Answer:
Step-by-step explanation:
Yes
in triangle ABC below use a compass and straightedge to construct the altitude from c to AB
The altitude of the triangle ΔABC, can be constructed using a compass and a straight edge, using the method of constructing the perpendicular line segment from a point to a line.
How can the altitude from C to AB, be constructed?The steps to construct the altitude to a line segment AB from the point C are as follows;
Place the compass at the point A and with a radius AC, draw an arc on both sides of the segment AB, passing the point C, and intersecting the line segment AB at point DPlace the compass at the point D and with the radius AC from above draw an arc passing through the point C, and intersecting the arc drawn on the other side of the line segment AB at the point FDraw a line joining the points CF, with the straight edge, intersecting the segment AB at GThe line segment CG is the altitude from C to AB
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Which is the equation of a line that is parallel to the line represented by
Answer:
Last option (4th option)
Step-by-step explanation:
Parallel lines have the same slope and the only choice that has the same slope of 3/4 is the last option
A multidose vial of Oxacillin 2 g is reconstituted with 8 mL of bacteriostatic water to yield 250 mg/mL. How many mL of the medication should be given if the patient is prescribed 500 mg of the medication?
Therefore, 2 mL of the medication should be given if the patient is prescribed 500 mg.
How to find the volumeTo determine the volume of the medication to be given, we can set up a proportion using the concentration provided.
Given:
Reconstituted concentration: 250 mg/mL
Prescribed dosage: 500 mg
Let's assume the volume to be given is "x" mL.
We can set up the following proportion
250 mg/1 mL = 500 mg/x mL
To solve for "x," we can cross-multiply and solve the equation:
250x = 500 * 1
250x = 500
x = 500/250
x = 2
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On a coordinate plane, point A is 4 units down. Point B is 8 units to the left and 7 units down.
Which statements are true about the locations of points A and B? Select all that apply.
Point A is at (0, –2).
Point A is at (0, –4).
Point A is at (–4, 0).
Point B is at (–4, –3).
Point B is at (–8, –6).
Point B is at (–8, –7).
Answer:
Point A is at (0, –4).
Point B is at (–8, –7).
Step-by-step explanation:
point A is 4 units down : y = –4
Point B is 8 units to the left : x = –8
and 7 units down: y = –7
A : (0, –4)
B : ( –8, –7)
The slope of the line below is 2, use the labeled point to find a point slope equation of the line
(the point is (1,9))
Answer: y-9 = 2(x-1)
Step-by-step explanation:
Compare and contrast the direct write-off method and the allowance method for bad debts.
The direct write-off method recognizes bad debts when they are specifically identified, while the allowance method anticipates and estimates potential bad debts in advance.
The direct write-off method and the allowance method are two different approaches used by businesses to account for bad debts.
While both methods are used to recognize and account for potential losses from uncollectible accounts, they differ in their timing and impact on financial statements.
The direct write-off method is a simpler approach.
Under this method, bad debts are directly written off as an expense when they are deemed uncollectible.
This means that when a specific account is identified as uncollectible, it is removed from the accounts receivable and recorded as an expense on the income statement.
The direct write-off method provides a more accurate representation of the actual loss incurred but can distort the timing of expenses since bad debts are recognized only when they are identified.
On the other hand, the allowance method takes a more proactive approach to account for potential bad debts.
This method involves estimating the amount of uncollectible accounts at the end of each accounting period and creating an allowance for doubtful accounts.
The allowance is recorded as a contra-asset account on the balance sheet, offsetting the accounts receivable.
This estimation is based on historical data, industry trends, and management's judgment.
By creating an allowance, the potential bad debts are anticipated and accounted for in advance, resulting in a more accurate matching of expenses to revenues.
The key difference between the two methods lies in the timing of expense recognition.
The direct write-off method recognizes bad debts only when they are identified, which can result in delayed recognition.
In contrast, the allowance method anticipates potential bad debts and recognizes them in advance, providing a more accurate representation of the financial position.
However, the allowance method requires estimation and judgment, which may introduce subjectivity and potential errors.
In summary, the direct write-off method recognizes bad debts when they are identified, while the allowance method estimates and anticipates potential bad debts.
The direct write-off method provides accuracy in expense recognition but can lead to delayed recognition, while the allowance method allows for better matching of expenses to revenues but requires estimation and introduces subjectivity.
The choice between the two methods depends on the nature of the business and its preference for accuracy or timeliness in recognizing bad debts.
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Select the correct answer from each drop-down menu.
Which term describes the surrounding area of this image?
4
The surrounding area of this image is a called a Background. Option C
This area is also called a negative shape. Option A
How to determine the areaFrom the information given, we have to determine the area of the image shown, we can see that image is made up of two horses racing.
The horses are inserted on a plane surface which is called a background.
Also, we can see that the background is a negative space.
Note that a solid piece of sculpture occupies space, and makes the space around it come to life.
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The complete question:
Which term describes the surrounding area of this image?
The surrounding area of this image is called
Surroundings
Foreground
Background
This area is also called a
Negative
Positive
Neutral
Find the altitude a of the aeroplane,in metres,if angles of elevation at point A is 44° and the point B is 30°
Without additional information or a diagram, it is impossible to determine the altitude of the airplane. We need to know the horizontal distance between the two points of observation (A and B) in order to use trigonometry to solve for the altitude.
What division problem does this model represent? There is a long box with ? and it is split in two. 24 is the total.
Answer:
Step-by-step explanation:
The perimeter of the rectangle below is 100 units. Find the length of side XY.
Write your answer without variables.
(if you have the other answers from this lesson, pls let me know)
Answer:
XY = 30 units
Step-by-step explanation:
The formula for the perimeter of a rectangle is given by:
P = 2l + 2w, where
P is the perimeter,l is the length, and w is the width.Since the opposite sides of rectangles are equal, WV = XY and VY = WX.
Thus, the length of side XY is also 3y + 3, and the length of side WX is also 2y + 2.
Note that sides VY and WX represent the width of the rectangle while sides WV and XY represent the length of the rectangle.
Step 1: Find y:
Before we can find the length of side XY, we'll first need to know the value of the variable y in 3y + 3 and 2y + 2.
We can find y by plugging in 3y + 3 for l and 2y + 2 for w, and 100 for P in the perimeter formula:
100 = 2(3y + 3) + 2(2y + 2)
100 = (2 * 3y) + (2 * 3) + (2 * 2y) + (2 * 2)
100 = (6y + 4y) + (6 + 4)
(100 = 10y + 10) - 10
(90 = 10y) / 10
9 = y
Thus, y = 9.
Step 2: Find the length of side XY:
Now we can find the length of side XY by plugging in 9 for y in 3y + 3 and simplifying:
XY = 3(9) + 3
XY = 27 + 3
XY = 30
Thus, the length of side XY is 30 units.
Write down the first two terms and the 5th term of the following series (i) nothing term=25(2/3)n ii) nth term =3(n-1)²
i. The first two terms of the series are 50/3 and 100/9, and the fifth term is 800/243.
ii. the first two terms of the series are 0 and 3, and the fifth term is 48.
Calculating nth term of a sequence(i) The formula for the nth term of the series is given by:
nothing term = 25(2/3[tex])^n[/tex]
first two terms, substitute n=1 and n=2 into the formula
1st term = [tex]25(2/3)^1 = 25(2/3) = 50/3[/tex]
2nd term = [tex]25(2/3)^2 = 25(4/9) = 100/9[/tex]
To find the fifth term, substitute n=5 into the formula
Fifth term: nothing term = 25(2/3[tex])^5[/tex] = 25(32/243) = 800/243
Hence, the first two terms of the series are 50/3 and 100/9, and the fifth term is 800/243.
(ii) The formula for the nth term of the series is given by:
nth term = [tex]3(n-1)^2[/tex]
To find the first two terms, we can substitute n=1 and n=2 into the formula
First term= [tex]3(1-1)^2 = 3(0)^2 = 0[/tex]
Second term= [tex]3(2-1)^2 = 3(1)^2 = 3[/tex]
To find the fifth term, we can substitute n=5 into the formula:
Fifth term: nth term = 3(5-[tex]1)^2[/tex] = 3(16) = 48
Thus, the first two terms of the series are 0 and 3, and the fifth term is 48.
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4. (03.01 LC)
Rewrite the expression with a rational exponent as a radical expression. (1 point)
21
(33)6
O $3
03
O 13
O√33
21(33)6O can be expressed as 13√(2(729)). The final answer is 13√1458.
Rewriting the expression 21(33)6 with a rational exponent as a radical expression yields 21(33)6O, which can be simplified as 21(33)2. The value of 21 is 2, while the value of 33 is 27. Hence, 21(33)2 is equivalent to 2(27)2
To rewrite the expression with a rational exponent as a radical expression, we make use of the property that any number raised to a rational exponent can be represented as a radical with an exponent equal to the denominator of the rational exponent.
In this case, the rational exponent is 6/3, which is equivalent to 2.
Hence, we can rewrite 21(33)6 as 21(33)2. Simplifying this expression yields 2(27)2, which is equal to 2(729).
To express this in radical form, we take the 13th root of 2(729), which gives us 13√(2(729)).
This can be further simplified as 13√1458.
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The expression as a radical expression is [tex]9(\sqrt{x})^3[/tex]
Rewriting the expression as a radical expressionFrom the question, we have the following parameters that can be used in our computation:
[tex]9x^\frac32[/tex]
Introduce brackets
So, we have
[tex]9(x^\frac32)[/tex]
Next, we have
[tex]9(x^\frac12)^3[/tex]
Express as square roots
[tex]9(\sqrt{x})^3[/tex]
Hence, the radical expression is [tex]9(\sqrt{x})^3[/tex]
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Alewuya invests a total of $18,000 in two accounts paying 11% and 10% simple interest, respectively. How much was invested in each account if, after one year, the total interest was $1,920.00. A) Enter an equation that uses the information as it is given that can be used to solve this problem. Use x as your variable to represent the amount of money invested in the account paying 11% simple interest. Equation: B) The answers are: $ was invested at 11% and was invested at 10%.
Answer:
$12000 was invested at 11% and $6000 was invested at 10%
Step-by-step explanation:
Total invested amount is 18000
Let the amount of money invested in the account paying 11% be x
Let the amount of money invested in the account paying 10% be y
⇒ x + y = 18000
⇒ y = 18000 - x
Simple interest = PNR
where P is the amount invested, N is the number of years and R is the rate of interest
For the account paying 11%,
SI₁ = x(1)(11%) = x(11%)
For the account paying 10%,
SI₂ = y(1)(10%)
= (18000 - x)(10%)
= 18000(10%) - x(10%)
= 1800 - x(10%)
Total Interest = SI₁ + SI₂
⇒ 1920 = x(11%) + 1800 - x(10%)
⇒ 1920 - 1800 = x(11% - 10%)
⇒ 120 = x(1%)
⇒ [tex]\frac{x}{100}[/tex] = 120
⇒ x = 120*100
⇒ x = 12000
y = 18000 - x
⇒ y = 18000 - 12000
⇒ y = 6000
$12000 was invested at 11% and $6000 was invested at 10%
Answer: $12,000 at 11%, $6,000 at 10%.
Step-by-step explanation:
Firstly, you would identify the two interest rates as variables.
Assign variable X to the amount invested at 11% and variable Y to the amount invested at 10%. Using those two variables assigned to our interest rates, equate those to the principle of $18,000. After that, multiply the variables by the given interest rates and equate that to the total interest.
x + y = $18,000
0.11x + 0.1y = $1,920
Solve the first equation for Y, multiplying by 100 to even out decimals.
x + y = $18,000
y = $18,000 - x
11x + 10y = $192,000
11x + 10($18,000 - x) = $192,000
11x + $180,000 - 10x = $192,000
x + $180,000 = $192,000
x = $12,000
With that, we now know that the original principle for the 11% interest rate is $12,000, which when subtracted from the total principle of $18,000 gives us the interest rate for the 10% investment as well
$18,000 - $12,000 = $6,000
So, with a total Principle of $18,000, two accounts with interest rates of 11% and 10% respectively, and a total interest accumulation of $1,920, we can gather that the account with an 11% interest rate originally had $12,000 and the account with the 10% interest rate originally had $6,000.
Please help I can’t find this one out
Factor
f(x) = x2 + 2x - 35
(x+ 7) (x- [?])
Answer:
(X-5)
Step-by-step explanation:
tHANKS
Find tanθ if cosθ=1/2 is in the first quadrant.
tan = √3
STEPS:
based on 1,2,√3 triangle (30°,60°,90°)
where :
1 is opposite 30°
√3 (around 1.7) is opposite of 60
2 is opposite of 90°
smallest side is opposite of smallest angle
largest side is opposite of largest angle
cosθ = 1/2 = adjacent/hypotenuse so
adjacent = 1
hypotenuse = 2 so
opposite must be √3
tan = opposite/adjacent = √3/1 = √3
Question #5
Find the measure of the indicated angle.
140°
150°
130°
86°
E
N
Bal
D
154°
Answer:
the answer is 150 degrees because it is the biggest
Find the length of the base of a square pyramid if the volume is 1024 cubic inches and has a height if 12 inches
Answer:
Step-by-step explanation:
Let 's x the length of the pyramid:
V=x²*h/3
V=1024 and h=12
So x²*12/3=1024
==>x²=1024*3/12
==>x²=256
==>x²=16²
==> x=16 for (x=-16 must be exclude <0)
......brainpower pts pls
if your starting salary is $35,000 and you receive a %6 increase at the end of every year, what is the total amount, in dollars, you will earn over the first 16 years that you work
make a graph for y-2=3(x-1)
Answer: Get into y=mx+b form by adding 2 to each side. Graph from there.
Step-by-step explanation:
how to Determine △3[(1 + x)(1 − 3x)(1 + 5x)] where the common interval length is 1.
Use trigonometry to solve for the missing angle.
Answer:
71.8962°
Step-by-step explanation:
In order to find the angle given 2 sides, you need to identify the 2 sides with the given measure.
Since we need to find X, the 2 sides are 52 (the opposite side) and 17 (the adjacent side)
The only way to find X with an opposite and adjacent side is by using tan.
In order to find the angle, you will need to use the tan^-1 (52/17)
That will give you 71.8962°
Answer:
x = 71.9°
Step-by-step explanation:
The given diagram shows a right triangle with an unknown angle, x.
We have been given the measures of the sides that are opposite and adjacent the unknown angle. Therefore, we can use the tangent trigonometric ratio to find the value of x.
[tex]\boxed{\begin{minipage}{7 cm}\underline{Tangent trigonometric ratio} \\\\$\sf \tan(\theta)=\dfrac{O}{A}$\\\\where:\\ \phantom{ww}$\bullet$ $\theta$ is the angle. \\ \phantom{ww}$\bullet$ $\sf O$ is the side opposite the angle. \\\phantom{ww}$\bullet$ $\sf A$ is the side adjacent the angle.\\\end{minipage}}[/tex]
The unknown angle is x, so θ = x.
The side opposite the angle measures 52 units, so O = 52.
The side adjacent the angle measures 17 units, so A = 17.
Substitute the values into the ratio and solve for x:
[tex]\tan x=\dfrac{52}{17}[/tex]
[tex]x=\tan^{-1}\left(\dfrac{52}{17}\right)[/tex]
[tex]x=71.8962369...[/tex]
[tex]x=71.9^{\circ}\; \sf (nearest\;tenth)[/tex]
Therefore, the value of x is 71.9°.
IN MAJOR NEED OF HELP
use the formula to find the leg of the triangle below. Make sure you show you show ur work. round to the nearest tenth if needed
The value of the missing leg from the triangle that has been shown is 8 mi .
Pythagoras theoremThe Pythagorean theorem provides a way to find the length of one side of a right-angled triangle if the lengths of the other two sides are known. It is widely used in various fields, such as engineering, architecture, physics, and trigonometry, to solve problems involving right triangles and calculate distances, angles, or other related quantities.
We know that;
[tex]c^2 = a^2 + b^2\\b^2 = 10^2 - 6^2[/tex]
b = 8 mi
The Pythagorean theorem is named after the ancient Greek mathematician Pythagoras
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Help fast
Line d is parallel to line c in the figure below.
Parallel lines d and c are intersected by lines q and p to form 2 triangles. At lines d and p, the angle is 2, at d and q, the angle is 1, and at q and p the angle is 3. At lines c and q, the angle is 4, at p and c, the angle is 5, and the third angle is 6.
Which statements about the figure are true? Select three options.
Vertical angles prove that Angle 2 is congruent to angle 5.
In the two similar triangles, Angle 1 and Angle 4 are alternate interior angles.
Vertical angles prove that Angle 3 is congruent to angle 6.
The triangles are similar because alternate interior angles are congruent.
In the two similar triangles, Angle 2 and Angle 4 are corresponding angles.
The triangles are similar because corresponding sides are congruent.
The correct statements about the figure are:
(B) In the two similar triangles, Angle 1 and Angle 4 are alternate interior angles.
(C) Vertical angles prove that Angle 3 is congruent to Angle 6.
(D) The triangles are similar because alternate interior angles are congruent.
How to explain the informationVertical angles are formed when two lines intersect, and they are always congruent.In the two similar triangles, Angle 1 and Angle 4 are alternate interior angles.
Similarly, vertical angles are formed when two lines intersect, and they are always congruent. Here, vertical angles are Angle 3 and Angle 6, which means they are equal.
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The histogram shows the age distribution for members in a small community band make a statement that best summarizes the data set the current peaks for gaps
A statement that best summarizes the data set is that there are outliers from age 90 - 100 years and the gap is located at the age 80 - 89 years.
What is a histogram?In Mathematics and Statistics, a histogram simply refers to a type of graph that is used for the graphical representation of a data set into user-specified ranges, especially through the use of rectangular bars.
In Mathematics and Statistics, an outlier is a number that is either unusually too little (small) or large (big) in comparison with the overall pattern of the numbers contained in a data set.
By critically observing the histogram, we can logically deduce that the peak stage occurred at an age of 50 - 59 years while the gap is located at the age 80 - 89 years.
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Missing information:
The question is incomplete and the histogram is shown in the attached picture.
Given the individual rates of workers, to find the combined rate of all the individuals working together you must
the individual rates.
Fill in the blank
To find the combined rate of all the individuals working together, you must add the individual rates.
How to calculate combined rate of individuals working together?When calculating the combined rate of individuals working together, you need to add up the individual rates. Each worker contributes their own rate of work or productivity, and by adding these rates together, you can determine the combined rate at which they are working collectively.
This allows you to assess the overall efficiency and output of the team or group. By summing up the individual rates, we have better understanding of the overall productivity and performance of the group.
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Mr Tan poured 8000cm3 of water into an empty rectangular tank. the tank measured 48 cm long and 24 cm wide. Then, mrs Tan poured in some water to a depth of 20 cm. how many litres of water did mrs tan pour in
Annswer ASAP
Mrs. Tan poured in approximately 31.04 liters of water.
To find the volume of water poured by Mrs. Tan, we need to calculate the difference between the initial volume of water poured by Mr. Tan and the final volume of water in the tank.
The initial volume of water poured by Mr. Tan is given as 8000 cm³.
The dimensions of the tank are given as 48 cm (length) and 24 cm (width). The depth to which Mrs. Tan poured the water is given as 20 cm.
To calculate the final volume of water, we need to consider the additional volume poured by Mrs. Tan. This additional volume can be calculated by multiplying the area of the base (length × width) by the depth.
The area of the base = 48 cm × 24 cm = 1152 cm².
The additional volume poured by Mrs. Tan = 1152 cm² × 20 cm = 23,040 cm³.
Now, to find the total volume of water in the tank after Mrs. Tan poured the water, we add the initial volume (8000 cm³) to the additional volume (23,040 cm³):
Total volume = 8000 cm³ + 23,040 cm³ = 31,040 cm³.
Finally, to convert the volume from cm³ to liters, we divide by 1000 (since 1 liter = 1000 cm³):
Total volume in liters = 31,040 cm³ / 1000 = 31.04 liters.
Therefore, Mrs. Tan poured in approximately 31.04 liters of water.
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what is the value of x in the figure shown below?
Answer:
We have parallelogram ABCD, with BC as the diagonal, so alternate interior angles are congruent.
100° + 30° + x = 180°, so x = 50°
A(-1, 2), B(3, 5) and C(4, 8) are the vertices of triangle ABC. Forces whose magnitudes are 5N and 3√10N act along vectors AB and CB respectively. Find the direction of the resultant of the forces.
The direction of the resultant of A(-1, 2), B(3, 5) and C(4, 8) are the vertices of triangle ABC, forces is [tex]$2\sqrt{3}$[/tex] radians.
Given, A(-1, 2), B(3, 5) and C(4, 8) are the vertices of triangle ABC, and forces whose magnitudes are 5N and 3√10N act along vectors AB and CB respectively.
We need to find the direction of the resultant of the forces.
Therefore, let's solve this by using the parallelogram law of forces which states that:
If two forces acting simultaneously at a point are represented in magnitude and direction by the adjacent sides of a parallelogram drawn from the point, then their resultant is represented in magnitude and direction by the diagonal of the parallelogram passing through that point.
From the above, the adjacent sides of a parallelogram drawn from point B can be represented as `AB` and `BC`.
Therefore, the diagonal of the parallelogram passing through B represents the magnitude and direction of the resultant of the two forces acting at point B.
Therefore, we first need to determine the position vector of points A, B, and C.
i.e. position vector of point A:
[tex]\vec{A} = \begin{bmatrix}-1\\2\end{bmatrix}$$Position vector of point `B`:$$\vec{B} = \begin{bmatrix}3\\5\end{bmatrix}$$[/tex]
Position vector of point C:
[tex]$$\vec{C} = \begin{bmatrix}4\\8\end{bmatrix}$$[/tex]
We know that the force acting along vector `AB` is 5 N and along vector `CB` is `3√10` N.
Let the angle between the vectors `AB` and `BC` be `θ`.
We know that,
[tex]$$\text{Magnitude of the resultant of the forces} = \sqrt{(5)^2 + (3√10)^2 + 2(5)(3√10)\cos(θ)}$$[/tex]
And direction of the resultant of the forces `θ` can be given by
[tex]$$\tan(θ) = \frac{5(3√10)\sin(θ)}{5^2 + (3√10)^2 + 2(5)(3√10)\cos(θ)}$$[/tex]
Substitute the values of the magnitude of the resultant of the forces and find the value of θ.
The resultant of the forces can be represented in the magnitude and direction as:
[tex]$$\vec{R} = \begin{bmatrix}3\\5\end{bmatrix} - \begin{bmatrix}-1\\2\end{bmatrix} + \begin{bmatrix}4\\8\end{bmatrix} = \begin{bmatrix}6\\11\end{bmatrix}$$[/tex]
Therefore, the direction of the resultant of the forces is [tex]$2\sqrt{3}$[/tex] radians.
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All changes saved
2. What will the coordinates of Triangle RST be after it is translated 4 units right and 3 units up? Type your answer in as a coordinate pair (xy)
for each point.
Enter your answer and also provide a 1 sentence explanation that describes how you determined your answer. Review the rubric below to
see how you will be evaluated.
The coordinates of the triangle after the translation are given as follows:
R'(0, 5), S'(7, 8), T'(0, -1).
What are the translation rules?The four translation rules are defined as follows:
Left a units: x -> x - a.Right a units: x -> x + a.Up a units: y -> y + a.Down a units: y -> y - a.The figure is translated 4 units right and 3 units up, hence the rule is given as follows:
(x, y) -> (x + 4, y + 3).
The original coordinates are given as follows:
R(-4,2), S(3,5) and T(-4,-4).
Hence the translated coordinates are given as follows:
R'(0, 5), S'(7, 8), T'(0, -1).
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Choose the graph that represents the following systems of any qualities Y is less than or equal to negative 3X plus one Y is less than or equal to 1/2 X +3 and each graph. The area for f(x) is shaded and labeled a the area for G(x) is shaded label B , and the area where they have shading in common is labeled AB
The solutions to the two inequalities is (-0.5, 2.5) as shown in the attached graph.
How to interpret the graph of the Inequality?The inequalities we have are given as:
y ≤ −3x + 1
y ≤ x + 3
Step1 : Remove the inequalities
This gives us:
y = −3x + 1
y = x + 3
Step2 : Finding intersection points of equations
x + 3 = -3x + 1
4x = -2
x = -0.5
Plug in -0.5 for x in the second equation to get:
y = -0.5 + 3
y = 2.5
Thus, intersection point is: (-0.5, 2.5)
Step 3: Test of origin (0,0)
If inequalities holds true for origin then, shades the graph towards the origin.
For equation 1.
y = −3(0) + 1
y = 1
0 ≤ 1
True, Shade graph towards origin.
For equation 2.
y = x + 3
y = 0 + 3
y = 3
0 ≤ 3
True, Shade graph towards origin.
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Complete question is:
Choose the graph that represents the following system of inequalities:
y ≤ −3x + 1
y ≤ x + 3
In each graph, the area for f(x) is shaded and labeled A, the area for g(x) is shaded and labeled B, and the area where they have shading in common is labeled AB.
