answer the one in the screenshot

pls male it all correct
or i will report u

The pairings of equivalent expresions are:

To do it we just need to simplify the 3 expressions.

The first one is:

2(m + 3) + m - 2

2m + 6 + m - 2

3m + 4   this is equivalent to the first one.

5(m + 1) - 1 =

5m + 5 - 1

5m + 4   this is equivalent to the second one.

m + m + m + 1 + 3

= 3m + 4   this is equivalent to the first one.

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The variable b as the subject of the formula is b = √2(p -c)/a

Expressions are mathematical statements that are represented by variables, coefficients and operators

The equation is given as

p = 1/2ab^2 + c

Subtract c from both sides of the equation

So, we have

1/2ab^2 = p - c

Multiply through by 2

ab^2 = 2(p -c)

Divide by a

b^2 = 2(p -c)/a

Take the square root of both sides

b = √2(p -c)/a

Hence, b as the subject of the formula is b = √2(p -c)/a

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Answer:

p=3/5

Step-by-step explanation:

steps are in the picture.

If you need to ask question about it ,i shall gladly give your answer.

Answer:

49.5

Step-by-step explanation:

i looked it up lol just kidding i put it in the calculator

Answer:16

Step-by-step explanation: 2x2 is 4

4x4. Is 16w

W stand for width

Answer:

v-2>1

v-2+2>1+2

v>3

Therefore, C

Quadrilateral ABCD and Quadrilateral LMNO are not similar.

Given the points of quadrilateral ABCD  are a(1,3), b(2,4), c(5,5), and d(4,2).

The points of quadrilateral LMNO are l(14,6), m(16,4), n(23, 2), and 0(21,9).

We can check whether both Quadrilateral is similar or not.

By using the distance formula we can find it.

\(d=\sqrt{(x_{2} -x_{1} )^{2}+(y_{2}-y_{1} )^{2} }\)

x1,x2,y1,y2 are the points.

Now, consider ABCD  quadrilateral

Consider AB distance:

\(AB=\sqrt{(2-1)^2+(4-3)^2} =\sqrt{2}\)

Consider BC distance:

\(BC=\sqrt{(5-2)^2+(5-4)^2} =\sqrt{9+1} =\sqrt{10}\)

Consider CD distance:

\(CD=\sqrt{(4-5)^2+(2-5)^2} =\sqrt{1+9} =\sqrt{10}\)

Consider AD distance:

\(AD=\sqrt{(4-1)^2+(2-3)^2} =\sqrt{9+1} =\sqrt{10}\)

Now, consider LMNO  quadrilateral

Consider LM distance:

\(LM=\sqrt{(16-14)^2+(4-2)^2} =\sqrt{4+4} =\sqrt{8}\)

Consider MN distance:

\(MN=\sqrt{(23-16)^2+(2-4)^2}=\sqrt{49+9}=\sqrt{53}\)

Consider NO distance:

\(NO=\sqrt{(21-23)^2+(9-2)^2}= \sqrt{4+49}=\sqrt{53}\)

Consider OL distance:

\(OL=\sqrt{(21-14)^2+(9-6)^2}=\sqrt{49+9} =\sqrt{58}\)

Now equate the two quadrilaterals

\(\frac{AB}{LM} =\frac{BC}{MN} =\frac{CD}{NO} =\frac{AD}{OL}\)

\(\frac{\sqrt{2} }{\sqrt{8} } \neq \frac{\sqrt{10} }{\sqrt{53} } \neq \frac{\sqrt{10} }{\sqrt{53} } \neq \frac{\sqrt{10} }{\sqrt{58} }\)

Hence,  quadrilateral ABCD not equal to quadrilateral LMNO

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Answer:

Formula for tan is opposite over adjacent, so do arctan of 150/100 to get 56.30993247 :))

Step-by-step explanation:

Answer:

B. 34

Step-by-step explanation:

sohcahtoa

tan x = 100/150

tan x = .667

x = 33.7

Answer:

Yes

With an extra 3000CHF

Step-by-step explanation:

In year 2005, the exchange rate was 1$ = 1.15CHF

The student came in with $20,000.

The amount he had in CHF(swiss franc) = ?

$1 = 1.15C

$20,000 = x CHF

X = (20000 × 1.15) / 1

X = 23,000CHF

When he came to Zürich in 2005, he has 23,000 swiss franc.

But the exchange rates changed in 2006 to C1.30 against the dollar.

$1 = 1.30CHF

$20,000 = xCHF

X = 26,000CHF

In 2006, he would've had 26,000CHF.

The difference between what he would've had in 2006 against 2005 is

26,000CHF - 23,000CHF = 3000CHF

He would've had an extra 3000CHF if he came in the year 2006.

Approximately 204.11 years ago, your great, great, great, great grandmother left you $2 in a bank account that has grown to $150,000 today.

To calculate the number of years, we can use the compound interest formula:

\(A = P(1 + r/n)^ {nt}\)

where A is the final amount, P is the principal amount, r is the annual interest rate (as a decimal), n is the number of times the interest is compounded per year, and t is the number of years.

Given that the principal amount is $2, the final amount is $150,000, the annual interest rate is 5.5% (0.055 as a decimal), and the interest is compounded weekly (n = 52), we can solve for t:

\(50,000 = 2(1 + 0.055/52)^{52t}\)

Dividing both sides by $2 and isolating the exponent, we get:

\(75,000 = (1.0010576923076923)^{52t}\)

Taking the logarithm of both sides, we have:

\(log(75,000) = log(1.0010576923076923)^{52t}\)

Using logarithm properties, we can rewrite the equation as:

log(75,000) = 52t * log(1.0010576923076923)

Solving for t by dividing both sides by 52 * log(1.0010576923076923), we find:

t ≈ 204.11 years

Therefore, approximately 204.11 years ago, your great, great, great, great grandmother left you $2 in the bank account.

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Answer:

A) convex B) convex C) concave D) concave

Step-by-step explanation:

concave means going in on itself and convex is going outwards.

Answer:

16

Step-by-step explanation:

If P is a right angle the the value of 7x - 22 would be equal to 90°

7x - 22 = 90°

7x = 112°

x = 16

Problem Solving and Data Analysis, Heart of Algebra, and Passport to Advanced Mathematics are three additional topics in math that are part of the SAT Math section. These topics cover various concepts and skills that are essential for solving complex mathematical problems and analyzing data effectively.

Problem Solving and Data Analysis: This topic focuses on the ability to interpret and analyze real-world scenarios, solve problems using quantitative reasoning, and apply mathematical models to data. It includes concepts such as ratios, proportions, percentages, statistics, data interpretation, and data representation.

Heart of Algebra: This topic emphasizes algebraic concepts and skills, particularly those related to linear equations, linear inequalities, and systems of linear equations. It involves understanding and solving equations, manipulating algebraic expressions, graphing linear functions, and solving word problems using algebraic methods.

Passport to Advanced Mathematics: This topic builds upon the foundational algebraic skills and extends into more advanced mathematical concepts. It covers topics such as quadratic equations, exponential and logarithmic functions, radicals and rational exponents, polynomial operations, and complex numbers. It also involves solving higher-order equations, understanding function transformations, and applying algebraic concepts in various contexts.

These topics are important for SAT Math because they assess a student's ability to apply mathematical knowledge and problem-solving strategies to real-world situations. Familiarity with these topics enables students to analyze data, reason quantitatively, solve complex algebraic problems, and make connections between different mathematical concepts.

In conclusion, Problem Solving and Data Analysis, Heart of Algebra, and Passport to Advanced Mathematics are key topics in the SAT Math section. Mastering these topics is essential for achieving a high score on the SAT and for developing strong problem-solving and data analysis skills in mathematics.

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Answer: are you in the algerbra in flvs ? lol just wondering

Step-by-step explanation:

it would be the last option or

(40, 70, 70, 80, 80, 95, 95, 100)

have a great day :)

The following data sets are represented in the box plot

(40, 70, 70, 80, 80, 95, 95, 100)

We have given that,

the class scores on a particular math test box plot with a number line titled percent with 40 as the minimum, 70 as quartile 1, 80 as the median, 95 as quartile 3, and 100 as the maximum

A boxplot is a graph that gives you a good indication of how the values in the data are spread out.

The following data sets are represented in the box plot

(40, 70, 70, 80, 80, 95, 95, 100).

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Answer:

???ummm no details

Step-by-step explanation:

Step-by-step explanation:

Triangle and pyramid

Because the others wouldn't give you a prism

The x-component of A is Ax = 25.7 units and the y-component of A is Ay = 21.3 units (both rounded to one decimal place).

Given: Vector A has a magnitude of 33.5 units and it points in a direction 320° counterclockwise from the positive x-axis.

Solution:We can start by finding the x-component and y-component of vector A.

So, we can use the following formulas:

Ax = A cos θ

Ay = A sin θ

where A is the magnitude of the vector and θ is the angle that it makes with the positive x-axis.

The given angle is 320° counterclockwise from the positive x-axis.

So, the angle made by vector A with positive x-axis is

360° – 320° = 40°.

Now, we can substitute the values in the formulas:

A = 33.5 units

θ = 40°

Ax = 33.5 cos 40°

Ay = 33.5 sin 40°

Ax = 25.7 units (rounded to one decimal place)

Ay = 21.3 units (rounded to one decimal place)

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Answer:

racionales

Step-by-step explanation:

The statement which is true about the two equilateral triangles is b)The two triangles are the same shape but not the same size. So, correct option is b.

In calculation, a symmetrical triangle is a triangle where every one of the three sides have a similar length. In the natural Euclidean calculation, a symmetrical triangle is likewise equiangular; that is, every one of the three inward points are additionally compatible to one another and are each 60°. It is likewise an ordinary polygon, so it is additionally alluded to as a normal triangle.

Some of hypotheses which are made sense of utilizing symmetrical triangle:

The side length of the primary symmetrical triangle is 3 inches.The side-length of the second symmetrical triangle is 4 inches.Since both the triangles are symmetrical triangles, in this way they have same shape.

Be that as it may, the two triangles have different side lengths in this way they have different size.

Hence, option b is correct.

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(Complete question) is:

on a piece of paper, use a protractor and a ruler to construct two equilateral triangles: one with a side length of 3 inches and one with a side length of 4 inches. which statement is true about the two triangles?

a. The two triangles are the same size but not the same shape.

b. The two triangles are the same shape but not the same size.

c. The two triangles are the same size and same shape.

d. It is impossible to construct equilateral triangles with these side lengths.

Answer:

The answer is 327/1000

Step-by-step explanation:

0.327 is the number

to convert to fraction, the point should be converted to 1 and 327 as 000 as the denominator

it will now be 0.327/1000

=327/1000.

The range of possibilities for the third side of the triangle, after using the triangle inequality theorem is 13 < n < 25.

According to the theorem of triangle inequality, the sum of any two of a triangle's sides must exceed the length of the third side. When we know the lengths of two sides, x and y, we can apply the triangle inequality theorem to estimate the length of the third side, which will be between x + y and x - y.

As a result,

x – y < n < x + y

19 – 6 < n < 19 + 6

13 ft < n < 25 ft

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ANSWER

8/15

EXPLANATION

The tangent of an angle in a right triangle is the ratio:

In this case, the opposite side to the angle N is OP and its adjacent side is PN:

Answer:

555/1000

Step-by-step explanation:

I guess it is the answer.

Answer:

a.125.89..............

Answer:

not enough information

Step-by-step explanation:

There are no options

After following a continuous uniform distribution we can say that the random variable will assume a value between 40 and 60 is 0.2.

If we assume that the random variable follows a continuous uniform distribution over a given range, we can calculate the probability using the formula:

Probability = (desired range) / (total range)

In this case, the desired range is 60 - 40 = 20, and the total range depends on the specific distribution. Let's assume a total range of 100 for illustrative purposes.

Probability = 20 / 100 = 0.2

Therefore, if we assume a continuous uniform distribution with a total range of 100, the probability that the random variable will assume a value between 40 and 60 is 0.2 (or 20% to 4 decimals).

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The required, vertex of the parabola is at approximately (9, -100).

A parabola is a cross-section cut out of the cone and represented by an equation.

Here,
To find the roots and vertex of the quadratic function y = x² - 18x - 19 on a calculator, you can use the following steps:

Enter the function into your calculator, typically by pressing the "y =" button and typing the function.

Use the "2nd" button (or another button designated for second functions) and the "graph" button to view the graph of the function.

Use the "trace" or "zero" function on your calculator to find the roots of the function. The "trace" function allows you to move a cursor along the graph to see where it crosses the x-axis (where y = 0), which gives you the x-coordinates of the roots. The "zero" function specifically finds the x-coordinates where the graph crosses the x-axis.

To find the vertex of the parabola, use the "vertex" or "minimum/maximum" function on your calculator. The "vertex" function should display the x-coordinate and y-coordinate of the vertex directly, while the "minimum/maximum" function should display the minimum or maximum value of the function, which corresponds to the y-coordinate of the vertex.

Using these steps on a calculator, we find that the roots of the function are approximately x = -1.097 and x = 19.097,

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The correct answer for the given question is option B. Randomly select one of the first 20 guests to arrive and every 20th guest thereafter to take the survey

.The strategy that will accomplish the intended design is to randomly select one of the first 20 guests to arrive and every 20th guests thereafter to take the survey.

This strategy ensures that guests are systematically selected and that the sample is randomly selected.

It also ensures that all three zones are represented in the survey.

A systematic random sample is a type of probability sampling in which the sample is selected according to a systematic process.

The sampling interval is determined by dividing the population size by the sample size.

For example, if there are 3000 guests and the desired sample size is 150, the sampling interval would be 20.

The first guest selected would be randomly chosen from the first 20 guests to arrive, and every 20th guest thereafter would be included in the sample.

The other options given in the question will not accomplish the intended design,:

A. Using a computer to randomly select 150 tickets and invite those guests to participate in the survey will not ensure that the sample is systematically selected.

B. Inviting the first 150 guests that arrive to participate in the survey will not ensure that the sample is randomly selected.

C. Randomly selecting 50 tickets from each zone and inviting those guests to participate in the survey will not ensure that the sample is systematically selected.

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\((x - 4)^2 + y^2 = 4\) is the equation of the given circle.

As we can see in the graph that the radius of the circle is 2 units and the circle is passing through the point (4, 0).

To find the equation of a circle, we need the center coordinates (h, k) and the radius (r). In this case, the radius is given as 2 units, and the circle passes through the point (4, 0).

The center of the circle can be found by taking the coordinates of the given point. In this case, the x-coordinate of the point (4, 0) represents the horizontal position of the center.

Center coordinates: (h, k) = (4, 0)

Now, we can write the equation of the circle using the formula:

\((x - h)^2 + (y - k)^2 = r^2\)

Substituting the values into the equation, we get:

\((x - 4)^2 + (y - 0)^2 = 2^2\)

Simplifying further, we have:

\((x - 4)^2 + y^2 = 4\)

Therefore, the equation of the circle with a radius of 2 units, passing through the point (4, 0), is \((x - 4)^2 + y^2 = 4\).

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Answer:

26

Step-by-step explanation: I'm pretty sure its 26 because if k = 7 then 4 times 7 equals 28. Then you subtract 2. That's how I got 26.

Answer:

Step-by-step explanation:

\(4k-2\\k= 7\\\)

Substitute 7 for k into the given equation

\(4(7)-2\\\\=28-2\\\\=26\)