How do you find the vertical asymptotes of the following function?

Two triangles are said to be similar if their corresponding angles are congruent and the corresponding sides are in proportion. the missing lengths of HF is 4 and missing length PR =84.

What are Similar Triangles?

Two triangles are said to be similar if their corresponding angles are congruent and the corresponding sides are in proportion .

Triangle QRS is similar to triangle FGH.

Let us find the length of unknown side.

By comparing the sides.

SR/QR=HF/HG

8/14 = x/7

Apply cross multiplication

14x = 56

Divide both sides by 14

x = 56/14

x = 4

HF = 4

8)

By properties of triangle we have

QP/BP=PR/PC

56/24= x/36

Apply cross multiplication

24x = 2016

Divide both sides by 24

x = 2016/24

x = 84

PR = 84

Hence the missing lengths of HF is 4 and missing length PR =84.

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The value of c in the given convex polygon is 2°

What is the sum of interior angles of a convex polygon?

If a convex polygon has n sides, then its interior angle sum is given by the following equation: S = (n −2) × 180°

According to the given question:

Number of sides in the given polygon n = 5

Therefore, sum of interior angles of the polygon S = (n -2 ) x 180°

S = (5 -2) x 180°

S = 3 x 180°

S = 540°

Now to find the value of c we can simply add all the interior angles given in the figure and equate it to S

Hence,

136° + 119° + 147° + 48° + 45c = 540°

                            450° + 45c = 540°

                                        45c = 90°

                                            c = 2°

So the value of c is 2°

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The two triangles are similar if all three sides of one triangle are in proportion to the three sides of another triangle.

SSS, which stands for "side, side, side," denotes that we have two triangles with the same number of sides on each pair of corresponding sides. Two triangles are comparable if they have three pairs of sides that are in the same ratio. According to the SSS test for triangle similarity, two triangles are considered similar if their third sides are proportionate to one another.

In our daily lives, the idea of comparable triangles is really useful. By measuring the shadows' lengths and then utilizing triangles that are comparable to them, we can determine an object's height, such as the height of a building or a tower. Compare the shortest sides first, followed by the longest sides, when applying the SSS Similarity Theorem. Two triangles are similar if their corresponding side lengths are proportionate to one another.

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Answer:

B.) 13

C.) 0.6

Step-by-step explanation:

The order of operations to evaluate these expressions is as follows:

Parentheses

Exponents

Multiplication/Division

Addition/Subtraction

So, for B.)

[tex]9^\frac{1}{2}+\sqrt{25}-8\div2+3^2[/tex]

This can be rewritten as
[tex]9^\frac{1}{2}+25^\frac{1}{2}-8\div2+3^2[/tex]

Since there are no parentheses, evaluate the exponents first:

[tex]3+5-8\div2+9[/tex]

Next, there are no multiplication steps, but there is one division:

[tex]3+5-4+9[/tex]

To finish, evaluate from left to right:

[tex]3+5-4+9\\8-4+9\\4+9\\13[/tex]

Follow the same pattern for C.)

[tex](\frac{1}{2})(\frac{3}{5})(2^3-6)[/tex]

This expression can be rewritten as

[tex](1\div2)(3\div5)(2^3-6)[/tex]

First, evaluate the expressions in the individual parentheses, keeping in mind the expression [tex](2^3-6)[/tex] must be evaluated following the same pattern (evaluate the exponent before subtracting six):

[tex](.5)(.6)(8-6)\\(.5)(.6)(2)[/tex]

To finish, evaluate from left to right:

[tex](.3)(2)\\.6[/tex]

Hope that helps!

There are five ways to find if two triangles are congruent: SSS, SAS, ASA, AAS and HL.

1. SSS (side, side, side)-If three sides of one triangle are equal to three sides of another triangle, the triangles are congruent.

2. SAS (side, angle, side) -If two sides and the included angle of one triangle are equal to the corresponding sides and angle of another triangle, the triangles are congruent.

3. ASA (angle, side, angle)-If two angles and the included side of one triangle are equal to the corresponding angles and side of another triangle, the triangles are congruent.

4. AAS (angle, angle, side)-If two angles and the non-included side of one triangle are equal to the corresponding angles and side of another triangle, the triangles are congruent.

5. HL (hypotenuse, leg)

This one applies only to right angle triangles

From the figure,

HL stands for "Hypotenuse, Leg" (the longest side of a right-angled triangle is called the "hypotenuse", the other two sides are called "legs")

It means we have two right-angled triangles with

It doesn't matter which leg since the triangles could be rotated.

For example: From fig(2)

is congruent to fig(3)

If the hypotenuse and one leg of one right-angled triangle are equal to the corresponding hypotenuse and leg of another right-angled triangle, the two triangles are congruent.

The additional information need to know in order to prove the two triangles congruent using HL is the hypotenuses to be congruent.

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Step-by-step explanation:

Gabby is an editor. She needs to review a textbook with 398 pages. She plans to review 9 pages each day for the next 31 days. She works out that she will have 279 pages left to review after that. Does that sound about right?

398 - ( 9 * 31) = 119 pages left

No, because Gabby will only have 119 pages left after reading 9 pages a day for 31 days. 279 pages is an overestimate.

The possible product is:

2 * 5 = 10

1 * 10 = 10

In mathematics, multiplication is a process of combining numbers and finding the product. It is denoted by the symbol "x" or "*". There are different ways to perform multiplication, such as using a multiplication table, using a calculator, or using the standard algorithm. The standard algorithm is a systematic method for performing multiplication that involves multiplying the digits in the ones, tens, and so on place value columns, and then carrying and regrouping as necessary.

To find all the possible products that can be obtained by multiplying some combination of the numbers 2, 3, 5, and 7 that result in a product of 10. Here are the two possible products that can be obtained by multiplying these numbers:

2 * 5 = 10

1 * 10 = 10

The possible products that result in a product of 10 are 2 * 5 and 1 * 10.

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The inverse of f is a function which takes any value x and divides it by 4, then adds 7 to the result.

The inverse of a function is the opposite of the original function, meaning that it takes the output of the original function and turns it back into the input. In this case, the original function is f(x)=1/4x+7. To find the inverse, we need to solve for x in the equation, which can be done by subtracting 7 from both sides and then multiplying both sides by 4. This gives us x=(x+7)/4, which is the inverse of the original function. To put it simply, the inverse of f takes any output of the original function, adds 7 to it, and then divides it by 4 to get the original input.

example;

If f(x)=1/4x+7 and x=3, then

f(3) = (1/4)3 + 7

7.75

The inverse of f is f^-1(x) = (x + 7) / 4.

If f^-1(7.75) = (7.75 + 7) / 4, then

f^-1(7.75) = 14.75 / 4

3.6875

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There are 2 terms in this mathematical expression. One multiplication sign act as an operator of two numbers.

It is a mathematical statement express the relationship between two or more terms along with mathematical symbols. Terms can be numbers, variables with or without coefficient. symbols can be addition sign, multiplication sign, division and subtraction sign, equal or inequal sign etc. Beside this we have many other operator or symbols to state the mathematical expression.

In the above question, we have 2 numbers along with a symbol. We notice that 4 and 5 are two numbers multiplied here as there is a multiplication sign between them.

4 x 5 denotes an expression which state that 4 is multiplied by 5 and the result will be 20.

hence, we have 2 terms and one operator.

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Answer:

Step-by-step explanation:

it is actually in the textbook pg 119

r stands for the Pearson correlation coefficient, which measures the strength and direction of the linear relationship between two variables. p stands for the critical value for the correlation coefficient, which is used to determine the significance of the correlation coefficient.

The Pearson correlation coefficient (r) is a measure of the strength and direction of the linear relationship between two variables. It ranges from -1 to 1, where -1 indicates a perfect negative linear relationship, 0 indicates no linear relationship, and 1 indicates a perfect positive linear relationship. The correlation coefficient is a good way to determine the strength of the relationship between two variables.The critical value for the correlation coefficient (p) is used to determine the significance of the correlation. It is determined by the sample size, the number of variables being correlated, and the level of significance. The lower the P value, the more significant the correlation is. If the P value is below the chosen level of significance, then the correlation is considered statistically significant.In conclusion, r is the Pearson correlation coefficient and p is the critical value for the correlation coefficient. R measures the strength and direction of the linear relationship between two variables, while P indicates the significance of the correlation. Both measures are important when assessing the relationship between two variables.

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Constant, variable, operator and terms are four types of expression.

A constant term in mathematics is a term in an algebraic expression whose value is fixed or cannot change since it lacks any variables that may be changed. As the component is not yet included in the new term, a constant term that has a constant applied as a multiplicative coefficient likewise indicates a constant term. The term identify themselves as constants because the phrase has been modified. 5 is a constant term, in the quadratic polynomial 2x^2 + 5.

Yes, negative sign have nothing to do with the definition of constant. -4 is still a constant.

There are four types of expression in mathematics:

1. Constant: any numeric value e.g. 6

2. Variable: any alphabetic/unknow value e.g. x,y etc.

3. Operators: +,-, *, / (addition, subtraction, division, multiplication)

4. Term: it can be constant, variable, constant multiplied by variable. It is separated by an operator.

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The largest number is -1

What is number ?

An arithmetic value known as a number is used to represent a quantity and do calculations. Numbers are represented by written symbols, such as "3," which are referred to as numerals. A number system is a method of writing that uses logically ordered digits or symbols to represent numbers.

An item in mathematics used for measurement, labeling, and counting is a number. The prime numbers 1, 2, 3, 4, and so forth are the original examples. Number words can be used to represent numbers in language.

Let the 4 consecutive integers are

x

x+1

x+2

x+3

x + (x+1) + (x+2) + (x+3) = -10

4x + 6 = -10

4x = -16

x = -4

The 4 consecutive integers are -4 , -3 , -2 , -1

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The vertex of the graph of f(x) = 2x² + 8x - 3 is (-2, -11). It lies in the third quadrant.

Therefore the answer is (-2, -11).

Simplifying the given graph to the form f(x) = a(x - h)² + k

f(x) = 2x² + 8x - 3

f(x) = 2×(x² + 4x) - 3

f(x) = 2×(x² + 4x + 4) - 3 - 2×4

f(x) = 2×(x + 2)² - 11

So f(x) = 2x² + 8x - 3 is symmetrical about the line x = -2. At x = -2, y = -11.

Therefore, the vertex of the graph is (-2, -11).

--The question is incomplete, answering to the question --

"What is the vertex of the graph of f(x) = 2x² + 8x - 3?"

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Answer:

hi this is so simple you know use

formula to solve

Answer:

[tex] \frac{2}{5} [/tex]

Step-by-step explanation:

[(5^-1×3^-1)÷6^-1]

[tex] = (\frac{1}{5} \times \frac{1}{3}) \div \frac{1}{6} [/tex]

[tex] = \frac{1}{15} \div \frac{1}{6} [/tex]

[tex] = \frac{1}{15} \times 6[/tex]

[tex] = \frac{1}{3 \times 5} \times 3 \times 2[/tex]

[tex] = \frac{3 \times 2}{3 \times 5} [/tex]

[tex] = \frac{2}{5} [/tex]

mark as brainliest pls i need it

Answer:

D

Step-by-step explanation:

It can't be A or B because those graphs are positive, and our graph is negative.

It can't be C because there is a point at (2,-5), but we don't see that point on this graph!

So, the answer is D

Answer:

d

Step-by-step explanation:

f(x) = \sqrt{x+2} - 5

Answer: 56 – 41 = 15

Step-by-step explanation:

The required property that will change with the addition of values in the set will change the mean, median, and mode, While multiplication changes the standard deviation and also the mean by constant.

Statistics is the study of mathematics that deals with relations between comprehensive data.

Each of the statistic properties will change by adding the number to each number in the set, except properties such as standard deviation and variance. While multiplying the set element with a number each and every property of the statistic corresponding to the set will change.

Thus, Options A, B, and D are correct.

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Yes , the given statement a binomial can have degree three is true.

As given in the question,

Binomial can have degree three is a true statement explain in a following way:

Therefore, binomial may have degree 3 is a true statement.

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A slope of 5 indicates that the corresponding y varies by 5 units for every unit change in x

The slope or gradient of a line in mathematics is a numerical representation of the steepness and direction of the line.

Given:

The slope of 5.

Think of a slope of 5, which entails climbing 5 steps for each step you take. Much more quickly, you ascend to the top.

The slope is a measurement that indicates how much y shifts when x shifts.

For instance, a slope of 5 indicates that the corresponding y varies by 5 units for every unit change in x.

If a line passes through two points (x₁ ,y₁) and (x₂, y₂) ,

then the equation of line is

y - y₁ = (y₂- y₁) / (x₂ - x₁) x (x - x₁)

To find the slope;

m =  (y₂- y₁) / (x₂ - x₁)

Therefore, think of a slope of 5, which entails climbing 5 steps for each step you take. Much more quickly, you ascend to the top.

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Answer:

Step-by-step explain

∛12↔3³≈4x↑

Answer:

The answer is 5

Step-by-step explanation:

length(Hypotenuse) = 13m

height(opposite) = 12m

ground(adjacent) = ?

using the formula

Hyp² = oppo² + Adj²

13² = 12² + Adj²

Adj² = 13² – 12²

Adj² = 169 – 144

Adj² = 25

Adj = √25

Adj = 5

:- the distance of the foot of the ladder from the bottoms wall is 5

i hope this helps

The vertex form of our quadratic equation is:

y = (x - 5)^2 - 4

A quadratic equation with a vertex (h, k) and a leading coefficient a is:

y = a*(x - h)^2 + k

We know that the quadratic function has roots of 3 and 7, then if the leading coefficient is a, we can write:

f(x) = a*(x - 3)*(x - 7)

We also know that it passes through the point (1, 12), then:

12 = a*(1 - 3)*(1 - 7)

12 = a*(-2)*(-6)

12 = a*12

12/12 = a

1 = a

Then the quadratic is:

y = (x - 3)*(x - 7)

Expanding that we get:

y = x^2 - 3x - 7x + 21

y = x^2 - 10x + 21

The x-value of the vertex is halfway between the two roots:

x' = (3 + 7)/2 = 5

So evaluating in x = 5 we get:

y = (5)2 - 10*5 + 21

y = 25 - 50 + 21 = -4

The vertex is (5, -4), then the vertex form is:

y = (x - 5)^2 - 4

The correct option is the last one.

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Answer:

f(x) = (x − 5)2 − 4

Step-by-step explanation:

i got it right on my quiz

The probability of selecting a number greater than 19 from 1 to 25 is 6/25 or 0.24.

The probabilities of an event occurring are defined by probability.

The ratio of favorable outcomes to all possible outcomes of an event is known as probability.

The formula for the Probability of an event is given by

Probability(Event) = Favorable Outcomes/Total Outcomes

Here we have

The set of numbers is from 1 to 25

Total number of numbers from 1 to 25 = 25

In given set of numbers, the number which is greater than 19 are

=> 20, 21, 22, 23, 24, and 25.

The number of favorable outcomes (getting a number, > 19 ) = 6

From the above information,

Probability of selecting a number greater than 19 = 6/25 = 0.24

Therefore,

The probability of selecting a number greater than 19 from 1 to 25 is 6/25 or 0.24

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Simplification of the given numbers  (1.1)^ 10000 or 1000 gives

(1.1)^ 10000 is larger number than 1000.

As given in the question,

Given two numbers are:

(1.1)^ 10000  and 1000

Simplify the numbers to get the larger number we have,

Apply Binomial theorem in the expression   (1.1)^ 10000

( a + b )ⁿ = ⁿC₀aⁿb⁰ + ⁿC₁aⁿ⁻¹b¹ + ⁿC₂aⁿ⁻²b² +.....+ ⁿCₙa⁰bⁿ

(1.1)¹⁰⁰⁰⁰

= ( 1 + 0.1)¹⁰⁰⁰⁰

Here a = 1, b = 0.1 and n= 10000

( 1 + 0.1)¹⁰⁰⁰⁰

=¹⁰⁰⁰⁰C₀1¹⁰⁰⁰⁰(0.1)⁰ + ¹⁰⁰⁰⁰C₁1¹⁰⁰⁰⁰⁻¹(0.1)¹ + ¹⁰⁰⁰⁰C₂1¹⁰⁰⁰⁰⁻²(0.1)² +..........+ ¹⁰⁰⁰⁰C₁₀₀₀₀1⁰(0.1)¹⁰⁰⁰⁰

= 1 + 1000+......

= 1001+ ....

> 1000

Therefore, from the given numbers (1.1)^ 10000 or 1000 the larger number is (1.1)^ 10000 compare to 1000.

The above question is incomplete , the complete question is :

Which number is larger (1.1)^ 10000 or 1000?

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The survey reports that 80%, percent actively observed mammals = 0.4246

Given that,

The 2011 national survey of fishing, hunting, and wildlife-associated recreation, there were over 71 million wildlife watchers in the us.

The survey reports that 80%, percent actively.

A simple random sample of only 500 wildlife watchers.

Following are the solution to the given question:

By using the approximation of normal for the proportions so, the values:  

P ( p⁻ < p ) = P ( Z < ( p⁻ - p ) / [tex]\sqrt{\frac{p(1-p)}{n} }[/tex]

So,

P ( 0.79 < p⁻ < 0.81 ) = P ( p⁻ < 0.81 ) - P ( p⁻ < 0.79 )

= P ( Z < (0.81-0.80) / [tex]\sqrt{\frac{0.80(1-0.80)}{500} }[/tex] ) - P ( Z < (0.79-0.80) / [tex]\sqrt{\frac{0.80(1-0.80)}{500} }[/tex] )

=  P ( Z < 0.56 ) - P ( Z < -0.56 )

= 0.7123 - 0.2877 (using the Z table )

P ( 0.79 < p⁻ < 0.81 ) = 0.4246

Therefore,

The survey reports that 80%, percent actively observed mammals = 0.4246

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Answer:

Flax: 80 acres

Sunflowers: 160 acres

Step-by-step explanation:

Let's

x = acres of flax

y = acres of sunflowers

We have the equations:

x + y = 240

y = x + 80

Let's do it in standard form

x + y = 240

x - y = -80

2x = 160

x = 80 acres

Now put 80 back in the equation to find sunflowers

80 + y = 240

y = 160 acres

So, 80 acres of flax and 160 acres of sunflowers!

The graph of the function is illustrated below and the domain of the function is [-2, 2].

The term domain in math is referred as the set of all inputs of the function

Here we have to find and sketch the domain of the function f(x, y, z) = ln(64 − 4x² − 16y² − z²)

In order to sketch the function, we have to use the graphing calculator, and following the listed steps to sketch the graph.

The first step is to label the graph with appropriate axis like x, y, and z.

Now we have to input the function f(x, y, z) = ln(64 − 4x² − 16y² − z²) on the input field and then click on generate.

Now, we get the graph for the function.

After that we have to adjust the limit for the given graph.

Then we finally get the resulting graph as follows.

As per the definition of domain, and with the help of the given graph, we have identified the value of the domain is [-2, 2].

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For solving algebra Determine the issue, Describe your knowledge, Plan beforehand, Execute the plan ,and Check to see whether the response makes sense.

One of the many different mathematical disciplines is algebra. Algebra, a common thread that runs through nearly all of mathematics, is, roughly speaking, the study of mathematical symbols and the rules for using these symbols in formulae. With the use of mathematical expressions, algebra is the area of mathematics that helps to depict situations or problems. We employ integers that have a fixed or definite value in algebra, such as 2, 7, 0.068, etc. In addition to using numbers, algebra also makes use of variables like x, y, and z.

to do algebra for beginners - Determine the issue, specify your knowledge, Plan, execute, and confirm that the solution makes sense.

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