The linear functions f(x) and g(x) are neither parallel nor perpendicular.
How to obtain if the lines are parallel or perpendicular?To obtain whether they are parallel of perpendicular, first we must obtain the slope of each line.
Given two points, the slope of a line is calculated as the change in y divided by the change in x.
Hence, the slope for each line is obtained as follows:
Line F: m = (3 - 8)/(9 - 2) = -5/7.Line G: m = (1 - 8)/(10 - 1) = -7/9.They would be:
Parallel if they have the same slope.Perpendicular if the product of the slopes was of -1.Hence they are neither.
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Find the measure of angles 1 and 2
Answer:
angle 1 = 118 deg
angle 2 = 62 deg
Step-by-step explanation:
To find angle one you must know that angles 1 and 118 deg are alternate angles. Therefore since these lines are parallel, angles 1 and 118 are equal.
To find angle 2 to you must know that angle 1 + angle 2 = 180.
angles on a straight line always equal 180 deg
therefore:
180
118 -
62 deg
hope this helps :)
Answer:
m<1 = 118°
m<2 = 62°
Step-by-step explanation:
The horizontal lines are parallel.
Angles 1 and 118° are alternate interior angles of parallel lines cut by a transversal, so they are congruent.
m<1 = m<2 = 118°
Angles 1 and 2 are a linear pair, so they are supplementary. That means that their measures add to 180°.
m<1 + m<2 = 180°
118° + m<2 = 180°
m<2 = 62°
20/3 / 1/6 what is the miles per gallon
Answer: 20/3 / 1/6 is a division problem that can be simplified as follows:
20/3 divided by 1/6 = (20/3) * (6/1) = (206) / (31) = 120/3 = 40
The value of the division is 40. However, without knowing the context, it is impossible to know what the meaning of this value is. In particular, without knowing the units of 20/3 and 1/6, it is not possible to interpret the division as miles per gallon or any other unit.
It is important to note that 20/3 and 1/6 should be represented as mixed numbers (6 2/3 and 1/6) or as decimal numbers (6.66 and 0.16666) in order to be able to proceed with the division.
Step-by-step explanation:
Consider two stars, star A and star B. Star A is 22 light-years from Earth, and star B is 34 light-years from
Earth. Viewing from Earth, the angle between them is 60 degrees. What is the distance between star A
and star B in light-years? (Round your answer to the nearest hundredth.)
The distance that exists between star A and B is given as 29.87 light years
How to solve for the distance that exists between the the starsWe can solve this by creating a triangle where Point a Is star a, point b is star b and the point c is earth
the angle is given as 60 degrees
AC = 22 light years
BC = 34 light years
ab² = ac² + bc² - 2 *ac * bc* cos60
we would have to put in the values
ab² = 22² + 34² - 2 * 34 * 22 * cos 60
ab² = 484 + 1156 - 748
ab² = 892
square both sides
ab = 29.87 light years
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elect ALL factors of 15. (Be sure to select ALL correct factors for full credit).
Question 5 options:
45
5
2
3
30
15
9
1
Answer:
1,3,5,15
Step-by-step explanation:
A factor cannot be greater then the number itself so we can scratch 30 and 45. 15 is divisible by itself and 1, as every other number. 2 is not a factor of 15 because 15 is not even. Also not 9. But it does have factors 5 and 3 because 5×3=15.
Hope that helps, let me know if you have any further questions!
The ratio of the number of Mimi’s Eminem cd’s to the number of Rita’s Eminem cd’s is 5:8. Rita has 18 more Eminem cd’s than Mimi. If Rita gives 22cd’s to Mimi, what will be the new ratio of the number of Mimi’s Eminem cd’s to Rita’s?
2:1 is the new ratio of the number of Mimi’s Eminem cd’s to Rita’s.
What is Ratio?A ratio is an ordered pair of numbers a and b, written a / b where b does not equal 0.
let Rita has X CDs.
Then Mimi has x-18 CDs.
x-18/x=5/8
8(x-18)=5x
Apply distributive property
8x-144=5x
Subtract 5x+144 on both sides
3x=144
Divide both sides by 3
x=48
Now Rita has 48-22= 26 CDs .
Mimi has 30+22= 52 CDs.
Required Ratio = 52:26 = 2:1
Hence, 2:1 is the new ratio of the number of Mimi’s Eminem cd’s to Rita’s.
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the coefficients of the terms on the right side of a ___ equation are the numbers in the triangle.
The figures in the triangle represent the coefficients of the terms on the right side of a binomial equation.
Binomial Theorem: The expansion grows complex and time-consuming to calculate as the power rises. The Binomial Theorem can be used to quickly calculate a binomial statement that has been raised to a very high power. Find out everything there is to know about the binomial theorem, including its definition, characteristics, and uses.
An expression that has been raised to any finite power can be expanded using the binomial theorem. A useful expansion technique with applications in probability, probability theory, and algebra is the binomial theorem.
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i need help. like... really need help.
The domain of the function graphed in this problem is given as follows:
{x | x ≥ -4}.
How to obtain the domain of the function?The domain of a function is the set composed by all the input values that the function accepts.
On the graph, the domain of the function is given by the values of x.
From the graph of the function, the function has a closed interval at x = -4, and is defined for all the values for the right of that, that is, greater than -4, hence the notation for the domain is given as follows:
{x | x ≥ -4}.
Meaning that the correct option is given by the second option.
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what is (8/9)^2 pls i need it
Answer: about 0.79
Step-by-step explanation:
First divide 8 by 9 --> (8/9) = about 0.8889
then square that value --> (0.8889)^2 = about 0.79.
PEMDAS is your friend!
Ex4: Write a polynomial function in standard form with the given zeros then graph the function: ( 2 pts)
x=-1,-1, 2,3
After setting f (x) = 0, solve for to determine the intercept(s) of. Set y = f(0) and then find to determine the intercept of. Choose test points to establish the sign of each interval on the axis after using the intercept(s) to divide it into intervals. Determine the test points.
How do you graph a polynomial function with zeros?The Use of Zeros When Graphing Polynomials
You may graph a polynomial function using the steps below.
To assess how the graph will behave at its finish, use the leading-term test.
Choose the x− capture(s) of f(x) by putting f(x)=0 and then figuring up a solution for x .
Choose the y− a snare in f(x) by putting y=f(0) and discovering y.
Use the x− dividing intercept(s) x−
Divide the axis into intervals and then select test points to ascertain the sign of f(x) per interval.
the test points on a map.
To identify the general form of the graph, locate additional points as necessary.
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Please help!!
Which of the following statements is true about the triangles below
Answer: ASA
Step-by-step explanation: Hello! You can use ASA to prove that the triangles ABC and ABD are congruent. This is because you are given two angles of each triangle. You know that your answer should be ASA or AAA, which are the only two triangle congruence postulates that involve two or more congruent angles. Lastly, you can use the reflexive property. An example of reflexive property is 3 = 3, which means anything is congruent to itself. You know that both triangles share line segment AB, meaning that they have one side and two angles that are congruent. Since you know that the two angles and the included side are congruent, ASA proves that both triangles ABC and ABD are congruent. I hope this helps you!
How many sides does a regular
polygon have if an interior
angle measures 150°?
n = [?]
The number of sides of a regular polygon with an interior angle that measures 150° is equal to 12 sides.
What is a regular polygon?In Euclidean geometry, a regular polygon simply refers to a form of polygon which has all of its sides and interior angles being equal.
In Geometry, the sum of the interior angles of both a regular and irregular polygon is given by this formula:
Sum of interior angles = 180 × (n - 2)
Where:
n represents the number of sides of a regular polygon.
Similarly, the number of sides of a regular polygon with a given interior angle can be calculated by using this mathematical expression:
Interior angles = 180 × (n - 2)/n
150° = 180(n - 2)/n
150n = 180n - 360
180n - 150n = 360
30n = 360
n = 360/30
n = 12 sides.
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There are five possibilities for whole numbers such that radical expression 4 ≤ √3 + √x ≤ 5: {6, 7, 8, 9, 10}
How to derive an integer for a radical expression
In this problem we have the case of a radical expression, from which we need to determine at least a whole number such that following inequality is fulfilled:
4 ≤ √3 + √x ≤ 5
This can be done by algebra properties. First, determine the limits of the inequality:
4 ≤ √3 + √x
4 - √3 ≤ √x
(4 - √3)² ≤ x
x ≥ (4 - √3)²
x ≥ 16 - 8√3 + 3
x ≥ 19 - 8√3
√3 + √x ≤ 5
√x ≤ 5 - √3
x ≤ (5 - √3)²
x ≤ 25 - 10√3 + 3
x ≤ 28 - 10√3
There are five possibilities for five whole numbers: 6, 7, 8, 9, 10
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Multiple Choice 1. Which proportion can be used to determine what number is 15% of 30? (1 point) 15/30=x/100 15/100=x/30 15/100=x/30 30/100=x/15
Answer:4.5
Step-by-step explanation:
I really need help with this question please and thank you
Answer:
9. reduction, 1/2
10. enlargement, 3/2
11. enlargement, 3
12. reduction, 1/3
Step-by-step explanation:
You want to know whether the dilations shown are reduction or enlargement.
Dilation
If the image (figure B) is larger, the dilation is an enlargement. (10, 11)
If the image (figure B) is smaller, the dilation is a reduction. (9, 12)
Scale FactorThe scale factor is the ratio of a length on the image to the corresponding length on the original figure. It will also be the ratio of distances from the center of dilation (the origin) of corresponding points.
9.The ratio of line lengths B/A is 3/6, a reduction by a factor of 1/2.
10.The ratio of distances from the origin on the x-axis is 3/2, an enlargement by a factor of 3/2.
11.The ratio of distances from the origin on the x-axis is 6/2, an enlargement by a factor of 3.
12.The ratio of distances from the origin on the x-axis is 2/6, a reduction by a factor of 1/3.
Translate the following into equivalent predicate statement :
i. There is an integer whose square is twice itself.
ii. No school buses are purple.
iii. If a real number is even, then its square is even.
i. ∃x ∈ Z, x² = 2x, ii. ∀y ∈ school buses, y is not purple and iii. ∀x ∈ R, if x is even, then x² is even.
i. The equivalent predicate statement for the first statement is:
∃x ∈ Z, x² = 2x
The symbol "∃" means "there exists", the symbol "∈" means "is an element of", and the symbol "Z" represents the set of integers.
ii. The equivalent predicate statement for the second statement is:
∀x, (x is a school bus) → (x is not purple)
The symbol "∀" means "for all", and the symbol "→" means "implies".
iii. The equivalent predicate statement for the third statement is:
∀x ∈ R, (x is even) → (x² is even)
The symbol "∈" means "is an element of", and the symbol "R" represents the set of real numbers.
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Lenny has 104 coins in his pocket made up of nickels and dimes worth
$22.00. Write and solve a system of equations to find out how many
nickels and quarters he has.
On solving the equations x + y = 104 and 0.05x + 0.25y = 22, the number of nickels and quarters Lenny has is 20 and 84 respectively.
What is an equation?
A mathematical definition of an equation is a claim that two expressions are equal when they are joined by the equals sign ("=").
The value of 1 nickel is = $0.05
The value of 1 quarter is = $0.25
The total amount of coins is = $22.0
The total number of coins is = 104
Let the number of nickel be = x
Let the number of quarter be = y
The equation for total number of coins =
x + y = 104 ....(1)
The equation for total amount of coins =
0.05x + 0.25y = 22 ...(2)
Multiply equation (1) by 0.05 -
0.05(x + y) = 104 × 0.05
0.05x + 0.05y = 5.2 ... (3)
Subtracting equation (3) from (2) -
0.05x + 0.25y - (0.05x + 0.05y) = 22 - 5.2
0.05x + 0.25y - 0.05x - 0.05y = 22 - 5.2
0.20y = 16.8
y = 84
Substitute the value of y in equation (1) -
x + 84 = 104
x = 104 - 84
x = 20
Therefore, the value for x and y is obtained as x = 20 and y = 84.
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PLSSS HELP IF YOU TULRY KNOW THISSSS
Answer: The answer is 7
Step-by-step explanation:
Answer: x = 7
Step-by-step explanation:
Subtract 7 on each side to isolate X
7 + x = 14
-7 -7
x = 7
evaluate 1+(-2/3)-(-m) where m=9/2
To evaluate the expression 1+(-2/3)-(-m) where m = 9/2, we need to substitute the value of m into the expression and simplify it.
What is a mathematical expression?
Mathematical expressions consist of at least two numbers or variables, at least one arithmetic operation, and a statement. It's possible to multiply, divide, add, or subtract with this mathematical operation. An expression's structure is as follows: Expression: (Math Operator, Number/Variable, Math Operator)
1+(-2/3)-(-m)
1+(-2/3)-(-9/2)
Here, we have to simplify the inner expressions first,
-9/2 can be simplified to -4.5
1+(-2/3)-(-4.5)
Next, we add and subtract the terms:
1-2/3+4.5
Now, we simplify -2/3 by multiplying both numerator and denominator by -1:
1+4/3+4.5
Now, we add the fractions,
1+4/3+4.5
7/3+4.5
Finally, we get the value of the expression as
7/3+4.5 = 4.5 + 7/3 = 25/3.
So the final value of the expression 1+(-2/3)-(-m) where m=9/2 is 25/3.
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What would the answer be?
Answer: AAS → Makes the most sense
- They give two angles and a side for both triangles
Step-by-step explanation:
determine if the given expressions are equivalent
Answer:
in order from top row to bottom row
NOT EQUIVALENTEQUIVALENTEQUIVALENTNOT EQUIVALENTStep-by-step explanation:
4(2a + 7) = 4 (2a) + 4(7) = 8a + 28can someone help me with 11 and 12
Answer:
see below
Step-by-step explanation:
11: write 3 equiv ratio of 1:3, so it' could be 3:9, 2:6, 4:12
12. 20:15 = 4:3, 12:9, 8:6
Plot a point on the coordinate plane to represent each of the ratio values in the table.
What is the slope of the line in the graph below?
undefined
−2
2
0
Answer:
Step-by-step explanation:
The slope of the given line in the graph is "undefined".
Define the term slope of the line?Slope, usually referred to as rise over run, is the "steepness" of the line.
By dividing the difference in y values between two points by the difference in x values, we may determine slope.
A line's slope does not summarily characterize it. As a result, even if you know a line's slope, you cannot identify the exact spots the line passes through.Any two lines with the same slope are said to be parallel. When a line is rotated 90 degrees, it becomes perpendicular and becomes parallel. A horizontal line is one that has a slope of 0. Positive lines are those that rise as they move further to the right.The y-axis is an example of a vertical line that is believed to have an "undefined" slope.Thus, as the line is passing through the y axis and parallel to the x axis, the slope of the given line is undefined.
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Heyy can anyone help me in this please IMP
Answer:
Step-by-step explanation:
Your parents are taking you and some of your friends to the movies tonight. Your parents might bring your grandparents and other adults to the movies as well. Adult tickets cost $11 each, and children's tickets cost $8 each. Write an equation that represents the total cost for the movie tickets. What is one combination of tickets that would total $57?
Answer:
57 = 33+24 = 3a+3c
Step-by-step explanation:
Let a= adults, c = children
total costs = 11a+8c
57 = 33+24 = 3a+3c
Answer: We can use the variables x and y to represent the number of adult tickets and children's tickets, respectively. The cost of adult tickets is $11 each and the cost of children's tickets is $8 each. So, we can use the following equation to represent the total cost for the movie tickets:
C = 11x + 8y
Where C is the total cost of the tickets, x is the number of adult tickets and y is the number of children's tickets
One combination of tickets that would total $57 is:
C = 11x + 8y = $57
x + y = 7 (number of tickets)
One way to satisfy this equation is to have 5 adult tickets and 2 children's tickets
x = 5
y = 2
C = 115 + 82 = $57
So, 5 adult tickets and 2 children's tickets is one combination that would total $57.
Step-by-step explanation:
a medical researcher is comparing the results of two surgical techniques to correct a skeletal deformity. there are many obvious risks of participating in this treatment trial, and participants are carefully informed about the likelihood of infection, poor treatment outcome, further damage, etc. the research design includes a questionnaire given to patients about their quality of life before and after the surgery. because this is just a simple paper and pencil questionnaire, it does not add any risks to the overall study design. is this true or false?
The questionnaire given to patients about their quality of life before and after the surgery included in the research design does add risks to the overall study design. Hence, the given statement is false.
Even though the questionnaire itself may not cause any additional physical risks, it can still have an impact on the overall study design. The questionnaire can add additional burden to the participants, who may already be dealing with physical and emotional stress from the surgery. Also, the questionnaire results may not be accurate if participants are not fully honest or unable to understand the questions being asked. Therefore, the inclusion of such a questionnaire in the research design should be carefully considered after evaluating its potential impact on the overall study.
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Find the area of this circle. Use 3 for T. A = πr² [?] in² 26 in
The Area of the circle, A is 530.66 inch.
Define area of circle?An area of a circle is the amount of two-dimensional space within the boundaries of the circle. It is the region enclosed by a circle's circumference. The area of a circle can be found by using the formula A = πr2, where A denotes the area of the circle, r represents its radius, and π is equal to 3.1416. The radius of a circle is the distance from its center to its circumference. It can also be found by dividing the circumference by 2π.
Given,
Diameter, d = 26 inch
Radius, r = d/2 = 26/2 = 13 inch
π = 3.14 or 22/7
We apply all these above values in the formula, we get area of circle:
A = πr²
A = 3.14 x (13)²
A = 530.66 inch
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Suppose you are trying to find your longitude and start looking for when the shadows are shortest at your house. You discover that this happens at 1:14:20 p. M. EDT (Eastern Daylight Savings Time). What is this time in GMT? Remember that EDT = GMT – 4. 2Points Be sure to show your work to earn full credit
Time in GMT is 5:14:20 P.M (GMT)
Eastern Daylight Saving Time is four hours behind GMT (Greenwich Mean Time).
The time on the Earth's meridian, or zero-degree line of longitude, is known as Greenwich Mean Time (GMT). This passes via the Old Royal Observatory in the London district of Greenwich on its way from the North Pole to the South Pole.
This is,
Eastern Standard Time is equal to Greenwich Mean Time plus four.
Therefore,
1:14:20 p.m. EDT (Eastern Daylight) will be equivalent to;
1:14:20 p.m + 4 hours (GMT)
5:14:20 P.M (GMT)
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On a team, 3 girls and 2 boys scored a total of 27 points. The difference between the number of points scored by the 3 girls and the number of points scored by the 2 boys is 15. Each girl scored the same number of points, and each boy scored the same number of points. Find the number of points scored by each girl and each boy.
Answer:
We can start solving the problem by using algebra. Let x be the number of points scored by each girl, and y be the number of points scored by each boy. Then, based on the information given in the problem, we have the following equations:
x + y = 27 (the total number of points scored by the team)
3x - 2y = 15 (the difference between the number of points scored by the 3 girls and the 2 boys)
To solve for x and y, we can use the second equation to eliminate one of the variables. Multiplying both sides of the second equation by 2, we get:
6x - 4y = 30
Now we can substitute this into the first equation:
6x - 4y + y = 27
6x = 27 + 4y
x = (27 + 4y)/6
Now we can substitute this back into the second equation:
3((27 + 4y)/6) - 2y = 15
27 + 2y - 2y = 15
27 = 15
This is a contradiction, so the given information is insufficient to find the number of points scored by each girl and each boy.
Step-by-step explanation:
A company manufactures a wash-down motor that is used in the food processing industry. The motor is marketed with a warranty that guarantees it will be replaced free of charge if it fails within the first 12,000 hours of operation. On average, the wash-down motors operate for 14,000 hours with a standard deviation of 1, 050 hours before failing. The number of operating hours before failure is approximately normally distributed.
a. What is the probability that a wash-down motor will have to be replaced free of charge?
b. What percentage of wash-down motors can be expected to operate for more than 16,100 hours?
c. If the company wants to design a wash-down motor so that no more than 1% are replaced free of charge, what would the average hours of operation before failure have to be if the standard deviation remains at 1,050 hours?
a) The probability that a wash-down motor will have to be replaced free of charge - 1,904
b) A percentage of wash-down motors can be expected to operate at 2,28 %
c) The average hours of operation before failure would be 13500 h
Normal Distribution
μ₀ = 14000 hours and σ = 1050 hours
a) Probability of X (replacement of motor free of charge)
Z = ( X - μ₀ ) / σ
Z = ( 12000- 14000) / 1050
Z = - 2000/1050
Z = - 1,904
From z Table we get
for z = -1.904 P [ X ≤ 12000 ] = 0.0262
P [ X ≤ 12000 ] = 0.0262 or 2.62 %
b) What % of motors can be expected to operate more than 16100 hours
z = ( 16100 - 14000) / 1050
z = 2100/1050 ⇒ 2
From the z table, we find with z = 2 total number of f motors operating up to 16100 hours
From the z table, we find 0,9772
Then the probability of motors operating for more than 16100 hours is:
P [ X > 16100] = 1 - 0.9772 = 0,0228
Then
P [ X > 16100] = 0,0228 or 2,28 %
c) The average hours of operation before failures if only 1% of motors would be replaced free of charge is:
1% = 0,01 Probability then z score is z = 0,4960
0,4960 = ( 14000 - X ) / 1050
0,4960 * 1050 = ( 14000 - X )
520,8 - 14000 = - X
X = 13479,2 hours as is not common such offer company could set up a guarantee for 13500 h
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