Pls help quickly i’ll give brainlyist

Answer:  4/9

Step-by-step explanation:

Let x represent the denominator. Then the fraction is: (x - 5)/x

Add 1 to the numerator and denominator   →     (x - 5 + 1)/(x + 1) = 1/2

Cross Multiply:                   1(x + 1) = 2(x - 4)

Distribute:                             x + 1 = 2x - 8

Subtract x from both sides:       1 = x - 8

Add 9 to both sides:                  9 = x

Numerator:  x - 5    →     9 - 5 = 4

Denominator:  x     →     9

So the fraction is: 4/9

Answer:

There is a 47cm difference between the two....

So you just added 28cm to 19cm to get 47cm....

Because 19-(-28) is 19 + 28.

Hope this helps :D

Step-by-step explanation:

The value of x = 2.

Three points of collinear are A, B, and C. Here point B is between A and C.

The properties of collinear point are,

a>The slope of AB is equal to the slope of BC,

b>Line AB + BC = AC

c>The area is equal to 0.

As the three points are collinear, and from the second property we have

AB + BC= AC

Where, AB = 4x + 3

            BC = 3x + 2

So we have,

(4x + 3) + (3x + 2) =19

7x + 5=19

7x = 14

x=2

Therefore we get the value of x =2.

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Answer:

Step-by-step explanation:

is an obtuse

Answer: Obtuse angle

Step-by-step explanation:

Obtuse is an angle that is more than 90º. A obtuse angle is 180º
Right angle that's ONLY 90º.
Acute angle is less than 90º.

The answer is True. If two vertical angles are congruent, then two lines cut by a transversal will be parallel.

Vertical angles are angles that are opposite each other and share the same vertex. They are congruent angles, meaning that they have the same measure. When two angles are congruent, the sides of the angles are parallel. This means that the two lines cut by a transversal will also be parallel.

The formula for this is that if two angles are congruent, then the lines cut by a transversal are parallel. This is also known as the Angle-Angle-Angle (AAA) Postulate. This postulate states that if two angles of one triangle are congruent to two angles of another triangle, then the two triangles are similar. This means that the lines cut by a transversal are parallel.

In other words, if two angles of a triangle are congruent, then the two sides of the triangle that make those angles are parallel. This is because the two angles are congruent, meaning that they have the same measure. Therefore, if two vertical angles are congruent, then two lines cut by a transversal will be parallel.

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If the expectation is E(x)=0.5 then the value of a =1 and b=0

To find the values of a and b, we need to solve two equations. First, we know that the expectation of X (E(X)) is equal to the integral of x times the density function f(x) over the entire range of X. Using this, we can set up the equation:

E(X) = ∫[0,1] (x * (a + bx^2)) dx

Since E(X) is given as 0.5, we have:

0.5 = ∫[0,1] (x * (a + bx^2)) dx

The second equation comes from the fact that the density function must integrate to 1 over its entire range:

∫[0,1] (a + bx^2) dx = 1

Solving these two equations will give us the values of a and b.

To solve the equations, we need to integrate the expressions involved and set them equal to the given values.

First, let's solve the equation for E(X):

0.5 = ∫[0,1] (x * (a + bx^2)) dx

0.5 = a∫[0,1] (x) dx + b∫[0,1] (x^3) dx

Integrating the expressions, we have:

0.5 = a * [\(x^2\)/2] + b * [\(x^4\)/4] evaluated from 0 to 1

0.5 = a * (\(1^2\)/2) + b * (\(1^4\)/4) - a * (\(0^2\)/2) - b * (\(0^4\)/4)

0.5 = a/2 + b/4

Next, let's solve the equation for the integral of the density function:

∫[0,1] (a + bx^2) dx = 1

Integrating the expression, we have:

a∫[0,1] (1) dx + b∫[0,1] (x^2) dx = 1

a * [x] evaluated from 0 to 1 + b * [\(x^3\)/3] evaluated from 0 to 1 = 1

a * (1 - 0) + b * (\(1^3\)

/3 - 0) = 1

a + b/3 = 1

Now we have a system of equations:

0.5 = a/2 + b/4

a + b/3 = 1

Solving this system of equations will give us the values of a and b.

To solve the system of equations:

0.5 = a/2 + b/4   ...(1)

a + b/3 = 1       ...(2)

We can multiply equation (1) by 4 and equation (2) by 6 to eliminate the fractions:

2 = 2a + b

6a + 2b = 6

Now we have a system of two linear equations:

2a + b = 2   ...(3)

6a + 2b = 6   ...(4)

Multiplying equation (3) by 2, we get:

4a + 2b = 4   ...(5)

Subtracting equation (5) from equation (4), we eliminate b:

6a + 2b - (4a + 2b) = 6 - 4

2a = 2

a = 1

Substituting the value of a into equation (3), we can solve for b:

2(1) + b = 2

2 + b = 2

b = 0

Therefore, the values of a and b that satisfy the equations are:

a = 1

b = 0

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Answer:

  A: x +y = 60; y = x +20

  B: 20 minutes on math

  C: no

Step-by-step explanation:

You have some relations and some questions about dance times and math practice times with dance times longer than math practice by 20 minutes.

The given relations can be written as two equations:

  x + y = 60 . . . . . total time is 60 minutes

  y = x + 20 . . . . . dance time is 20 minutes longer than math time

We want the value of x. We can find that by using the second equation to substitute for y in the first equation:

  x + (x +20) = 60

  2x = 40 . . . . . . . . . subtract 20

  x = 20 . . . . . . . . divide by 2

Jordyn practices math 20 minutes every day.

If Jordyn dances for 60 minutes, then she will practice math for 60 -20 = 40 minutes. That brings her total practice time to 60 +40 = 100, which is more than 80.

It is not possible to spend 80 minutes total if she spends 60 minutes dancing.

(She could spend 50 minutes dancing, 30 minutes on math, and have a total practice time of 80 minutes.)

Jordyn spends 20 minutes each day practicing math. However, if her total practice time is 80 minutes, it would not be possible for her to spend 60 minutes practicing dance.

The total time Jordyn spends practicing both dancing and math is 60 minutes. If we establish the time she spends on math as 'x' and the time she spends dancing as 'y', we can establish the following and equations:

To solve for 'x', substitute the first equation into the second to get x + (x + 20) = 60. Simplify to get 2x + 20 = 60. Subtract 20 from each side to get 2x = 40, and finally divide by 2 to get x = 20. Therefore Jordyn spends 20 minutes practicing math each day.

To answer Part C, if Jordyn practices for a total of exactly 80 minutes and dances 20 minutes longer than she does math, it would not be possible for her to spend 60 minutes practicing dance. The most amount of time she could spend dancing is 50 minutes (80 total minutes- 30 minutes for math).

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Answer:

Step-by-step explanation:

6x≤-37

x≤-37/6

x≤ -6 1/6

Answer: 35/50 or 70%

Step-by-step explanation: Add all the coins together: 12+15+23=50

so the probability = 12/50 + 23 nickels = 35/50 ( 0.7)

An unnormalized relation refers to a table in a relational database that contains more than one row. This means that there are duplicate rows in the table, which violates the rules of normalization.

Normalization is a process in database design that aims to eliminate data redundancy and ensure data integrity. It involves breaking down a database into multiple tables and defining relationships between them. By doing so, we can efficiently store and retrieve data while minimizing inconsistencies.

In an unnormalized relation, duplicate rows can lead to various problems. For example, it can result in data inconsistencies, as updating one instance of a row may not reflect changes in other duplicate rows. Additionally, it can cause unnecessary storage and maintenance overhead.

To normalize an unnormalized relation, we need to identify the functional dependencies in the table and create separate tables for related data. This helps organize the data and reduces redundancy.

In summary, an unnormalized relation is a table in a relational database that has duplicate rows. It is important to normalize such relations to ensure data integrity and efficiency.

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Answer:

19

Step-by-step explanation:

A' represents everything out A

B' represents everything out B

C' represents everything out C

So only the outside is left hope this helps

Answer:

2p-1/p

Step-by-step explanation:

Answer:

2080

Step-by-step explanation:

that's the answer i think Good luck :)

Answer:

the slope of the equation

Answer:

ANSWER:

{(2,4),( 3, 6),(4, 8)}  is a function

Given a relation in x and y, we say y is a function of x if for each element x in the domain, there is exactly one value of y in the range.  It is a rule of correspondence between two nonempty sets, such that, to each element of the first is called domain, there correspondents one and only one element of the second is called range.  

To determine whether it is function or not by using the vertical line test. If the graph passed to Vertical line test it is consider as function. The graph of function defines y as a function of x if no vertical line intersects the graph in more than one point.  

The first set of ordered pairs is a function, because no two ordered pairs have the same first coordinates with different second coordinates for example ( -1, 2), ( 1, 0), (2, 1) . The second example is not a function, because it contains the ordered pairs (1,2) and (1,4). the first set is repeated . These have the same first coordinate and different second coordinates.  

The range of a function is the complete set of all possible resulting values of the dependent variable (y, usually), after we have substituted the domain. The range is the resulting y-values we get after substituting all the possible x-values.

A conversation with your friend explaining the symmetry you observe in nature is given below.

Me: Hey, have you ever noticed how symmetrical nature can be?

Friend: What do you mean?

Me: Well, think about things like snowflakes, leaves, and flowers. They all have a certain amount of symmetry to them.

Friend: Yeah, I guess I've noticed that before. But why is that?

Me: It's actually because of the way that nature grows and develops. The growth of these things is guided by physical laws and processes that tend to produce symmetrical shapes.

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Answer:

The red bird is flying at 6 23/45 meters higher than the blue bird. But I'm not sure what you want me to solve here.

Answer:

1. 17 1/9 and 2. The red bird is flying at a higher elevation than the blue bird.

Step-by-step explanation:

The equation 3x = 6.4 can be solved for x by dividing both sides of the equation by 3: 3x/3 = 6.4/3; x = 2.13

So, for 3x and 6.4x to be equal, x must be equal to 2.13. This means that you need to multiply the number 6.4 by 2.13 to equal 3. The equation 3x = 6.4 represents the relationship between two variables, x and 3x. We are trying to find the value of x that would make 3x equal to 6.4. To do this, we divide both sides of the equation by 3. Dividing both sides of an equation by the same number does not change the relationship between the variables; it only scales down the variable's value by the same factor.

So, by dividing both sides of the equation by 3, we get:

3x/3 = 6.4/3

x = 2.13

Finally, to make 6.4x equal to 3, we need to divide 6.4 by 2.13: 6.4 / 2.13 = 3. So, we need to multiply 6.4 by 2.13 to equal 3.

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Answer:

-----------------------------------

The two triangles have 2 sides marked as congruent and the included angles are congruent as vertical angles:

This gives us SAS congruence postulate.

The matching choice is B.

Answer:

d) 10t +12;$52

Step-by-step explanation:

We reject the null hypothesis in favor of the alternative hypothesis.The unemployment rate for 18- to 34-year-olds is significantly higher than the unemployment rate for all adults.

To conduct the hypothesis test, we first set up the null and alternative hypotheses:

Null hypothesis (H0): The unemployment rate for 18- to 34-year-olds is equal to or lower than the unemployment rate for all adults. μ ≤ 7.9%

Alternative hypothesis (Ha): The unemployment rate for 18- to 34-year-olds is higher than the unemployment rate for all adults. μ > 7.9%

Next, we need to determine the test statistic and the critical value. Since we are comparing two population proportions, the appropriate test statistic is the z-score.

To calculate the z-score, we need to know the sample proportion for the 18- to 34-year-olds. Given that the sample size is 400 and the reported unemployment rate is 10.8%, we can calculate the sample proportion as p = 0.108.

The z-score can be calculated using the formula: z = (p - μ) / sqrt((μ * (1 - μ)) / n), where μ is the hypothesized population proportion and n is the sample size.

With the null hypothesis stating that μ ≤ 7.9%, we substitute the values into the formula and calculate the z-score.

Once the z-score is calculated, we can compare it to the critical value at a desired significance level, typically denoted as α. If the z-score is greater than the critical value, we reject the null hypothesis in favor of the alternative hypothesis, suggesting that the unemployment rate for 18- to 34-year-olds is significantly higher than the unemployment rate for all adults.

The specific critical value will depend on the chosen significance level and the distribution assumed for the test (e.g., standard normal distribution or t-distribution).

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The inradius of the triangle of the given dimensions will be equal to the value 2.

To find the inradius of a triangle, we need to know the semi perimeter of the triangle, which is half of the perimeter. The perimeter of a triangle is the sum of the lengths of its sides. So, the semi perimeter of triangle ABC is (6+8+10)/2 = 12.

Now that we know the semi perimeter, we can use the formula for the inradius of a triangle:

inradius = √(s-a)(s-b)(s-c)/s

where a, b, and c are the lengths of the sides of the triangle and s is the semi perimeter.

Plugging in the values for a, b, c, and s, we get:

inradius = √(12-6)(12-8)(12-10)/12 = √(6)(4)(2)/12 = √48/12} = √4 = 2

Therefore, the inradius of triangle ABC is 2.

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The graphical representation that would be best to display the data is given as follows:

Histogram.

An histogram is a graph that shows the number of times each element of x was observed.

The four types of products are given as follows:

Each of these item would represent a bin, and the values of each bin are given as follows:

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Answer: .98 feet

Step-by-step explanation: Took the test

Answer:

.98

Step-by-step explanation:

i took the quiz

It's the 4th option.

Step-by-step explanation:

Corresponding angles are congruent, so x =43. I hope this helps, have a great day!

Impulse, change in momentum, final speed, and momentum are all related concepts in the context of Newton's laws of motion. Let's go through each option and explain their relationships:

(a) Impulse delivered: Impulse is defined as the change in momentum of an object and is equal to the force applied to the object multiplied by the time interval over which the force acts.

Mathematically, impulse (J) can be expressed as J = F  Δt, where F represents the net force applied and Δt represents the time interval. In this case, you mentioned that the net force acting on the crates is shown in the diagram. The impulse delivered to each crate would depend on the magnitude and direction of the net force acting on it.

(b) Change in momentum: Change in momentum (Δp) refers to the difference between the final momentum and initial momentum of an object. Mathematically, it can be expressed as Δp = p_final - p_initial. If the crates start from rest, the initial momentum would be zero, and the change in momentum would be equal to the final momentum. The change in momentum of each crate would be determined by the impulse delivered to it.

(c) Final speed: The final speed of an object is the magnitude of its velocity at the end of a given time interval.

It can be calculated by dividing the final momentum of the object by its mass. If the mass of the crates is provided, the final speed can be determined using the final momentum obtained in part (b).

(d) Momentum in 3 s: Momentum (p) is the product of an object's mass and velocity. In this case, the momentum in 3 seconds would be the product of the mass of the crate and its final speed obtained in part (c).

To rank these quantities from greatest to least for each crate, you would need to consider the specific values of the net force, mass, and any other relevant information provided in the diagram or problem statement.

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By applying the Kuhn-Tucker theorem, the maximum value of xy is: 18/25

The constraints are:-4x² - 2xy - 4y²x + 2y ≤ 22x - y ≤ -1

Let us solve this problem by applying the Kuhn-Tucker theorem.

Let us first write down the Lagrangian function:

L = xy + λ₁(-4x² - 2xy - 4y²x + 2y - 2) + λ₂(2x - y + 1)

Then, we find the first order conditions for a maximum:

Lx = y - 8λ₁x - 2λ₁y + 2λ₂ = 0

Ly = x - 8λ₁y - 2λ₁x = 0

Lλ₁ = -4x² - 2xy - 4y²x + 2y - 2 = 0

Lλ₂ = 2x - y + 1 = 0

The complementary slackness conditions are:

λ₁(-4x² - 2xy - 4y²x + 2y - 2) = 0

λ₂(2x - y + 1) = 0

Now, we solve for the above equations one by one:

From equation (3), we can write 2x - y + 1 = 0, which implies:y = 2x + 1

Substitute this in equation (1), we get:

8λ₁x + 2λ₁(2x + 1) - 2λ₂ - x = 0

Simplifying, we get:

10λ₁x + 2λ₁ - 2λ₂ = 0 ... (4)

From equation (2), we can write x = 8λ₁y + 2λ₁x

Substitute this in equation (1), we get:

8λ₁(8λ₁y + 2λ₁x)y + 2λ₁y - 2λ₂ - 8λ₁y - 2λ₁x = 0

Simplifying, we get:

-64λ₁²y² + (16λ₁² - 10λ₁)y - 2λ₂ = 0 ... (5)

Solving equations (4) and (5) for λ₁ and λ₂, we get:

λ₁ = 1/20 and λ₂ = 9/100

Then, substituting these values in the first order conditions, we get:

x = 2/5 and y = 9/5

Therefore, the maximum value of xy is:

2/5 x 9/5 = 18/25

Hence, the required answer is 18/25.

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