14. Find the area of the complex figure.17 cm10 cm17 cm192A.244cmB.488 cmC.379 cmD.583 cm

An equation which represents a line which is perpendicular to the line y= –1/8x + 8 is: 4. y - 8x = 4.

Mathematically, the standard form of the equation of a straight line is given by this mathematical expression;

y = mx + c

Where:

In Mathematics, the condition for perpendicularity of two lines is given by:

m₁ × m₂ = -1

Next, we would rewrite the given equation representing a line in standard form:

x + 8y = 8  

y = -x/8 + 1

Therefore, slope (m) = -1/8 (Not perpendicular).

x - 8y = 8

y = x/8 - 8

Therefore, slope (m) = 1/8 (Not perpendicular).

8x + y = 5

y = -8x + 5

Therefore, slope (m) = -8 (Not perpendicular).

y - 8x = 4

y = 8x + 4

Therefore, slope (m) = 8 (perpendicular).

Check:

m₁ × m₂ = -1

-1/8 × 8 = -1

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Answer:

1820

Step-by-step explanation:

65 pushups x 28 days

Answer:

C

Step-by-step explanation:

If you were to put the number of turkey out in order from least to greatest, the median is 12. Doing the same thing to the ham, the median is 9.

Subtracting Turkey (12) from Ham (9) your answer is C, or 3.

Answer:

The many ways we can select a manager, assistant manager, and night manager from a list of 10 people is:

120 possible combinations.

Step-by-step explanation:

a) Data and Calculations:

Number of selections = 3

Total number of elements to choose from = 10

This translates to 10! /(3! (10 - 3)!

10! = 3,628,800

7! = 5,040

3! = 6

Therefore, 3,628,800/6 * 5,040 = 3,628,800/30,240 = 120

We also describe this combination as 10 Choose 3 = 120.

Therefore, 120 is the total number of all possible combinations for choosing 3 elements at a time from 10 distinct elements.  Note that this does not consider the order of choosing the three elements.  In statistics and probability surveys or experiments, the formula for combinations is generally n! / (r! (n - r)!), where n is the total number of possibilities to start and r is the number of selections made.

Answer:

A sample size greater than 25

Step-by-step explanation:

Margin of error of a confidence interval:

\(M = z\frac{\sigma}{\sqrt{n}}\)

In which z is related to the confidence level(higher confidence level means higher z) \(\sigma\) is the standard deviation of the population and n is the size of the sample.

The higher the margin of error, the wider the interval is.

To have a narrower interval:

For a narrower interval, the margin of error has to be diminished. This can be achieved reducing the confidence level, or increasing the sample size.

In this question:

There are no options that say reducing the confidence level, so we should increase the sample size, that is, a sample size greater than 25.

The sentence which represents the algebraic equation is; "Twice the sum of 3 and and five times a number n is equal to the product of the number and another number, a".

It follows from the task content that the sentence which represents the equation given be determined.

First, the expression 3 + 5n can be interpreted as; the sum of 3 and 5 times a number, n.

Also, the expression "an" can be interpreted as the product of n and another number a.

Therefore, the whole equation; 2(3+5n)=an can be interpreted as;

"Twice the sum of 3 and and five times a number n is equal to the product of the number and another number, a".

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Answer

The polynomial is a 3rd degree polynomial

Explanation

Given the following expression

x^2 + 2x^3 - 4

Step 1: Re- arrange the expression

2x^3 + x^2 - 4

The highest power of x in the expression is 3

The highest degree is 3

Therefore, the polynomial is 3rd degree

Answer:

since 7 times 3 is 21

Step-by-step explanation:

it would be 7+7+7 becuase you do seven times 3

hope that helped!

The slope-intercept form of the equation of the line described is y = -10/9x + 4/3.

Given the following data:

Points on x-axis = (-6, 4).

Points on y-axis = (8, -1).

A slope is also referred to as gradient and it's typically used to describe both the ratio, direction and steepness of the function of a straight line.

Mathematically, the slope of any straight line can be calculated by using this formula;

\(Slope = \frac{Change\;in\;y\;axis}{Change\;in\;x\;axis}\\\\Slope = \frac{y_2\;-\;y_1}{x_2\;-\;x_1}\)

Substituting the given points into the formula, we have;

Slope = (4 + 6)/-1 - 8)

Slope = -10/9

Mathematically, the standard form of the equation of a straight line is given by;

y = mx + c

Where:

At point (-6, 8), we have:

8 = -10/9(-6) + c

8 = 60/9 + c

72 = 60 + 9c

9c = 72 - 60

c = 12/9

c = 4/3

Therefore, the slope-intercept form of the equation of the line described is y = -10/9x + 4/3.

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Answer:

B. c // d

Step-by-step explanation:

When ∠1 = ∠3, it means that they are corresponding angles and for that to be true, there must be a pair of parallel lines and one line to cut across both of the lines. Thus, we can conclude that c and d are the parallel lines and a is the line that cut across both of them, creating the corresponding angles.

Answer:

  see the attachment for a graph

Step-by-step explanation:

The vertex of f(x) is (0, 0). The transformation g(x) = f(x -h) +k moves the vertex to (h, k). That is, the graph is translated right by h units, and up by k units.

Your transformation has h = -2, and k = -4. That is, the original graph is translated left 2 units and down 4 units. The result is the blue curve in the attachment.

Answer:

(a) 0
(b) 0
(c) 1
The function is not continous at x = 9

Step-by-step explanation:

To the left and right of the point x = 9, the graph would seem to continue at  f(x) = 0, however on the exact point x = 9 there is a hole in the graph allowing it to be equal to 1. Due to the hole in the graph, it is not continuous

Apologies if this is wrong its been a bit since I did calculus

The graphing form of the function g(x) is: C) none of the answer choices.

The function g(x) = \(x^2 + 4x - 7\)is already in the standard form of a quadratic equation. In graphing form, a quadratic equation can be represented as y =\(ax^2 + bx + c,\) where a, b, and c are constants.

Comparing the given function g(x) =\(x^2 + 4x - 7\)with the standard form, we can identify the coefficients:

a = 1 (coefficient of x^2)

b = 4 (coefficient of x)

c = -7 (constant term)

Therefore, the graphing form of the function g(x) is:

C) none of the answer choices

None of the given answer choices (A, B, D, or E) accurately represents the graphing form of the function g(x) =\(x^2 + 4x - 7\). The function is already in the correct form, and there is no equivalent transformation provided in the answer choices. The given options either represent different equations or incorrect transformations of the original function.

In graphing form, the equation y = \(x^2 + 4x - 7\) represents a parabolic curve. The coefficient a determines the concavity of the curve, where a positive value (in this case, 1) indicates an upward-opening parabola.

The coefficients b and c affect the position of the vertex and the intercepts of the curve. To graph the function, one can plot points or use techniques such as completing the square or the quadratic formula to find the vertex and intercepts. Option C

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Answer:

1/2

Step-by-step explanation:

The numbers greater than 6 or less than 3 are 7, 8, 2, and 1.

4 numbers out of 8.

4/8 = 1/2

P(greater than 6 or less than 3) = 1/2

Let w be the weight on point s. Since the sum of the weights is 1, the weight on point t is 0.625, we can write:

w + 0.625 = 1

Subtracting 0.625 from both sides, we get:

w = 1 - 0.625 = 0.375

Therefore, the weight on point s is 0.375.

A circle having radius 5 and centre at (0,0) has equation x² + y² = 25.

What is the equation of circle?

A circle is a closed curve that extends outward from a set point known as the centre, with each point on the curve being equally spaced from the centre. A circle with a (h, k) centre and a radius of r has the equation:

(x-h)² + (y-k)² = r²

Let (x,y) be any point on the circle.

Given that centre of the circle is origin (0,0).

Now, we know that the distance from any point on the circle to the centre is equal to the radius of the circle.

So, distance between point (x,y) and centre (0,0)  is equal to radius of the circle which is given 5 units.

Now, using the distance formula -

√[(x - 0)² + (y - 0)²] = 5

Squaring on both the sides of the equation -

(x - 0)² + (y - 0)² = 25

So, the equation of the circle with radius 5, centred at the origin is x² + y² = 25.

Therefore, the equation is x² + y² = 25.

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Answer:

Step-by-step explanation:

21 - 6x > 34

-6x > 13

x < -13/6

Answer: 2

Step-by-step explanation:

Answer:

I think it's 2kg

Step-by-step explanation:

13/5 ÷ 13/10

Reciprocate

13/5 × 10/13

= 26/13

=2kg

The appropriate test statistic is approximately 1.89.

To determine if there is evidence that 20 to 29-year-old drivers have a higher mean accident claim compared to 30 to 49-year-old drivers, we can perform a two-sample t-test.

The test statistic can be calculated using the following formula:

\(t = (mean1 - mean2) / \sqrt{(s1^2 / n1) + (s2^2 / n2)}\)

where:

mean1 and mean2 are the sample means of the two populations,

s1 and s2 are the sample standard deviations of the two populations,

n1 and n2 are the sample sizes of the two populations,

Given the following information:

For population 1 (20 to 29-year-old drivers):

Sample mean (mean1) = $4586

Sample standard deviation (s1) = $2302

Sample size (n1) = 40

For population 2 (30 to 49-year-old drivers):

Sample mean (mean2) = $3669

Sample standard deviation (s2) = $2029

Sample size (n2) = 40

Calculate the test statistic (t):

\(t = (4586 - 3669) /\sqrt{ (2302^2 / 40) + (2029^2 / 40))\)

Calculating this expression:

t ≈ 917 / √(132360.1 + 102996.025)

t ≈ 917 / √(235356.125)

t ≈ 917 / 485.086

t ≈ 1.89

Therefore, the appropriate test statistic is approximately 1.89.

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Answer:

48 miles

Step-by-step explanation:

i think thats it.

Answer: 4.

Step-by-step explanation: 8+8=16. count how many more until you get to 24, that is 8. Split 8 in half. We get 4.

                                Hope this helps!

Yes, the given statement is true.

That is, developing and/or maintaining a data analysis codebook is useful in both quantitative and qualitative analysis.

Here,

Quantitative analysis;

Utilizing computational and statistical techniques, quantitative data analysis focuses on the statistical, mathematical, or numerical study of datasets.

Qualitative analysis;

The determination of non-numerical information about a chemical species, a reaction, etc. is known as qualitative analysis.

Codebook;

A codebook provides information on a data collection's composition, organization, and design. For each variable in a data file, a well-documented codebook "contains information designed to be comprehensive and self-explanatory."

That is,

The developing and/or maintaining a data analysis codebook is useful in both quantitative and qualitative analysis.

So, the statement is true.

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Answer:  9 ÷ 5830 = 0 with remainder 9 ( 0 R 9 )

With the given mean, you need a score of 78 or higher for an A, and your score is below that, you will not receive an A in the class.

What is mean?

In statistics, the mean is the numerical average of a set of data. It is calculated by adding up all the values in the data set and then dividing by the total number of values.

To determine your performance relative to the class, we can use z-scores, which indicate the number of standard deviations your score is away from the mean.

First, we need to calculate the z-score for your score:

z = (your score - class mean) / standard deviation

z = (68 - 72.5) / 4.3

z = -1.0465

Your z-score is -1.0465.

We can interpret this z-score using a standard normal distribution table or calculator. Approximately 15.9% of the distribution falls below a z-score of -1.0465, meaning your score is below about 15.9% of the class.

To determine the grade you will receive, we need to know the grading scale for the class. Assuming an A is 90 or above, the grade cutoffs might look something like this:

A: 90 or above

B: 80-89

C: 70-79

D: 60-69

F: below 60

Since you need a score of 78 or higher for an A, and your score is below that, you will not receive an A in the class.

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Answer:

25000

Step-by-step explanation:

to convert from kilometres to centimetres you have to times by one hundred thousand so it would look like

0.25x100000=25000

Answer:

A linear equation is of the form:

y = a*x + b

Where a and b are real numbers, and we only have one term with x, and no powers of x larger than 1.

Let's rearrange all the given options to see if they take this form. I will isolate x for all of them.

a) 2x + 5y = 13

5y = -2*x + 13

y = (-2/5)*x + 13/5

(this is a linear equation)

b) -x^2 = 3y + 10

 -3*y = x^2 + 10

y = (-1/3)*x^2 + 10/3

(this is not a linear equation)

c) 3(2x + y) = 14

 6x + 3y = 14

 3y = 14 - 6x

y = (-6/3)*x + 14/3

(this is a linear equation)

d) y = 13 - 2*x^2

(this is not a linear equation, we have a x^2 there)

e) 2 = y + x^5

-y = x^5 - 2

(this is not a linear equation, we have a x^5 there)

f) y = x + 7

we can rewrite this as:

y = 1*x + 7

(this is a linear equation)

Answer:

i just wanted to say, that I took the test and A and F are correct, but C (the person above me says C is correct) is not correct

Step-by-step explanation:

Answer: 7/24

Step-by-step explanation:

11/8 - 5/8=

= 11/8 - 5/8

= 11/12 + -5/8

= 22/24 + -15/24

= 22 + -15//24

= 7/24

decimal form = 0.291667.

Answer:  $130 money did Brenda and Hazel have all together before buying decorations and snacks.

Here, we have,

You want to know Brenda and Hazel's combined money when the ratio of their remaining balances is 1 : 4 after Brenda spent $58 and Hazel spent $37. They had the same amount to start with.

Setup

Let x represent the total amount the two women started with. Then x/2 is the amount each began with, and their fnal balance ratio is ...

 (x/2 -58) : (x/2 -37) = 1 : 4

Solution

Cross-multiplying gives ...

 4(x/2 -58) = (x/2 -37)

 2x -232 = x/2 -37 . . . . . . eliminate parentheses

 3/2x = 195 . . . . . . . . . . . . add 232-x/2

 x = (2/3)(195) = 130 . . . . . multiply by 2/3

Brenda and Hazel had $130 altogether before their purchases.

Alternate solution

The difference in their spending is $58 -37 = $21.

This is the same as the difference in their final balances.

That difference is 4-1 = 3 "ratio units", so each of those ratio units is $21/3 = $7.

Their ending total is 1+4 = 5 ratio units, or $35.

The total they started with is $58 +37 +35 = $130.

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complete question:

Brenda and Hazel decide to throw a surprise party for their friend, Aerica. Brenda and Hazel each go to the store with the same amount of money. Brenda spends $58 on decorations, and Hazel spends $37 on snacks. When they leave the store, the ratio of Brenda’s money to Hazel’s money is 1 : 4. How much money did Brenda and Hazel have all together before buying decorations and snacks?

The family actually lost purchasing power due to the combination of the wage increase and inflation, as their budget did not keep pace with rising prices.

We need to calculate the inflation-adjusted increase in their wages.

First, we can find the amount of the wage increase by multiplying the original budget by the percentage increase:

Wage increase = $22,300 x 0.03 = $669

Next, we need to adjust for inflation. We can do this by finding the inflation rate as a decimal (5.6% = 0.056) and subtracting it from 1 to get the inflation-adjustment factor:

Inflation-adjustment factor = 1 - 0.056 = 0.944

Finally, we can calculate the inflation-adjusted wage increase by multiplying the wage increase by the inflation-adjustment factor:

Inflation-adjusted wage increase = $669 x 0.944 = $631.08

Therefore, the family's net gain in purchasing power is:

Net gain = Inflation-adjusted wage increase - Original budget

Net gain = $631.08 - $22,300

Net gain = -$21,668.92

So the family actually lost purchasing power due to the combination of the wage increase and inflation, as their budget did not keep pace with rising prices.

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