−|a+b|2−c when a=135 , b=−2 , and c=−7

Answer:

-.56296296296...

Step-by-step explanation:

[tex]\frac{(2)(-35)-13}{(-6.75)(15)}[/tex]

[tex]\frac{70-13}{-101.25}[/tex]

[tex]\frac{57}{-101.25}[/tex]

-.56296296296...  The 296 is repeating

Indira should have written the equation negative 6 + a = negative 3, and the equation 1 + b = negative 2 in step 2, as according to coordinate geometry.

For translation from point B(-6,1) to  point B'(-3,-2);

Step 1 : Substitute the original coordinates and the translated coordinates into (x,y) → (x+a,y+b) ; B (negative 6,1) → B prime (negative 6 + a, 1 + b) = B prime (negative 3, negative 2)

Step 2 ( Indira's mistake) : Two equations to be written, as in coordinate geometry; first one being negative 6 + a = negative 3 ; and the second one being 1 + b = negative 2

Step 3 : Solving the equations to get the values of a and b;

a = negative 3 + 6

a = 3, and

b = negative 2 minus 1

b = -3

Step 4 : By substitution method, using values of a and b we find B prime;

original coordinates of point B = (-6,1)

Translated coordinates of point B' = (-6 + a, 1 + b)

                                                          = ((-6) + 3 , 1 + (-3))            

                                                           = (-3,-2)

Thus, that is how, step-by-step using basic linear equation method, we solved for translated coordinates.

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The probability of getting exactly 8 girls out of 11 births is 21.9%.

The binomial probability formula is used to calculate the probability of getting a certain number of successes (in this case, girls) out of a fixed number of trials (in this case, 11 births).

The first part of the formula (11 choose 8) is the number of ways to choose 8 girls out of 11 births, which is 330.

i.e;    (11 choose 8) * (0.5)^8 * (0.5)^3 = 330

The second part of the formula (0.5)^8 represents the probability of getting 8 girls out of 11 births assuming each birth has a probability of 0.5 of being a girl.

The third part of the formula (0.5)^3 represents the probability of getting 3 boys out of 11 births assuming each birth has a probability of 0.5 of being a boy.

i.e; (11 choose 8) * (0.5)^8 * (0.5)^3 = 330 * 0.00390625 * 0.125 = 0.21875

When we multiply all of these values together we get the final probability of getting exactly 8 girls out of 11 births, which is approximately 0.21875 or about 21.9%.

Therefore, the probability of getting exactly 8 girls out of 11 births is given by the binomial probability formula: (11 choose 8) * (0.5)^8 * (0.5)^3 = 330 * 0.00390625 * 0.125 = 0.21875 or about 21.9%.

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The equation of the line in point-slope form is obtained as y = (5/4)x - 20.

What is the point-slope form?

Point-slope is the general form of a linear equation which is y-y1=m(x-x1). It draws attention to the line's slope and one of the line's points (that is not the y-intercept).

The line passes through point (x1,y1) = (-8,-7)

The slope of the line is m = 5/4.

The formula for point-slope form of equation is -

y-y1=m(x-x1)

Substituting the values in the equation -

y - (-7) = 5/4[x - (-8)]

y + 7 = 5/4 (x + 8)

4(y + 7) = 5(x + 8)

4y + 28 = 5x + 8

4y - 5x = 8 - 28

4y - 5x = -20

4y = 5x -20

y = (5/4)x - 20

Therefore, the equation is obtained as y = (5/4)x - 20.

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So the probability that the system fails is 41% if the probability that each component fails is 0.1 and different components fail independently of one another.

The probability that the system fails is the probability that even one of the 5 components fails. Since the components fail independently of one another, we can use the probability of failure for each component and multiply it by the number of components to find the probability that the system fails.

The probability that the system fails is:

1 - (1 - probability of failure of one component)^(number of components)

Given that the probability of failure of each component is 0.1, the probability that the system fails would be:

1 - (1 - 0.1)^5 = 1 - 0.59 = 0.41 or 41%

So the probability that the system fails is 41% if the probability that each component fails is 0.1 and different components fail independently of one another.

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Among all the given statements for quadrilateral and parallelogram, none of the statements is true.

A rhombus is a quadrilateral with all sides of equal length, while a parallelogram is a quadrilateral with opposite sides parallel and equal in length.

(a) a quadrilateral is a parallelogram if it is a rhombus.

False, A rhombus is a quadrilateral with all sides of equal length and opposite sides parallel, so it is a parallelogram but not all parallelograms are rhombus.

(b) a quadrilateral is a rhombus if it is a parallelogram.

False, A parallelogram is a quadrilateral with opposite sides parallel and equal in length, so it may be a rhombus but not all parallelograms are rhombus.

(c) a quadrilateral is a parallelogram if and only if it is a rhombus.

False, A rhombus is a quadrilateral with all sides of equal length and opposite sides parallel, so it is a parallelogram but not all parallelograms are rhombus.

(d) a quadrilateral is a rhombus if and only if it is a parallelogram.

False, A parallelogram is a quadrilateral with opposite sides parallel and equal in length, so it may be a rhombus but not all parallelograms are rhombus.

Hence none of the above statements is true.

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Compared to a 95% confidence interval, a 99% confidence interval will be wider.

A confidence interval is a range of values that is likely to contain the true population mean, with a certain level of confidence.

The level of confidence is usually represented as a percentage, such as 95% or 99%. The higher the level of confidence, the wider the confidence interval will be. This is because a higher level of confidence means that the researcher wants to be more certain that the true population mean falls within the interval, so they will make the interval wider to increase the chances of this happening.

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Answer:

Step-by-step explanation:

(a) 10p = 3p - 5

7p = - 5

p = -5/7

(b) a^0 = 1 no matter what a is.

(c) 0.5 y²/x

(d) 5cd²(2c² + 3d²)

solving for a variable:

a)

[tex]10p=3p-5[/tex]

[tex]7p=-5[/tex]

[tex]p=\frac{-5}{7}[/tex]

b) A simple rule to follow is that any number raised to the exponent of 0 is equal to 1

[tex]a^0=1[/tex]

c)

[tex]\frac{xy^3}{2x^2y}[/tex]  cancelled out the common factor of 3

[tex]\frac{y^2}{2x}[/tex]             note that [tex]a^-^y=\frac{1}{a^y}[/tex]

d)

[tex]5cd^2(2c^2+3d^2)[/tex]

On Earth, the golf ball would travel much farther and higher than on the moon due to the difference in gravity. On the moon, the gravity is only 1/6th the strength of Earth's, making it much easier for the golf ball to travel farther and higher. On Earth, the golf ball would travel farther and higher due to the stronger gravitational pull.

Answer: it is a transporter or conveyer in english. Used for transporting goods

Step-by-step explanation:

The domain of the function is 0≤ x ≤ 30

The range of the function is 0≤ y ≤ 75

What are domain and range of a function ?

The range of values that we are permitted to enter into our function is known as the domain of a function. In a function like f, this set represents the x values (x). The collection of values that a function can take on is known as its range. The values that the function outputs when we enter an x value are in this set.

Here, x represents the input values ( time)

from the graph,

0≤ x ≤ 30

Here, y represents the output values ( amount of water)

from the graph,

0≤ y ≤ 75

Thus, the domain of the function is 0≤ x ≤ 30

The range of the function is 0≤ y ≤ 75

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The area of the rectangle ABEF = 2sa = 2ss/(2*tan(180/8)) = s^2/(tan(180/8)).

What is an octagon?

An octagon is a polygon with eight straight sides and eight angles. It is a closed two-dimensional shape with eight sides of equal length. A regular octagon is an octagon in which all sides and angles are equal.

When it comes to the area of a regular octagon, the area of a regular polygon can be calculated using the formula

A = (ns^2)/(4tan(180/n)) where A is the area, n is the number of sides and s is the length of each side.

In case of a regular octagon, the area of an octagon is (8s^2)/(4tan(180/8))

A rectangle ABEF is made up of two congruent sides with the length of the side of the octagon, and two congruent sides with the length of the apothem of the octagon.

An apothem of a regular polygon is the distance from the center of the polygon to the midpoint of any side. The apothem of a regular octagon can be calculated by using the formula

a = s/(2*tan(180/8)) where a is the apothem and s is the side of the octagon.

Hence, the area of the rectangle ABEF = 2sa = 2ss/(2*tan(180/8)) = s^2/(tan(180/8)).

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The minimum number of 1-point foul shots the home team must make to win the game, obtained using inequalities, is 14 shots.

An inequality is a comparison between expressions that are non equal.

The function for the number of points earned is; 3·p + 2·f + s

Where;

p = 3 point shots

f = 2 point shots

s = 1 point foul shot

The number of 3-point shots by the opponent = 8

Number of 2-point field goals by the opponent = 12

Number of 1-point foul shot by the opponent = 11

The sum of the score of the opponent = 8 × 3 + 12 × 2 + 11 × 1 = 59

Number of 3-pointers by the home team = 10

Number of 2-pointers by the home team = 8

The number of 1-point foul shots, f, the home team must make to win the game can be found using the following inequality;

10 × 3 + 8 × 2 + f × 1 > 59

f > 59 - (10 × 3 + 8 × 2) = 13

The minimum number of 1-point foul shots the home team must make to win the game is therefore, more than 13 or at least 14

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x/12 > 10 is the inequality that describes the problem. This inequality represents the fact that Turner made more than 10 fluid ounces of apple cider, and that he divided that amount evenly among 12 mugs.

Algebra is a discipline of mathematics where abstract symbols rather than concrete numbers are subjected to arithmetic operations and formal transformations. The idea that there is such a separate branch of mathematics, as well as the term algebra to identify it, came about gradually through time. This article traces the development of the equation notion, number systems, symbols for representing and modifying mathematical claims, and the contemporary abstract structural perspective of algebra.

The order in which you perform operations in arithmetic and algebra is governed by a number of laws. The Commutative, Associative, and Distributive Laws are the three that receive the most attention.

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The amount of grape that the friend gets will be 4 29/40.

A fraction simply means a piece of a whole. In this situation, the number is represented as a quotient such that the numerator and denominator are split. In this situation, in a simple fraction, the numerator as well as the denominator are both integers.

In this situation, Martin bought 12 3/5 pounds of grapes for a picnic. His friend bought 3/8 of that amount.

The amount that the friend gets will be:

= 3/8 × 12 3/5

= 3/8 × 63/5

= 189 / 40

= 4 29 / 40

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Answer:

yes to all 3

Step-by-step explanation:

A

3z = 21 ( isolate z by dividing both sides by 3 )

z = 7

B

n + 14 = 36 ( subtract 14 from both sides )

n = 22

C

[tex]\frac{3}{4}[/tex] v = 12 ( multiply both sides by 4 to clear the fraction )

3v = 48 ( divide both sides by 3 )

v = 16

The seven basic SI units are second, meter, kilogram, candela, ampere, mole, kelvin.

The 11th General Conference on Weights and Measures created the International System of Units, or "Système International d'Unités," in 1960. Older systems, like the Imperial system used in the UK and many other countries, were not all that simple to manage or operate, and none were globally standardized. The seven base quantities of what is now known as the International System of Quantities are defined by the International System of Units (SI) as having standard units of measurement. In particular, they comprise a fundamental set from which all other SI units can be formed.

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A line graph is marked by a correlation in the form of a line. The dependent variable is placed on the y-axis and the independent variable is on the x-axis.

You can see their relationship in terms of the slope. By explanation, the slope is the ratio of the change of the y-coordinates to the change of the x-coordinates (Δy/Δx). Visually, you determine the relationship of the variables by the orientation of the line as shown in the graph. If the slope is increasing, means that the two variables are increasing together.

If the slope is decreasing, it means that when x increases, y decreases. In other words, they are inversely proportional.

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The complete question is:

How are line graphs used to show how two variables are related?

The exact measurements for the largest side is 12√10 inches. Hence option a is the correct option.

What is the right triangle?

A right triangle or right-angled triangle, or more formally an orthogonal triangle, formerly known as a rectangle triangle, is a triangle with one right angle, i.e. two perpendicular sides. Trigonometry is founded on the relationship between the sides and other angles of a right triangle.

Given that the angles of a triangle are 30-60-90.

The smallest angle is always opposite the shortest side, and vice versa. The longest side is also opposite the largest angle, and vice versa.

The opposite side of angle 30 is the shortest side of the triangle.

The opposite side of angle 90 is the longest side of the triangle.

Sine law:

a/sin A = b/ sin B =c/sin C

a is the opposite side of angle A, b is the opposite side of angle B, c is the opposite side of angle C.

Assume that the length of the longest side is a.

Applying sine law in the given triangle:

6√10/sin 30 = a/sin 90

6√10/(1/2)= a/1

a = 12√10

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The domain of this relationship would be all possible combinations of values for x and y that satisfy the equation 5x + 9y = 90.

To find the equation:

The domain of the relationship in this scenario is the number of youth and adult tickets that were purchased by the group.

It is given that the cost of a youth ticket is $5 and the cost of an adult ticket is $9. Therefore, the number of youth and adult tickets can be represented by the variables x and y respectively.

We also know that the group spent a total of $90 on tickets, so the equation representing the relationship between the number of youth and adult tickets purchased would be:

5x + 9y = 90

So the domain of this relationship would be all possible combinations of values for x and y that satisfy the equation 5x + 9y = 90.

It's important to note that the domain would be all non-negative integers of x and y as the number of youth and adult tickets cannot be negative numbers.

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The required polynomial long division is shown, and the solution of the expression is given as x + 1  + [2x+ 3] / (x² − 1).

It is a method for performing the division of polynomials, with little writing and lesser calculations than complex division.

Here,

x² − 1) x³ + x² + x + 2 ( x + 1
         x³ - x
----------------------
              x² + x + x  
              x²  + 1
------------------------------
                     2x + 1 + 3

Thus, the required polynomial long division is shown, and the solution of the expression is given as x + 1  + [2x+ 3] / (x² − 1).

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Answer:

√  1. Quadratic

√  2. Quadratic

√  3. Quadratic

x  4. Not quadratic

x  5. Not quadratic

Step-by-step explanation:

A quadratic function is of the form
[tex]\large {ax^2 + bx + c}[/tex]

where a, b and c are real-valued constants and a ≠ 0

b and c can be 0

The degree of a quadratic function (the highest exponent ) will be 2

#4 has has degree 1

#5 has degree 3

So only 1, 2 and 3 are quadratic functions

you can use math away app

Answer:

Line AC is 8

Since the lines are parallel, the angles are the same, and the triangles are equally proportional. The ratio of 12 and 24 is 2, so you multiply 4 by 2 to get 8.

Answer:go to teacher 56

Step-by-step explanation:

pop op

Answer: Vera's starting salary at the company was $53600.

Step-by-step explanation:

We can start by using the following proportion:

(Current salary) / (Starting salary) = (Percent increase) / 100

So we can write:

67,000 / Starting salary = 125 / 100

To find the starting salary we can cross-multiply and divide:

67,000 = (125 * Starting salary) / 100

67,000 * 100 = 125 * Starting salary

67,000 * 100 = 125 * Starting salary

67,000,000 = 125 * Starting salary

Starting salary = 67,000,000 / 125

- C

Answer:

16 peices

Step-by-step explanation:

52/3.25 = 16

Allocating the congressional seats among the states in a fair manner would mean that the seats per state would be:

The fairest way to allocate the seats in a fair manner would be by proportional representation where the population of a state determines the seats it gets in Congress.

State A seats :

= Population / Total population x Number of seats available

= 258 / 1, 858 x 90

= 13 seats

State B seats :

= 377 / 1, 858 x 90

= 18 seats

State C seats :

= 456 / 1, 858 x 90

= 22 seats

State D seats :

= 767 / 1, 858 x 90

= 37 seats

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The graph of the solution region for the system of inequalities can be seen on the image at the end.

The solution region refers to the region where all the points are solutions of the system of inequalities.

The system of inequalities here is:

y < -x - 2

y < (1/4)x + 2

Notice that the two lines are already graphed, and "y" is smaller than the lines, so we need to shade all the region below the two lines.

The intersection of the shaded regions will be the region of solutions, the graph can be seen in the image below.

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Answer:

The solution of the mathematical expressions will be 0.175.

Step-by-step explanation:

Given that;

The mathematical expressions are,

⇒ [ 2 - | - 1/4 - 2 (-3/5) | ] ÷ -6

Now,

Solve the mathematical expression as;

⇒  [ 2 - | - 1/4 - 2 (-3/5) | ] ÷ -6

Using the BODMAS rule to solve the expressions as;

⇒ [ 2 - | - 1/4 - 2 (-3/5) | ] ÷ -6

⇒ [ 2 - | - 1/4 + 6/5 | ÷ -6

⇒ [ 2 - 19/20 ] ÷ -6

⇒  [ 21/20] ÷ -6

⇒ 21/20 x 1/-6

⇒ - 7 / 40

Therefore,

The solution of the mathematical expressions will be 0.175.

But you didn't have to cut me off

Make out like it never happened and that we were nothing (aah-ooh)

And I don't even need your love (ooh)

But you treat me like a stranger, and that feels so rough (aah)

No, you didn't have to stoop so low (ooh)

Have your friends collect your records and then change your number (aah)

I guess that I don't need that, though

Now you're just somebody that I used to know

Answer:

[tex]-\dfrac{7}{40}[/tex]

Step-by-step explanation:

Given expression:

[tex]\left[2-\left|-\dfrac{1}{4}-2\left(-\dfrac{3}{5}\right)\right|\right] \div (-6)[/tex]

Carry out the operations inside the absolute value bars (following the order of operations):

[tex]\implies \left[2-\left|-\dfrac{1}{4}+\dfrac{6}{5}\right|\right] \div (-6)[/tex]

[tex]\implies \left[2-\left|\dfrac{19}{20}\right|\right] \div (-6)[/tex]

As the fraction inside the absolute value bars is already positive, we can simply remove the bars:

[tex]\implies \left[2-\dfrac{19}{20}\right] \div (-6)[/tex]

Rewrite 2 as 40/20 and carry out the subtraction inside the square brackets:

[tex]\implies \left[\dfrac{40}{20}-\dfrac{19}{20}\right] \div (-6)[/tex]

[tex]\implies \left[\dfrac{40-19}{20}\right] \div (-6)[/tex]

[tex]\implies \left[\dfrac{21}{20}\right] \div (-6)[/tex]

Rewrite -6 as a fraction:

[tex]\implies \dfrac{21}{20} \div -\dfrac{6}{1}[/tex]

When dividing fractions, multiply the first fraction by the reciprocal of the  second fraction:

[tex]\implies \dfrac{21}{20} \times-\dfrac{1}{6}[/tex]

[tex]\implies \dfrac{21 \times (-1)}{20 \times 6}[/tex]

[tex]\implies -\dfrac{21}{120}[/tex]

Reduce the fraction to its simplest form by dividing the numerator and denominator by the highest common factor, 3:

[tex]\implies -\dfrac{21 \div 3}{120 \div 3}[/tex]

[tex]\implies -\dfrac{7}{40}[/tex]