Which combination of measurements could form a triangle?
A) 16m, 55m, 72m
B) 5m, 12m, 18m
C) 18m, 22m, 36m
D) 12m, 32m, 45m

Question 1:

3.825 feet; The value means that a typical throw of the ball results in 3.825 feet.

Question 2:

2.5

Question 3:

How many hours do you practice your musical instrument each week?

Question 4:

The range is 4.5, and it means that the data varies by a value of 4.5.

Question 5:

80

Question 6:

Part A: Mean: (5 + 20 + 22 + 25 + 32 + 34 + 45 + 53 + 56 + 60)/10 = 35 minutes. Median: 32 minutes.

Part B: The student should give the median to their teacher because it represents the middle value and is not affected by outliers.

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The sum of the first 8 terms of the following sequence. Round to the nearest is -759/5

Find the sum of the first 8 terms of the following sequence?

To find the sum of a finite geometric series, use the formula,  

Sn= a1-a1r^n/ 1-r

where n is the number of terms, a1 is the first term and r is the common ratio .  

common ratio = a2/a1

S8=3-3(-2/3)8 / 1-(-2/3)

S8 = 3-(-2)8/ 1+ 2/3

S8= 3-256/ 3+2/3

S8= -253/5/3

S8= -253*3/5

S8= -759/5

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The six trigonometric ratios are sine (sin), cosine (cos), tangent (tan), cotangent (cot), cosecant (cosec), and secant (sec).

Trigonometric Ratios are defined as the values of all the trigonometric functions based on the value of the ratio of sides in a right-angled triangle. The trigonometric ratios of any acute angle are the ratios of the sides of a right-angled triangle with respect to that acute angle.

Trigonometry is a discipline of mathematics that deals with the sides and angles of a right-angled triangle in geometry. As a result, trig ratios are evaluated in terms of sides and angles.

Thus, The six trigonometric ratios are sine (sin), cosine (cos), tangent (tan), cotangent (cot), cosecant (cosec), and secant (sec).

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Answer: To earn an 80 in the class, the student needs to get a score of 80*2=160 on their final exam.

14. Tests: 76, 81, 72. Final exam: 160-((76+81+72)/3)2 =160-772 =160-154=6

Tests: 60, 65, 70. Final exam: 160-((60+65+70)/3)2 =160-652 =160-130=30

Tests: 50, 70, 70. Final exam: 160-((50+70+70)/3)2 =160-632 =160-126=34

Tests: 60, 70, 75. Final exam: 160-((60+70+75)/3)2 =160-682 =160-136=24

Step-by-step explanation:

The equation in multiplication form and division will be equal to 12/3 = 4 and 12 × 1/4 = 3.

The addition, subtraction, multiplication, and division of two or more integers are the four fundamental mathematical operations. The study of integers, particularly the order of operations, is one of them. This study is important for all other mathematical areas, such as algebra, data organisation, and geometry.

Given:

The given statement is: There are 12-fourths in 3.

The statement in division form will be

= 12/3 =4

The statement in multiplication form,

= 12 × 1/4

= 3

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[tex]\it \begin{cases}\ \it 3x+2y=11\\ \\ \it 7x-y=3\bigg|_{\cdot2}\end{cases} \Rightarrow \begin{cases}\ \it 3x+2y=11\\ \\ \it 14x-2y=6\end{cases}\\ \rule{0.2}{0.2}\ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \rule{120}{0.7}\\ \\ \rule{0.2}{0.2}\ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ 17x\ \ \ \ \ \bigg|\ \ \ =17\\ \\ \\ 17x=17 \Rightarrow x=1\ \ \ \ \ (*)\\ \\ \\ 7x-y=3\ \stackrel{(*)}{\Longrightarrow} 7-y=3 \Rightarrow y=4\\ \\ \\ S=\{(1,\ \ 4)\}[/tex]

The edge where two colors meet and the visual line formed by a row of people waiting are examples of Implied lines.

Define vertical lines?

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Check the picture below.

now let's take a looksie at the triangles, well segments DE || AC, that only happens if segment DE is the midsegment of the triangle ABC, which also means that both triangles are similar

[tex]\cfrac{AB}{DB}=\cfrac{BC}{BE}\implies \cfrac{(2x)+(x+5)}{x+5}=\cfrac{4+3}{4}\implies \cfrac{3x+5}{x+5}=\cfrac{7}{4} \\\\\\ 12x+20=7x+35\implies 5x+20=35\implies 5x=15\implies x=\cfrac{15}{5}\implies x=3[/tex]

The theoretical probability is 2/4 and the experimental probability is 2/5.

Probability is defined as the ratio of the number of favorable outcomes to the total number of outcomes in other words the probability is the number that shows the happening of the event.

You automatically have a 25% (1/4) of getting blue. the odds of you spinning is 60 times and landing on blue is 15/60.

Theoretical Probability = 15/60

Theoretical Probability = 1 / 4

The number of times you spun it and it actually landed on blue. i would suggest making up a reasonable number. I would say 24.

The experimental prob would be:-

P =  24/60

P = 2 / 5

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The number marked with an arrow on the number line below as an improper fraction is 2[tex]\frac{1}{2}[/tex].

Given is a number line.

The number represented in the number line is -

2.5

or

5/2 = 2[tex]\frac{1}{2}[/tex]

Therefore, the number marked with an arrow on the number line below as an improper fraction is 2[tex]\frac{1}{2}[/tex].

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Standard form of the two equations is: a1x+b1y=c1 and a2x+b2y=c2, where a1=2, b1=3, c1=6, a2=1, b2=-1 and c2=2.

Standard form of the two equations is:

2x + 3y = 6 (Equation 1)

y - x = 2 (Equation 2)

Therefore, a1 = 2, b1 = 3, c1 = 6, a2 = 1, b2 = -1 and c2 = 2.

The standard form of linear equations in two variables is a1x+b1y=c1 and a2x+b2y=c2. This means that the coefficients of x and y in each equation must be expressed as a single numerical value.

In the given example, the two equations are 2x + 3y = 6 and y - x = 2. To

convert these equations into the standard form, we need to calculate the values of a1, b1, c1, a2, b2 and c2.

For the first equation, a1 = 2, b1 = 3, and c1 = 6. For the second equation, a2 = 1, b2 = -1, and c2 = 2. Therefore, the standard form of the two equations is a1x+b1y=c1 and a2x+b2y=c2, where a1=2, b1=3, c1=6, a2=1, b2=-1 and c2=2.

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Answer:

75

Step-by-step explanation:

A straight line is 180 degrees. Therefore, ACB = ACD - DCB

= ACB = 180 - 105 = 75

Yes, For exponential growth this is a valid way to find the per capita growth rate That is rmax.

r max is the maximum per capita rate of increase for a particular species under ideal conditions, and it varies from species to species. For instance, bacteria can reproduce much faster than humans and would have a higher maximum per capita rate of increase. The maximum population growth rate for a species, sometimes called its biotic potential, is expressed in the following equation:

dT/dN =rmax* N

Population growth depends upon the difference between Newborn and dead and if we talk about exponential growth the difference is nearly the same as that of the original present population and the per capita growth is being calculated in a similar manner as by dividing the difference between newborn and dead with original present population.

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The equation of the line in slope-intercept form is: y = -1/2x + 3.

To write the equation of a line in slope-intercept form, use the equation y = mx + b, where m is the slope of the line and b is the y-intercept (the point where the line crosses the y-axis). For example, if the slope of the line is 2 and the y-intercept is -3, the equation of the line in slope-intercept form would be y = 2x - 3.

Therefore, slope of the graph given = rise/run = -1/2.

Y-intercept of the line, b = 3.

To wrote the equation of the line, substitute m = -1/2 and b = 3 into y = mx + b:

y = -1/2x + 3.

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Answer: y= -75x +200

Step-by-step explanation:

The equation representing the trend line for the data and used to make predictions is a regression equation.

A trend line, also known as a regression line, is a line that represents the relationship between two variables. In this case, the two variables are the time elapsed and the value of the house. By fitting a regression line to the data, it becomes possible to make predictions about the value of the house at any given time in the future.

The type of regression used to model the trend line depends on the nature of the relationship between the two variables. A linear regression is often used when the relationship is approximately linear. In such a case, the regression equation has the form Y = a + bX, where Y is the value of the house, X is the time elapsed, a is the intercept, and b is the slope of the line.

This question cannot be answered without any data because the equation representing the trend line for the data and used to make predictions depends on the specific data being analyzed.

Without the data, it is impossible to determine the relationship between the two variables, which is necessary for finding the appropriate regression equation to model the trend line.

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Answer:

Step-by-step explanation:

Let's name the radius of the circle "r". Because the circumference of the circle grows at a constant rate of 6 inches per second, we can apply the calculation C = 2 * pi * r to calculate the rate at which the radius grows.

dC/dt = 2 * pi * dr/dt = 6 inches/second

Because the square is parallel to the circle, the length of one of its sides equals the diameter of the circle. As a result, the square's perimeter equals four times the diameter of the circle or P = 4 * 2 * r.

As a result, the pace at which the square's perimeter grows is:

dP/dt equals 4 * 2 * dr/dt equals 8 * dr/dt

Substituting the dr/dt value from the first equation:

dP/dt = 8 * dC/dt = 8 * 6 inches per second = 48 inches per second

The pace at which the perimeter of the square is growing is 48 inches/second

b) The circle's area is determined by A = pi * r2.

If A = 257 square inches, we may calculate the value of r at that moment.

sqrt(A/pi) = sqrt(257/pi)

The rate of growth in the circle area is dA/dt = 2 * pi * r * dr/dt.

Substituting the dr/dt value from the first equation and the r value from above:

dA/dt = 2 pi * sqrt(257/pi) * 6 in/sec = 12 sqrt(257) in/sec

The area enclosed between the circle and the square equals the square's area minus the circle's area.

Let's call the square's side length s.

enclosed area = s2 - A = s2 - pi * r2

d(s2 - pi * r2)/dt = 2sds/dt is the rate of expansion of the enclosed area.

We may calculate the rate of increase of the enclosed area by substituting the value of ds/dt from the first equation.

ds/dt = dP/dt / 4 = 48 inches per second / 4 = 12 inches per second

d(s^2 - pi * r^2)

/dt = 2 * s * ds/dt = 2 * s * 12 inches/sec = 24 * s

The rate of expansion in the area enclosed between the circle and the square is 24*s inches/sec at the instant when the size of the circle is 257 square inches.

Please note that s is not supplied in the issue, thus it's impossible to determine the precise value of the rate of increase in the area contained.

Step-by-step explanation:

the question is phrased incorrectly.

the "can" is the problem.

they "can" lie on 3 different planes, even if they are on the same line.

but what 3 points always do in 3-dimensional geometry : they define 1 plane, if they are not on the same line.

it is the minimum of needed information to define a plane : 3 points not on the same line. because they create a triangle, which is a 2- dimensional shape representing its own plane in a 3- dimensional world.

similar to 2-dimensional and 3- dimensional geometry, any 2 points (if they are not identical on the same dot) define 1 line.

Answer:

-4

Step-by-step explanation:

Just put -2 in the polynomial -x².

So, - (-2)² = -4

Cheers!

This system of equations has been solved graphically and its solution is equal to the ordered pair (-1.29, -0.57).

In Mathematics, a point of intersection is the location on a graph where two (2) lines intersect, or cross each other, which is typically represented as an ordered pair containing the point that corresponds to the x-axis and y-axis on a cartesian coordinate.

In this scenario, we would use an online graphing calculator to plot the given system of equations and then take note of the point of intersection of the lines on the graph;

y = 2x + 2     ........equation 1.

y = -1/3x - 1       ........equation 2.

Based on the graph (see attachment), we can logically deduce that the solution to the given system of equations is the point of intersection of the lines on the graph representing each of them, which is given by the ordered pair (-1.29, -0.57).

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The solution to the system of equations is

A system of equations is a pair of two linear equations

Given the system of equations

y = -x/3 - 1 and

y = 2x + 2

We proceed to solve the system of equations as follows.

Since we have the equations

y = -x/3 - 1 and

y = 2x + 2

Eqating both expressions, we have that

-x/3 - 1 = 2x + 2

adding 1 from both sides, we have

-x/3 - 1 + 1 = 2x + 2 + 1

-x/3 + 0 = 2x + 3

-x/3 = 2x + 3

Subtracting 2x from both sides, we have that

-x/3 - 2x = 2x - 2x + 3

(-x - 6x)/3 = 0 + 3

-7x/3 = 3

Multiplying both sides by 3, we have

-7x = 3 × 3

-7x = 9

Dividing both sides by -7, we have

x = 9/-7

x = -9/7

Substituting x = -9/7 into y = 2x + 2, we have that

y = 2x + 2

y = 2(-9/7) + 2

= -18/7 + 2

= (-18 + 14)/7

= -4/7

So,

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The required ratio of number of pots of daises to the number of pots of roses is 10:7.

An ordered pair of numbers a and b, represented as a / b, is a ratio if b is not equal to 0. A proportion is an equation that sets two ratios at the same value. For instance, you could express the ratio as follows: 1: 3 if there is 1 boy and 3 girls (for every one boy there are 3 girls).

We have,

14 pots of roses and 20 pots of daisies.

Ratio will be

20/14

10/7

Thus,required ratio is 10:7.

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Complete question:

In Kyle's garden, there are 14 pots of roses and 20 pots of daisies.

a. What is the ratio of the number of pots of dalsies to the number of pots of roses?

The bacteria's population will triple in 4.75 hours.

Every three hours, bacteria double.

There is an 8 x 3-hour dividend every 24 hours.

100 microbes to get you started

due to the fact that there are 8 x 3 hours in a day and the doubles culture

Bacterial count in 24 hours will be

100 x 8 = 800

800 * 2 = 1600 is the result of doubling this quantity.

Respond to 1600 bacteria.

So the bacteria will triple in.

Using a differential equation, it is found that the bacteria's population will triple in 4.75 hours.

It triples when P(t) = 3P(0), hence:

What differential equation is employed in this issue?

The population is characterized by the following differential equation because the rate of bacterial growth in a particular culture is related to the number of bacteria present:

dp/dt=kp

where k represents the growth rate.

Using a differential equation, it is found that the bacteria's population will triple in 4.75 hours.

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The absolute graph will depicts the distance of a number from the origin.

The term graph in math is known as  a diagram showing the relation between variable quantities that is basically of two variables and each os them measured along one of a pair of axes at right angles.

Here we need of define the absolute graph.

The absolute graph which is also known as absolute value graph is defined as

Here we have also know that the graph of the absolute value function is symmetric about the y -axis.

Here we have given the graph of the absolute value function makes a right angle at the origin.

If the value of the absolute value function is an even function then the function is written as f ( x ) = f ( − x )

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Answer:

Which symbol correctly compares these fractions? −3/5 −2/3 A. > B. < C. = 1 See answer Advertisement Advertisement ... 10, 2, 1 and x is 5. What is the value of x ? 1 point A) 5 B) 7 C) 13 D) 18 Mike was in charge of collecting contributions for the Food Bank. He received contributions of $80, $70, $60, $40, and $80.

Step-by-step explanation:

Answer:

2. The difference between the flat fees of the two companies is $20

Step-by-step explanation:

3. 15 units

the equation for the table is y= 8x-17 and if you plug zero in for x, then the answer is -17. -17 is the y-intercept of the equation and the distance between negative 17 and 2 is 15.

There are 2 music classes. This is a problem of combination. We can use the formula:

combinations = (n!) / (r! * (n-r)!)

Where n is the total number of choices and r is the number of choices in each combination.

We know that Sam can make 36 possible combinations and that he has 4 language classes, and 3 art classes to choose from.

Let's assume that there are x music classes.

So the total number of classes is 4 + 3 + x = x + 7

We can substitute these values into the formula:

36 = (x+7)! / (3! * (x+7-3)!)

36 = (x+7)(x+6)(x+5) / (321)

We can simplify it to

36 = (x+7)(x+6)(x+5)

We can find the value of x by solving the above equation.

x = 2

Therefore, there are 2 music classes.

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The required inequality is x > -22/7 which is equivalent to the given inequality.

Inequality is defined as mathematical statements that have a minimum of two terms containing variables or numbers that are not equal.

The inequality is given in the question, as follows:

-4(x+7) < 3(x-2)

We have to determine the equivalent inequality to the given inequality

As per the question, we have

-4(x+7) < 3(x-2)

Apply the distributive property on both sides,

-4x - 28 < 3x - 6

Rearrange likewise terms,

-4x - 3x < -6 + 28

-7x < 22

- x < 22/7

x > -22/7

Thus, the required inequality is x > -22/7.

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Therefore , a result A(x) = 23 is the answer to the function issue that was presented.

Quantities and their variants, equations and associated structures, shapes and their positions, and locations where they are found are all included in the study of mathematics. The link between a collection of inputs, each of which has a corresponding output, is referred to as a "function." A function is a dynamic relationship between inputs and outputs in which each input produces a single, unique result. Each function has a designated area and only needs a tiny area, or scope.

Here,

As a result, h(x) = x2-10x+21 A(x) =y/x =-1 x 10 A(x)=?

A(x) = y/x =h(x-g)-h(x)/g

=> g = Xmax - Xmin

=> g = 10-(-1)

=>  10+1 =g

=> 11 =g

=>(x-11)² - 10*(x − 11) + 21 − (x² - 10x+21) /11 = A(x)

=>  x²- 22x+121-10x + 110 + 21 - x² + 10x -21/11 =A(x)

=>A(x) = 21+ 2

=>A(x) = 23

As a result, A(x) = 23 is the answer to the function issue that was presented.

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Answer:

417 dollers is how many stewrt has

Step-by-step explanation:

Answer:

$16.68

Step-by-step explanation:

83.40÷5=16.68 so Stuart would have $16.68

No, there aren't 60 or 180 degrees in a right angle. Right angles measure only 90 degrees.

When two rays intersect and form a 90˚ angle or are perpendicular to each other at the intersection, they are said to form a right angle. It is the most frequently encountered angle in our daily lives. It can be noticed in room corners, box edges, mobile phone screens, and so on.

A square's and a rectangle's sides always make a right angle with each other. It is represented in radians as /2.

The angle formed by two lines that are perpendicular to each other is called a right angle. A right angle is equal to 90° and is in the shape of the letter "L".

Thus, there aren't 60 or 180 degrees in a right angle. Right angles measure only 90 degrees.

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Algebraic expressions are mathematical phrases that include numbers, variables and mathematical operations.

In class 8, students typically learn about basic algebraic expressions, which are mathematical phrases that include numbers, variables and mathematical operations. These expressions can be evaluated to a single numerical value.

An example of an algebraic expression that is typically covered in class 8 is: x + 2: This is a simple linear expression that involves a variable (x) and a constant (2)

Another example could be: 2y - 3: This is also a linear expression, involving a variable (y) and two constants (2 and 3).

These are simple expressions that involve only one variable and simple mathematical operations like addition, subtraction, and multiplication. As students progress through their studies, they will encounter more complex algebraic expressions that involve multiple variables, exponents, roots, and other advanced concepts.

It's important to note that Algebraic expressions can become more complex as the student progresses, but the basic idea remains the same: it's a combination of numbers, variables, and mathematical operations (such as +, -, x, /) that can be evaluated to a single numerical value.

Therefore, Algebraic expressions are mathematical phrases that include numbers, variables and mathematical operations.

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