The graph shows the proportional relationship between the side lengths of a square and its perimeter. Which equation shows the same relationship between the side length and the perimeter of a square? Perimeter of Square P. 32 28 24 P 15 Perimeter (inches) 20 16 12 P1 8 0 2 4 6 8 Side Length (inches) P 418​

Answer:

1st option

Step-by-step explanation:

3z and 2z are adjacent angles on a straight line and sum to 180° , that is

3z + 2z = 180

5z = 180 ( divide both sides by 5 )

z = 36

Then

3z = 3 × 36 = 108°

2z = 2 × 36 = 72°

The expression -2(3m - 2) - 5 + 4m should be simplified by applying the distributive property first, followed by combining like terms. The simplified expression is -2m - 1.

To simplify the expression -2(3m - 2) - 5 + 4m, we need to determine whether to apply the distributive property first or combine like terms first.

The distributive property states that when a number is multiplied by a sum or difference inside parentheses, it must be distributed or multiplied by each term inside the parentheses.

In this expression, we have -2 multiplied by the quantity (3m - 2). Applying the distributive property would involve multiplying -2 by both terms inside the parentheses: \(-2 \times 3\) m and \(-2 \times -2.\)

On the other hand, we also have 4m in the expression, which is a term with the variable 'm'. Combining like terms involves simplifying expressions that have the same variable and power.

In this case, we have \(-2 \times 3\) m and 4m, which are both terms with 'm'.

To decide whether to use the distributive property first or combine like terms first, we need to prioritize the order of operations. The order of operations dictates that we should perform multiplication before addition or subtraction.

Therefore, we should first apply the distributive property to -2(3m - 2), resulting in -6m + 4. Then we can combine like terms by adding -6m and 4m, resulting in -2m. Finally, we can combine the constant terms by adding -5 and 4, resulting in -1.

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The maximum number of elements that can be chosen from the set

\({1,2,…,2005}\) {1,2,…,2005} such that the sum of any two chosen elements is not divisible by 3 is 3.

To find the maximum number of elements that can be chosen from the set

{1,2,…,2005}

{1,2,…,2005} such that the sum of any two chosen elements is not divisible by 3, we can analyze the possible remainders when dividing the numbers by 3.

Let's consider the three possible remainders after dividing a number by 3: 0, 1, and 2. We need to ensure that no pair of chosen elements has a remainder of 0 when their sum is divided by 3.

If we choose an element with a remainder of 0 (divisible by 3), we cannot select any other element with a remainder of 0 because the sum would also have a remainder of 0 and violate the condition. Therefore, we can choose at most one element with a remainder of 0.

Now, let's consider the elements with a remainder of 1. If we choose one element with a remainder of 1, we cannot select any other element with a remainder of 2. Otherwise, their sum would have a remainder of 0, which is not allowed. Similarly, if we choose one element with a remainder of 2, we cannot select any other element with a remainder of 1. Hence, we can choose at most one element with a remainder of 1 and at most one element with a remainder of 2.

To maximize the number of elements chosen, we select one element with a remainder of 0, one with a remainder of 1, and one with a remainder of 2. This ensures that no pair of chosen elements sums to a multiple of 3. Therefore, the maximum number of elements that can be chosen is

1

+

1

+

1

=

3

1+1+1=3.

In summary, the maximum number of elements that can be chosen from the set

{

1

,

2

,

…

,

2005

}

{1,2,…,2005} such that the sum of any two chosen elements is not divisible by 3 is 3.

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The instructional context can greatly impact learning with educational technology. In a study with a digital learning game, it was found that the instructional context influences student engagement and motivation. This, in turn, affects their learning outcomes.

The study examined the design of the game, the teacher's role, and the classroom environment. By optimizing these factors, the researchers found that students were more likely to be actively engaged and achieved better learning outcomes.

Therefore, the instructional context plays a crucial role in leveraging the potential of educational technology for effective learning.

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To calculate the inverse of the matrix for the given system of equations, we follow these steps:

1. Set up the coefficient matrix A using the coefficients of the variables x, y, and z.

  A = | 2   4   2 |

        | 6  -8  -4 |

        |10   6  10 |

2. Calculate the determinant of matrix A: det A.

  det A = 2(-8*10 - (-4)*6) - 4(6*10 - (-4)*10) + 2(6*6 - (-8)*10)

        = 2(-80 + 24) - 4(-60 + 40) + 2(36 + 80)

        = 2(-56) - 4(-20) + 2(116)

        = -112 + 80 + 232

        = 200

3. Find the matrix of minors by calculating the determinants of the minor matrices obtained by removing each element of matrix A.

  Minors of A:

  | -32 -12   24 |

  | -44 -16   16 |

  |  84  12   24 |

4. Create the matrix of cofactors by multiplying each element of the matrix of minors by its corresponding sign.

  Cofactors of A:

  | -32  12   24 |

  |  44 -16  -16 |

  |  84  12   24 |

5. Transpose the matrix of cofactors to obtain the adjugate matrix.

  Adj A:

  | -32  44   84 |

  |  12 -16   12 |

  |  24 -16   24 |

6. Finally, calculate the inverse matrix using the formula A^(-1) = (1/det A) * adj A.

  A^(-1) = (1/200) * | -32  44   84 |

                       |  12 -16   12 |

                       |  24 -16   24 |

To solve for x, y, and z, we can multiply the inverse matrix by the column matrix of the right-hand side values:

| x |   | -32  44   84 |   | 8  |

| y | = |  12 -16   12 | * | 4  |

| z |   |  24 -16   24 |   | -2 |

Performing the matrix multiplication, we can solve for x, y, and z by evaluating the resulting column matrix.

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Answer:

$936

Step-by-step explanation:

there are about 52 weeks in a year

18*52=936

Hope this helps!

The area the surface generated by revolving the curve about the given axis stated above is: 98π

Because  runs from 0 to pi/2 and rotation occurs about the y axis, surface area is given by:

\(\small S = \int _0^{\frac{\pi}{2}}2\pi xds\)     ----------------------------------------------------1)

This is so where;

ds = \(\sqrt{[(dx/dt)^{2}} + (dy/dt)^{2}] dt\)

ds = \(\sqrt{([dx/d\theta)^{2}}+(dy/d\theta)^{2}] d\theta\)

ds = \(\sqrt{([dx/d\theta (7cos\theta))^{2}}+(dy/d\theta (7cos\theta))^{2} d\theta]\)

ds = \(\sqrt{[(-7cos\theta)^{2}} + (-7cos\theta)^{2}] \theta\)

ds = \(\small \sqrt{49sin^2(\theta)+49cos^2(\theta) }d\theta\)

ds = \(\small \sqrt{49(sin^2(\theta)+cos^2(\theta)) }d\theta\)

ds = √49dθ

ds = 7dθ

Hence, we can say that,

\(\small S = \int _0^{\frac{\pi}{2}}2\pi (7cos(\theta))(7d\theta)\)

\(\small S =98\pi \int _0^{\frac{\pi}{2}}cos(\theta)d\theta\)

\(\small S =98\pi \left [ 1-0 \right ]\)

S = 98π

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Full Question:

Find the area of the surface generated by revolving the curve about the given axis. x = 7 cos(θ), y = 7 sin(θ), 0 ≤ θ ≤ π 2 , y-axis

For this case we have a graph given with x representing the oranges in pounds and the y axis representing the cost in $

We want to find the cost of 1 pound of orange and for this case we need to look the intersection of the x axis at x=1 with the line provided.

We can find the unitary space of the y axis using this:

The reason is because we have 4 spaces between 0 and 1 in the y axis.

So then the answer for this case would be:

The cost of 1 pound of oranges is $5/4

Answer:

4 hours

Step-by-step explanation:

16.5+x2

7.5+x4

16.5+2=17.5+2=19.5+2=21.5+2=23.5

7.5+4=11.5+4=15.5+4=19.5+4=23.5

Option d. dependent variable. In an experiment, the dependent variable is the factor that is being measured or observed.

It is the variable that is expected to change or be affected as a result of the manipulation of the independent variable. The independent variable is the factor that is being manipulated or controlled in the experiment, while the controlled variable is a factor that is kept constant or consistent throughout the experiment to prevent it from affecting the dependent variable. The dependent variable is often used to draw conclusions about the relationship between the independent variable and the outcome of the experiment.

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The given problem involves calculating the work involved in each process and determining the indicated thermal efficiency of a four-cylinder compression-ignition engine operating on the air-standard dual cycle. The engine parameters such as capacity, compression ratio, air-fuel ratio, and initial conditions are provided. Additionally, the effect of reduced fuel injection pressure on smoke emission in a diesel engine is discussed.

(a) To calculate the work involved in each process and the indicated thermal efficiency, we need to apply the air-standard dual cycle analysis. The dual cycle consists of two processes: the constant volume heat addition process and the constant pressure heat addition process. Using the given engine parameters, we can determine the specific heat capacities, the initial conditions, and the heat addition during each process. By calculating the work done during each process and using the definition of thermal efficiency, we can find the indicated thermal efficiency of the engine.

(b) In a diesel engine, the fuel injectors play a crucial role in delivering fuel into the combustion chamber. When the fuel injection pressure is reduced, it can negatively impact the combustion process and result in increased smoke emission.

Lower fuel injection pressure may cause poor atomization of fuel, leading to incomplete combustion. Incomplete combustion produces more unburned fuel particles, which contribute to smoke formation. These particles are typically composed of partially oxidized hydrocarbons and carbon particles.

Therefore, a reduction in fuel injection pressure can lead to increased smoke emission in a diesel engine.

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The kinematic equation of the motion of the paintbrush dropped 35 feet height from the ground and the 1.85 seconds reaction time of the 6 feet person standing directly below, indicates that they will be hit  by the paintbrush before they can move out of the way.

The kinematic equation of motion describe the motion of a body that moves under constant acceleration, without consideration of the forces causing the body to move.

The height from which the paintbrush is dropped from the roof to the ground = 35 feet

Height of the person standing directly below where the brush falls = 6 feet

The reaction time of the person = 1.85 seconds

The kinematic equation of motion of free fall of an object is presented as follows;

s = u·t + 0.5·g·t²

Where; s = The height through which the paintbrush falls

u = The initial velocity of the paintbrush = 0

g = The acceleration due to gravity ≈ 32.1741 ft/s²

The height the paintbrush falls before meeting the 6 feet tall person, s = 35 feet - 6 feet = 29 feet

Therefore, we get;

29 = 0 × t + 0.5 × 32.1741 × t²

t² = 29 ÷ (0.5 × 32.1741) ≈ 1.803

The time it takes the paintbrush to fall 29 feet, t, is therefore;

t = √(29 ÷ (0.5 × 32.1741)) ≈ 1.343

It takes the paintbrush to reach the height of the person standing directly below in just about 1.3 seconds after it is dropped, before the person can react to move away in 1.85 seconds, therefore, they will be hit by the paintbrush before they can move out of the way.

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The probability of rolling an odd number on a die and getting a head on a coin toss is 1/4. Therefore, the correct answer is (c) 1/4.

The probability of two independent events occurring simultaneously: rolling an odd number on a die and getting a head on a coin toss. To find the probability, we'll multiply the probabilities of each event.

1. Probability of rolling an odd number on a die:
There are 3 odd numbers (1, 3, 5) and 6 possible outcomes (1, 2, 3, 4, 5, 6). So the probability is 3/6, which simplifies to 1/2.

2. Probability of getting a head on a coin toss:
There are 2 possible outcomes (heads or tails), and 1 of them is heads. So the probability is 1/2.

Now, we'll multiply the probabilities: (1/2) * (1/2) = 1/4.

So the probability of rolling an odd number on a die and getting a head on a coin toss is 1/4. Therefore, the correct answer is (c) 1/4.

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The decimal form of the given terms are

2/20 = 0.1

3/20 = 0.15

4/20 = 0.2

5/20  = 0.25

Carlos knows that the decimal form of 1/20= 0.05

The decimal form of the first term is

2/20=2×(1/20)

Substitute the value of 1/20

=2×0.05

=0.1

The decimal form of the next term is

3/20= 3×(1/20)

= 3×0.05

= 0.15

The decimal form of the next term is

4/20= 4×(1/20)

=4×0.05

=0.2

The decimal form of the next term is

5/20= 5×(1/20)

= 5×0.05

=0.25

Hence, the decimal form of the given terms are

2/20 = 0.1

3/20 = 0.15

4/20 = 0.2

5/20  = 0.25

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Answer:

4

Step-by-step explanation:

here's your solution

=> 5m - 8 > 12

=> 5m > 12 + 8

=> 5m > 20

=> m > 20/5

=> m > 4

hope it helps

Answer:

6. B. x + 8

7. D. ( 3x-2)(3x-2)

8. D. Perfect square trimomal

9.C. x - 2

10. A. 3x and 8x

Step-by-step explanation:

Semoga Bermanfaat

what is the question, I'm confused?

Answer:

This is the best I can do because your question is un clear

Step-by-step explanation:

Answer:

I think it is (B)

Step-by-step explanation:

I hope that is useful for you

Tell what happens in the comment please :)

Formula for polynomial p(x) =  -0.7(x-3)²(x+2).

Let's start by considering the roots of the polynomial P(x).

We know that it has a root of multiplicity 2 at x=3 and a root of multiplicity 1 at x=-2 .

This means that the polynomial can be factored as:

P(x) = a\((x-3)^{2}(x+2)\)

Where ( a ) is some constant coefficient.

We can solve for ( a ) by using the fact that the polynomial has a ( y )-intercept of y=-12.6.

The y -intercept is the point where the polynomial crosses the y-axis, which occurs when ( x=0 ).

Substituting this into our factored form of the polynomial, we get:

P(0) = a(-3)²(2) = -12.6

Solving for ( a ), we get:

a = \(\frac{-12.6}{18}\)= -0.7

So our polynomial is:

P(x) = -0.7(x-3)²(x+2)

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Answer:

The set of transformation would prove ΔEFG ~ ΔGHI is "Reflect ΔGHI

over x = −2, and dilate ΔG′H′I′ by a scale factor of 2 from point G" ⇒

last answer

Step-by-step explanation:

Answer:

the set of transformation would prove ΔEFG ~ ΔGHI is "Reflect ΔGHI

over x = −2, and dilate ΔG′H′I′ by a scale factor of 2 from point G" ⇒

last answer

Step-by-step explanation:

Answer:

Third one: 2(2a-3b+c)+c

Step-by-step explanation:

Hope this helped:)

y = -1/3x + 1

y = -2x - 3

We can compare the equations to the graphs and see which graph represents the intersection point of the two equations.

The first equation, y = -1/3x + 1, has a negative slope (-1/3) and a y-intercept of 1.

The second equation, y = -2x - 3, also has a negative slope (-2) and a y-intercept of -3.

Based on the slopes and y-intercepts, we can identify the correct graph by finding the point where the two lines intersect.

Unfortunately, since the graphs are not provided, I am unable to determine which specific graph shows the solution to the system of linear equations. I recommend referring to the graph representation of the equations and identifying the intersection point to determine the correct graph.

This situation should be analyzed using a two-sample independent method. The two-sample independent method is used when comparing two independent groups, in this case, taxi ride times in San Diego and Phoenix. The two-sample paired method is used when comparing the same group under two different conditions, which is not the case here, as the taxi ride times are taken from two separate cities. There is no common characteristic that makes these data paired.

A two-sample independent method is used to compare the means of two independent populations, which is appropriate for this situation. The independent samples t-test is a common statistical test used to compare the means of two independent populations.On the other hand, if the data were obtained from the same set of taxis in both cities or from the same set of riders in both cities, then the situation would be a paired situation, and a two-sample paired method would be more appropriate.Paired data refers to data that is collected from the same sample, subject, or group at different points in time or under different conditions. For example, if the data were obtained from the same set of taxis in both cities, then the data would be paired because each taxi in San Diego would have a corresponding taxi in Phoenix. Similarly, if the data were obtained from the same set of riders in both cities, then the data would be paired because each rider in San Diego would have a corresponding rider in Phoenix.In summary, since the data in this situation were obtained from two different cities, a two-sample independent method is appropriate. If the data were obtained from the same set of taxis or riders in both cities, a two-sample paired method would be appropriate.

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A data analyst uses bias()  to find out how much the predicted outcome and the actual outcome of their data model differ.

The act of unfairly favoring or opposing a certain person or item due to allowing your judgment to be influenced by your opinions: The senator charged bias on the part of the media. Journalists must be unbiased and free from political bias.

There is a lack of objectivity in the way we view things. Both intentional and inadvertent biases are possible. When given an option, a person might prefer one shirt over two others if it also happens to be their favorite color.

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Answer:

Its C i just took the test and got this right!!!

Step-by-step explanation:

The side 3 cm, 4 cm, and 5 cm will satisfy the Pythagoras equation. Then the correct option is C.

The Pythagoras theorem states that the sum of two squares equals the squared of the longest side.

The Pythagoras theorem formula is given as

H² = P² + B²

The converse of the Pythagorean theorem using side lengths chosen from 2 cm, 3 cm, 4 cm, and 5 cm.

The side 3 cm, 4 cm, and 5 cm will satisfy the Pythagoras equation.

5² = 4² + 3²

25 = 16 + 9

25 = 25

The side 3 cm and 4 cm is normal to each other.

Then the correct option is C.

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Answer: The probability of landing on yellow is less than the probability of landing on blue.

Step-by-step explanation:

There are 2 purple sections, 2 yellow sections, 3 blue sections, and 1 orange section.

Since there are fewer yellow sections than blue sections, the probability of landing on yellow is less than the probability of landing on blue.

Answer: b

Step-by-step explanation:

A graphical plot with sales on the Y axis and time on the X axis is a:

a. Scatter diagram.

Using a single variable on each axis, the scatter diagram plots pairings of numerical data in an effort to identify any relationships between them. A line or curve will be formed by the points if the variables are correlated. The points will hug the line closer the more highly correlated the data is. You may also visualise the strength of any relationship. If the researcher believes there may be a correlation, a line of greatest fit can also be drawn on the graph.

Data points are shown on a horizontal and vertical axis using scatter plots in an effort to demonstrate the degree to which one variable is influenced by another.

Thus, correct option: a

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Answer:

2x-3y-6=0

Step-by-step explanation:

move the constant to the left hand side and change its sign (-2x+3y+6=0)

change the signs on both sides of the equation (2x-3y-6=0)

hope this helps, have great day! :)