------
The info that "20 of the 29 people who study Spanish in Year 11" tells we have 20 people in year 11 who study Spanish, out of 29 people who study Spanish. That leaves 29-20 = 9 people in Year 10 who study Spanish. In the "Spanish" column, we have the values 9,20,29 in that exact order from top to bottom.
Next, we'll write 31 at the bottom of the "German" column to indicate 31 people study German.
The last bit of info is that "15 Year 11 students study French". So we'll write 15 in the "year 11" row and "french" column.
--------------------------
After all that info is sorted out and entered into the table, you should end up with what is shown in figure 1 (see attached image below). Ignore figure 2 for now as we'll work our way to getting there eventually.
The variables a,b,c,d are placeholders for positive whole numbers.
There are probably a few approaches to take, but possibly the quickest is to notice that in the second row, we can say
15+20+c = 46
c+35 = 46
c = 46-35
c = 11
We have 11 students who study German in Year 11.
Once you determine c, it helps us find b. Focus on the German column to see that
b+11 = 31
b = 31-11
b = 20
There are 20 students in Year 10 who study German. You could stop here if you want.
--------------------------
Just two more variables to go.
Along the top row, we see that
a+9+20 = 54
a+29 = 54
a = 54-29
a = 25
and along the bottom row we see that
d+29+31 = 100
d+60 = 100
d = 100-60
d = 40
Or you could note along this first column to say
a+15 = d
d = a+15
d = 25+15
d = 40
So there are a few alternative paths to take.
--------------------------
All of the sections mentioned so far only involve filling out the table that is shown below in figure 2.
To answer the question your teacher wants to ask, which is how many Year 10 students study German, well that's simply 20 students. Refer to the conclusion of the previous two sections earlier.
By this point, we just simply copy the value from the completed table. This value being of course in the "Year 10" row and "German" column.
Plz help me I don’t understand
Answer:
Step-by-step explanation:
Take two points on the line and find the slope.
(1 , 2) ; (4 , 4)
Slope = [tex]\frac{y_{2}-y_{1}}{x_{2}-x_{1}}\\\\[/tex]
[tex]=\frac{4-2}{4-1}\\\\=\frac{2}{3}[/tex]
m = 2/3 & (1 , 2)
Slope point form : y - y1 = m(x-x1)
[tex]y - 2 = \frac{2}{3}*(x - 1)\\\\y - 2 =\frac{2}{3}x - \frac{2}{3}\\\\y =\frac{2}{3}x-\frac{2}{3}+2\\\\y = \frac{2}{3}x-\frac{2}{3}+\frac{2*3}{1*3}\\\\y=\frac{2}{3}x-\frac{2}{3}+\frac{6}{3}\\\\y=\frac{2}{3}x+\frac{4}{3}\\\\Multiply \ equation \ by \ 3\\\\3y = 2x + 4\\\\2x - 3y + 4 = 0[/tex]
4c = 3c + 4
my answer :
4c = 4 - 3c
4c = 1c
c = 4/1
c= 4
just checking, Is this Correct?
Answer:
c = 4
See explanation
Step-by-step explanation:
Given:
4c = 3c - 4
Your calculation:
4c = 3c + 4
4c = 4 - 3c
4c = 1c
c = 4/1
c= 4
Correct calculation:
4c = 3c + 4
Collect like terms by subtracting 3c from both sides
4c - 3c = 3c + 4 - 3c
c = 4
Check:
4c = 3c + 4
4(4) = 3(4) + 4
16 = 12 + 4
16 = 16
Therefore,
Your final answer is correct but your method of calculation is not correct
What is the typical number of payments that can be made toward paying off a single payment loan?
A. one hundred
B. one
C. two
D. unlimited
Answer:
The correction option is B.
Step-by-step explanation:
Asking for typical no. of payments towards paying single payment loanSince single payment loan should be paid in one shotTherefore correct option is B i.e. one.Answer:
B. One
Step-by-step explanation:
If it is a single payment loan, the title is self explanatory <3
Which number line model represents the expression 3.5+(-5)
Answer:
D.
Step-by-step explanation:
.
Consider a binomial experiment. If the number of trials is increased, what happens to the expected value
Answer:
The expected value is an expression of the weighted average and can be taken as the (arithmetic) mean
As the number of trials is increased in a binomial experiment, the expected values obtained, in each of the set of trials continuously tend to the theoretical expected value
Step-by-step explanation:
How do u solve this ?
Please help ASAP!!! Tysm :)
Answer:
Hope that will help you
Step-by-step explanation:
BD = 14.5
Mr Bauer has 10 ducks. 5 of these ducks lay an egg everyday. The other 5 lay an egg every second day. How many egg will the 10 ducks have laid after 10 days?
(A) 75
(B) 60
(C) 50
(D) 25
(E) 10
Answer:
The answer is (A) 75
Step-by-step explanation:
Answer:
A 75
Step-by-step explanation:
10*5(number of ducks that lay an egg everyday)
5*5(number of ducks that lay an egg every second day)
10*5 + 5*5
Solve for x. Round to the nearest tenth, if necessary.
Answer:
3.8106327168
Step-by-step explanation:
x=2.5/sin(41) = 3.81063271676
