Option C
Because in Side Angle Side there should be 2 sides and a angle stuffed between them.
In this If CD ≅ RS then √QRS is not ≅ and We cannot use SAS
Therefore the wrong statement is Option c
Answered by Gauthmath must click thanks and mark brainliest
Because in Side Angle Side there should be 2 sides and a angle stuffed between them.
In this If CD ≅ RS then √QRS is not ≅ . Option C is correct
To determine a congruency statement that would not result in Triangle BCD being congruent to Triangle QRS, we need to find a condition that does not satisfy the congruence criteria. The congruence of two triangles can be determined by considering their corresponding angles and sides.
Here are the possible congruency statements:
Angle-Angle-Side (AAS): If we have two angles of one triangle congruent to two angles of the other triangle, and the included side between these angles congruent, we can establish congruence. This statement could result in Triangle BCD being congruent to Triangle QRS.
Angle-Side-Angle (ASA): If we have two angles of one triangle congruent to two angles of the other triangle, and a side adjacent to one of these angles congruent, we can establish congruence. This statement could result in Triangle BCD being congruent to Triangle QRS.
Side-Angle-Side (SAS): If we have two sides of one triangle congruent to two sides of the other triangle, and the included angle between these sides congruent, we can establish congruence. This statement could result in Triangle BCD being congruent to Triangle QRS.
Side-Side-Side (SSS): If we have all three sides of one triangle congruent to the corresponding sides of the other triangle, we can establish congruence. This statement could result in Triangle BCD being congruent to Triangle QRS.
Based on these congruency statements, there is no option that would not result in Triangle BCD being congruent to Triangle QRS. All four statements have the potential to establish congruence between the two triangles.
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I need help i don't get it !!!!!
Answer:
4
Step-by-step explanation:
Since this is a right triangle, we can use trig functions
sin theta = opp / hyp
sin 30 = x/8
8 sin 30 =x
8 (1/2) = x
4
Answer:
The answet is A. 4
Step-by-step explanation:
A triangular spatula has side lengths of 6 inches, 6 inches, and 4 inches. Is this spatula acute, obtuse, or right? Explain how you know the answer.
[tex] {4}^{m} = \frac{1}{16} \\ find \: m[/tex]
Answer:
[tex] {4}^{m} = \frac{1}{16} [/tex]
[tex] {4}^{m} = {4}^{ - 2} [/tex]
[tex]same \: base \: so[/tex]
[tex]m = - 2[/tex]
[tex]hope \: this \: help \: u[/tex]
Answer:
Answer:
{4}^{m} = \frac{1}{16}4
m
=
16
1
{4}^{m} = {4}^{ - 2}4
m
=4
−2
same \: base \: sosamebaseso
m = - 2m=−2
hope \: this \: help \: uhopethishelpu
A researcher conducts a hypothesis test and concludes that his hypothesis is correct. Explain why this conclusion is never an appropriate decision in hypothesis testing.
Answer:
we use the terms, the hypothesis is incorrect or we lack sufficient evidence to declare the hypothesis incorrect. in hypothesis testing
Step-by-step explanation:
The conclusion made by the researcher after conducting a hypothesis test ( i.e. hypothesis is correct ) is not the right decision because in hypothesis testing we either reject the Null hypothesis or we fail to reject the Null hypothesis.
These conclusions can be made when;
P-value < ∝ ( reject null hypothesis ) and P-value > ∝ ( fail to reject null hypothesis )
and We do not use the term the hypothesis is correct But we use these terms, the hypothesis is incorrect or we lack sufficient evidence to declare the hypothesis incorrect.
10 ft wide by 14 ft long. if the ceiling is 8 ft high. what is the area of the four walls?
Answer: 80
Step-by-step explanation:
Abraham is writing a recursive function for the geometric sequence:
24, 12, 6, 3,
Khan Academy Problem PLEASE HELP
Answer:
a1 = 24
an = an-1 × 1/2, n >1
Step-by-step explanation:
a geometric sequence is a sequence where we multiply every previous term by a certain factor to create the next term.
so, we multiply 24 by something to get 12.
and then 12 by the same something to get 6.
and then 6 by the and something to get 3.
do you see the pattern ? hmmm ?
right, we always divide by 2 (or multiply by 1/2).
the starting value a1 = 24
so,
an = an-1 × 1/2, n>1
or
[tex]an = a1 \times {(1 \div 2)}^{n - 1} [/tex]
n>1
can you help me with these high rated questions
I wish you will help me with his highlighted questions
Answer:
52 is (a)
55 is.( d)
56. is (d)
y – 1 = 2(x – 2), solve for y
Answer:
y = 2x-3
Step-by-step explanation:
y – 1 = 2(x – 2)
Distribute
y-1 =2x-4
Add 1 to each side
y-1+1 = 2x-4+1
y = 2x-3
helppp .....................
Answer:
D represents a proportional relationship
Step-by-step explanation:
Proportional graphs always intersect with zero
There are two 5s in the number 855,309. Rico
says that the 5 in the ten-thousinds place is 1000
times greater than the 5 to its right. Is she correct?
Explain how
you know
Answer:
no it is 10 times greater because we use the base 10 system where each number to the left is 10 times greater
Step-by-step explanation:
if ABCD is a parallelogram,find m>D and angle C=(9×-1) and angle A=(13×-25)
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Answer:
∠C = ∠A = 53°
∠D = 127°
Step-by-step explanation:
Opposite angles of a parallelogram are congruent, so ...
∠A = ∠C
13x -25 = 9x -1
4x = 24
x = 6
∠C = ∠A = 9(6) -1
∠C = ∠A = 53°
Adjacent angles of a parallelogram are supplementary.
∠D = 180 -∠C
∠D = 180 -(9(6) -1) = 180 -53
∠D = 127°
Evaluate each expression.
The temperature increased 3 degrees per hour for 10 hours. How many degrees did it
rise after 10 hours?
Answer:
Unless there is more information to this question, 3 degrees per hour, for 10 hours, after the 10th hour it will have risen 3*10 degrees, so 30 degrees
Answer:
30
Step-by-step explanation:
You can do 3×10 directly, or you can solve it like this to avoid error
Hour Degree
1 +3
2 +6
3 +9
4 +12
5 +15
6 +18
7 +21
8 +24
9 +27
10 +30
Brainliest please
A psychology professor assigns letter grades on a test according to the following scheme. A: Top 14% of scores B: Scores below the top 14% and above the bottom 65% C: Scores below the top 35% and above the bottom 16% D: Scores below the top 84% and above the bottom 9% F: Bottom 9% of scores Scores on the test are normally distributed with a mean of 68.4 and a standard deviation of 9.7. Find the numerical limits for a B grade. Round your answers to the nearest whole number, if necessary.
Answer:
The numerical limits for a B grade are 72 and 79, that is, a score between 72 and 79 results in a B grade.
Step-by-step explanation:
Normal Probability Distribution
Problems of normal distributions can be solved using the z-score formula.
In a set with mean [tex]\mu[/tex] and standard deviation [tex]\sigma[/tex], the z-score of a measure X is given by:
[tex]Z = \frac{X - \mu}{\sigma}[/tex]
The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the p-value, we get the probability that the value of the measure is greater than X.
Scores on the test are normally distributed with a mean of 68.4 and a standard deviation of 9.7.
This means that [tex]\mu = 68.4, \sigma = 9.7[/tex]
Find the numerical limits for a B grade.
Below the 100 - 14 = 86th percentile and above the 65th percentile.
65th percentile:
X when Z has a p-value of 0.65, so X when Z = 0.385.
[tex]Z = \frac{X - \mu}{\sigma}[/tex]
[tex]0.385 = \frac{X - 68.4}{9.7}[/tex]
[tex]X - 68.4 = 0.385*9.7[/tex]
[tex]X = 72[/tex]
86th percentile:
X when Z has a p-value of 0.86, so X when Z = 1.08.
[tex]Z = \frac{X - \mu}{\sigma}[/tex]
[tex]1.08 = \frac{X - 68.4}{9.7}[/tex]
[tex]X - 68.4 = 1.08*9.7[/tex]
[tex]X = 79[/tex]
The numerical limits for a B grade are 72 and 79, that is, a score between 72 and 79 results in a B grade.
Complete the table for the function y = x−−√3 + 7.
Answer:
option D (5 6 8 9) is the answer
Answer:
X [tex]\Longrightarrow -8\Longrightarrow -1\Longrightarrow 1\Longrightarrow 8[/tex]
Y[tex]\Longrightarrow 5\Longrightarrow 6\Longrightarrow 8\Longrightarrow 9[/tex]
[tex]Answer\hookrightarrow D)[/tex]
-------------------------
Hope it helps...
Have a great day!!
Y=2(x-2)^2+7[tex]y=2(x-2)^2+7[/tex]
The price of a certain item is P dollars. The sales tax on the item is 7%. Which expressions represent the total cost of the item, in dollars, after the tax has been applied? Select EACH correct anwser
0.07P 1.07P P+0.07P 1+0.07P (1+0.07)P
Step-by-step explanation:
P = $ Dollars
Item = 7%
Answer
item 7/100 = 0.07/1 item
(1+0.07) P
Initial amount problem help
Answer:
3000
growth
2.2%
Step-by-step explanation:
he following chart reports the number of cell phones sold at a big-box retail store for the last 26 days. a. What are the maximum and the minimum numbers of cell phones sold in a day? b. Using the median, what is the typical number of cell phones sold?
Answer:
Maximum = 19
Minimum = 4
Median = 12
Step-by-step explanation:
The maximum number of phone sold per day is the value to the right of the horizontal axis as the values are arranged in ascending order ; Hence, the maximum number of phones sold per day is 19
Also, the minimum number of phones sold per day is the value to the left of the plot, Hence, minimum number of phones sold per day is 14.
The Median value : 4, 9, 14, 19
The median = 1/2(n+1)th term
1/2(5)th term = 2.5 th term
Median (9 + 14) /2 = 13 /2 = 11.5 = 12 phones
Find the value of x rounded to the nearest tenth.
Simplify. (x+y)/(x^2y)-(x-2y)/(xy^2)
Answer:
[tex]{ \tt{ = \frac{(x + y)}{ {x}^{2}y } - \frac{(x - 2y)}{ {xy}^{2} } }} [/tex]
Find the LCM of denominators: x²y²
[tex]{ \tt{ = \frac{y(x + y) - x(x - 2y)}{ {x}^{2} {y}^{2} } }} \\ \\ = { \tt{ \frac{xy + {y}^{2} - {x}^{2} +2xy }{ {x}^{2} {y}^{2} } }}[/tex]
Simplify further:
[tex] = { \tt{ \frac{(y - x)(y + x) +3xy}{ {(xy)}^{2} } }} \\ \\ = { \tt{ \frac{(y - x)(y + x)}{ {(xy)}^{2} } - \frac{3}{xy} }}[/tex]
The Tres Difficult race helps raise money for charity. According to the website, of the proceeds from ticket sales go directly to charity.
2/5
Last year they made $8000 from ticket sales. How much was given to charity?
Answer:
3200
Step-by-step explanation:
We need to find 2/5 of the tickets sales
2/5 * 8000
3200
Answer:
3200
Step-by-step explanation:
you need to find what 2/5 is and the you take that away from 8000 and then you have your answer of 3200
equation for perpendicular to the line -7x + 3y = -10j contains the point (-2,-4)
Answer:
y = 7/3x + 2/3
Step-by-step explanation:
-7x + 3y = -10
3y = 7x - 10
y = 7/3x - 10/3
-4 = 7/3(-2) + b
-4 = -14/3 + b
2/3 = b
Estimate the square root between two consecutive whole numbers of sqrt [55]
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Answer:
7.4 . . . . between 7 and 8
Step-by-step explanation:
55 is between the perfect squares 49 = 7² and 64 = 8². Using linear interpolation, the square root is approximately 7 +(55-49)/(64-49) = 7 6/15 = 7.4
√55 ≈ 7.4 . . . . approximate root by linear interpolation
_____
Additional comment
A way to improve the estimate of the root is to use the "Babylonian method" of iterating the root. Divide the original number (55) by the estimate of the root, and average that result with the estimate:
next best guess = (55/7.4 +7.4)/2 = 7 77/185 ≈ 7.4162_162(repeating)
This matches the actual root when rounded to 4 decimal places. The number of accurate decimal places approximately doubles with each iteration.
__
Another way to improve the estimate is to modify the fractional portion. (The above method converges on a root more quickly.) For this, the iteration of the fractional part of the root is ...
next fractional part = 6/(14 +(fractional part))
where 6/14 is the linear estimate fractional value with 1 subtracted from its denominator.
For one iteration, the new estimate of the fractional part is 6/(14 +6/15) = 5/12, so the root estimate is about 7.4167 compared to the above 7.4162.
During spring, young moose, unfamiliar with roads and traffic, are wandering around at night in a province, causing risk and road accidents. Suppose that the average number of road accidents involving moose was per day. The government increased the number of hunting licenses and cleared brush to improve drivers' visibility. On one day after these measures were implemented, there were road accidents involving moose.
Required:
a. What would be the chance of such accidents or fewer, assuming the government's measures were ineffective?
b. Do you think the government's measures were effective? State your reasons clearly.
Consider the probability that no more than 76 out of 504 computers will crash in a day. Choose the best description of the area under the normal curve that would be used to approximate binomial probability.
a. Area to the right of 75.5
b. Area to the right of 76.5
c. Area to the left of 75.5
d. Area to the left of 76.5
e. Area between 75.5 and 76.5
Answer:
e
Step-by-step explanation:
(A) Over 1000 students organized to celebrate running water and electricity. To count the exact number of students protesting, the chief organizer lined the students up in columns of different length. If the students are arranged in columns of 3, 5, and 7, then 2, 3, and 4 people are left out, respectively. What is the minimum number of students present? Solve it with Chinese Remainder Theorem. (B) Prove that for n> 1, if 935 = 5 x 11 x 17 divides n80 – 1, then 5, 11, and 17 do not divide n.
Solution :
A). x = 2 (mod 3) [tex]$\mu = 3\times 5 \times 7 = 105$[/tex]
x = 3 (mod 5) [tex]$y_1=35^{-1} (\mod 3)$[/tex]
x = 4 (mod 7) [tex]y_1=2[/tex]
[tex]$y_2=21^{-1}(\mod5) = 1$[/tex]
[tex]$y_3=15^{-1}(\mod7) = 1$[/tex]
[tex]$x=2 \times 35 \times 2 + 3\times 21\times 1+4\times 15\times 1$[/tex]
[tex]=140+63+60[/tex]
[tex]=263[/tex]
≡ 53(mod 105)
Hence the solution is 105 k + 53 > 1000 for k = 10
Therefore, the minimum number of students = 1103
B). [tex]$\phi (935) = 640$[/tex]
By Eulu's theory
[tex]$935 | a^{640}_n -1$[/tex] if n and 935 are coprime.
Now, [tex]$935|n^{80}-1$[/tex] and 80 x 8 = 640
[tex]$935|n^{640}-1$[/tex] ⇒ g(n,935) = 1
⇒ 5, 11, 17 do not divide n
If you apply the changes below to the cube root parent function, F(x) = 3/x
what is the equation of the new function?
• Translate 1 unit right.
• Translate 1 unit up.
A. G(x) = 3/x-1+1
B. G(x) = 3/x +1-1
C. G(x) =3/ x - 1-1
D. G(x) = 3/x+1+1
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Answer:
A. G(x) = ∛(x -1) +1
Step-by-step explanation:
The transformation f(x-h) +k represents a translation (right, up) by (h, k) of the parent function f(x).
Your translation of f(x) = ∛x by (1, 1) will give you the function ...
G(x) = ∛(x -1) +1
Drag each tile to the correct box.
Match each equation with its solution.
n =
= -1
n = -25
n = 1
Equation
Solution
12 + 15 = -10
>
-511 = 1
- 13 = -12
Answer:
n = 1
n = - 1
n = - 1/5
n = - 25
Step-by-step explanation:
We are to obtain the value if n in the given equations :
1.)
n - 13 = - 12
To find, n ;
Add 13 to both sides
n - 13 + 13 = - 12 + 13
n = 1
2.)
n/5 = - 1/5
Multiply both sides by 5
n/5 * 5 = - 1/5 * 5
n = - 1
3.)
-5n = 1
Divide both sides by - 5
-5n/-5 = 1/-5
n = - 1/5
4.)
n + 15 = - 10
Subtract 15 from both sides :
n + 15 - 15 = - 10 - 15
n = - 25
HELP PLEASE, Function problem
Answer:
-2
-1
-2
Step-by-step explanation:
please forgive me, but again, this is the simplest of the simplest things. how is that a problem ?
this costs so much more time to just put it in here and then copy answers than just doing it. this is literally a matter of seconds.
the functional value is -2 for all x that are not equal to 2.
and the functional value is -1, when x = 2
so, what is the problem ?
please see my other answer for more details on the solution.
