In triangle, HIJ, N is the centroid. If
HK = 10, find KI.

The value of a in the relative frequency table for the survey results a = 27%

From the given Venn diagram, the total number of players =  11 + 3 + 7 + 5 = 26

The number of players preferred magazines books which are not coupon books = 7

The relative frequency for the players who preferred magazines books which are not coupon books (a)=

magazine books but not coupon books/ total player = 7 / 26 = 0.269

In percent,

7/26 x 100 = 26.9 = 27%

Hence, a = 27%

Therefore, the value of a in the relative frequency table for the survey results a = 27%

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Answer:

55 1/10 yd

Step-by-step explanation:

26 + 10 + 3/5 + 10 + 1/5 + 8 + 3/10 =

= 54 + 4/5 + 3/10 =

= 54 + (8 + 3)/10 =

= 54 + 11/10 =

= 54 + 10/10 + 1/10 =

= 54 + 1 + 1/10 =

= 55 1/10

Answer:

55[tex]\frac{1}{10}[/tex]

Step-by-step explanation:

Convert all the mixed numbers to fractions with a common denominator (10) then add them up:

26 + 53/5 + 51/5 + 83/10 =

26 + 106/10 + 102/10 + 83/10 =

26 + 291/10 =

26 + 29[tex]\frac{1}{10}[/tex] = 55[tex]\frac{1}{10}[/tex]

For the given range of theta, cos(theta) is negative, which means that theta is in the third or fourth quadrant. In these quadrants, the sine function is positive, the tangent function is negative, and the cotangent function is negative.

Since cos(theta) = -3/5, we can use the Pythagorean identity to find the value of sin(theta):

sin^2(theta) + cos^2(theta) = 1

sin^2(theta) = 1 - cos^2(theta)

sin^2(theta) = 1 - (-3/5)^2

sin^2(theta) = 1 - 9/25

sin^2(theta) = 16/25

sin(theta) = sqrt(16/25) = 4/5

Therefore, the value of sin(theta) is 4/5.

We can also use the identity cot(theta) = 1/tan(theta) to find the value of cot(theta):

cot(theta) = 1/tan(theta)

cot(theta) = 1/(sin(theta)/cos(theta))

cot(theta) = cos(theta)/sin(theta)

cot(theta) = (-3/5)/(4/5)

cot(theta) = -3/4

Therefore, the value of cot(theta) is -3/4.

The values of the other trigonometric functions can be found using the definitions of these functions:

tan(theta) = sin(theta)/cos(theta) = (4/5)/(-3/5) = -4/3

csc(theta) = 1/sin(theta) = 1/(4/5) = 5/4

sec(theta) = 1/cos(theta) = 1/(-3/5) = -5/3

Therefore, the values of the trigonometric functions for the given range of theta are:

sin(theta) = 4/5

tan(theta) = -4/3

csc(theta) = 5/4

sec(theta) = -5/3

cot(theta) = -3/4

Answer:

The division algorithm says when a number is divided by a number gives the quotient

Step-by-step explanation:

Answer:

Step-by-step explanation:

Quite literally you plug in -6 into t. So therefore:
h(t)=6t-2

h(-6)=6(-6)-2

h(-6)=-36-2

h(-6)=-38
-38 is your answer
h can be replaced with f and t can be replaced with x to get your standard f(x) equation if that helps you understand it better. Remember f(x) really just means the y value of the function with an input of value x. So f(x) = x is really just y=x or a linear line.

The length of James's rectangular yard, given a fence perimeter of 20 feet and a width of 2 feet, is 8 feet, equivalent to 96 inches.

Given: Perimeter (P) = 20 feet, Width (W) = 2 feet,

Conversion factor: 1 foot = 12 inches

Using the formula for perimeter: P = 2L + 2W

Substitute the given values: 20 = 2L + 2(2)

Simplify: 20 = 2L + 4

Subtract 4 from both sides: 16 = 2L

Divide by 2: L = 8 feet

Convert feet to inches: Length (in inches) = 8 feet * 12 inches/foot = 96 inches

So, the length of the rectangular yard is 96 inches.

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To find the length of James' rectangular yard in inches, we can use the perimeter formula P = 2L + 2W. Given that the perimeter is 20 feet and the width is 2 feet, we can substitute these values into the formula and solve for the length in inches. The length of James' rectangular yard is 108 inches.

To find the length of James' rectangular yard in inches, we can use the perimeter formula P = 2L + 2W. Given that the perimeter is 20 feet and the width is 2 feet, we can substitute these values into the formula. However, since we need the length in inches, we will convert the feet to inches using the conversion factor of 1 foot = 12 inches.

Let's solve:

The length of James' rectangular yard is 108 inches.

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Answer:

This statement is false

Step-by-step explanation:

This statement is false. The volume of a cylinder with a given height and diameter will always be greater than that of a cone with the same height and diameter if the base of the cone is smaller than the base of the cylinder. However, if the base of the cone is the same size as the base of the cylinder, then the volume of the cone will be equal to that of the cylinder.

Answer:

The shopper received a 75% discount

Step-by-step explanation:

ok so first we turn it into an equation

let x=percentage discount

16(x)=12

x=.75

discount=75%

The factors of the expression 3(m + 2) are 3 and (m + 2) and the correct option is A. 3 and (m + 2).

A factor in an expression of number, variable, term or any other longer expression that is multiplied by another. In mathematics, a number or algebraic expression that divides another number or expression evenly without remainder is also called a factor.

The question have an algebraic expression; 3(m + 2)

considering the four options;

A. 3 and (m + 2)

B. m and 2

C. 3 and m

D. 3 and 2

Only option A. with 3 and (m + 2) can be said to be factors as multiplying them will give 3(m + 2) and can both divide the expression 3(m + 2) evenly without a remainder.

In conclusion, 3 and (m + 2) are factors for the given expression and option A. 3 and (m + 2) is correct.

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Answer:

59%

Step-by-step explanation:

First, let's find the number of students who play basketball but not baseball: 5 students - 3 students = <<5-3=2>>2 students

Next, let's find the number of students who play baseball but not basketball: 11 students - 3 students = <<11-3=8>>8 students

Now, let's add up the number of students who play basketball but not baseball, the number of students who play baseball but not basketball, and the number of students who play both sports to find the total number of students who play basketball or baseball: 2 students + 8 students + 3 students = <<2+8+3=13>>13 students

Finally, we can divide the total number of students who play basketball or baseball by the total number of students in the class to find the probability that a student chosen at random plays basketball or baseball: 13 students / 22 students = 0.59

Therefore, the probability that a student chosen at random from the class plays basketball or baseball is 0.59.

Answer:

13/22

Step-by-step explanation:

The class has 22 students.

5 play basketball.

11 play baseball.

3 play both.

Break down the 5 who play basketball into:

2 play only basketball

3 play both basketball and baseball

Break down the 11 who play baseball into:

8 play only baseball

3 play both basketball and baseball (These 3 are the same 3 above)

Now we have:

2 play only basketball

8 play only baseball

3 play both

This is a total of 13.

The class has 22, so 9 don't play any sport.

That means out of 22 students, 13 play either sport, and 9 play nothing.

p(basketball or baseball) = 13/22

The value of x that makes sense for the expression is the domain of the expression
The value of x makes sense for √-2x² is 0
The value of x must not exceed 0 for  √(-2x)³ to make sense

What is Angle Sum Property?

The sum of all angles of a triangle is equal to the angle of a straight line i.e. 180°. If we have a triangle ABC, then the Sum of angles A , B, and angle C will be 180 ° and the value of the exterior angle is equal to the sum of two interior opposite angles.

√-2x²

For the above expression to have a defined value, the expression in the bracket must be positive.

However, x² will always be positive, and -2 will ensure that the expression is always negative, except when x = 0

Hence, the value of x makes sense for √-2x² is 0.

√(-2x)³

For the above expression to have a defined value, the expression in the square root must be positive.

However, the power of 3 will ensure that the expression is always positive only when x is less than or equal to 0

Hence, the value of x must not exceed 0 for √(-2x)³ to make sense.

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The solution of the given inequality -x < -x + 7 ( x - 2 ) is given by x > 2.

As given in the question,

Inequality is given by :

-x < -x + 7 ( x - 2 )

Open the parenthesis of the given inequality we have,

⇒ -x < -x + 7x - 14

Collect all the like terms on the same side we get,

⇒ - x < 6x  - 14

Subtract 6x from both the side of the inequality we get,

⇒ - x - 6x < 6x - 6x - 14

⇒ -7x < -14

Divide both the side of the inequality by -7 we get,

⇒ -7x/ -7 > -14 / -7

⇒ x > 2

x has all the value greater than 2.

Therefore, for the given inequality the solution is given by x > 2.

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Answer:

Step-by-step explanation:

x=-4

Answer:

Step-by-step explanation:

the question is asking,  or implying,  when is [tex]t^{2}[/tex] = t   :?  

if you are thinking at 1,  you're correct.   so the ball will hit the ground at 1 second

Answer:

Step-by-step explanation:

2sin x=-√3

[tex]sin~x=-\frac{\sqrt{3} }{2} =-sin~\frac{\pi }{3} =sin (\pi +\frac{\pi }{3} ),sin(2\pi -\frac{\pi }{3} )\\=sin(\frac{4\pi }{3} +2k\pi ),sin (\frac{5\pi }{3} +2k\pi )\\=sin(A+Bk\pi ),sin(C+Dk\pi )\\x=A+Bk\pi ,C+Dk\pi \\where~A=\frac{4\pi }{3} ,B=2\\C=\frac{5\pi }{3} ,D=2[/tex]

Answer:

In 2022, the town's population is 2220.

Step-by-step explanation:

It currently the year 2022. Hence, 22 years have passed since 2000.

2022 − 2000 = 22

To solve for the town's population today, first multiply the years passed since 2000 by the percent decrease each year.

[tex]22 \, \textrm{years} \times \dfrac{3.2 \, \%}{\textrm{year}} = 70.4 \, \%[/tex]

Then, subtract that percent of the population in 2000 from the population in 2000.

[tex]7500-(70.4 \,\% \cdot 7500)[/tex]

[tex]= 7500 - 5280[/tex]

[tex]=2220[/tex]

Done :) Refer to the photo taken. Let me know if this is what you where looking for. Sorry for the sideways image.

Answer: 5/8

Step-by-step explanation:

Answer:

C)   (-3,-2)

Step-by-step explanation:

Solutions to the graphed system of inequalities are any points that are contained within the overlapping shaded region.

Plot the points on the given coordinate grid.

The only point that is contained with the overlapping shaded region is:

Jacob's body metabolizes caffeine at a rate of 13.5% per hour.

a)Jacob's body will takes 4.77 ~5 hours to metabolize half of the 96 mg of caffeine.

b) If Jacob consumes an energy drink with 212 mg of caffeine in it, Jacob's body will take 4.77948 ~ 5 hours to metabolize half of the 212 mg of caffeine.

c) Jacob consumes a cup of coffee with c mg of caffeine in it. Jacob's body will take 4.77948~ 5 hours to metabolize half of the c mg of caffeine.

The volume will slowly decrease at regular intervals and at a regular rate. This growth reduction is calculated using the exponential decay formula. The general form is y = a(1- r)ᵗ

We have, decay rate r = 13.5 % = 0.135

Initial value , a = 96 mg

plugging the value in formula we get,

y = 96(1 - 0.135)ᵗ --(1)

Now, Half of 96 is 48

so, 48 = 96(0.865)ᵗ --(2)

dividing equation by 96 we get

=> 48/96 = (0.865)ᵗ

taking natrual logarithm both sides,

=> ln(1/2) = ln ((0.865))

=> ln(1/2) = t In (0.865)

=> t = ln(1/2)/In (0.865)

=> t = 4.77948

Since, decay rate is constant so, half never changes for any .

a) 4.779~5 hours, long will it take for Jacob's body to metabolize half of the 96 mg of caffeine.

b) Jacob's body to metabolize half of the 212 mg of caffeine is 4.779~ 5 hours.

c) for Jacob's body to metabolize half of the cmg of caffeine is 4.77948.. So, we have 4.77948 ~ 5 hours is decay constant rate.

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The x-coordinate for the point  (x, -8), if Y-intercept is 4, and the coordinates of the point is (14, -3), is 24, so option B is correct.

An object having an endless length and no width, depth, or curvature is called a line. Since lines can exist in two, three, or higher-dimensional environments, they are one-dimensional things.

Given:

Y-intercept = 4,

Coordinates of point =  (14, -3), (x, -8)

Calculate the line equation as shown below,

y = m x + 4

Here, m is the slope,

Put point (14, -3) in the equation,

-3 = m × 14 + 4

m = -7 / 14

m = -1 / 2

Hence, the equation of a line is,

y = -1/2 x + 4

Put point (x, -8),

-8 = -1/2 x + 4,

-12 = -1/2x

x = 24

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Answer:

Step-by-step explanation:

a) To find how much farther Jill's best friend jumped, we need to subtract Jill's distance from her best friend's distance. First, we need to convert both distances to the same unit, in this case inches. 6 7/8 feet is equal to 6 7/8 * 12 inches/foot = 82 7/8 inches. 6 15/16 feet is equal to 6 15/16 * 12 inches/foot = 83 16/16 inches. Now that both distances are in inches, we can subtract them: 83 16/16 inches - 82 7/8 inches = 1 9/16 inches. Therefore, Jill's best friend jumped 1 9/16 inches farther.

b) To determine if Jill's best friend beat the school record, we need to compare her distance to the record distance. The record distance for seventh graders is 6 feet 1 3/5 inches, which is equal to 6 1/5 * 12 inches/foot = 74 inches. Jill's best friend jumped 83 16/16 inches, which is greater than 74 inches. Therefore, Jill's best friend beat the school record and the seventh graders should be awarded 50 points.

c) To find the total distance thrown by Claire and Grace, we need to add their individual distances. First, we need to convert both distances to the same unit, in this case inches. 42 5/8 feet is equal to 42 5/8 * 12 inches/foot = 510 5/8 inches. 39 3/5 feet is equal to 39 3/5 * 12 inches/foot = 472 3/5 inches. Now that both distances are in inches, we can add them: 510 5/8 inches + 472 3/5 inches = 983 8/5 inches. Therefore, the total distance thrown by Claire and Grace is 983 8/5 inches.

d) To determine if the total distance thrown by Claire and Grace is greater than 83.7 feet, we need to compare their distance to the record distance. The record distance for seventh graders is 83.7 feet, which is equal to 83.7 * 12 inches/foot = 1004.4 inches. The total distance thrown by Claire and Grace is 983 8/5 inches, which is less than 1004.4 inches. Therefore, the total distance thrown by Claire and Grace is not greater than the record distance and the eighth graders should be awarded 50 points.

Answer:

(1.5, −0.5)

Step-by-step explanation:

We observe, that P(V|B)>P(V|A), so the person is more likely to have virus, however is still very small probability (only 15%), so in order to confirm illness, he should make one more test.

The area of mathematics known as probability deals with numerical representations of the likelihood that an event will occur or that a statement is true. An event's probability is a number between 0 and 1, where, roughly speaking, 0 denotes the event's impossibility and 1 denotes certainty.

P(V/A)  is not 0.95. It is opposite:

P(A/V)=0.95

From the text we can also conclude, that

P(A/∼V)=0.1

P(B/V)=0.9

P(B/∼V)=0.05

P(V)=0.01

P(∼V)=0.99

P(V/A) is not 0.95. It is opposite:

P(A/V)=0.95

From the text we can also conclude, that

P(A/∼V)=0.1

P(B/V)=0.9

P(B/∼V)=0.05

P(V)=0.01

P(∼V)=0.99

What we need to calculate and compare is P(V/A) and P(V/B)

P(V∩A)=P(A)⋅P(V/A)⇒P(V/A)=P(V∩A)/P(A)

P(V∩A) means, that person has a virus and it is detected, so

P(V∩A)=P(V)⋅P(A/V)

=0.01⋅0.95

=0.0095

P(A) is sum of two options: "Person has virus and it is detected" and "Person has no virus, but it was mistakenly detected", therefore:

P(A)=P(V)⋅P(A/V)+P(∼V)⋅P(A/∼V)=0.01⋅0.95+0.99⋅0.1=0.1085

Dividing those two numbers we obtain

P(V/A)=0.0095/0.1085=0.08755760368663594

Analogically,

P(V/B)=P(V∩B)/P(B)=P(V)⋅P(B/V)/P(V)⋅P(B/V)+P(∼V)⋅P(B/∼V)

=0.01⋅0.9/0.01⋅0.9+0.99⋅0.1

=0.1538461538461539

We see that P(V|B)>P(V|A), meaning the individual is more likely to have a virus, but is still very unlikely (only 15%), therefore person should perform another test to confirm illness.

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The roots of the given polynomial using the rational zero theorem are;  2, -4 and 6.

We are given the polynomial;

y = x³ - 4x² - 20x + 48

Since all coefficients are integers, we can apply the rational zeros theorem.

The trailing coefficient (the coefficient of the constant term) is 48

Find its factors (with the plus sign and the minus sign): ±1, ±2, ±3, ±4, ±6, ±8, ±12, ±16, ±24, ±48.

These are the possible values for p.

The leading coefficient (the coefficient of the term with the highest degree) is 1.

These are the possible rational roots:

±1, ±2, ±3, ±4, ±6, ±8, ±12, ±16, ±24, ±48.

Checking the possible roots: if a is a root of the polynomial P(x), the remainder from the division of P(x) by x - a should equal 0 (according to the remainder theorem, this means that P(a)=0

Plugging in those values, the only ones that yield P(a) = 0 are; 2, -4 and 6.

Thus, these are the roots of the given polynomial.

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Answer:

d= -3

Step-by-step explanation:

Rearrange variables to the left side of the equation: -4.3x 10d= -0.0043

Divide both sides of the equation by the coefficient of variable

Reduce the fraction

Convert fraction into negative exponential form

Convert both sides of the equation into terms with the same with same base

Simplify using exponent power rule

Based on the given conditions, corresponding exponents are equal

Answer: 13.55 or 13 11/20.

Step-by-step explanation: First, you have to find a common denominator, in this case, it would be 20. 2 can go into 20 10 times, 4 can go into 20 5 times, and 10 can go into 20 2 times. Then, you would NOW have 3 10/20 + 4 15/20 + 5 6/20, to have all the equal denominators. When you add, you would get 12 31/20, but now you have to simplify. Now, you SHOULD get 13 11/20 after simplifying. As a decimal, it would be 13.55 I hoped this helped!

Based on this information, we can estimate that a 1,000-person increase in population at the destination, an increase of 441 auto-mode social/recreational trips from the origin during the peak hour time

a 10-mile increase in distance to the destination, and the presence of recreational facilities at the destination are associated with an increase of 725 x (0.43 + (-0.07) + 0.62) = 441 auto-mode social/recreational trips from the origin during the peak hour.

1. Calculate the total increase in auto-mode social/recreational trips from the origin during the peak hour associated with a 1,000-person increase in population at the destination, a 10-mile increase in distance to the destination, and the presence of recreational facilities at the destination by multiplying the coefficients of the logit model by 725 (the total number of trips):

725 x (0.43 + (-0.07) + 0.62) = 441

2. Therefore, we can estimate that a 1,000-person increase in population at the destination, a 10-mile increase in distance to the destination, and the presence of recreational facilities at the destination are associated with an increase of 441 auto-mode social/recreational trips from the origin during the peak hour time.

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By subtracting and adding mixed numbers, we can see that at the end she has (5 + 7/8) tubes of paint.

We know that initially Allie had (4 + 3/4) tubes of purple paint, and she sed (2+ 1/4) tubes.

So at this point we need to take the difference between the two mixed numbers, we will get:

(4 + 3/4) - (2 + 1/4) = (4 - 2) + (3/4 - 1/4)

(4 - 2) + (3/4 - 1/4) = 2 + 2/4

2 + 2/4  = 2 + 1/2

Then she founds (3 + 3/8) more. Now we need to add that:

2 + 1/2 + (3 + 3/8) = (2 + 3) + (1/2 + 3/8)

(2 + 3) + (1/2 + 3/8) = 5 + (4/8 + 3/8)

5 + (4/8 + 3/8) = 5 + 7/8

She has 5 + 7/8 tubes of purple paint.

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The alternative hypothesis for this problem b. HA: µD>0

What is meant by hypothesis?

In math, A hypothesis is an assumption made based on some evidence.

Here we have given that systems analyst is testing the feasibility of using a new computer system. He wants to see if the new system uses less processing time than the old system.

And we need to find the alternative hypothesis for this problem

While we looking into the given question we have identified the following values,

Old System: mean = 27.2 seconds, s = 3.2 seconds, n - 25

New System: mean = 24.3 seconds, s = 2.1 seconds, n = 25

Difference (Old -New): mean = 2.9 seconds, s = 1.4 seconds, n = 25

Basically, while written the hypothesis, we have to follow the order of the following,

=> (Old-New, Larger-Smaller>)

Therefore, the correct option is (B).

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