Evaluate! answer asap

Yes, that is correct. The slope of the line that contains the points (3,5) and (3,6) is undefined.

To find the slope of a line, we use the formula m = (y2 - y1) / (x2 - x1), where (x1, y1) and (x2, y2) are any two points on the line. In this case, both points have the same x-coordinate, which means that the denominator in the slope formula is zero. Division by zero is undefined, so the slope of the line is also undefined. Visually, this means that the line is vertical and does not have a defined slope. It is important to note that while the slope may be undefined, we can still determine other properties of the line, such as its x-intercept or y-intercept, and we can still graph the line using its equation or other methods.

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Answer:

y= x-3

Step-by-step explanation:

Answer:

_Given data: _

The bridge has a span, s = 140 feet

Maximum height of the bridge, h = 25 feet

Let the vertex is,

V

=

(

0

,

25

)

Step-by-step explanation:

The forecast for the first week in April is Option B, 217.33.

By using a three-week moving average to forecast the rate of new driver's license applications for the first week of April, means that we will average the rate of new driver's license applications over the last three weeks to forecast the rate for the next week.

Let's calculate the moving average for the first week of April.

Given weeks 2, 3, and 4 of March are 199, 215, and 212, respectively.

To find the three-week moving average, we add these three rates and divide by three:

(199 + 215 + 212) / 3 = 208.67

Therefore, the forecast for the rate of new driver's license applications for the first week of April using the three-week moving average is 208.67, rounded to two decimal places, the closest option to 208.67 is option B, which is 217.33.

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Answer:

Lololololo9lolo9lkiujyhgdfbhjkifewkjuhgsdvcgfh

Step-by-step explanation:

The total possible combinations are 5¹⁰

The given data and things to be found are,

How many alternative response choices are there for a 10-question test with choices a, b, c, d, or e for each question?

Here,

We have 5 options a, b, c, d, and e.

Total combinations are 5¹⁰

5¹⁰ = 5 * 5 * 5 * 5 * 5 * 5 * 5 * 5 * 5 * 5

Hence, the total possible outcomes are 5¹⁰.

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Answer:

99 degrees

Step-by-step explanation:

Angle 3 and 4 added together is 180 degrees since it is a straight line.

if you know angle 3 is 81 degrees, then angle 4=180-81=99

Answer:

99 is the measure of angle 4

Step-by-step explanation:

Two parralel lines cut by a transversal.

This is all you gotta remember

Alternate interior angles (4 and 6, 3 and 5) are congruent (equal)

Altenrate exterior angles (1 and 7, 2 and 8) are congruent (equal)

Corresponding angles (2 and 6, 3 and 7, 1 and 5, 4 and 8) are congruent (equal)

Same side interior angles (3 and 6, 4 and 5) are supplementary (equal to 180 if added up)

Same side exterior angles, (2 and 7, 1 and 8) are supplementary (Equal to 180 if added up)

Same line, opposite transversal (4 and 3, 5 and 6, 8 and 7, 1 and 2) are also supplementary.

Note that the triangle given above is an Obtuse Isosceles Triangle. (Option C)

An isosceles obtuse triangle is one of three angles in which one is obtuse (between 90 and 180 degrees) while the other two acute angles are equal in measurement. 30°, 30°, and 120° are three examples of isosceles obtuse triangle angles.

An isosceles triangle is one in which any two of its angles have the same measurement. And the lengths of the two sides opposing those equal angles are likewise equal.

An obtuse triangle has one angle that is between 90° and 180° and the other two angles that are acute (less than 90°).

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Answer:

Step-by-step explanation:

Answer: 1/4

Add: 3/4 + 1/6 = 3 · 3 / 4 · 3 + 1 · 2 / 6 · 2 = 9/12 + 2/12 = 9 + 2/12 = 11/12

Subtract:  1 - 2/3 = 11/12 - 2/3 = 11/12 - 2 · 4 / 3 · 4 = 11/12 - 8/12 = 11 - 8/12 = 3/12 = 3 · 1 / 3 · 4 = 1/4

Answer:

Step-by-step explanation:

A rectangular carpet measures 8 m by 6 m​Part of the carpet is covered by a square rug of length 2 m

Step-by-step explanation:

¿Puedes decirnos las ecuaciones?

Answer:

-6................

...

...

...

Answer:

3/4 year = 9

Step-by-step explanation:

To find 3/4 of a year you first need to find 1/4 of a year so you do 12/4 and get 3. Now we know that 1/4 of a year is 3 months so you just multiply that by 3 to get 9. So 3/4 of a  year is 9 months.

I hope this helps!

Your answer to 3/4 of a year is 9 months

Answer:

A = a/2^2 + b/2^2          where b = 26 - a     (a/2 and b/2 sides of square)

A = a^2 / 4 + 1/4 (a^2 - 52 a + 676)

4 * A= 2 a^2 - 52 a + 676

4 dA / da =4 a - 52 = 0

Area will be minimized when   a = 13 and b = 13

Check:  

 n A

13 13 0 84.5

12 14 1 85

11 15 2 86.5

10 16 3 89

9 17 4 92.5

8 18 5 97

7 19 6 102.5

6 20 7 109

5 21 8 116.5

4 22 9 125

3 23 10 134.5

2 24 11 145

1 25 12 156.5

0 26 13 169

Answer:

b^3 + c^2

Step-by-step explanation:

In looking at a scatter plot of inter-rater reliability, a researcher would want to see all the dots close to the line of agreement because it shows that there is a high level of agreement between the raters.

Inter-rater reliability refers to the degree to which different raters or observers agree on their judgements or evaluations of a particular behavior, characteristic, or event. It is a measure of consistency between the observations of two or more raters. Inter-rater reliability is important because it ensures that the results obtained from the research are valid and reliable, which means that they are accurate and can be trusted.

In a scatterplot of interrater reliability, the dots represent the ratings or observations made by different raters. The line of agreement is a straight line that represents perfect agreement between the raters, i.e., all the raters make the same rating. If all the dots are close to the line of agreement, it means that the raters are in close agreement with each other, and there is a high level of inter-rater reliability.

If the dots are scattered far from the line of agreement, it means that the raters are not in agreement with each other, and there is a low level of inter-rater reliability. Thus, a researcher would want to see all the dots close to the line of agreement because it shows that there is a high level of agreement between the raters.

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Using the percentile concept, it is found that the correct option is:

Her daughter weighs more than 87% of girls her age and she is taller than 67% of girls her age.

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

Thus, the correct option is:

Her daughter weighs more than 87% of girls her age and she is taller than 67% of girls her age.

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Answer:

x = -3/5

Step-by-step explanation:

4x-3=9x

-9x -9x

-5x-3=0

+3 +3

-5x/-5=3/-5

x = -3/5

Answer:

x=-0.6 or -3/5

Step-by-step explanation:

4x-3=9x

4x-9x=3

-5x=3

-5x/-5=3/-5

x=-3/5

or x= -0.6

Answer:

\(\large\boxed{\tt x = 2}\)

Step-by-step explanation:

\(\textsf{We are asked to solve for x in the given equation.}\)

\(\textsf{We should know that x is cubed, meaning that it's multiplied by itself 3 times.}\)

\(\textsf{We should isolate x on the left side of the equation, then find x by cubic rooting}\)

\(\textsf{both sides of the equation.}\)

\(\large\underline{\textsf{How is this possible?}}\)

\(\textsf{To isolate variables, we use Properties of Equality to prove that expressions}\)

\(\textsf{are still equal once a constant has changed both sides of the equation. A Cubic}\)

\(\textsf{Root is exactly like a square root, but it's square rooting the term twice instead}\)

\(\textsf{of once.}\)

\(\large\underline{\textsf{For our problem;}}\)

\(\textsf{We should use the Subtraction Property of Equality to isolate x, then cubic root}\)

\(\textsf{both sides of the equation.}\)

\(\large\underline{\textsf{Solving;}}\)

\(\textsf{Subtract 1 from both sides of the equation keeping in mind the Subtraction}\)

\(\textsf{Property of Equality;}/tex]

\(\tt \not{1} - \not{1} - x^{3} = 9 - 1\)

\(\tt - x^{3} = 8\)

\(\textsf{Because x}^{3} \ \textsf{is negative, we should exponentiate both sides of the equation by}\)

\(\textsf{the reciprocal of 3, which is} \ \tt \frac{1}{3} .\)

\(\tt (- x^{3})^{\frac{1}{3}} = 8^{\frac{1}{3}}\)

\(\underline{\textsf{Evaluate;}}\)

\(\tt (- x^{3})^{\frac{1}{3}} \rightarrow -x^{3 \times \frac{1}{3} } \rightarrow \boxed{\tt -x}\)

\(\textsf{*Note;}\)

\(\boxed{\tt A^{\frac{1}{C}} = \sqrt[\tt C]{\tt A}}\)

\(\tt 8^{\frac{1}{3}} \rightarrow \sqrt[3]{8} \rightarrow 2^{1} \rightarrow \boxed{\tt 2}\)

\(\underline{\textsf{We should have;}}\)

\(\tt -x=2\)

\(\textsf{Use the Division Property of Equality to divide each side of the equation by -1;}\)

\(\large\boxed{\tt x = 2}\)

The largest area that a 225-foot fence can surround is 1875ft².

The measurement that expresses the size of a region on a plane or curved surface is called an area.

Surface area refers to the area of an open surface or the boundary of a three-dimensional object, whereas the area of a plane region on a plane or curved surface is called an area.  

So, we must know the distances from the side and base of the rectangle in order to get the area that Mendel can contain with 225 feet of fencing.

After that, we can determine the rectangle's area by multiplying the side's value by the base's value.

Therefore, the largest area that a 225-foot fence can surround is 1875ft².

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Answer:

answer is 8

thanks

follow me

The equivalent value of the expression is A = 8

Given data ,

Let the equation be represented as A

Now , the value of A is

Let the first fraction be represented as p

where the value of p = 1/4

Let the second number be represented as q

where the value of q = 32

On simplifying the equation , we get

A = pq

Substituting the values in the equation , we get

A = ( 32 ) ( 1/4 )

A = 32/4

Dividing the numerator of the fraction by its denominator , we get

On further simplification , we get

A = 8

Hence , the expression is A = 8

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Answer:

answer choice A

Step-by-step explanation:

you make two equations.

Kathlego, Tessa, and Zane all work two jobs to make ends meet due to the high cost of living.

The attorney and painter is Kathlego.

Tessa is a doctor and an engineer.

The educator and author is named Zane.

Given that,

Kathlego, Tessa, and Zane all work two jobs to make ends meet due to the high cost of living, however there are both work in the same field. Doctor, engineer, teacher, lawyer, painter, and writer are among the professions.

As soon as we realize that Zane "is not the doctor," we immediately rule off that possibility and move on to the other professions.

Given that "Zane beat Tessa and the painter at tennis," we can infer that Tessa and the painter are no longer together, which makes Kathlego the Painter.

We currently have.

Kathlego is an painter.

We can now go on to "The painter was engaged by the doctor to do the task." The fact that Zane is not the doctor and we know the painter is Kathlego gives us a huge hint. Tessa is therefore unquestionably a doctor.

We currently have:

A painter, Kathlego.

Tessa is a engineer.

We may now infer that the person is one and the same because we have "The teacher and the writer went fishing with Kathlego." We can rule out Kathlego and Tessa as the teacher and writer because they each have two jobs. Thus, we are left to assume that Zane is the instructor and author.

We currently have:

A painter, Kathlego.

Tessa is a engineer.

Both a writer and a teacher, Zane.

Consequently, the lawyer, Kathlego, is the last task left for us to complete.

Therefore,

The attorney and painter is Kathlego.

Tessa is a doctor and an engineer.

The educator and author is named Zane.

Complete question: 3. *Because of the high cost of living, Kimberly, Terry,and Otis each hold down two jobs, but no

two have the same occupation. The occupations are doctor, engineer, teacher, lawyer, writer,

and painter. Given the following information, determine the occupations of each individual:

a.) The doctor had lunch with the teacher.

b.) The teacher went fishing with Kimberly, who is not the writer.

c.) The painter is related to the engineer.

d.) The doctor hired the painter to do a job.

e.) Terry lives next door to the writer.

f.) Otis beat Terry and the painter at tennis.

g.) Otis is not the doctor

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Answer:

D

Step-by-step explanation:

I HOPE THIS HELPS

Answer:

yes

Step-by-step explanation:

Using the Pythagorean Theorem, we should get 20² + 99² = 101² and we need to check if this is a true statement.

400 + 9801 = 10201

10201 = 10201 so yes, it is.

To estimate the sum of a convergent alternating series with an absolute error of less than 0.001, we can use the Alternating Series Estimation Theorem.

This theorem states that the error made by approximating the sum of an alternating series with the nth partial sum is less than or equal to the absolute value of the (n+1)th term.

In other words, if we want the absolute error to be less than 0.001, we need to find the smallest value of n such that |a(n+1)| < 0.001, where a(n) is the nth term of the alternating series.

Then, using the Alternating Series Test, we know that the terms of the series must approach zero as n goes to infinity. So, if we want the absolute error to be less than 0.001, we need to find the smallest value of n such that:

|a(n+1)| < 0.001

Now, we can rearrange this inequality to solve for n:

|a(n+1)| < 0.001

a(n+1) < 0.001 (since the series is alternating)

(-1)(n+1) * a(n+1) < 0.001 (-1 to account for the alternating signs)

a(n+1) > -0.001

Since the terms of the series are decreasing in magnitude, we can assume that the smallest value of |a(n+1)|. Therefore, we can set n = 1 to get:

|a(2)| < 0.001

|(-1)2 * a(2)| < 0.001

|a(2)| < 0.001

So the absolute error will be less than 0.001 if we use the first two terms of the series to estimate the sum.

The total of the convergent alternating series can be estimated with a minimum of two terms and an absolute error of less than 0.001.

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Answer:

( 1, 35 )

Step-by-step explanation:

y=mx+c

c= y-intercept ( where the graph line crosses the cross line)

c=0

mx = gradient ( rise/run, up/across )

mx = 175/5 ( you could have picked any point in the graph )

mx = 35

the m is useless now so we discard it

y= 35x+0

if x = 1

then y = 35(1)+0

y= 35

at the coordinate x=1 y is 35

The rate of the plane in still air is 550 mph, and the rate of the wind is 50 mph.

Let's denote the rate of the plane in still air as "p" and the rate of the wind as "w".

When the plane flies into the wind, its effective speed is reduced by the speed of the wind.

So, the speed of the plane relative to the ground is:

p - w

Similarly, when the plane flies with the wind, its effective speed is increased by the speed of the wind, so its speed relative to the ground is:

p + w

We know that the distance traveled by the plane is 3000 miles in both cases, so we can set up two equations based on the formula:

distance = rate x time

When the plane flies into the wind:

3000 = (p - w) x 6

And when the plane flies with the wind:

3000 = (p + w) x 5

Now we have two equations with two unknowns, which we can solve for "p" and "w".

Let's start by simplifying both equations:

Equation 1: 3000 = 6p - 6w

Equation 2: 3000 = 5p + 5w

We can then solve for one of the variables in terms of the other. For example, we can solve for "p" in terms of "w" by rearranging Equation 2:

5p = 3000 - 5w

p = (3000 - 5w) / 5

We can then substitute this expression for "p" into Equation 1 and solve for "w":

3000 = 6[(3000 - 5w) / 5] - 6w

Multiplying both sides by 5:

15000 = 6(3000 - 5w) - 30w

Distributing the 6:

15000 = 18000 - 30w - 30w

Combining like terms:

15000 = 18000 - 60w

Subtracting 18000 from both sides:

-3000 = -60w

Dividing both sides by -60:

w = 50

Now that we know the rate of the wind is 50 mph, we can substitute this value into either Equation 1 or Equation 2 to solve for "p".

Let's use Equation 2:

3000 = 5p + 5(50)

3000 = 5p + 250

2750 = 5p

p = 550.

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