Determine whether each set of side lengths could be the sides of a right triangle. Drag and drop each set of side lengths to the correct box. Right Triangle Not a Right Triangle 10.5 cm, 20.8 cm, 23.3 cm6 cm, 22.9 cm, 20.1 cm

A normal distribution of a random variable cannot be described (D) by a graph that is centered on the mean.

A continuous probability distribution for a real-valued random variable in statistics is known as a normal distribution or Gaussian distribution.

Since all three of these variables are equal in a normal distribution, they serve as the center of the graph and can either be zero or not.

An example of a continuous probability distribution is the normal distribution, in which the majority of data points cluster in the middle of the range while the remaining ones taper off symmetrically toward either extreme.

The distribution's mean is another name for the center of the range.

Therefore, a normal distribution of a random variable cannot be described (D) by a graph that is centered on the mean.

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The given propositions N, L, Q, and B are used to express statements in propositional logic, considering conditions and logical implications.



(a) The statement "New messages are not sent to the message buffer" can be represented as ¬B.

(b) The statement "If new messages are not queued then they are not sent to the message buffer" can be represented as Q → ¬B.

(c) The statement "If the system is functioning normally then the file system is not locked" can be represented as N → ¬L.

(d) The statement "If the file system is not locked, then (i) new messages are queued, (ii) new messages are sent to the message buffer, and (iii) the system is function normally" can be represented as ¬L → (Q ∧ B ∧ N).

(e) To determine values for L, Q, B, and N that make all the four propositions true, one possible assignment would be:
L = false, Q = true, B = true, N = true. This satisfies the given propositions, making all the statements in (a), (b), (c), and (d) true.

By representing the statements using propositional logic and assigning appropriate truth values to the propositions, we can analyze the logical relationships and conditions described by the given propositions.

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Answer: True

Step-by-step explanation: because bias can lead to personal errors

The standard form of the given expression is 7x - y = 17

The equation of line in standard form is expressed as Ax + By = C

Given the equation

y + 3 = 7(x - 2)

Expand

y + 3 = 7x - 14

y -7x = -14 - 3

-7x + y = - 17

7x - y = 17

Hence the standard form of the given expression is 7x - y = 17

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Answer:

810 cm squared

Step-by-step explanation:

30 = height

multiply 30 by 2 = 60

subtract 60 from 114 = 54

divide 54 by 2 = 27 = width

multiply 27 x 30 to get 810 cm squared

Answer:

\(\sf (1) \: \left(x-2y\right)\left(3x+5y-1\right)-x\left(x+y\right)\)

Apply Distributive property by multiplying term x-2y by the terms of 3x+5-1:

\(\sf 3x^2-xy-x-10y^2+2y-x\left(x+y\right)\)

Multiply x by x+y:

\(\sf 3x^2-xy-x-10y^2+2y-x^2-xy\)

Combine like terms:

\(\sf (3x^2+(-x^2))\) \(\sf (-xy+(-xy))\)  

  ↓                          

\(\sf 2x^2\)  \(\sf -2xy\)

\(\mapsto \boxed{\sf 2x^2-2xy-x-10y^2+2y}\)

_____________________________

\(\sf(2) \left(b-1\right)\left(b^3-2b^2+3b-4\right)-\left(2b-3\right)\)

Apply Distributive property, Multiply b -1 by b^3-2b^2+3b-4, and then combine like terms:

\(\boxed{\sf -\left(a-b\right)=-a+b}\)

\(\sf \left(b-1\right)\left(b^3-2b^2+3b-4\right)-2b+3\)

\(\sf b^4-3b^3+5b^2-7b+4-2b+3\)

Combine -7b + (-2b) = -9b:

\(\sf b^4-3b^3+5b^2-9b+4+3\)

Add 4 and 3:

\(\mapsto \boxed{\sf b^4-3b^3+5b^2-9b+7}\)

___________________________

\(\sf (3)\:\left(-x^2-y^2+z^2\right)+\left(x-y\right)\left(x+y\right)\)

**Apply Rule: →

\(\boxed{\sf (a-b)(a+b)=a^2-b^2}\)

\(\sf -x^2-y^2+z^2+x^2-y^2\)

Combine  -y^2 and -y^2 = -2y, and -x^2+ x^2 = 0

\(\mapsto \sf \boxed{z^2-2y^2}\)

____________________________

\(\sf (4) (3x+7a)(3x-7a)(2x+a)(2x+3a)\)

*Rule:

\(\sf (a-b)(a+b)=a^2-b^2\)

\(\sf (3x)^2-(7a)^2+(2x+a)(2x+3a)\)

↓          ↓

Calculate:

\(\sf 9x^2-49a^2+(2x+a)(2x+3a)\)

Apply Distributive property:

Multiply 2x+a by 2x+3a:

\(\sf 9x^2-49^2+4x^2+6xa+2ax+3a^2\)

Combine like terms:

\(\mapsto \boxed{\sf13x^2-46a^2+8xa}\)

_____________________________

1: $2745

2: $8970

Ya just multiply the percent by the amount of years and add it to the original amount of money in the account.

Answer:

81x³ + 54x³i

General Formulas and Concepts:

Pre-Algebra

Algebra I

Step-by-step explanation:

Step 1: Define

Identify

a³b

a = -3x

b = -3 - 2i

Step 2: Expand

Answer:

4

Step-by-step explanation:

multiplication is repeated addition

Answer:

4

Step-by-step explanation:

9+9+9+9= 36

36/9= 4

4×9= 9+9+9+9

Answer:

0.875 feet

Step-by-step explanation:

21 divided by 24

Answer:

(0,-5), I believe.

Step-by-step explanation:

Answer:

It would be -5

Step-by-step explanation:

You have to plug in 0 into the function so it would look like

g(0)= (2/5 )(0) -5

g(0)= 0 -5

g(0)= -5

Answer:

there are 50 people in the class

Step-by-step explanation:

20=%40

10=%20

5=%10

%10x10=%100

replace 10 percent with its equal, which is 5

5x10=50

The solution is 50 students

The total number of students in the class is 50 students

What is an Equation?

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 total number of students in the class be A

Now , the value of A is

The number of students in the class who likes apples = 20 students

The percentage of students who likes apples = 40 %

So , the equation will be

percentage of students who likes apples x total number of students in the class = number of students in the class who likes apples

Substituting the values in the equation , we get

( 40 / 100 ) A = 20

On simplifying the equation , we get

Multiply by 100 on both sides of the equation , we get

40A = 2000

Divide by 40 on both sides of the equation , we get

A = 2000 / 40

A = 50 students

Therefore , the value of A is 50 students

Hence , the total number of students is 50 students

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The range of the function g(x) = |x - 12| - 2 is {y | y > -2}, indicating that the function can take any value greater than -2.

To find the range of the function g(x) = |x - 12| - 2, we need to determine the set of all possible values that the function can take.

The absolute value function |x - 12| represents the distance between x and 12 on the number line. Since the absolute value always results in a non-negative value, the expression |x - 12| will always be greater than or equal to 0.

By subtracting 2 from |x - 12|, we shift the entire range downward by 2 units. This means that the minimum value of g(x) will be -2.

Therefore, the range of g(x) can be written as {y | y > -2}, which means that the function can take any value greater than -2. In other words, the range includes all real numbers greater than -2.

Visually, if we were to plot the graph of g(x), it would be a V-shaped graph with the vertex at (12, -2) and the arms extending upward infinitely. The function will never be less than -2 since we are subtracting 2 from the absolute value.

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To be sure that a figure is a scaled copy there are some features we need to check:

One of them, is that no matter what, the angles of the figure must conserve the same measure to the original one.

Another one, is that the lengths of the sides of the figure, must conserve the same proportions compared to the original one (this is the scale factor).

And those are the most important features to check to know if a figure is a scaled copy.

I will show you an example:

The rectangle ABCD is a figure. Check if the rectangle EFGH is a scaled copy.

The angles of the rectangle EFGH are equal to the ones of ABCD. Nevertheless, it is necessary to check if they conserve the same proportions.

The ratio of segment AB to segment EF is 1:2. And the ratio of segment BD to segment FH is also 1:2.

The ratio of the segment AB to segment AC is 1:2. The ratio of segment EF to segment EG is also 1:2.

Once we check these feauture, we can be sure that rectangle EFGH is a scaled copy of rectangle ABCD.

Percent decrease from 100 to 82 is 18% decrease.

Calculating the % decrease from 100 to 82,

\(\frac{82-100}{100}\)×100%

\(\frac{-18}{100}\)×100%

on simplifying we get,

-18%

here, negative sign indicates that there is a decrease of percentage.

Hence, we get 18% decrease from 100 to 82.

How to calculate Percent decrease?

Do the % growth and reduction calculations. By dividing the new number by the initial value, the percentage is computed.

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Answer:

it is correct they weigh the same

Step-by-step explanation:

Answer:

1/6

Step-by-step explanation:

mark me as brainlest

Answer:

x = 118.5°

Step-by-step explanation:

the measure of the chord- chord angle x is half the sum of the measures of the arcs intercepted by the angle and its vertical angle, that is

x = \(\frac{1}{2}\) (27 + 210)° = \(\frac{1}{2}\) × 237° = 118.5°

The value of x in the given circle by secant lines is 118.5 degrees.

A circle is a shape consisting of all points in a plane that are at a given distance from a given point, the centre.

A straight line that intersects a circle in two points is called a secant line

A chord is in a unique secant line and every secant line defines a unique chord.

The measure of the angle x is half the sum of the measures of the arcs intercepted by the angle and its vertical angle

x=1/2(210+27)

x=1/2(237)

Divide two hundred thirty seven by two

x=118.5

Hence, the value of x in the given circle by secant lines is 118.5 degrees.

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a) True, b) False, c) False, d) True, e) False, f) False, g) True

a) The statement is true. The symbol "∅" represents the empty set, which does not contain any elements. Since 0 is not an element of the empty set, the statement "0 ∈ ∅" is false.

b) The statement is false. The symbol "{0}" represents a set containing the element 0. The empty set, represented by "∅", does not contain any elements. Therefore, the empty set is not an element of the set {0}.

c) The statement is false. The symbol "{0}" represents a set containing the element 0. However, the empty set, represented by "∅", does not contain any elements. Therefore, the set {0} is not a subset of the empty set.

d) The statement is true. The empty set, represented by "∅", does not contain any elements. Every set is a subset of the empty set, including the set {0}.

e) The statement is false. The symbol "{0}" represents a set containing the element 0. In this case, {0} is not an element of itself. Therefore, the statement "{0}∈{0}" is false.

f) The statement is false. The symbol "{0}" represents a set containing the element 0. In this case, {0} is not a proper subset of itself. Therefore, the statement "{0}⊂{0}" is false.

g) The statement is true. The symbol "{∅}" represents a set containing the empty set. In this case, {∅} is a subset of itself because it contains the element ∅. Therefore, the statement "{∅} ⊆ {∅}" is true.

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Answer:

9/10y

Step-by-step explanation:

Somewhat inconclusive hope this helps!

Answer:

\(\frac{9}{10} y\)

Step-by-step explanation:

\(\frac{2}{5}y +\frac{1}{2} y\\\\\frac{4}{10}y +\frac{5}{10} y\\\\\frac{9}{10} y\)

Answer:

78.5 cm. cubed

Step-by-step explanation:

Answer:

60 cm cubed

Step-by-step explanation:

Answer:

A positive z-score indicates that a particular value is greater than the mean, a negative z-score indicates that a particular value is less than the mean, and a z-score of zero indicates that a particular value is equal to the mean.

Step-by-step explanation:

Examples: Calculating a Z-Score

Suppose we have the following dataset that shows the height (in inches) of a certain group of plants:

5, 7, 7, 8, 9, 10, 13, 17, 17, 18, 19, 19, 20

The sample mean of this dataset is 13 and the sample standard deviation is 5.51.

1. Find the z-score for the value “8” in this dataset.

Here is how to calculate the z-score:

z  =  (X – μ) / σ  =  (8 – 13) / 5.51  =  -0.91

This means that the value “8” is 0.91 standard deviations below the mean.

2. Find the z-score for the value “13” in this dataset.

Here is how to calculate the z-score:

z  =  (X – μ) / σ  =  (13 – 13) / 5.46  =  0

This means that the value “13” is exactly equal to the mean.

3. Find the z-score for the value “20” in this dataset.

Here is how to calculate the z-score:

z  =  (X – μ) / σ  =  (20 – 13) / 5.46  =  1.28

The negative z-score indicates that a particular value will be less than the mean.

The Gaussian Distribution is another name for it. The most significant continuous probability distribution is this one. Because the curve resembles a bell, it is also known as a bell curve.

The z-score is a statistical evaluation of a value's correlation to the mean of a collection of values, expressed in terms of standard deviation.

The z-score is given as

z = (x - μ) / σ

Where μ is the mean, σ is the standard deviation, and x is the sample.

The points regarding the z-score are as follows:

The negative z-score indicates that a particular value will be less than the mean.

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The simplified value of the expression √900 + √0.09 + √0.000009 is 30.303.

To simplify the given expression, let's evaluate the square roots individually and then perform the addition.

√900 = 30, since the square root of 900 is 30.

√0.09 = 0.3, as the square root of 0.09 is 0.3.

√0.000009 = 0.003, since the square root of 0.000009 is 0.003.

Now, we can add these simplified values together

√900 + √0.09 + √0.000009 = 30 + 0.3 + 0.003 = 30.303

Therefore, the simplified value of the expression √900 + √0.09 + √0.000009 is 30.303.

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Using the given equation, the number of miles the family has already driven would be = 268,258,248 and 234 miles.

The substitution method of solving equation is defined as the method whereby by a known number is substituted into an equation to solve for the unknown.

The values given to be substituted in order to find out the miles the family has already driven are as follows:

where m ;

= 111 = 255- 111 + 124 = 144+124 = 268

121 = 255 - 121 +124 = 134 + 124 = 258

131 = 255 - 131 +124 = 124 + 124 = 248

141 = 255 - 141 + 124 = 114 + 124 = 234

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Answer:

Hi! I'll just help qwq

The first option should be the correct answer!

Step-by-step explanation:

The sun is in the center, and all other planet orbits/goes around the sun.

The second option is a theory of which old people believed. Now we know for sure that the sun is in the center, and we orbit around it.

Answer:

(- 4, 2 )

Step-by-step explanation:

Given endpoints (x₁, y₁ ) and (x₂, y₂ ) then the midpoint is

( \(\frac{x_{1}+x_{2} }{2}\), \(\frac{y_{1}+y_{2} }{2}\) )

Here (x₁, y₁ ) = A (- 2, 8) and (x₂, y₂ ) = B (- 6, - 4) , then

midpoint = ( \(\frac{-2-6}{2}\), \(\frac{8-4}{2}\) ) = ( \(\frac{-8}{2}\), \(\frac{4}{2}\) ) = (- 4, 2 )

Answer:

212,214,216

Step-by-step explanation:

n+n+2+n+4=642

add the n's and 2 and 4

3n+6=642

subtract 6 from both sides

636 divided by 3

you get 212 then add 2 twice.

Answer:

212, 214, 216

Step-by-step explanation:

Basically you can divide 642 by 3 to find the average number of the 3.  get You get 214, so that means 214 + 214 + 214 = 642

We need consecutive EVEN integers though, so you can take the one even BEFORE and then one even AFTER 214

This means 212 and 216 are used as they are 2 before and 2 after, so when added they still total 642.