Classify Δ ABC with vertices A(-2, -1), B(-1,3), C(2,0) as scalene, equilateral, or isosceles

The system of equations is:

2b + 4.25s = 53.75

b - s = 5  

The number of bagels bought is 12 and the number of sandwiches bought is 7.

2b + 4.25s = 53.75 equation 1

b - s = 5  equation 2

Where:

The elimination method would be used to determine the required values.

Multiply equation 2 by 2

2b - 2s = 10 equation 3

Subtract equation 3 from equation 1 :

6.25s = 43.75

Divide both sides of the equation by 2.25

s = 43.75 / 6.25

s = 7

Substitute for s in equation 1:

2b + 4.25(7) = 53.75

2b + 29.75 = 53.75

2b = 53.75 - 29.75

2b = 24

b = 24 / 2

b = 12

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Answer:

3.81

Step-by-step explanation:

The lowest-degree polynomial function with the given graph and intercepts can be represented by the equation: y = x - 2.

The graph shows two intercepts, one at x = -2 and another at x = 2. To find the equation of the polynomial function, we can use the fact that the intercepts of a polynomial function occur when the function's value is equal to zero. Thus, we need to find a polynomial function that equals zero at x = -2 and x = 2.

Since we want the lowest-degree polynomial function, we know that it will be a linear function. A linear function can be represented by the equation y = mx + b, where m is the slope and b is the y-intercept. In this case, we can see that the y-intercept is at y = -2, so the equation starts as y = mx - 2.

To find the slope, we can use any two points on the graph. Let's choose the intercepts at (-2, 0) and (2, 0). The slope between these two points is (change in y)/(change in x) = (0 - 0) / (2 - (-2)) = 0/4 = 0.

Therefore, the equation of the lowest-degree polynomial function with the given graph and intercepts is y = x - 2.

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2(z - 5) + (z - 8) =

= 2z - 10 + z - 8 =

= 2z + z - 10 - 8 = 3z - 18 ← the end

Answer:

c

Step-by-step explanation:

The sequence an=an−1+2 is an arithmetic sequence

The first three terms in the sequence are (a) 8, 10, 12

The sequence is given as:

an=an−1+2

Where:

a1 =8

Start by calculating a2 using:

a2=a1+2

This gives

a2=8+2 = 10

Calculate a3 using:

a3=a2+2

This gives

a3=10+2 = 12

So, we have:

a1 = 8, a2 = 10 and a3 = 12

Hence, the first three terms in the sequence are (a) 8, 10, 12

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The pair of lines perpendicular to RS are EA and FG.

A flat surface on which a straight line joining any two points on it would wholly lie is known as a plane.

What is plane?

A plane is a point, a line, and three-dimensional space's equivalent in two dimensions.

Main Body:

Given

E,F and G are on plane X. R and S are in both planes X and Y. EA and FG are parallel. AE and FG are vertical lines and are present on plane X. RS is present at the intersection of the 2 planes.

Explanation:

The lines which together could be perpendicular to RS are EA and FG.

We have to first draw both the planes according to the given information in question.

X is a vertical plane so draw a plane vertical on the horizontal plane that is Y plane. Now plot A and F And G in X plane and R,S in such a way that they  are in both plane so they will be at the intersection of both the planes. Now draw lines from A and F to form lines EA and FG.

Hence we can observe that lines EA and FD are perpendicular on line RS.

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He had saved 127 pictures originally

Parameters:

Pictures saved = 13

Pictures deleted = 32

New total number of pictures = 108

Let old total number of pictures = x

Then

x + 13 - 32 = 108

x - 19 = 108

x = 108 + 19

= 127

He had saved 127 pictures originally

1. Series:

\(\[\sum_{n=1}^{\infty} \frac{n}{{n^2 + 3}}\]\)

To determine the convergence or divergence of this series, we can use the comparison test or the limit comparison test.

Using the comparison test:

We compare the given series with a known series that we know to be convergent or divergent. Let's consider the series  \(\(\sum_{n=1}^{\infty} \frac{1}{n}\).\)

As \(\(n\)\) approaches infinity, the term  \(\(\frac{n}{{n^2 + 3}}\)\)  is always less than or equal to  \(\(\frac{1}{n}\).\)

Since the series  \(\(\sum_{n=1}^{\infty} \frac{1}{n}\)\)  is a known divergent harmonic series, and the terms of our series are less than or equal to the corresponding terms of the harmonic series, we can conclude that our series is also divergent.

Therefore, the first series is divergent.

2. Series:

\(\[\sum_{n=1}^{\infty} \left(\frac{n}{{n^2 + 3}}\right)^n\]\)

To test the convergence or divergence of this series, we can use the root test or the ratio test.

Using the root test:

We take the \(\(n\)th\) root of the absolute value of the series term and check the limit as \(\(n\)\) approaches infinity.

Let's calculate the limit:

\(\[\lim_{{n\to\infty}} \left(\frac{n}{{n^2 + 3}}\right)^n = \lim_{{n\to\infty}} \left(\frac{n^n}{{(n^2 + 3)^n}}\right) = \lim_{{n\to\infty}} \left(\frac{n^n}{{n^{2n} + 3n}}\right) = \lim_{{n\to\infty}} \left(\frac{n^n}{{n^{2n}}}\right) = \lim_{{n\to\infty}} \left(\frac{1}{{n^n}}\right) = 0\]\)

Since the limit is less than 1, the root test tells us that the series converges.

Therefore, the second series is convergent.

In summary:

1. The first series is divergent.

2. The second series is convergent.

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The infinite series ax/a+x can be expressed as a geometric series with the sum being a/a-x.

The infinite series for ax/a+x can be represented as a geometric series. The first five terms can be expressed as:

\(Term 1: ax/(a+x)\\Term 2: (ax)^2/(a+x)^2\\Term 3: (ax)^3/(a+x)^3\\Term 4: (ax)^4/(a+x)^4\\Term 5: (ax)^5/(a+x)^5\)

The infinite series can be expressed using summation notation as:

\(∑_(n=1)^∞ (ax)^n / (a+x)^n\)

Using the formula for a geometric series, the sum of the infinite series can be calculated as:

\(S = ax/(a+x) * 1/(1-ax/(a+x)) \\ = ax/(a+x) * (a+x)/(a-ax) \\ = ax/(a-ax) \\ = a/a-x\)

Therefore, the infinite series ax/a+x can be expressed as a geometric series with the sum being a/a-x.

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Answer:

surface area= 2261.95

volume=4423.36

Step-by-step explanation:

cone sa= 628.32

628.32*2= 1256.64

cylinder sa= 1005.31

1005.31+1256.64=2261.95

cylinder v=2412.74

cone v=1005.31

1005.31*2=2010.62

2010.62+2412.74=4423.36

please mark me brainliest :)

switch the variables

x = -y + 6

x - 6 = -y

-x + 6 = y

Answer:

j=5

Step-by-step explanation:

7j+20=3j+40

Step 1: Subtract 3j from both sides.

7j+20−3j=3j+40−3j

4j+20=40

Step 2: Subtract 20 from both sides.

4j+20−20=40−20

4j=20

Step 3: Divide both sides by 4.

4j/4

20/4

j=5

Answer:

j=5

Answer: j = 5

Solve this multi step equation: 7j + 20 = 3j + 40

First step: bring the numbers that don't have a variable on the other side of the equal sign.

7j - 3j  =  - 20 + 40

*TIP: REMEMBER: when you have a positive number, and you bring it on the other side of the equal sign, it becomes negative; same thing with a negative number. When you have a negative number, and you bring it on the other side of the equal sign, it becomes positive.*

Second step: Solve the equations on both sides.

4j = 20

Final step: (this step is easy) divide 20 by 4

20/4 = 5;

Therefore, j = 5.

Answer:

the second one

Step-by-step explanation:

Each number moves up the same amount each time, on the table. For both x and y.

Answer: Continuous variables

A variable is said to be continuous if it can assume an infinite number of real values within a given interval

Step-by-step explanation: yep

Answer:

heyy! im reaaally sorry if its wrong but I think its c, f, d

brainliest? :)

Step-by-step explanation:

Answer:

7= D

8= F

9= C

Step-by-step explanation:

7. x - 3 \(\leq\) 7

     +3     +3

x \(\leq\) 10

8. 3b < 18

   /3       /3

    b < 6

9. \(\frac{y}{3}\) > 9

  *3    *3

 y > 27

10- 12 I am so sorry, but I don't understand these functions lol

Noah is using the 50/30/20 budgeting money management strategy

What is money management?

Money management in mathematics is the application of mathematical principles and techniques to the management of personal or corporate money. It entails the use of mathematical tools like equations, graphs, and statistics to analyse financial data and make educated decisions about budgeting, saving, investing, and spending. Mathematicians also use probability and risk analysis to manage money by estimating the likelihood of different financial events and making decisions based on the benefits and dangers of various financial options. Overall, mathematicians' understanding of money management enables people and organisations to better manage their financial resources and reach their financial objectives.

Noah is using the 50/30/20 budgeting money management strategy because he is using 50% of his income for his basic needs, 30% for entertainment, and 20% for savings and debt repayment.

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Answer:

false and true p,r and q

The vector [1, 1, 1]ᵀ as it is symmetrical to the ordinary vector. Thus, "[1, 1, 1]T" serves as the foundation for the line p.

We can rewrite the plane's equation as a matrix equation to find the matrix A whose nullspace matches the given plane. The plane's equation is as follows:

x - 4y + 3z = 0

We can revise it in lattice structure as:

Where [A] is a 1x3 matrix and [x, y, z]T is a column vector, [A] = [0]. The rows of the matrix [A] will serve as the equation's coefficients for x, y, and z due to the equation's homogeneity and linearity.

As a result, matrix A is:

[A] = [1, -4, 3] We must solve the equation A * x = 0, where x is a column vector, in order to determine the nullspace's basis. For this situation, we really want to address:

We can represent it as a system of equations: [1, -4, 3,] [x, y, z]T = [0].

x - 4y + 3z = 0

To track down the reason for the nullspace, we settle the arrangement of conditions and express the arrangement concerning boundaries. Let's figure out the system:

x = 4y - 3z

Picking y = t (a boundary), we can revamp the arrangement as:

The nullspace of matrix A is spanned by the vector [4, 1, 1]T, so "[4, 1, 1]T" serves as the foundation for the nullspace of A. Since x = 4t, y = t, and z = t,

Presently, to find the reason for the line p⊥ that is opposite to p, we know that any vector in p⊥ is symmetrical to any vector in p. Hence, the reason for p⊥ can be found by finding a vector that is symmetrical to the ordinary vector of p (which is [1, - 4, 3]ᵀ).

We can pick the vector [1, 1, 1]ᵀ as it is symmetrical to the ordinary vector. Thus, "[1, 1, 1]T" serves as the foundation for the line p.

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Answer:

5 m , 3 m , 15 m²

Step-by-step explanation:

Given area (A) = x² - 12x + 35 and A = length × breadth , then

x² - 12x + 35 = (x - 5)(x - 7) ← in factored form

We know length = x - 5 , then breadth = x - 7

When x = 10

length = x - 5 = 10 - 5 = 5 m and breadth = x - 7 = 10 - 7 = 3 m

A = 10² - 12(10) + 35 = 100 - 120 + 35 = 15 m²

or

A = length × breadth = 5 × 3 = 15 m²

Answer:

151.7 cm^3

Step-by-step explanation:

3.7 x 10 x 4.1 = 151.7

BRAINLIEST? TY!!

Answer:

151.7 cm^3

Step-by-step explanation:

If you didn't know already the volume of a rectangular prism is

length x witdh x height.

Multiply 10x4.1 and you will get 41

Then multiply 41 by 3.7 to get 151.7.

Answer:

Perimeter:

\(2( \frac{2}{3} + \frac{1}{2} ) = 2( \frac{4}{6} + \frac{3}{6} ) = 2( \frac{7}{6} ) = \frac{7}{3} = 2 \frac{1}{3} \)

The perimeter is 2 1/3 inches.

Area:

\( \frac{2}{3} \times \frac{1}{2} = \frac{1}{3} \)

The area is 1/3 of a square inch.

Answer: 10 and a half For ivy For Hayden 8 half

Step-by-step explanation: because ivy gave Her mother 2 each and her father half and for her brother

Answer:

Given to father by Ivy: 12/2=6

Given to father by Hayden: 10/2=5

Now,

Chocolates given to mother by Ivy: 2

Chocolates given to mother by Hayden: 2

Now total chocolates given by Ivy to mother and father: 6+2 = 8

Now total chocolates given by Hayden to mother and father: 5+2=7

Now total chocolates left  with Ivy 12-8=4

Now total chocolates left with Hayden: 10-7= 3

Thus ivy and Hayden has  4&3 chocolates respectively

The given limit indicates that there is a vertical asymptote at x = 2.

The vertical asymptotes are the values of x which are outside the domain, which in a fraction are the zeroes of the denominator. When x tends to these values laterally, the limit of f(x) goes to infinity.

In this problem, the function is:

\(f(x) = \frac{x^2 - 4x - 12}{x - 2}\)

The vertical asymptote is:

x - 2 = 0 -> x = 2.

Hence:

\(\lim_{x \rightarrow 2^+} f(x)\) and \(\lim_{x \rightarrow 2^-} f(x)\) are either positive infinity or negative infinity.

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The general solution of the given system of odes is

m=1 ; m=4    (real roots)

In arithmetic, a system of odes equations is a finite set of differential equations. Any such device may be either linear or non-linear. Also, such a machine can be both a machine of normal differential equations or a system of partial differential equations.

the compatibility conditions of an overdetermined system of odes equations may be succinctly stated in terms of differential forms (i.e., a shape to be specific, it needs to be closed). See integrability situations for differential systems for more.

It is an elaborately based poem praising or glorifying an event or character, describing nature intellectually as well as emotionally. A traditional ode is dependent on three essential parts: the strophe, the antistrophe, and the epode. Distinct forms together with the homostrophic ode and the abnormal ode also enter.

dx/dt = 2x+2y =   x^1 = 2x+2y     1

dy/dt = x+3y =    y^1 = x+ 3y        2

differentiating 1 with respect to 't'

x^11 = 2x^1+ 2y^1

y^1 = x+3y

x^11 = 2x^1= 2(x+3y)

x^11 = 2x^1+ 2x+ 6y

x^11 = 2x^1+ 2x+ 6(x^1-2x/2)

x^11 = 2x^1+ 2x+ 3x^1- 6x

x^11 = 5x^1 - 4x

x^11 -5x^1 - 4x

x^11 - 5x^1 -4x =0

Auxillary equation is m^5- 5m+4=0

m^2 - m - 4m + 4 = 0

m(m-1) -4 (m-1) =0

(m-1) (m-4) = 0

m=1 ; m=4    (real roots)

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Answer:

195

Step-by-step explanation:

4 drinks = 1.5 * 4 = 6.

3 sandwiches = 2 * 3 = 6

2 treats = 1 * 2 = 2

$6+$6+$2+$25 = 39

Multiply by 5 for each kid

39*5=195

Answer: 5/12 or 41.67% chance

Step-by-step explanation:

number > 1 is 5/6 chance

heads on a coin is 1/2 chance

5/6 * 1/2 = 5/12

1. Yes, this is a random experiment because the selection of students for the survey is based on chance. 2. The number of possible outcomes (size of the sample space) cannot be determined without knowing the total number of CCSF students.

1. Yes, this is a random experiment. A random experiment is one in which the outcome is subject to chance or uncertainty. In this case, the survey conducted among the CCSF students is a random experiment because the selection of the 20 students from the population is based on chance. The individuals surveyed were not predetermined but rather selected randomly, which introduces an element of uncertainty into the experiment.

2. The size of the sample space, or the number of possible outcomes, can be determined using a combination formula. Since the survey involves selecting 20 students out of the entire CCSF student population, the number of possible outcomes is given by the combination formula:

nCr = n! / (r!(n-r)!)

where n is the total population size and r is the sample size. In this case, n = the total number of CCSF students, and r = 20. The exact total number of CCSF students is not provided in the question, so the calculation cannot be performed without that information. However, the number of possible outcomes will be a large number because there are numerous ways to select 20 students from a larger population.

In summary, this survey conducted among 20 CCSF students is a random experiment since the selection of individuals is subject to chance. The exact number of possible outcomes cannot be determined without knowing the total number of CCSF students, but it would be a large number due to the numerous ways of selecting 20 students from a larger population.

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