The steps for the construction are given below:
It should be noted that to begin, take a ruler and draw a straight line.Next, employ the use of a compass to draw a circle with its center at one end of said line.Maintain your compass width and place it on the opposite end of the line, drawing another circle that collides with the initial circular figure.How to explain the constructionA new line can be created connecting the points where these two circles intersect using just a simple ruler.
Now that you have succeeded in this task, feel free to experiment and manipulate the astonishing construction you've completed using the same innovative tools.
While this is only an elementary blueprint, there are numerous advanced constructions that can be produced by taking advantage of both GeoGebra and traditional paper/pencil/ruler/compass techniques.
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What fraction does each part represent? Drag the tiles to make a fraction that represents each part of Alexi's circle. 1 2 5 6 8
Answer:
To represent each part of Alexi's circle as a fraction, we need to determine the total number of parts in the circle and the number of parts represented by each tile.
Adding up the number of tiles, we get:
1 + 2 + 5 + 6 + 8 = 22
So there are a total of 22 parts in Alexi's circle.
To find the fraction represented by each tile, we can divide the number of parts represented by the tile by the total number of parts in the circle.
Starting with the first tile, which represents 1 part, the fraction it represents is:
1/22
Moving to the second tile, which represents 2 parts, the fraction it represents is:
2/22 = 1/11
Continuing in the same way for the remaining tiles, we get:
The tile representing 5 parts represents the fraction 5/22The tile representing 6 parts represents the fraction 6/22, which simplifies to 3/11The tile representing 8 parts represents the fraction 8/22, which simplifies to 4/11So the fractions represented by each part of Alexi's circle are
1/221/115/223/114/11Write a polynomial, P(x), in factored form given the following requirements.
Degree: 4
Leading coefficient 1
Zeros at x=5, x=−2 and x=−3
y-intercept at (0,60)
The polynomial, P(x), in factored form is P(x) = (x - 5)(x + 2)^2(x + 3)
Writing the polynomial, P(x), in factored formFrom the question, we have the following requirements that can be used in our computation:
Degree: 4Leading coefficient 1Zeros at x=5, x=−2 and x=−3y-intercept at (0,60)The polynomial, P(x), in factored form is represented as
P(x) = (x - zeros)
So, we have
P(x) = (x - 5)(x + 2)^2(x + 3)
(x + 2) has an exponent of 2 because it makes the polynomial have a degree of 4
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calculate the area of a circle whose circumference is 44cm
Answer:
153.94 square centimeters.
Step-by-step explanation:
To calculate the area of a circle when the circumference is given, you can use the formula:
Circumference = 2 * pi * r, where pi is approximately equal to 3.14 and r is the radius of the circle.
We can rearrange this formula to solve for the radius:
r = Circumference / (2 * pi)
Substituting the given value of circumference:
r = 44 cm / (2 * 3.14) = 7.006 cm (rounded to three decimal places)
Now that we have the radius, we can calculate the area of the circle using the formula:
Area = pi * r^2
Substituting the value of r:
Area = 3.14 * 7.006^2 = 153.94 cm^2 (rounded to two decimal places)
Therefore, the area of the circle is approximately 153.94 square centimeters.
jashon will spin this spinner 150 times how many times should he expect to land on a 3
Okay, let's break this down step-by-step:
* The spinner has 5 equal sections, numbered 1 through 5.
* Each section represents a 1 in 5 chance of landing on a particular number.
* The spinner has a 3 section.
* Jashon will spin the spinner 150 times.
So, to calculate the expected number of times a 3 will come up:
* There is 1 section for the number 3 out of the 5 total sections.
* So the probability of landing on the 3 section is 1/5 = 0.2
* In 150 spins, the probability of landing on 3 will be 0.2 multiplied by 150 spins.
* So 0.2 * 150 = 30
Therefore, if Jashon spins the spinner 150 times, he can expect the number 3 to come up approximately 30 times.
Let me know if you have any other questions!
why are inverse realashinships between operations used to solve twop step inqualites
Inverse relationships between operations are used to solve two-step inequalities because they allow us to isolate the variable on one side of the inequality.
A two-step inequality involves two operations that need to be undone in reverse order to solve for the variable. Inverse relationships between operations are used to "undo" these operations, leading to an isolated variable.
For example, consider the inequality 2x + 5 > 11. The first operation being performed on x is multiplication by 2, and the second operation is adding 5. To solve for x, we need to undo these operations in reverse order.
The inverse relationship of multiplication by 2 is division by 2, and the inverse relationship of adding 5 is subtracting 5. Therefore, we can solve the inequality as follows:
2x + 5 > 11
2x > 6 (subtract 5 from both sides)
x > 3 (divide both sides by 2)
Here, we first subtracted 5 from both sides to undo the addition of 5, and then divided both sides by 2 to undo the multiplication by 2.
Inverse relationships between operations are used in two-step inequalities because they help to simplify the equation by undoing the operations one by one, leading to an isolated variable.
By using inverse relationships between operations, we can efficiently and systematically solve two-step inequalities and isolate the variable to find the solution set.
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1
Select the correct answer.
What does it mean when the correlation coefficient has a positive value?
O A.
OB.
O C.
O D.
When x increases, y decreases, and when x decreases, y increases.
When x increases, y increases, and when x decreases, y decreases.
When x increases, y decreases, and when x is constant, y equals zero.
When x increases, y increases, and when x is constant, y decreases.
Answer:
The correct answer is B.
When x increases, y increases, and when x decreases, y decreases.
A poll showed that 53.2% of Americans say they believe that statistics teachers know the true meaning of life. What is the probability of randomly selecting someone who does not believe that statistics teachers know the true meaning of life. Round to 3 decimal places.
The probability that a statistics teachers do not know the true meaning of life is 46.8%
What is the probability of someone who does not believeFrom the question, we have the following parameters that can be used in our computation:
53.2% of Americans say they believe that statistics teachers know the true meaning of life.
This means that
P(Believe) = 53.2%
For the required probability, we have
P(Not believe) = 1 - P(Believe)
So, we have
P(Not believe) = 1 - 53.2%
Evaluate
P(Not believe) = 46.8%
Hence, the probability that a statistics teachers do not know the true meaning of life is 46.8%
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Helpppp this is for geometry
The correct statements regarding the transformations are given as follows:
FG and F'G' have the same length.<G and <G' have the same measure.What are transformations on the graph of a function?Examples of transformations are given as follows:
Translation: Translation left/right or down/up.Reflections: Over one of the axes or over a line.Rotations: Over a degree measure.Dilation: Coordinates of the vertices of the original figure are multiplied by the scale factor.For the transformation 1, we have a reflection, which keeps both the side lengths and the angle measure constant, just changing the orientation of the figure.
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PLEASE HELP Polygon KLMN is drawn with vertices at K(0, 0), L(5, 2), M(5, −5), N(0, −3). Determine the image vertices of K′L′M′N′ if the preimage is rotated 270° clockwise.
K′(0, 0), L′(−2, 5), M′(5, 5), N′(3, 0)
K′(0, 0), L′(−2, −5), M′(−5, 5), N′(−3, 0)
K′(0, 0), L′(−5, −2), M′(5, −5), N′(3, 0)
K′(0, 0), L′(−5, −2), M′(−5, −5), N′(0, 3)
Answer:
K′(0, 0), L′(−2, 5), M′(5, 5), N′(−3, 0)
Step-by-step explanation:
To rotate a point $(x,y)$ by $270^{\circ}$ clockwise, we first swap the $x$ and $y$ coordinates and then negate the new $y$ coordinate.
Using this, we can find the image vertices of the given polygon as follows:
For vertex K(0, 0), we have $(0,0) \rightarrow (0,0)$. So K′ is at the origin.
For vertex L(5, 2), we have $(5,2) \rightarrow (2,-5)$. So L′ is at (-2, 5).
For vertex M(5, -5), we have $(5,-5) \rightarrow (5,5)$. So M′ is at (5, 5).
For vertex N(0, -3), we have $(0,-3) \rightarrow (-3,0)$. So N′ is at (-3, 0).
Therefore, the image vertices of the polygon KLMN after a $270^{\circ}$ clockwise rotation are K′(0, 0), L′(−2, 5), M′(5, 5), and N′(−3, 0).
Thus, the correct option is:
K′(0, 0), L′(−2, 5), M′(5, 5), N′(−3, 0)
what fractional part of 70 is 28
The fractional part of 70/28 is 35/14 i.e., 2.5
Percentage:
A percentage is a number or ratio that can be expressed as a fraction of 100. If we have to calculate percent of a number, divide the number by the whole and multiply by 100. Hence, the percentage means, a part per hundred. The word per cent means per 100
28 of 70 can be written as:
=> [tex]\frac{28}{70}[/tex]
To find percentage, we need to find an equivalent fraction with denominator 100. Multiply both numerator & denominator by 100
[tex]\frac{28}{70}[/tex] × [tex]\frac{100}{100}[/tex]
=> (28 × 100) /70 ×[tex]\frac{1}{100}[/tex]
=> 40/100
Therefore, the answer is 40%
The fractional part of 70/28 is 35/14 i.e., 2.5
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1,1,2,-1,1,-2,-1 find the next number in the sequence
Answer:
The next number in the sequence is -2.
Here's how to find it:
- Start with the first two numbers: 1 and 1.
- Add them together to get 2.
- The third number in the sequence is 2.
- Add the second and third numbers together to get 1.
- The fourth number in the sequence is 1.
- Subtract the third and fourth numbers to get -3.
- The fifth number in the sequence is -3.
- Add the fourth and fifth numbers to get -2.
- The sixth number in the sequence is -2.
- Subtract the fifth and sixth numbers to get -1.
- The seventh number in the sequence is -1.
- Add the sixth and seventh numbers to get -3.
- The eighth number in the sequence is -3.
- Subtract the seventh and eighth numbers to get 2.
- The ninth number in the sequence is 2.
- Add the eighth and ninth numbers to get -1.
- The tenth number in the sequence is -1.
- Subtract the ninth and tenth numbers to get -3.
- The eleventh number in the sequence is -3.
- Add the tenth and eleventh numbers to get -4.
- Therefore, the next number in the sequence is -4.
A mini-flashlight
is in the shape of a
rectangular prism. It is in. wide, 14in.
tall, and in. long. What is its volume?
Answer:
63 cubic inches
Step-by-step explanation:
To find the volume of the rectangular prism mini-flashlight, we need to multiply its length, width, and height.
Given that the width is 3 inches, the height is 14 inches, and the length is 1.5 inches, we have:
Volume = length x width x height
Volume = 1.5 in x 3 in x 14 in
Volume = 63 cubic inches
Therefore, the volume of the mini-flashlight is 63 cubic inches.
7cm=_____ m
Customary metric units
Answer:
7 cm is equal to 0.07 m.
To convert centimeters to meters, you need to divide the number of centimeters by 100, since there are 100 centimeters in a meter.
So, 7 cm / 100 = 0.07 m.
2 Construct an x chart. Answer the questions associated with each given data set.
The overall mean of data set is 49.57. Option D
How do we find the over all mean of a data set?The overall mean is all the sums of the means divided by the total number of set in the table.
All the mean in the table are 42. 75 + 51. 75 + 50.00 + 49.50 + 51.25 + 47.25 + 50.75 + 47.75 + 56.50 + 47.50 + 38.75 + 49.25 + 57.00 + 48.75 + 54.75 = 743.5
We see that there are 15 data set.
mean = 743.5/ 15
Overall mean = 49.57
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Write an equation then find the value of y when x =16. Show all work.
The equation can be y = 3x + 7, evaluating it in x = 16 we will get:
y = 55
How to write and evaluate an equation?We can write a linear equation, which is the simplest type of equations.
For example, let's define:
y = 3x + 7
Now the evaluation.
We want to find the value of y when x = 16. To do so, we need to evaluate the equation in x = 16, that means replacing the variable x by the number, then we will get.
y = 3*16 + 7
y = 55
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how to get the greatest common factor of 152,171 and 57
To find the greatest common factor (GCF) of three numbers, you can use the prime factorization method:
1. Find the prime factorization of each number:
- 152 = 2^3 * 19
- 171 = 3 * 3 * 19
- 57 = 3 * 19
2. Identify the common prime factors: 19 is the only common prime factor.
3. Multiply the common prime factors together: 19.
Therefore, the greatest common factor of 152, 171 and 57 is 19.
PLS HELP ME RNNNNNNNNN
i) There is no solution for x when y<0.
ii) When y>0, the solutions for x are x=4 and x=0.
iii) When y=0, the solutions for x are x=4 and x=0
To use a graph to find the value of x for the given values of y in the equation y=-|x-2|+2, we can follow these steps:
i) When y<0:
The graph of y=-|x-2|+2 is below the x-axis when y<0. Therefore, there is no solution for x when y<0, because there is no point on the graph that has a negative y-coordinate.
ii) When y>0:
The graph of y=-|x-2|+2 intersects the x-axis at two points when y>0. To find the x-coordinates of these points, we can set y=0 in the equation y=-|x-2|+2 and solve for x, as shown in the previous answer.
The x-intercepts are at (4,0) and (0,0), which means that the graph crosses the x-axis at x=4 and x=0 when y>0.
iii) When y=0:
To find the x-coordinate(s) of the point(s) where the graph intersects the x-axis (i.e., where y=0), we can look at the x-intercepts that we found in part ii) above. The x-coordinate(s) of the point(s) where the graph intersects the x-axis are x=4 and x=0, so the solutions for x when y=0 are x=4 and x=0.
Therefore, i) There is no solution for x when y<0.
ii) When y>0, the solutions for x are x=4 and x=0.
iii) When y=0, the solutions for x are x=4 and x=0 (the x-intercepts).
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Determine that the value x=9 of the following expiration given x2+3x-5
Step-by-step explanation:
To determine the value of x that satisfies the expression x^2 + 3x - 5 when x = 9, we simply substitute 9 for x and evaluate the expression:
9^2 + 3(9) - 5 = 81 + 27 - 5 = 103
Therefore, when x = 9, the expression x^2 + 3x - 5 evaluates to 103.
rate my answer, please.
Graph the function f(x)=3x2–6x+2.
Plot the vertex. Then plot another point on the parabola
The graph of the function f(x) with vertex (1, 2) and another point (0, 2) is shown below.
Consider a function f(x) = 3x² - 6x + 2
We know that the graph of quadratic function is a parabola.
We graph the function f(x)
The graph of function f(x) is shown below.
From the graph of f(x), we can observe that the vertex of parabola is (1, 2)
For x = 0 the value of the function f(x) would be,
f(x) = 3x² - 6x + 2
f(0) = 3(0)² - 6(0) + 2
f(0) = 0 - 0 + 2
f(0) = 2
This means that the y-intercept of f(x) is (0, 2)
Therefore, the reuired graph of the function f(x) is shown below.
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A mountain climber is at an elevation of 10,000 feet. If she descends 2,000 feet a day, which equation would be used to show how many days it will take to reach sea level (0 feet)?
-10,000 ÷ (-2,000)
-10,000 ÷ 2,000
10,000 ÷ 2,000
10,000 ÷ (-2,000)
Answer: The correct equation to use is, C. 10,000 ÷ 2,000
Which simplifies to: 5
Therefore, it will take 5 days for the mountain climber to descend from an elevation of 10,000 feet to sea level, assuming they descends at a constant rate of 2,000 feet per day.
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Find a quadratic equation which has solutions x=9+9square root of 13and x=9-9square roof of 13. Write the quadratic form in the simplest standard form x^2+bx+c
We can write the quadratic in standard form as:
y = x² -18x - 1053
How to find the quadratic equation?For a quadratic equation whose solutions are:
x = x₁
x = x₂
We can write it as:
y = (x - x₁)*(x - x₂)
Here the solutions are:
x = 9 + 9√13
x = 9 - 9√13
Then we can write the quadratic as:
y = (x - 9 - 9√13)*(x - 9 + 9√13)
Expanding that:
y = x² -18x - 81*13
y = x² -18x - 1053
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There are 200 kids in the 7th grade at smith middle school. If 25% of them purchase a school t-shirt that costs $20, how much money did the 7th grade spend on t-shirts?
Answer:
$1,000.
Step-by-step explanation:
200 kids divided by 25% or 4 = 50 then 50 x 20 = 1,000.
Is y = 2x^3+5 a linear function
Answer:
No
Step-by-step explanation:
No, y = 2x^3 + 5 is not a linear function. A linear function is a function that can be written in the form y = mx + b, where m and b are constants and x is the independent variable.
In the function y = 2x^3 + 5, we have a cubic term (x^3), which means that the function is not linear. The graph of a cubic function will have a curved shape, unlike a linear function, which will always be a straight line.
The product of p is and -8 is less than 24
The statement The product of p is and -8 is less than 24 as an expression is -8p < 24
Writing the statement as an expression
From the question, we have the following parameters that can be used in our computation:
The statement represented as
The product of p is and -8 is less than 24
Less than is represented using the symbol <
So, we have
The product of p is and -8 is less than 24: The product of p is and -8 is < 24
Represent products as *
So, we have
The product of p is and -8 is less than 24: -8p < 24
Hence, the expression is -8p < 24
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Chris and Monique have equal-sized cookie cakes
cut into 8 equal slices. Chris gave away
3 slices Monique gave away 4 slices. Select
numbers and symbols from the box to write a
comparison for the fractions of cake Chris and
Monique each gave away.
Monique gave away a greater fraction of cake than Chris.
How to explain the fractionWe can represent the fraction of cake Chris gave away as 3/8, and the fraction of cake Monique gave away as 4/8 (which can be simplified to 1/2)
3/8 ______ 1/2
In order to compare the fractions, we can convert them to have a common denominator. The smallest common multiple of 8 and 2 is 8, so we can write:
3/8 = 3/8
1/2 = 4/8
Now we can fill in the symbol to complete the comparison:
3/8 < 1/2
Therefore, Monique gave away a greater fraction of cake than Chris.
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after the school carnival there were 20 apples left over eight students shared these apples equally how many apples did each student receive
Answer:
They would have gotten 2 full apples each. There would be 4 left over. If they decided to split those 4 apples, they would have gotten 2 1/2 apples each.
Step-by-step explanation:
20 ÷ 8 = 16 R 4
16 ÷ 8 = 2 (the full apples they got each_)
4 x 2 = 8 (split the 4 apples in half to make 8)
Therefore, each student would have gotten 2 full apples and 1/2 of an apple.
In a class of students, the following data table summarizes how many students have a cat or a dog. What is the probability that a student has a dog given that they have a cat?
The probability that a student has a dog given that they have a cat is 2/5.
To find the probability that a student has a dog given that they have a cat, we need to use conditional probability. We can use the formula:
P(Dog | Cat) = P(Dog and Cat) / P(Cat)
where P(Dog and Cat) is the probability that a student has both a dog and a cat, and P(Cat) is the probability that a student has a cat.
From the given data table, we can see that there are a total of 25 students in the class, and 15 of them have a cat. Of the 15 students with a cat, 6 also have a dog. Therefore, P(Dog and Cat) = 6/25 and P(Cat) = 15/25.
Substituting these values into the formula, we get:
P(Dog | Cat) = (6/25) / (15/25) = 6/15 = 2/5
Therefore, the probability that a student has a dog given that they have a cat is 2/5 or 0.4.
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What's the next form?
Answer:
I think it's 3
Step-by-step explanation:
it's skipping 2 after every three
x − 9 ≥ −6
solve the inequality
Answer: x ≥ 3
Step-by-step explanation:
what's 253 divided by 4 and pls show work!
Answer:
253 divided by 4 is 63.25.
Here's the work:
```
4) 253.00
24
---
13
12
---
13
12
---
1
```
Therefore, the answer is 63.25.