Help help help please really need help

If AC ll BD and M<6 and is doubled, how must M<3 be changed to keep the lines parallel?

A. M<3 would stay the same.

B. M<3 would need to double.

C.M<3 would need to be cut in half.

D.The answer cannot be determined.


---- Based on the given information, determine which sides of quadrilateral ABCD must be parallel.

M< A= 72 degrees, M< B=108 degrees, M< C= 72 degrees, M< D=108 degrees

A. AB ll DC

B. AD ll BC

C. AB ll DC and AD ll BC

D. none of these sides must be parallel

The equivalent decimal and mixed number for given letter C is,

⇒ C = 8.2 ; 8 2/10

We have to given that,

A number line is shown in image.

Since,

A number lines are the horizontal straight lines in which the integers are placed in equal intervals.

And, All the numbers in a sequence can be represented in a number line. This line extends indefinitely at both ends.

Now, By given number line,

Point C is two point left from point 8.

Hence, The point C is denoted as,

⇒ C = 8.2

⇒ C = 82/10

⇒ C = 8 2/10

Therefore, the equivalent decimal and mixed number for given letter C is,

⇒ C = 8.2 ; 8 2/10

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Answer:

The value of m (slope) is -3

The value of b (y-intercept) is -6

Step-by-step explanation:

First you need to isolate y:

3x + y = −6

y = -3x - 6

The value of m (slope) is -3

The value of b (y-intercept) is -6

Answer:

y=30x+55

Step-by-step explanation:

$55 is constant because for each trip he will take $55 dollars so that gives you your y-intercept and m=$30 and x is the amount of hours worked. every time x increases he will be making more money

In response to the query, we can state that As a result, the following is equation the system of equations' solution: x = 8 \sy = -7

An equation is a mathematical statement that proves the equality of two expressions connected by an equal sign '='. For instance, 2x – 5 = 13. Expressions include 2x-5 and 13. '=' is the character that links the two expressions. A mathematical formula that has two algebraic expressions on either side of an equal sign (=) is known as an equation. It depicts the equivalency relationship between the left and right formulas. L.H.S. = R.H.S. (left side = right side) in any formula.

We can use the substitution or elimination methods to find the values of x and y in this system of equations. We shall apply the elimination approach in this case:

-3y - 4x = -11 (equation 1) (equation 1)

3y - 5x = -61 (equation 2) (equation 2)

By combining equations 1 and 2, we may remove the y variable:

-3y -4x + 3y - 5x = -11 - 61

Streamlining the left side:

-9x = -72

-9 divided by both sides:

x = 8

Knowing that x = 8 allows us to solve for y by introducing this number into either equation. Consider using equation 1:

-3y - 4(8) = -11

Simplifying:

-3y - 32 = -11

32 more on both sides:

-3y = 21

By -3, divide both sides:

y = -7

As a result, the following is the system of equations' solution:

x = 8 \sy = -7

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To solve the equation \(3 \csc ^{2} (x) = 5 - 5 \cot(x) \), we will start by rewriting the right-hand side of the equation using the identity \(\cot x = \frac{1}{\tan x}\):

\(3 \csc ^{2} (x) = 5 - 5 \frac{1}{\tan(x)}\)

Next, we will use the identity \(\csc^2 x = \frac{1}{\sin^2 x}\) to rewrite the left-hand side of the equation:

\(\frac{3}{\sin ^{2} (x)} = 5 - 5 \frac{1}{\tan(x)}\)

Now, we will use the identity \(\sin^2 x + \cos^2 x = 1\) to rewrite the denominator on the left-hand side:

\(\frac{3}{1 - \cos^2 x} = 5 - 5 \frac{1}{\tan(x)}\)

Next, we will use the identity \(\tan^2 x = \sec^2 x - 1\) to rewrite the fraction on the right-hand side:

\(\frac{3}{1 - \cos^2 x} = 5 - 5 (\sec^2 x - 1)\)

Now, we will distribute the negative sign on the right-hand side:

\(\frac{3}{1 - \cos^2 x} = 5 - 5 \sec^2 x + 5\)

Combining like terms on the right-hand side gives us:

\(\frac{3}{1 - \cos^2 x} = 10 - 5 \sec^2 x\)

Adding 5 to both sides and then dividing both sides by 10 gives us:

\(\frac{3 + 5}{10} = 1 - \frac{5}{10} \sec^2 x\)

Simplifying the left-hand side gives us:

\(\frac{8}{10} = 1 - \frac{5}{10} \sec^2 x\)

Multiplying both sides by 10 and rearranging terms gives us:

\(\sec^2 x = \frac{10 - 8}{5} = \frac{2}{5}\)

Taking the square root of both sides gives us:

\(\sec x = \pm \frac{\sqrt{2}}{\sqrt{5}}\)

To find the values of x that satisfy the equation, we need to find the values of x in the interval \(-\pi \leqslant x \leqslant \pi\) that give us a positive value for \(\sec x\). Since the secant function is positive for all values of x in the interval \(0 \leqslant x < \pi\), all values of x in this interval will satisfy the equation.

Therefore, the solution to the equation is \(x \in \left[ 0, \pi \right)\).

The interval on a number line (-∞, -6)​ using set-builder notation is;

{ x | x ∈ R, x ≤ -6 }

Set-builder notation is a mathematical notation for describing a set by representing its elements or explaining the properties that its members must satisfy.

Real numbers (R) include all rational and irrational numbers. Thus, If we need to write the interval on a number line (-∞, -6)​ using set-builder notation, we will write as:

{ x | x ∈ R, x ≤ -6 }

In words : "x such that x belongs to R, x is less than or equal to -6"

This shows that x is any real number less than or equal to -6

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The red dot on the graph is (2, -8)

Answer:

468

Step-by-step explanation:

did the test on k12 :)

Answer:

468

Step-by-step explanation:

\( \frac{3x {}^{2} }{5x {}^{2} } = \frac{3}{5} \)

Answer: 20

Step-by-step explanation: Since it is 1/5 you multiply the 5 by 4 and get 20.

Answer:

20

Step-by-step explanation:

It is 20 because you have to multiply the denominator by the whole number.

Cultural sensitivity is crucial in elder care. Cultural beliefs impact elderly care. A foreign-raised nursing student desires to care for her mother and sisters until her mother's passing.

Consider cultural values: Students from certain backgrounds may see caring for their elderly parents as a moral duty. Respecting elder beliefs is critical in discussing care options. Have open, non-judgmental communication with the nursing student. Show empathy and listen to her perspective.

Educate the nursing student about caring for a loved one with medical and psychiatric problems. Explain physical, emotional, and financial consequences, including effects on relationships and responsibilities.

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Answer:

To calculate Fred's power, we can use the formula:

Power = Work / Time

Given that Fred did 600 J of work in 60 seconds, we can substitute the values into the formula:

Power = 600 J / 60 s

Power = 10 W

Therefore, the correct answer is:

D. 10 W

Step-by-step explanation:

Answer:

Power = Work/Time

Power = 600 J/60 s = 10 W

Therefore, the answer is D. 10 W.

Step-by-step explanation:

Answer: a= pq/2 p= 4a

Step-by-step explanation:

Answer:

A. (-4, -2)

B. (0,5)

C. (2,-5)

Step by step explanation:

A (2,-2)

B (-2,5)

C (-4,-5)

Translate 2 units to the right = x + 2

A (2+2 , -2) = (4 , -2)

B (-2+2 , 5) = (0,5)

C (-4+2,-5) = (-2,-5)

Rotate 90 degrees clockwise

= (-4, -2)

= (0,5)

= (2,-5)

Answer:

Step-by-step explanation:

for 1 : I dont think that the graying population is bad but its not good because there needs to be a balence area in between.

Lol im sorry i can only figure 1 out ill let u know if 2 comes to me

Answer:

10%

Step-by-step explanation:

The tangents of the acute angles in the right triangle gives:

tan(G) = 2

tan(H) = 1/2

It should be noted that tangent is the ratio of opposite over adjacent. Thus:

tan(angle) = opposite/adjacent

So for reference angle G, we say,

tan(G) = JH/GJ = 2/1 = 2

We'll treat tan(H) in a similar fashion, but the opposite and adjacent sides swap roles. That means we'll apply the reciprocal to the result above to get 1/2 for tan(H)

So we have this interesting property where

tan(G)*tan(H) = 2*(1/2) = 1

In general,

tan(A)*tan(B) = 1 if and only if A + B = 90 degrees

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hence the combination=

\( \bold {4y - 8}\)

All the best !

Answer:

4(y-8)

Step-by-step explanation:

5y-y (1) = 4y-8

4 (y-8)

The result of Dilation is either enlargement or reduction of the original object or figure. This depend on the scale factor. A scale factor lesser than 1 results in reduction while a scale factor greater than 1 results in enlargement.

From the given information, the scale factor is 2 and the result would be an enlargement.

The new coordinates would be

(2 * 2, 1 * 2) = (4, 2)

Answer:

0.9235%/month

Step by step explanation:

r = (1/6)((3600/3411) - 1) = 0.00923483

r = 0.00923483

Converting r decimal to R a percentage

R = 0.00923483 * 100 = 0.9235%/month

Answer:

one hundred eighty-nine dollars

The Answer Is:

3 and 10

The solution to the equation 3x = 8 - 2x is x = 1.6.

To solve the equation 3x = 8 - 2x by graphing, we can plot the two sides of the equation as functions of x and find the point(s) where they intersect. Here's a step-by-step explanation:

Express the equation in the form of y = f(x). Rearrange the equation:

3x + 2x = 8

5x = 8

x = 8/5 or 1.6

Graph the functions y = 3x and y = 8 - 2x on the same coordinate plane. The line represented by y = 3x is upward sloping, and the line represented by y = 8 - 2x is downward sloping.

Plot the points (1.6, 3(1.6)) and (1.6, 8 - 2(1.6)) on the graph.

The point of intersection represents the solution to the equation. In this case, the lines intersect at (1.6, 4.8).

Therefore, the solution to the equation 3x = 8 - 2x is x = 1.6.

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Answer:

f(6)=2

f(2)=4

f(0)=7

f(5)=1.5

f(x)=1 x=4

Step-by-step explanation:

f(x)=y.The numbers represent the x values. As you are plugging in a number for x. Just look at the graph on the x-axis to get the y-values.

Answer:

5,11 , 17, 23, 29, 35

Step-by-step explanation:

Answer:

5, 11, 17, 23, 29, 36

Step-by-step explanation:

To get from 5 to 11, we add 6. Similarly, to get from 11 to _, we add 6, and get 17. This also works with 29 to _. We get 36.

Answer:

m = 20

b = 25

Step-by-step explanation:

25 is the 'y interpret' which does not change as the hours go on

20 is the 'slope' which refers to a change in value with each increasing hour

Answer:

20=m

25=b

Step-by-step explanation:

This is because

y=mx+b

and 20 is the slop and 25 is the y intercept

a) To find the number of students getting more than 45 marks, we count the students whose marks are greater than 45 in the given list.

In the given list, the students with marks greater than 45 are: 50, 49, 47, 48, 49, 48, 47, 49, 48, 50, 47, 49, 48, 46, 47, 48, 47.

Counting these numbers, we find that there are 17 students who obtained more than 45 marks.

b) To find the number of students getting less than 45 marks, we count the students whose marks are less than 45 in the given list.

In the given list, the students with marks less than 45 are: 44, 44, 42, 41, 41, 42, 41, 44, 44, 42, 45, 45, 45, 44, 45.

Counting these numbers, we find that there are 15 students who obtained less than 45 marks.

c) To find the maximum number of students getting the same marks, we look for the mark that appears most frequently in the given list.

In the given list, the marks obtained by the students are: 44, 50, 44, 49, 42, 47, 45, 42, 44, 48, 49, 48, 47, 49, 47, 41, 45, 48, 41, 48, 41, 42, 47, 49, 49, 48, 50, 47, 49, 48, 46, 44, 45, 45, 46, 44, 42, 47, 48, 45.

Counting the frequency of each mark, we find that the marks 47 and 48 appear most frequently, with a count of 6 each. Therefore, the maximum number of students getting the same marks is 6.

d) To find the average marks obtained by the students in the class, we sum up all the marks and divide by the total number of students.

Total marks = 44 + 50 + 44 + 49 + 42 + 47 + 45 + 42 + 44 + 48 + 49 + 48 + 47 + 49 + 47 + 41 + 45 + 48 + 41 + 48 + 41 + 42 + 47 + 49 + 49 + 48 + 50 + 47 + 49 + 48 + 46 + 44 + 45 + 45 + 46 + 44 + 42 + 47 + 48 + 45

           = 1912

Total number of students = 40

Average marks = Total marks / Total number of students

                 = 1912 / 40

                 = 47.8

Therefore, the average marks obtained by the students in the class is 47.8.

e) To find the number of students getting more than the average marks, we count the students whose marks are greater than 47.8.

In the given list, the students with marks greater than 47.8 are: 50, 50, 49, 48, 49, 48, 49, 48, 50, 49, 49, 48, 48, 50, 49, 49, 48, 48, 47, 49, 49, 48, 50, 47,

49, 49, 48, 50, 47, 49, 49, 48, 48, 49, 48, 47, 48, 49, 49, 48, 50, 49.

Counting these numbers, we find that there are 40 students who obtained more than the average marks.

The value of df, when x = π/4 and dx = 1/24, is (-5π - 5√2)/(96√2).

To find the derivative of the function f(x) = -5cos(x) + xtan(x), we'll use the sum and product rules of differentiation. Let's start by finding df/dx.

Apply the product rule:

Let u(x) = -5cos(x) and v(x) = xtan(x).

Then, the product rule states that (uv)' = u'v + uv'.

Derivative of u(x):

u'(x) = d/dx[-5cos(x)] = -5 * d/dx[cos(x)] = 5sin(x) [Using the chain rule]

Derivative of v(x):

v'(x) = d/dx[xtan(x)] = x * d/dx[tan(x)] + tan(x) * d/dx[x] [Using the product rule]

= x * sec^2(x) + tan(x) [Using the derivative of tan(x) = sec^2(x)]

Applying the product rule:

(uv)' = (5sin(x))(xtan(x)) + (-5cos(x))(x * sec^2(x) + tan(x))

= 5xsin(x)tan(x) - 5xcos(x)sec^2(x) - 5cos(x)tan(x)

Simplify the expression:

df/dx = 5xsin(x)tan(x) - 5xcos(x)sec^2(x) - 5cos(x)tan(x)

Now, we need to evaluate df/dx at x = π/4 and dx = 1/24.

Substitute x = π/4 into the derivative expression:

df/dx = 5(π/4)sin(π/4)tan(π/4) - 5(π/4)cos(π/4)sec^2(π/4) - 5cos(π/4)tan(π/4)

Simplify the trigonometric values:

sin(π/4) = cos(π/4) = 1/√2

tan(π/4) = 1

sec(π/4) = √2

Substituting these values:

df/dx = 5(π/4)(1/√2)(1)(1) - 5(π/4)(1/√2)(√2)^2 - 5(1/√2)(1)

Simplifying further:

df/dx = 5(π/4)(1/√2) - 5(π/4)(1/√2)(2) - 5(1/√2)

= (5π/4√2) - (10π/4√2) - (5/√2)

= (5π - 10π - 5√2)/(4√2)

= (-5π - 5√2)/(4√2)

= (-5π - 5√2)/(4√2)

Now, to evaluate df/dx when dx = 1/24, we'll multiply the derivative by the given value:

df = (-5π - 5√2)/(4√2) * (1/24)

= (-5π - 5√2)/(96√2)

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The number of pages in the book is given by the inequality 90 < A < 96 , where A is the number of pages

Inequalities are the mathematical expressions in which both sides are not equal. In inequality, unlike in equations, we compare two values. The equal sign in between is replaced by less than (or less than or equal to), greater than (or greater than or equal to), or not equal to sign.

In an inequality, the two expressions are not necessarily equal which is indicated by the symbols: >, <, ≤ or ≥.

Given data ,

Let the inequality equation be represented as A

Now , the value of A is

Substituting the values in the equation , we get

Let the number of pages in the book be A

And , it is more than 90 and less than 96

So , the value of A is { 91 , 92 , 93 , 94 , 95 }

On simplifying , we get

90 < A < 96 , where A is the number of pages

Hence , the inequality is 90 < A < 96

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Answer:

t = 6.8 years

Step-by-step explanation:

The formula for compound interest is

\(A(t)=P(1+r/n)^n^t\), where P is the principal/amount invested, r is the interest rate, n is the number of compound periods per year (4 for quarterly), and t in the time in years.

We know that A = $5900, P = $4000, and r = 0.0575 (we must convert the percentage to a decimal).  We must solve for t and round to the nearest tenth:

\(5900=4000(1+0.0575/4)^(^4^t^)\\\\59/40=(1623/1600)^4^t\\\\log(59/40)=log(1623/1600^4^t)\\\\log(59/40)=4t*log(1623/1600)\\\\log(59/40)/log(1623/1600)=4t\\\\1/4(log(59/40)/log(1623/1600))=t\\\\6.80773607=t\\\\6.8=t\)