Triangle QRS has vertices Q(−2, 2), R(−3, −4), and S(1, −2)
Write the coordinate notation for a translation of 7 units right and 4 units down.

Yes, the truck fit in the parking space for the given rectangle dimensions through which 13.5ft<19ft or 11ft>8.5ft

What about rectangle dimensions?

The dimensions of a rectangle refer to its length and width, which are the two perpendicular sides of the rectangle. The length is the longer side of the rectangle, while the width is the shorter side. The dimensions are usually denoted by the letters "l" and "w", with the length written first.

For example, if a rectangle has a length of 6 units and a width of 4 units, its dimensions would be written as "6 x 4", or "l = 6, w = 4". The area of a rectangle can be calculated by multiplying its length by its width, while its perimeter is given by the sum of twice its length and twice its width.

According to the given information:

We know the are of parking space = [tex]209ft^{2}[/tex]

So, 19 x b = 209

b = 11

13.5 ft < 19 ft and 11 ft > 8.5 ft

So, the truck fit in the parking space (parallelogram area formula)

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It depends on the rotational speed of the wheel. To calculate this speed, we need to know the angular velocity of the wheel.

The maximum speed of a point on the outside of the wheel, 15 cm from the axle, if we assume that the wheel is rotating at a constant rate, we can use the formula v = rω, where v is the speed of the point on the outside of the wheel, r is the radius of the wheel (15 cm in this case), and ω is the angular velocity of the wheel. Therefore, the maximum speed of a point on the outside of the wheel would be directly proportional to the angular velocity of the wheel.
The formula to calculate the maximum linear speed (v) is:
v = ω × r
where v is the linear speed, ω is the angular velocity in radians per second, and r is the distance from the axle (15 cm, or 0.15 meters in this case).
Once you have the angular velocity (ω) of the wheel, you can plug it into the formula and find the maximum speed of a point on the outside of the wheel.

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Answer:

7560

Step-by-step explanation:

do all the numbers times each other than divded by how many numbers their are and we get our answer

Pls give brainlist

have a good day

The cube roots of 216 written in the rectangular (standard) form are 3 + 3√3, -3+3√3, and 6.

In mathematics, the cube root formula is used to represent any number as its cube root, for example, any number x will have the cube root 3x = x1/3. For instance, 5 is the cube root of 125 as 5 5 5 equals 125.

3√216 = 3√(2x2x2)x(3x3x3)

= 2 x 3 = 6

the prime factors are represented as cubes by grouping them into pairs of three. As a result, the necessary number, which is 216's cube root, is 6.

Therefore, the cube roots of 216 are 3 + 3√3, -3+3√3, and 6.

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The distance between the points A=(-7,-7) and B=(-3,-1) is 7.21 units.

We can use the distance formula to find the distance between points A=(-7,-7) and B=(-3,-1) on the coordinate plane.

The distance formula is:

d = √((x2 - x1)^2 + (y2 - y1)^2)

where (x1, y1) and (x2, y2) are the coordinates of the two points.

Substituting the values we have, we get:

d = √((-3 - (-7))^2 + (-1 - (-7))^2)

= √((4)^2 + (6)^2)

= √(16 + 36)

= √(52)

≈ 7.21

Therefore, the distance between points A=(-7,-7) and B=(-3,-1) is approximately 7.21 units.

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The section for piano will have 60 degrees in the circle graph.

To find out how many degrees the section for piano will have in the circle graph, we first need to find the fraction of the circle that the piano represents.

The total degrees in a circle is 360 degrees. We can use the given fraction of piano (1/6) and multiply it by 360 degrees to find out the degrees of the section for piano.

Degrees for piano = (Fraction of piano) × 360

Degrees for piano = (1/6) × 360

Now, multiply the fraction by 360:

Degrees for piano = 60

So, the section for piano will have 60 degrees in the circle graph.

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→ 60° ( btw, ° means degrees )

— if a WHOLE circle is 360° and the piano is 1/6 of the circle, then all you have to do is multiply 1/6 by 360° which gives you 60 OR 60°

HEY- you look hungry, eat up !! →

Based on the data, Alejandro had a greater speed than Titus.

The mean time of Titus = 7. 2 minutes,

The mean time of Alejandro = 7. 1 minutes,

Calculating their average speed, which is the reciprocal of the time it takes them to run a mile, will allow to reasonably compare Titus and Alejandro's total running speed.

Using the formula for average speed -

Average speed = 1 / time

Calculating the average speed of Titus -

Average speed = 1/ Time taken by Titus

= 1 / 7.2

= 0.1389 miles per minute

Calculating the average speed of Alejandro  -

Average speed = 1/ Time taken by Alejandaro

= 1 / 7.1

= 0.1408 miles per minute

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The amount of mixed juice that was left in the jug is 5/4 of a bottle

Pavarti used 7/8 of a bottle of strawberry juice and 3/4 of a bottle of mango juice, so the total amount of mixed juice is:

7/8 + 3/4 = 14/16 + 12/16 = 26/16 = 13/8

So, Pavarti had 13/8 of mixed juice in the jug.

Pavarti then drank 3/8 of a bottle of the mixed juice, so the amount of mixed juice left in the jug is:

13/8 - 3/8 = 10/8 = 5/4

Therefore, the amount of mixed juice that was left in the jug is 5/4 of a bottle.

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The amount of mixed juice left in the jug is 5/4 (or 1 1/4).

A fraction is a numerical quantity that represents a part or parts of a whole.

Since Pavarti filled the jug with 7/8 of a bottle of strawberry juice and 3/4 of a bottle of mango juice. The total amount of mixed juice will be:

amount of mixed juice = 7/8 + 3/4

                                        = 13/8

She then drank 3/8 of a bottle of the mixed juice. That is subtraction.

Thus, the amount of mixed juice left in the jug will be:

mixed juice left = 13/8 - 3/8

                           = 10/8

                           = 5/4

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Therefore, the company made $48.3 million (written in scientific notation as 4.83 x 10⁷) that year from selling new cars.

An equation is a mathematical statement that shows that two expressions are equal. It consists of two sides, the left-hand side (LHS) and the right-hand side (RHS), separated by an equals sign (=). The expressions on both sides of the equals sign must have the same value for the equation to be true. Equations can involve a wide range of mathematical operations such as addition, subtraction, multiplication, division, exponents, and roots. They are used to solve problems in various fields such as physics, engineering, economics, and many others.

Here,

To find the total revenue generated by the company, we need to multiply the number of new cars sold by the average price per car. We can do this as follows:

Total revenue = number of new cars sold x average price per car

Total revenue = 2.3 million x $21,000

To multiply these two numbers, we can use the distributive property:

Total revenue = (2.3 x 10⁶) x ($21,000)

Total revenue = 2.3 x $21 x 10⁶

Multiplying 2.3 by 21 gives us 48.3, which we can write in scientific notation as 4.83 x 10¹. We can then add the exponents to get:

Total revenue = 4.83 x 10¹ x 10⁶

Total revenue = 4.83 x 10⁷

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The correct answer is option C, The main reason for publication bias against null is that null results are less frequent than significant results.

In research, a "significant" result is one that meets some level of statistical significance, usually limited to p < . 0.05.

This implies that the watched impact is improbable to have emerged simply by chance and there's proof to bolster the theory being tried.

On the other hand, a 'null' result may be a result that does not meet this level of measurable importance,

proposing no critical contrast between bunches or no critical impact of the autonomous variable on the subordinate variable. 

Because research emphasizes statistical significance, null results are often viewed as less interesting and less valuable than significant results.

As a result, researchers are less likely to submit zero results for publication, and journals may be less likely to accept them.

This can lead to a bias in the published literature where only studies with significant results are published and studies with zero results remain unpublished or buried in the "drawer" of researchers.

This can lead to an overestimation of the effects of certain variables and treatments, which can hinder scientific progress by hiding important information about ineffective ones.

It is important to note that null results are not necessarily the result of poorly designed studies. 

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The value of x and order the length of the sides are x = 31 and BD < EB < DE

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

m∠ABC=(4x)˚

m∠BED=(5+x)˚

m∠BDF=160

As a general rule, the sum of angles in a triangle is 180

Using the above as a guide, we have the following:

4x + 5 + x + 180 - 160 = 180

Evaluate the like terms

5x = 155

Divide by 5

x = 31

The angle opposite the longest side is the greatest angle, and vice versa

So, we have the following order

Smallest = BD

Next = EB

Longest = DE

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Answer:

Step-by-step explanation:

The value of x and order the length of the sides are x = 31 and BD < EB < DE

Finding the value of x and order the length of the sides.

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

m∠ABC=(4x)˚

m∠BED=(5+x)˚

m∠BDF=160

As a general rule, the sum of angles in a triangle is 180

Using the above as a guide, we have the following:

4x + 5 + x + 180 - 160 = 180

Evaluate the like terms

5x = 155

Divide by 5

x = 31

The angle opposite the longest side is the greatest angle, and vice versa

So, we have the following order

Smallest = BD

Next = EB

Longest = DE

The domain of the variable x is all real numbers except -49. In interval notation, the domain can be written as: (-∞, -49) U (-49, ∞)

In mathematics, the domain of a function is the set of all possible input values (usually represented by the variable x) for which the function is defined. It is the set of all values that can be substituted for the independent variable in a function to produce a valid output. The domain of a function is often restricted by the context in which it is being used, such as the type of problem or the natural limitations of the situation.

The given expression is (x-12)/(x+49).

The denominator of the expression is x + 49. The denominator cannot be equal to 0, as division by 0 is undefined. Therefore, x + 49 ≠ 0.

Solving for x, we get:

x ≠ -49

Therefore, the domain of the variable x is all real numbers except -49. In interval notation, the domain can be written as:

(-∞, -49) U (-49, ∞)

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In the study by Phoenix Marketing International, the following number of millionaires were found in each city:

1. Bridgeport, CT: 42 millionaires out of 500 sampled (42 + 458)
2. San Jose, CA: 37 millionaires out of 300 sampled (37 + 263)
3. Washington, D.C.: 35 millionaires out of 400 sampled (35 + 365)
4. Lexington Park, MD: 35 millionaires out of 400 sampled (35 + 365)

To estimate the percentage of millionaires in each city, divide the number of millionaires by the total sample size, then multiply by 100:

1. Bridgeport, CT: (42/500) * 100 = 8.4%
2. San Jose, CA: (37/300) * 100 = 12.3%
3. Washington, D.C.: (35/400) * 100 = 8.75%
4. Lexington Park, MD: (35/400) * 100 = 8.75%

So, the estimated percentage of millionaires in Bridgeport is 8.4%, in San Jose is 12.3%, in Washington, D.C. is 8.75%, and in Lexington Park is 8.75%.

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a. Standard Score: -2.8, Percentile: 2.1%

b. Standard Score: -1.2, Percentile: 15.9%

c. Standard Score: 0.2, Percentile: 50.2%

To calculate this probability, we need to use the cumulative binomial probability formula:

P(X ≤ k) = Σ(i=0 to k) (n choose i) p^i (1-p)^(n-i)

Where:
- X is the number of heads obtained
- k is the number of heads we want to calculate the probability for (in this case, the same number of heads obtained)
- n is the total number of coin flips (10 in this case)
- p is the probability of getting heads on a single flip (0.5 for a fair coin)
- (n choose i) is the binomial coefficient, which represents the number of ways to choose i heads out of n flips

For this problem, we want to calculate P(X ≤ 10), since we're interested in the probability of obtaining as many heads as we did or less. Plugging in the values, we get:

P(X ≤ 10) = Σ(i=0 to 10) (10 choose i) 0.5^i 0.5^(10-i)
          = (10 choose 0) 0.5^0 0.5^10 + (10 choose 1) 0.5^1 0.5^9 + ... + (10 choose 10) 0.5^10 0.5^0
          = 0.00098 + 0.00977 + 0.04395 + 0.11719 + 0.20508 + 0.24609 + 0.20508 + 0.11719 + 0.04395 + 0.00977 + 0.00098
          = 0.9453

Therefore, the probability of obtaining as many heads as we did or less when flipping a fair coin 10 times is 0.9453.

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Answer:

The value of x is 2.

Step-by-step explanation:

5(2x -1) + 3(x -3) = -(4x - 6) + 2(13 -3x)

Expand both sides of the equation to remove parenthesis

10x - 5 + 3x - 9 = -4x + 6 + 26 - 6x

Transpose all terms with x as the coefficient on the left side of the equation and transpose the constants to the right.

10x + 3x + 4x + 6x = 6 + 26 + 5 + 9

Simplify

23x = 46

Divide both sides of the equation by 23

23x/23 = 46/23

x = 2

Answer: about 169.65

Step-by-step explanation:

You do pi r squared multiplied by height over 3.

28.27 is the area of the circle and you multiply is by six because 18/3=6. 28.27x6 = about 169.65

The equation y - 4 = -2(x - 1) in slope-intercept form include the following: C. y = -2x - 2.

In Mathematics and Geometry, the slope-intercept form of the equation of a straight line is given by this mathematical expression;

y = mx + c

Where:

By making the variable "y" the subject of formula, we have the following:

y - 4 = -2(x - 1)

y = -2x + 2 - 4

y = -2x - 2

Therefore, the slope (m) is equal to -2.

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The estimated product of 56 and 9.83 is 600 and the exact product of 56 and 9.83 is 551.48.

When we talk about an estimated product, we refer to an approximate answer that is close to the actual product. It is usually obtained through rounding off the numbers being multiplied and carrying out the multiplication using the rounded off values. For example, if we round off 56 to 60 and 9.83 to 10, we can easily find the estimated product as follows:

60 x 10 = 600

On the other hand, an exact product refers to the actual result obtained when multiplying two or more numbers without rounding off. In other words, it is the precise answer obtained when we multiply the exact values of the numbers being multiplied. To find the exact product of 56 and 9.83, we can use long multiplication as follows:

56

x 9.83

  336    (3 x 56)

280   (8 x 56)

40.8  (3 x 9.83)

551.48

In conclusion, when asked to find the product of two numbers, it is essential to consider whether an estimated product or an exact product is required. Both estimated and exact products have their advantages and limitations, depending on the context in which they are used.

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The justifications for 2 and 3 are;

Addition property of equality and

Multiplication property of equality

1. x/2 - 9 = -4 given

Add 9 to both sides

2. x/2 = -13 (Addition property of equality)

cross product

3.x = -26 (Multiplication property of equality)

Therefore, x/2 - 9 = -4 where x Is -26 is justified by addition and multiplication property of equality.

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Step-by-step explanation:

Again, using similar triangle ratios

7.2 m  is to 2.4 m  

     as   AB is to  12.0 m

7.2 / 2.4  = AB/12.0    Multiply both sides of the equation by 12

12 *   7.2 / 2.4   = AB = 36.0 meters

Answer:

  (-5x +y +1)(5x -y +1)

Step-by-step explanation:

You want the factored form of 1-25x²+10xy-y².

We recognize the last three terms as those of a perfect square trinomial:

  25x² -10xy +y² = (5x -y)²

Using this form for the last three terms, we see the given expression is the difference of squares. It can be factored as such.

  1 -(5x -y)² = (1 -(5x -y)(1 +5x -y)

  = (-5x +y +1)(5x -y +1)

__

Additional comment

The forms we used here are ...

  (a -b)² = a² -2ab +b²

  a² -b² = (a -b)(a +b)

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Answer:

(2) {1/2,-2}

Step-by-step explanation:

2x² + 3x - 2 = 0

Delta = b² - 4ac

= 3² - 4 (2)(-2)

= 9 + 16

Delta = 25

[tex] \sqrt{25} = 5[/tex]

X= -3-5÷4 = -2

X'= -3+5÷4 = 2/4 = 1/2

S = { 1/2 ; -2 }

Answer:

Step-by-step explanation:

2x² + 3x - 2 = 0

2x² -x +4x - 2 = 0

(2x² -x) +(4x - 2) = 0

x(2x -1) +2(2x -1) = 0

(x +2)(2x-1) =0

(x +2) =0

x = -2

OR

(2x-1) =0

x = 1/2

ans: (2) (1/2, -2)

A(n) "spanned" volume is similar to a primary partition, but in fact, is not a primary partition.

A spanned volume is similar to a primary partition, but in fact, is not a primary partition. In a spanned volume, you can combine free space from multiple disks to create a larger logical storage unit, while a primary partition is a segment of a hard disk drive that the operating system recognizes as a separate logical storage unit. A volume can span multiple partitions depending on how it is configured, or it can encompass a single partition. Different operating systems have different ways of configuring and managing volumes.

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Therefore, all 120 students passed at least one subject from the the Venn diagram.

Let's start by drawing a Venn diagram.

    D

 o-----o

/ \   / \

/   \ /   \

o-----o-----o

  F   20

Where D represents the set of students who passed Dagare, F represents the set of students who passed Fante, and the overlap between D and F represents the set of students who passed both.

To find the number of students who passed only one subject, we need to subtract the number of students who passed both subjects from the total number of students who passed each subject individually.

Number of students who passed only Dagare: 60% - 20% = 40%

Number of students who passed only Fante: 80% - 20% = 60%

So the number of students who passed only one subject is:

0.4 x 120 + 0.6 x 120 = 48 + 72 = 120

Therefore, all 120 students passed at least one subject.

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If $18,000 is invested at 5. 2% compounded then the full sum of the investment after 7 long years is roughly $24,810.89.

we are able to utilize the equation for compound intrigued:

A = P(1 + r/n)[tex]^{nt}[/tex]

where A is the entire sum of the venture after t a long time, P is the foremost speculation sum, r is the yearly intrigued rate as a decimal, n is the number of times the intrigued is compounded per year, and t is the number of a long time.

In this case, P = $18,000, r = 0.052 (since the intrigued rate is 5.2%), n = 1 (since the intrigued is compounded every year), and t = 7 (since we need to discover the full sum after 7 a long time). Substituting these values into the equation, we get: A = 18000(1 + 0.052/1)[tex]^{1*7}[/tex]

= 18000(1.052)[tex]^{7}[/tex]

= $24,810.89 (adjusted to the closest cent)

thus, the full sum of the venture after 7 a long time is roughly $24,810.89.

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The area of the porch would be 7.5 square feet.

Now, let's move on to creating a grid for the porch in Aisha and Jordan's floor plan. The grid should have a scale, meaning each square on the grid should represent a certain measurement, such as one foot or one meter.

Next, you will need to shade the area of the porch on the grid. The porch in the floor plan is 1.25 ft by 6 ft, so on the grid, you can shade in 1.25 squares along the length of the porch and 6 squares along the width of the porch.

Finally, to find the area of the porch, you simply count the number of shaded squares on the grid. Each square on the grid represents a certain amount of area, based on the scale you established earlier.

If each square on the grid represents one square foot, and you shaded in 7.5 squares for the porch.

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Answer:

shade the grids to find the area of the porch.

If a hypothesis test rejects the null hypothesis in the context of the claim made by the textbook company, it means that the observed proportion of students who read the book is statistically significantly greater than 55%, suggesting that their book may indeed be more engaging.

If a hypothesis test is performed that rejects the null hypothesis, it means that the observed results are unlikely to have occurred by chance if the null hypothesis were true. In the context of the claim made by the textbook company, the null hypothesis would be that the proportion of students who read the book is equal to or less than 55%.

If the hypothesis test rejects the null hypothesis at a certain level of significance (such as α = 0.05), it means that the observed proportion of students who read the book is statistically significantly greater than 55% at that level of significance.

However, it is important to note that statistical significance does not necessarily imply practical significance. Even if the hypothesis test rejects the null hypothesis, the difference between the observed proportion and 55% may be small, and the practical significance of the result may be limited.

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