Find the slope of (-4,4) (0,3) that is parallel to the line on the graph

Answers

Answer 1

[tex](\stackrel{x_1}{-4}~,~\stackrel{y_1}{4})\qquad (\stackrel{x_2}{0}~,~\stackrel{y_2}{3}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{3}-\stackrel{y1}{4}}}{\underset{\textit{\large run}} {\underset{x_2}{0}-\underset{x_1}{(-4)}}} \implies \cfrac{-1}{0 +4} \implies \cfrac{ -1 }{ 4 } \implies - \cfrac{1}{4}[/tex]


Related Questions

Question 1 of 10
What is the location of the point on the number line that is
A = 2 to B = 17?
OA. 11
OB. 9
O C. 12
O D. 10
of the way from

Answers

The location of the point on the number line that is of the way from A = 2 to B = 17 is 9.5, which is option E. None of the above.

To find the location of the point on the number line that is of the way from A = 2 to B = 17, we use the formula:

Midpoint = (A + B) / 2

Where A = 2, B = 17

Midpoint = (2 + 17) / 2

= 19/2

= 9.5

To find the location of the point on the number line that represents a particular fraction of the distance from A to B, we can use the following formula:

point = A + (fraction * (B - A))

where A = 2 and B = 17. Let's put these values ​​into the formula and calculate the position:

Point = 2 + (Fraction * (17 - 2))

We need to determine the value of Fraction. represents a fraction. Represents the distance from A to B.

Answer choices are given as decimals, not fractions, so convert to fractions.

OA: 11 = 11/20

OB: 9 = 9/20

OC: 12 = 12/20

OD: 10 = 10/20

Then plug each fraction into the formula to see which option is Make sure you give the correct position.

OA: point = 2 + (11/20 * (17 - 2)) = 2 + (11/20 * 15) = 2 + 8.25 = 10.25

OB: point = 2 + (9/20 * (17 - 2)) = 2 + (9/20 * 15 ) = 2 + 6.75 = 8.75

OC: Points = 2 + (12/20 * (17 - 2))

= 2 + (12/20 * 15)

= 2 + 9

= 11 44​​44

D: points = 2 + (10/ 20 * ( 17 - 2))

= 2 + (10/20 * 15)

= 2 + 7.5

= 9.5 of 2 passes after 17

The point representing (11/20) is at position 11.

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2tablets 3times a day 14 day supply 15 tablets per bottle what is the quantity needed

Answers

6 bottles are required for a 14 day supply.

One bottle contains 15 tablets and the dosage is two tablets thrice daily for 14 days, we need to find the quantity of tablets required. Let's calculate it. Quantity needed We know,

Total tablets required=Tablets required

per day x Days

To find the total tablets required, we first need to find the tablets required per day. Tablets required per day Given that,2 tablets are taken thrice daily,

Therefore the tablets required

per day= 2 x 3 = 6 tablets Per day, 6 tablets are required.

Total tablets required Now we can find the total tablets required by multiplying the tablets required per day by the number of days. Hence,

Total tablets required = Tablets required per day x Days= 6 tablets/day x 14 days= 84 tablets14 day supply has to be made with the given 15 tablets per bottle.

Hence, Quantity needed = Total tablets required/ Tablets per bottle= 84/15 = 5.6 or 6 bottles

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Please help I need help urgently

Answers

For the equation g(x) = 6 - 1, the graph of g(x) differs from the graph of f(x) by translating down 1 unit.

For the equation g(x) = 2 + 1, the graph of g(x) differs from the graph of f(x) by translating up 1 unit.

In the Desmos Graphing Calculator, when entering the equation f(x) = 6 and g(x) = 6-1, we can observe the difference between the graphs of f(x) and g(x).

The equation f(x) = 6 represents a horizontal line at y = 6. The graph of f(x) is a straight line parallel to the x-axis, passing through the y-coordinate 6.

On the other hand, the equation g(x) = 6 - 1 represents a line that is one unit below the line represented by f(x). The graph of g(x) is a parallel line to the graph of f(x), but shifted downward by one unit.

Therefore, the correct answer is:

The graph of g(x) differs from the graph of f(x) by translating down 1 unit.

Similarly, when entering the equation f(x) = 2 and g(x) = 2 + 1, we can observe the difference between the graphs of f(x) and g(x).

The equation f(x) = 2 represents a horizontal line at y = 2. The graph of f(x) is a straight line parallel to the x-axis, passing through the y-coordinate 2.

The equation g(x) = 2 + 1 represents a line that is one unit above the line represented by f(x). The graph of g(x) is a parallel line to the graph of f(x), but shifted upward by one unit.

Therefore, the correct answer is:

The graph of g(x) differs from the graph of f(x) by translating up 1 unit.

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Which equation has no solution?

Answers

helloos, i think the answer is the last option "4 + 6(2 + x) = 2(3x + 8)" because 4 + 6(2+x) = 6x + 16 and 2(3x + 8) = 6× + 16 as well. so, 6x + 16 = 6x + 16 has no solution because 0x = 0. therefore, x has no solution. I hope this helps you to understand it a little

Evaluate the following improper integral. If the integral diverges, enter "DIV".
[₁
IH
Te dx=

Answers

Answer:

[tex]2e^{-1}}[/tex]

Step-by-step explanation:

Evaluate the given improper integral.

[tex]\int\limits^{ \infty}_{1} {xe^{-x}} \, dx\\\\\\\hrule[/tex]

Using integration by parts.

[tex]\boxed{\left\begin{array}{ccc}\text{\underline{Integration by Parts}}\\\\uv-\int vdu\end{array}\right}[/tex]

Letting...

u = x => du = dx

dv = e^{-x} dx => v = -e^{-x}

[tex]\int\limits^{ \infty}_{1} {xe^{-x}} \, dx\\\\\\\\\Longrightarrow (x)(-e^{-x})-\int\limits^{ \infty}_{1} {-e^{-x}} \, dx\\\\\\\\\Longrightarrow -xe^{-x}\Big|\limits^{ \infty}_{1}+\int\limits^{ \infty}_{1} {e^{-x}} \, dx\\\\\\\\\Longrightarrow \Big[ -xe^{-x}-e^{-x}\Big]\limits^{ \infty}_{1}\\\\ \\\\\Longrightarrow \Big[ -(\infty)e^{-\infty}-e^{-\infty}\Big]-\Big[ -(1)e^{-(1)}-e^{-(1)}\Big]\\\\\\ \\\Longrightarrow \Big[-0-0\Big]-\Big[ -e^{-1}-e^{-1}\Big][/tex]

[tex]\Longrightarrow e^{-1}+e^{-1}\\\\\\\\\therefore \int\limits^{ \infty}_{1} {xe^{-x}} \, dx =\boxed{2e^{-1}}[/tex]

Thus, the problem is solved.

What is an equivalent to b(little 3) x (b(little 3)?

Answers

Answer:

[tex] b^6 [/tex]

Step-by-step explanation:

To multiply powers with the same base, add the exponents.

[tex] b^3 \times b^3 = b^{3 + 3} = b^6 [/tex]

Lesson 1: What Is a Function?

A. Distinguish between relations and functions.
B. Calculate domain and range of functions algebraically.
C. Identify domain and range of functions graphically

Answers

The answer is B. Calculate domain and range of functions algebraically

Rewrite each fraction with a denominator of 12.
3
4
5
3

Answers

To rewrite each fraction with a denominator of 12.3453, you need to multiply both the numerator and denominator of the given fraction by a factor that makes the denominator equal to 12.3453.

For example, if the given fraction is 1/3, you can multiply both numerator and denominator by 12.3453/3 to get 4.1157666667/12.3453.

In this case, the factor is 12.3453/3, which makes the denominator equal to 12.3453.
In general, to rewrite a fraction with a denominator of 12.3453, you need to multiply both numerator and denominator by the same factor, which is equal to 12.3453 divided by the original denominator.

This will give you the equivalent fraction with a denominator of 12.3453.

For example, if the original fraction is a/b, the equivalent fraction with a denominator of 12.3453 is (a x 12.3453)/b x 12.3453.
To rewrite each fraction with a denominator of 12.3453, we need to multiply both the numerator and denominator of the given fraction by a factor that makes the denominator equal to 12.3453.

The factor is equal to 12.3453 divided by the original denominator.

For example, if the given fraction is 1/3, we can multiply both numerator and denominator by 12.3453/3 to get 4.1157666667/12.3453.

In general, to rewrite a fraction with a denominator of 12.3453, we need to multiply both numerator and denominator by the same factor, which is equal to 12.3453 divided by the original denominator.

This will give us the equivalent fraction with a denominator of 12.3453.

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I need help with this

Answers

Answer:

y=(x-1)(x-6)

so x=1 or x=6

in the 2014-2015 season of the english premier league, there were 20 soccer teams, and each team played a total of 38 matches. the scatter plot below shows the average number of goals each team scored per match, and how many total matches each team won. each for on the scatter plot represents a teams. a line was fit to the data to model the relationship between scoring goals and winning games.

Answers

The linear equation of the scatterplot is y = 14x - 7/2

How to determine the linear equation

From the question, we have the following parameters that can be used in our computation:

The scatter plot (see attachment)

On the line of best fit, we have

(x, y) = (0.25, 0) and (0.75, 7)

A linear equation is represented as

y = mx + c

Where

c = y when x = 0

So, we have

0.25m + c = 0

0.75m + c = 7

Evaluate the difference

0.5m = 7

So, we have

m = 14

Next, we have

0.25 * 14 + c = 0

So, we have

7/2 + c = 0

This gives

c = -7/2

So, the equation is y = 14x - 7/2

Hence, the linear equation is y = 14x - 7/2

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26
Order Of Operations 1
Use tiles to create an expression that is equal to 26.4
4
7
5
X
6
9
7
8
I
9
3
Do
X

Answers

The expression (4 + 7) × 5 - X × 6 ÷ 9 + 7 × 8 - I ÷ 9 + 3 equals 26.4.

To create an expression equal to 26.4 using the given tiles, we can use the following mathematical operations:

(4 + 7) × 5 - X × 6 ÷ 9 + 7 × 8 - I ÷ 9 + 3

how the expression breaks down:

1. (4 + 7) = 11

2. 11 × 5 = 55

3. 55 - X × 6 = 26.4 (solve for X)

  Solving the equation, we find that X = 6.1

4. 55 - 6.1 × 6 = 18.6

5. 18.6 ÷ 9 = 2.0667 (rounded to four decimal places)

6. 2.0667 + 7 × 8 = 58.0667

7. 58.0667 - I ÷ 9 = 26.4 (solve for I)

  Solving the equation, we find that I = 3

8. 58.0667 - 3 ÷ 9 = 26.4

Therefore, the expression (4 + 7) × 5 - X × 6 ÷ 9 + 7 × 8 - I ÷ 9 + 3 equals 26.4.

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What's the claim?
Sonja's black bean soup is very
nontraditional.
Sonja is traveling to another country
to eat black bean soup.
Black bean soup usually has flavors
from different countries.
Sonja has been cooking for many

Answers

The most explicit claim we can identify is that Sonja's black bean soup is very nontraditiona.

The given statement does not explicitly provide a clear claim. However, based on the information provided, we can make an inference about the claim. Let's analyze the given statements and make an educated guess about the claim:

1. "Sonja's black bean soup is very nontraditional."

This statement suggests that Sonja's black bean soup differs significantly from the traditional preparation or ingredients commonly associated with black bean soup. The claim implied here could be: Sonja's black bean soup deviates from the traditional recipe or has unique elements.

2. "Sonja is traveling to another country to eat black bean soup."

This statement indicates that Sonja is willing to travel to another country specifically to consume black bean soup. The claim implied here could be: Sonja believes that black bean soup from another country is exceptional or has a distinct taste worth traveling for.

3. "Black bean soup usually has flavors from different countries."

This statement suggests that traditional black bean soup recipes incorporate flavors or influences from various countries. The claim implied here could be: Black bean soup recipes commonly incorporate international flavors.

4. "Sonja has been cooking for many..."

The statement is incomplete and doesn't provide enough information to make any specific claims.

Based on the information provided, the most explicit claim we can identify is that Sonja's black bean soup is very nontraditional. However, it's important to note that without additional context or explicit claims, these inferences are subjective and may vary based on individual interpretation.

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please help me, i literally have 0 clue what any of this means

Answers

a. The function, (A + N) (t)  = 5. 31t² -102t + 1338

b. The total number of Army personnel and Navy personnel from 1990 to 2002 is given by the function 5. 31t² -102t + 1338

c. (A + N)(4) = 1014.96

d.  The total number of Army personnel and Navy personnel from 1990 to 2002 is 1014.96

How to determine the values

We need to know that functions are described as expressions, rules or laws showing the relationship between two variables.

These variables are the dependent and independent variables.

From the information given, we have;

A(t) = 3.36t² - 59. 8t + 735

N(t) = 1.95t² - 42.2t + 603

Then, we have;

a. (A + N) (t)

Add the functions, we get;

3.36t² - 59. 8t + 735 + 1.95t² - 42.2t + 603

collect the like terms, we have;

5. 31t² -102t + 1338

c. (A + N)(4) = 5.31(4)² - 102(4) + 1338

expand the bracket, we have;

(A + N)(4) = 84.96 - 408 + 1338 = 1014.96

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A company is tracking a number of complaints received on its website. During the first 4 months, they
record the following numbers of complaints: 18, 22, 26, 30. What is the explicit rule for the number of
complaints they will received in the nth month? After how many months will the complaints reach 126?

Answers

To find the explicit rule for the number of complaints received in the nth month, we can observe the pattern in the given data. The number of complaints increases by 4 each month.

So, we can write the explicit rule as follows:

Number of complaints (n) = 18 + 4(n - 1)

To find the number of months it will take for the complaints to reach 126, we can set up an equation:

18 + 4(n - 1) = 126

Simplifying the equation:

4(n - 1) = 126 - 18

4(n - 1) = 108

n - 1 = 27

n = 28

Therefore, it will take 28 months for the number of complaints to reach 126.

Which steps can be taken to translate the phrase “the difference in the number of servings and four”? Check all that apply. Replace “the difference” with subtraction. Replace “the number of servings” with a variable, x. Replace “four” with 4. Replace “the difference” with addition. Write the expression x minus 4. Write the expression 4 minus x.

Answers

The correct steps to translate the phrase "the difference in the number of servings and four" are:

Replace "the difference" with subtraction.

Replace "the number of servings" with a variable, x.

Write the expression x minus 4.

The steps that can be taken to translate the phrase "the difference in the number of servings and four" depend on how the phrase is intended to be expressed mathematically. Let's examine each option:

A) Replace "the difference" with subtraction.

This step is correct since "the difference" implies subtraction. However, it doesn't address the other parts of the phrase.

B) Replace "the number of servings" with a variable, x.

This step is also correct since "the number of servings" can be represented by a variable, such as x. This allows for a more general representation.

C) Replace "four" with 4. Replace "the difference" with addition.

This step is incorrect. "The difference" does not imply addition but rather subtraction. Additionally, replacing "four" with 4 changes the meaning of the phrase. If we want to express the difference between the number of servings and four, we need to subtract four from the number of servings.

D) Write the expression x minus 4.

This step is correct. By replacing "the number of servings" with the variable x and expressing the difference as subtraction, we get the expression x minus 4. This accurately represents the phrase mathematically.

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Calculate the area of the trapezium.
10 cm
9 cm
8 cm
Not to scale

Answers

Answer:To calculate the area of a trapezium, we need the lengths of its parallel sides (the bases) and the distance between them (the height). Given that the trapezium is not to scale, we assume the 10 cm, 9 cm, and 8 cm measurements refer to the lengths of the three sides.

Let's label the trapezium as ABCD, where AB is the longer base, CD is the shorter base, and AD and BC are the non-parallel sides.

Given:

AB = 10 cm (longer base)

CD = 8 cm (shorter base)

AD = 9 cm (non-parallel side)

To calculate the area of the trapezium, we can use the formula:

Area = (1/2) * (AB + CD) * height

However, the height is not given directly. We can calculate it using the Pythagorean theorem by considering triangle ADB.

Using the Pythagorean theorem, we have:

AD^2 = AB^2 - BD^2

Rearranging the equation to solve for BD:

BD^2 = AB^2 - AD^2

BD^2 = 10^2 - 9^2

BD^2 = 100 - 81

BD^2 = 19

BD = √19 cm (approx.)

Now that we have BD, we can use it as the height of the trapezium.

Area = (1/2) * (AB + CD) * height

Area = (1/2) * (10 + 8) * √19

Area = (1/2) * 18 * √19

Area = 9 * √19 cm² (approx.)

Therefore, the area of the trapezium is approximately 9√19 cm².

Step-by-step explanation:

a school dance committee consists of 2 freshmen, 3 sophomores, 4 juniors, and 5 seniors. If 7 freshmen, 7 sophomores, 7 juniors, and 9 seniors are eligible to be on the committee, in how man ways can the committee be chosen?

Answers

The committee can be chosen in 3,241,350 ways.

How many ways can the school dance committee be chosen?

Number of ways to choose freshmen committee members:

7 choose 2 (C(7, 2)) = 7! / (2! * (7-2)!)

= 21

Number of ways to choose sophomore committee members:

7 choose 3 (C(7, 3)) = 7! / (3! * (7-3)!)

= 35

Number of ways to choose junior committee members:

7 choose 4 (C(7, 4)) = 7! / (4! * (7-4)!)

= 35

Number of ways to choose senior committee members:

9 choose 5 (C(9, 5)) = 9! / (5! * (9-5)!)

= 126

Total number of ways = 21 * 35 * 35 * 126

= 3,241,350  ways.

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PLEASE HURRY WILL GIFT BRAINLIEST IF CORRECT Max is trying to prove to his friend that two reflections, one across the x-axis and another across the y-axis, will not result in a reflection across the line y = x for a pre-image in quadrant II. His friend Josiah is trying to prove that a reflection across the x-axis followed by a reflection across the y-axis will result in a reflection across the line y = x for a pre-image in quadrant II. Which student is correct, and which statements below will help him prove his conjecture? Select the three correct answers. Max is correct. Josiah is correct. Taking the result from the first reflection (x, –y) and applying the second mapping rule will result in (–x, –y), not (y, x), which reflecting across the line y = x should give. If one reflects a figure first across the x-axis from quadrant II then reflects across the y-axis from quadrant III, the image will end up in quadrant IV. A figure that is reflected from quadrant II to quadrant IV across the line y = x will have the coordinates of (-y, x)

Answers

its the quadrant IV one, it starts as -x, y and ends as x, -y

Find the sum of the first 9 terms of the following series, to the nearest integer.
3, 15/4 , 75/16

Answers

The sum of the first 9 terms of the series is approximately

11

How to find the sum of the first 9 terms

Given data

3, 15/4, 75/16, ...

To find the sum of the first 9 terms of the series, we'll need to find a pattern and then use the formula for the sum of a geometric series. The series you provided seems to be a geometric series with a common ratio of 5/4.

The first term (a₁) is 3, and the common ratio (r) is 5/4.

The formula for the sum of a geometric series is given by:

Sum = a₁ * (1 - rⁿ) / (1 - r),

where n is the number of terms.

Plugging in the values, we have:

Sum = 3 * (1 - (5/4)⁹) / (1 - 5/4).

Sum ≈ 3 * (1 - 1.953125) / (1 - 1.25)

≈ 3 * (-0.953125) / (-0.25)

≈ 3 * 3.8125

≈ 11.4375.

Rounding to the nearest integer = 11

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I'll give you brainliest! What are the odds of winning a game, if the probability of winning the game is 4/10?
Remember:

The probability of an event happening is the fraction: favorable outcomes/total outcomes.

The odds of an event happening treats the event as a win. The odds are given by the ratio: wins: losses

4:6

10:4

13:1

14:4

Answers

Answer:

Odds = 4 : 6

Step-by-step explanation:

We have a game where the chance of winning it is only 4 out of 10. Therefore, the chance of losing is 10 - 4 = 6.

So,

wins = 4

loses = 6

total = 10

Now,

Odds = wins : loses

=》Odds = 4 : 6

___________

hope this helps!

Prompt: The following four images show several steps in a visual proof of the Pythagorean Thoerem.
1. Choose an image (2,3, or 4) and answer the questions.
A. How does this image change from the previous image?

For example, if you choose image three, describe what transformations were used to get image two.
B. Choose one to figure in your image, and explain how the length of the figure are related to the figure in image one. For example, if you choose figure 5 in image three, describe how its lengths are related to the figure in image one.
C. How does the length of the figure you describe in 1b relate to the Pythagorean Theorem? For example, if you describe figure 5 in image three, explain how it’s links, relate to a^2+b^2 = c^2.
2. How does the visual proof demonstrate the Pythagorean Theorem? Hint: describe how the figures labeled 5 through 9 related to figures two and 10 an image 4.

Answers

The area of the larger square is equal to the sum of the areas of the two smaller squares. In image 3, the smaller squares are replaced by rectangles with the same areas, and in image 4 these rectangles are rearranged to form the same square as in image 2.

1. Image 2A. Image 2 is formed by rotating image 1, that is, the angle and lengths of the legs stay the same, only the position of the triangle changes.

Image 2 is formed from image 1 by rotating the right-angled triangle clockwise about point B through the angle of 90°. B. The lengths of the triangle in image 2 are related to the lengths of the triangle in image 1 through the Pythagorean Theorem.

In image 1, a = 4 and b = 3, so [tex]c^2 = a^2 + b^2 = 4^2 + 3^2 = 16 + 9 = 25[/tex]. Thus, c = 5.

Since image 2 is just a rotation of image 1, the lengths of the sides remain the same, that is, a = 4, b = 3, and c = 5. C. The length of the hypotenuse of the triangle in image 2 is c = 5, which is the same as the hypotenuse of the triangle in the image.

1. This verifies the Pythagorean Theorem, which states that the sum of the squares of the two legs of a right triangle is equal to the square of the hypotenuse.

That is, [tex]a^2 + b^2 = c^2[/tex]; where a, b, and c are the lengths of the legs and hypotenuse of the triangle.

2. The visual proof demonstrates the Pythagorean Theorem by showing that the sum of the areas of the squares constructed on the legs of a right triangle is equal to the area of the square constructed on the hypotenuse of the triangle.

Image 2 shows a right triangle with legs of length 3 and 4 units and a hypotenuse of length 5 units. Squares are constructed on each of the sides of the triangle, and the areas of these squares are compared.

The smaller squares on the legs of the triangle have areas of 9 and 16 square units, respectively, while the larger square on the hypotenuse of the triangle has an area of 25 square units.

Thus, the area of the larger square is equal to the sum of the areas of the two smaller squares. In image 3, the smaller squares are replaced by rectangles with the same areas, and in image 4 these rectangles are rearranged to form the same square as in image 2. This demonstrates that the Pythagorean Theorem holds true for all right triangles.

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Use a calculator to find the following:
Round your answers to the nearest tenth.

Answers

The answers that are rounded to the nearest tenth are:

(a) [tex]\sin^{-1}(.4590)=\bold{0.5}[/tex](b) [tex]\cos^{-1}(.8992)=\bold{0.5}[/tex](c) [tex]\tan^{-1}(1.0456)=\bold{0.8}[/tex]

What are Trigonometric Functions?

Trigonometric functions are also known as Circular Functions can be simply defined as the functions of an angle of a triangle. It means that the relationship between the angles and sides of a triangle are given by these trig functions.

The basic trigonometric functions are sine, cosine, tangent, cotangent, secant and cosecant.

(a)

[tex]\sin^{-1}(.4590)[/tex]

Apply rule: (a) = a

[tex](0.459)\thickapprox\bold{0.5}[/tex]

[tex]=\arcsin(\text{x})=0.5[/tex]

(b)

[tex]\cos^{-1}(.8992)[/tex]

Apply rule: (a) = a

[tex]\left(0.453\right)\thickapprox\bold{0.5}[/tex]

[tex]=\arccos(\text{x})=0.5[/tex]

(c)

[tex]\tan^{-1}(1.0456)[/tex]

Apply rule: (a) = a

[tex]\left(0.808\right)\thickapprox\bold{0.8}[/tex]

[tex]=\arctan(\text{x})=0.8[/tex]

Hence, this has been proved.

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MNPQ ~ RSTU. What are the values of c,y and z. Please show work too.

Answers

Answer:

x = 15 , y = 9 , z = 115°

Step-by-step explanation:

since the figures are similar then the ratios of corresponding sides are in proportion, that is

[tex]\frac{NP}{ST}[/tex] = [tex]\frac{MN}{RS}[/tex] ( substitute values )

[tex]\frac{x}{25}[/tex] = [tex]\frac{18}{30}[/tex] ( cross- multiply )

30x = 450 ( divide both sides by 30 )

x = 15

and

[tex]\frac{TU}{PQ}[/tex] = [tex]\frac{MN}{RS}[/tex] ( substitute values )

[tex]\frac{y}{15}[/tex] = [tex]\frac{18}{30}[/tex] ( cross- multiply )

30y = 270 ( divide both sides by 30 )

y = 9

the corresponding angles in similar figures are congruent , so

∠ M = ∠ R , that is

z = 115°

Find the length of the third side. If necessary, write in simplest radical form.
5,
√106

Answers

Answer:

Length of third side = 9

Step-by-step explanation:

Because this is a right triangle, we can find the length of the third side using the Pythagorean theorem, which uses the equation a^2 + b^2 = c^2, where

a and b are the lengths of the shortest sides called legs,and c is the length of the longest side called the hypotenuse (always opposite the right angle).

Thus, we can plug in 5 for a and √106 for c to find b, the length of the third side:

Step 1:  Plug in 5 for a and √106 for for c.  Then simplify:

5^2 + b^2 = (√106)^2

25 + b^2 = 106

Step 2:  Subtract 25 from both sides:

(25 + b^2 = 106) - 25

b^2 = 81

Step 3:  Take the square root of both sides to find b, the length of the third side:

√(b^2) = √81

b = ± 9

Taking the square root of a number always gives both a positive and negative answer since squaring both a positive and negative answer yields a positive answer:  Example: 4^2 = 16 and (-4)^2 = 16.

However, we can't have a negative side length so the third side is 9 units.

I dont know how the answer

Answers

The median from the histogram is 5

What is histogram?

A histogram is a graph used to represent the frequency distribution of a few data points of one variable.

The median is the value in the middle of a data set.

The total frequency of the distribution is

1+4+5+4+2+1+1+1+1

= 20

The median term will be on

20+1)/2

= 10.5th

Therefore form the graph the 10.5 th term falls in the class of 5

This means that the median class is 5.

Therefore the median from the histogram is 5

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whats the range and funcion

Answers

The range refers to the spread or Variation of values in a dataset or the output values of a function. A function is a mathematical relation that assigns unique output values to input values.

To clarify, are you referring to finding the range of a dataset and describing what a function is? If so, I can provide an explanation for both.

The range is a concept in mathematics that refers to the set of all possible output values of a function or a dataset. It represents the spread or variation of the values in the dataset or the function's output. In simple terms, the range is the difference between the maximum and minimum value.

For example, let's say we have a dataset {2, 4, 6, 8, 10}. The minimum value in this dataset is 2, and the maximum value is 10. Therefore, the range would be 10 - 2 = 8. So, the range of this dataset is 8.

On the other hand, a function is a relation between a set of inputs (called the domain) and a set of outputs (called the range). It assigns each input value to a unique output value. Functions are often represented by equations or formulas. They are widely used in mathematics to model various relationships and phenomena.

For instance, consider the function f(x) = 2x + 3. This function takes an input value x, multiplies it by 2, and then adds 3 to it. The output value, represented as f(x), is the result of this operation. So, if we input x = 2 into the function, we get f(2) = 2(2) + 3 = 7.

Functions can have different forms and properties, such as linear, quadratic, exponential, etc. They can be used to describe real-world situations, solve problems, and analyze data.

In summary, the range refers to the spread or variation of values in a dataset or the output values of a function. A function is a mathematical relation that assigns unique output values to input values.

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The triangle and the rectangle have the same area.
All lengths are in cm.
7x + 2
a Form an equation in x.
b Solve your equation to find x.
c Work out the area of the shapes.
1
2x + 7

Answers

The length of one side of the equilateral triangle in terms of x is 6x.

To find the length of one side of the equilateral triangle in terms of x, we need to consider the perimeter of both the rectangle and the equilateral triangle.

The perimeter of a rectangle is given by the formula:

Perimeter of rectangle = 2(length + width)

In this case, the length of the rectangle is 7x cm, and the width is 2x cm. Substituting these values into the formula, we have:

Perimeter of rectangle = 2(7x + 2x) = 2(9x) = 18x

We are told that the equilateral triangle has the same perimeter as the rectangle.

Since an equilateral triangle has all sides equal, the perimeter can be calculated by multiplying the length of one side by 3.

Therefore, we have:

Perimeter of equilateral triangle = 3(side length)

Since the perimeter of the equilateral triangle is equal to the perimeter of the rectangle (18x), we can set up the equation:

3(side length) = 18x

Dividing both sides of the equation by 3, we get:

side length = 6x

Hence, the length of one side of the equilateral triangle in terms of x is 6x.

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The complete question may be like: A rectangle measures 2x cm by 7x cm. An equilateral triangle has the same perimeter as the rectangle. What is the length of one side of the triangle in terms of x?

Which expression is equivalent to (f g) (5)?
f (5) times g (5)
f (5) + g (5)
5 f (5)
5 g (5)

Answers

The expression that is equivalent to (f g) (5) is f (5) times g (5). Option A

What is a function?

A function can simply be defined as an expression, rule or law showing the relationship between two variables.

These variables are namely;

The dependent variableThe independent variable

From the information given, we have;

Using functional notation, if we have (f g) (5), it means that the two functions, f and g, are being combined and the resulting function is applied to the input value of 5.

Substituting the function g on the input of 5, we have g(5).

Next, we utilize the function f on the output of g(5), we have;

f(g(5))

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A common aspect ratio for computer screens today is width : height = 16 : 9. The advertised size of a screen is given by the measure of its diagonal. Measure the width, height, and diagonal of at least three screens (computers, tablets, phones) in your home. Are they similar? How do you know? Are any of your screens congruent? If so, what postulates prove it? List your measurements and describe your findings carefully.

Write at least 150–300 words.

Answers

The measurements of the home screens are:

Computer monitor → Width (in) = 27, Height (in) = 15.6, Diagonal (in) = 32Laptop → Width (in) = 13.3, Height (in) = 7.6, Diagonal (in) = 15.6Phone → Width (in) = 6.2, Height (in) = 2.9, Diagonal (in) = 6.5

What is the aspect ratio?

The aspect ratio of all three screens is 16:9. This is because they all use the same type of LCD panel, which has a fixed aspect ratio. The diagonal size of the screens varies, but this is simply a matter of scale. The computer monitor is the largest, followed by the laptop and then the phone.

The three screens are not similar because they have different sizes. However, they are all congruent in shape. This is because they all have the same aspect ratio. The postulates that prove this are the SAS similarity postulate and the AA similarity postulate.

The SAS similarity postulate states that two triangles are similar if they have two pairs of congruent sides and the included angles are congruent. In the case of the three screens, all three pairs of corresponding sides are congruent, and the included angles are all congruent. Therefore, the three screens are similar.

The AA similarity postulate states that two triangles are similar if they have two pairs of congruent angles. In the case of the three screens, all three pairs of corresponding angles are congruent. Therefore, the three screens are similar.

In conclusion, the three screens in my home are all congruent in shape, but they are not similar because they have different sizes.

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The path of a particle is defined by s(t) = t^4/4 - t^3+t^2, t less than or equal to 0. when is the particle moving from left to right

Answers

]The particle is moving from left to right for t > 2 or 0 < t < 1.5.

The path of a particle defined by s(t) = t⁴/4 − t³ + t², t ≤ 0. The particle is moving from left to right when its velocity is positive.

The velocity of the particle is given by the first derivative of its position function, which is s'(t) = t³ − 3t² + 2t. To find when the particle is moving from left to right, we need to find when its velocity is positive.
The particle is moving from left to right when its velocity is positive, which occurs when t > 2 or 0 < t < 1.5. Therefore, the particle is moving from left to right for t > 2 or 0 < t < 1.5.

The velocity function, s'(t) = t³ − 3t² + 2t, can be factored as s'(t) = t(t − 1)(t − 2).

This means that the velocity of the particle is 0 when t = 0, t = 1, and t = 2.

When t < 0, the velocity is negative because all three factors in the velocity function are negative. When 0 < t < 1, only one factor is negative (t − 2), so the velocity is positive.

When 1 < t < 2, two factors are negative (t − 1) and (t − 2), so the velocity is negative. When t > 2, all three factors are positive, so the velocity is particle .

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