By ASA (Angle-Side-Angle) congruence, triangle ABC is congruent to triangle DEF.
Instructions to draw the routes:
Draw the x-axis and y-axis to create a coordinate plane.
Mark the starting point of Zari's run as (0,0) on the coordinate plane.
From (0,0), move 2 units north to reach (0,2).
From (0,2), move 4 units east to reach (4,2).
From (4,2), move directly back to the starting point (0,0) using the shortest route.
Mark the starting point of Taye's run as (0,0) on the coordinate plane.
From (0,0), move 2 units west to reach (-2,0).
From (-2,0), move 4 units south to reach (-2,-4).
From (-2,-4), move directly back to the starting point (0,0) using the shortest route.
Instructions to prove that the two triangles are congruent using ASA:
Label the vertices of Zari's triangle as A (0,0), B (4,2), and C (0,0).
Label the vertices of Taye's triangle as D (0,0), E (-2,-4), and F (0,0).
Show that angle A and angle D are congruent because they are both right angles (90 degrees).
Show that segment AB and segment DE are congruent because they both have a length of 4 units.
Show that segment AC and segment DF are congruent because they both have a length of 2 units.
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40% of the fish are carp and 60% of the fish are bass. What’s the probability that the next three fish I catch are all carp?
Answer:
0.064 or 6.4%----------------------------
The probability of catching a carp is 40% since 40% of the fish are carp.
We assume the fish is replaced each time so the probability of three carps is:
P = 0.4³ = 0.064 or 6.4%Georgia has 322 beads. She buys 38 more beads. She will use a 120 beats to make bracelets and use the rest of the beads to make necklaces. Each necklace has 9 beads. What is the greatest number of necklacea georgia can make?
Applying mathematical operations, the greatest number of necklaces Georgia can make is 26.
How the mathematical operations are applied:The total number of beads available for making bracelets and necklaces is an addition operation between the beginning inventory of beads and the additional units purchased.
A subtraction operation is performed to determine the remainder after making bracelets.
Finally, a division operation determines the greatest number of necklaces to make.
The beginning inventory of beads = 322
The units purchased = 38 beads
The total number of beads that Georgia has = 360 (322 + 38)
The number of beads required to make bracelets = 120
The remainder after making bracelets = 240 (360 - 120)
The number of beads required for each necklace = 9
The greatest number of necklaces Georgia can make = 26 (240 ÷ 9)
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Jill's neighborhood has a mean of 3 children per household.
What happens to the mean if a family with 7 children moves away?
Responses
The mean remains the same.
The mean increases.
The mean decreases.
The correct option is the last one, the mean will decrease.
What happens to the mean if a family with 7 children moves away?For a set of N values {x₁, x₂, ..., xₙ} the mean is defined as the sum of the N values divided by N, this is:
mean = (x₁ + x₂ + ... + xₙ)/N
Now, here the mean is 3, and a family with 7 children (more than the mean) moves away.
That will cause a decrease in the mean, because we are removing one of the larger values.
The correct option is the last one.
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Describe two trends you can find in the graph below. Use calculations and numbers to support your thinking.
The two trends on the graph are:
Positive correlationNegative correlationDescribing the two trends on the graphFrom the question, we have the following parameters that can be used in our computation:
The graph
The two trends on the graph are:
Positive correlationNegative correlationFor the positive correlation, we have
Upward trend from January till August
This is because the function values increase approximately in this domain
For the negative correlation, we have
Upward trend from August till December
This is because the function values decrease approximately in this domain
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Please answer correctly and explain reasoning for brainliest (If correct) and thanks!
What are the coordinates of A’?
Check the picture below.
For the functions f and g find a. (f+g)(x), b. (f-g)(x), c. (f
The value of the given functions are:
(a) (f + g)(x) = (x -8 + 14) = x + 6
(b) (f-g)(x) = (x -8 - 14) = x - 22
(c) (f • g)(x) = (x - 8 (14)) = 14x - 112
(d) (f/g)(x) = (x - 8)/ 14
What is function?An expression, rule, or law that defines a relationship between one variable (the independent variable) and another variable (the dependent variable).
We have the functions are as follows:
f(x)=x - 8,
g(x)=5 + 9
To solve :
a. (f + g)(x),
b. (f-g)(x),
c. (f • g)(x), and
d. (f/g)(x)
Now,
(a) (f + g)(x) = (x -8 + 14) = x + 6
(b) (f-g)(x) = (x -8 - 14) = x - 22
(c) (f • g)(x) = (x - 8 (14)) = 14x - 112
(d) (f/g)(x) = (x - 8)/ 14
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The given question is incomplete, complete question is:
For the functions f and g find a. (f+ g)(x), b. (f-g)(x), c. (f• g)(x), and d. (f/g)(x) f(x)=x - 8, g(x)=5 + 9
Rosie earns $25 for travel time plus $18 an hour working at her uncle’s shop. Write an expression that can be used to find the amount Rosie will earn for working, 7, hours.
Answer:
Earned = 25 + 18h
Earned = 151
Step-by-step explanation:
The amount earned is the travel time plus the amount per hour times the hours
Earned = 25 + 18h
She works 7 hours
Earned = 25 + 18*7
Earned = 25 + 126
Earned = 151
I need done asap I have 1 min
Each of 6 students reported the number of movies they saw in the past year. Here is what they reported. 14, 9, 9, 6, 10, 19 Find the mean number of movies that the students saw. If necessary, round your answer to the nearest tenth.
100 POINTS
Question:
Answer:
It is a graphical representation that discusses the relationship between two or more quantities or things
Step-by-step explanation:
The graphical method is used to optimize the two-variable linear programming. If the problem has two decision variables, a graphical method is the best method to find the optimal solution. In this method, the set of inequalities are subjected to constraints. Then the inequalities are plotted in the XY plane.
Graphical methods are commonly used for determining whether the data support an interpretation of mixing of two potential sources or fractionation of a single source.A graphic solution can be done by hand (on graph paper), or with the use of a graphing calculator. Graphing a system of linear equations is as simple as graphing two straight lines. When the lines are graphed, the solution will be the (x,y) ordered pair where the two lines intersect (cross).BRAINLINEST PLEASEAnswer:
It is a graphical representation that discusses the relationship between two or more quantities or things
Step-by-step explanation:
The graphical method is used to optimize the two-variable linear programming. If the problem has two decision variables, a graphical method is the best method to find the optimal solution. In this method, the set of inequalities are subjected to constraints. Then the inequalities are plotted in the XY plane.
Graphical methods are commonly used for determining whether the data support an interpretation of mixing of two potential sources or fractionation of a single source.
A graphic solution can be done by hand (on graph paper), or with the use of a graphing calculator. Graphing a system of linear equations is as simple as graphing two straight lines. When the lines are graphed, the solution will be the (x,y) ordered pair where the two lines intersect (cross).
GIVE NICE GUY BRAINLINEST PLEASE
write an equation of the line that passes through each pair of points (-8,0), (0,7)
What’s the correct answer to problem 14?
The distance between the two lines is about 6/√17 units, which is approximately 1.46 units
To find the distance between two parallel lines, we need to find the length of the perpendicular segment that connects them.
Both lines have the same slope (4), so they are parallel and never intersect.
The shortest distance between them will be the perpendicular distance between any point on one line and the other line.
Let's choose a point on the first line, say (0, -1), and find the perpendicular distance from this point to the second line.
We can use the formula for the distance between a point (x₁, y₁) and a line in slope-intercept form y = mx + b:
Distance = |m(x₁) - y₁+ b| /√m² + 1
Plugging in the values for the second line, we get:
Distance = |4(0) - (-1) + 5| / √4² + 1
Distance = 6 / sqrt(17)
Therefore, the distance between the two lines is about 6/√17 units, which is approximately 1.46 units
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A cylinder with a radius of 8 inches is cut from the prisim. What is the volume of the new object
The volume of the new object is approximately 439.3 cubic inches
What is the volume of the new object?To find the volume of the new object, we need to first know the volume of the prism before the cylinder is removed hence we do this:
The volume of a cylinder: = πr²h
where:
r = radius
h = height
Note that the volume of a rectangular prism is : = lwh
l = length
w = width
h = height
Assumption: In the above case, we will assume that the dimensions of the rectangular prism because the cylinder can be cut out from the center of one of the faces.
Hence the length and width of the prism will be taken to be twice the radius of the cylinder, that is 16 inches, and the height will be taken to be same as the radius of the cylinder, that ia 8 inches.
So V_prism = lwh
= 16 × 16 × 8
= 2048 cubic inches
V_cylinder = πr²h
= π × 8² × 8
= 512 π cubic inches
Hence To get the volume of the new object, we need to subtract the volume of the cylinder from the volume of the prism:
V_new = V_prism - V_cylinder
= 2048 - 512π
= 2048 - 1608.70
= 439.3 cubic inches
Hence, the volume of the new object is about 439.3 cubic inches
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(x+3) (x-2) =2x
find the valűe of x
Step-by-step explanation:
[tex](x + 3)(x - 2) = 2x\\ {x}^{2} + x - 6= 2x \\ {x}^{2} - x - 6 = 0 \\ (x - 3)(x + 2) = 0 \\ x = 3 \: or \: x = - 2[/tex]
Use synthetic division to rewrite the following fraction in the form q(x)+r(x)d(x)
, where d(x) is the denominator of the original fraction, q(x)is the quotient, and r(x) is the remainder.
The result of the synthetic division is:4x⁵+17x⁴+14x³-3x²+2 = (4x⁴ + 5x³ - x²) (x + 3) + 56
what is synthetic division ?
Synthetic division is a simplified method of dividing a polynomial by a linear factor. It is commonly used in algebra to find the quotient and remainder when dividing a polynomial by a linear factor of the form (x-a).
In the given question,
To use synthetic division to rewrite the fraction, we first set up the problem like this:
-3 | 4 17 14 -3 0 2
| -12 -15 3 0
+----------------------------------
4 5 -1 0 0 2
The coefficients of the polynomial are written in descending order of powers of x, with any missing terms replaced by zeros. The divisor, x + 3, is written on the left, and the first coefficient of the polynomial is written on the top of the vertical line.
We then proceed to perform synthetic division as follows:
Bring down the first coefficient, which is 4, and write it under the horizontal line.
Multiply the divisor, -3, by the number we just brought down, which gives -12. Write this number under the next coefficient, 17.
Add the two numbers, 17 and -12, to get 5. Write this number under the next coefficient, 14.
Multiply the divisor, -3, by 5, which gives -15. Write this number under the next coefficient, -3.
Add the two numbers, -3 and -15, to get -18. Write this number under the next coefficient, 0.
Multiply the divisor, -3, by -18, which gives 54. Write this number under the next coefficient, 2.
Add the two numbers, 2 and 54, to get 56. This is the remainder, which we write above the divisor.
The result of the synthetic division is:
4x⁵+17x⁴+14x³-3x²+2 = (4x^4 + 5x³ - x²) (x + 3) + 56
Therefore, we have rewritten the fraction in the desired form:
4x⁵+17x⁴+14x³-3x²+2
---------------------- = 4x⁴ + 5x³ - x² + 56/(x+3)
x+3
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Some varsity soccer players are paired with a junior varsity (JV) player for training purposes: 2/3 of the varsity are partnered with 3/5 of the JV. What fraction of the players are partnered for training?
Let's say there are $v$ varsity players and $j$ JV players.
The problem tells us that 2/3 of the varsity players are partnered with 3/5 of the JV players. So the number of varsity players partnered with a JV player is:
$\sf\implies\:(2/3)v$
And the number of JV players partnered with a varsity player is:
$\sf\implies\:(3/5)j$
Since these two numbers represent the same group of paired players, they must be equal:
$\sf\implies\:(2/3)v = (3/5)j$
To find the fraction of players who are partnered, we can divide the total number of paired players by the total number of players:
$\implies\:\frac{(2/3)v}{v} = \frac{2}{3}$ of the varsity players are paired
$\implies\:{\sf{\frac{(3/5)j}{j}} = \frac{3}{5}}$ of the JV players are paired
So the total fraction of players who are paired is:
$\sf\implies\:\frac{2}{3} + \frac{3}{5} - \frac{2}{15}$ (since some players will be counted in both fractions)
Simplifying:
$\sf\implies\:\frac{10}{15} + \frac{9}{15} - \frac{2}{15} = \frac{17}{15}$
Therefore, the fraction of players who are partnered for training is $\frac{17}{15}$, which is greater than 1. This means that the problem may have been set up incorrectly, or there may be additional information missing.
[tex]\begin{align}\huge\colorbox{black}{\textcolor{yellow}{\boxed{\sf{I\: hope\: this\: helps !}}}}\end{align}[/tex]
[tex]\begin{align}\colorbox{black}{\textcolor{white}{\underline{\underline{\sf{Please\: mark\: as\: brillinest !}}}}}\end{align}[/tex]
[tex]\textcolor{lime}{\small\textit{If you have any further questions, feel free to ask!}}[/tex]
[tex]\huge{\bigstar{\underline{\boxed{\sf{\color{red}{Sumit\:Roy}}}}}}\\[/tex]
Can someone please answer these 2 questions asap and please show me the breakdown of it so I learn a better way of doing it.
Answer:
x = 5√2, x = 3√2
Step-by-step explanation:
Question 1:
Using the 30-60-90 triangle properties, YX = WX /√3.
YX = 5√3 /√3 = 5.
Using the 45-45-90 triangle properties, x = YX *√2.
x = 5 *√2 = 5√2.
Question 2:
Using the 45-45-90 triangle properties, BC = AB *√2.
BC = 6 *√2 = 6√2.
Using the 30-60-90 triangle properties, x = BC / 2.
x = 6√2 / 2 = 3√2.
The sum of two even numbers is even. The sum of 6 and another number is even. What conjecture can you make about the other number?
A) The other number is odd.
B) The number is even.
C) Not enough information.
D) The number is 8.
Answer:
B) The other number is even.
inverse statement of M implies N
The inverse statement of M implies N is a negation of both the conclusion and the hypothesis.
What is an inverse statement?An inverse statement is one in which both the hypothesis and the conclusion are negated. Let us assume a statement with the hypothesis and conclusion as follows: If they annul the law, we will drive carelessly.
The inverse of this statement will be: If they do not annul the law, we will not drive carelessly. So, both the hypothesis and the conclusion are rewritten in negative terms.
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Amelia has a music box that is shaped like a right rectangular
prism. She wants to pack the music box into a container,
with 1 in. of packing material between each face of the
music box and the container. A bag contains 200 in.3 of
packing material. How many bags of packing material will
Amelia need? Show your work.
The number of packing materials the Amelia will need = 2.4
How to calculate the quantity of packing materials Amelia will need?From the diagram given above, the formula for the volume of a right rectangular prism = Length×width ×height.
Where;
Length = 10in
Width = 6 in
Height = 8 in
The volume = 10×6×8 = 480 in³
But one bag = 200in³
The amount of bag that the music box can contain = 480/200 = 2.4
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what would the speed be if the tailwind of an airplane is 150 mph and the headwind remains at 100 mph
Answer:
To calculate the speed of the airplane, we need to subtract the speed of the headwind from the speed of the tailwind.
To calculate the speed of the airplane, we need to subtract the speed of the headwind from the speed of the tailwind. Speed of airplane = (Speed of tailwind) - (Speed of headwind)
To calculate the speed of the airplane, we need to subtract the speed of the headwind from the speed of the tailwind. Speed of airplane = (Speed of tailwind) - (Speed of headwind)Speed of airplane = (150 mph) - (100 mph)
To calculate the speed of the airplane, we need to subtract the speed of the headwind from the speed of the tailwind. Speed of airplane = (Speed of tailwind) - (Speed of headwind)Speed of airplane = (150 mph) - (100 mph)Speed of airplane = 50 mph
To calculate the speed of the airplane, we need to subtract the speed of the headwind from the speed of the tailwind. Speed of airplane = (Speed of tailwind) - (Speed of headwind)Speed of airplane = (150 mph) - (100 mph)Speed of airplane = 50 mphTherefore, the speed of the airplane would be 50 mph.
A landscaper worded 8-1/2 hours on Monday, 3-1/3 hours on Tuesday and 6-1/4 hours on Wednesday. How many total hours did she work?
If landscaper worked 8-1/2 hours on Monday, 3-1/3 hours on Tuesday and 6-1/4 hours on Wednesday then total of 18.08 hours worked.
To find the total number of hours worked, we need to add up the hours worked on each day.
On Monday, the landscaper worked for 8-1/2 hours, which is the same as 8.5 hours.
On Tuesday, the landscaper worked for 3-1/3 hours, which is the same as 3.33 hours
On Wednesday, the landscaper worked for 6-1/4 hours, which is the same as 6.25 hours.
To find the total hours worked, we add the hours worked on each day:
Total hours worked = 8.5 + 3.33 + 6.25
Total hours worked = 18.08
Therefore, the landscaper worked a total of 18.08 hours.
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Trapezoid WXYZ is rotated 90 degrees clockwise around point A to create trapezoid WXYZ what must be true A angle W is half the measure of angle W B Wx is equal to WX
C WX is perpendicular to YZ D WZ is equal to WX
Answer:
B) Wx is equal to WX.
When a shape is rotated 90 degrees, the length of its sides and angles do not change. Therefore, the length of Wx in the original trapezoid will be the same as the length of WX in the rotated trapezoid.
Mannys pay varies directly with the number of lawns he mows. He earns $100 for mowing 4 lawns. Find k in the equation for Mannys pay. Use P=kl
Answer:
10000
otra solución es: 10⁴
Find the degree of the monomial. 3a^8b^7
15 POINTS!! ASAP TYYY
Answer:
A
Step-by-step explanation:
She earns $15 per poinsettia.
14. Jill tossed a coin three times. Draw a tree diagram to represent the sample space.
Here is a tree diagram to represent the sample space of Jill tossing a coin three times:
H T
/ \ / \
H T H T
/ \ / \ / \ / \
H T H T H T H T
What is sample space?The concept of the sample space is fundamental to the calculation of probabilities because it defines the set of all possible outcomes that we are interested in measuring the likelihood of. By specifying the sample space, we can define events (subsets of the sample space) and assign probabilities to those events.
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I-Ready
What is the distance between point P and point Q?
Abel cycled at an average speed of 10 km/h from his home to the neighbourhood park.
On reaching the park, he cycled back home along the same route at an average speed of
8 Km/h. He took 1 1/5 hours for the whole journey. How long did he take to cycle from the park
to his home?
Answer:
Time = Distance / Speed
Time is taken from home to park = d / 10
Abel cycled back from the park to his home at an average speed of 8 km/h. The time taken for this part of the journey can be calculated using the same formula:
Time = Distance / Speed
Time is taken from park to home = d / 8
According to the given information, the total time taken for the whole journey is 1 1/5 hours, which is equivalent to 6/5 hours.
Total time is taken = Time from home to park + Time from park to home
6/5 = d/10 + d/8
To simplify the equation, let's find the least common multiple (LCM) of 10 and 8, which is 40:
(6/5) * 40 = (d/10) * 40 + (d/8) * 40
48 = 4d + 5d
48 = 9d
d = 48/9
d = 16/3 km
Now, to find the time taken from the park to Abel's home, we substitute the distance value:
Time from park to home = (16/3) / 8
Time from park to home = (16/3) * (1/8)
Time from park to home = 16/24
Time from park to home = 2/3 hour
Since 2/3 of an hour is equal to 40 minutes, Abel took 40 minutes to cycle from the park to his home.
Therefore, Abel took 40 minutes (or 2/3 of an hour) to cycle from the park to his home.
Given that f (x) = StartFraction 2 Over x squared EndFraction, What is the value of f(x) when x = 2? a. 2.5 c. 1 b. 2 d. 0.5
For the given function the value of f(x) when x = 2 is 0.5, option (d) is correct.
The given function f(x) = 2/x² represents a hyperbolic curve with a vertical asymptote at x=0 and a horizontal asymptote at y=0. As x approaches infinity or negative infinity, the value of the function approaches 0.
The given function is:
f(x) = 2 ÷ x²
We are asked to find the value of f(x) when x = 2.
Substituting x = 2, we get:
f(2) = 2 ÷ 2²
= 2 ÷ 4
= 1/2
= 0.5
Alternatively, we can use the fact that 2² = 4 and simplify the expression as follows:
f(x) = 2 ÷ x²
= 2 ÷ 4
= 1/2
Then, substituting x = 2, we get the same result:
f(2) = 1/2
f = 0.5
Hence, option (d) is correct.
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