NoNoNoNoNoNoNoNoNoNoNoNo
Help
Please show your work .
Answer:
QR=8
Step-by-step explanation:
When two lines are perpendicular, they form two 90-degree angles. So:
m∠QSR = m∠QSP = 90°
We also know that the line segment PS is congruent to the line segment SR.
Lastly, by the reflexive property, QS is congruent to itself.
Thus, ΔPSQ ≅ ΔRSQ by SAS (side-angle-side).
Now that we know these triangles are congruent, we can further state that PQ is congruent to QR by CPCTC (corresponding parts of congruent triangles are congruent).
If PQ is congruent to QR, then their measures are also congruent, and we can get this equation (by using substitution and algebra):
[tex]3n-1=5n-7=\\6=2n=\\n=3[/tex]
Plug in n to the length of QR:
[tex]5n-7=\\5(3)-7=\\15-7=\\8[/tex]
So, QR=8.
-2(8x-5) + 2x =4(x+5)
Answer:
x = -5/9
Step-by-step explanation:
-2(8x - 5) + 2x = 4(x + 5)
-16x + 10 + 2x = 4x + 20
-16x + 2x + 10 = 4x + 20
-14x + 10 = 4x + 20
+14x = +14x (Add 14 to both sides)
10 = 18x + 20
-20 = -20 (Subtract 20 from both sides)
-10 = 18x
18 = 18 (Divide by 18)
-10/18 = x
Simplified:
-5/9 = x
Answer:
Step-by-step explanation: Distribute -2 to the parenthasis, and 4 to the other parenthasis. two double negatives make a positive. Combine like terms. get the x and regular numbers on different sides of the equal sign, and divide to find the x=
-16x +10 +2x=4x+20
-14x+10=4x+20
-14x -20
-10x= -10
/-10 /-10
x=1
Need help on 3 and 4
[3] Vertical
➜ These angles are opposite angles created by two intersecting lines. They are also congruent, another quality of vertical angles.
[4] Neither
➜ While these angles are "opposite" of each other, they are incongruent angles. Since the angles are not adjacent or vertical, they are neither.
Leah is an administrator for a large
school district. She wants to know how
many hours students spend on
homework each week. She asks the
question to 250 randomly selected eighth
grade students. The results are shown in
the table. Which of the following
inferences about the eighth grade
students in the school district are valid?
Hours. Students
Less than 2 44
2 to less than 4 88
4 to less than 6 90
At least 6 28
A. There are more students who spend at least 4 hours per week on homework than students who spend less than 4 hours per week on homework.
B.About 11% of students in the school district spend at least 6 hours per week on homework.
C. About 50% of students who spend less than 4 hours per week on homework spend less than 2 hours per week.
D.About 1 of every 3 students who spend at least 4 hours per week on homework spend at least 6 hours per week.
Based on the data provided in the table, the valid inferences are A, B and C, while inference D cannot be confirmed.
What is a valid inference?A conclusion that is logical, rational, and backed by solid reasoning, statistical analysis, or scientific principles is considered to be a valid inference when it is derived from the available facts or evidence. It should be founded on trustworthy and pertinent data and adhere to accepted rules of statistical or scientific reasoning.
In addition to being compatible with accepted theories, guiding principles, or previous research findings, a valid inference should take into account any constraints and potential sources of mistake in the data or evidence. In other terms, a valid inference is a plausible and convincing conclusion that may be reached using acceptable statistical or scientific techniques from the relevant information or evidence.
A. Valid: There are more students who spend at least 4 hours per week on homework than students who spend less than 4 hours per week on homework.
B. Valid: Approximately 11% of students in the school district spend at least 6 hours per week on homework, based on the "At least 6" category which has 28 students out of the total 250 students surveyed.
C. Valid: About 50% of students who spend less than 4 hours per week on homework spend less than 2 hours per week, based on the total number of students in the "Less than 2" and "2 to less than 4" categories compared to the total number of students in the "Less than 4" category.
D. Not valid: The table does not provide data specifically about students who spend at least 4 hours per week on homework and their hours of homework beyond 4 hours, so this inference cannot be made.
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ten families were randomly selected and their daily water usage (in gallons) before and after viewing a conservation video was recorded. the sample mean difference was found to be 4.8 and the corresponding standard deviation 5.25, where differences were found (before - after). assume the data is normally distributed. if the resulting 95% confidence interval is (1.04,8.55), we have evidence to suggest that the conservation videos would be effective in reducing water use in the general population. true false
True. The question states that ten families were randomly selected and their daily water usage (in gallons) before and after viewing a conservation video was recorded.
The sample mean difference was found to be 4.8 and the corresponding standard deviation 5.25, with differences
calculated as (before - after).
Assuming the data is normally distributed, the resulting 95% confidence interval is (1.04, 8.55).
Since the entire 95% confidence interval is positive (i.e., all values are greater than zero), this indicates that there is a
significant difference between water usage before and after viewing the conservation video.
This provides evidence to suggest that the conservation videos would be effective in reducing water use in the general population.
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Mr. K drove to Milwaukee, Wisconsin for spring break. He left at 1:25pm and arrived at 3:00pm. How long did it take him to get there? Also, he spent $285 on basketball game tickets, $5 on parking, $15.90 on concessions at the game, $20 on dinner after the game, $26.69 in UBER rides to and from the game, and $35 in gas. How much money did he spend IN ALL? and if he started the trip with $400, how much money does he have left over?
Answer:
A.) 1 hour and 35 minutes
B.) $387.59
C.) $12.41
Step-by-step explanation:
Question 1 answer — 1 hour and 35 minutes
Question 2 answer — $387.59
Question 3 answer — $12.41
Hope my answer helps you.
:)
Please mark my answer as the BRAINLIEST. Plssssssssssssssssssss
find the equation of the line shown.
Answer:
[tex]y=-\dfrac{1}{4} x+2[/tex]
Step-by-step explanation:
We can create an equation for the pictured line using slope-intercept form:
[tex]y=mx+b[/tex],
where [tex]m[/tex] is the line's slope, and [tex]b[/tex] is the y-value at the line's y-intercept.
First, we can find the line's slope.
slope = rise / run = -1/4
Next, we can find the line's y-value at its y-intercept, which is the y-coordinate at the point when it touches the y-axis (vertical axis):
2
Finally, we can put these pieces of information together into slope-intercept form:
[tex]\bold{y=-\dfrac{1}{4} x+2}[/tex]
Which graph shows the solution to the inequality Negative 3 x minus 7 less-than 20 Group of answer choices A number lines goes from negative 10 to positive 10. An open circle appears at positive 9. The number line is shaded from positive 9 through negative 10. A number line goes from negative 10 to positive 10. An open circle appears at positive 9. The number line is shaded from positive 9 through positive 10. A number line goes from negative 10 to positive 10. An open circle appears at negative 9. The number line is shaded from negative 9 through positive 10. A number line goes from negative 10 to positive 10. An open circle appears at negative 9. The number line is shaded from negative 9 through negative 10.
The solution is all values of x greater than -9.
What is the correct graph for the given inequality?The correct graph for the given inequality "Negative 3x - 7 < 20" is:
From negative 10 to positive 10, a number line runs. An open circle shows up at negative 9. From negative 9 to positive 10, the number line is shaded.
To chart the arrangement, we initially confine the variable by adding 7 to the two sides of the imbalance:
Negative 3x - 7 + 7 < 20 + 7
Negative 3x < 27
Next, we divide both sides by -3, remembering to flip the inequality sign since we're dividing by a negative number:
Negative 3x/-3 > 27/-3
x > -9
Therefore, the arrangement is all upsides of x more prominent than - 9. Since these are the values that satisfy the inequality, we graph this by drawing an open circle at -9 on the number line and shading all values to the right of -9.
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two pollsters will canvas a neighborhood with 20 houses. each pollster will visit 10 of the houses. how many different assignments of pollsters to houses are possible?
There are 92,378 different assignments of pollsters to houses where two pollsters will canvas a neighborhood with 20 houses.
There are 20 houses to choose from for the first pollster, and then 19 houses remaining for the second pollster.
However, since the order in which the pollsters visit the houses does not matter, we need to divide by the number of ways of arranging the 10 houses that each pollster will visit evaluated using probability.
Therefore, the total number of different assignments of pollsters to houses is:
(20 choose 10) * (10 choose 10) / 2! = (184,756) * (1) / 2 = 92,378
So there are 92,378 different assignments of pollsters to houses.
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Identify the expression that is not equivalent to 6x + 3.
Answer:
distribute x as 3:
3²+10(3)+24
=63
G(x) = 5 - 1/4 x f(x) what are all of the transformations that occur?
Thus, the new function is obtained from the parent function f(x) =x as G(x) = 5 - 1/4 x through dilation and translation.
Explain about the transformations:Function transformations are actions that can be taken on a function's existing graph to produce a transformed graph.
A list of typical graph transformations is shown below:
Vertical and horizontal transformations (or translations)Stretches in both directionsvertical and horizontal compressionsrotations and reflectionsGiven that:
new function : G(x) = 5 - 1/4 x
parent function: f(x) = x.
Series of transformations:
function f(x) is dilated by the scale factor of 1/4: x --> 1/4 x.Now the obtained function is shifted 5 units on the left: 5 - 1/4xThus, the new function is obtained from the parent function f(x) =x as G(x) = 5 - 1/4 x through dilation and translation.
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Complete question:
G(x) = 5 - 1/4 x is the function obtained from parent function f(x) = x. what are all of the transformations that occur?
Which inequality is true when the value of w is -3?
Sky Launch Trampoline Park charges customers $9.50 per hour they spend jumping. Each customer must
also pay $2.50 for grip socks. Create a table or t-chart. Write an equation in slope-intercept form to represent this linear function.
Answer:
2.50 + 9.50h
Step-by-step explanation:
Sky Launch Trampoline Park charges customers $9.50 per hour they spend jumping. Each customer must also pay $2.50 for grip socks.
Let the number of hours be h.
The equation will be:
= 2.50 + (9.50 × h)
= 2.50 + 9.50h
Consider a sequence whose first five terms are:-1.75, -0.5, 0.75, 2, 3.25
Which explicit function (with domain all integers n ≥ 1) could be used to define and continue this sequence?
Step-by-step explanation:
+ 1.25
every new term is the previous term + 1.25.
with starting value -1.75
f(n) = 1.25n - 1.75
-2/3-(-3/5)+2/3-1/2 rational numbers solve
The result of simplifying {-2/3 - (-3/5) + 2/3 - 1/2} is 1/10 as a rational number.
What is rational numbers?In mathematics, rational numbers are numbers that can be expressed as a fraction or ratio of two integers, where the denominator is not zero. This means that a rational number can be written in the form p/q, where p and q are integers and q is not equal to zero. Examples of rational numbers include 2/3, 5/4, and -7/8. Rational numbers can be positive, negative, or zero, and they can be represented on a number line.
In the given question,
To solve this problem, we need to combine the like terms:
-2/3 - (-3/5) + 2/3 - 1/2
= -2/3 + 3/5 + 2/3 - 1/2 (since -(-3/5) becomes +3/5)
= (-2/3 + 2/3) + (3/5 - 1/2) (grouping the like terms together)
= 0 + (6/10 - 5/10) (since -2/3 + 2/3 = 0)
= 1/10
Therefore, the solution is 1/10.
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6. Anchorage (southern coast of Alaska) is several hundred miles north of Helena, Montana, yet its January temperatures are similar to Helena's. Explain why.
Helena experience similar temperatures during January due to their subarctic climate regime, but the moderating effect of the oceanic currents on Anchorage's climate makes its winters milder than those of Helena.
what is temperatures ?
"Temperatures" refers to the degree of hotness or coldness of a substance, usually measured in degrees Fahrenheit (°F) or Celsius (°C). In the context of the original question, "temperatures" refers to the measure of how hot or cold it is in a particular location, specifically in Anchorage and Helena.
In the given question,
Anchorage and Helena are both located in high latitude regions where the climate is dominated by polar or subarctic air masses. The prevailing westerly winds carry these cold air masses from the Arctic towards the continental interiors, affecting the climate of both Anchorage and Helena. Although Anchorage is located further north than Helena, it is situated along the coast of the Gulf of Alaska, which is influenced by the relatively warm oceanic currents such as the North Pacific Current and the Alaska Current. These currents help to moderate the cold air masses coming from the north, resulting in a maritime subarctic climate in Anchorage.
In contrast, Helena is situated in the interior region of Montana, which is far away from any major water bodies, leading to a continental subarctic climate with relatively colder and drier conditions compared to Anchorage. Therefore, despite their different latitudes, both Anchorage and Helena experience similar temperatures during January due to their subarctic climate regime, but the moderating effect of the oceanic currents on Anchorage's climate makes its winters milder than those of Helena.
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A rectangular prism has a width of 4, a length of 6, and a height of 8. What is the diagonal height of the rectangular prism? Round the decimal to the nearest tenth.
Answer:
add 2
Step-by-step explanation:
just adding 2
Can someone help me out fast please!?!?!
Pamela purchased a new laptop for her schoolwork. She plans to sell it sometime in the future; however, its value depreciates monthly. The expression below shows the depreciated sales value of the laptop. What does the second term of the expression represent?
A. The number of months Pamela will wait to sell the laptop.
B. The original value of the laptop.
C. The total depreciation value of the laptop.
D. The monthly depreciation value of the laptop.
The second term of the expression represent the total depreciation value of the laptop. Therefore, the answer is C.
How to find the terms of an expression?Pamela purchased a new laptop for her schoolwork. She plans to sell it sometime in the future; however, its value depreciates monthly.
The expression below shows the depreciated sales value of the laptop.
856 - 17mTherefore, the meaning of the second term in the expression can be calculated as follows:
Therefore,
856 = The amount she bought the laptop
The second term 17m is the total depreciation value of the laptop where m = number of months.
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‼️WILL MARK BRAINLIEST‼️
This level of granularity can be particularly useful when analyzing complex datasets or when trying to identify subtle relationships between variables.
What is a graph?
In computer science and mathematics, a graph is a collection of vertices (also known as nodes or points) connected by edges (also known as links or lines).
One advantage of being able to see each individual data point in a graph when comparing two data sets is that it allows for a more accurate and detailed analysis of the similarities and differences between the two sets. By examining the distribution and spread of the data points, it is possible to identify patterns and trends that may not be immediately apparent from a simple comparison of summary statistics, such as means or medians.
Additionally, by seeing each individual data point, it becomes possible to detect outliers or anomalies that may be skewing the data, which can lead to more informed decision-making and a deeper understanding of the underlying trends and patterns in the data. This level of granularity can be particularly useful when analyzing complex datasets or when trying to identify subtle relationships between variables.
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What is the area of a triangle with a base length of 3 1/2 inches and a geight of 3 inches?
Answer:
10.5
Step-by-step explanation:
Help with algebra 2 homework
a) The inverse function is given as follows: [tex]r = \sqrt{\frac{3v}{40\pi}}[/tex]
b) The radius of the cone with a volume of 4190 cubic inches is given as follows: r = 10 inches.
How to obtain the inverse function?The function for this problem is defined as follows:
v(r) = 40/3πr²
We want to find the radius as a function of the volume for the inverse function, hence:
[tex]r^2 = \frac{3v}{40\pi}[/tex]
[tex]r = \sqrt{\frac{3v}{40\pi}}[/tex]
Then the radius of the cone with a volume of 4190 cubic inches is given as follows:
[tex]r = \sqrt{\frac{3 \times 4190}{40\pi}}[/tex]
r = 10 inches.
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Identify the circumscribed angle in the picture below.
Answer:
A.) LGJ
Step-by-step explanation:
A slice is made perpendicular to the base of a right rectangular
prism, as shown in the figure.
What is the shape of the resulting two-dimensional cross-
section?
Select from the drop-down menu to correctly complete the
statement.
The cross-section is a Choose...
Choose..
triangle
circle
rectangle
ellipse
trapezoid
Answer: The cross section is a rectangle
the slope of a graphed line is -8/7. Write the standard-form equation of the line using the coordinates of the labeled point.
The standard-form equation of the line using the coordinates of the labeled point is: B. 8x + 7y = 60.
How to determine an equation of this line?In Mathematics and Geometry, the point-slope form of a straight line can be calculated by using the following mathematical equation (formula):
y - y₁ = m(x - x₁)
Where:
m represent the slope.x and y represent the points.At data point (4, 4) and a slope of -8/7, a linear equation in slope-intercept form for this line can be calculated by using the point-slope form as follows:
y - y₁ = m(x - x₁)
y - 4 = -8/7(x - 4)
By multiplying all through by 7, we have:
7(y - 4) = -8(x - 4)
7y - 28 = -8x + 32
7y + 8x = 32 + 28
8x + 7y = 60.
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The weekend Jerome earned 252. 50 in all. What was the dollar amount of the meals that Jerome served? Jerome served worth meals
The total amount of meals in dollars served by Jerome is equals to $1150.
Total amount Jerome earned this weekend = $252.50.
Jerome earned every weekend = $80.
Jerome earned cost of meals as tips by serving them = 15%
Let us consider the dollar amount of the meals that Jerome served 'x'.
Jerome earned a total of $252.50 for the weekend,
which consists of his earnings from the meals and his flat rate earnings.
Set up an equation to represent this,
x × 0.15 + 80 = 252.50
Simplifying this equation by subtracting 80 from both sides, we get,
⇒ 0.15x = 172.50
⇒ x = 1150
Therefore, the dollar amount of the meals that Jerome served was $1150.
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The above question is incomplete, the complete question is:
The weekend Jerome earned 252. 50 in all. What was the dollar amount of the meals that Jerome served? Jerome served worth meals this weekend. Jerome earns 15%percent off all the costs of meal on all meals and he earns 80 dollars every weekend
Can someone help me asap? It’s due tomorrow. I will give brainiest if it’s all correct.
Answer:
1.a
2.c
3.d
4.b
Step-by-step explanation:
I need a bit of help please
The slope of the line in the reduced form is 4 / 7.
How to find the slope of a line?The slope of a line is the change in the dependent variable with respect to the change in the independent variable.
Therefore,
slope = m = change in y / change in x
slope = m = y₂ - y₁ / x₂ - x₁
P = (2, 3)
Q = (9, 7)
x₁ = 2
x₂ = 9
y₁ = 3
y₂ = 7
Therefore,
slope = 7 - 3 / 9 - 2
slope = 4 / 7
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can someone answer my new math questions please
Answer:
yes
Step-by-step explanation:
an expression is well-defined if you can compute its value without any illegal operations. examples of expressions that are not well-defined include $1/0$ and $\sqrt{-10}$. for what values of ${}x$ is the expression \[\frac{\sqrt{x 1} \sqrt{1 - x}}{\sqrt{x}}\]well-defined? express your answer in interval notation.
To exclude the value [tex]$x=0$[/tex] since division by zero is not allowed.
The expression is well-defined for [tex]$x \in (0,1]$[/tex].
Expression is well-defined for [tex]$0\leq x\leq 1$[/tex].
In interval notation, we can write this as [tex]$[0,1]$[/tex].
Therefore, the expression [tex]$\frac{\sqrt{x\cdot 1} \sqrt{1 - x}}{\sqrt{x}}$[/tex] is well-defined for [tex]$ x\in [0,1]$[/tex].
Expression to be well-defined, we need to ensure that we do not perform any illegal operations.
This means that we cannot take the square root of a negative number, and we cannot divide by zero.
Let's consider each of the factors in the expression separately.
The first factor is.
[tex]$\sqrt{x\cdot 1}=\sqrt{x}$[/tex].
To ensure that this is well-defined, we need.
[tex]$x\geq 0$[/tex] since we cannot take the square root of a negative number.
The second factor is
.[tex]$\sqrt{1-x}$[/tex].
To ensure that this is well-defined, we need.
[tex]$1-x\geq 0$[/tex], or equivalently, [tex]$x\leq 1$[/tex], since we cannot take the square root of a negative number.
The denominator is.
[tex]$\sqrt{x}$[/tex].
To ensure that this is well-defined, we need.
[tex]$x\geq 0$[/tex], since we cannot divide by zero.
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Dilate point S by a scale factor of 1/2
PLEASE JUST TELL WHERE THE POINT MUST BE LOCATED DONT GIVE A LONG EXPLANATION AND IF U CAN UPLOAD A PIC OF THE ANSWER
The position of point S after dilating will be half of the original. The dilated point S' has been shown below.
What is dilation?
Using a modification known as dilation, an object can be resized. Through dilatation, the objects can be resized or enlarged. This transformation results in a shape that is a perfect replica of the original image. The form's dimensions do vary, though. An expansion or contraction of the original form is required for a dilatation. This shift is referred to as a scale factor.
We are given a graph showing position of point S.
Now, on dilating the point by a scale factor of [tex]\frac{1}{2}[/tex], we get that the point will be located at half of the original.
The point has been located and attached in the image below.
Hence, the required solution has been obtained.
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