please order these from greatest to least = 2.086 2.854 2.81

Okay, here we have this:

Considering the provided information, we obtain the following:

I read a math book. (p)

I start to fall asleep (q)

I drink soda (r)

I must eat a candy bar. (s)

Therefore:

I start to fall asleep if I read a math book. This can be rewritten as: "if I read a math book then I start to fall asleep". And this is p⇒q.

I drink soda whenever I start to fall asleep. This can be rewritten as:"if I start to fall asleep then I drink soda" . And this is q⇒r.

If I drink a soda, then I must eat a candy bar. And this is r⇒s

Now, we need to check: "If I read a math book, then I eat a candy bar.". That is p⇒s.

So, according with the table this argument satisfy the Transitive Reasoning, so this means that the argument is valid.

The solution can be divided into two parts:

According to the law of conservation of momentum, the total momentum before the man jumps out is equal to the total momentum after he jumps out. Since the boat was originally at rest, the momentum of the man-boat system is zero before the jump. Therefore, the momentum of the boat just after the man jumps out must also be zero. Hence, the velocity of the boat just after he jumped out is zero.

The law of conservation of momentum states that the total momentum of an isolated system remains constant if no external forces act on it. In this case, the man and the boat form an isolated system before and after the jump. Initially, the boat is at rest, so its momentum is zero. When the man jumps out of the boat, his forward momentum is canceled by the backward momentum of the boat, resulting in a total momentum of zero for the system.

Since momentum is defined as the product of mass and velocity, the momentum of the man before the jump is 70 kg×(10m/s)=700 kg⋅m/s70kg×(10m/s)=700kg⋅m/s to the right. To maintain the total momentum of the system at zero, the boat must have an equal but opposite momentum of 700 kg⋅m/s 700kg⋅m/s to the left. Dividing this momentum by the mass of the boat (150 kg), we find that the velocity of the boat just after the man jumps out is 4.67m/s(−700kg⋅m/s)/(150kg)=−4.67m/s to the left. Note that the negative sign indicates the direction of the velocity, opposite to the initial direction of the man's velocity.

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a. The sum is irrational.

b. -2 + √3 cannot be rational.

Any number that can be written as a fraction and whose numerator and denominator are whole numbers is called a rational number. In other words, p/q can be used to represent a rational number where p and q are integers and q is equal to 0.

Here, we have

Given: A solution to an equation Jada solved is −2 + √3 She is trying to determine whether that solution is rational or irrational.

A. To find the sum of 2 (a rational number) and (-2 + √3), we add them:

= 2 + (-2 + √3) = 0 + √3 = √3

The sum is √3.

Since √3 is an irrational number, the sum is irrational.

b. The expression -2 + √3 cannot be rational because a rational number can be expressed as a quotient of two integers, while √3 is an irrational number.

If -2 + √3 were rational, it could be expressed as a fraction a/b, where a and b are integers. However, we know that √3 is irrational, so it cannot be written as a fraction of two integers.

Therefore -2 + √3 cannot be rational.

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she can make 10 s'mores.

i'm giving an example

Step-by-step explanation:

Answer

Open in answr app

Correct option is

B



Options A, B and D are equations of lines. We prove that the points in option B don't lie on a line. Consider the line passing through first two points. Its equation is 

2−12y−12=0−(−4)x−(−4)

⟹−10y−12=4x+4

⟹2y−24=−5x−20

⟹5x+2y=4.

If we put (4,−6) into this equation, 

LHS=5×4+2×(−6)=8=4=RHS. Which means that the point (4,−6) does not lie on the line joining the points (−4,12) and (0,2). Which is what we wanted to show.

C and D

In case of A:

-7/-2=-14/-4=-24.5/-7=-28/-8= 3.5

In case if B:

6/-2= 12/-4=21/-7= 24/-8 = -3

In case of C:

4/-2≠ 16/-4≠49/-7≠64/-8

In case of D:

1.4/-2≠2/-4≠2.6/-7≠2.8/-8

Answer:

7

Step-by-step explanation:

There are 7 boys all to gather

9

9.1

9.2

\(\sqrt{83} = 9.11\) (you can get testing different values of 9)

Thus the order from least to greatest

9, 9.1, \(\sqrt{83}\) , 9.2

13 is the inequality so that it represents the whole-number values.

What is Triangle Inequality Theorem?

Triangle inequality, in Euclidean figure, theorem that the sum of any two sides of a triangle is lesser than or equal to the third side; in symbols, a b ≥ c. In substance, the theorem states that the shortest distance between two points is a straight line.

the Triangle Inequality Theorem, which states that

the sum of the lengths of two sides of a triangle must always be greater than the length of the third side

      a = c + b

         = 7 + 6

         = 13

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Answer: None

Step-by-step explanation:

22 loaves = $66

1 loaf = $3

By the time Avital buys her 22 loaves, in fact she won't even get to buy all 22 loaves, only 3. So she won't have any money left.

Answer:

Step-by-step explanation:

The lengths of the sides are 5x, 9x, 10x.

5x+9x+10x = 24x = 96 cm

x = 4

20 cm, 36 cm, 40 cm

The sides of the triangle are 20 centimeters, 36 centimeters and 40 centimeters.

A closed shape's perimeter is the sum of the lengths of its outside boundaries. The lengths of all the sides are added to determine the measurement.

Given:

The lengths of the sides of a triangle are in the extended ratio 5:9:10.

That means, the sides are,

5x, 9x, 10x.

And the perimeter of the triangle  = the sum of all the sides.

96 = 5x + 9x + 10x.

5x + 9x + 10x = 96

24x = 96

x = 96/24

x = 4

The sides are:

5x = 5(4) = 20

9x = 9(4) = 36

10x = 10(4) = 40

Therefore, 20 centimeters, 36 centimeters and 40 centimeters are the sides of the triangle.

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The integral $\iint_H f(x, y, z) dS \approx 180$, the first step is to divide the hemisphere into four patches. We can do this by cutting the hemisphere in half along the x-axis and then cutting each half in half along the y-axis.

This gives us four patches that are each quarter-disks. the next step is to approximate the value of the integral over each patch. We can do this by using the fact that the area of a quarter-disk is $\pi r^2/4$. The radius of each quarter-disk is 3, so the area of each patch is $\pi \cdot 3^2/4 = 9 \pi/4$.

The final step is to multiply the area of each patch by the value of $f$ at a point in the patch. We will use the following values for $f$:

This gives us the following integral:

\iint_H f(x, y, z) dS \approx 9 \pi/4 \cdot 17 + 9 \pi/4 \cdot 18 + 9 \pi/4 \cdot 17 + 9 \pi/4 \cdot 17 = 180

Therefore, the integral is approximately equal to $180$.

The first step is to divide the hemisphere into four patches. We can do this by cutting the hemisphere in half along the x-axis and then cutting each half in half along the y-axis. This gives us four patches that are each quarter-disks.

The next step is to approximate the value of the integral over each patch. We can do this by using the fact that the area of a quarter-disk is $\pi r^2/4$. The radius of each quarter-disk is 3, so the area of each patch is $\pi \cdot 3^2/4 = 9 \pi/4$.

The final step is to multiply the area of each patch by the value of $f$ at a point in the patch. We will use the following values for $f$:

This gives us the following integral:

\iint_H f(x, y, z) dS \approx 9 \pi/4 \cdot 17 + 9 \pi/4 \cdot 18 + 9 \pi/4 \cdot 17 + 9 \pi/4 \cdot 17 = 180

Therefore, the integral is approximately equal to $180$.

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A hypothesis that there is some sort of relationship between the variables is where scientists start their inquiry. The alternative, or null hypothesis, asserts that there is no such relationship. Although the null hypothesis may not appear fascinating, it is a crucial component of research.

The claim can be supported by either the null hypothesis or the alternative hypothesis. The null hypothesis states that the population proportion is the same as the value specified in the claim. If the null hypothesis is the assertion, then the alternative hypothesis statement is the antithesis of the null hypothesis. A hypothesis is a well-informed, logically-supported guess about the answer to a scientific question. Although it is the experiment's anticipated outcome, it does not constitute experimental proof. The information obtained may or may not be supported, depending on the information received. Simple hypotheses simply state the relationship between two independent and dependent variables. Examples: If you stay up late, you will feel fatigued the next day.

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Answer:

-4/3

Step-by-step explanation:

Answer:

what were the anwser choses

Step-by-step explanation:

he is 6 years old right now

Answer:

28 g. ................

Answer:

FE = 28 and YZ = 28

Step-by-step explanation:

In similar triangles the ratios of corresponding sides are equal.

(4)

\(\frac{BC}{FG}\) = \(\frac{BD}{FE}\) , substitute values

\(\frac{39}{4x+2}\) = \(\frac{42}{5x-2}\) ( cross- multiply )

39(5x - 2) = 42(4x + 2) ← distribute parenthesis on both sides

195x - 78 = 168x + 84 ( subtract 168x from both sides )

27x - 78 = 84 ( add 78 to both sides )

27x = 162 ( divide both sides by 27 )

x = 6

Thus

FE = 5x - 2 = 5(6) - 2 = 30 - 2 = 28

(5)

\(\frac{ST}{SZ}\) = \(\frac{RT}{YZ}\) , substitute values

\(\frac{40}{35}\) = \(\frac{3x-7}{2x+2}\) ( cross- multiply )

35(3x - 7) = 40(2x + 2) ← distribute parenthesis on both sides

105x - 245 = 80x + 80 ( subtract 80x from both sides )

25x - 245 = 80 ( add 245 to both sides )

25x = 325 ( divide both sides by 25 )

x = 13

Thus

YZ = 2x + 2 = 2(13) + 2 = 26 + 2 = 28

Following are the solution to the given graph points:

For question 4:

The ratios of equivalent edges of identical triangles are equal (4)

\(\to \frac{BC}{FG} = \frac{BD}{FE}\)

Putting given value

\(\to \frac{39}{4x+2} = \frac{42}{5x-2}\\\\\to ({39}) ({5x-2}) = ({4x+2}) ({42})\\\\\to 195x -78= 168x+84\\\\\to 195x - 168x=84+78\\\\\to 27x=162\\\\\to x=\frac{162}{27}\\\\\to x=6\)

Therefore,

\(\to FE = 5x - 2 = 5(6) - 2 = 30 - 2 = 28\)

For question 6:

\(\to \frac{ST}{SZ} = \frac{RT}{YZ}\)

Putting given value

\(\to \frac{40}{35} = \frac{3x-7}{2x+2}\)

\(\to \frac{40}{35} = \frac{3x-7}{2x+2}\\\\\to 40(2x+2) = (35)(3x-7)\\\\\to 80x +80 = 105x-245 \\\\\to 80+245= 105x-80x\\\\\to 325= 25x\\\\ \to x= \frac{325}{25}\\\\\to x= 13\)

Therefore,  

\(\to YZ = 2x + 2 = 2(13) + 2 = 26 + 2 = 28\)

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Answer:

Surveying a group of people standing in line for tickets

Step-by-step explanation:

here the link https://quizizz.com/admin/quiz/5b151fbf90f668001b44cedb/random-sampling

use Quizizz for answers bro

Answer:

A and C

Step-by-step explanation:

A:because it is less than 3.53

C:because it is more than 3.33

Answer:

B

Step-by-step explanation:

Its not A because when you plug in 0.6 in for P it gives you 6.6=1.8. (0.6)+6=1.8

Its B because when you plug in 0.6 in for P it gives you 6=6.

10(0.6)=6

Its not C because when you plug in 0.6 in for P it gives you 0.36=10.

0.6(0.6)=10

Its not D because when you plug in 0.6 in for P it gives you -0.4=0.4.

(0.6)-1=0.4

Answer:

Step-by-step explanation:

Using the cosine rule, the distance the plane has flown during Jack's phone call can be calculated by taking the square root of the sum of the squares of the initial and final distances, minus twice their product, multiplied by the cosine of the angle difference.

To determine the distance the plane has flown during Jack's phone call, we can use the cosine rule in trigonometry.

The cosine rule relates the lengths of the sides of a triangle to the cosine of one of its angles.

Let's denote the initial distance from Jack to the plane as d1 and the final distance as d2.

We know that the altitude of the plane remains constant at 2400 meters.

According to the cosine rule:

\(d^2 = a^2 + b^2 - 2ab \times cos(C)\)

Where d is the side opposite to the angle C, and a and b are the other two sides of the triangle.

For the initial angle of elevation (70°), we have the equation:

\(d1^2 = (2400)^2 + a^2 - 2 \times 2400 \times a \timescos(70)\)

Similarly, for the final angle of elevation (50°), we have:

\(d2^2 = (2400)^2 + a^2 - 2 \times 2400 \times a \times cos(50)\)

To find the distance the plane has flown, we subtract the two equations:

\(d2^2 - d1^2 = 2 \times 2400 \times a \times (cos(70) - cos(50))\)

Now we can solve this equation to find the value of a, which represents the distance the plane has flown.

Finally, we calculate the square root of \(a^2\) to find the distance in meters.

It's important to note that the angle of elevation assumes a straight-line path for the plane's movement and does not account for any changes in altitude or course adjustments that might occur during the phone call.

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Answer:

a) 6x + 8 = 32

Step-by-step explanation:

Forming algebraic equation:

Let the number be 'x'.

      6 times x = 6 * x = 6x

6x is added to 8: 6x + 8

         6x + 8 = 32

Report on Commonalities Among Three Chosen Regions

For this assignment, three regions of the world have been selected to identify commonalities among them. The chosen regions are North America, Europe, and East Asia. Through internet research, several commonalities have been identified that are shared among these regions. Below are five commonalities found:

Economic Development:

All three regions, North America, Europe, and East Asia, are characterized by significant economic development. They are home to some of the world's largest economies, such as the United States, Germany, China, and Japan. These regions exhibit high levels of industrialization, technological advancement, and trade activities. Their economies contribute significantly to global GDP and are major players in international commerce.

Technological Advancement:

Another commonality among these regions is their emphasis on technological advancement. They are known for their innovation, research and development, and technological infrastructure. Companies and industries in these regions are at the forefront of technological advancements in fields such as information technology, automotive manufacturing, aerospace, pharmaceuticals, and more.

Cultural Diversity:

North America, Europe, and East Asia are culturally diverse regions, with a rich tapestry of different ethnicities, languages, and traditions. Immigration and historical influences have contributed to the diversity seen in these regions. Each region has a unique blend of cultural practices, cuisines, art, music, and literature. This diversity creates vibrant multicultural societies and fosters an environment of cultural exchange and appreciation.

Democratic Governance:

A commonality shared among these regions is the prevalence of democratic governance systems. Many countries within these regions have democratic political systems, where citizens have the right to participate in the political process, elect representatives, and enjoy individual freedoms and rights. The principles of democracy, rule of law, and respect for human rights are important pillars in these regions.

Education and Research Excellence:

North America, Europe, and East Asia are known for their strong education systems and institutions of higher learning. These regions are home to prestigious universities, research centers, and educational initiatives that promote academic excellence. They attract students and scholars from around the world, offering a wide range of educational opportunities and contributing to advancements in various fields of study.

In conclusion, the regions of North America, Europe, and East Asia share several commonalities. These include economic development, technological advancement, cultural diversity, democratic governance, and education and research excellence. Despite their geographical and historical differences, these regions exhibit similar traits that contribute to their global significance and influence.

Answer:

For this assignment, three regions of the world have been selected to identify commonalities among them. The chosen regions are North America, Europe, and East Asia. Through internet research, several commonalities have been identified that are shared among these regions. Below are five commonalities found:

Economic Development:

All three regions, North America, Europe, and East Asia, are characterized by significant economic development. They are home to some of the world's largest economies, such as the United States, Germany, China, and Japan. These regions exhibit high levels of industrialization, technological advancement, and trade activities. Their economies contribute significantly to global GDP and are major players in international commerce.

Technological Advancement:

Another commonality among these regions is their emphasis on technological advancement. They are known for their innovation, research and development, and technological infrastructure. Companies and industries in these regions are at the forefront of technological advancements in fields such as information technology, automotive manufacturing, aerospace, pharmaceuticals, and more.

Cultural Diversity:

North America, Europe, and East Asia are culturally diverse regions, with a rich tapestry of different ethnicities, languages, and traditions. Immigration and historical influences have contributed to the diversity seen in these regions. Each region has a unique blend of cultural practices, cuisines, art, music, and literature. This diversity creates vibrant multicultural societies and fosters an environment of cultural exchange and appreciation.

Democratic Governance:

A commonality shared among these regions is the prevalence of democratic governance systems. Many countries within these regions have democratic political systems, where citizens have the right to participate in the political process, elect representatives, and enjoy individual freedoms and rights. The principles of democracy, rule of law, and respect for human rights are important pillars in these regions.

Education and Research Excellence:

North America, Europe, and East Asia are known for their strong education systems and institutions of higher learning. These regions are home to prestigious universities, research centers, and educational initiatives that promote academic excellence. They attract students and scholars from around the world, offering a wide range of educational opportunities and contributing to advancements in various fields of study.

In conclusion, the regions of North America, Europe, and East Asia share several commonalities. These include economic development, technological advancement, cultural diversity, democratic governance, and education and research excellence. Despite their geographical and historical differences, these regions exhibit similar traits that contribute to their global significance and influence.

Answer:

I hope this is right :)..

Answer:

1/4

Step-by-step explanation:

this should be it

(hope it helps)

Answer:

1/4 is your answer.....

Answer:

17.5

Step-by-step explanation:

Since the triangles are similar, the side lengths are proportional.  One way we can solve this is by finding the scale factor for the triangle on the left to the triangle on the right.  We can use the two corresponding sides that we know.

Let x = the scale factor

385x = 175  Divide both sides by 385

x = \(\frac{175}{385}\)  Simplify by dividing the numerator and the denominator by 35

x = \(\frac{5}{11}\)

Take the corresponding side of MK and multiply it by \(\frac{5}{11}\) to find MK

38.5 x \(\frac{5}{11}\) = 17.5

The number of years that Reema took the loan will be 8 years.

A loan or deposit's interest is computed using the starting principle and the interest payments from the ago decade as compound interest.

We know that the compound interest is given as

A = P(1 + r)ⁿ

Where A is the amount, P is the initial amount, r is the rate of interest, and n is the number of years.

Reema took out a 10,000 loan at a 10% annual interest rate. Over the course of the loan, she paid a total of 21,200 in interest.

Then the number of years is calculated as,

21,200 = 10,000 × (1 + 0.10)ⁿ

2.12 = (1.10)ⁿ

Take log on both sides, then we have

log 2.12 = n log (1.10)

n = 7.8839

n ≅ 8 years

The number of years that Reema took the loan will be 8 years.

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