find the values of variables, then find the lengths of the sides of each quadrilateral ​

A statement which could be true for g is that: D. g(-13) = 20.

In Mathematics and Geometry, a domain can be defined as the set of all real numbers for which a particular function is completely defined.

Since the domain of this function is given by -20 ≤ x ≤ 5, it simply means that the value of x must between -20 and 5. Also, with a range of -5 ≤ g(x) ≤ 45, the value of x must between -5 and 45.

By extrapolating the function, we can deduce that:

g(0) = -2

g(-9) = 6

g(-13) = 20

In this context, we can reasonably infer and logically deduce that based on the answer options provided, g(-13) = 20 is the only statement that could be true for the function g.

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Answer: 195 adult tickets and 262 children tickets

Step-by-step explanation:

     Let a be adult tickets and c be children tickets.

We know there are 457 seats.

     a + c = 457

We also know the cost of the tickets and how much money was made.

     $54a + $17c = $14,984

Now, we have a system of equations we can use to solve.

     a + c = 457

     $54a + $17c = $14,984

Lastly, we will graph this system, see attached. The point of intersection, or where the lines intersect, is our answer.

     195 adult tickets and 262 children tickets.

Answer:

Chidden tickets were 262 and adult tickets were 195 tickets

Step-by-step explanation:

Let x = the number of children tickets

Let y = the number of adult tickets.

x + y = 457

17x + 54y = 14984

Use substitution

x + y = 457 Solve for y

y = 457 -x  Substitute 457 -x for y in the equation 17x + 54y = 14984

17x + 54y = 14984

17x + 54(457 -x) = 14984  Solve for x  Distributer the 54

17x + 24678 - 54x = 14984  Combine like terms

-37x = -9694   Divide both sides by -37

x = 262

The number of children tickets.

x + y = 457  Substitute 262 for x and solve for y

262 + y = 457  Subtract 262 from both sides

y = 195

The number of adult tickets.

Helping in the name of Jesus.

The sum of the two complex numbers is 9 - √30) + 2√(5)i.

Explain complex numbers

Complex numbers are numbers that consist of a real part and an imaginary part, expressed as a+bi, where a and b are real numbers and i is the imaginary unit. They are used in mathematics to represent solutions to equations that cannot be solved using only real numbers.

According to the given information

To add complex numbers (4+√(-20i)) and (5+√(-30i)), we add their real parts separately and their imaginary parts separately:

Real parts: 4 + 5 = 9

Imaginary parts: √(-20i) + √(-30i)

We can simplify each of the square roots using the fact that:

√(-1) = i

Therefore:

√(-20i) = √(20) * √(i) = 2√(5) * i

√(-30i) = √(30) * √(i) = √30) * i * √(-1) = √(30) * i^2 = -√(30)

So the imaginary parts simplify to:

2√(5)i - √(30)

Putting it all together, we get:

(4+√(-20i)) + (5+√(-30i)) = 9 + (2√(5)i - √(30)) = 9 - √(30) + 2√(5)i

Therefore, the sum of the two complex numbers is 9 - √(30) + 2√(5)i.

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Answer:

22.88

Step-by-step explanation:

O/360 * π r squared

90/360 * 8 squared

1/4 * π (64)

4 π

Next:

b*h/2

8*12/2 = 48

8π - 48

8π = 25.12

48-25.12 = 22.88

The factors in this algebraic expression are:

14 And (18 - 3x)

An algebraic expression can also be written as a list of its constituent parts. Variables, constants, and operators are the components of an algebraic expression. Terms are separated from one another in an algebraic equation by the addition operation.

Algebraic Expressions can be factorized using many methods. The most common methods used for factorization of algebraic expressions are:

Factorization using common factors

Factorization by regrouping terms

Factorization using identities

The algebraic expression written by Aaron to represent the product of 14 and the difference of 18 and 3x is:

14 * (18 - 3x)

The factors in this expression are:

14

(18 - 3x)

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Answer: 12

Step-by-step explanation: distribute 5 to 20 and -m which gives you

100 - 5m = 40. Subtract 100 on both sides which gives you -5m = -60. Divide both sides by -5 which gives you m = 12

The proof of cot²(x) - tan²(x) = csc²(x) - sec²(x) is the help of trigonometry

identity and Pythagorean identity .

A trigonometric identity is an equation that is true for all values of the variables in the equation, where the variables are trigonometric functions such as sine, cosine, tangent, cotangent, secant, or cosecant.

The Pythagorean identity is a fundamental trigonometric identity that relates the three basic trigonometric functions: sine, cosine, and tangent, in terms of the unit circle or right triangle.

The identity you provided, cot²(x) - tan²(x) = csc²(x) - sec²(x), is a trigonometric identity that can be derived from the Pythagorean identity and the reciprocal identities. Here's one way to prove it:

Start with the Pythagorean identity:

sin²(x) + cos²(x) = 1

Divide both sides by sin²(x):

1 + cos²(x)/sin²(x) = 1/sin²(x)

Recall that cot(x) = cos(x)/sin(x) and tan(x) = sin(x)/cos(x):

1 + cot²(x) = csc²(x)

Subtracting sec²(x) from both sides:

cot²(x) - tan²(x) = csc²(x) - sec²(x)

Therefore, cot²(x) - tan²(x) = csc²(x) - sec²(x) is a valid trigonometric identity.

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I will be finding the minimum of this parabolic function.

The function y = x^2 - 9 is a parabola that opens upwards, since the coefficient of the x^2 term is positive. Therefore, the minimum value of the function occurs at the vertex of the parabola.

To find the x-coordinate of the vertex, we can use the formula -b/2a, where the quadratic function is in the form y = ax^2 + bx + c. In this case, a = 1 and b = 0, so the x-coordinate of the vertex is -b/2a = -0/(2*1) = 0.

To find the corresponding y-coordinate of the vertex, we can substitute x = 0 into the function, which gives y = 0^2 - 9 = -9.

Therefore, the minimum value of the function y = x^2 - 9 is -9, which occurs at x = 0.

~~~Harsha~~~

The minimum point of this function is located at (0, -9).

So from plain sight we can tell we're looking for a maximum point, because the coefficient of x² is positive, it's 1. If the function was y=-x²-9, we would be looking at a minimum point.

The vertex if the exact point where a quadratic or any pair exponent function will start to either decay or increase, therefore, it will be the minimum or maximum point.

Formula for "x" value of vertex: [tex]\sf x_{Vertex} =\dfrac{-b}{2a}[/tex].

In this equation, a and b are coefficients extracted when the formula is expressed on its standard form.

Standard form of a quadratic equation: ax² + bx + c = 0

➔ You need to substitute the "y" by a "0", and the formula should look like this:

[tex]\sf 0=x^2-9[/tex]

➔ Reorganizing...

[tex]\sf x^2-9=0[/tex]

Let's expand the previous expression:

[tex]\sf x^2+0x_{} -9=0[/tex]

The coefficients are:

a= 1, beacuse "x²" is being multiplied by 1, which is implicit.

b= 0, because "x" doesn't really exist on the simplified equation.

c= -9.

Now let's calculate the "x" position of the vertex using the formula from step 2:

[tex]\sf x_{Vertex} =\dfrac{-b}{2a}=\dfrac{-(0)}{2(1)}=0[/tex]

Now, the "y" value can be obtained just by substituting "x" by 0 on the argument of the function:

[tex]\sf y=(0)^2-9\\ \\y=-9[/tex]

Therefore, the vertex, or minimum point of this function is located at (0, -9).

Check out the attached image to verify this information with the graph.

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Option B

One dimensional objects

Answer:

B. One-dimensional objects

A line segment can "grow" from one-dimensional objects. A line segment is a one-dimensional figure that has two endpoints and connects them with a straight path. One-dimensional objects include lines and curves, and a line segment can be a part of a longer line or curve.

Three-dimensional objects (A) are made up of length, width, and height and cannot "grow" into a line segment, but a line segment can be a part of a three-dimensional object, such as an edge or a diagonal.

Zero-dimensional objects (C) are points, which do not have any length, width, or height. A line segment cannot "grow" from a point, but a point can be one of the endpoints of a line segment.

a. Null hypothesis (H0): The mean time online per day is 30 minutes or more.

Alternative hypothesis (Ha): The mean time online per day is less than or equal to 30 minutes.

b. Null hypothesis (H0): The mean time online per day is less than or equal to 30 minutes.

Alternative hypothesis (Ha): The mean time online per day is more than 30 minutes.

A type of statistical hypothesis known as a "null hypothesis" makes the case that a given set of observations does not have any statistical significance.

A type of statistical hypothesis known as a "null hypothesis" makes the case that a given set of observations does not have any statistical significance.

a) The following is how you can write the null and alternative hypotheses if you are the Internet service provider and want to back up your claim that people spend less than 30 minutes online on average per day:

Null hypothesis (H0): The mean time online per day is 30 minutes or more.

Alternative hypothesis (Ha): The mean time online per day is less than or equal to 30 minutes.

(b)If you address a contending promoter and need to dismiss the case that the interim online each day is not exactly or equivalent to 30 minutes, the invalid and elective speculations can be composed as follows:

Null hypothesis (H0): The mean time online per day is less than or equal to 30 minutes.

Alternative hypothesis (Ha): The mean time online per day is more than 30 minutes.

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Answer:

x = -14 and x = 12

Step-by-step explanation:

Let x be the width of the rectangular room in feet. Then, according to the problem, the length of the room is 2 feet longer than the width, or x + 2 feet.

The area of a rectangle is given by the formula A = length × width, so we have:

A = (x + 2) × x = x^2 + 2x

We are also given that the area of the room is 168 square feet, so we set A = 168 and get:

x^2 + 2x = 168

This is a quadratic equation in standard form, where 1x^2 + 2x - 168 = 0. We can solve this equation by factoring or using the quadratic formula. This will give us the value(s) of x, which represents the width of the room. Once we have the width, we can find the length by adding 2 feet to it.

And x is :  -14 and 12

Answer:

Step-byeat -step explanation:

Answer:

the missing y coordinate is 2/5

Step-by-step explanation:

You are basically solving for y since you are missing the y coordinate

Since x=5 plug that in and you will get 5+5y=7

subtract 5 on both sides and you will get 5y=2

divide 5 on both sides and you will get 2/5

The sequences that show that the two figures are similar, but not congruent, are:

This sequence includes a dilation with a different scale factor for each figure and reflections, which preserve the shape of the figures but not their size or orientation.

In conclusion, the correct options are A and C

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Answer:

46

Step-by-step explanation:

46 (ve had this problem before)

Answer:the median is  Q2 aka 105

Step-by-step explanation:

The correct values to fill in the missing information are:

Claim: The claim is that the proportion of American adults who eat salad once per week is different from 50%, which corresponds to the null hypothesis H0: p = 0.5.

Opposite: The opposite of the claim is that the proportion of American adults who eat salad once per week is equal to 50%, which corresponds to the alternative hypothesis H1: p = 0.5 (Note that in this case, the alternative hypothesis is the opposite of the claim since we are testing for a difference from 50% in the claim).

Therefore, the claim is H0: p ≠ 0.5 (two-tailed test), and the opposite is H1: p = 0.5 (two-tailed test).

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Yes, we can solve Curious Georgia's math problem using the concept of combinations.

There are 924 different paths we can take from our apartment to the math classroom, each of which is exactly 12 blocks long and does not backtrack or go out of the way.

We have,

Yes, we can solve Curious Georgia's math problem using the concept of combinations.

Since we cannot backtrack or go out of our way, we need to take exactly 6 blocks to the north and 6 blocks to the east to reach the math classroom.

This means that we need to choose 6 out of the 12 blocks to go north, and the remaining 6 blocks will be used to go east.

The total number of paths we can take is the number of ways we can choose 6 blocks out of the 12 blocks.

This can be calculated using the combination formula:

[tex]^nC_r[/tex] = n! / r!(n-r)!

where n is the total number of objects, r is the number of objects to choose, and ! represents the factorial function

In this case,

we have n = 12 and r = 6.

The number of paths.

= [tex]^{12}C_6[/tex]

= 12! / 6!(12-6)!

= 924

Therefore,

There are 924 different paths we can take from our apartment to the math classroom, each of which is exactly 12 blocks long and does not backtrack or go out of the way.

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Answer:

need better photos

Step-by-step explanation:

Answer: Line of best fit refers to a line through a scatter plot of data points that best expresses the relationship between those points.

Step-by-step explanation:

Line of best fit refers to a line through a scatter plot of data points that best expresses the relationship between those points.

The expression of 1 picoseconds as a decimal would be = 0.000000000001 picoseconds.

The scientific notation of representation of figures is a systematic way of representation of too large or too small figures encountered in everyday arithmetics.

From the table above, the larger figures are represented with 10 ^ X without a negative sign.

But the smallest figures are represented with 10 ^ -X with a negative sign.

The scientific notation for 1 picoseconds = 10^-12

When converted to decimal

= 0.000000000001 picoseconds.

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The range of 1 year performance is more than 1 Day performance.

We have,

1 year performance: -30%, -20%, -10% 0%, 10%, 20%, 30%

1 Day performance : -3%, -2%, -1%, 0, 10%, 20%, 30%

Now, the range of 1 year performance

= Highest - lowest

= 30 - (-30)

= 60

and, the range of 1 Day performance

= Highest - lowest

= 30 - (-3)

= 33

Thus, the range of 1 year performance is more than 1 Day performance.

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The statement for regions A, B, C are "Elements in P but not in Q." "Elements in both P and Q." and "Elements in Q but not in P." respectively

The descriptions of the regions A, B and C from the Venn Diagram that complete the question are as follows:

Region A:

This region represents the set of elements that belong only to P, but not to Q i.e. A is the set of elements that are in P but not in Q.

Region B:

This region represents the set of elements that belong to both circle P and circle Q. i.e. B is the intersection of sets P and Q.

Region C:

This region represents the set of elements that belong only to circle Q, but not to circle P. i.e. C is the set of elements that are in Q but not in P.

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The complete table as determined from the given probabilities is given below:

         X    Y   Total

A       40   28   68

B      38   54    92

Total 78   82   160

P(A|X) means the conditional probability of A given X has occurred. In this case, 40/92 means out of 92 times X occurred, A occurred 40 times.

P(B) means the marginal probability of B, which is the total probability of B occurring regardless of whether A occurred or not. In this case, 78/160 means out of 160 trials, B occurred 78 times.

The row and column totals are calculated by adding up the corresponding values.

The grand total is the sum of all the values in the table.

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Full Question:

Although part of your question is missing, you might be referring to this full question:

See the attached image.

Answer:

See below!

Step-by-step explanation:

Length = x + 4 cm

Width = 2x - 7 cm

Perimeter:

Put the given data.

36 = 2(x + 4) + 2(2x - 7)

36 = 2x + 8 + 4x - 14

36 = 2x + 4x + 8 - 14

36 = 6x - 6

36 + 6 = 6x

42 = 6x

42/6 = x

7 = x

OR

Area = (x + 4)(2x - 7)

Put x = 7

Area = (7 + 4)(2(7) - 7)

Area = 11(14 - 7)

Area = 11(7)

[tex]\rule[225]{225}{2}[/tex]

Answer: (a) x=7

(b) area of this rectangle = 77[tex]cm^{2}[/tex]

Step-by-step explanation:

(a) the perimeter of a rectangle = 2 * [  l + b ]

36 = 2 * [ (x + 4) + (2x - 7) ]

36 / 2 = x + 4 + 2x - 7

18 = 3x -3

18 + 3 = 3x

21 = 3x

x = 7

(b) the area of a rectangle = l * b

l = x + 4 = 11cm

b = 2x -7 = 7cm

therefore, 11cm * 7cm = 77[tex]cm^{2}[/tex]

No. The reported return rate appears lower than expected.

To determine whether the reported rate of return is reasonable or not, we can calculate the expected rate of return based on the investment amount and the ending value of the account.

First, we need to calculate the total number of quarters that have elapsed between the initial investment and the current quarter. Let's assume that the investment has been held for n quarters.

Then, we can use the following formula to calculate the expected rate of return:

Expected rate of return = (Ending value / Initial investment) ^ (1/n) - 1

Plugging in the given values, we get:

n = 1 (since we are only given information for a single quarter)

Initial investment = 26,245

Ending value = 26,292

Expected rate of return = (26,292 / 26,245) ^ (1/1) - 1 = 0.18%

Comparing the expected rate of return of 0.18% with the reported rate of return of -0.02%, we can see that they are quite different. However, it's important to note that a single quarter's rate of return may not be indicative of the overall performance of the investment.

Therefore, while the reported rate of return seems lower than expected, we would need to consider the performance over a longer period of time to make a more informed assessment of the investment's performance.

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The amount of chalk that is greater is yellow.

Michelle is correct because more than 1/2 the chalk in the bucket is blue.

In order to determine the amount of chalk that is greater between the amount of yellow chalk and amount of green chalk, we would have to find the difference between them as follows;

Difference = 2/6 - 3/12

Difference = (4 - 3)/12

Difference = 1/12 (positive value)

Similarly, we can determine the greater amount of chalk as follows;

2/6 × 2/2 = 4/12

4/12 > 3/12

Total number of chalks = 2/6 + 5/12 + 3/12

Total number of chalks = (4 + 5 + 3)/12

Total number of chalks = 12/12

Total number of yellow and green chalks = 2/6 + 3/12

Total number of yellow and green chalks = (4 + 3)/12

Total number of yellow and green chalks = 7/12 chalks.

1 - 7/12 = 5/12

7/12 - 1/2 = 6/12 (Michelle is correct).

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according to the question the balance in the account earning compound interest after 6 years is $4,156.22.

Multiply the principal with the rate of interest, the time period, and various other factors to determine simple interest. Simple returns = money + interests + hours is the marketing formula. This approach makes calculating interest the simplest. The approach to calculating interest that is most usually employed is as a percentage over the principal sum. For instance, he will just pay his share of the interest at 100% when he borrows $100 with a friend and agrees to shell out it back with 5% interest. $100 has been reduced to $5 (0.05). Every time you borrow money, you must pay interest, which is applied to whatever loans you make. On the loan balance, interest is typically calculated using an annual percentage.

given,

To calculate the balance in the account earning compound interest after 6 years, we can use the formula for compound interest:

A = P(1 + r/n)^(nt)

Where:

A = the sum of money at the end of the period of time

P stands for the principle (beginning sum).

the decimal representation of the annual interest rate (r).

n represents how many times the interest rate is compounded annually.

t is the duration (in years).

In this case, we have:

P = $3500 (the principal)

r = 2.16% = 0.0216 (the annual interest rate)

Since interest is compounded four times a year (quarterly), n is equal to four.

t = 6 (the time period is 6 years)

With these values entered into the equation, we obtain:

A = 3500(1 + 0.0216/4)^(4*6)

A = $4,156.22

Therefore, the balance in the account earning compound interest after 6 years is $4,156.22.

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The balance in the account earning compound interest after 6 years when the principal is $3500 at an annual interest rate of 2.16% compounded quarterly is approximately $4,029.53.

Compound interest is the term used to describe the interest that is calculated on both the initial investment and any accumulated interest. It is interest on top of interest, to put it another way.

We can use the formula for compound interest to find the balance in the account after 6 years:

A = P(1 + r/n)^(nt)

where:

A = balance after 6 years

P = principal = $3500

r = annual interest rate = 2.16%

n = number of compounded times  per year = 4 (quarterly)

t = time in years = 6

Plugging in the values, we get:

A = 3500(1 + 0.0216/4)^(4×6)

A ≈ $4,029.53

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For the given right angled triangle cosine of angle B is 5√89/89.(option A).

What is right angled triangle?

It is a particular type of triangle having one angle is 90° or right angle. The adjacent sides of the right angle are called base and the perpendicular and the opposite side of 90° is called hypotenuse.

The given triangle is the right angled triangle. The three sides of a right angled triangle are called base, perpendicular and hypotenuse.

In the given figure base=  5 inches and perpendicular = 8 inches

By Pythagoras theorem at first we will find out the hypotenuse. Let the hypotenuse= c inches

For any right angled triangle,

(perpendicular)² +(base)²= (hypotenuse)²

⇒ (8)² + (5)² = (c)²

⇒ 64+ 25 = c²

⇒ c² =89

⇒ c= ±√89

As hypotenuse cannot be negative

So hypotenuse = √89 inches.

Now to find cosine of angle B that is cos B we will use the trigonometric function.

cos B= Adjacent side/ hypotenuse

         = 5/√89

        = 5√89/89 [ Multiplying the numerator and the denominator by √89 ]

Hence, cosine of angle B is 5√89/89.

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Answer:

2

Step-by-step explanation: