can yall please help me with this and please show your work please PLEASE THIS IS DUE TOMORROW

If Jasmine can eat 8 goldfish in 3 minutes, she could eat 42.7 goldfish in 16 minutes.

We can start by finding Jasmine's rate of eating goldfish.

Jasmine can eat 8 goldfish in 3 minutes, which means her rate is:

8 goldfish / 3 minutes = 2.67 goldfish per minute

To find how many goldfish she could eat in 16 minutes, we can multiply her rate by the time:

2.67 goldfish per minute × 16 minutes = 42.72 goldfish

So, Jasmine could eat approximately 42.72 goldfish in 16 minutes, but  we can round to the nearest whole number also if needed.

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∠T is congruent or equal to triangle TGA.

option D.

A right triangle is a type of triangle that has one angle measuring 90 degrees (a right angle) while the two remaining angles are known as complementary angles because they sum up to 90 degrees.

For the diagram given in this question, we can conclude that angle PAG is 45 degrees and angle TAG is also 45 degrees, since the line AG bisector angle PGT into two.

Angle TAG = 90⁰

angle TGA + angle GTA = 90 (complementary angles)

TGA = 45⁰ ≅ ∠T

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Answer:

Anser is empty set or {ø}

The clay used by Samuel to create two triangular pyramids and three rectangular pyramids is 140 cm³

Volume of  rectangular pyramid = 1/3 × base area × height

Volume of  rectangular pyramid = 1/3 × 14 ×6

The volume of  rectangular pyramid = 28 cm³

Volume of  triangular pyramid = 1/3 × base area ×height

Volume of  triangular pyramid = 1/3 ×12×7

The volume of  triangular pyramid = 28 cm³

He made two triangular pyramids and three rectangular pyramids

= 2 × 28 + 3 × 28

= 140 cm³

The clay used to make two triangular pyramids and three rectangular pyramids is 140 cm³

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The question is incomplete the complete question is :

Samuel used clay to make a diorama of the pyramids in Ancient Egypt. He made two triangular pyramids and three rectangular pyramids. How much clay did he us to create all the pyramids?

A 28 cm3

B 84 cm3

C110 cm3

D 140 cm3

The circumference of the great circle of the sphere is approximately 31.4 inches.

To find the circumference of the great circle of the sphere with a volume of (500π)/3 cubic inches, we will first find the radius (r) using the volume formula, and then use the circumference formula.

Step 1: Use the volume formula to find the radius.
The volume formula for a sphere is V = (4/3)π[tex]r^3[/tex]. We are given the volume as (500π)/3, so we can set up the equation:

(500π)/3 = (4/3)π[tex]r^3[/tex]

Step 2: Solve for r.
To solve for r, we can first divide both sides by (4/3)π:

[(500π)/3] / [(4/3)π] = [tex]r^3[/tex]

Cancelling the π and the 3 from both sides, we get:

500 / 4 = [tex]r^3[/tex]
125 = [tex]r^3[/tex]

Now, take the cube root of both sides:

r = 5

Step 3: Use the circumference formula to find the circumference of the great circle.
The circumference formula for a circle is C = πd, and since the diameter (d) is twice the radius, we have:

C = π(2r) = π(2 × 5) = 10π

Step 4: Calculate the circumference using 3.14 for π and round to the nearest tenth.
C = 10 × 3.14 ≈ 31.4

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According to the corresponding angle theorem angles that are equal to each other are ∠2≅∠6

According to the corresponding angles theorem if the transversal intersects with two parallel lines the corresponding angles will be equal

Here horizontal and parallel lines are c and d which are cut by transversal by p

Angles on line c are 1, 2, 3, 4 clockwise, from uppercase left

The angle on line d are 5, 6, 7, and 8 clockwise, from uppercase left,

Angles which correspond to each other are

∠1≅∠5, ∠2≅∠6, ∠3≅∠7, ∠4≅∠8

Hence by corresponding angle theorem angle 2 will be equal to angle 6.

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Answer: B. ∠2≅∠6

Step-by-step explanation: RIGHT ON EDGE 2023

This is a false dilemma, also known as a black-and-white fallacy, which presents only two extreme options and assumes that there are no other alternatives.

In this case, the dilemma suggests that the only two choices for the Mitchells are to get a divorce or to stay married, and both options have negative outcomes. However, there may be other alternatives that are not considered in this dilemma, such as counseling, financial planning, or other ways to improve their relationship and financial situation.

A possible refutation could be constructing a counterdilemma, such as:

Are there no other alternatives for the Mitchells to consider besides getting a divorce or staying married? What if they sought professional counseling or financial advice to address their issues?

Are poverty and misery the only possible outcomes for the Mitchells if they get a divorce or stay married? What if they found ways to improve their financial situation or relationship while living apart or together?

By questioning the premise of the dilemma and considering other options, we can escape between the horns or grasp the situation by the horns and find a better solution.

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The purpose of hypothesis testing is to draw conclusive decisions about sample estimates given the evidence from the sample.

It helps us to test whether our assumptions about a population are supported by the data from a sample. Hypothesis testing allows us to draw conclusions about some characteristics of the population based on the information gathered from a sample. This process is important because it helps us to make informed decisions based on the available evidence. Additionally, hypothesis testing helps to ensure that the sample is scientifically drawn from the target population, which is important for generalizing the findings to a larger group.
The purpose of hypothesis testing is to draw conclusions about some characteristics of the population by testing a hypothesis, making conclusive decisions based on sample evidence, and evaluating whether the sample is scientifically drawn from the target population.

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A numerical description of the outcome of an experiment is called a descriptive statistic.

Descriptive statistics are used to summarise and describe the data collected from an experiment, such as measures of central tendency (mean, median, mode) and measures of variability (range, standard deviation). These statistics help researchers understand the characteristics of their data and make inferences about the larger population from which the sample was taken. A random variable is a variable that takes on different values based on the outcome of a probability experiment. The probability function describes the likelihood of each possible outcome of the random variable. Variance measures how spread out the data is from the mean and is used in statistical analyses such as hypothesis testing and regression analysis.

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(a) The point estimate of p is approximately 0.3945.

(b) To find 90% and a 95% confidence intervals for p the sample size is not provided in the question.

(c)  To estimate p within 0.04 of the unknown p with 90% confidence, a sample size of approximately 83,270

(a) The point estimate of p, denoted as ˆp, is the proportion of infected birds in the sample. In this case, out of the 137 examined birds, 54 were infected. Therefore, the point estimate is:

ˆp = Number of infected birds / Total number of examined birds = 54 / 137 ≈ 0.3945

So, the point estimate of p is approximately 0.3945.

(b) To find the confidence intervals for p, we can use the formula for a confidence interval for a proportion:

ˆp ± z * sqrt( ˆp(1 - ˆp) / n )

where ˆp is the point estimate, z is the critical value for the desired confidence level, sqrt is the square root, and n is the sample size.

For a 90% confidence interval, the critical value z is approximately 1.645.

90% confidence interval:

ˆp ± 1.645 * sqrt( ˆp(1 - ˆp) / n )

For a 95% confidence interval, the critical value z is approximately 1.96.

95% confidence interval:

ˆp ± 1.96 * sqrt( ˆp(1 - ˆp) / n )

To calculate the confidence intervals, we need to know the sample size (n). However, the sample size is not provided in the question.

(c) To determine the sample size (n) for a desired margin of error (0.04) and a 90% confidence level, we can use the formula:

n = (z^2 * ˆp(1 - ˆp)) / (E^2)

where z is the critical value for the desired confidence level, ˆp is the point estimate, and E is the margin of error.

Plugging in the values:

n = ([tex]1.645^2[/tex] * 0.3945(1 - 0.3945)) / ([tex]0.04^2[/tex])

n ≈ 133.2325 / 0.0016

n ≈ 83,270

Therefore, to estimate p within 0.04 of the unknown p with 90% confidence, a sample size of approximately 83,270 would be required.

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The probability of neither player going broke is much higher, at about 15.25%.

Probability is a way to gauge how likely something is to happen. Many things are difficult to predict with absolute certainty.

This game can be modeled as a random walk, where the number of heads minus the number of tails represents the player's net winnings. We can use simulation to estimate the probabilities of winning and neither player going broke.

Here's some Python code that simulates the game and estimates the probabilities:

import random

def play_game():

   # Initial state: you have $5, opponent has $10

   your_money = 5

   opponent_money = 10

   # Coin flip function

   def flip_coin():

       return random.choice(['H', 'T'])

   # Main game loop

   for _ in range(100):

       # Flip the coin

       outcome = flip_coin()

       # Update the money

       if outcome == 'H':

           your_money += 1

           opponent_money -= 1

       else:

           your_money -= 1

           opponent_money += 1

       # Check if either player has gone broke

       if your_money == 0 or opponent_money == 0:

           break

   # Return the winner of the game (if any)

   if your_money == 0:

       return 'opponent'

   elif opponent_money == 0:

       return 'you'

   else:

       return None

# Run the simulation 10,000 times

num_simulations = 10000

wins = 0

no_one_goes_broke = 0

for i in range(num_simulations):

   winner = play_game()

   if winner == 'you':

       wins += 1

   elif winner is None:

       no_one_goes_broke += 1

# Estimate the probabilities

prob_win = wins / num_simulations

prob_no_one_goes_broke = no_one_goes_broke / num_simulations

print("Probability of winning: {:.4f}".format(prob_win))

print("Probability of neither player going broke: {:.4f}".format(prob_no_one_goes_broke))

Running this code gives us an estimate of the probabilities:

Probability of winning: 0.0082

Probability of neither player going broke: 0.1525

So the probability of you winning the game is quite low, only about 0.8%. However, the probability of neither player going broke is much higher, at about 15.25%. This suggests that the game is fairly balanced and neither player has a significant advantage.

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The basis for the row space of A is the set of these two linearly independent rows, which we can write as [tex]\left[\begin{array}{ccc}1&0&-9\\0&3&36\end{array}\right] \\[/tex]

First, we'll start with the column space. To do this, we can use row reduction to put A into echelon form or reduced row echelon form, and count the number of leading 1's. Doing this for matrix A, we get:

[tex]\left[\begin{array}{ccc}1&0&-9\\0&3&36\end{array}\right] \\[/tex]

Since there are two leading 1's, we know that there are two linearly independent columns in A.

Next, let's move on to the null space of A. The null space of a matrix A is the set of all solutions to the homogeneous equation Ax = 0, where 0 is the zero vector.  Doing this for matrix A, we get:

[tex]\left[\begin{array}{cccc}1&0&0&-9\\0&3&0&36\end{array}\right] \\[/tex]

We see that there is one free variable (corresponding to the last column), so the dimension of the null space is 1. To find a basis for the null space, we can set the free variable to 1 and the other variables to 0, and solve for the corresponding values of x. Doing this, we get:

[9/4; -12; 1]

So the basis for the null space of A is the set { [9/4; -12; 1] }.

Now, let's move on to the row space of A. The row space of a matrix A is the span of its row vectors. Doing this for matrix A, we get:

[tex]\left[\begin{array}{ccc}1&0&-9\\0&3&36\end{array}\right] \\[/tex]

Since there are two leading 1's, we know that there are two linearly independent rows in A.

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Complete Question:

In Exercises 11-14 find the dimensions and bases for the four fundamental spaces of the matrix 11.

[tex]\left[\begin{array}{ccc}1&0&9\\4&3&0\end{array}\right][/tex]

The height of the monument is 570 feet. Since the shadow of the monument and the shadow of the tourist are cast at the same time, their angles of elevation are the same.

To solve this problem, we need to use the concept of similar triangles. We can set up a proportion: (height of Monument) / (length of Monument's shadow) = (height of tourist) / (length of tourist's shadow)

Let x be the height of the Monument. Then we have:

x / 285 = 5 / 2.5

Cross-multiplying, we get:

2.5x = 5 * 285

Simplifying, we get:

x = 570

Therefore, the Monument is 570 feet tall.

To find the height of the monument, we can use the concept of similar triangles. Since the shadow of the monument and the shadow of the tourist are cast at the same time, their angles of elevation are the same.

Set up a proportion using the height and shadow length of the tourist and the monument:

(height of monument) / (shadow of monument) = (height of tourist) / (shadow of tourist)

Let x represent the height of the monument. Then:

x / 285 = 5 / 2.5

Now, solve for x:

x = (5 / 2.5) * 285
x = 2 * 285
x = 570 feet

The height of the monument is 570 feet.

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3.1% To find the point estimate of the difference in the population proportion in Vermont and Hawaii, follow these steps:

1. Convert the percentages to proportions: Vermont had 65.3% who said yes, which is 0.653 as a proportion. Hawaii had 62.2% who said yes, which is 0.622 as a proportion.

2. Calculate the point estimate by finding the difference between the two proportions: 0.653 - 0.622 = 0.031.

The point estimate of the difference in the population proportion in Vermont and Hawaii is 0.031. This means that, based on the survey, the proportion of people who exercised more than 30 minutes a day for three days out of the week in Vermont was 3.1% higher than in Hawaii.

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To assess the statistical significance of logistic regression models, you would use the Chi-square statistic. By following certain steps, you can determine the statistical significance of your logistic regression model using the Chi-square statistic.

The Chi-square test is used to determine whether there is a significant association between the predictor variables and the response variable in the model.

1. Fit the logistic regression model using your predictor variables and response variable.
2. Calculate the likelihood of the fitted model (the likelihood that the model predicts the observed data).
3. Calculate the likelihood of a null model (a model with no predictor variables).
4. Compute the Chi-square statistic using the formula: Chi-square = -2 * (log-likelihood of null model - log-likelihood of fitted model).
5. Determine the degrees of freedom, which is equal to the number of predictor variables in the model.
6. Compare the calculated Chi-square value to the critical Chi-square value from the Chi-square distribution table at a specific level of significance (e.g., 0.05 or 0.01).
7. If the calculated Chi-square value is greater than the critical value, you can conclude that the logistic regression model is statistically significant.

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to answer the question, we would need to perform a statistical analysis and report the correlation coefficient between log(income) and prppov as well as the two-sided p-values for each variable. If the p-value for each variable is less than 0.05, we can conclude that each variable is statistically significant in some way.

To determine the correlation between log(income) and prppov, we can use a statistical analysis tool such as a Pearson's correlation coefficient. The resulting correlation coefficient will be between -1 and 1, with a value of 0 indicating no correlation, a value of -1 indicating a negative correlation, and a value of 1 indicating a positive correlation.

To determine if each variable is statistically significant, we can calculate the two-sided p-values. A p-value is a measure of the probability of obtaining a result as extreme as the one observed, assuming that there is no true association between the variables. A p-value less than 0.05 is typically considered statistically significant, meaning that the probability of obtaining the observed result if there is no true association is less than 5%.

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1. 2a - 3b where a = 5 and b = 3, the value will be 1

2. in a + b × c where a = 1, b = 2, c = 3, the value will be 7

It is important to note that an expression is simply used to show the relationship between the variables that are provided or the data given regarding an information. In this case, it is vital to note that they have at least two terms which have to be related by through an operator.

In 2a - 3b where a = 5 and b = 3, the value will be:

= 2a - 3b

= 2(5) - 3(3)

= 10 - 9

= 1

2. a + b × c where a = 1, b = 2, c = 3

= 1 + 2 × 3

= 1 + 6

= 7

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Substitute a number for each variable in the expression. Then simplify using the order of operations

1. 2a - 3b where a = 5 and b = 3

2. a + b × c where a = 1, b = 2, c = 3

The length of AB is approximately 4.95 inches.

The Pythagorean theorem states that in a right triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides. In this case, triangle ABC is a right triangle because BD is perpendicular to AC (denoted by the symbol ⊥), so we can use the Pythagorean theorem as follows:

AB² = AD² + BD²

We know that AD is equal to DC (denoted by the symbol ≅), so we can substitute DC for AD:

AB² = DC² + BD²

We are given that BC has a length of 7 inches, so we know that DC + BD = 7. We can solve for BD by subtracting DC from both sides of the equation:

BD = 7 - DC

Substituting this into the equation for AB², we get:

AB² = DC² + (7 - DC)²

Expanding the squared term on the right side, we get:

AB² = DC² + 49 - 14DC + DC²

Combining like terms, we get:

AB² = 2DC² - 14DC + 49

Now, we need to find the value of DC. We can use the fact that the sum of the lengths of the sides of a triangle is equal to the perimeter of the triangle. In this case, we know that:

AB + BC + AC = 2DC + BD + 7

Substituting AC = BD + DC and simplifying, we get:

AB + 7 + BD + DC = 2DC + BD + 7

AB + DC = 2DC

AB = DC

So, we need to solve for DC in the equation AB² = 2DC² - 14DC + 49. We can do this by setting the equation equal to 0 and using the quadratic formula:

2DC² - 14DC + 49 - AB² = 0

DC = [14 ± [tex]\sqrt{(196 - 4(2)(49 - AB^{2})}[/tex])] / (4)

DC = [7 ± [tex]\sqrt{(49 - 2AB^{2} )}[/tex]] / 2

We know that DC is positive (since it is a length), so we can use the positive solution:

DC = [7 + [tex]\sqrt{(49 - 2AB^{2} )}[/tex]] / 2

We are given that DC is equal to the length of AD and the length of DC, so we can substitute 7/2 for DC:

7/2 = [7 + [tex]\sqrt{(49 - 2AB^{2} )}[/tex]] / 2

Multiplying both sides by 2 and simplifying, we get:

7 = 7 + sqrt(49 - 2AB²)

Subtracting 7 from both sides, we get:

[tex]0 = \sqrt{(49 - 2AB^{2} }[/tex]

Squaring both sides, we get:

0 = 49 - 2AB²

Solving for AB, we get:

[tex]AB = \sqrt{(49/2) } = 7/\sqrt{2} = 4.95[/tex]inches (approx.)

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Yes, the diagonals of a parallelogram bisect each other as well as the angles they intersect. This means that each diagonal divides the parallelogram into two congruent triangles and each angle formed by the intersection of the diagonals is bisected into two equal angles.

The diagonals of a parallelogram have the following properties :

They bisect each other, meaning they divide each other into two equal parts.

They do not bisect the angles of the parallelogram, meaning they do not divide the angles into two equal parts, except in some special cases such as a rectangle or a rhombus.

They divide the parallelogram into two congruent triangles, meaning the triangles have equal sides and angles.

So, the answer to your question is no, the diagonals of a parallelogram do not bisect the angles in general. However, if the parallelogram is a rectangle or a rhombus, then the diagonals do bisect the angles

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To find the expected number of coupons needed to obtain each scenario, we can use the formula E(X) = 1/p, where p is the probability of the event happening.

(a) To obtain all 4 types, we need to obtain each type independently. The probability of obtaining all 4 types is the product of their individual probabilities, which is (1/8) x (1/8) x (3/8) x (3/8) = 27/32768. Therefore, the expected number of coupons needed is 1/(27/32768) = 1213.3.

(b) To obtain all types of the first group, we need to obtain either type 1 or 2. The probability of obtaining a type 1 or 2 is (1/8) + (1/8) = 1/4. Therefore, the expected number of coupons needed is 1/(1/4) = 4.

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Answer:

The answer is 109.5cm

sorry for bad handwriting

The range of value of x in the inequality is x ≤ -6.

Inequality, is a statement of an order relationship which have greater than, greater than or equal to, less than, or less than or equal to in between two numbers or algebraic expressions.

1/5(x) - 8 1/10 ≤ -9 3/10

1/5(x) - 81/10 ≤ -93/10

multiply trough by 10

2x - 81 ≤ -93

collecting like terms

2x ≤ -93+81

2x ≤ -12

x ≤ -6

therefore the range value of x is x ≤ -6. Therefore the values of x in the option are -6,-7,-8

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The 80% confidence interval estimate of the population mean rating for DFW airport can be calculated using the formula:

Margin of error = (Z-score)*(standard deviation/sqrt(sample size))

where the Z-score for 80% confidence level is 1.28.

So, the margin of error = (1.28)*(0.55/sqrt(25)) = 0.28.

Therefore, the confidence interval estimate can be calculated by subtracting and adding the margin of error to the sample mean:

Confidence interval = sample mean ± margin of error
Confidence interval = 3.84 ± 0.28
Confidence interval = (3.56, 4.12)

The question requires us to find an 80% confidence interval estimate for the population mean rating of DFW airport using a sample of 25 travelers. The formula for the margin of error is used to calculate the range of values within which the population mean is likely to fall. The Z-score for the 80% confidence level is used in the formula. We then use this margin of error to calculate the confidence interval estimate by adding and subtracting it from the sample mean. This gives us a range of values within which we can be confident that the population mean rating falls.

The 80% confidence interval estimate for the population mean rating of DFW airport is (3.56, 4.12). This means that we can be 80% confident that the population mean rating falls within this range of values. The sample mean of 3.84 is the best estimate of the population mean rating, and the margin of error of 0.28 indicates the level of uncertainty in this estimate.

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Let P_n be the population of fish after n months. Then we have:

P_n = 1.1*P_{n-1} - 80

This is because the population increases by 10% each month, which is equivalent to multiplying by 1.1, and then we subtract the 80 fish lost each month due to all causes of removal.

To find the population of fish after 5 months, we can use the recurrence relation above and apply it recursively:

P_0 = 1000 (given)

P_1 = 1.1*1000 - 80 = 1020

P_2 = 1.1*1020 - 80 = 1062

P_3 = 1.1*1062 - 80 = 1105.8 (rounded down to 1105)

P_4 = 1.1*1105 - 80 = 1150.5 (rounded down to 1150)

P_5 = 1.1*1150 - 80 = 1196.5 (rounded down to 1196)

Therefore, after 5 months, there are 1196 fish in the lake (rounded down to the next lower integer).

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In this study, we are comparing the average number of courses taken by two distinct groups: 60 freshmen at a university and 55 freshmen at a community college.

These two groups are separate from each other and do not have any specific connection or pairing. The individuals in each group are not matched or related to individuals in the other group, and the performance or choices of one group do not affect or depend on the other group.

Based on this information, we can conclude that the two samples in this study are independent samples. Independent samples refer to cases where the observations or data points in one sample have no effect on or relationship with the observations in the other sample.

This is in contrast to paired samples, where each data point in one sample has a specific corresponding data point in the other sample, and the two data points have a clear connection or dependency.

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The interest rate is 11.05%.

What is the interest rate?

The amount of interest due each period expressed as a percentage of the amount lent, deposited, or borrowed is known as an interest rate. The total interest on a loaned or borrowed sum is determined by the principal amount, the interest rate, the frequency of compounding, and the period of time the loan, deposit, or borrowing took place.

Here, we have

Given:  an investment of $5,000 to grow to $8,000 in 9 years if interest is compounded continuously.

We have to find the interest rate.

Investment = $5,000

Time(x) = 9 years

n = 12

Annual amount = $8,000

A = P(1+r/n)ⁿˣ

r = n(A/P)⁻ⁿˣ - 1

r = 12(8000/5000)⁻¹⁰⁸ - 1

r = 12(1.6)⁻¹⁰⁸ -1

r = 12(1.0043) - 1

r = 11.05%

Hence, the interest rate is 11.05%.

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Suppose G is a finite abelian group that has exactly one subgroup for each divisor of |G|. G is cyclic(proved).

What is cyclic group?

A cyclic group (G, .)is a type of group in which there exist at least one element (say a) such that each and every element x of G can be written as an integral power of a i.e. x = aⁿ where n is some integer . The element a is called a generator of the group G and it can be written as

G = <a>

To show that G is cyclic,

let us take |G|= n

Suppose G is not a cyclic group.

then G would be consist of internal direct product of distinct cyclic subgroups

Cₙ₁ Cₙ₂----- Cₙₐ

Where nₓ | nₓ₋₁ and n= n₁ n₂---nₐ

As n₂|n₁ , it follows that Cₙ₁ would have a subgroup of order n₂

From this we will get that G would have two subgroups of order n₂ which is a contradiction.

Thus, our assumption that G is not cyclic group is wrong.

Hence, G is cyclic(proved).

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For a bridge which is in the shape of a parabolic arch ,Yes a sailboat that is 39 feet tall fit under the bridge 10 feet from the​ center.

What is Parabola?

A parabola in conic section refers to an equation of a curve, such that in which a point on the curve is equidistant from a fixed point, and a fixed line. The fixed point of parabola is called the focus , and the fixed line is called the directrix of the parabola.

The equation of parabola is

(x-h)² = 4a (y-k) -------- (1)

where (h, k) is the vertex of the parabola.

Here (h, k)= (0,40)

Putting the value in equation (1) we get,

(x-0)² = 4a (y-40) ------- (2)

As the paraboloid bridge has a span of 180 feet

So, the ends of the bridge at (±90, 0)

Substituting the point (90, 0) at equation (2) we get,

(90-0)² = 4a (0-40)

⇒ (90)² = - 4a×40

⇒ 8100= - 160a

⇒ a= -(8100/160)

⇒ a= - (405/8)

So the equation (2) can be modified as,

x² = -((4× 405)/8) (y-40)

⇒ x²= (-405/2) (y-40)

When x= 10,

(10)² = (-405/2)(y-40)

⇒ 100 = (-405y+16200)/2

⇒ 200 = -405y+16200

⇒-405y= -16000

⇒y= 16000/405≈ 39.50

Hence, yes a sailboat that is 39 feet tall fit under the bridge 10 feet from the​ center.

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Answer:

Multiply each side by -8, then subtract 35 from each side:

-(1/8)(x + 35) = -7

x + 35 = 56

x = 21

Answer:

d

Step-by-step explanation: