PLEASE HELP, DUE TODAY AND IM STUCK, ITS TWO QUESTIONS, WILL GIVE BRAINLIEST ♥
Drop down options for #4:
13
4x
-4x
3
-3

Answer:

Square side=40ft

Semi-circle diameter=39.98ft

Area of court=2276.69 ft^2

Step-by-step explanation:

The square section has a semicircle joined to it and the combined perimeter is 182.8 ft.

-Area of the square section is obtained by subtracting that of the semicircle from the total(only 3 sides of the square is used since one side is attached to the semi-circle)

Hence, the square's sides  has the dimension of 40 ft.

The semi-circle's diameter is calculated as:

Hence, the semi-circle's diameter is 39.98 ft

The area of the court is calculated as:

The court's area is 2,227.69 ft^2

The scale factor which is applied to the first rectangle to get the second rectangle is 2.5 .

The side length of the first rectangle is 3 units ;

the side length of the second rectangle is 7.5 units ;

To find the Scale Factor that was applied to the rectangle of side length 3 units to get the rectangle of side length 7.5 units,

We divide the side length of first rectangle by the side length of the second rectangle.

So, the scale factor is ⇒ 7.5/3 = 2.5 .

Therefore, a scale factor of 2.5 was applied to the rectangle of side length 3 units to get the rectangle of side length 7.5 units.

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The given question is incomplete , the complete question is

What scale factor was applied to the first rectangle of side length 3 units  to get the second rectangle of side length 7.5 units?

If teacher is distributing sheets in a class, then the equation which is used to find number of students in class is (d) 2x+8 = 3x - 11​.

A "Linear-Equation" is a mathematical equation that represents a straight line in a coordinate plane. It is of form : y = mx + b

where y is the dependent variable, x is the independent variable, m is the slope of the line, and b is the y-intercept (the point at which the line crosses the y-axis).

Let number of students in class be denotes as "x",

If each student get 2 sheets, then 8 sheets are remaining, it is mathematically represented as : 2x + 8 ,

If each student get 3 sheets each, then there would be 11 sheets less, and this is represented as : 3x - 11,

So, the equation which is used to find number of students in class is 2x+8=3x-11,

Therefore, the correct option is (d).

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The given question is incomplete, the complete question is

If a teacher were to distribute sheets of paper so that each student got two sheets, there would be 8 sheets remaining. However, if three sheets were given to each student, the teacher would be 11 sheets short. Which equation could be used to find how many students are in the class?

(a) 2(x - 8) = 3(x + 11)

(b) 2(x + 8) = 3(x - 11)

(c) 2x-8 = 3x + 11

(d) 2x+8 = 3x - 11​

Therefore, the coordinates of point B are approximately (3.8, 6.8) that is option A.

To find the coordinates of point B, we can use the concept of a ratio and the formula for finding a point along a line segment.

Let's assume the coordinates of point B are (x, y).

The ratio of AB to BC is given as 2:3. This means that the distance from point A to point B is two-fifths of the total distance from point A to point C.

We can calculate the distance between points A and C using the distance formula:

d = √((x₂ - x₁)² + (y₂ - y₁)²)

Substituting the given values:

d = √((5 - 3)² + (11 - 4)²)

d = √(2² + 7²)

d = √(4 + 49)

d = √53

Now, we can set up the ratio equation based on the distances:

AB / BC = 2/3

(√53 - AB) / (BC - √53) = 2/3

Next, we substitute the coordinates of points A and C into the ratio equation:

(√53 - 4) / (5 - √53) = 2/3

To solve this equation, we can cross-multiply and solve for (√53 - 4):

3(√53 - 4) = 2(5 - √53)

3√53 - 12 = 10 - 2√53

5√53 = 22

√53 = 22/5

Now, we substitute this value back into the equation to find B:

x = 3 + 2√53/5 ≈ 3.8

y = 4 + 7√53/5 ≈ 6.8

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Input data

Last week

Coffee for $12.80

Current week

15 % Discount

How cost 2 3/4 pounds

Procedure

The total cost of coffee would be

Now let's apply the discount

d = discount

The final cost would be

The tatoal cost would be $ 29.92

The GCF of 45 and 315 is 45. So before conformation of my answer refer to your math teacher .

This is obvious that if Rachel only went 9 miles in 1 hour, and Amos traveled 12 miles in 1 hour, and we need to find out how far apart they will be, we can create the equation of:

12 - 9 = 3, meaning they will be 3 miles apart after one hour.

For an explanation, if you look closely, this is extremely easy. It actually tells you how far they go in one hour, as MPH stands for Miles Per Hour. It tells you that Rachel travels 9 hours in an hour and Amos travels 12 hours in an hour. They left at the same exact time from the same point... so you just need to calculate the difference between 12 and 9, which is 3!

Answer:

They are 15 miles apart.

Step-by-step explanation:

We can use the Pythagorean theorem.

The distance up is 12.

And the distance right and left is 9.

Using a^2 + b^2 = c^2  where a and b are the legs and c is the hypotenuse,

9^2 + 12 ^2 = c^2

81+144 = c^2

225= c^2

Taking the square root of each side,

sqrt(225) = sqrt(c^2)

15 = c

They are 15 miles apart.

Answer:

z/8

Step-by-step explanation:

cuz it says z and 8 in that order so z/8 please dont just ignore give me 5 star and thanks dont ignore if u do i will never help you

Answer:

You're less likely to make mistakes reading or writing very big and very small numbers if you use scientific notation. It also makes it much easier to tell at a glance which numbers are bigger or smaller without counting long strings of zeros.

Answer:

Scientific notation is used to write very large or very small numbers using less digits. ... See how scientists use this notation to describe astronomical distances, such as the distance between planets, or microscopic distances, such as the length of a blood cell.

The total area of the quilt is: 166.5 square inches

The six-sided figure is given, and we can deduce the following parameters from the question:

The shape is made of a triangle and a rectangle

The side lengths derived from the question are:

The triangle on top:

base: 6 inches and height: 7.5 inches

The rectangle at the bottom:

Base: 16 inches with a height of 9 inches

So, we have the total area of the figure to be

Area of figure = (1/2 * 7.5 * 6) + (16 * 9)

Area of figure = 22.5 + 144

Area of figure = 166.5 in²

Based on the parameters, the total area is 166.5 square inches

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Their ages have no solution based on the given ratios

Represent the ages with x and y

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

x : y = 1 : 2

This means that

y = 2x

In 5 years time, we have

x + 5 : y + 5 = 2 : 6

This means that

6(x + 5) = 2(y + 5)

Recall that y = 2x

So, we have

6(x + 5) = 2(2x + 5)

Evaluate

6x + 30 = 4x + 10

Evaluate the like terms

2x = -20

Divide both sides by 2

x = -10

Age cannot be negative

This means that the given ratios do not form valid age

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The book that weighs 3/4 pounds is greater than 1/2 pounds.

To compare the weights of the two books with 1/2 pound, we need to convert 1/2 pound into a fraction with a common denominator as the given weights. The common denominator of 8 and 4 is 8. So, we can convert 1/2 pound to 4/8 pound.

Now we can compare the weights of the two books with 4/8 pounds. The weight of the first book is 3/8 pounds, which is less than 4/8 pounds. The weight of the second book is 3/4 pounds, which is greater than 4/8 pounds.

Therefore, the book that weighs 3/4 pounds is greater than 1/2 pound.

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Answer:

20°

Step-by-step explanation:

Since the triangle is equilateral and the sides add up to 180°, then 3x°=60°

Now, divide both sides by 3:

x°=20°

Answer:

an obtuse angle is an angle that is wider than 90⁰, 100⁰ for example is an obtuse angle

Answers:

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

Explanation:

a1 = first term

a2 = second term

a3 = third term

and so on, until we reach a37 to represent the 37th term

We don't know the first term, but we'll call it x for now. We'll also let d be the difference between each adjacent term, aka the common difference.

Meaning that,

and so on, until,

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

Add up the first three terms (a1 through a3) and set the sum equal to 12

Then do a bit of algebra to get

a1+a2+a3 = 12

(x)+(x+d)+(x+2d) = 12

3x+3d = 12

3(x+d) = 12

x+d = 12/3

x+d = 4

x = 4-d

Do the same for the last three terms, but the sum here is 318

a35+a36+a37 = 318

(x+34d)+(x+35d)+(x+36d) = 318

3x+105d = 318

3(x) + 105d = 318

3(4-d)+105d = 318 .... replace x with 4-d; isolate d

12-3d+105d = 318

102d+12 = 318

102d = 318-12

102d = 306

d = 306/102

d = 3

The common difference is 3. It means each term is increasing by 3.

Use this value of d to find x

x = 4-d

x = 4-3

x = 1

The first term is 1. That makes the second term x+d = 1+3 = 4, then the third term is x+2d = 1+2*3 = 7, and so on.

The sum of the first three terms is 1+4+7 = 12. That helps partly confirm the answer.

Also we have,

Or you could note that the 35th term is 103, and then you increase by 3 each time to get the remaining two terms.

The last part of the confirmation is adding up those three last terms: 103+106+109 = 318, so the answer is fully verified at this point.

Side note: An arithmetic sequence never ends. There technically is no "last term"; however, since we're confined to focusing on these specific 37 terms, we can get away with using the phrasing.

In this particular data set, 10 is the only value that occurs more than once, so it is the only mode

The mode is the value that occurs most frequently in a data set. In the given data set {10, 30, 10, 36, 26, 22}, we can see that the value 10 occurs twice, and all other values occur only once. Therefore, the mode of the data set is 10, since it occurs more frequently than any other value in the set.

Note that a data set can have multiple modes if two or more values occur with the same highest frequency. However, in this particular data set, 10 is the only value that occurs more than once, so it is the only mode.

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In a given case where two suppliers, A and B where 8 out of 200 chips from supplier A and 13 out of 250 chips from supplier B is defective, there is not enough evidence to show that the two suppliers are different.

Considering sample from supplier A, the proportion of defective chip, p^a = 8/ 200 = 0.04

And the sample size, n = 200

Considering sample from supplier B, the proportion of defective chip, p^b = 13/250 = 0.052

And sample size, m = 250

To know whether the two suppliers are different we calculate a two-sided confidence interval for pA − pB. There is no proof that the two population proportions differ if the confidence interval comprises 0, which indicates that pA = pB.

Let us consider a confidence interval of 95%, α = 0.05. Null hypothesis, H0 : pA = pB and alternate hypothesis H1 : pA ≠ pB.

p^a − p^b = 0.04 - 0.052 = -0.012

A pooled estimate of the common success probability, p^

p^ = (8 + 13)/ (200 + 250)

= 21/ 450

= 7/ 150

≈ 0.047

Thus, the z-statistic can be obtained by

z = (p^a − p^b)/ (p^ × (1 - p^) × (1/ n + 1/m))⁽⁰.⁵⁾

= -0.012/ √(0.047 × (1 - 0.047) × (1/200 - 1/250))

= -0.600

Also, zα/2 = 1.960

The two-sided confidence interval for pA − pB is

8/ 200 − 13/ 250 ± 1.960 ×√(8×(200−8)/ 200³ + 13×(250−13)/ 250³

= (−0.051, 0.027)

p-value = 2Ф(-z) = 2× Ф(-0.600) = 0.549

Therefore there is not enough evidence that the two suppliers are different.

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Answer:

I think it is B

Step-by-step explanation:

Because the real numbers are bigger

The correct option is Option B.

Venn diagrams are given which shows relationship between set R and W.

We have to find that which correct describes the relationship between set R and W.

What are whole numbers and real numbers ?

Whole numbers are made up of natural numbers like 1, 2, 3, and 4 also including 0. Whereas real numbers are made up of rational and irrational numbers.

As per the definition ,

Set of whole numbers will be , {W} = { 0,1,2,3,4, . . . . . . }

Set of real numbers will be ; {R} = {- ∞ , . . . . . . . . , + ∞ }

If we take intersection of set we get that ; real numbers include all whole numbers.

Thus , correct option is Option B.

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The skewness coefficient is a measure of asymmetry in a distribution that can be used to compare means and compare one sample to a known reference distribution, but it is not typically used to compare standard deviations or compare two samples with different measurement units.

The skewness coefficient is a measure of the degree of asymmetry in a probability distribution. It indicates the direction and degree of skewness in a distribution, and can be used to compare means and compare one sample to a known reference distribution.

A positive skewness coefficient indicates that the distribution has a longer tail on the right side and that the mean is greater than the median, while a negative skewness coefficient indicates that the distribution has a longer tail on the left side and that the mean is less than the median.

The skewness coefficient can be useful in detecting departures from normality and in identifying outliers that might affect statistical inference.

However, the skewness coefficient is not typically used to compare standard deviations or to compare two samples with different measurement units.

Comparing standard deviations involves analyzing the variability in the data, whereas comparing means and comparing one sample to a known reference distribution involves analyzing the central tendency of the data.

Additionally, comparing two samples with different measurement units requires converting the measurements to a common scale, which is not related to skewness.

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For the given function f(x), x-intercepts are 1,2 and 6 and the y-intercept is -12

Given :

\(f(x) = x^{3} -9x^{2} +20x -12 \\\)

One of the factors of f(x) is (x-6)

Dividing f(x) by (x-6), we get :
\(\frac{x^{3} -9x^{2} +20x -12 \\}{x-6} = x^{2} -3x +2\)

Now expanding, \(x^{2} -3x +2\)

\(x^{2} -3x +2 = x^{2} -2x -x +2 =x(x-2) -(x-2) = (x-2)(x-1)\)

Hence, \(x^{3} -9x^{2} +20x -12 = (x-6)(x-1)(x-2)\)

For x-intercept, f(x) = 0 . Then

(x-6)(x-1)(x-2) =0

x = 1,2 and 6

For y-intercept, x=0 in f(x)

f(0) = -12

Hence, the x-intercepts are 1,2, and 6 and the y-intercept is -12.

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Answer:

A. Every minute, 2/3 of a gallon is drained, so the rate of change would be -2/3

B. It would take 7.5 minutes to drain the tank

In summary, step 4b is justified by using the addition property of equality and factoring the polynomial expression to identify a common factor that can be added to both sides of the equation.

Step 4b is a step in solving an equation, and it involves adding the same quantity to both sides of the equation in order to isolate the variable on one side. This step can be justified by using the addition property of equality, which states that if you add the same quantity to both sides of an equation, the equality is still maintained.

In this specific case, we are adding a polynomial expression to both sides of the equation. This can be done using the polynomial multiplication property of equality, which states that if you multiply both sides of an equation by the same polynomial, the equality is still maintained. However, since we are adding rather than multiplying, this property is not directly applicable.

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No solve this you have to multiply the cost per acre by the total are you want to plant:

It'll cost $73.3 to plant 2/3 of the acre.

Answer:

(40 , 0)

Step-by-step explanation:

Original point(0 , y)  -----> after 270 rotation (x, 0)

Given:

Multiply equation(1) by 2 and add with equation(2)

Option B is the final answer

Answer:

  9.  reduction, 1/2

  10.  enlargement, 3/2

  11.  enlargement, 3

  12.  reduction, 1/3

Step-by-step explanation:

You want to know whether the dilations shown are reduction or enlargement.

Dilation

If the image (figure B) is larger, the dilation is an enlargement. (10, 11)

If the image (figure B) is smaller, the dilation is a reduction. (9, 12)

The scale factor is the ratio of a length on the image to the corresponding length on the original figure. It will also be the ratio of distances from the center of dilation (the origin) of corresponding points.

The ratio of line lengths B/A is 3/6, a reduction by a factor of 1/2.

The ratio of distances from the origin on the x-axis is 3/2, an enlargement by a factor of 3/2.

The ratio of distances from the origin on the x-axis is 6/2, an enlargement by a factor of 3.

The ratio of distances from the origin on the x-axis is 2/6, a reduction by a factor of 1/3.

To solve the given systems of equations we get x is -6 and y is -2.

The substitution method can be used to solve a system of linear equations. This method works by solving one of the linear equations for one of the variables, then substituting that value into the second linear equation and solving for the other variable.

9x-2y=-50 -----------------------(1)

-3x+7y=4 ----------------------------(2)

Multiply Eq (2) with 3

Then,

-9x + 21y = 12--------------(3)

Eq (1) + Eq (3)

9x - 2y   =-50   +

-9x + 21y = 12

____________

         19y = -38

y = -38/19

y = -2

put y = -2 in Eq (2)

-3x+7(-2)=4

-3x -14 = 4

-3x = 18

x = 18/-3 =-6

x = -6  and y= -2.

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the slope in this graph represents the relationship between the prey population and the number of predator offspring produced per unit of time.

the slope indicates how much the number of predator offspring changes for a given change in the prey population. A steeper slope indicates that a small change in the prey population leads to a large change in the number of predator offspring, while a flatter slope indicates that a large change in the prey population is needed to produce the same change in the number of predator offspring.

Overall, the slope provides important information about the dynamics of predator-prey interactions and can help researchers understand how changes in one population affect the other. This is a relatively long answer, but I hope it helps clarify the role of slope in this type of graph.


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When the system contains contradictory equations, there will be no solution to the system.

When answering questions, a question answering bot on the platform Brainly should always be factually accurate, professional, and friendly; be concise and do not provide extraneous amounts of detail; provide a step-by-step explanation in the answer. In the question given, we are exploring whether the number of variables and the number of equations have any bearing on the consistency of a system of linear equations.In a consistent linear system, there exist solutions that satisfy all the equations while in an inconsistent linear system there are no solutions that satisfy all the equations. A system of linear equations can be described as underdetermined when the number of equations is less than the number of variables. The solution of underdetermined linear system has infinite possible solutions. On the other hand, a system of linear equations can be described as overdetermined when the number of equations is greater than the number of variables. The overdetermined linear system may have no solution or a unique solution. The reason for this is that having too many equations than variables will create a contradiction in the solution to that system.Can you find a consistent underdetermined linear system?Yes, we can find a consistent underdetermined linear system. For instance, the linear system below is a consistent underdetermined linear system; 2x - y = 3The solution to this linear system has infinitely many solutions. This is because there are more variables than equations in the system.Can you find a consistent overdetermined linear system?Yes, we can find a consistent overdetermined linear system. For instance, the linear system below is a consistent overdetermined linear system; x + y = 5 2x + y = 8The solution to this linear system is x = 2 and y = 3. This is because the linear system contains two equations and two variables that are consistent with one another.Can you find an inconsistent underdetermined linear system?Yes, we can find an inconsistent underdetermined linear system. For instance, the linear system below is an inconsistent underdetermined linear system; x - y = 4 2x - 2y = 6The system above has no solution. This is because there are fewer equations than variables in the system.Can you find an inconsistent overdetermined linear system?Yes, we can find an inconsistent overdetermined linear system. For instance, the linear system below is an inconsistent overdetermined linear system; x + y = 5 2x + 2y = 6The system above has no solution. This is because the number of equations is greater than the number of variables in the system.Explain why you would expect an overdetermined linear system to be inconsistentAn overdetermined linear system contains more equations than variables, and thus it is impossible for every equation to be satisfied. Therefore, the system is likely to have no solution or a contradiction in the solution.Must this always be the case?It is not always the case that an overdetermined linear system will always be inconsistent. In the case where the equations are linearly dependent, a solution may exist.Explain why you would expect an underdetermined linear system to have an infinite number of solutionsAn underdetermined linear system contains fewer equations than variables, and thus it is impossible to uniquely determine the values of the variables. Therefore, the solution of an underdetermined linear system has infinite possible solutions.Must this always be the case?No, it is not always the case that an underdetermined linear system will have infinite solutions. When the system contains contradictory equations, there will be no solution to the system.

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