Answer:
Step-by-step explanation: Step 1: Tyler correctly states that rhombuses have all sides congruent.
Step 2: Tyler correctly states that dilating a rhombus by a scale factor will result in sides of the same length, but he does not provide a justification for why he chose the scale factor of WX/AB.
Step 3: Tyler correctly states that if all sides in two figures are proportional, then the figures are similar, but he does not provide a justification for why this is true.
Step 4: Tyler correctly states that he will translate A'B'C'D' by the directed line segment A'W, but he does not provide a justification for why this will result in A'' and W coinciding.
Step 5: Tyler correctly states that he will rotate A"B"C"D" by the angle B"WX, but he does not provide a justification for why this will result in B'' and X coinciding.
Step 6: Tyler correctly states that he will reflect A"B''C''D'' over segment WX if needed, but he does not provide a justification for why this will result in D'' and Z coinciding.
Find the values of x and y.
1) x = 19.6; y = 12.0
2) x = 23.0; y = 12.0
3) x = 12.0; y = 19.6
4) x = 12.0; y = 23.0
x=12.0; y=19.6
Option 4 is the right answer.
What are the properties of tangent of the circle?
A tangent is correctly formed only if touches the circle at only one point. A tangent never passes through a circle, that is, it never crosses the circle while entering its interior. A tangent is also not known for intersecting the circle at the two different points.
Since, in a circle the radii are equal.
So, OA=OB=x=12
Tangent to a circle is the line that touches the circle at only one point.
The length of tangents from an external point to a circle are equal.
By the theorem,
If two tangents are drawn from an external point of the circle, then they are of equal lengths.
So, AC =BC (by the theorem)
AC and BC look to be tangents- tangents to a circle from a point are congruent.
So, AC is congruent to BC.
Thus, AC=BC=y=19.6
Hence, x=12.0 and y=19.6
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pls helpp!!!!!!!!!!!!!!!
Distributive Property
Addition Property of Equality
Simplifying
Division Property of Equality
Simplifying
the house trevor's family lives in has 6 people (including trevor) and 333 bathrooms. in the past month, each person showered for an average of 480480480 minutes and used an average 727272 liters of shower water (over the entire month). water costs 0.200.200, point, 20 dollars per liter. how much money did trevor's family spend, in total, on shower water in the past month?
The amount Trevor's family spent, in total, on shower water in the past month = 0.03 dollars per minute
In this question we have been given there are 6 people in Trevor's house.
There are 3 bathrooms in the house.
Each person showered for an average of 480 minutes and used an average 72 liters of shower water (over the entire month)
We need to find the amount of money Trevor's family spent, in total, on shower water in the past month.
By unitary method,
72 * 6 = 432 liters of shower water used by the entire family over the month
Each liter costs $0.2
so by unitary method,
the total amount paid:
A = 432 * 0.2
= 86.4 dollars
Each person showered for an average of 480 minutes.
So, total minutes would be 6x480 = 2880 minutes.
So, the required amount would be,
86.4/2880 = 0.03 dollars per minute
Therefore, Trevor's family paid $0.03 per minute on shower water.
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A store owner discounted some
crystal vases from $142 to $119.
What is the discount, as a
3
percentage?
und your answer to the nearest percent)
Which of the following sequences is an arithmetic sequence? Why?
1. 3, 7, 11, 15, 19
2. 4, 16, 64, 256
3. 48, 24, 12, 6, 3, ...
4. 1, 4, 9, 16, 25, 36
5. 1, 1/2, 0, -1/2
6. -2, 4, -8, 16, ...
7. 1, 0, -1, -2, -3
8. 1/2, 1/3, 1/4, 1/5, ...
9. 3x, x, x/3, x/9, ...
10. 9.5, 7.5, 5.5, 3.5, ..
Answer: sequences 1,5,7,9,10
Step-by-step explanation:
An arithmetic sequence is defined by a sequence of numbers with a common difference between terms. Technically if x=0 in q9 we have a constant sequence, which by definition is arithmetic. However if x does not equal 0 it is not arithmetic.
Solve by using elimination
x + 3y = 12
-5x + +y = -12
(Please explain how to get the answer if possible.)
Step-by-step explanation:
what equations do we really have here ?
there seem to be typos in the equations.
I assume you truly have
x + 3y = 12
-5x + y = -12
now, elimination means that we multiply the equations (both sides to keep the equations in their information unchanged) by applying factors and then add the resulting equations.
the result should have "eliminated" one of the variables, so that we can solve for the remaining variable.
and then we use that result and one of the original equations to solve for the second variable.
in our case I suggest we try to eliminate x first.
so, we multiply the first equation by 5. the second equation can stay as it is.
and then we add both :
5x + 15y = 60
-5x + y = -12
-----------------------
0 16y = 48
y = 48/16 = 3
using e.g. the original first equation :
x + 3y = 12
we put in the already calculated value for y (3) and solve for x :
x + 3×3 = 12
x + 9 = 12
x = 12 - 9 = 3
x = 3
y = 3
you understand the principle ? please let me know, if you have further questions.
if your actual equations are different to my assumptions, you need to apply this in the same way as I showed you here to whatever the real equations are.
Answer:
(x, y) = (3, 3)
Step-by-step explanation:
You want to solve by elimination the system of equations ...
x +3y = 12-5x +y = -12EliminationThe point of the elimination method is to combine the equations in a way that causes the coefficient of one of the variables to become zero. In general, this can be accomplished by multiplying each equation by the coefficient of the chosen variable in the other equation, then subtracting the results one from the other.
Considering the x-coefficients, we can multiply the first equation by -5, the second by 1 and subtract the first product from the second. This eliminates the x-variable.
1(-5x +y) -(-5)(x +3y) = 1(-12) -(-5)(12)
-5x +y +5x +15y = -12 +60 . . . . . . . . . . eliminate parentheses
16y = 48 . . . . . . . . . . . . . . . . . . . collect terms
y = 3 . . . . . . . . . . . . . . . . divide by 16
Complete the solutionNow, we need to find x. We can do this by substituting for y in either equation. We choose to use the first equation:
x + 3(3) = 12
x = 3 . . . . . . . . . . subtract 9
The solution to the system of equations is (x, y) = (3, 3).
__
Additional comment
We chose to explain the elimination in terms of subtraction. That subtraction can be done in either order:
-5(equation 1) -1(equation 2)
or
1(equation 2) -(-5)(equation 1)
We chose the latter order so the coefficient of y would end up positive. We find fewer mistakes are made when the signs are positive.
Your curriculum materials may explain the elimination process in terms of addition. You may have noticed that subtracting -5 times the first equation is the same as adding 5 times the first equation. When you do this using addition, one of the multiplier coefficients needs to be the opposite of the coefficient of the variable in the other equation.
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What is the solution to the system of equations? (5, 0) (0, 5) (0, –5) (–5, 0)
Step-by-step explanation:
send the question compeletly .
based on a 95% confidence interval and the 6% difference observed in this study, we estimate that the gender difference in u.s. teen depression rates is between 3.2% and 8.5%, with girls having higher rates. 95% of the time this method produces an interval that contains the true difference. a. invalid b. valid
This method is valid since it produces an interval that contains the true difference 95% of the time. The interval for the gender difference in U.S. teen depression rates is between 3.2% and 8.5%, with girls having higher rates.
The confidence interval method is a valid way of estimating a population parameter based on a sample statistic. In this case, the sample statistic is the 6% difference observed in the study. The confidence interval is used to estimate the true difference between the two groups in the population. This method produces an interval that contains the true difference 95% of the time. In this case, the 95% confidence interval for the gender difference in U.S. teen depression rates is between 3.2% and 8.5%, with girls having higher rates. This means that there is a 95% chance that the true difference in depression rates between boys and girls is somewhere between 3.2% and 8.5%. This method is considered valid because it produces an interval that contains the true difference 95% of the time.The 95% confidence interval for the gender difference in U.S. teen depression rates is calculated as follows:
Lower bound: 6% - 1.96*(Standard Error)
Lower bound: 6% - 1.96*(1.5%)
Lower bound: 3.2%
Upper bound: 6% + 1.96*(Standard Error)
Upper bound: 6% + 1.96*(1.5%)
Upper bound: 8.5%
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Solve the quadratic equation by using a numeric approach.x squared - 8 x - 16 = 0 a. x = 1 b. x = 5 c. x = -4 d. x = -8
The solution for the quadratic equation; x squared + 8 x + 16 = 0 as required to be determined using a numerical approach is; Choice C; x = -4.
What is the solution for the quadratic equation as given?It follows from the task content that the solution of the quadratic equation is to be determined by using a numerical approach as stated.
On this note, since the standard form quadratic equation takes the form; ax² + bx + c = 0.
To solve, it is important to determine two numbers whose product yields c and sum is; b.
Therefore, for the equation; x² + 8x + 16 = 0; the numbers are; 4 and 4.
Therefore, we have;
x² + 4x + 4x + 16 = 0.
x (x + 4) + 4 (x + 4)
(x + 4) (x + 4) = 0
x = -4.
On this note, the correct answer choice is; Choice C; x = -4.
Complete question; The correct question syntax is; x² + 8x + 16 = 0.
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he area of a square is 121 ft2. what is the length of a diagonal of the square? round to the nearest foot.
the distribution of colors of candies in a bag is as follows. if two candies are randomly drawn from the bag with replacement, what is the probability that they are the same color?
The probability that both candies are of same color is 0.22
Probability:
Probability means possibility.The value is expressed from zero to one.In other words probability is simply how likely something is to happen.
The distribution of colors of candies in a bag is as follows.
Brown 0.1
Red 0.3
Yellow 0.2
Green 0.2
Orange 0.2
The probability for both candies are Orange.
= 0.2 x 0.2
= 0.04
The probability for both candies are Brown.
= 0.1 x 0.1
= 0.01
The probability for both candies are Yellow.
= 0.2 x 0.2
= 0.04
The probability for both candies are Green.
= 0.2 x 0.2
= 0.04
The probability for both candies are Red.
= 0.3 x 0.3
= 0.09
Now,
The total probability that they are the same color
= 0.04 + 0.01 + 0.04 + 0.04 + 0.09
= 0.22
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Select the graph for the solution of the open sentence. Click until the correct graph appears.
4|x| - 1 < -4
Answer:
No solution
Step-by-step explanation:
Divide. Express your answer in simplest form.
8 ÷ 2 4/9
Answer:
3 and 3/11
Step-by-step explanation:
[tex]\frac{8}{2 \frac{4}{9} } \\\\\frac{8}{ \frac{22}{9} } \\\\= 8 / \frac{22}{9} \\\\= \frac{8}{1} / \frac{22}{9} \\\\= \frac{8}{1} * \frac{9}{22} \\\\[/tex]
[tex]=\frac{72}{22} \\\\= 3 \frac{6}{22} \\\\= 3 \frac{3}{11}[/tex]
Step-by-step explanation:
8 ÷ 2 4/9
so, as always with operations involving fractions I recommend to convert mixed numbers to full fractions first :
2 4/9 = (2×9 + 4)/9 = (18 + 4)/9 = 22/9
the division looks then like this :
8 ÷ 22/9
or
8 / 22/9 = 8/1 / 22/9
remember, when we divide by a fraction, then this is the same as a multiplication with the upside-down fraction :
8/1 × 9/22 = 8×9 / 1×22 = 72/22 = 36/11 =
= (3×11 + 3)/11 = 3 3/11
8 ÷ 2 4/9 = 3 3/11
the symbols ÷, /, : have a little bit different semantic meaning in their context, but they all do the same thing : divide.
and they are therefore interchangeable.
There is a rectangular patio. If we increase both the length and width by 2 feet, the area of the patio will increase by 38 square feet. If we increase the length by 2 feet and decrease the width by 2 feet, the area of the patio will decrease by 2 square feet. What is the area of the patio?
The 38 square feet increase in the area of the patio following the increase in the length and width by 2 feet and the 2 square feet increase following the increase in the length by 2 feet and decrease in the width by 2 feet indicates that the area of the patio is 70 square feet.
What is the area of a plane shape?The area of a plane figure is the space occupied by the figure of a specified surface upon which it is placed.
Let L represent the length of the patio, and let W represent the width of the patio, we get;
Area of the patio = L × W
(L + 2) × (W + 2) = L·W + 2·L + 2·W + 4 = Area + 38
Therefore; (L + 2) × (W + 2) = L·W + 2·L + 2·W + 4 = L × W + 38
2·L + 2·W + 4 = 38 (subtraction property)
2·L + 2·W = 38 - 4 = 34
2·L + 2·W = 34...(1)
(L + 2) × (W - 2) = L·W - 2·L + 2·W - 4 = Area + 2 = L·W + 2
L·W - 2·L + 2·W - 4 - L·W = L·W + 2 - L·W (Subtraction property)
2·W - 2·L - 4 = 2
2·W - 2·L - 4 + 4 = 2 + 4 = 6 (Addition property)
2·W - 2·L = 6...(2)
The simultaneous equations (1) and (2) are solved as follows;
Adding equation (1) to equation (2), we get;
2·L + 2·W + 2·W - 2·L = 34 + 6 = 40
4·W = 40
W = 40 ÷ 4 = 10
W = 10
The width of the patio, W = 10 feet
2·W - 2·L = 6, therefore;
2 × 10 - 2·L = 6
2·L = 2 × 10 - 6 = 14
L = 14/2 = 7
The length of the patio, L = 7 feet
The area of the patio = L × W
L × W = 7 feet × 10 feet = 70 square feet
The area of the patio = 70 square feet
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2
Select the correct answer from each drop-down menu.
The given equation has been solved in the table.
Step
1
2
3
4
5
In step 2, the
In step 4, the
3x
©2022 Edmentum. All rights reserved.
3x
-
Statement
- 10 -16
=
10+ 10 = -16 10
3x = -6
-6
33
x= -2
Use the table to complete each statement.
=
property of equality was a
s appled.
property of equality was applied.
In step 2: the additive property of equality was applied.
In step 4: the division property of equality was applied.
What are the properties to solve equation?
The properties of the relationship of equality, reflexivity, symmetry, transitivity, and the properties of operations are employed to solve an equation.
These characteristics hold true in both propositional language and arithmetic.
The following can be used to sum up this: An equality is still valid if the exact same operation is carried out on both sides of the equality.
Given that:
Step 1: 3x - 10 = -16
The additive inverse of -10 is +10
Step 2: 3x - 10 + 10 = -16 + 10 [Additive inverse]
Step 3: 3x = -6
Step 4: 3x/3 = -6/3 [Division property]
Step 5: x = -2
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If a credit card has an average daily balance of $1250 and the
annual interest rate is 18%, what will the total bill for the month be?
If a credit card has an average daily balance of $1250 and the annual interest rate is 18%, the total bill for the month will be $1,268.75.
What Is Average Daily Balance?The average daily balance is the quotient resulting from the summation of the card's daily balances and the division by the number of days in the billing cycle.
The finance charge, which represents the interest and other fees for the use of the credit card, is computed by applying the monthly percentage rate (MPR) on the average daily balance.
Average daily balance = $1,250
Annual interest rate = 18%
Monthly percentage rate = 1.5% (18% ÷ 12)
Finance charge = $18.75 ($1,250 x 1.5%)
Total bill for the month = Average daily balance + Finance charge
= $1,268.75 ($1,250 + $18.75)
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Eliot and William go running. Eliot ran for 8 mile, and William ran for 12 mile. Eliot finihed hi run in 40 fewer minute than William. If they run at the ame peed, for how long did William run?
William ran for 48 minutes since Eliot ran for 8 miles in 40 fewer minutes than William. They were running at the same speed.
Eliot and William both went running and ran for 8 miles and 12 miles respectively. Eliot finished his 8 mile run in 40 fewer minutes than William. This means that if the two of them were running at the same speed, it would take William 40 minutes longer than Eliot to finish his 12 mile run. To calculate how long William ran for, we can add 40 minutes to the time it took Eliot to run 8 miles. Since Eliot ran 8 miles in 40 fewer minutes than William, this means that Eliot ran 8 miles in the amount of time that William ran 12 miles. The total time William ran for is therefore 8 miles plus 40 minutes, which is 48 minutes.
Eliot: 8 miles ÷ 40 minutes fewer
= 0.2 miles/minute
William: 12 miles ÷ (0.2 miles/minute x 40 minutes)
= 48 minutes
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Calculate the force required to accelerate a 0.50kg ball at 2000m/s².
The force required to accelerate a 0.50kg ball at 2000m/s² is 100 N
What is force?The definition of force in physics is: The push or pull on a massed object changes its velocity.
An external force is an agent that has the power to alter the resting or moving condition of a body. It has a direction and a magnitude.
Motion is described in physics as a change in position with respect to time. Motion, to put it simply, is the movement of a body. Motion is typically characterized as:
Variation in speed
Change of course
In the given problem the force required to change the body's state is calculated by the formula
F = mass * acceleration
= 0.5 * 200
= 100 N
the force is 100N
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a bicycle wheel has a diameter of 24 inches. there are 32 spokes evenly distributed around the wheel. how far apart is each spoke?
The diameter of a bicycle wheel is 24 inches. Around the wheel, there are 32 spokes that are spaced 48 meters away from one another.
The diameter of a circle is the distance measured through its center. The radius of a circle is the distance from the center to any point on the edge. Diameter divided by radius equals two, or 2r=d. 2 r = d . The simplest place to start would be to use a ruler to measure the distance between the circle's outside edges starting from its very center. The diameter would be that.
The diameter of the circle is the measurement at issue. The distance between the circle's center and its periphery can be measured.
far apart is each spoke (distance) = radius = diameter / 2
distance = 24/2
distance = 12
Since a wheel has 4 parts. so, 12*4 = 48 m
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brandon has two summer jobs. during the week he works in the grocery store, and on the weekend he works at a nursery. he gets paid $15 per hour to work at the grocery store and $20 per hour to work at the nursery. how many total hours does he work if he does 14 hours at the grocery store and 13 hours at the nursery? how many total hours does he work if he does gg hours at the grocery store and nn hours at the nursery?
If Brandon does 14 hours at the grocery store and 13 hours at the nursery the the total working hours = 96 hours
And if Brandon does g hours at the grocery store and n hours at the nursery then total working hours = (5g + 2n) hours
In this question we ahve been given Brandon has two summer jobs. During the week he works in the grocery store, and on the weekend he works at a nursery.
He gets paid $15 per hour to work at the grocery store and $20 per hour to work at the nursery.
We need to find the total working hours if he does 14 hours at the grocery store and 13 hours at the nursery.
Also, we need to find total working hours if he does g hours at the grocery store and n hours at the nursery.
We know that the number of week days = 5 and the number of weekend days = 2
if he does 14 hours at the grocery store during 5 days, then by unitary method he will work for 14 * 5 = 70 hours
Similarly, if he does13 hours at the nursery for 2 days, this means by unitary method he is working for 13 * 2 = 26 hours
So, the total number hours of working during a week,
70 + 26 = 96 hours
Let he does g hours at the grocery store
During week days total working hours would be,
= number of weekdays * number of working hours
= 5 * g
= 5g
and n hours at the nursery.
= number of weekend days * number of working hours
= 2n
so, the total hours would be 5g + 2n
Therefore, a) the total hours does he work if he does 14 hours at the grocery store and 13 hours at the nursery = 96 hours
b) the total hours does he work if he does gg hours at the grocery store and nn hours at the nursery = (5g + 2n) hours
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how many terms in 3x ?
Answer:
3x is a single term
Step-by-step explanation:
The "3" is a coefficient. The "x" is the variable. is also a single term.
hope this helps
Solve each equation by taking the square root.
7x2 +32 = -10
x= {___, ___}
Answer: x=(10-sqrt(128))/14=(5-4sqrt(2))/7=-0.094
Step-by-step explanation: (7x2 - 10x) - 1 = 0
STEP
2
:
Trying to factor by splitting the middle term
2.1 Factoring 7x2-10x-1
The first term is, 7x2 its coefficient is 7 .
The middle term is, -10x its coefficient is -10 .
The last term, "the constant", is -1
Step-1 : Multiply the coefficient of the first term by the constant 7 • -1 = -7
Step-2 : Find two factors of -7 whose sum equals the coefficient of the middle term, which is -10 .
-7 + 1 = -6
-1 + 7 = 6
Identify the angle shown
A. Alternate interior angles
B. Alternate exterior angles
C. Corresponding angles
D. Same side interior angles
Help!!!
Answer:
B. Alternate exterior angles
Step-by-step explanation:
Alternate exterior angles are angles opposite outside of each other and have the same degree. So the answer is B
Two pieces of metal measure one and one third yards and five sixths yards each. Three times the amount of metal is needed for a project. How many total yards of metal is needed?
Answer: 6 1/2. yards
Step-by-step explanation: you have to add 1 1/3 + 5/6, which is 2 1/6. 2 1/6x3=6 1/2. then thats your answer
A boat, sailing downstream, has traveled the same distance in 4.5 hours as it has traveled upstream in 5 hours. Calculate the speed of the boat if the speed of the current is 3 km/h.
EQUATION REQUIRED!!!
The speed of the boat in still water is - 37 km/h
let, the distance be 'x' km/hr.
And the speed of the boat in still water is 'S' km/hr.
According to the question,
In downstream,
x = ( S + 3 ) * 4.5 ..........(1)
Similarly,
In Upstream,
x = ( S - 3)* 5 ........... (2)
From equations (1) and (2),
( S + 3 ) * 4.5 = (S - 3) * 5
or, 4.5 S + 13.5 = 5S - 15
or, 5S - 4.5S = 15 + 13.5
or, 0.5S = 18.5
divide both sides by 0.5,
0r, S = 37
So, the speed of the boat in still water is - 37 km/h
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which of the following describes the derivative function f'(x) of a quadratic function f(x)
The first derivative of quadratic function is obtained as a linear function.
What is differentiation?The differentiation of a function is defined as rate of change of its value at a point. It can be written as f'(x) = lim h --> 0 (f(x + h) - f(x)) /(x + h - x).
It can also be described as the slope of the tangent of function at a given point.
The general form of a quadratic function is as below,
f(x) = ax² + bx + c
Its first derivative can be written as below,
f'(x) = 2ax + b
The degree of the function f'(x) is 1.
Thus, it is a linear function.
Hence, the function to describe the derivative of quadratic function is linear.
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3. Imagine that you are taking a ride while on vacation. If the ride service charges Birr 50 to pick you up from the hotel and Birr 10 per km for the trip. What maximum km's you travel if your cost is not more than Birr 1350.
The maximum km's you travel if your cost is not more than Birr 1350. is 130 kilometers.
How to solve the equation?An equation is the statement that illustrates the variables given. In this case, two or more components are taken into consideration to describe the scenario. It is vital to note that an equation is a mathematical statement which is made up of two expressions that are connected by an equal sign.
From the information, the ride service charges Birr 50 to pick you up from the hotel and Birr 10 per km for the trip.
Let the number of kilometers be x.
50 + 10x = 1350
Collect the like terms
10x = 1350 - 50
10x = 1300
Divide
x = 1300 / 10
x = 130
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Solve the equation 10-(x+3)/2=8.
10-(x+3)/2=8 => correct answer is - 8
=> 10 - (x+2) = 8x2
=> 10 - x - 2 = 16
=> 10 - x = 16 + 2
=> 10 - x = 18
=> -x = 18 - 10
=> x = -8
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TRUE/FALSE. to cut the standard error of the mean in half, the sample size must be increased by a factor of
To cut the standard error of the mean in half, the sample size must be increased by a factor of four.
Therefore, the answer is False.
The formula to determine the standard error of the mean is
SE = SD/ √n
where SD is the standard deviation
n is the sample size
Therefore the standard error of the mean is inversely proportional to the square root of the sample size. Thus in order to decrease the standard error of the mean to half, we should increase the sample size by a factor of 4.
SE' = SD/ √(4n)
SE' = SD/ 2n
SE' = SE/ 2
--The question is incomplete, answering to the question below--
"To cut the standard error of the mean in half, the sample size must be increased by a factor of two. True or False."
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The table shown below gives the approximate enrollment at the University of Michigan every fifty years. How many more students were enrolled at the University of Michigan in 1950 than in 1900?