find the value of x​

Answer:

The midpoint is ( 1, -1.5)

Step-by-step explanation:

To find the midpoint

Add the x coordinates of the endpoints and divide by 2 to get the x coordinate of the midpoint

(5+-3)/2 = 2/2 = 1

Add the y coordinates of the endpoints and divide by 2 to get the y coordinate of the midpoint

(3+-6)/2 = -3/2 = -1.5

The midpoint is ( 1, -1.5)

Answer:

mid point = 1,  -1.5

Step-by-step explanation:

mid point between two points C(5, 3) and D(-3, -6)

M = (x1 + x2)/2  , (y1 + y2)/2

mid point = (5 + (-3)) / 2 ,  (3 + -6)/2

mid point = 2/2 , -3/2

mid point = 1,  -1.5

Answer:

given surface area with no top as 1728

We say

V= X x Y x Z

So

yz = a(y+2z)

xz = a(x+2z)

Then using partial derivatives

xy = a(2x+2y)

xy+2xz+2yz = 1728

So

xy+2yz = xy+2xz

x=y

So

4xz = x²+ 2xz

x = 2z

4z²+4z²+4z²= 1728

z² = 432

z = 20.8m

x = y = 41.6m

Answer:

$1,425,000

Step-by-step explanation:

1 (original output) - .05 (decrease in output) = .95 (2019 output compared to 2009)

1,500,000 X .95 = 1,425,000

I hope this helps!

-TheBusinessMan

Answer:

-16 is the answer because u cant add to have a number lower than the one in equation

Answer: 2x = ? is the question

Answer:

-0.22222222222222222222222

Step-by-step explanation:

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

Explanation:

Let's write the roster notation of each set

D = {0, 1, 2, 3, ...} the dots indicate the pattern goes on forever

E = {0, 1, 4, 9, 16, 25} = list of perfect squares smaller than 36

F = {20, 22, 24, 26, 28, 30} = even numbers between 20 and 30

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

If we intersect sets D and E, we're looking for what numbers are in both sets at the same time. Therefore, D ∩ E = {0, 1, 4, 9, 16, 25} which is the exact same as set E. This is because all of set E is inside of set D. We say that set E is a subset of set D. So, D ∩ E = E.

Choice A is very close to being true. The problem is that 25 is missing from the set {1,4,9,16}. So this is why choice A is false.

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

Now let's intersect sets D and F. The numbers they have in common are {20, 22, 24, 26, 28, 30} which is exactly what set F is. So set F is a subset of set D. We can write D ∩ F = F in much the same way we can say D ∩ E = E.

D ∩ F = {12,14,16,18} is not true. A number like 12 is not between 20 and 30, so it cannot be in set F.

Choice B is false so we cross it off the list.

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

Choice C is true and here's why

D ∪ (E ∩ F) is the same as saying D ∪ G where G is the set of intersecting E and F together. In other words, G = E ∩ F

We don't really need to even worry about sets E, F or G. All that matters here is set D.

When we write D ∪ (E ∩ F) or D ∪ G, we're saying "a number is in set D, or it is in set G". If it is in D, then it's a whole number. Otherwise, it's in a subset of whole numbers.

Overall, D ∪ G and D ∪ (E ∩ F) form the entire set of whole numbers.

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

Choice D is true.

E and F have nothing in common

E = {0, 1, 4, 9, 16, 25}

F = {20, 22, 24, 26, 28, 30}

So intersecting them leads to the empty set. This is the set with nothing inside it, not even 0.

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

Choice F is false

These two sets below

E = {0, 1, 4, 9, 16, 25}

F = {20, 22, 24, 26, 28, 30}

union together to get

H = {0,1,4,9,16,20,22,24,25,26,28,30}

just toss all of the numbers together into one big set

Notice how each of these numbers are whole numbers, so they are part of set D. This means set H is also a subset of set D.

When we intersect sets D and H, we end up with set H. We do not simply end up with the set with 25 only inside it.

Answer:

Estas unidades de capacidad son de uso frecuente en la manipulación de líquidos, así como en la estimación de la masa contenida del líquido dentro del recipiente si se conoce su densidad.

Además, permite clasificar hasta cuanto volumen y cuanta masa de un líquido determinado puede portar ese recipiente.

Step-by-step explanation:

Sirve la estimación de la capacidad de un recipiente dado en función de otros recipientes con capacidades de referencia, en cuyos casos corresponden al litro y el mililitro, respectivamente. Entonces, la capacidad total es aproximadamente la suma de las cantidades de adiciones de cada recipiente de referencia. La fórmula de estimación de capacidad del recipiente es:

[tex]V_{tot} \approx n_{l}\cdot (1000\,mL)+n_{L}\cdot (1\,mL)[/tex]

Donde:

[tex]V_{tot}[/tex] - Volumen total del recipiente, medido en mililitros.

[tex]n_{l}[/tex] - Cantidad de adiciones del recipiente con capacidad de un mililitro, adimensional.

[tex]n_{L}[/tex] - Cantidad de adiciones del recipiente con capacidad de un mililitro, adimensional.

Estas unidades de capacidad son de uso frecuente en la manipulación de líquidos, así como en la estimación de la masa contenida del líquido dentro del recipiente si se conoce su densidad.

Además, permite clasificar hasta cuanto volumen y cuanta masa de un líquido determinado puede portar ese recipiente.

Step-by-step explanation:

It is given that, an air conditioning system can circulate 320 cubic feet of air per minute. We need to find how many cubic yards of air can it circulate per minute?

1 yard = 3 foot

1 feet = (1/3) yard

320 feet = 106.66 yard

[tex]320\ \text{feet}^3=320\times( \dfrac{1}{3})^3\ \text{yard}^3\\\\=11.85\ \text{yard}^3[/tex]

So, it will circulate 11.85 cubic yard of air per minute.

Answer:

-Convenience Sampling

Step-by-step explanation:

Convenience Sampling is a sampling method that is employed simply because the samples are easy to reach or access. It is a non-probability system of sampling and not a very strong method of sampling. For a serious research such as the one being conducted by the Superintendent, who has ample time to perform the research, this is not a very good sampling method. A Convenience style of research would mean that he can just walk into a cafeteria with students and administer the test to them.

Since he has detailed information of the students, he should choose any of the other mentioned sampling techniques in the options provided to randomly select the subjects. This would help to prevent bias, and enable him to make generalizations with the result of the research.

Step-by-step explanation:

17 miles = 1 day to work

14 miles =1 day to home

Therefore total miles driven in 5 days =

( 17×5) +(14×5) = 105+60

ANSWER =165 miles per week

Answer:

155 miles each week

Step-by-step explanation:

One day is 17 miles to and 14 miles home = 17+14 = 31

He does this 5 days a week

5 * 31 = 155 miles

Answer:

Kindly check explanation

Step-by-step explanation:

Given the following :

Regression

Statistics

R Square 0.01104

Standard Error 4.02545

Observations 27

Stat - - - - Coef - - Std Error - - t-Stat - - P-value

Int. - - 88.4902 - 1.67814 - - 52.731 - - 0.0000

Price (–0.00239) - 0.00453 (–0.528) - - 0.6019

Stat - - - - lower 95% - - - upper 95%

Int. - - - - - 85.0340 - - - - - - 91.9464

Price - - (–0.01172) - - - - - - 0.00693

(A) No, At α = .05, the Coefficient of price is not significantly different from zero, because :

The p-value (0.6019) obtained is greater than 0.05, Hence we fail to reject the null hypothesis.

B) the correlation Coefficient (r) :

Since ; r^2 = 0.01104

r = √0.01104

r = 0.1050714

The p-value obtained at α = .05 for r value of 0.1051 using the online p-value calculator is .602, this shows that correlation does not differ from 0.

Using :

r(√n-2) / √1 - r^2

0.1051(√27-2) / √1 - 0.01104

0.5255 / 0.9944646

= 0.5284250

For a 2 tailed test: α = .025

t0. 025 = 2.060 and - 2.060

Obtained t value is less than the critical, hence the null hypothesis stands

Answer:

AB and CD

Step-by-step explanation:

Given

Shape: Parallelogram

Parallel Side: AB and CD

Required

Determine the opposite sides

From the given parameters, we understand that:

AB is parallel to CD

Since they are parallel, then AB is opposite to CD

Hence, the opposite sides are AB and CD

the common denominator is 10 (between 5 and 2)

for each numerator:

we divide the common denominator with the denominator of each fraction and then multiply with the numerator of the fraction

first fraction's numerator:

10 (c.d.) : 5 (denominator) = 2

2 * 2 (numerator) = 4

second one:

10 (c.d.) : 2 (denominator) = 5

5 * 1 (numerator) = 5

The fractions are 4/10 and 5/10

Answer:

4/5.

Step-by-step explanation:

The opposite of -4/5 is 4/5.

Answer:

4/5

Step-by-step explanation:

The opposite of a number is that number with the opposite sign.

The opposite of a positive number is a negative number. The opposite of a negative number is a positive number. The opposite of zero is zero since -0 means 0.

Examples:

opposite of -5 is 5

opposite of 1/2 is -1/2

opposite of 28 is -28

opposite of -sqrt(5) is sqrt(5)

Your problem:

opposite of -4/5 is 4/5

Answer:

C

Step-by-step explanation:

The river discharges 4 x 10^6 cubic feet of water into the Pacific Ocean each second.

There are 86,400 seconds in one day.

Amount of water discharges each day-

=4x10^6x86400

=345600000000

=3.456 x 10 ^11

Answer: C

Step-by-step explanation:

1) First multiply 4 * 10^6 = 4,000,000

Then multiply 4,000,000 by 86,400 = 3.456 * 10^11

Answer:

yes

Step-by-step explanation:

yes because if you do the math you and you use your brain it's obvious

Step-by-step explanation:

cause I know it

Answer:

x = -10

Step-by-step explanation:

62 = 12 - 5x

-12 .   -12

62 - 12 = -5x

50 = -5x

__ .  __

-5 .    -5

-10 = x    

Answer:

11a^3 + 7a^2 + 8a

Step-by-step explanation:

( 5a^3 - 2a^2 ) + ( 6a^3 + 9a^2 + 8a )

= 5a^3 + 6a^3 + -2a^2 + 9a^2 + 8a

= 11a^3 + 7a^2 + 8a

Answer:

A

Step-by-step explanation:

they measure the distance east to west of the equator

Answer:

It is irrational

Step-by-step explanation:

It is irrational.

Answer:

80 percent

Step-by-step explanation:

(1000/1250)*100 = 80

Answer:

angle 3 is 33 degrees.

Step-by-step explanation:

complementary angle-adds up to 90 degrees

supplementary angle- adds up to 180 degrees.

if angle 1 is 123, then angle two is 180-123 degrees(57)

if angle two is 57 degrees, angle 3 is 90-57 degrees (33)

Answer:

Step-by-step explanation:

Since ∠1 and ∠2 are supplementary the sum of their angles is 180°

So to find ∠2 add ∠1 and ∠2 and equate them to 180° to solve for ∠2

So we have

∠1 + ∠2 = 180

∠2 = 180 - ∠1

From the question

m∠1 = 123°

So we have

∠2 = 180 - 123

∠2 = 57°

From the question , ∠2 is a complement of ∠3 the sum of their angles is 90°

That's

∠2 + ∠3 = 90

∠3 = 90 - ∠2

∠3 = 90 - 57

We have the final answer as

Hope this helps you

Answer:

please mark my answer brainliest

Step-by-step explanation:

no...because it extends to infinity from one side

Answer:

Step-by-step explanation:

Given the f(x) = 12x as  the number of inches in x feet and g(x) = 3.28x gives the approximate number of feet in x meters, to find the composite function that can be used to convert metres to inches will give;

f[g(x)] (This means we are substituting the function that is measured in metres into the functions measured in inches).

Given g(x) = 3.28x,

f[g(x)] = f(3.28x)

f(3.28x) means that we are to replace the variable of x in f(x) with 3.28x as shown;

f(3.28x) = 12(3.28x)

f(3.28x) = 39.36x

f[g(x)] = 39.36x

Hence the composite function that could be used to convert meters to inches is expressed as 39.36x.

Answer:

p = 6

Step-by-step explanation:

-3p+6=-12

Subtract 6 from each side

-3p+6-6=-12-6

-3p = -18

Divide each side by -3

-3p/-3 = -18/-3

p = 6

3 times 1/10 is equal to 3/10, whereas 3 times 10 is equal to 30.

3/ 10 is less than 30.

We can write this as 3 * 1/10 compared to 3 * 10

If we divide both sides by 3, we then compare 1/10 and 10.

1/10 is less than 10, so 3 times 1/10 is less than 3 times 10.

We can rewrite 1/10 = 0.1, so 3 * 0.1 is 0.3 whereas 3 * 10 = 30.

Answer:

See Explanation

Step-by-step explanation:

When you multiply 3 * 1/10, 3 goes in the numerator so you get 3/10 which is 0.3

On the other hand 3*10 is 30.

0.3 is less than 30 that's why.

Here's the thing you had one pizza slice (equal to 1/10), and your parents gave you three times more the pizza slice. You will have three slices of pizza (each slice being 1/10) not 30 pizzas.

Hope that makes sense. I can explain again if you need me to!

There are 10 total juice boxes with 2 grape ones.

Picking the first grape would be 2/10 which can reduce to 1/5

Then there would be 9 juice boxes left with 1 grape.

Picking the second grape would be 1/9

Picking both would be 1/5 x 1/9 = 1/45

Answer:

1/45

Step-by-step explanation:

i think it would possibly be d because there are 3 of the apple and 2 of the grape and 4 for the tropical one so it least has a chance... im sorry if its wrong i just started i hope i helped....

plz give me brainlist