Can someone help me with these definitions?

Answer:7

Step-by-step explanation:

Answer: D) It has no slope because x 2 minus x 1 in the formula m = StartFraction y 2 minus y 1 Over x 2 minus x 1 EndFraction is zero, and the denominator of a fraction cannot be zero.

Step-by-step explanation:

slope is y2-y1/x2-x1

20-10/7-7

10/0

denominator can't be 0

Answer:

D

Step-by-step explanation:

cause i said so

Answer:

Step-by-step explanation:

the second one

Answer:

y = - 2x + 1

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Calculate m using the slope formula

m = \(\frac{y_{2}-y_{1} }{x_{2}-x_{1} }\)

with (x₁, y₁ ) = (1, - 1) and (x₂, y₂ ) = (2, - 3) ← 2 ordered pairs from the table

m = \(\frac{-3-(-1)}{2-1}\) = \(\frac{-3+1}{1}\) = - 2 , then

y = - 2x + c ← is the partial equation

To find c substitute any ordered pair from the table into the partial equation

Using (3, - 5 ) , then

- 5 = - 6 + c ⇒ c = - 5 + 6 = 1

y = - 2x + 1 ← equation of line

Answer:

Step-by-step explanation:

We will need to find the equation and put it in the form y = mx + b where m is the slope and b is the y intercept.

Step 1 - Calculate the slope via the slope formula:

\(\frac{(y2 - y1)}{(x2 - x1}\)

We will use the first two x and y variables in the table, so simply plug the values in.

\(\frac{(-3) - (-1)}{2 - 1}\\\)

= \(\frac{-2}{1} = -2\)

This means the slope is 2 (y = -2x + b).

Step 2 - Plug the variables in:

To calculate the b, we can use one of the pairs of coordinates i.e. (1, -1) to calculate b by putting the variables into the above equation:

y = -2x + b

-1 = -2(1) + b

-1 = -2 + b

-1 + 2 = b

b = 1

This means the equation is:

y = -2x + 1

Hope this helps!

The difference between groups and the sample size makes the results of a study statistically significant.

Statistical significance is a measure of the likelihood that the results of a study are not due to chance. In order for a result to be statistically significant, it must meet two criteria:

The difference between groups must be large enough to be unlikely to occur by chance. This is typically assessed using a statistical test such as a t-test or an ANOVA.

The result of the test is expressed as a p-value, which represents the probability of obtaining the observed results if there were no true difference between groups. A p-value of less than 0.05 (or 5%) is generally considered to be statistically significant.

The sample size must be large enough to reduce the possibility of sampling error. A larger sample size generally increases the power of a study, making it more likely to detect a true effect.

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Answer:

4x^2 - 10x + 1 units

Step-by-step explanation:

(3x - 1) + (x + 2) + (3x^2 - 11x) + (x^2 - 3x)

Adding like terms:

3x^2 + x^2         = 4x^2

-11x - 3x + 3x + x    = -10x

-1 + 2            = 1

Summing it up; the perimeter is
4x^2 - 10x + 1 units

Answer:

C

Step-by-step explanation:

Answer:

d. legs

Step-by-step explanation:

In the Pythagorean Theorem (a^2 + b^2 = c^2)

a = leg

b = leg

c= hypotenuse

The Sampling technique used in the given scenario is random sampling technique.

There are four main types of this sampling method:

In the sampling method known as random sampling, each sample has an equal chance of being chosen. The purpose of a randomly chosen sample is to fairly represent the total population. for example-A straightforward random sample might be 25 names chosen at random from a pool of 250 employees. Since every employee has same chance of being chosen, the sample in this case is random and the population in this case is all 250 employees.

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Ihe graph of a continuous function f on the interval (-∞, ∞) is connected, has no breaks or gaps, and has no vertical asymptotes.

If f is continuous on (-∞, ∞), there are several characteristics we can say about its graph:

1. The graph of f has no breaks or gaps. Since f is continuous, it means that the graph is connected throughout its entire domain, which is from negative infinity to positive infinity.

2. The graph of f has no vertical asymptotes. Vertical asymptotes are points where the function's graph approaches infinity, but since f is continuous, the graph doesn't have these points.

In summary, the graph of a continuous function f on the interval (-∞, ∞) is connected, has no breaks or gaps, and has no vertical asymptotes.

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The values for sin(θ), tan(θ), and sec(θ) can be determined based on the given information. For the given condition where cos(θ) = 8/17 and 0 ≤ θ ≤ π/2, sin(θ) equals 15/17, tan(θ) equals 15/8, and sec(θ) equals 17/8.

In a right triangle, the cosine of an angle is defined as the ratio of the length of the adjacent side to the hypotenuse. Given cos(θ) = 8/17, we can use the Pythagorean identity sin^2(θ) + cos^2(θ) = 1 to find sin(θ). Solving for sin(θ), we get sin(θ) = sqrt(1 - cos^2(θ)) = sqrt(1 - (8/17)^2) = 15/17.

The tangent of an angle is defined as the ratio of the length of the opposite side to the adjacent side. We can use the values of sin(θ) and cos(θ) to find tan(θ). Therefore, tan(θ) = sin(θ)/cos(θ) = (15/17)/(8/17) = 15/8.

Lastly, the secant of an angle is the reciprocal of the cosine. So sec(θ) = 1/cos(θ) = 1/(8/17) = 17/8.

Therefore, sin(θ) = 15/17, tan(θ) = 15/8, and sec(θ) = 17/8.



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No, this is not likely. The main reason is that the average height of a class of eighth-graders is typically reported in terms of feet or centimeters, not inches.

Without additional context or a comparison to known data about the heights of eighth-graders, it is not possible to determine whether the given average height and standard deviation are likely.

The given data "the average height of a class of eighth-graders is inches with a standard deviation of inches," doesn't seem likely, and it is difficult to come to any meaningful conclusions based on it.

The provided information, "the average height of a class of eighth-graders is inches with a standard deviation of inches," doesn't make sense. It is highly improbable that the height of eighth-graders can be less than one inch. This looks like a mistake in recording or reporting the data.

Although it is feasible that there can be a lot of variety in the height of eighth-graders, we cannot accept that the average height is fewer than 48 inches or 4 feet. Also, the standard deviation seems too low.

In the US, the average height of eighth-graders is usually about 63 inches (5 ft 3 in), with boys being somewhat taller and girls somewhat shorter.

Therefore, the given data "the average height of a class of eighth-graders is inches with a standard deviation of inches," doesn't seem likely, and it is difficult to come to any meaningful conclusions based on it.

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Applying one of the properties of a parallelogram, the value of x is 10°, then 6x=60° and 12x=120°.

There are different quadrilaterals, for example square, rectangle, rhombus, trapezoid, and parallelogram.  Each type is defined accordingly to its length of sides and angles. For example, a parallelogram presents some properties that are presented below.

The figure of the exercise shows two adjacent angles. From the property: the adjacent angles are supplementary, you have:

6x+12x=180

18x=180

x=10°

Therefore, 6x= 6*10=60° and 12x=12*10=120°.

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Answer:

CP = 4500

SP = 5175

As the SP is greater than the CP, it is a profit

Profit = 675

Profit percent = (Profit / CP) * 100

=> (675/4500) * 100

=> 675/45 (As the 2 zeros of hundred in the numerator is cancelled by the 2 zeros of the 4500 in the denominator)

=> 15 (Once you divide 675 by 45)

=> 15 % profit

Therefore, Profit = 15 %

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Answer:

65mm

Step-by-step explanation:

From the Pythagorean theorem, we can write it as sqrt(60^2+25^2) which is 65.

Answer:

The same as the person above me

Step-by-step explanation:

1.

- 2,3

2.

-X=2

Y=3

To find a basis for the orthogonal complement of subspace W in R^4, where W is spanned by vectors w1, w2, and w3, we can use the Gram-Schmidt process.

This process involves finding a set of orthogonal vectors that span the orthogonal complement of W.

Steps:

Start with the vectors that span the subspace W: w1 = (2, 1, 3, 3), w2 = (1, 2, 3, 0), and w3 = (3, 1, 4, 5).

Apply the Gram-Schmidt process: Take the first vector, w1, as the first vector in the orthogonal complement basis. Normalize w1 by dividing it by its magnitude to obtain a unit vector u1 = w1 / ||w1||.

Calculate the projection: Project the remaining vectors, w2 and w3, onto u1 and subtract the projections from the original vectors. The resulting vectors will be orthogonal to u1.

Normalize the orthogonal vectors: Normalize the resulting orthogonal vectors obtained in the previous step by dividing them by their magnitudes to obtain unit vectors u2 and u3.

The set {u1, u2, u3} is a basis for the orthogonal complement of W. These vectors are orthogonal to each other and also orthogonal to the vectors in W.

By following these steps, you can obtain a basis for the orthogonal complement of the subspace W spanned by the given vectors in R^4. The resulting basis will consist of vectors {u1, u2, u3} that are orthogonal to W.

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The values of displacement, velocity, and acceleration are 2.68 m, 2.24 m/s, and -18.07 m/s2 respectively.

We know that the amplitude, A = 2 + T; the angular velocity, ω = 4 + U rad/s; and time, t = 1s. Here, the value of T = 1 and the value of U = 4 (as mentioned in the question).

Harmonic motion is a motion that repeats itself after a certain period of time.

Harmonic motion is caused by the restoring force that is proportional to the displacement from equilibrium.

The three types of harmonic motions are as follows: Free harmonic motion: When an object is set to oscillate, and there is no external force acting on it, the motion is known as free harmonic motion.

Damped harmonic motion: When an external force is acting on a system, and that force opposes the system's motion, it is called damped harmonic motion.

Forced harmonic motion: When an external periodic force is applied to a system, it is known as forced harmonic motion.Vectorial formVibrations of harmonic motion can be represented in a vectorial form.

A simple harmonic motion is a projection of uniform circular motion in a straight line.

The displacement, velocity, and acceleration of a particle in simple harmonic motion are all vector quantities, and their magnitudes and directions can be determined using a coordinate system.

Let's now calculate the values of displacement, velocity, and acceleration.

Displacement, s = A sin (ωt)

Here, A = 2 + 1 = 3 (since T = 1)and, ω = 4 + 4 = 8 (since U = 4)

So, s = 3 sin (8 x 1) = 2.68 m (approx)

Velocity, v = Aω cos(ωt)

Here, v = 3 x 8 cos (8 x 1) = 2.24 m/s (approx)

Acceleration, a = -Aω2 sin(ωt)

Here, a = -3 x 82 sin(8 x 1) = -18.07 m/s2 (approx)

Thus, the values of displacement, velocity, and acceleration are 2.68 m, 2.24 m/s, and -18.07 m/s2 respectively.

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As a result, the following is the system of equations' solution as  12x - 2y = 20 in the calculation, x = 7/4 and y = 1/2.

A mathematical assertion proving the equality of two expressions is known as an equation. It has two sides—a left side and a right side—that are divided by the equal symbol (=). Variables, constants, and mathematical processes may be used in the expressions on either side of the equal sign. For instance, the expression 2x + 3 on the left is equivalent to the expression 7 on the right, as shown by the equation 2x + 3 = 7.

given

We can use the technique of elimination to solve this system of equations by adding or removing one of the variables from the equations. In this instance, by combining the two equations, we can remove y:

12x - 2y = 20

16x + 2y = 29

28x = 49

We can now find the value of x by multiplying both parts by 28:

28x/28 = 49/28

x = 7/4

We can solve for y by substituting this value of x into either of the initial equations. Let's employ the initial equation:

12x - 2y = 20

12(7/4) - 2y = 20

21 - 2y = 20

-2y = -1

y = 1/2

As a result, the following is the system of equations' solution as  12x - 2y = 20 in the calculation, x = 7/4 and y = 1/2.

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Answer:

d. 27/4, or 6.75

Step-by-step explanation:

\(2( \frac{1}{8} + 4) - ( \frac{3}{16} \times 8)\)

\(2( \frac{33}{8} ) - \frac{3}{2} \)

\( \frac{33}{4} - \frac{3}{2} = \frac{33}{4} - \frac{6}{4} = \frac{27}{4} = 6.75\)

Answer:

It is 3 or 8

Step-by-step explanation:

If triangles 1 and 2 are similar then ratio of two sides is 25:52

A triangle is a polygon with edges and three terminals. It belongs to the basic geometric shapes. A triangle containing the angles A, B, and C is referred to by the term ABC.

Any three Euclidean points that are not collinear result in a triangle and a rectangle. In other words, any triangle is exclusively covered by that plane and is contained within that plane.

We know that any two triangles are similar by three axioms:

SSS , AAS , SAS or AAA axiom of similarity.

In the Euclidean plane, every triangle is contained within a single plane, but in higher-dimensional Euclidean spaces, this is no longer the case. This article addresses triangles in terms of geometry, more specifically the Euclidean plane, unless otherwise stated.

ratio of the sides of two triangle are in same ration when the triangles are similar

Now given ratio is 25:52, hence the ratio of the sides will be same.

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Solution

To write r > -10/3 on a number line,

Step 1: Draw a number line and include -10/3 on it

Step 2: Draw an arrow to the right with the small circle at its initial

\(~~~~~12x+4y = -36\\\\\implies 3x +y = -9\\\\\implies y = -3x -9\)

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

\(\blue\textsf{\textbf{\underline{\underline{Question:-}}}}\)

Write 12x+4y=-36 in slope intercept form.

\(\blue\textsf{\textbf{\underline{\underline{Answer and How to Solve:-}}}}\)

Slope intercept form looks like so:-

y=mx+b

Right now the line's equation is written in standard form, ax+by=c.

First, subtract 12x on both sides:-

4y=-36-12x

Now divide by 4 on both sides:-

y=-9-3x

On further simplification,

switch -9 and -3x places (it's not mandatory)

y=-3x-9

That's our equation in slope intercept form.

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

The answer is B: 1/16

Answer:

y = -1/2x + 8

Step-by-step explanation:

y = -1/2x + b

6 = -1/2(4) + b

6 = -2 + b

8 = b

The rate at which the tip of the shadow moves away from the person when the person is 10 ft from the pole is 0.08 ft/s.

To solve this problem, we need to use the concept of similar triangles. Let's call the height of the pole "h" and the length of the person's shadow "s." We can set up a proportion:

(person's height) / s = h / (s + x)

where x is the distance between the person and the pole, and we are looking for the rate at which s is changing with respect to time. Differentiating both sides with respect to time, we get:

-(person's height) / s² (ds/dt) = h / (s + x)² (ds/dt + dx/dt)

Solving for ds/dt, we get:

ds/dt = -(h/s²) / (1 + x/s)² (dx/dt)

We know that h = 18 ft, x = 10 ft, and we are given dx/dt = 4 ft/s. We also know that s = 30 ft when the person is 10 ft from the pole. Substituting these values into the equation above, we get:

ds/dt = -(18/900) / (1 + 10/30)² (4) = -0.08 ft/s.

Note that the negative sign indicates that the tip of the shadow is moving away or opposite to the person.

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Answer:

Step-by-step explanation:

Use the words in the problem to write the equation you need to solve it. The word "of" means to multiply, the word "is" means "equals", and we always put a percentage in the form of a decimal when we use it in an equation.

Our equation would look like

.20y = 40 so

y = 200

Answer:

24

Step-by-step explanation:

5+5+7+7

Answer:

24 feet

Step-by-step explanation:

7 times 2 is 14

5 times 2 is 12

14 plus 12 is 24

It is possible that there is right-sided dominance in kissing behavior, based on the reported study. The fact that in a random sample of 127 kissing couples, both people in 79 of the couples tended to lean more to the right than to the left suggests a pattern of right-sided dominance.

However, it is important to note that this study alone is not conclusive evidence of right-sided dominance in kissing behavior.

Further research would be needed to confirm whether there is a consistent pattern of right-sided dominance in kissing behavior across different populations and cultures. It is also possible that other factors, such as social or psychological factors, could influence the direction in which people lean during a kiss. Therefore, it is important to approach this topic with caution and not draw any firm conclusions based on a single study.

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