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Line m passes through the points (6, 10 and (4, 6). Which equation represents a line that perpendicular to line m​

Answer:

2x - 5 + 2y + 14 is not in slope intercept form

Step-by-step explanation:

Slope intercept form is y = mx + b

Answer:

90

Step-by-step explanation:

Answer:

#5. n=140

#6.Y=60  X=120

Let me know if you need the work for either problem

The time taken for the cargo to hit the ground will be 0.6 seconds and it travels in the horizontal direction for around 14.69 feet.

The definition of an equation in algebra is a mathematical statement that demonstrates the equality of two mathematical expressions. For instance, the equation 3x + 5 = 14 consists of the two equations 3x + 5 and 14, which are separated by the 'equal' sign. The point-slope form, standard form, and slope-intercept form are the three main types of linear equations. The definition of an equation in algebra is a mathematical statement that demonstrates the equality of two mathematical expressions. For instance, the equation 3x + 5 = 14 consists of the two equations 3x + 5 and 14, which are separated by the 'equal' sign.

Here,

The calculations are attached in images.

To calculate t we will use that is y because at the moment of cargo will have a height 0, so we get,

= −4.9t² +1.75

-1.75=-4.9t²

t²=-1.75/-4.9

t²=√0.3571

=0.6 seconds

Now we will calculate x, then y = 0

because since the cargo will be on the ground it will no have height, so

0= -0.0081x²+1.75

-1.75 =-0.0081x²

x²=-1.75/-0.0081

x= √216.04 = 14.69 feet

It will take the cargo 0.6 seconds to hit the ground, and it will travel 14.69 feet in a horizontal direction.

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Step-by-step explanation:

I think 9.279..............

Answer:

50

Step-by-step explanation:

12*(5)2/2-10

60*2/2-10

60-10=50

Answer:

140

Step-by-step explanation... using

12 • (3 + 2)2 ÷ 2 – 10

P  -(5)2 /2 - 10

E -  5 times 5 = 25

M -12 times 25  = 300

D - 300 divided by 2 = 150

A

S - 150 - 10 = 140

Answer:

D

Step-by-step explanation:

Just look at the symbols lol

Using the given exponential function,

The rate of the disease spreading is approx. 140 peoples per day affected.

let P be the number of people's that are contacting a new disease.

given exponential function about the new disease modeled by population is

P(t) = 3725/(1 +1.72 e⁻⁰·⁵²ᵗ) ---(1)

where t is time measured in days

we want to calculate the rate of diseases spreading on day 4 i.e t = 4

putting the value t = 4 in above formula, we get

P(t=4) = 3725/(1 + 1.72 e⁻⁽⁰·⁵²⁾⁴)

=> P( t= 4) = 3725 / (1 + 1.72× e⁻⁰·²⁸)

=> P(t=4) = 3725/(1 + 1.72× 0.124)

=> P(t = 4) = 3725/(1+ 0.2148)

=> P(t=4) = 3725/1.2148

=> P(t = 4) = 3066.14

Hence, after 4 days of diseases spread , total 3066 people's are affected from it .

rate of diseases spreading per day is equal to (3725-3066)/4 = 659/4 = 139.75

so, rate of spreding diseases is 139.75 ~ 140 peoples per day .

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Answer:

\(10x^2+28x+15\)

Step-by-step explanation:

\((2x^2+3)(4x+5)-8x(x^2-2)\\\\=(2x^2)(4x)+(2x^2)(5)+(3)(4x)+(3)(5)-8x^3+16x\\\\=8x^3+10x^2+12x+15-8x^3+16x\\\\=10x^2+28x+15\)

The equation of the quadratic function is: f(x) = 3x² - 18x - 48

To find the equation of a quadratic function in standard form, we need to use the zeros of the function and one additional point.

Given that the zeros are x = 8 and x = -2, we can write the equation in factored form as:

f(x) = a(x - 8)(x + 2)

To find the value of "a," we can use the fact that f(2) = -72.

Substituting x = 2 into the equation, we have:

-72 = a(2 - 8)(2 + 2)

Simplifying, we get:

-72 = a(-6)(4)

-72 = -24a

Dividing both sides by -24, we find:

3 = a

Now that we know the value of "a," we can rewrite the equation in standard form:

f(x) = 3(x - 8)(x + 2)

So, the equation of the quadratic function is:

f(x) = 3x² - 18x - 48

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Answer:

y=-1/4x+2

Step-by-step explanation:

y=mx+b

M=slope

B= y intercept

Answer:

\(\frac{7}{26}\)

Step-by-step explanation:

let x be the denominator of the fraction then x - 19 is the numerator , so

\(\frac{x-19}{x}\) ← is the original fraction

subtrating 1 from the numerator and adding 1 to the denominator , then

\(\frac{x-20}{x+1}\) = \(\frac{2}{9}\) ( cross- multiply )

9(x - 20) = 2(x + 1) ← distribute parenthesis on both sides

9x - 180 = 2x + 2 (subtract 2x from both sides )

7x - 180 = 2 ( add 180 to both sides )

7x = 182 ( divide both sides by 7 )

x = 26

Then the original fraction is

\(\frac{26-19}{26}\) = \(\frac{7}{26}\)

Answer:

0.76

\(\frac{19}{25}\)

Step-by-step explanation:

Answer:

D) 76/100

Step-by-step explanation:

16/100 + 6/10 = ?

16/100 + 60/100 = ?

16/100 + 60/100 = 76/100

The perimeter of the field is 100 feet.

The length of the field is 32 feet, and the width is 6 yards.

Since 1 yard is equivalent to 3 feet, the width is 18 feet.

To find the perimeter, add the lengths of all sides.

There are two lengths and two widths in a rectangle like this field.

Therefore, we have to multiply each length by two and each width by two and add them together.

Perimeter = 2(32 ft) + 2(18 ft)

Perimeter = 64 ft + 36 ftPerimeter = 100 ft

Therefore, the perimeter of the field is 100 feet.

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To compare moral reasoning skills of younger and older children, Professor Hauten tested and retested a group of children from the time they were 4 until they reached the age of 12. The professor conducted a A. longitudinal study.

This is because the researcher studied the same group of children over a period of time. Longitudinal study is a type of research design used in psychology and social sciences in which the same individuals or group of people are studied repeatedly over a period. It is one of the most effective ways to investigate developmental changes occurring in a group over time.

An example of a longitudinal study is a study of child development, where researchers might track children’s development over several years. Through longitudinal studies, researchers can assess the stability of individual differences over time, the effects of aging on behavior, or how different variables might interact over time.

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The probability that the last passenger end up in his/her assigned seats is 0.20.

In the given question, there are 6 people in line to board a plane with 6 seats.

The first person has lost his boarding pass, so he takes a random seat.

Everyone that follows takes their assigned seat if it's available, but otherwise takes a random unoccupied seat.

We have to find the probability the last passenger ends up in his/her assigned seat.

Given 6 people with 6 Seats.

The probability that the last passenger end up in his/her assigned seats = 1/5

The probability that the last passenger end up in his/her assigned seats = 0.20.

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Answer:

c, a, b

Step-by-step explanation:

Given

See attachment for matrices

(a)

\(D = \left[\begin{array}{cc}\cos\theta &\sin\theta\\ -\sin\theta& \cos\theta\\\end{array}\right]\)

The determinant of the matrix is:

\(|D |= (\cos\theta * \cos\theta - \sin\theta *- \sin\theta)\)

\(|D | = \cos^2\theta + \sin^2\theta\)

Using trigonometry ratio, we have:

\(|D | = 1\)

(b)

\(\left[\begin{array}{ccc}2&0\\0&2\end{array}\right]\)

The determinant of the matrix is:

\(|D| = 2 * 2 - 0 * 0\)

\(|D| = 4 - 0\)

\(|D| = 4\)

(c)

\(\left[\begin{array}{ccc}0&i\\-i&0\end{array}\right]\)

The determinant of the matrix is:

\(|D| = 0 * 0 -(-i * i)\)

\(|D| = 0 +i^2\)

\(|D| = i^2\)

In complex numbers

\(i^2 = -1\)

So:

\(|D| = -1\)

So, the order of the determinants is: c, a, b

Answer:

Test-retest

Step-by-step explanation:

Based on the information given it is an example of TEST-RETEST.

TEST-RETEST is a relibility test that is been conducted on a group of people twice but on a different day or different time reason been that once the group of people write the test ,they will be ask to come back and retake the same test a week later in order to assess whether the test results they wrote earlier on and the new test results they newly rewrite a week later are the same or for the sole aim of assessing the reliability of the new test they rewrite and the old test they wrote earlier.

Example a group of students may write a test on Friday in which the same group of students will be ask to come back and rewrite the same test the following Friday which inturn makes the students to write the same test twice.

Therefore this is an example of which type of reliability TEST-RETEST.

EXPLAIN:

Ex:  the line is:  y = ax + b

The line go through 2 points ( 0 ; -5 ) and ( 5 ; 0 )

So: \(\left \{ {{0=5a+b} \atop {-5=0a+b}} \right. =>\left \{ {{b=-5a} \atop {b=-5}} \right. =>\left \{ {{a=1} \atop {b=-5}} \right.\)

The line: y = x - 5 = (1)x + (-5)

ANSWER: y = (1)x + (-5)

ok done. Thank to me :>

Answer:

1cm = 320 km?

Step-by-step explanation:

Answer:

\(3.2km\)

Step-by-step explanation:

\(1 \: : 320000 \\ 1cm = 320000cm\)

\(1cm = 100m \\ \)

\(1cm = 320000cm \\ 1cm = 3200m\)

\(1km \: \: = 1000m\)

\(1cm = 3200m \\ 1cm = 3.2km\)

hope this helps

brainliest appreciated

good luck! have a nice day!

With regard to a​ regression-based forecast, the standard error of the estimate gives a measure of option (C) the variability around the regression line

The standard error of the estimate in a regression-based forecast is a measure of the variability of the actual data points around the predicted values of the regression line.

It tells us how much the actual data points are likely to deviate from the predicted values, and provides a measure of the accuracy of the forecast. It is not related to the time required to derive the forecast equation, the maximum error of the forecast, or the time period for which the forecast is valid.

Therefore, the correct option is (C) The variability around the regression line.

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The give question is incomplete, the complete question is:

With regard to a​ regression-based forecast, the standard error of the estimate gives a measure of:

A. the time required to derive the forecast equation.

B. the maximum error of the forecast.

C. the variability around the regression line.

D. the time period for which the forecast is valid.

Answer:

24 units

Step-by-step explanation:

OM = ON, so

OP= 13-8

That means OP is 5.

Using the Pythagorean Theorom to find MP:

5^2+b^2=13^2

25+b^2=169

b^2=169-25

b^2=144

B=12

This means MP =12.  ML is twice as long as MP. 12x2=24

The answer is B. 24 units

Answer;

Reject the null hypothesis

Explanation;

Here, we are having a situation in which the level of significance is less than the p-value

In this type of case, what we simply do is to reject the null hypothesis and accept the alternative hypothesis

Hence, simply put, we are going to reject the nulll hypothesis

Using the equations x + y = 17 and 6x + 3y = 75 the number of batches of fudge brownies and peanut butter brownies is obtained as 8 and 9 respectively.

What is an equation?

A mathematical definition of an equation is a claim that two expressions are equal when they are joined by the equals sign ("=").

Let's use variables to represent the unknown quantities we're trying to find. Let -

x be the number of batches of fudge brownies that Sandra made

y be the number of batches of peanut butter brownies that Sandra made

From the problem, we know that -

Each batch of fudge brownies makes 6 pans, so the total number of pans of fudge brownies is 6x.

Each batch of peanut butter brownies makes 3 pans, so the total number of pans of peanut butter brownies is 3y.

Sandra made 17 batches in total, so x + y = 17.

Sandra ended up with 75 pans of brownies in total, so 6x + 3y = 75.

We can now use these equations to solve for x and y.

First, let's use the equation x + y = 17 to solve for x in terms of y -

x + y = 17

x = 17 - y

Substituting this into the second equation, we get -

6x + 3y = 75

6(17 - y) + 3y = 75

102 - 3y = 75

-3y = -27

y = 9

So Sandra made 9 batches of peanut butter brownies.

To find the number of batches of fudge brownies, we can use the expression x + y = 17 -

x + y = 17

x + 9 = 17

x = 8

Therefore, Sandra made 8 batches of fudge brownies and 9 batches of peanut butter brownies.

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The integer for vector 1 {2,6,-7}, integer for vector 2 is 10,8,-14}, integer for vector 3 is {4,12,-14}, integer for vector 4 is {14,-2,-7} and integer for vector 5 is {22,0,-14}. (all these vectors are in span {V1 and V2})

List five vectors in Span {v_1, v_2}?

1) V1+v2={8,2,-7 }+{-6,4,0 }

={2,6,-7}

2) 2v1+v2={16,4,-14}+{-6,4,0}

={10,8,-14}

3)2v1+2v2={16,4,-14}+{-12,8,0}

={4,12,-14}

4)V1-v2={8,2,-7}-{-6,4,0}

={14,-2,-7}

5)2v1-v2={16,4,-14}-{-6,4,0}

={22,0,-14}

All of these vectors are contained within the span.

{v1,v2}={av1+bv2:ab∈r}

A matrix is a rectangular variety of ordered numbers (real or complex) or functions .Assume we want to express the following information about   Ram and his two friends Rohan and Yash's possession of pens and pencils:
Ram       has      20     pens       and       7       pencils,

Rohan    has      15     pens       and       5       pencils,

Yash       has      12     pens       and       3       pencils

Now, this could be arranged in tabular form as follows,
⎢20  7⎢
⎢15   5⎢                            
⎢12   3⎢        

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Considering the fact that the function has a value of 0 at the origin and no vertical asymptotes, the graph represents:

B: y = Arcsin(x).

The vertical asymptotes are the values of x which are outside the domain, which in a fraction are the zeroes of the denominator.

In this problem, the function has no vertical asymptotes, hence it does not involve secant(1/cos) or tangent(sin/cos).

Since f(0) = 0, it is y = Arcsin(x), as sin(0) = 0, hence option B is correct.

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Answer:

D

Step-by-step explanation:

Just took the quiz

g = 3 and h = 5

=============================================================

Explanation:

The line y = 2 is horizontal.

Reflecting any (x,y) point over a horizontal mirror line will keep the same x coordinate, but the y coordinate will change (unless the point is on the mirror line itself).

The point P(g, -1) has y coordinate -1. The gap from y = -1 to y = 2 is 3 units.

So we move 3 units up to go from P(g, -1) to the point (g, 2) on the mirror line y = 2. Then we move another 3 units up to arrive at point Q(3,h) aka the location (g, 5)

Comparing (3,h) and (g,5) shows that g = 3 and h = 5

Answer:

1.-2x+4y=17

if you want me to solve for x : x=-17/2 +2y

If you want me to solve for y: y=17/4+x/2

2. If you want me to solve for x: x=-1+10y/3

If you want me to solve for y: y=3/10+3x/10

3. If you want me to do it all together it would be:

x=-79/4, y=-45/8

Step-by-step explanation:

Answer:

The simplified form is \(x^{\frac{2}{3} }\)

Step-by-step explanation:

So before solving this question we need to know that.....

\(\sqrt[6]{x}\) = \(x^{\frac{1}{6} }\)

(proof)

\(\sqrt[6]{x}\) = \(x^{\frac{1}{6} }\)

\((\sqrt[6]{x}) ^{6}\) = \((x^{\frac{1}{6} })^{6}\)

x = x

So now we can rewrite the question as.........

\((\sqrt[6]{x} )(\sqrt[6]{x} )(\sqrt[6]{x} )(\sqrt[6]{x} ) = (x^{\frac{1}{6} }) (x^{\frac{1}{6} }) (x^{\frac{1}{6} }) (x^{\frac{1}{6} }) = x^{\frac{4}{6} } = x^{\frac{2}{3} }\)

Answer:

A

Step-by-step explanation:

x^2/3