Geometry pls help me

Answer:

x3r9

Step-by-step explanation:

Answer: (6, -6)

Step-by-step explanation:

so midpoint =(\(\frac{X1+X2}{2}\),\(\frac{Y1+Y2}{2}\))

for x co ordinate

\(\frac{-2+X2}{2}\)=2

-2+X=4            (X2=x co ordinate point for b, can be written as just x now)

X=6

x co ordinate of B= 6

y co ordinates of y

\(\frac{-8+Y2}{2}\)=-7

-8+Y=-14

Y=-6

co ordinates B (6,-6)

for proof/extra explanation (NOT necessary for working):

\(\frac{Y1+Y2}{2}\)

=\(\frac{(-2)+6, (-8)+(-6)}{2}\)

=\(\frac{4, -14}{2}\)

=(2,-7)

which is the midpoint M

The number of ways to choose only republicans is 330.                               The number of ways to choose the committee consisting of 1 republican and 6 democrats is 5005.                                                                                       The number of ways to choose the committee consisting of 1 republican and 6 democrats is 55055.                                  

The formula for this is ⁿCm is n!/((n-m)!*m!).

The number of ways to choose only republicans  = ¹¹C₇ = 330

The number of ways to choose one republicans = ¹¹C₁ = 11!/((11–1)!*1!) = 11

The number of ways to choose six democrats is ¹⁵C₆ = 15!/((15–6)!*6!) = 5005.

The number of ways to choose the committee consisting of 1 republican and 6 democrats from 15 Democrats and 11 Republican is :

¹¹C₁ * ¹⁵C₆ = 11!/((11–1)!*1!) * 15!/((15–6)!*6!) = 11 * 5005 = 55055

There are 55055 possible committees consisting of 1 republican and 6 democrats.

The number of ways to choose four republicans = ¹¹C₄ = 11!/((11–4)!*4!) = 330

The number of ways to choose three democrats is ¹⁵C₃ = 15!/((15–3)!*3!) = 455

The number ow ways to choose the committee consisting of 4 republican and 3 democrats from 15 Democrats and 11 Republican is : ¹¹C₄ * ¹⁵C₃ = 330 * 455 = 150150

There are 150150 possible committees consisting of 4 republican and 3 democrats.

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Answer:

x=9

Step-by-step explanation:

-3 + 5x = 42

add 3 to both sides

5x=45

divide both sides by 5

x=9

Answer:

x=9

Step-by-step explanation:

The standard deviation of x for scores on the Critical Reading part of the test is approximately 18.26.

To find the standard deviation of x for scores on the Critical Reading part of the test, we can use the formula:

\(σ(x) = σ / √n\)

where σ is the population standard deviation and n is the sample size.

Plugging in the values given in the question:

\(σ(x) = 100 / √30\)

≈ 18.26

Therefore, the standard deviation of x for scores on the Critical Reading part of the test is approximately 18.26.

(b) Using the same formula, we can find the standard deviation of x for scores on the Mathematics part of the test:

\(σ(x) = 100 / √60\)

≈ 12.91

So, the standard deviation of x for scores on the Mathematics part of the test is approximately 12.91.

(c) Again, using the same formula, we can find the standard deviation of x for scores on the Writing part of the test:

\(σ(x) = 100 / √90\)

≈ 10.58

Hence, the standard deviation of x for scores on the Writing part of the test is approximately 10.58.

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Answer:

coordinates of B are (-5, 3/2)

Step-by-step explanation:

equation :

x =    m1 × x2 + m2 × x1                         y =  m1 × y2 + m2 × y1

       _____________                                 _____________

              m1 + m2                                             m1 + m2

x =  (1 × -3) + (1 × -7)                                    y=  (1 × 2) + (1 × 1)

  _____________                                      ____________

          1 + 1                                                           1 + 1

x = (-3 + -7)/ 2 = -10/ 2 = -5                                y = (2+ 1)/2 = 3/2

                                ∴coordinates of B are (-5, 3/2)

i think u should view this on a wider screen if ur using a phone <3

Answer:

a. 9/10

Step-by-step explanation:

hopes this helps

What is Compound Interest rate?

Compound interest is interest on interest. This is the addition of interest to the principal amount of the loan or deposit. It is created by reinvesting interest instead of paying it out. In the next period, the principal plus the previously accrued interest accrues interest.

Alice invests some money at an annually compounded interest rate of r%. Bob invests the same amount at a simple interest rate of s%. If their investsments are worth the same after 10 years, then which of their investments is worth more after 11 years?

ChatGPT

To compare the worth of Alice's and Bob's investments after 11 years, we need to consider the formulas for compound interest and simple interest.

Compound Interest Formula:

A = P(1 + r/100)^n

Simple Interest Formula:

A = P(1 + s/100 * n)

Where:

A is the final amount

P is the principal amount (initial investment)

r is the annual compound interest rate

s is the annual simple interest rate

n is the number of years

Given that their investments are worth the same after 10 years, we can equate the final amounts for Alice and Bob:

For Alice:

A_Alice = P(1 + r/100)^10

For Bob:

A_Bob = P(1 + s/100 * 10)

To compare the worth of their investments after 11 years, we need to calculate the final amounts for Alice and Bob after 11 years:

For Alice:

A_Alice_11 = P(1 + r/100)^11

For Bob:

A_Bob_11 = P(1 + s/100 * 11)

To determine which investment is worth more after 11 years, we need to compare A_Alice_11 and A_Bob_11. However, without knowing the specific values of r and s, we cannot determine which investment is worth more after 11 years. The comparison depends on the specific interest rates chosen by Alice and Bob.

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Answer:

He's 24

Step-by-step explanation:

x+28=2x+4

x=28-4

x=24

Answer:

Now, he is 24.

Step-by-step explanation:

Now, the man is x years old.

In 28 years, he'll be x + 28.

In 2 years, he'll be x + 2.

x + 28 = 2(x + 2)

x + 28 = 2x + 4

-x = -24

x = 24

Answer: Now, he is 24.

Trevor and Kim will be situated 21 kilometers apart from each other at 1:30 PM. They will be separated by a distance of 21 km when the clock strikes 1:30 in the afternoon.

To determine at what time Trevor and Kim will be 21 km apart, we can set up a distance-time equation based on their relative speeds and distances.

Let's assume that t represents the time elapsed in hours since noon. At time t, Trevor would have traveled a distance of 8t km, while Kim would have traveled a distance of 6t km in the opposite direction.

Since they are running in opposite directions, the total distance between them is the sum of the distances they have traveled:

Total distance = 8t + 6t

We want to find the time when this total distance equals 21 km:

8t + 6t = 21

Combining like terms, we have:

14t = 21

To solve for t, we divide both sides of the equation by 14:

t = 21 / 14

Simplifying, we find:

t = 3 / 2

So, they will be 21 km apart after 3/2 hours, which is equivalent to 1 hour and 30 minutes.

Therefore, Trevor and Kim will be 21 km apart at 1:30 PM.

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The tendency to perceive meaningful patterns in random sequences of outcomes often leads us to underestimate the extent to which outcomes result from CHANCE .

The word "chance" describes unpredictability or the unexpected in relation to things like events that happen without a clear reason why and without human intention.

The conclusion is that chance is the tendency of people to recognize different kinds of significant patterns in a random order or sequence in addition to evaluating any kind of outcome. Because chance can also result in an underestimating of a system's conclusion or result, it is crucial to consider it when conducting an investigation.

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The equation y=-5/2x+5 is the equation of graph. Option C is correct.

The slope of the line is the ratio of the rise to the run, or rise divided by the run. It describes the steepness of line in the coordinate plane.

The slope intercept form of a line is y=mx+b, where m is slope and b is the y intercept.

The slope of line passing through two points (x₁, y₁) and (x₂, y₂) is

m=y₂-y₁/x₂-x₁

From the graph the line is passing through (0,5)  to (2,0)

x₁,=0, y₁=5,x₂=2, y₂=0

m=0-5/2

m=-5/2

The slope intercept form will be y=-5/2x+c

Let us consider a point (0,5 )

5=-5/2(0)+c

c=5

y=-5/2x+5

Hence the equation y=-5/2x+5 is the equation of graph.

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The line integral in both cases is  52/3

Given,

a) The line integral; L = ∫c xy dx + x² y³ dy

 Where C is counterclockwise around the triangle with vertices (0, 0),

(1, 0)  and (1, 4)

Our first line integral is

L₁ = ₁∫₍₀, ₀₎ ⁽¹ ⁰⁾ xy dx + x² y³ dy

The equation of this line is y = 0,  x varies from 0 to 1.

L₁ = 0

Our second line integral is

L₂ = ₁∫₍₁, ₀₎ ⁽¹ ⁴⁾ xy dx + x² y³ dy

The equation of this line is x = 0  and y varies from 1 to 4.

L₂ = 64/3

The third line integral is

L₃ = ∫₁⁰ xy dx + x² y³ dy

The equation of this line is y = 4x  and x varies from 0 to 1.

L₃ = -4

The value of the line integral is

L = L₁ + L₂ + L₃ = 0 + 64/3 + (-4) = 52/3

b) The second part requires the use of Green's Theorem to evaluate:

This is given by:

∫c Pdx + Qdy = ∫ ∫ R Qy - Px dA

∫c xy dx + x² y³ dy = ∫ ∫R 3x² y² - ydA

We choose our region of integration parallel to the y-axis.

∫c xy dx + x² y³ dy

= ∫¹₀ ∫⁴ˣ₀ 3x² y² - y dy dx

= ∫¹₀ x² y³ - 1/4 |y²|²ˣ₀ dx

=  ∫¹₀ 64x⁵ - 4x² dx = 52/3

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Answer:

b=2.6

Step-by-step explanation:

b+2=4.6

Subtract both sides by 2 to isolate b

b+2-2=4.6-2

b=2.6

Therefore, b is equal to 2.6.

I hope this helps!

The speed of the water wave is 2.0 meters per second.

The speed of a wave is calculated by dividing the distance traveled by the time it takes to travel that distance. In this case, the distance traveled by the water wave is 10.0 meters, and the time taken is 5.0 seconds.

To determine the speed, we use the formula:

Speed = Distance / Time

Substituting the given values, we have:

Speed = 10.0 meters / 5.0 seconds = 2.0 meters per second

Therefore, from the given information, we can determine that the speed of the water wave is 2.0 meters per second.

This information about the speed of the water wave is useful for various purposes. It allows us to understand how quickly the wave is propagating through the medium. It also helps in analyzing wave behavior, such as interference, reflection, or refraction, and studying the characteristics of the medium through which the wave is traveling. Additionally, the speed of the wave can be used in calculations involving wave frequencies, wavelengths, and periods.

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We can conclude that the level of confidence used to construct the interval of the population proportion of dogs that compete in professional events is 95%, since the critical value for a 95% confidence interval is 1.96.

Since the interval is symmetric, we can use half of the margin of error to find the area in the tail of the distribution:

z* = invNorm(1 - α/2) = invNorm(1 - 0.05/2) = 1.96

where invNorm is the inverse normal distribution function.

Substituting the values into the margin of error formula, we get:

0.03 = 1.96 x sqrt[(0.15 x 0.85) / n]

Solving for n, we get:

n = (1.96^2 x 0.15 x 0.85) / (0.03^2) = 1385.96

Since the sample size is given as 144, we can assume that the interval was constructed using a sample size larger than 30, which is a common assumption in statistics.

Confidence refers to a feeling of self-assurance and belief in one's abilities, qualities, and judgment. It is a state of mind that allows individuals to face challenges, take risks, and pursue their goals with determination and poise.

Confidence can be developed through experiences, knowledge, and skills, and it can be influenced by various factors such as upbringing, culture, and social interactions. A lack of confidence can lead to anxiety, self-doubt, and a reluctance to take action, while too much confidence can lead to arrogance and recklessness. To cultivate confidence, it is essential to identify and acknowledge one's strengths and weaknesses, set realistic goals, and take small steps towards achieving them.

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The initial size of the population is 2,500 squirrels.

The squirrel population 12 years from now would be 274,286 squirrels.

It has been given in the question that squirrels were introduced in Britain =35 years ago (i)

The population of squirrels doubles every = 7 years (ii)

This means that during this time, the population has doubled = 35/7 = 5 times (iii)

The population now is = 80,000 (iv)

(a) The initial population can be obtained by using the values of (iv) and dividing it by the double five times -

= 80,000 / (2*2*2*2*2)

= 2,500 squirrels in the initial population

(b) If the previous population doubles every seven years.

And every five years, it increases 5/7 * 2 times.

After 12 years it is going to be = (2 +5/7 *2) * 80,000

=(3.42) * 80,000

= 274,286 squirrels

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Answer:

number is 4

Step-by-step explanation:

let n be the number then twice the number is 2n and the difference of the number and 3 is n - 3 , so

2n + 3(n - 3) = 11 ← distribute parenthesis and simplify left side

2n + 3n - 9 = 11

5n - 9 = 11 ( add 9 to both sides )

5n = 20 ( divide both sides by 5 )

n = 4

As a check

twice the number is 2 × 4 = 8

increased by 3 times the difference of n and 3 is

8 + 3(4 - 3) = 8 + 3(1) = 8 + 3 = 11 ← Correct

The volume of the solid bounded by the plane and the coordinate planes is:

\(V = 1/3 * A * h = 1/3 * 3 * 4 = 4 cubic units\)

How to find the volume of the solid bounded?

Yes, to find the volume of the solid bounded by \(1/2x + 1/3y + 1/4z = 1\)and the coordinate planes, we can set the equation of the plane in terms of z:

\(1/2x + 1/3y + 1/4z = 1\)

Multiplying both sides by 4 to eliminate the denominator on the left-hand side, we get:

\(2x + 4/3y + z = 4\)

Subtracting 2x and 4/3y from both sides, we get:

\(z = 4 - 2x - 4/3y\)

So the equation of the plane can be expressed as \(z = f(x,y) = 4 - 2x - 4/3y.\)

The solid is a tetrahedron with vertices at (2,0,0), (0,3,0), (0,0,4), and the origin.

To find the volume of the tetrahedron, we can use the formula:

\(V = 1/3 * area of base * height\)

The base of the tetrahedron is a triangle with sides of length 2, 3, and 4, which is a 3-4-5 right triangle. So the area of the base is:

\(A = 1/2 * base * height = 1/2 * 2 * 3 = 3\)

The height of the tetrahedron can be found as the distance between the plane and the origin. To do this, we can substitute (0,0,0) into the equation of the plane:

\(z = 4 - 2x - 4/3y\)

\(z = 4 - 2(0) - 4/3(0) = 4\)

So the height of the tetrahedron is 4.

Therefore, the volume of the solid bounded by the plane and the coordinate planes is:

\(V = 1/3 * A * h = 1/3 * 3 * 4 = 4 cubic units.\)

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Answer: The value of x is 15.

Solution:

Given ΔPQR  ΔUTV.

If two triangles are similar, then the corresponding parts are congruent.

Do cross multiplication, we get

⇒ 14(x - 3) = 8(x + 6)

⇒ 14x - 42 = 8x + 48

Add 42 on both sides.

⇒ 14x = 8x + 90

Subtract 8x on both sides.

⇒ 6x = 90

Divide by 6 on both sides.

⇒ x = 15

The value of x is 15.

Step-by-step explanation:

(a) correctly describes the relationship between a parameter and a statistic.

The correct description is:

a) A statistic is calculated from sample data and is generally used to estimate a parameter.

In statistics, a parameter refers to a characteristic or measure that describes a population, while a statistic is a characteristic or measure calculated from sample data. Statistics are often used to estimate or infer the corresponding parameters of the population. Therefore, option (a) correctly describes the relationship between a parameter and a statistic.

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There are 25 boys in the class out of a total of 40 students. The fraction of students who are boys is 5/8 and the fraction of students who are girls is 3/8.

Let's start by using the information given in the problem to determine the fraction of students who are girls in the class:

Fraction of students who are girls = 1 - Fraction of students who are boys

Fraction of students who are girls = 1 - 5/8

Fraction of students who are girls = 3/8

Now we can use the fraction of girls to find the number of boys and girls in the class:

Let the total number of students in the class be x.

Number of boys = 5/8 * x

Number of girls = 3/8 * x

We know that there are 15 girls in the class, so we can set up an equation:

3/8 * x = 15

Solving for x:

x = 15 * 8/3

x = 40

So there are 40 students in the class. Now we can find the number of boys:

Number of boys = 5/8 * x

Number of boys = 5/8 * 40

Number of boys = 25

Therefore, there are 25 boys in the class.

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The absolute value of x minus one is equal to two. Therefore, x must be either one greater than two (x = 3) or one less than two (x = 1).

One less than x results in a value of two in absolute terms. As a result, x minus 1 has an absolute value of 2, which is a positive number. The separation of an integer from zero is its absolute value. As a result, x minus 1 is two units from zero in absolute terms. As x minus one has an absolute value of two, its real value must either be two or a negative two. That is to say, x must either be one more than two (x = 3) or one less than two (x = 1).In order to confirm this, let's look at a few examples. If x = 3, then |x - 1| = |2 - 1| = |1| = 1 which is not equal to two. Therefore, x = 3 is not the answer we are looking for. On the other hand, if x = 1, then |x - 1| = |1 - 1| = |0| = 0 which is not equal to two. Therefore, x = 1 is also not the answer we are looking for. The only two possible solutions for the equation |x - 1| = 2 are x = 3 and x = 1. Therefore, the result of |x - 1| = 2 is that x must be either one greater than two (x = 3) or one less than two (x = 1)

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Answer: A: You have 2 equations for y. They will intersect at some point where  "y" is the same for both equations. That is why in equation y=2x+2 you exchange "y" with other equation you got which is y=4x. once you do that you will have

4x=2x+2.  

B: 4x = 2x + 2

  x = -3         -12 = -4   false

  x = -2           -8 = -2   false

  x = -1           -4 = 0    false

  x = 0             0 = 2    false

  x = 1             4 = 4     true

  x = 2             8 = 6     false

  x = 3             12 = 8   false

C. To solve that equation graphically first you draw function y=4x than you draw function y = 2x + 2. After you do that there will be 1 point on graph where functions will intersect. On graph you simply read x value of point where they intersect and that is your solution.

Step-by-step explanation:

To find the greatest number of equal groups Cedric could have made, we need to find the greatest common factor (GCF) of 18 and 24.

The prime factorization of 18 is 2 × 3².

The prime factorization of 24 is 2³ × 3.

To find the GCF, we need to take the product of all the common factors and the lowest exponent of each factor that is common to both numbers. In this case, the common factor is 2 and the lowest exponent is 1.

GCF(18, 24) = 2¹ = 2

So Cedric could have made up to 2 equal groups of stickers.

To find how many of each type of sticker he put in each group, we can divide the number of stickers by the number of groups.

For the rocket stickers, Cedric put 18 stickers in 2 groups, so he put 9 rocket stickers in each group.

For the airplane stickers, Cedric put 24 stickers in 2 groups, so he put 12 airplane stickers in each group.

Therefore, Cedric put 9 rocket stickers and 12 airplane stickers in each of the 2 groups he made.

The value of x is approximately 9.8.

In this question, we are given an equation, and we need to find the value of x in the equation.

The equation that is given to us is as follows: 19 cos 20° + x = 29

To find the value of x, we need to isolate it on one side of the equation.

First, we will subtract 19 cos 20° from both sides of the equation.

This gives us: x = 29 - 19 cos 20°Now we can use a calculator to evaluate the right-hand side of the equation.

Rounding to the nearest tenth, we get: x ≈ 9.8

Therefore, the value of x is approximately 9.8.

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