please help 25 points

Answer:

I think its A

Step-by-step explanation:

because it's a tighter angle than 29,46,and 134 degrees i might not be right but i hope it is :)

Answer:

Step-by-step explanation:

let's figure out y

Answer: 2.52

Step-by-step explanation:

Step-by-step explanation:

-x²-8x=15

=> -x²-8x-15= 0

<=> x2+8x+15=0

(x+5)(x+3)=0

x= -5 or x = -3

2400

120%×2000 =

= 120×2000/100

= 240000/100

= 2400

Answer:

Step-by-step explanation:

\( \sf{120\% \: of \: 2000}\)

Convert the percent into a fraction

To convert the percent into a fraction , divide it by 100 and remove the % symbol.

\( \sf{ \frac{120}{100} \times 2000}\)

Calculate

\( \sf{2400}\)

Hope I helped!

Best regards!!

Answer:

29

Step-by-step explanation:

Answer:

29

Step-by-step explanation:

29-28=1

1+28=29

29+11=40

40-11=29

Thank you for this challenge that was half the challenge of a challenge........

Better hope you stay up long enough to see the animatronics. :)

Yes, it is possible to have a nonzero q-module (q-vector space) with finitely many elements. A nonzero q-module has at least two elements, which distinguishes it from the trivial module containing only the zero element. When the module has finitely many elements, it is referred to as a finite q-module.

In a q-module, the elements are combined through operations that follow the module's underlying ring or field structure. For instance, in a q-vector space, the operations are defined over a field, like the rational numbers (Q) or real numbers (R). These operations adhere to certain rules such as associativity, commutativity, and distributivity.

An example of a finite q-module is the integers modulo n (Z/nZ) as a Z-module, where n is a positive integer. In this case, there are n elements (0, 1, 2, ..., n-1), which form a finite set. The operations of addition and scalar multiplication are performed modulo n, making this a finite module.

In summary, it is possible to have a nonzero q-module with finitely many elements, known as a finite q-module. The operations within the module follow the rules set by its underlying ring or field, allowing for a structured combination of its elements.

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Answer: The probability of the first player being the center fielder is 1 out of 9 because there is only one center fielder on the team.

After the center fielder is chosen, there are 8 players remaining, and the probability of the second player being the shortstop is 1 out of 8 because there is only one shortstop on the team.

To calculate the probability of both events occurring in order, we multiply the individual probabilities:

Probability = (1/9) * (1/8) = 1/72

Therefore, the probability that the first two players in the lineup will be the center fielder and the shortstop, in that order, is 1 out of 72.

Answer:

\(\displaystyle m=2\)

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Algebra I

Step-by-step explanation:

Step 1: Define

Find points from graph

Point (3, 0)

Point (4, 2)

Step 2: Find slope m

Simply plug in the 2 coordinates into the slope formula to find slope m

Remember that using radical notation, fractionary exponents can be represented as follows:

On the other hand, when the index of a radical does not appear, we understand that it is equal to 2:

Rewrite each of the radical factors of the given expression using fractionary exponents:

To simplify the expression, use the following rule of exponents:

Then:

To simplify the expression, solve the addition with fractions:

Simplify the fraction 4/2 as 2/1:

The leas common denominator for these fractions is 5. Rewrite 2/1 as 10/5 and add the fractions:

Then:

Therefore, the final expression in rational form, is:

Answer:

x = 1

Step-by-step explanation:

\(2(x+8)-4x=10x+4\\=>2x+16-4x=10x+4\\\)

Shifting the variable terms on left side gives :-

\(2x-4x-10x=4-16\\=>-12x=-12\\=>x=\frac{-12}{-12}=1\)

The value of x  in the equation will be; x = 1

An equation is an expression that shows the relationship between two or more numbers and variables.

We are given that the equation 2(x+8)-4x=10x+4

Here, we need to solve for x as

2(x+8)-4x=10x+4

combine the like terms;

2x + 16 - 4x = 10x + 4

-2x -10x = 4 -16

-12x =-12

x = 1

Therefore, the solution will be as;

x = 1

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The median household income for two-earner households in each state was analyzed using the provided data. A frequency and percent frequency distribution were constructed with a class width of 5, starting from 65.0. A histogram was generated in Minitab to visualize the distribution. The shape of the distribution indicates that the majority of states have median incomes clustered around the middle range. The state with the highest median income for two-earner households is New Jersey (110.7), while Mississippi (70.4) has the lowest median income.

To construct a frequency distribution, we group the data into intervals or classes. Given a class width of 5 and starting at 65.0, we can determine the class boundaries and count the number of values falling within each class. The resulting frequency distribution would show the number of states within each income range. Additionally, the percent frequency distribution would represent the proportion of states in each income range.

Based on the histogram generated in Minitab using the frequency distribution, we can observe the shape of the distribution. With the class intervals and frequencies plotted, the histogram helps visualize the distribution pattern. In this case, since the provided data represents the median household income for two-earner households in each state, the shape of the distribution can provide insights into the overall income distribution among states.

From the provided data, we can determine that New Jersey has the highest median income for two-earner households with a value of 110.7 (in thousands), indicating a relatively higher income level. On the other hand, Mississippi has the lowest median income at 70.4 (in thousands), reflecting a lower income level. This information highlights the variation in median household incomes for two-earner households across different states.

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Answer: 175x + 20 ✅

Step-by-step explanation: 12x^2 + 31x = 175x

175x + 20

Answer:

I'm not sure what the question is.  I don't see an "=" sign, so I'll assume this is simply an expression and we are asked to factor it.

(4x+5)(3x+4)

Step-by-step explanation:

(4x+5)(3x+4) = 12x^2 + 31x + 20

If the equation is = 0, the solutions are x = -(3/4) and x = -(5/4)

Complete question is;

Ilona is at a friends home that is several miles from her home. She starts walking at a constant rate in a straight line toward her home.

The expression -2t + 10 gives the distance, in miles, that Ilona is from her home after t hours. Select True or False for each of the following.

1. The friends home is 10 miles from Ilonas home

2. The distance Ilona has walked away from her friends home after t hours is given by the absolute value of -2t

3.The negative sign in the term indicates that Ilona is walking toward her home

4. Ilona is walking at a rate of 10 miles per hour

Answer:

Statements 1 & 2 are correct.

Step-by-step explanation:

We are told that the expression -2t + 10 gives the distance, in miles, that Ilona is from her home after t hours.

Now, we know that distance = speed x time

Now, from the expression -2t + 10

It's clear that 2t is a distance value.

This means that the speed used in going home is 2 miles/hr

This means that at t hours, she has walked 2t miles from her friends home.

Thus, statement 2 is true because an absolute value of -2t will be 2t.

Since 2t is subtracted from 10 in the expression and 2t is the distance she has walked from her friends house at Time, t. It means that 10 miles is the distance from her friends house to her house.

Thus, statement 1 is also true

Answer:

1) 2 + 5k ≤ -18

5k ≤ -20

K ≤ -4

2) -7 > 3 + r/5

-10 > r/5

-50 > r

3) -6 + a/2 < -6

a/2 < 0

a < 0

4) -10 ≤ 5 - 3y

-15 ≤ -3y

5 ≤ y

5) 5 - 6z < 29

-6z < 24

z < -4

6) 5c + 2 ≥ -28

5c ≥ -30

c  ≥ -6

7) -4 + x/2 ≥ -10

x/2 ≥ -6

x ≥ -12

8) 4d + 5 ≤ -27

4d ≤ -32

d ≤ -8

9) -9 > -5 + y/6

-4 > y/6

-24 > y

10) -45 > 3 + 6g

-48 > 6g

-8 > g

For all of the graphs:

Start the point on the number that I got from the inequality.

A filled circle means:

Greater than or equal to or less than or equal depending on where the line goes.

A hallow circle means:

Greater than or less than also depending on where the line is pointed towards too.

In order to graph an inequality you have to find and simply first then graph it.

For example on number 1, K ≤ -4.

Let's graph!

As you can see I filled in the circle and started at the point, -4.

Once I did it I made it bold from -4 and there on to the left. Making -4 be greater than or equal to K.

I showed that -4 is greater than or equal to K by making the line bold behind -4, also by filling in the circle.

(a) There are 21 different ways to choose two different restaurants.

(b)There are 42 different ways to choose two different restaurants.

(c) There are 49 different ways to choose two different restaurants.

In the given question,  suppose Ches Tahoe restaurant is one of the 7 largest restaurants in x city.

a. We would like to choose two different restaurants from them. So we have to find how many different ways are there.

There are total 7 largest restaurants in x city.

We have to choose two different restaurants.

So different ways:

n = \(^{7}C_{2}\)

Using, \(^{n}C_{r} = \frac{n!}{r!(n-r)!}\)

n = \(\frac{7!}{2!(7-2)!}\)

After solving

n = 21

There are 21 different ways to choose two different restaurants.

b. We would like to choose two different restaurants. one is for our lunch and the other one is for our dinner. We have to find how many different ways are there.

There are total 7 largest restaurants in x city.

We have to choose two different restaurants one for our lunch and the other one for our dinner.

So different ways:

n = \(^{7}P_{2}\)

Using, \(^{n}P_{r} = \frac{n!}{(n-r)!}\)

n = \(\frac{7!}{(7-2)!}\)

After solving

n = 42

There are 42 different ways to choose two different restaurants.

c. We would like to choose two restaurants. one is for your lunch and the other one is for your dinner. We are OK for going to the same restaurants. We have to find how many different ways are there.

There are total 7 largest restaurants in x city.

We have to choose two different restaurants one is for your lunch and the other one is for your dinner OK to the same

So different ways:

n = (7)^2

n = 49

There are 49 different ways to choose two different restaurants.

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The image of the point (-8, 0) after a rotation of 270 degrees counterclockwise is (0,8).

What is rotation?

The term "rotation" refers to an object moving in a circle around its center. Different forms can be rotated at an angle around the centre. A rotation is a map in mathematics. The term "rotation group of a unique space" refers to all rotations that revolve around a fixed point and form a group beneath a structure. With respect to three-dimensional shapes, we can turn or rotate the elements about an endless number of fictitious axes.

Here When rotating a point 270 degrees counterclockwise about the origin our point A( x , y) becomes A'(y,-x). Then

=> (x , y) = (-8,0)

Now 270 degrees counter clockwise rotation then,

=> (y,-x) = (0,-(-8))

=> (y,-x)=(0,8)

Hence the image of the point (-8, 0) after a rotation of 270 degrees counterclockwise is (0,8).

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The perimeter of the triangle is 31 feet when the value if y is 3 feet.

Perimeter of the triangle:

Perimeter of the triangle is obtained by the total distance around the edges of a triangle.

The standard form for the perimeter of the triangle is

P = a + b + c.

where

a, b and c refers the edges of the triangle.

Given,

Here we have the triangle with the side values are (y + 5) feet, (3y + 5) feet, and (4y - 3) feet.

Then we have to find the perimeter of the triangle when the value of y is 3 feet.

We know formula of the perimeter of triangle, so first we have to calculate the side values of it, by apply the value of y as 3,

Apply the value of y as 3 feet then we get the value of the edges are

=> y + 5 => 3 + 5 = 8 feet

=> 3y + 5 => 3(3) + 5 = 14 feet

=> 4y - 3 => 4(3) - 3 = 9 feet.

Therefore, the edges of the triangle are 9ft, 14 ft and 9 ft.

Now, we have to apply the values on the formula of the perimeter of the triangle is, then we get

=> P = 8 + 14 + 9

Then the value of P = 31

Therefore, the value of the perimeter of the triangle is 31 feet.

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Answer:

A&B are functions because the domains aren't repeating while c is

Step-by-step explanation:

Answer:

Hopefully this makes sense. All you're doing is inputting your X VALUES (or your inputs) and using those numbers to find our what your Y VALUES (or your outputs) are

x: -2     -1      0     1      2      3

y: 49     7       1     \(\frac{1}{7}\)       \(\frac{1}{49}\)      \(\frac{1}{343}\)

Answer:

Part A)

\(390=(15+x)(13+x)\)

Part B)

Approximately 18.77 feet long by 20.77 feet wide.

Step-by-step explanation:

Currently, the patio is 13 feet long by 15 feet wide. Therefore, the area right now is:

\(A=13(15)=195\text{ feet}^2\)

We will increase the length and width of the patio by the same amount such that the new area is double the previous amount.

Part 1)

The previous area is 195. Therefore, we would like to the new area to be twice of that. Hence, the new area is:

\(A=2(195)=390\)

We will increase the length and the width by the same amount. Let’s call this amount x. Then by the area formula (A=bh), we can write:

\(390=(15+x)(13+x)\)

390 represents the doubled area. (15+x) is the width after the increase x, and (13+x) is the length after the same x increment.

Part 2)

So, we will solve for x. First, expand:

\(390=195+15x+13x+x^2\)

Simplify:

\(x^2+28x+195=390\)

Subtract 390 from both sides:

\(x^2+28x-195=0\)

This is a quadratic. Hence, we can use the quadratic formula:

\(x=\frac{-b\pm\sqrt{b^2-4ac}}{2a}\)

Our a=1, b=28, and c=-195. Hence:

\(x=\frac{-28\pm\sqrt{(28)^2-4(1)(-195)}}{2(1)}\)

Evaluate:

\(x=\frac{-28\pm\sqrt{1564}}{2}\)

Simplify the square root:

\(\sqrt{1564}=\sqrt{4}\cdot\sqrt{391}=2\sqrt{391}\)

Hence:

\(x=\frac{-28\pm2\sqrt{391}}{2}\\\)

Simplify:

\(x=-14+\sqrt{391} \text{ or } -14-\sqrt{391}\)

Approximate:

\(x\approx5.77\text{ or } x\approx-33.77\)

In this case, we can reject the negative solution.

Hence, the value of x is 5.77.

This means that we should increase the our length and width by 5.77.

Hence, the new length will be 13+5.77 or about 18.77.

And our new width will be 15+5.77 or about 20.77.

So, the new dimensions is approximately 18.77 by 20.77

The process of planning and controlling how much time to spend on specific activities.

Time management is the process of planning and controlling how much time to spend on specific activities in order to use your time productively and efficiently.

It involves setting goals, prioritizing tasks, creating schedules and to-do lists, and monitoring progress to ensure that time is used effectively.

Effective time management can help individuals to complete tasks and achieve their goals in a timely manner, reduce stress, and increase productivity.

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Answer: Let's be honest, no one knows the answer. Unless you want to pay coursehero $9.95/mo for an answer and step-by-step explanation, you're toast.

Some of my answers are absolutely amazing, and actually helpful. But some of my answers are not.

A lot of the time, Brainly's "Expert Verified Answers" are very incorrect, and even if you report it, Brainly does not care.

So, if Brainly ITSELF can't answer a question properly, well,

Simply put, your grade is toast.

And if Brainly deletes this absolutely wonderful fantastic answer, that just means that they are acknowledging that these "Expert Verified Answers" are not as "expert" as they may think they are.

:|

Answer: this is a math test, i presume

on schoology

Step-by-step explanation:

From the image, let Angle 1 be x, and angle 2 be 16°

\({ \tt{x + 16 = 180}} \\ { \tt{x = 164 \degree}}\)

Answer:

5.05*10³

Step-by-step explanation:

The answer of the given question based on perimeter of trapezoid the ratio will be  x:y is 8:5.

A trapezoid is quadrilateral with at least one pair of the parallel sides. The parallel sides are called  bases of  trapezoid, and  non-parallel sides are called legs.

Let's denote the lengths of the four sides of Trapezoid 1 as a, b, c, and d, and the lengths of the corresponding sides of Trapezoid 2 as m, n, p, and q, respectively. Then we have:

a + b + c + d = 240 (perimeter of Trapezoid 1)

m + n + p + q = 150 (perimeter of Trapezoid 2)

Since Trapezoid 1 and Trapezoid 2 are similar, we can write:

m = ax

n = bx

p = cy

q = dy

where x and y are the ratios of the longer and shorter bases of Trapezoid 1 to Trapezoid 2, respectively.

Substituting these expressions into the equations for the perimeters of the trapezoids, we get:

a(x+y) + b(x+y) + c(x+y) + d(x+y) = 240

(ax+bx+cy+dy) = 150

Simplifying these equations, we get:

(a+b+c+d)(x+y) = 240

(a+b+c+d)(x+y)(x/y) = 150

by Dividing  second equation by  first, we will get:

x/y = 240/150 = 8/5

Therefore, the ratio x:y is 8:5.

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Manuel will attend the quarter in 9 weeks.

Given,

In the question:

Total taken quizzes is 90

Manuel took a total of 20 quizzes over the course of 2 weeks.

To find the how many weeks of school will Manuel have to attend this quarter ?

Now, According to the question:
Based on the given conditions :

Formulate:

Let the no. of weeks be x

Total quizzes = 90

Here, The relationship is directly proportional.​

20/2 = 90/x

If the fraction is defined, the denominator cannot be equal 0.

Solve the equation:

10 = 90/x

10x = 90

x = 9

Hence, Manuel will attend the quarter in 9 weeks.

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The statement “there exists a function f such that f(x) < 0, f’(x) > 0, and f”(x) < 0 for all x” is false.

To understand why this statement is false, we must first understand what the symbols mean. The symbol f(x) refers to a function of x, and the symbols f’(x) and f”(x) refer to the first and second derivatives of the function, respectively.

The statement is saying that for all x, the function f(x) will be less than 0, the first derivative f’(x) will be greater than 0, and the second derivative f”(x) will be less than 0.

To show that this statement is false, we need to find an example of a function where this is not the case. Let’s consider the function f(x) = x³. At x = 0, this function is equal to 0, and so f(x) < 0 is not true. Additionally, the first derivative at x = 0 is f’(0) = 0, which is not greater than 0. Thus, the statement is false.

We can also show that this statement is false by looking at the graph of the function f(x). A function with the properties given in the statement would have a graph that looks like a “U” shape, with a minimum point at the origin. However, this is not the case for the function f(x) = x³. The graph of this function is a parabola, which does not have the desired shape.

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