Answer: 8/15, 15/8
Step-by-step explanation:
By the Pythagorean theorem, the length of the unknown side is
[tex]\sqrt{17^{2}-8^{2}}=15[/tex]
So, the tangents of the acute angles are [tex]\boxed{\frac{8}{15}, \frac{15}{8}}[/tex]
HELP ASAP!!!
REASONS ONLY
Given: ABCD is a parallelogram, FC is congruent to EC, DE bisects BC and BF bisects DC Prove: ABCD is a rhombus
(i put random reasons just to show all of them)
2) perpendicular lines form right angles
3) perpendicular lines form right angles
4) all right angles are congruent
5) reflexive property
6) ASA
7) CPCTC
8) ABCD is a rhombus because it is a parallelogram with a pair of consecutive congruent sides
Constructing Parallel Lines
Use the slope of the given line to construct a parallel line
through point P. Click or tap the graph to plot another point on
the parallel line.
Try it
Correct!
-2
y
2
What is the slope of the original line?
What is the equation of the line that is parallel to the
given line and passes through the given point?
A line is a one-dimensional shape that is straight, has no thickness, and extends in both directions indefinitely. The slope of the lines is -1, and the equation of the parallel line is y-x-6.
What is the equation of a line?A line is a one-dimensional shape that is straight, has no thickness, and extends in both directions indefinitely. The equation of a line is given by,
y =mx + c
where,
x is the coordinate of the x-axis,
y is the coordinate of the y-axis,
m is the slope of the line, and
c is the y-intercept.
The parallel line passes through the points (-4,-2) and (-3,-3). Therefore, the slope of the line is,
Slope = (-2 + 3) / (-4 + 3) = 1/-1 = -1
The equation of the parallel line that is passing through point P is,
y = mx + c
y = -x + c
-3 = -(-3) + c
-3 -3 = c
c = -6
Hence, the slope of the lines is -1, and the equation of the parallel line is y-x-6.
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Answer:
-1
y + 3 = -1 (x+3)
b,b `
Step-by-step explanation:
compute 1 + 2 + 3 +....+ 99 + 100 + 99 + 98 +...+ 3 + 2 + 1
Answer:
10000
Step-by-step explanation:
When computing a consecutive sum of integers with a difference of 1.
Use gauss's formula of (n/2)(first number + last number).
with n being the # of integers.
Since it is ascending and descending, it can be broken down into 2 sequences:
1 + 2 + 3 + ... + 99 and 1 + 2 + 3 + ... + 100.
Once each is calculated, add them up to find the value.
So:
1 + 2 + 3 + ... + 99 = (99/2)(100) = 4950.
1 + 2 + 3 + ... + 100 = (100/2)(101) = 5050.
4950 + 5050 = 10000
The store currently has seven rackets of each version. What is the probability that all of the next ten customers who want this racket can get the version they want from current stock
The probability that all of the next ten customers who want this racket can get the version they want from current stock is 0.821
How to solve?Given: currently has seven rackets of each version.
Then the probability that the next ten customers get the racket they want is P(3≤X≤7)
Why P(3≤X≤7)?Note that If less than 3 customers want the oversize, then more than 7 want the midsize and someone's going to miss out.
X ~ Binomial (n = 10, p = 0.6)
P(3≤X≤7) = P(X≤7) - P(X≤2)
From Binomial Table:
= 0.8333 - 0.012
= 0.821
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On average, a dog runs 5.5 times faster than a child. Which equation can be used to find s, the speed of a dog, given r, the speed of the child ?
Answer:
s = 5.5r
Step-by-step explanation:
Since a dog can run 5.5 times faster than a child that means that the dog's speed (s) should be equal to 5.5 times the speed of the child (r).
Therefore,
speed of dog (s) = 5.5 × speed of child (r)
answer this question i need help!! i’ll give brainly
Answer:
A. The color of fire when different metals are burned.
Explanation:
Qualitative data is data that relates to a quality or characteristic of an object, and does not include any numbers.
example: colour, taste, survey answers
Quantitative data, on the other hand, relates to measurements and counting of variables, and uses numbers to convey value.
example: height of a person, number of coins
Mom drove 180 miles from home to the hotel in 3 hours how many miles did she drive per hour
Answer:
[tex]\huge\boxed{\sf 60 \ miles}[/tex]
Step-by-step explanation:
Given that,
3 hours = 180 miles
Divide 3 to both sides
3/3 hour = 180/3 miles
1 hour = 60 miles
So, Mom drove 60 miles in one hour.
[tex]\rule[225]{225}{2}[/tex]
Mr brown shares with the class that 70 percent of the students got an a on the English quiz if Mr brown has 100 student what percent of the students did not get an a
I need help with things ill give u points
Answer:
012
Step-by-step explanation:
please mark brainliest if correct
Let's say you rolled a dice twice, and you got at least a 6. What is the probability that the sum of both rolls is at least 9
The probability that the sum of both rolls is at least 9 is 2/36.
Probability is the chance that a given event will occur. the ratio of the number of outcomes in an exhaustive set of equally likely outcomes that produce a given event to the total number of possible outcomes.
Given:
Total sample spaces: 36.
Number on one dice: 6
For sum of both rolls to be 9 , the only possible way is (6,3)(3,6)
Using probability formula,
Thus The probability that the sum of both rolls is at least 9 is 2/36.
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1 2 3 4 5 6 7 8 9 10 The probability that a randomly selected point on the grid below is in the blue area is StartFraction 9 over 16 EndFraction. A grid with 16 squares. 9 squares are shaded blue. Which expression can be used to find the probability that a randomly selected point is in the white area of the grid?
Using it's concept, the expression that can be used to find the probability that a randomly selected point is in the white area of the grid is:
[tex]\frac{7}{16}[/tex]
What is a probability?A probability is given by the number of desired outcomes divided by the number of total outcomes.
Researching the problem on the internet, 7 out of 16 squares are in the white area, hence the probability is given by:
[tex]p = \frac{7}{16}[/tex].
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Which steps would be used to solve the equation? Check all that apply. 2 and two-thirds + r = 8
The correct steps are given below:-
a) Subtract 2 and two-thirds from both sides of the equation
b) 8 minus 2 and two-thirds = 5 and one-third
c) Substitute the value for r to check the solution.
What is an expression?Expression in maths is defined as the collection of the numbers variables and functions by using signs like addition, subtraction, multiplication, and division.
The given expression will be solved by using the following steps:-
[tex]2 \dfrac{2}{3}[/tex] + r = 8
Subtract [tex]2 \dfrac{2}{3}[/tex] from each side
[tex]2 \dfrac{2}{3}[/tex] + r - [tex]2 \dfrac{2}{3}[/tex] = 8 - [tex]2 \dfrac{2}{3}[/tex]
r = 5 1/3
Check the solution,
[tex]2 \dfrac{2}{3}[/tex] + [tex]5 \dfrac{1}{3}[/tex] =8
8 = 8
The complete question is given below:-
Which steps would be used to solve the equation? Check all that apply. 2 and two-thirds + r = 8 Subtract 2 and two-thirds from both sides of the equation. Add 2 and two-thirds to both sides of the equation. 8 minus 2 and two-thirds = 5 and one-third 8 + 2 and two-thirds = 10 and two-thirds Substitute the value for r to check the solution.
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Answer:
A,C,E >:3.
your welcome!
The product of two rational numbers is 3/8. If one of the number is 2/5 , find the other number.
Answer:
if i subtract 3/8 with 2/5 i get 1/40
Step-by-step explanation:
i dont know if this is correct but it seems so
Step-by-step explanation:
—Let the unknown number is x, so we can write the equation like below.
[tex] \frac{2}{5} \times x = \frac{3}{8} [/tex]
[tex] \: [/tex]
—Find x.
[tex] \frac{2}{5} \times x = \frac{3}{8} [/tex]
[tex]x = \frac{3}{8} \div \frac{2}{5} [/tex]
[tex]x = \frac{3}{8} \times \frac{5}{2} [/tex]
[tex]x = \frac{15}{16} [/tex]
[tex] \: [/tex]
—Let's prove that it's true.
[tex] \frac{2}{5} \times x = \frac{3}{8} [/tex]
[tex] \frac{2}{5} \times \frac{15}{16} = \frac{3}{8} [/tex]
[tex] \frac{30}{80} = \frac{3}{8} [/tex]
[tex] \frac{30 \div 10}{80 \div 10} = \frac{3}{8} [/tex]
[tex] \frac{3}{8} = \frac{3}{8} \: \: \text{proved}[/tex]
[tex] \: [/tex]
So, the other number or the value of x is [tex]\frac{15}{16}[/tex]
A quadrilateral is shown. One pair of opposite sides have lengths of 10 inches and (x + 2) inches. The other pair of opposite sides have lengths (x + 5) inches and (2 x minus 3) inches. Based on the measures shown, could the figure be a parallelogram? Yes, one pair of opposite sides could measure 10 in., and the other pair could measure 13 in. Yes, one pair of opposite sides could measure 10 in., and the other pair could measure 8 in. No, there are three different values for x when each expression is set equal to 10. No, the value of x that makes one pair of sides congruent does not make the other pair of sides congruent.
Answer:
1st option
Step-by-step explanation:
since one pair of opposite sides 10 in , then
x + 2 = 10 ( subtract 2 from both sides )
x = 8
Then
x + 5 = 8 + 5 = 13 in
2x - 5 = 2(8) - 5 = 16 - 5 = 13 in
The opposite sides of a parallelogram are parallel and congruent.
So the quadrilateral could be a parallelogram
Answer: A) Yes, one pair of opposite sides could measure
10 in., and the other pair could measure 13 in.
Step-by-step explanation:
just did it on edu 2023
In a 3-digit number, the middle digit is 3 times the last digit and 4 more than the first digit. All the digits are odd and can only be used once. What is the 1st number?
Answer:
5
Step-by-step explanation:
This is quite some trial and error question.
Based on the question, the numbers we can use are 1,3,5,7 and 9.
We will start with the middle digit first.
Since the question has stated it is 3 times the last digit, the number has to be in multiples of 3.
So we are left with: 3 and 9.
Then, the question also states the middle digit is 4 more than the first digit. See, its a digit, so the value cannot be less than 1 (odd numbers only and no negative values), so if we subtract 4 to the middle digit to find the first, it should still be a Positive Single numerical value.
3 - 4 = -1
9 - 4 = 5
Therefore, this middle digit is = 9.
Since we know the middle digit = 9
The first digit will be 9 - 4 = 5
The whole value is now 593.
helpp quick can't get correct
Answer:
A=7 B=9 C=4
Step-by-step explanation:
[tex]a\frac{b}{c} =\sqrt[c]{a^b}[/tex]
perpendicular lines..
Answer:
-4
Step-by-step explanation:
The product of slopes of two perpendicular lines is -1, so 1/4 x -4 = -1
Hence the slope for line B is -4
An equilateral triangle has a perimeter of 15x3 33x5 feet. what is the length of each side? x3 feet 5 11x2 feet 5x2 11 feet 5x3 11x5 feet
The length of each side of the equilateral triangle is 5x³ + 11x⁵
Calculating PerimeterFrom the question, we are to determine the length of each side of the equilateral triangle.
An equilateral triangle has its sides equal to each other.
If the length of a side of an equilateral triangle is c,
Then, the perimeter, P, of the triangle is
P = 3c
From the given information,
P = 15x³ + 33x⁵
∴ 3c = 15x³ + 33x⁵
c = (15x³ + 33x⁵) / 3
c = 3(5x³ + 11x⁵) / 3
c = 5x³ + 11x⁵
Hence, the length of each side of the equilateral triangle is 5x³ + 11x⁵
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Answer: 5x^3 + 11x^5
Step-by-step explanation:
Help please. Math and giving 30 points.
The simplified form of the given expression is -18. The correct option is the third option- -18
Simplifying an expressionFrom the question, we are to simplify
|3-10| - (12 ÷ 4 + 2)²
Simplifying
|3-10| - (12 ÷ 4 + 2)²
|-7| - (3 + 2)²
7 - (5)²
7 - 25
= -18
Hence, the simplified form of the given expression is -18. The correct option is the third option- -18
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1. A random sample of 2,000 households are selected for telephone interviews with the following results: 432 Completed interviews 586 Refusals by the respondent 902 No answer/not at home 80 Non-working numbers What is the response rate
The response rate is 52.021%.
Given a random sample of 2,000 households are selected for telephone interviews in which 432 interviews are completed, 586 are refused by the respondent, 902 do not answer or are not at home and 80 are non-working numbers.
Total Number of sample, S =2000
Completed interview, C = 432
Refusal by the Respondent, R = 586
No answer/ not at home , N = 902.
Non - working Numbers, NW = 80.
From the above data, we got responses from completed interviews and refusals by respondents.
so responded number (RN) is
RN=C+R
RN= 432+ 586
RN= 1018.
The actual number of samples =Total samples - non-working samples Actual number of samples=2000-80
The actual number of samples=1920
And the response rate (RR) is
RR=1018÷1920
RR=0.52021
Hence, the response rate from 2000 households which are selected for telephone interviews is 0.52021.
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75. Real-World Applications
A cell phone company offers two plans for minutes. Plan A: $20 per month and $1 for every one hundred texts. Plan B: $50 per month with free unlimited texts. How many texts would you need to send per month for plan B to save you money?
Answer:
t =amount of texts
a. 0.01t+20=y
b. 50=y
so that means that they equal each other
0.01t+20=50
-20
0.01t=30
t=3001
Hope This Helps!!!
Answer:
For plan B to save money cell phone user need to send 3000 texts per month as [tex]\frac{x}{y}[/tex] expresses the average texts sent per month by cell phone user and its obtained value is 3000.
Step-by-step explanation:
In the question it is given that a cell phone company offers two plans for minutes.
Plan A: $20 per month and $1 for every one hundred texts.
Plan B: $50 per month with free unlimited texts.
It is required to find that how many texts would be needed to send per month for plan B to save money. be needed to send per month for plan B to save money.
Step 1 of 5
In Plan A $20 per month and $1 for every one hundred texts are costed so the cost of Plan A is given by following equation,
[tex]$A=20 y+\frac{x}{100}$[/tex]
In Plan B $50 per month with free unlimited texts are costed so the cost of Plan B is given by following equation,
[tex]$$B=50 y$$[/tex]
Step 2 of 5
Now comparing the obtained equations [tex]$A=20 y+\frac{x}{100}$[/tex]
and B=50y.
[tex]$20 y+\frac{x}{100}=50 y$$[/tex]
Step 3 of 5
Subtract 20y from both the sides of the obtained equation [tex]$20 y+\frac{x}{100}=50 y$[/tex] and simplify using subtraction properties.
[tex]$$\begin{aligned}&20 y+\frac{x}{100}-20 y=50 y-20 y \\&\frac{x}{100}=30 y\end{aligned}$$[/tex]
Step 4 of 5
Multiply both the sides of the obtained equation [tex]$\frac{x}{100}=30 y$[/tex] by 100 and simplify using multiplication properties.
[tex]$$\begin{aligned}&\frac{x}{100} \cdot 100=30 y .100 \\&x=3000 y\end{aligned}$$[/tex]
Step 5 of 5
Divide both the sides of the obtained equation x=3000y by y and simplify using division properties.
[tex]$$\begin{aligned}&\frac{x}{y}=\frac{3000 y}{y} \\&\frac{x}{y}=3000\end{aligned}$$[/tex]
As [tex]$\frac{x}{y}$[/tex] expresses the average texts sent per month by cell phone user. So, for plan B to save money cell phone user need to send 3000 texts per month.
Six less than the quotient of two and W
Six less than the quotient of two and a number "W"
Let's take this step-by-step. First, change the written-out numbers to numerals:
6 less than the quotient of 2 and a number "W"
Next, combine the smallest part. In this case, it would be:
the quotient of 2 and a number "W"
Here, you are finding the quotient of a specific part: 2 and W. When we have specific sections like this in math, we put parentheses around them, like this:
6 less than the quotient of (2 and a number "W")
Now we need to remember what a "quotient" is. This means that there is division between the two numbers mentioned - in this case, 2 and the number W. But which is being divided into which? The number 2 comes first, so we think of 2 as being the first number used. Therefore, we are looking at:
6 less than (2 divided by W)
Division problems are exactly the same as fractions. For example, 3 divided by 1 is the same as 3 ÷ 1, which is also the same as 3/1 (which equals 3). In our case, 2 divided by W is the same as 2/W (your teacher might want this written as 2 ÷ W, but they mean the same thing). Now, we can write the equation as:
6 less than (2/W)
Which can also be written as:
6 less than 2 ÷ W
To finish this up, let's take a step back for a moment Imagine you have 10 jelly beans, and you eat 7 of them. You now have 7 less than 10, or 3 jelly beans. This can also be written as 10-7 = 3.
In our example, we have 6 less than (2/W). If we use the jelly bean equation we found as a starting point, we can change the 7 to 6 and the 10 to (2/W). Then, we get this:
(2/W) - 6
Which can also be written as:
2 ÷ W - 6
And that's your answer! Both of those mean the same thing so they're both correct. Your teacher might prefer you write it one way or the other, though. If this is the case, make sure to choose the solution that best fits your teacher's request.
2 quick algebra 1 questions for 50 points!
Only answer if you know the answer, Tysm!
Answer:
QUESTION 1: (-3,0), (1,1), (5, 2), (9,3)
QUESTION 2: Draw a mapping diagram (see question 3)
QUESTION 3: Yes, the image below is a function.
Step-by-step explanation:
For question 1, you can pair the domains (x-values) with any y-value. The y-values can repeat.
For question 3b, you must understand that domains cannot repeat, but ranges (y-values can). In 3b, every x-value has a unique y-value which means that it is a function. You can also determine is something is a function by seeing if its graph passes the vertical line test.
Yes
As per definition
Every domain of the function has an unique range
f(x)=yHere
f(-8)=1f(-2)=6f(0)=4f(7)=5Hence it's a function
2/3 ÷ -2/5 pls answer the question
Answer:
[tex]-1\frac{2}{3}[/tex]
Step-by-step explanation:
2/3 ÷ -2/5.
Flip -2/5 to -5/2 so that it can be multiplied.
2/3 × -5/2 = -10/6.
Reduce.
-10/6 reduced is -5/3.
Extract the whole number from this fraction to make it a mixed number.
-5/3 is equal to -1 2/3
Hope this helps!
We can do the inverse, where division basically becomes multiplication. You just flip the denominator and numerator (lower and upper part of the division sign).
[tex]\frac{2}{3} *-\frac{5}{2}[/tex]
The negative stays even when you inverse it. Make sure on future problems you inverse whats being divided, which in this case was -2/5.
We can now multiply across and get:
[tex]- \frac{10}{6}[/tex] as 2•5=10, 3•-2=-6. Therefore -10/6.
Which can be simplified into [tex]-1 \frac{2}{3}[/tex]. This is because 10 goes into 6 once leaving 4. That makes it -1 4/6, but 4/6 can be reduced by a common factor, 2. So just divide 4 and 6 by 2, which is 2/3. So thats why it is -1 2/3.
Brainliest would really help me out, if you have any questions message me
Use the given graph to determine the limit, if it exists. (4 points)
A coordinate graph is shown with an upward sloped line crossing the y axis at the origin that ends at the open point 3, 1, a closed point at 3, 7, and a horizontal line starting at the open point 3, 3.
Find limit as x approaches three from the right of f of x.
The limit as x approaches three from the right of f(x) is 3
What is the Limit of a function ?The value a function approaches when the variable approaches its limit.
A graph is given which shows a piece wise function ,
As when the limit approaches from the right the function can be seen approaching 3 , it is not 3 at 3 but approaching to 3
The right hand lim x--> 3 f(x) approaches 3 .
Therefore , limit as x approaches three from the right of f(x) is 3
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In spherical geometry, lines are called
OA. line segments
OB. radii
O c. diameters
O D. great circles
Answer:
Diameters
Step-by-step explanation:
In spherical geometry, lines are called diameters.
Answer:
Diameter
Step-by-step explanation:
In spherical geometry, lines are called diameter .
Also this makes sense the most .
What is the whole number consisting of x in the hundreds place, y in the
tens place, and 2 in the ones place?
The whole number consisting of x in the hundreds place, y in the tens place, and 2 in the ones place is; xy2.
What is the whole number described in the task content?It follows from the task content that the whole number described has x in the hundreds place, y in the tens place, and 2 in the ones place.
The whole number in discuss can be broken down simply as: (x×100) + (y×10) +(2×1).
Hence, the whole number is; xy2.
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What is the solution of log2x + 6^8 = 3?
Group of answer choices
x = −2
x = 2
x = −3
x = 3
The value of x in the equation [tex]log_{2x + 6}8=3[/tex] gives that x = -2.
What is an equation?An equation is an expression that shows the relationship between two or more variables and numbers.
[tex]log_{2x + 6}8=3\\\\applying\ the\ logarithm\ rule:\\\\(2x+6)^3=8\\\\8x^3+72x^2+216+208=0\\\\x=-2[/tex]
The value of x in the equation [tex]log_{2x + 6}8=3[/tex] gives that x = -2.
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help me please!!!
The hypotenuse of a right angled triangle is 15. One of the other sides is 12cm, what
is the length of the other side?
5.2 cm
369 cm
27 cm
9 cm
19.2 cm
Answer:
9 cm
Step-by-step explanation:
The hypotenuse is the major side of the right triangle, if you look at the options only two of them are smaller than the hypotenuse, the rest cannot be the answer.
Hypotenuse (c) = 15 cm
Cathetus (a) = 12 cm
Cathetus (b) = ?
Equation: [tex]c^{2}=a^{2} +b^{2}[/tex]
Solution: [tex]b^{2} =c^{2} -a^{2}[/tex]
[tex]b^{2} =(15)^{2} -(12)^{2}[/tex]
[tex]b^{2} =225-144[/tex]
[tex]b^{2}=81[/tex]
[tex]b=\sqrt{81}[/tex]
[tex]b=9[/tex]
Hope this helps
a number is chosen ar random from 1 to 25. find the probaility of selecting an even number or multiple of 3
Answer:
16/25 or 64%
Step-by-step explanation:
There are 12 even numbers between 1 and 25: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, and 24
There are 8 multiples of 3 between 1 and 25: 3, 6, 9, 12, 15, 18, 21, and 24
That makes your odds 20/25. But, you can't count numbers twice! So eliminate the repeats and you get:
2, 3, 4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20, 21, 22, and 24
which is 16/25 numbers that satisfy being an even number, a multiple of 3, or both
hope this helped :)