Answer:
A prime number has exactly two factors, 1 and itself. For example, 13 is a prime number because the only factors of 13 are 1 and 13
if this is what you are looking for..
pls answer this question als0oo
Need help asap please
Answer:
1) the center is (3,4), radius is 3. 3) ( x − 2 )^2 + ( y − 14 )^2 = 9, 5) the center is (12,5), the radius is 4
Step-by-step explanation:
For the graphs just look for the middle point, and thats essentially your center, and the radius is how many units the edge of the circle is to the center. So for 1 the center would be (3,4) and the radius 3. For problem 3 use the equation ( x − a )^2 + ( y − b )^2 = r^2, where you substitute the radius for r, your x center coordinate as a, and your y coordinate as b. In problem 5, use 12 as your x value for the center coordinate, and 5 as your y value. Then just take the root of 16 to get your radius, and apply that to the other problem. Hope this helps :)
decimals equivalent to 8.1
Answer:
8.10 & 8.100
Hope this helps ^^
Have a good day <3!
The height of a thrown football, in feet after t seconds is given by h(t) =-16^2+48^t+6. How many seconds does it take for the balls to reach maximum height after it is thrown?
Answer:
I don't know rjdjdjjdjddjidis
ASAP Please
Three of the angles in a quadrilateral are 100°, 65° and 100°.
a. Show how you can calculate the fourth angle.
b. Suggest which type of quadrilateral this shape may be.
a. 95 b. kite
Step-by-step explanation:
a. all quadrilaterals add up to 360° angle with all angles, so 100+100+65=265, 360-265=95.
b. most quadrilaterals have 2 pairs of 2 equilateral angles, and this is one of the only ones that doesnt.
Answer:
a) 95°
b) Kite
Step-by-step explanation:
Part (a)Theorem: Interior angles of a quadrilateral sum to 360°.
Given angles:
100°65°100°Let x be the unknown angle.
⇒ 100° + 65° + 100° + x = 360°
⇒ 265° + x = 360°
⇒ 265° + x - 265° = 360° - 265°
⇒ x = 95°
Therefore, the fourth angle is 95°.
Part (b)A kite is a quadrilateral that has one pair of congruent opposite angles.
Therefore, as two of the interior angles of the given quadrilateral are equal, the shape may be a kite.
r^2 + 5x– 14
factor
Answer:
it is not factorable
Step-by-step explanation:
Identify a pattern and find the next three numbers in the pattern.
1,3,9,27,81, . . .
The pattern exists described as a sequence of repeating objects, shapes, or numbers. Patterns can also occasionally be referred to as a series.
The pattern follows the rule tn = t(n-1) × 3
The next three numbers be 1, 3, 9, 27, 81, 243, 729, 2187.
What is meant by pattern?A recurring arrangement of numbers, forms, colors, and other elements constitutes a pattern in mathematics. The Pattern can be connected to any kind of occasion or thing. When a group of numbers are arranged in a particular way, the arrangement is referred to as a pattern. Patterns can also occasionally be referred to as a series.
Let the numbers in the pattern be 1, 3, 9, 27, 81, . . .
t2 = 1 × 3 = 3
t3 = 3 × 3 = 9
t4 = 9 × 3 = 27
t5 = 27 × 3 = 81
t6 = 81 × 3 = 243
t7 = 243 × 3 = 729
t8 = 729 × 3 = 2187
Thus the pattern follows the rule tn = t(n-1)×3
Therefore, the next three numbers be 1, 3, 9, 27, 81, 243, 729, 2187.
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What do you notice about the measures of anges the are side by side?
they add up to 180 degrees
& Check
# 18 1
The function b(x)= |x-45] represents the absolute deviation (in inches) of a boy's height x (in inches) from the average height of boys in a kindergarten class. The
function g(x)= |x-44| represents the absolute deviation (in inches) of a girl's height x (in inches) from the average height of girls in a kindergarten class. Compare
the absolute deviations for a boy and a girl who are both 43 inches tall.
I don't know lol ididjdjdj
Sadie has worked at a cell phone store for nine months. Her sales are denoted by the set {5, 7, 8, 21, 15, 18, 5, 13, 14}. Which five-number summary represents the data set?
{5, 6, 13, 16.5, 21}
{5, 14.5, 15, 9, 14}
{5, 7, 13, 16, 21}
{5, 7, 13, 15, 18}
Answer: 5, 7, 13, 15, 18
Step-by-step explanation:
6 4 0,409, 210
onas period
ones
The number name for this number is six hundred forty million, four hundred
nine thousand, two hundred ten.
1Expanded form is a way to write a number as the sum of each
digit multiplied by its place value. Fill in the blanks to write the
number in expanded form.
The expansion of 6 4 0,409, 210 is given below with the solution.
What does "expanded form" mean?The division of numbers into groups according to place value, such as ones, tens, hundreds, thousands, ten thousand, and so on, results in the expanded form of the number. The expanded version of the number is the one that is represented by the sum of each digit times its place value.
6 4 0,409, 210 = 6 × 10,00,00,000 + 4 × 100,00,000 + 0 × 10,00,000 + 4 × 100,000 + 0 × 10,000 + 9 × 1000 + 2 × 100 + 1 ×10 + 1 × 0
A number is displayed in expanded form according to the place values of its digits.
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How many times does your heart beat per second
Answer:
The average heart beats 80 - 90 timers per minute. In 1 second it beats 1.33 1.5 times
Step-by-step explanation:
Quora
The mass of a paper clip is 5.0 x 10^−4 mg. If a box of paper clips has 6.85 x 10^4 paper clips, determine the total mass of the paper clips in the box. Write the final answer in scientific notation with the correct number of significant digits.
=====================================================
Explanation:
Multiply the given values. This is because,
total mass = (number of paperclips)*(mass per paperclip)
So,
(5.0 x 10^−4)(6.85 x 10^4)
(5.0 * 6.85) x (10^−4 * 10^4)
34.25 x 10^(-4+4)
34.25 x 10^0
(3.425 x 10^1) x 10^0
3.425 x 10^(1+0)
3.425 x 10^1
3.4 x 10^1
We round the first value to 2 sig figs because it is the smaller sig fig count of 5.0 and 6.85; the 0 in 5.0 is significant.
Notice how I rewrote 34.25 into 3.425 x 10^1. I did this to get the number in the form a x 10^b, where [tex]0 \le a < 10[/tex], which fits scientific notation form.
The value 3.4 x 10^1 simplifies to 34. So an estimate of the total mass is about 34 mg. But we'll stick with scientific notation since your teacher instructed it.
Determine whether the statement is true or false. If it is false, rewrite it as a true statement. In a frequency distribution, the class width is the distance between the lower and upper limits of a class. Question content area bottom Part 1 Choose the correct answer below. A. True. B. False. In a frequency distribution, the class width is the distance between the lower or upper limits of consecutive classes. C. False. In a frequency distribution, the range is the distance between the lower and upper limits of a class.
Given statement is False and the True statement is 'In a frequency distribution, the class width is the distance between the lower or upper limits of consecutive classes.'
The correct answer is an option (B)
In this question, we have been given a statement 'In a frequency distribution, the class width is the distance between the lower and upper limits of a class.'
We need to determine whether the given statement is True or False.
We know that, the class width is the distance between the lower limits of consecutive classes.
So, the given statement is False.
The correct statement is 'In a frequency distribution, the class width is the distance between the lower or upper limits of consecutive classes. '
Therefore, given statement is False and the True statement is 'In a frequency distribution, the class width is the distance between the lower or upper limits of consecutive classes.'
The correct answer is an option (B)
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Use the spinner to find following probability. The spinner is spun again if it stops on a line.
P (pointer landing on red)
The spinner's point has a 11.11% chance of landing on red.
What is a pie chart, exactly?A pie chart is a type of chart which displays data as a circular graph.
We comprehend that the pie's total value is always 100%. It is also assumed that a circle has a circumference of 360°. As a result, the sum of all pieces of data equals 360°. Based on these, there appear to be primarily two pie chart formulas:
We use the mentioned format to calculate a percentage of a set of data: 100 (Frequency ÷ Total Frequency) × 100We use the following equations to convert the data to degrees: (Informed Data ÷ Total value of Data) × 360°Now, the stated data of the pie chart are-
When a circle is wholly rotated, the center forms a 360-degree angle.
A complete rotation at the central point of the circle yields 360 degrees.
The total color percentage is 100%.
Divide a red value by 3.6 because 360 ° / 100% = 3.6.
The spinner's pointer displays an overall percentage of red of 40%.
P = 40/3.6 (probability of each pointer landing on red).
P = 11.111.. = 11.11 (pointer landing on red) (approx.)
As an outcome, the pointer has a 11.11% chance of landing on the red.
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Which line is parallel to the line 5 x+6 y=30 ?
f. 5 x+9 y=30
g. 9 x+6 y=30
h. 5 x+6 y=9
i. 6 x+5 y=30
The equation of the line h. 5x + 6y = 9 is parallel with the equation of the line 5x + 6y = 30.
Two lines are parallel with each other if they do not intersect no matter how much you extend both lines. Parallel lines have equal slopes.
The slope, m, determines the steepness of a line. It can be measured by the vertical distance from one point to another divided by the horizontal distance of the same points. In an equation in slope-intercept form, y = mx + b, the slope, m is the coefficient of x.
Determine the slope of the given line and each given choices by transforming each into slope-intercept form.
5x + 6y = 30
6y = -5x + 30
y = -5/6 x + 30/6
y = -5/6 x + 5
m = -5/6
f. 5x + 9y = 30
9y = -5x + 30
y = -5/9 x + 30/9
y = -5/9 x + 10/3
m = -5/9
g. 9x + 6y = 30
6y = -9x + 30
y = -9/6 x + 30/6
y = -3/2 x + 5
m = -3/2
h. 5x + 6y = 9
6y = -5x + 9
y = -5/6 x + 9/6
y = -5/6 x + 3/2
m = -5/6
i. 6x + 5y = 30
5y = -6x + 30
y = -6/5 x + 30/5
y = -6/5 x + 6
m = -6/5
Since h. 5x + 6y = 9 has a slope of -5/6 and equal to the slope of the given line, then they are parallel lines.
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Which of the following expressions shows how to rewrite 4 − 5 using the additive inverse and displays the expression correctly on a number line?
The expression that shows how to rewrite 4 − 5 using the additive inverse is (a)
How to determine the expression that shows how to rewrite 4 − 5 using the additive inverse?The expression is given as
4 - 5
The law of additive inverse states that
x + (-x) = 0
This means that x and -x are additive inverses
Using the above as an illustration,
4 - 5 can be rewritten as 4 + (-5)
And the above implies that the number line moves 4 points to the right and 5 points to the left
Hence, the expression that shows how to rewrite 4 − 5 using the additive inverse is (a)
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[tex]If BD=3, then CD= [blank] −−−.Enter your answer as the number that correctly fills in the blank.[/tex]
The value of the triangle side segment CD is; 3
How to use triangle congruence postulate?
The HL Congruence Postulate states that if the hypotenuse and leg of one right triangle are congruent to the hypotenuse and leg of another right triangle, then the two triangles are congruent.
Now, in this question, we are told that BA ≅ CA. Thus, by applying HL congruence postulate, we can say that;
BD = CD
Also, AD = AD due to reflexive property of congruence.
We are given that BD = 3. Thus, CD = 3
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Solve for x.
2x + 0.8 = 1.2
9
x = [?]
Step-by-step explanation:
2x=1.2-0.8
2x=0.4
x=0.4/2=0.2
In a class of 28 sluderds, 14 take physics and
22 take mathematics. The students in the class
take at least one of the two subjects;
Calculate how many
students take both subjects
It can be solved using a Venn diagram. Total 8 students took both subjects.
Describe the Venn diagram.A Venn diagram uses overlapping circles or other shapes to represent the relationships between two or more groups of objects. They typically serve to attractively organize objects, highlighting both the similarities and differences between the components. In the fields of mathematics, statistics, logic, education, linguistics, computer science, and business, Venn diagrams are extensively utilized.
It can be solved using a Venn diagram as
14 students take Physics, 6 students take mathematics and the rest 8 take both subjects.
where, 14(Physics) + 6(mathematics) + 8(both) = 28 (which is the total no. of students).
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Barbara deposits $3,000 in a 1-year CD at 1.1% interest, compounded daily. What is the APY to the nearest hundredth of a percent?
neverminding the amount of $3000, we know the compound interest is 1.1%, we also know that the compounding period is daily, so hmmm let's assume there are 365days in a year, so
[tex]~~~~~~ \textit{Annual Percent Yield Formula} \\\\ ~~~~~~~~~~~~ \left(1+\frac{r}{n}\right)^{n}-1~\hfill \begin{cases} r=rate\to 1.1\%\to \frac{1.1}{100}\dotfill &0.011\\ n= \begin{array}{llll} \textit{times it compounds per year}\\ \textit{daily, so let's assume 365} \end{array}\dotfill &365 \end{cases} \\\\\\ \left(1+\frac{0.011}{365}\right)^{365}-1 ~~ \approx ~~ 0.01106055 ~~ \approx ~~ 1.106055\% ~~ \approx 1.11\%[/tex]
Find the center and the radius of each circle. x²+y²=2
The equation of the circle x^2 + y^2 = 2 has a radius of √2 and a center located at (0 , 0).
The standard form of the equation of circle is given by
(x - h)^2 + (y - k)^2 = r^2
where (h , k) is the location of the center and r is the radius of the circle.
On the other hand, the general form of the equation of circle is given by
x^2 + y^2 + Dx + Ey + F = 0
where D = -2h, E = -2k, and F = h^2 + k^2 -r^2.
If the equation of the circle, x^2 + y^2 = 2, is in standard form, then
h = 0
k = 0
r = √2
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Which value represents |-2½?
OA) 2%2₂
OB) -2½
OC) 2
OD) 3
The numeric value of the question is present in the in the option B. Thus, Option B is a correct option.
According to the statement
We have to find that the Numeric value.
So, For this purpose, we know that the
The Number value is the value refers to the worth of each digit depending on where it lies in the number.
From the given information:
The given value is a -2½.
And we have to find that the in which option the given value in the question is placed.
For example, if the value in the given question is a 1 then the in which option we have given value is 1.
Then
according to the statement,
In option B the value is similar to the those value which is given in the question.
So, The numeric value of the question is present in the in the option B. Thus, Option B is a correct option.
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Suppose you use the origin to test whether a linear equation is a direct variation function. Does this method work? Support your answer with an example.
The linear equation with a direct variation function always passes through the origin.
What are direct variation functions?
The direct variation function defines a linear function of the form y = kx, where y varies as a multiple of x and x 0. These always follow the origin test.
Calculation
Yes, the method will always work because the linear equations having direct variations are those equations which always pass through the origin.
For example: If we consider an equation y = 3x. Then, it will always pass through the origin as y changes with respect to some multiples of x.
Hence, the direct variation function always passes through the origin.
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I am doing a test and have no idea how to do this
Answer:
x squared
Step-by-step explanation:
x squared and the rest =1
the question is hard
The correct completion of the given two column proof is as below.
How to carry out a Two column proof?
From the given two column proof, the correct way to complete it is;
Statement 1; m║n
Reason 1; Given
Statement 2; ∠3 and ∠6 are same side interior angles
Reason 2; Definition of Same side interior angle theorem
Statement 3; ∠3 and ∠6 are supplementary
Reason 3; Definition of Supplementary
Statement 4; m∠3 + m∠6 = 180°
Reason 4; Same side interior angle theorem
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Jenny's Bakery sells carrot muffins at 2 each. The electricity to run the oven is 120 per day and the cost of making one carrot muffin is 1.40 . How many muffins need to be sold each day to break even?
If Jenny's Bakery sells carrot muffins at 2 each and the electricity to run the oven is 120 per day and the cost of making one carrot muffin is 1.40, then the number of muffins needed to be sold each day to break even is equal to 200.
The number of muffins needed to be sold each to break even can be determined by forming a linear equation.
A linear equation, sometimes also referred to as a first-degree equation can be described as an equation that contains variables that have the maximum power of not more than one.
The linear equation for this problem will be,
Cost of electricity to run the oven + Cost of making x number of muffins = Sale price of x number of muffins
120 + 1.40 (x) = 2 (x)
Here x is equal to the number of muffins
Rearranging the equation,
120 = 2(x) - 1.40 (x)
120 = 0.6 (x)
120/0.6 = x
x = 200
Hence, 200 muffins are needed to be sold each day to break even.
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(k)(k − k + h); use h = -2, and k = 6
Answer:-12
Step-by-step explanation:
6(6-6+ -2)
6(-2)
-12
The circle below is centred at O.
a) Work out the size of angle x.
b) Which of the circle theorems below allows
you to calculate this angle?
O
X
Not drawn accurately
31°
The perpendicular line from the centre of a circle to a chord
bisects the chord
Two tangents that meet at a point are the same length
The angle at the circumference in a semicircle is a right angle
Opposite angles in a cyclic quadrilateral add up to 180°
The angle between the tangent and the radius at a point
on a circle is 90°
Answer:
[tex]\textsf{a)} \quad x = 59^{\circ}[/tex]
[tex]\textsf{b)} \quad \boxed{\begin{minipage}{8.5 cm}\sf The angle between the tangent and the radius at a point \\on a circle is $90^{\circ}$.\end{minipage}}[/tex]
Step-by-step explanation:
Part (a)As two sides of the triangle inside the circle are the radius of the circle, the triangle is an isosceles triangle.
Therefore, its two base angles are 31°.
The tangent of a circle is:
A straight line that touches the circle at only one point.Always perpendicular to the radius.Therefore:
[tex]\implies x + 31^{\circ} = 90^{\circ}[/tex]
[tex]\implies x +31^{\circ}-31^{\circ}= 90^{\circ} - 31^{\circ}[/tex]
[tex]\implies x = 59^{\circ}[/tex]
Part (b)The circle theorem that allows you to calculate angle x is:
[tex]\boxed{\begin{minipage}{8.5 cm}\sf The angle between the tangent and the radius at a point \\on a circle is $90^{\circ}$.\end{minipage}}[/tex]
In the regular polyhedron described below, all faces are congruent polygons. Use a system of three linear equations to find the numbers of vertices, edges, and faces.
Every face has five edges and every edge is shared by two faces. Every face has five vertices and every vertex is shared by three faces. The sum of the number of vertices and faces is two more than the number of edges.
A normal polyhedron shape is defined as a polyhedron having a symmetry group that acts transitively on the flags. Regular polyhedral are highly symmetrical because they are all edge-transitive, corner-transitive, and face-transitive. Many different equivalent definitions are used in classical contexts. There are many definitions in mathematics defining a regular polyhedron, and is that the faces of a polyhedron are nothing but congruent regular polygons that are constructed in the same way around each vertex of the polyhedron. So the polyhedron having faces/sides that are congruent with regular polygons and the exact number of faces that meet at each vertex is called a regular polyhedron.
Euler's polyhedron formula describes the relationship between the number of vertices, edges, and faces of a three-dimensional polyhedral shape.
V-E+F=2 gives Euler's polyhedron formula.
Where V-corner, E-edge, F-face.
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