ANSWER RIGHT NOW, lol

Answer:

10 ft

Step-by-step explanation:

Using Pythagoras' identity in the right triangle

let h be hypotenuse, then

h² = 6² + 8² = 36 + 64 = 100 ( take the square root of both sides )

h = \(\sqrt{100}\) = 10

The hypotenuse is 10 ft

Answer:

the answer is 10 but you can ask your friends too

Step-by-step explanation:

h=p2+b2

root under 8 square +6 sqaure

root under 64±36

root Under 100

equals 10

i uses to learn like this but I'm not sure

Answer:

slope: (1 ,-3)

y-intercept: -1

y = -3/1 -1

Step-by-step explanation:

hope it helps!

The triangles with the given side lengths are classified as follows:

The ordered side lengths of the triangles are given as follows:

a, b and c.

Considering these side lengths, the triangles are classified as follows:

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Answer:

The number of 57-cent stamps that Julie bought is 12

Step-by-step explanation:

Given equation

0.57 s + 0.3 ( s − 6 ) = 8.64

Open bracket

0.57s + 0.3s - 1.8 = 8.64

Collect like terms

0.87s = 8.64 + 1.8

0.87s = 10.44

Divide both sides by 0.87

s = 12

The number of 57-cent stamps that Julie bought is 12

Answer:

Theoretical

Step-by-step explanation:

Answer:

11

Step-by-step explanation:

You have to divide 5 1/2 into groups of 1/2. 5 1/2÷1/2=11.

Julio needs to prove that two sides of the two triangles are congruent, in addition to the hypotenuse and one set of legs that are already congruent, to use the SAS Triangle Congruence Theorem.

Julio needs to prove that the two triangles have congruent sides in order to use the SAS Triangle Congruence Theorem. This means that he needs to show that one side of one triangle is congruent to a corresponding side of the other triangle and the same applies to the other two sides. This can be done by using methods such as measuring the sides, using algebraic equations, or using geometric constructions.

According to Julio statement, he has already constructed two right triangles to have congruent hypotenuses and one set of congruent legs, which means he has already proved that one side of one triangle is congruent to a corresponding side of the other triangle (hypotenuse) and one set of legs are congruent.

Therefore, Julio need to prove the remaining side of the triangle congruent to the corresponding side of the other triangle. Once he proves this, he can use the SAS Triangle Congruence Theorem to state that the two triangles are congruent.

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This can be solve easily by taking ratios.

We can say:

5 1/2 feet casts 9 feet shadow, so

HOW MANY FEET (let it be x) will cast 30 feet shadow??

We can setup a ratio with this info:

Note: We took 5 1/2 feet as 5.5 feet (decimal)

Now, we cross multiply and solve for x:

The utility pole is 18 1/3rd feet.

The correct answer is "The duty not to file frivolous or retaliatory ethical complaints."

Given that,

Mr. Talbot made the accusation against Ms. Paglione not because he genuinely believed she was engaged in an inappropriate relationship with a student, but rather due to a personal conflict with her.

This indicates that the accusation was retaliatory in nature, rather than being based on a sincere concern for the well-being of the students or a genuine belief that ethical misconduct had occurred.

Filing a false or frivolous complaint is unethical and undermines the integrity of the profession.

Educators have an obligation to exercise professional judgment and act in the best interest of their students, rather than engaging in personal vendettas or using accusations as a means of retaliation.

We can say:

According to the given scenario, the ethical obligation of professional educators that Mr. Talbot most clearly violated is:

The duty not to file frivolous or retaliatory ethical complaints.

Hence the correct statement is: The duty not to file frivolous or retaliatory ethical complaints.

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Answer:

r=40b

Step-by-step explanation:

Step-by-step explanation:

p=1/d

6=k/9

6×9=k

54=k

2=54/d

2×d=54

d=54/2

d=27

MARK ME BRAINLIEST!!

Answer: 1.8 L/h

Step-by-step explanation:

To convert the rate of water dripping from a tap from millilitres per second (ml/sec) to litres per hour (L/h), we need to use conversion factors.

Step 1:

First, let's convert the rate from millilitres per second to litres per second.

There are 1000 millilitres in a litre, so we can divide the rate in millilitres per second by 1000 to get the rate in litres per second:

\(\LARGE \boxed{\textsf{0.5 ml/sec $\div$ 1000 = 0.0005 L/sec}}\)

Step 2:

We can convert the rate from litres per second to litres per hour. There are 3600 seconds in an hour, so we can multiply the rate in litres per second by 3600 to get the rate in litres per hour:

\(\LARGE \boxed{\textsf{0.0005 L/sec $\times$ 3600 = 1.8 L/h}}\)

Therefore, the rate of water dripping from the tap is 1.8 L/h.

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Answer:

The vertex form is

Step-by-step explanation:

Given : The parent function

To reflect across the x-axis,

f(x) → - f(x)

Vertically stretched by a factor of 4,

f(x) → a f(x)

Translated 5 units upward,

f(x) → f(x)+k

The required function is

The general vertex form is

Here, a=-4, h=0 and k=5

The denominator of the fraction is 20.

Assume the fraction’s denominator is represented by “x”. The numerator is 5 less than the denominator, based on the information provided. This may be written as (x – 5). And we are told that the fraction is equal to 3/4. As a result, we may write the equation as

⇒(x – 5) / x = 3/4

To remove the fraction, cross-multiply the equation. Multiply the denominator of the left fraction by the numerator of the right fraction and vice versa:

⇒4(x – 5) = 3x

⇒4x – 20 = 3x

⇒4x – 3x = 20

⇒x = 20

Therefore, the denominator of the fraction is 20.

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The correct question is-

The numerator of a certain fraction is 5 less than the denominator if the fraction is equal to 3/4 what is the denominator of this fraction?

Jim can paint 1/2 of a house in one hour, which means he can paint 1/12 of a house in 10 minutes. Jane can paint a whole house in 1/5 hour, which means she can paint 1/5 of a house in 1 minute.

When Jane joins Jim after 10 minutes, Jim has already painted 1/12 of a house. Together, they paint 1/12 + 1/5 of a house in one minute.

To find out how long it will take them to paint one whole house together, we can set up the equation:

1/12 + 1/5 = x/1

Where x is the amount of time it takes them to paint one whole house together.

Combining the fractions on the left side, we get:

(5 + 12)/60 = x

Simplifying, we get:

17/60 = x

Therefore, it will take Jim and Jane 17/60 of an hour, or approximately 17 minutes and 0.3 seconds, to complete one whole house together.\

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Answer:

30

Step-by-step explanation:

Because if you have 35 ducks and I remove 5 you only have 30

Answer:

30

Step-by-step explanation:

35-5=30

llllllllllllllllllllllllllllll lllll-5

count and there are 30 lines left

(a) The object's height at the start of the experiment will be 14 meters.

To find the height at the start of the experiment, we substitute t = 0 into the equation: S(0) = 16 - 2sin(0/5 + 1/3 π) = 16 - 2sin(1/3 π) = 16 - 2sin(π/3) = 16 - 2(√3/2) = 16 - √3 = 14 meters.

(b) The object's greatest height will be 15 meters.

To find the greatest height, we look for the maximum value of the function. Since the sin function oscillates between -1 and 1, the maximum value of -2sin(t/5 + 1/3 π) is 2. Therefore, the maximum height occurs when -2sin(t/5 + 1/3 π) = 2. Solving for t, we have: sin(t/5 + 1/3 π) = -1/2

t/5 + 1/3 π = -π/6 or 11π/6

t/5 = -π/6 - 1/3 π or 11π/6 - 1/3 π

t/5 = -3π/6 or 33π/18

t = -5π/6 or 33π/18

Since t represents time, we discard the negative value -5π/6. Thus, the greatest height occurs at t = 33π/18. Substituting this value into the equation: S(33π/18) = 16 - 2sin(33π/18/5 + 1/3 π) = 16 - 2sin(11π/18 + π/3) = 16 - 2sin(3π/6 + 6π/18) = 16 - 2sin(π/2 + π/3) = 16 - 2sin(5π/6) = 16 - 2(1/2) = 16 - 1 = 15 meters.

(c) The first time the object reaches this greatest height will be at t = 33π/18 seconds after the experiment begins.

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I can explain how to solve the subtraction problem using the Left to Right Algorithm:

To perform the Left to Right Algorithm, we start from the leftmost digit of the numbers and subtract each corresponding digit until we reach the end of the numbers. If the digit being subtracted from is smaller than the digit being subtracted, we borrow from the next digit to the left.

Using this algorithm, we can solve the problem as follows:

  3 1 3 1

- 1 6 4 1

---------

  2 1 6 0

Therefore, 3131 - 1641 = 2160.

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The opportunity cost is that the person will earn less money during the years that you are in college.

Opportunity cost is the potential-forgone profit from a missed opportunity as the result of choosing one alternative and forgoing another.

The advantages of opportunity cost :-

Hence, the correct option is the opportunity cost is that the person will earn less money during the years that you are in college.

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Answer:

37 1/3

Step-by-step explanation:

10 2/3 * 3.5=37 1/3

The height of the elm tree is \(\mathbf{37\frac{1}3}\) feet

The given parameters are:

\(\mathbf{Apple = 10\frac 23\ ft}\)

An elm tree is 3 1/2 times as an apple tree.

So, we have:

\(\mathbf{Elm = 3\frac 12 \times Apple}\)

This gives

\(\mathbf{Elm = 3\frac 12 \times 10\frac 23\ ft}\)

Express as improper fractions

\(\mathbf{Elm = \frac 72 \times \frac{32}3\ ft}\)

Expand

\(\mathbf{Elm = 7 \times \frac{16}3\ ft}\)

\(\mathbf{Elm = \frac{112}3\ ft}\)

\(\mathbf{Elm = 37\frac{1}3\ ft}\)

Hence, the height of the elm tree is \(\mathbf{37\frac{1}3}\) feet

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First find the radius of the circle:

The formula for circumference = C = 2 x PI x radius

The circumference would be the length of the fence.

100 = 2 x 3.14 x radius

100=6.28 x radius

Radius = 100/6.28

Radius = 15.92

Area of a circle = PI x radius^2

Area = 3.14 x 15.92^2

Area = 795.82 square feet.

Answer:

78kg

Step-by-step explanation:

76×5= 380kg

380-72-74-75-81= 78kg

Answer:

  c:  8,20,25

Step-by-step explanation:

You want to know which set of side lengths can form a triangle from the sets ...

A set of lengths can form a triangle if and only if the sum of the shorter two exceeds the longest.

In sets a, b, d, the sum of the shorter two is equal to the longest. These lengths will form a line segment, not a triangle.

A triangle can be formed by ...

  c: 8,20,25 . . . . . . 8+20=28 > 25

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Answer: A. no slope

Step-by-step explanation:

The completed table of coordinates for the exponential function can be  presented as follows;

x; -2,       -1,  0, 1,       2

y ; 16/9, 4/3, 1, 3/4, 9/16

Please find attached the graph of the function created with MS Excel

The correct graph is therefore, option D

An exponential function is one that has the argumant as an exponent

The values in the table can be found as follows;

\(f(x) = \left(\frac{3}{4} \right)^x\)

\(f(x) = \left(\frac{3}{4} \right)^{-2} = \dfrac{16}{9}\)

\(f(x) = \left(\frac{3}{4} \right)^{-1} = \dfrac{4}{3}\)

\(f(x) = \left(\frac{3}{4} \right)^{0} = 1\) The y-intercept

\(f(x) = \left(\frac{3}{4} \right)^{1} = \dfrac{3}{4}\)

\(f(x) = \left(\frac{3}{4} \right)^{2} = \dfrac{9}{16}\)

The completed table is therefore;

x; -2,       -1,  0, 1,       2

y ; 16/9, 4/3, 1, 3/4, 9/16

The graph of the function ,  \(f(x) = \left(\frac{3}{4} \right)^x\), therefore, has a y-intercept of 1, and a maximum value of 16/9 at x  = -2

The best cprect option  for the graph is therefore option  D

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Answer:

2d(b-c)+b=a

Step-by-step explanation:

First you start off with the equation given

2d=(a-b)/(b-c)

Second, you want to start getting A by its self so that means you have to multiply both sides by (b-c) to get (a-b) by its self. (underlined portion cancles out)

2d(b-c)=((a-b)/(b-c)) (b-c) ----> 2d(b-c)=a-b

Finally, you want to add b to both sides to get a completely by it's self. (underlined portion cancles out)

2d(b-c)+b=a-b+b -----> 2d(b-c)+b=a

The span of {u, v} represents a plane in three-dimensional space. w is not in the span of {u, v}. the span of {u, v, w} is the entire three-dimensional space.

(a) The span of {u, v} represents a plane in three-dimensional space. Geometrically, this plane can be visualized as a flat surface extending infinitely in all directions. It includes all possible vectors that can be obtained by scaling and adding u and v. Any vector lying on this plane can be expressed as a linear combination of u and v.

(b) To determine if w is in the span of {u, v}, we need to check if w can be expressed as a linear combination of u and v. We can write w as follows:

w = a*u + b*v

Solving the system of equations formed by equating corresponding components, we have:

-2 = 3a - 2b

2 = -a + 2b

6 = -2a - 6b

Solving this system, we find that there are no values of a and b that satisfy all three equations simultaneously. Therefore, w is not in the span of {u, v}.

(c) The span of {u, v, w} is the entire three-dimensional space. To justify this, we consider the matrix A whose columns are u, v, and w:

A = [u v w] = [1 3 -2; -1 1 2; -2 -6 6]

We can row-reduce matrix A to its echelon form:

[1 3 -2; -1 1 2; -2 -6 6] -> [1 3 -2; 0 4 0; 0 0 0]

The echelon form shows that the columns of A are linearly independent, and they span the entire three-dimensional space. Therefore, any vector in three-dimensional space can be expressed as a linear combination of u, v, and w, indicating that the span of {u, v, w} is the entire three-dimensional space.

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The terms in the given equations represent various physical quantities and processes related to the zonal and meridional motion of a fluid.

The term "rho1*∂y/∂p" represents the horizontal pressure gradient force in the meridional direction. It describes the change in pressure with respect to meridional distance and influences the fluid motion. The pressure gradient force acts perpendicular to the isobars (lines of constant pressure) and drives the fluid from regions of high pressure to low pressure.

The term "rho1" represents the density of the fluid, which determines its mass per unit volume. The density influences the magnitude of the pressure gradient force and is typically assumed to be constant in these equations.

The term "∂y/∂p" represents the derivative of meridional distance with respect to pressure. It quantifies the spatial variation of the meridional coordinate as pressure changes. A larger ∂y/∂p indicates a steeper meridional gradient and can result in stronger pressure gradient forces.

The combined term "rho1*∂y/∂p" captures the effect of the pressure gradient force in the meridional direction, driving fluid motion across lines of constant pressure.

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The behaviors of the function in the intervals is given as follows:

a) Increasing: (-∞, -4) and (-3, -2).

b) Decreasing: (-4, -3) and (-2, ∞).

c) Constant: No interval.

Considering the graph of the function, we get that a function f(x) is increasing when it is "moving northeast", that is, to the right and up on the graph, meaning that when x increases, y increases.

Hence, in the context of this problem, considering the given graph the function is increasing on these following intervals:

Considering the graph of the function, we get that a function f(x) is decreasing when it is "moving southeast", that is, to the right and down on the graph, meaning that when x increases, y decreases.

Hence, in the context of this problem, considering the given graph the function is decreasing on these following intervals:

A function is constant when the graph is an horizontal line, that is, when changing the value of x causes no effect to the value of y, it remains constant.

Hence, there are no intervals in which the graph of the function is constant.

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