find the surface area​

Answer:

1. The correct option is D.

2. The correct option is C.

3. The correct option is D.

4. The correct option is B.

5. The correct option is D.

Step-by-step explanation:

The slope intercept form of a line is

where, m is slope and b is y-intercept.

The slope of parallel lines are same.

(1)

The required line is parallel to the line y=-x-2 and passes through (2,-2). Slope of the line is -1.

The equation of required line is

Therefore the correct option is D.

(2)

The required line is parallel to the line y=-3/2x+6 and passes through (2,-1). Slope of the line is -3/2.

The equation of required line is

Therefore the correct option is C.

The required line is prallel to the line x=-3 and passes through (4,2). Slope of the line is infinite.

The equation of required line is

Therefore the correct option is D.

Product of slopes of perpendicular lines is -1.

The required line is perpendicular to the line y=1/2x-1 and passes through (-2,3). Slope of the required line is -2.

The equation of required line is

Therefore the correct option is B.

(5)

The required line is perpendicular to the line y+1=2(x-3) and passes through (5,0). Slope of the required line is -1/2.

The equation of required line is

Therefore the correct option is D.

Step-by-step explanation:

Answer:

Step-by-step explanation:

30 min.....c .....6$

20 min ....e......5$

c*30+e*20<= 6*60 min

c*30+e*20<=360

Answer:

its 136

Step-by-step explanation:

we know that all angles add to 180. 46+90+x=180. Isolate the varaible x must equal 44. We know that straight lines equal to 180. 180-44 equals to 136

Answer:

-10

Step-by-step explanation:

Let the number be x

x - 40 = 5x

⇒ -40 = 5x - x

⇒ 4x = -40

⇒ x = -40/4

⇒ x = -10

Answer:

-10

Step-by-step explanation:

Let the number be x

x - 40 = 5x

4x = -40

x = -10

9514 1404 393

Answer:

  see attached

Step-by-step explanation:

The scaling shown in the attachment is about as close as I can get using an on-line graphing program. You may fare better with graph paper. The vertex and x-intercepts are shown. The values at x=-3 and x=2 are y=11.

Answer:

im an expert

Step-by-step explanation:

Answer:

163.67 ( I )

Step-by-step explanation:

Answer:

2^3 + 5^2 = 34

7^2 - 3^3 = 22

8^2 + (square root) 100 = 74

Step-by-step explanation:

Hope this helps! Lol I couldn't find the square root symbol.

The equation of the line perpendicular to the line y = 2x and is passes through (10,2) is given by  y = (-1/2)x + 7.

As given in the question,

Equation of the line is given by :

y = 2x

Point (x₁ , y₁ ) = (10, 2) through which line passes .

Slope intercept form is given by :

y = mx + c

'm' is the slope of the line.

slope of the line y = 2x is equal to  'm₁' = 2

let 'm₂' be the slope of the line perpendicular to the given line y = 2x.

Relation between the slopes of two perpendicular lines is given by :

m₁ × m₂ = -1

⇒2 × m₂ = -1

Divide both the side by 2 we get,

⇒m₂ = -1/2

Equation of the required line is:

(x₁ , y₁ ) = (10, 2)

y - y₁ = m₂ ( x - x₁ )

⇒ y - 2 = (-1/2) ( x - 10 )

⇒ y =(-1/2)x + 7

Therefore, the equation of the line perpendicular to the given line y =2x  is given by  y = (-1/ 2)x + 7 .

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An arithmetic sequence is a sequence of integers with its adjacent terms differing with one common difference.

We know that,

An arithmetic sequence is a sequence of integers with its adjacent terms differing with one common difference.

The explicit formula for any arithmetic series is given by the formula,

a_n = a_1 + (n-1)d

where d is the difference and a₁ is the first term of the sequence.

The major distinction between recursive and explicit formulas is that a recursive formula returns the value of a particular term depending on the preceding term, whereas an explicit formula returns the value of a given term based on its location.

When the value of the first term and the common difference is known then an explicit formula is used, while the recursive formula will be used when the value of the previous value is known and the value of the common difference is known.

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complete question:

what is the difference between the explicit formula and recursive formula for sequences when would you use one over the other​

Answer:

A)

Step-by-step explanation:

891u9283131983 > 3298423492u49

this is correct :)

9514 1404 393

Answer:

  (3, 4)

Step-by-step explanation:

Put the numbers in the formula and do the arithmetic.

  Q = (A + B + C)/3

  Q = ((1, 1) +(4, 5) +(4, 6))/3 = (1+4+4, 1+5+6)/3 = (9, 12)/3

  Q = (3, 4)

The centroid is (3, 4).

Answer:

A. quadratic function; quadratic term: 6x2; linear term: x; constant term: −12

Step-by-step explanation:

We have been given the equation

The degree of the given polynomial is 2.

Hence, the function is quadratic.

The term with exponent 2 on x is called the quadratic term. The term with exponent  1 on x is called linear and the term without any variable is a constant term.

Therefore, we have

Quadratic term= 6x^2

Linear term= x

Constant term= -12

9514 1404 393

Answer:

  A. quadratic function; quadratic term: 6x²; linear term: x; constant term: −12

Step-by-step explanation:

The squared term (6x^2) is also called the "quadratic" term. The term with x to the first power (no exponent) is the "linear" term. The term with no variable at all is the "constant" term.

It should be no mystery that the quadratic term is 6x^2; the linear term is x; and the constant term is -12.

_____

Additional comment

As with much of algebra, this is about vocabulary and pattern recognition.

Answer:

none of the above.

the leasing coefficient needs to be 49.

Given statement solution is :- Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

3.1 Activity: Procedural and Conceptual Understanding in Action

Content Area: Fractions

Problem: Comparing Fractions

Objective: Students will demonstrate both procedural and conceptual understanding of comparing fractions.

Activity Steps:

Begin by introducing the concept of fractions and reviewing the basic procedures for comparing fractions (e.g., finding a common denominator, cross-multiplying).

Provide students with a set of fraction comparison problems (e.g., 2/3 vs. 3/4, 5/8 vs. 7/12) and ask them to solve the problems using the traditional procedural approach.

After students have solved the problems procedurally, engage them in a group discussion to explore the underlying concepts and relationships between fractions. Ask questions such as:

What does it mean for one fraction to be greater than or less than another?

Can you explain why we need a common denominator when comparing fractions?

How can you visually represent and compare fractions to better understand their relative sizes?

Introduce visual aids, such as fraction bars or manipulatives, to help students visualize the fractions and compare them conceptually. Encourage students to reason and explain their thinking.

Have students revisit the fraction comparison problems and solve them again, this time using the conceptual understanding gained from the group discussion and visual aids.

Compare the students' procedural solutions with their conceptual solutions, and discuss the similarities and differences.

Conclude the activity by emphasizing the importance of both procedural and conceptual understanding in solving fraction comparison problems effectively.

By incorporating both procedural and conceptual approaches, this activity allows students to develop a deeper understanding of comparing fractions. The procedural approach provides them with the necessary steps to solve problems efficiently, while the conceptual approach helps them grasp the underlying principles and relationships involved in fraction comparison.

3.2 Example: Conceptual Knowledge vs. Procedural Knowledge

Conceptual knowledge refers to the understanding of underlying concepts, principles, and relationships within a domain, whereas procedural knowledge focuses on knowing the specific steps or procedures to perform a task without necessarily understanding the underlying concepts.

Example: Division of Fractions

Conceptual Knowledge: Understanding the concept of division as the inverse operation of multiplication, and recognizing that dividing fractions is equivalent to multiplying by the reciprocal of the divisor. This understanding allows for generalization and application of division concepts to various fractions.

Procedural Knowledge: Following the specific steps to divide fractions, such as "invert the divisor and multiply" or "keep-change-flip" method. This knowledge involves applying the procedure without necessarily grasping the underlying concept or reasoning behind it.

In this example, Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

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Answer:

B. 135

Step-by-step explanation:

CB is 45

AB= half of circle or 180*

So, 180-45=135

Therefore, the answer is 135* or b

hope this helps

Answer:

135 degrees

Step-by-step explanation:

Since the angle is measured from the center, the arc is the same as the angle measurement.

ACB = 180

AC + CB = 180

AC + 45 = 180

AC = 180-45 = 135

Yes!, This is a proportional relationship.

A proportional relationship means that the ratios of two variables are equal.

According to the question, the requirements of the recipe are

Number of cups of sour cream required be x1 = 4

Number of packages of onion soup mix required be y1 = 3

Used products by Harlan,

Cups used by Harlan of sour cream be x2 = 2

Packages of onion soup mix used by Harlan be y2 = 1.5

As we can see that,

x1/x2 = y1/y2

4/2 = 3/1.5

2 = 2

L.H.S = R.H.S                          ( ratio is same)

Therefore, we conclude that the above case is a proportional relationship.

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The ratio shows how many times one value is contained in another value.

The ratio of office buildings to hotels will be 9 : 4.

The ratio shows how many times one value is contained in another value.

Example:

There are 3 apples and 2 oranges in a basket.

The ratio of apples to oranges is 3:2 or 3/2.

We have,

The ratio of hotels to office buildings = 4 : 9

Now,

The ratio of office buildings to hotels will be 9 : 4.

Thus,

The ratio of office buildings to hotels will be 9 : 4.

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Answer:

g(-3) = -27

Step-by-step explanation:

g(x) = -2x² + 3x ---> g(-3)

g(-3) = -2(-3)² + 3(-3)

g(-3) = -2(9) + 3(-3)

g(-3) = -18 - 9

g(-3) = -27

Hope this helps, thank you :) !!

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Answer:

Step-by-step explanation:

The area of circle with radius of 2 yd (the length of the rope) is:

Since 1/4 of the circle is occupied by the shed, the area of the grass is:

Let the area be 30 yd², finding the r as per above formula:

Answer:

19.2

Step-by-step explanation:

(32) 3/5

= 32 multiple 3/5

= 96/5 [ explanation: 32 multiple 3 = 96 ]

= 19.2 [ explanation: 96 divided by 5 = 19.2 ]

Natalie will pay her parents $9 each week, and the initial amount she still owed was $180.

We can see that Natalie is reducing the amount she owes by $18 every two weeks.

Therefore, the amount she owes after 2 weeks is $180 - $18 = $162, after 4 weeks is $144, after 6 weeks is $126, and after 8 weeks is $108.

This means that after n weeks, the amount she still owes is:

$180 - $18n

Since she will pay the same amount each week, let's call the weekly payment P. After one week, she will owe:

$180 - P

After two weeks, she will owe:

($180 - P) - P = $180 - 2P

After four weeks, she will owe:

($180 - 2P) - P - P = $180 - 4P

After six weeks, she will owe:

($180 - 4P) - P - P = $180 - 6P

And after eight weeks, she will owe:

($180 - 6P) - P - P = $180 - 8P

We can set up an equation using the information we have:

$180 - 8P = $108

Solving for P, we get:

P = $9

Therefore, Natalie will pay her parents $9 each week, and the initial amount she still owed was $180.

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The complete question:

Natalie borrowed money from her parents to pay for a trip. ​Natalie will ​pay her parents in equal amounts every week until she pays back the ​entire amount she borrowed. ​ ​The table below shows the amount of ​money Natalie still owes her parents at the end of every two weeks for ​the first eight weeks. How much does Natalie pay her parents each week? What is the initial amount Natalie still owes?

Week 0 = $180

Week 2 = $162

Weeks 4 = $144

Week 6 = $126

Week 8 = $108

The coordinates of L are: (8,-4)

Here, triangle is rotated 270° counterclockwise. So the rule that we have to apply here is

(x, y) → (y, -x)

Based on the rule given in step 1, we have to find the vertices of the rotated figure.

(x, y) → (y, -x)

L(4,8) → L'(8.-4)

M(4,3) → M'(3,-4)

N(8,8) → N'(8,-8)

Vertices of the rotated figure are:

L'(8.-4)  M'(3,-4)  N'(8,-8)

Hence we get the desired result.

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The equation that best describes the relation is y = -x+1 ( optionD)

A linear equation is an algebraic equation of the form y=mx+b. involving only a constant and a first-order (linear) term, where m is the slope and b is the y-intercept.

Taking x(0,1) and y ( 1,0)

therefore the slope of the line

= 0-1/1-0

= -1/1 = -1

the equation a line is given as

y-y1 = m(x-x1)

= y-1 = -1( x - 0)

= y-1 = -x

y = -x +1

therefore the equation that describe relation is y = 1-x or y = -x+1

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\(f(x) = 2x is linear.f(x) = 4^x is exponential.\) This is where at each level, each branch extends into 4 branches.

In the first prompt, the number of boxes in each row is increasing by a constant amount, so the function is linear. In the second prompt, the number of branches is increasing by a factor of 4 with each level, so the function is exponential.

A linear function is defined as one where the output increases by a constant amount for each increase in the input. An exponential function is defined as one where the output increases by a constant factor for each increase in the input. The first prompt corresponds to a linear function, while the second prompt corresponds to an exponential function.

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The complete question is-

Is the function f(x) = 4^x, where x is the number of branches at level x in a tree diagram, linear or exponential? Explain your answer.

Answers in bold

=========================================================

Work shown for part (a)

x = amount in sales, in dollars

Example: if x = 200 then the amount of sales was $200

0.11x = commission amount

0.11x+200 = total weekly salary

S(x) = 0.11x+200 is the salary function.

------------------------------------

Work shown for part (b)

S(x) = 0.11x+200

S(9000) = 0.11*9000+200

S(9000) = 990+200

S(9000) = 1190

The input x = 9000 leads to the output S(x) = 1190

Interpretation: $9000 in sales means the salesperson earns a weekly salary of $1190

Answer: a=101 b=79 c=83 d=97

The side length x round to the nearest tenth is 3.8 units

The figure in the image is a right-triangle.

Angle θ = 40°

Adjacent to angle θ = x

Hypotensue = 5

To find the measure of x, we use the trigonometric ratio.

cosine = adjacent / hypotensue

Plug in the values

cosθ = x / 5

cos( 40 ) = x / 5

Solve for x

x = cos( 40 ) × 5

x = 3.8

Therefore, the value of x is 3.8.

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