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The pair of linear equations KX − 4y = 3 and 6x − 12y = 9 have an infinite number of solutions when K = 0.

This can be shown by solving the two equations for K. Solving the first equation for K yields K = (4y/X) + 3. Substituting this into the second equation yields: 0 = (4y/X) + 3 - (12y/6x). Simplifying this yields 0 = (2y/X) - (9/6x). This equation simplifies to 0 = (2y - 9x)/X. Since the denominator of the right side of the equation is not equal to 0, the only way to get 0 = 0 is if the numerator is equal to 0 as well. This happens when 2y - 9x = 0. Since y and x are variables, the only way that this equation can be true for all values of x and y is if the coefficient of both of them is equal to 0. Thus, K = 0 is the only value for which this pair of linear equations has an infinite number of solutions.

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Answer:

b. one solution

Step-by-step explanation:

two lines are intersecting.

i hope this helps :)

Answer:

B. One Solution.

Step-by-step explanation:

Two linear lines are intersecting at one point. (One point = One solution).

Answer:

29-2 =27 divided by 3

m=9

Answer:

One option is:

m=3

Step-by-step explanation:

3x3=9

9+2=11

11<29

Answer:

8

Step-by-step explanation:

the cubed root of 8 equals 2

if you quadruple 2 (multiply it by 4), you will get 8

The equation for the maximum number of yards per second that can be run is y = 5/3 s.

A direct variation measurement between distance covered and time taken can be composed as:

y=kx,

where,

This is because the athlete's distance travelled directly varies with the amount of time it takes.

Find k using the given values:

y=kx,

10 = k(6)

k = 10/6

k = 5/3

As a result, the equation for the maximum number of yards per second is y = 5/3 s.

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In the expression 52 + 6 + ya,

The terms are the individual parts of the expression that are being added together. The coefficient is the numerical factor that is multiplied by a variable in a term, and the constant is a term that has no variable.

Any expression with variables will either add or delete one or more variables. Any one of a variety of numbers to represent a generic idea. An absolute number is a constant. A constant is a number, whereas a coefficient is a number that is "in front of" a variable.

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Answer:

58 Use pathagreon theorem

Step-by-step explanation:

a^2 + b^2 = c^2

Answer:

58

Step-by-step explanation:

The Pythagorean theorem says

[tex]40^{2} + 42^{2} = x^{2}[/tex]

[tex]x^{2}[/tex] = 1600 + 1764

   = 3364

x = [tex]\sqrt{3364}[/tex] = 58

Step-by-step explanation:

A = A02^(-t/hl) ---> ln(A/A0) = -(t/hl)ln2

solving for t,

t = -(hl)ln(A/A0)/ln2

= -(1620 yrs)×ln(8/12)/ln2

= 947.6 yrs

974.6 years It will take before it has 8 grams of radium left,

Given that,

The half-life of radium is 1620 years

Laboratory has 12 grams of radium,

We have to determine,

How long will it take before it has 8 grams of radium left.

According to the question,

Laboratory has radium = 12 grams

Left radium = 8 grams

Half life of radium [tex]_t_\frac{1}{2}[/tex] = 1620 years.

[tex]N = N_o [\frac{1}{2}]^{n} \\\\8 = 12 [\frac{1}{2}] ^{n}\\\\\frac{8}{12} } =[ \frac{1}{2} ]^{n}\\\\ log2 - log3 = n( log1 - log2)\\\\0.30-0.47 = n (0 - 0.30)\\\\-0.17 = -0.30 n\\\\n = 0.56[/tex]

It will take before it has 8 grams of radium left,

[tex]t = n \times t_\frac{1}{2} \\\\t = 0.56 \times 1620\\\\t = 974.6 \ years[/tex]

Hence, 974.6 years It will take before it has 8 grams of radium left,

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Answer:

41

Step-by-step explanation:

when you find the median you split the numbers in half from the upper to lower parts of the data. then you find the median of the upper part and that is the upper quartile.

median: 32

32, 36, 37, 40, 42, 45, 50

add 40+42 then divide by 2 and you get 41

hopefully this helps

Answer:

60 because their a 2 induivedinal in 1 sock.

Step-by-step explanation:

30 x 2 = 60

Answer:

Correct steps given below:

Ian missed the step 3 above.

He wrongly added 91 to both sides instead of subtracting, this resulted in wrong solution.

Answer:

See below.

Step-by-step explanation:

The mistake Ian made was incorrectly distributing -(-91).  When multiplying two negative numbers the result is always positive:  [tex]-a \cdot -b=-a(-b)=ab[/tex].

This error meant he added 91 to both sides of the equation in Step 3 of his calculation, when he should subtract 91 from both sides.

Therefore, the correct calculation is:

[tex]\begin{array} { r l}511 & = -7(10x-13)\\\\511 & = -70x \phantom{)))}+91\\\\-91 & \phantom{))))))))))))} -91\\\\\cline{1-2}\\420 & = -70x\\\\\dfrac{420}{-70} & = \dfrac{-70x}{-70}\\\\-6 & = x\end{array}[/tex]

Answer: 0.5

Step-by-step explanation:

Answer:

First answer: 0.5

Second answer: 0.5

Third answer: show

Step-by-step explanation:

Answer:

Approximately 5 boxes

Step-by-step explanation:

6x4=24 ft

24x2=48 ft

48x12=576 in

576/6=96

96/20=4.8 boxes

If I'm wrong I'm sorry

The value of x is 8 and  the measure of the two marked angles is  60°.

When an angle's vertex and side are shared by another angle, the two angles are said to be neighboring angles. The vertex of an angle is the point where the rays come to a halt and create the sides of the angle. When two adjacent angles share a vertex and a side, they can be either complimentary or supplementary angles.

we know that ,

10x-20=7x+4   (it is corresponding opposite angle)

3x=24

x=8

the value of x is 8.

the measure of the two marked angles is 10*8-20= 80°-20°= 60°.

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Answer:

Y:64

X:15

Hope this helps

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The number of grams of sugar that would be in a 200 ml glass of juice, given the carton, is 13. 2 grams of sugar

In a 250 ml glass of juice, we would see 16. 5 g of sugar. Given this information, we can find the amount of sugar in a 200 ml of juice by using direct proportion.

The amount of sugar in 200 ml of juice is :

= ( Amount of sugar in 250 ml x Quantity of juice ) / Quantity of base quantity of juice

= ( 16. 5 x 200 ) / 250

= 3, 300 / 250

= 13. 2 grams of sugar

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Answer:

11 units^2

Step-by-step explanation:

We know that the area of a square is the side squared, so we can use the inverse of this formula to say the side of a square is the square root of the the area. This gives us√33 and √44 as the side lengths of the red and green squares respectively. Next, we use the pythagorean theorem to find the other side of the white right triangle, which is also a side of the blue square. So:

(√44)^2 - (√33)^2 = side^2

44 - 33 = side

side^2 = 11

side = √11

To find the area of a square, you just square the side, so we get (√11)^2 which is just 11 units^2.

Answer:

-1/3

Step-by-step explanation:

Answer:

-1/3

Step-by-step explanation:

to find perpendicular you need to reverse the slope

Answer:

should be C. No, there are no y-values that have more than one x-value

but if i'm wrong let me know!

If the circle's center is in one of the foci, the inverse of the hyperbola is a Limaçon with an inner loop.

A hyperbola is a particular kind of smooth curve that lies in a plane and is classified by its geometric characteristics or by equations for which it is the solution set.

A hyperbola is made up of two mirror images of one another that resemble two infinite bows.

These two sections are known as connected components or branches.

The hyperbola's equation is expressed as (y−k)2b2−(x−h)2a2=1.

The transverse axis is defined by b, the conjugate axis by a, and the center is defined by (h,k).

The section of a line that a hyperbola's vertices form.

The inverse of the hyperbola is a Limaçon with an inner loop if the circle's center is in one of the foci.

Therefore, if the circle's center is in one of the foci, the inverse of the hyperbola is a Limaçon with an inner loop.

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Answer:

B and D both lead to failure. I have no idea how to pick which one is right. I guess D but don't be surprised if it is B. The question tries to do too much.

D

Step-by-step explanation:

No.

You need one more fact.

You can't pick A. Angles are not noted.

B: there is no mention of parallel sides. This is why the proposition fails to give a parallelogram.

C: you haven't got both sides being parallel. You haven't even got one set of opposite sides being parallel

D: This is probably another alternative. You don't know anything about 1 set of opposite sides.

E: No angles are marked.

(0.1), (2,5), (1/2,2), (-1,-1) are the points on graph.

In mathematics, a graph is a visual representation or diagram that shows data or values in an ordered way. The relationships between two or more things are frequently represented by the points on a graph.

A graph is a type of non-linear data structure composed of nodes, also known as vertices and edges. Any two nodes, also referred to as vertices, in a graph are connected by edges. The vertex numbers in this graph are 1, 2, 3, and 5, and the edge numbers are 1, 2, 1, 3, 2, 4, and 5, respectively.

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Answer:

She will buy at least 10 pounds or more.

Step-by-step explanation:

If each pound costs $4 and she is spending $40 worth, she needs to buy 10 pounds in order to spend the minimum of $40. She can buy more than 10 pounds to keep spending more money. 11, 12, 13, 14, 15, and so forth are all possible numbers in pounds she will buy.

The following method for assigning the 24 students to two equal-sized groups allows for a statistical valid comparison of the two instructional programmes.

An instructional programme is a course of study that requires the completion of a specified number of course credits from a prescribed group of courses and results in a formal award.

A) Each student will be given a unique random number generated by a random number generator on a calculator, statistical software, or a random number table. The assigned numbers will be listed in ascending order. Students with the lowest 12 numbers on the ordered list will be assigned to the instructional programme that requires physically dissecting frogs.

Students with the highest 12 numbers will receive an instructional programme that simulates frog dissection using computer software.

B) By not randomizing and allowing students to self-select, there is the possibility of changes in the differences between pre test and post test scores for a specific group due to the characteristics of students who choose a particular instructional method, rather than the instructional method itself.

For example, suppose frog-loving students already know a lot about frog anatomy; these students would be less likely to show a large difference between pre and post test scores. Assume that the frog-loving students prefer the computer simulation method (perhaps because they do not like the notion of dissecting the frogs they love).

The possible low change in pre- and post-test scores for the computer simulation group could then be attributed to the students' prior knowledge of frog anatomy, rather than to the instructional method itself. Because the students entering the frog dissection group have lower pre-test scores (less prior knowledge), they are more likely to show greater improvement between pre-test and post-test scores.

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The modulus increases by a factor of 10 and the argument increases by 5π/3.

Modulus of the complex number:

The modulus of a complex number is the square root of the sum of the squares of the complex number's real and imaginary parts. If z is complex, the absolute value of complex z is given by √{[Re(z)]2 + [Im(z)] and denoted by |z|. exclusive. The absolute value of a complex number z = a + ib is the distance between the origin (0, 0) of the complex plane and the point (a, b). The modulus of a complex number is a distance, so its value is always non-negative.

The absolute value of a complex number z = x + iy denoted by |z| is given by the formula |z|. Given = √(x2 + y2), where x is the real part of the complex number z and y is the imaginary part. The modulus of a complex number z can also be computed using the conjugate of z. Since

z. z = (x+ iy)(x −iy)

=x²+y² , we have

    z. z = |z|²

⇒ |zI =√z. z.

Then,

The modulus of the z will be =|z|= √p²+q²

We have,

z = 5 – 5i √3

So,

Now rewrite this given equation in the form of z = r(Cosθ + iSinθ),

For this first calculate the modulus,

|Z| = √((5√3)² + 5²)

|Z| = √(25×3 + 25)

|Z| = √(100) = 10

And,

Argument, θ = tan⁻¹ (b/a)

θ = tan⁻¹ (5√3/5)

θ = tan⁻¹ (√3)

θ = 71

Therefore, the modulus increases by a factor of 10, and the argument increase by 5π/3.

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Answer:

The modulus increases by a factor of ✔ 10.

The argument increases by ✔ 5π over 3

Step-by-step explanation:

correct on edge 2023