Can someone please help me with this question. I know it's a 2 part and when you answer the first one right, one more comes up. I have been trying to figure it out for a long time and this is my last question for the day

Answer:

Because it is. The point of intersection is the y-intercept. Where the line crosses the y-axis that is your y-intercept.

Step-by-step explanation:

Answer:

(0,4)

Step-by-step explanation:

5x - 2y = 4  Subtract 5x from both sides

5x - 5x -2y = -5x + 4

-2y = -5x + 4   Divide all the way through by -2

y = \(\frac{5}{2}\) x + 4

The y-intercept is 4.

The point to intersection is (0,4)

For each statement for triangle SQP and SQR, Q is the midpoint of PR: No, ∠P ≅ ∠R: No, ∠PSQ ≅ ∠RSQ: Yes, m∠P = 33°, m∠RSQ = 57°: No, ∠P ≅ ∠R, ∠PSQ ≅ ∠RSQ: Yes.

What is triangle?

A triangle is a geometric shape that consists of three line segments connected end-to-end to form a closed shape. Triangles are one of the basic shapes studied in geometry and are used in a wide range of applications, from construction to computer graphics.

Here are the answers to whether each statement provides enough information to prove that △SQP ≅ △SQR:

Q is the midpoint of PR: No, this information alone is not sufficient to prove the triangles are congruent. We need additional information about the angles or sides.

∠P ≅ ∠R: No, this information alone is not sufficient to prove the triangles are congruent. We need additional information about the sides or other angles.

∠SQP is a right angle, ∠PSQ ≅ ∠RSQ: Yes, this information is sufficient to prove that the triangles are congruent by the angle-angle-side (AAS) congruence criterion.

∠SQP is a right angle, m∠P = 33°, m∠RSQ = 57°: No, this information alone is not sufficient to prove the triangles are congruent. We need additional information about the sides or other angles.

∠P ≅ ∠R, ∠PSQ ≅ ∠RSQ: Yes, this information is sufficient to prove that the triangles are congruent by the angle-angle-angle (AAA) congruence criterion.

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Answer:

Hi! I'm not quite sure what you entirely mean by this but I'll try to help. LxWxH is a formula used to find the volume of a rectangular prism or a box. If this is what you are using it for then there shouldn't a reason to divide. Unless maybe you're trying to find half of a box or you are trying to find the value of one of these in an equation but that's the only thing I can think of. Do you think you might be able to post an example in the comments?

Step-by-step explanation:

Answer:(4,5π/4)

Step-by-step explanation:

Note that the point is on the circle whose radius is labeled 4, so r=4. The angle of the point is 5π4, so θ=5π4. Thus, the polar coordinates are (4,5π4).

Answer:Felix's total tax due is "$560".

According to the question,

Gross income,

$18,000

Standard deduction,

$12,400

Now,

The taxable income will be:

=  

=  

=  ($)

hence,

The tax due will be:

=  

=  

=  ($)

Thus the above approach is right.

Answer:

The \(66\)th term is \(363\).

Step-by-step explanation:

To find the \(n\)th term, the formula is \(7n - 99\). Since we want to find the \(66\)th term, we can plug \(n\) for \(66\). So our expression is now \(7 \cdot 66 - 99 =\) \(66\)th term. Solving this we have

\(462 - 99 = 66\text{th term}\\363 = 66\text{th term}\\\). Therefore, the \(66\)th term is \(\boxed{363}\).

Answer:

a₆₆ = 363

Step-by-step explanation:

the nth term of an arithmetic sequence is

\(a_{n}\) = a₁ + (n - 1)d

where a₁ is the first term and d the common difference

here a₁ = - 92 and d = a₂ - a₁ = - 85 - (- 92) = - 85 + 92 = 7 , then

a₆₆ = - 92 + (65 × 7)

      = - 92 + 455

     = 363

Answer:

-13

Step-by-step explanation:

-4-3(3)

-4-9 = -13

Answer:

Step-by-step explanation:

The magnitude of an earthquake is a measure of the amount of energy released during the earthquake. A stronger magnitude generally means a more powerful earthquake.

Answer:

Step-by-step explanation:

(-4*5 - 1) + (-4)

(-20 - 1) - 4

-21 - 4

-25

Answer:

Choose answer below

Step-by-step explanation:

The truck does 3 sides of the square     3 x 24 = 72

   and the truck does one entire diagonal of the square

          with side lengths 24

       diagonal = sqrt (24^2 + 24^2 ) = 33.94 miles

total miles 33.94 + 72 = 105.94 miles in 4.5 hours

    105.94 / 4.5 = 23.54 m/hr for the entire trip

The mph for the actual driving time (2.5 hours )

   105.94 / 2.5 = 42. 38 m/hr    for driving time only

Answer:

Yes, it means that both of you obtain a result with the same precision and accuracy.

Step-by-step explanation:

It is provided that two different people took measurements in order to find the length of a rod.

The first person took 30 measurements.

The second person took 20 measurements.

Both the people got the same average length, i.e. L₀.

In statistics, a larger sample leads to an error free result.

So, for the first person the larger sample helped reducing the chance of any sort of error that may be present.

For the second person, the average is same as the first even when their sample size is less than the first.

This may happen because the sample was selected with a certain precision and accuracy.

Thus, both of them obtain a result with the same precision and accuracy.

Answer: The width of the rectangular window is 53 cm.

Step-by-step explanation:

We know that the area of a rectangle is given by the formula:

Area = Length x Width

Substituting the given values, we have:

3816 cm² = 72 cm x Width

To solve for the width, we can divide both sides by 72 cm:

Width = 3816 cm² ÷ 72 cm

Width = 53 cm

Therefore, the width of the rectangular window is 53 cm.

Answer:

The y-intercept is -3

Written as a point it is (0, -3)

Step-by-step explanation:

To find the y-intercept, let x = 0

(and to find x-intercepts, let y = 0)

So let's let x = 0

f(x) = x^2 + 2x - 3

y = x^2 + 2x - 3

y = 0^2 + 2(0) - 3

y = -3

This means the y-intercept is -3. The graph crosses the y-axis at -3. This is the point (0, -3).

Answer:

c. 60

Step-by-step explanation:

The remote angles theorem states that when one extends one of the sides of a triangle, the angle between one of the existing sides and the extension is equal to the sum of the two non-adjacent angles in the triangle. One can apply this theorem here by stating the following,

101 = 41 + x

Use inverse operations to solve for parameter (x),

101 = 41 + x

-41    -41

60 = x

Both figures have an area of 4 units squared, so yea, the area is the same.

The area of a square of side length S is equal to S squared, for the square, we can see that:

S = 2 units.

Then the area is:

A = (2 units)² = 4 square units.

For the triangle, we know that the area is equal to:

A = B*H/2

Where B = base, H = height.

We can see that:

B = 2 units.

H = 4 units.

Then:

A = (2 units)*(4 units)/2= 4 square units.

So yea, both have the same area.

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The number of fourth graders who bought lunch in the cafeteria is given by the equation A = 107 students

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the equation be represented as A

Now , the value of A is

The number of classes of fourth graders = 7 classes

The number of students in each class = 19 students

So , the total number of fourth graders = 7 x 19 = 133 students

And ,

The number of students who brought lunch from home = 26 students

Now , the number of students who bought lunch from cafeteria A = total number of fourth graders - number of students who brought lunch from home

Substituting the values in the equation , we get

The number of students who bought lunch from cafeteria A = 133 - 26

On simplifying the equation , we get

The number of students who bought lunch from cafeteria A = 107 students

Therefore , the value of A is 107

Hence , the number of students is 107 students

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The unit rate of Jana's ride is 0.3 Miles per minutes

A unit rate means a rate for one of something. We write this as a ratio with a denominator of one. For example, if you ran 70 yards in 10 seconds, you ran on average 7 yards in 1 second. Both of the ratios, 70 yards in 10 seconds and 7 yards in 1 second, are rates, but the 7 yards in 1 second is a unit rate.

The unit rate of Jane's ride is

= 15miles/50minutes

= 0.3miles per minute

therefore the unit rate of Jane's ride is 0.3 miles per minute.

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Answer:

1

Step-by-step explanation:

We have g(f(2))

Working from the inside out, we start with f(2)

So we go to the f(x) graph and find where X is 2. We get to the point (2, -2). f(2) is pretty much asking for the Y value at 2. On this graph the y value is -2

Now that we know f(2) is -2, we can plug that into g(f(2)), giving us g(-2)

Now we can go to the other graph, g(x) and find where X is -2.

That's where we find the point (-2,1)

Like last time, g(2) is asking for that Y value at that point of -2. On this graph, it's 1

Now we can conclude g(f(2)) = 1

Using the graph of g, we can see that g(4) is approximately 3. So, g(f(2)) = 3.

What is the graph?

A graph is a visual representation of data or information, often used in mathematics and science to depict relationships between variables. Graphs can take many forms, including line graphs, bar graphs, scatter plots, and pie charts.

To evaluate g(f(2)), we need to first find the value of f(2) using the graph of f. From the graph, we can see that f(2) is approximately 4. So, g(f(2)) = g(4).

Then, using the graph of g, we can see that g(4) is approximately 3. So, g(f(2)) = 3.

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This is the answer for youuu!

Give me the brainlest hehee

7,1

14,2

21,3

The reasoning presented lacks explicit explanations and logical connections between the steps, making it difficult to fully understand the intended proof strategy.

The given proof aims to show that the Separation Axioms can be derived from the Replacement Schema using a particular construction involving a formula p(x, y). Let's analyze the proof step by step:

Define the formula p(x, y) as x = yo(x).

This formula states that for each x, y pair, x is equal to the unique object y such that y is obtained by applying the operation o to x.

Define the set F as {(x, x) (x)}.

This set F contains pairs (x, x) where x is the unique object obtained by applying the operation (x) to x.

Claim: F(X) = {y (x = X)p(x, y)} = {y: (x = X)x = y^o(x)} = {x: (3x € X)o(x)} = {x X: (x)}.

This claim asserts that F(X) is equivalent to {y (x = X)p(x, y)}, which is further equivalent to {y: (x = X)x = y^o(x)}, and so on.

The proof states that since (x, y) satisfies the functional formula VaVyVz(p(x, y)^(x, z) y = z), it follows that (x, y) is a functional formula.This step emphasizes that the formula p(x, y) satisfies certain properties that make it a functional formula, which is relevant for the subsequent deductions.

Finally, the proof concludes that the Separation Axioms follow from the Replacement Schema, based on the previous steps.

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Step-by-step explanation:

This is an equation, where we need to find the value of x.

To solve this equation, we can first use the distributive property to expand 3.4(x + 7) which gives 3.4x + 3.4 * 7 = 3.4x + 23.8

Now we have the equation:

3.4x + 23.8 - 2.1 = 35.5

Next, we can add 2.1 to both sides of the equation:

3.4x + 23.8 = 37.6

Then, we can subtract 23.8 from both sides of the equation:

3.4x = 13.8

Finally, we can divide both sides of the equation by 3.4 to find the value of x:

x = 4

Therefore, the value of x that solves the equation is 4.

Answer:

4. x ≥ -1

Step-by-step explanation:

The graph shows a directed line that starts at -1 towards the your right. The full circle indicates that -1 is included among the possible values of x. This means that all possible values of x include -1 and above.

Therefore, we can say x is greater than or equal to -1.

This is represented as:

x ≥ -1

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

Answer:

( x-2) ( 3x+1)

3x^2 + x - 6x - 2

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

( 3x + 1 ) ( x - 2 )

either

3x + 1 = 0

3x = -1

x = -1/3

or

x - 2 = 0

x = 2

( -1/3 , 2 )

Answer: C

Step-by-step explanation:

Answer:

7 hours

Step-by-step explanation:

9 : 30 to 17:00 = 7 hours 30 minutes

Minus 30 minutes = 7 hours

Answer:

Step-by-step explanation:

A) Commission = 2450 shillings * 25 % = 2450 shillings * (25/100) = 2450 shillings * (0.25) = 612.50 shillings

Commission = 612.50 shillings

B) If the total sale is 2,450.00 shillings, after the seller gives buyers a 2% discount. We must re-enter the discount:

2,450.00 shillings = X - X * 2% = X - 0.02 X --->

------> 0.98 X = 2,450.00 shillings

------>X= 2,450.00 / 0.98

------> X = 2,500.00  shillings

NEW COMMISSION = 2,500.00 shillings * 25 % = 2,500.00 shillings *(25/100) =2,500.00 shillings * (0.25) = 625 shillings

NEW COMMISSION = 625 shillings

The probability that every digit is different

\( \frac{10}{7} \)

Probability is a method of determining how likely something is to happen. Many things are difficult to forecast with absolute certainty.

Probability means the wide variety of approaches of reaching success. If the whole variety of possible results are there.

given that

here take the combination of 8 digits.

The first step is to choose a digit at random (from 0 to 9 include, 0 could be the first digit)

This process is repeated seven more times.

so, the total possible outcomes be 7.

the number of favourable outcomes that every digit is different be 10 .

then

\(probability = \frac{number \: of \: favourable \: outcomes}{total \: outcomes} \)

\(probability = \frac{10}{7} \)

so ,the probability that every digit is different is 10/7

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I believe that the answer is y=-2x +20. please correct me if I am wrong.

Answer: 0.1

Step-by-step explanation:

Given

Bag-I has 2 blue,3 orange, 5 red

Bag-II has 4 Pink,10 blue, 6 brown

No of ways of choosing a blue marble from bag-I

\(\Rightarrow ^2C_1\)

Total no of ways of choosing a marble from bag-I

\(\Rightarrow ^{10}C_1\)

No of ways of choosing a blue marble from bag-II

\(\Rightarrow ^{10}C_1\)

Total no of ways of choosing a marble from bag-II

\(\Rightarrow ^{20}C_1\)

The probability that he will pull out a blue marble from each bag is

\(\Rightarrow P=\text{Probability of pulling a blue marble from bag-I}\times \text{Probability of pulling a blue out bag-II}\)

\(\Rightarrow P=\dfrac{^2C_1}{^{10}C_1}\times \dfrac{^{10}C_1}{^{20}C_1}\\\\\Rightarrow P=\dfrac{2}{10}\times \dfrac{10}{20}=\dfrac{1}{10}\)