pls help me!!!! i need help with this problem

Step-by-step explanation:

since angles in a triangle add up to 180

<vuw=180-(71+23)

=86°

since angles in a straight line add up to 180

<vuf=180-86

=94

Answer:

A Discrete.

Step-by-step explanation:

Answer:

C. Graphs are used to demonstrate numerical concepts visually

Step-by-step explanation:

The linear speed of the car is approximately 31.2 miles per hour (rounded to the nearest tenth).

To find the linear speed of the car in miles per hour, we need to calculate the distance traveled by the car in one minute and then convert it to miles per hour.

First, let's calculate the distance traveled by the car in one revolution of the wheel. The circumference of a circle can be calculated using the formula: circumference = 2 × π × radius.

Circumference of the wheel = 2 × π × 19 inches

Since the question asks for the answer in miles per hour, we need to convert the units from inches to miles. There are 12 inches in a foot, and 5280 feet in a mile. Therefore, there are 63360 inches in a mile.

To convert inches to miles, we divide by 63360:

Distance traveled in one revolution = (2 × π × 19) / 63360 miles

Now, let's calculate the distance traveled by the car in one minute. The car is making 277 revolutions per minute:

Distance traveled in one minute = 277 revolutions × distance traveled in one revolution

Next, we need to convert the time from minutes to hours. There are 60 minutes in an hour:

Distance traveled in one hour = Distance traveled in one minute × 60 minutes

Finally, we can calculate the linear speed of the car in miles per hour:

Linear speed = Distance traveled in one hour

Let's perform the calculations:

Circumference of the wheel = 2 × π × 19 inches = 119.38 inches

Distance traveled in one revolution = (2 × π × 19) / 63360 miles = 0.001879... miles

Distance traveled in one minute = 277 revolutions × 0.001879... miles = 0.5206... miles

Distance traveled in one hour = 0.5206... miles × 60 minutes = 31.24... miles

Therefore, the linear speed of the car is approximately 31.2 miles per hour (rounded to the nearest tenth).

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The expression that results in an irrational number is option 2 only: 1/2 + square root 2.

To determine which expression results in an irrational number, let's analyze each expression:

-5/8 + 3/5:

The result of this expression can be computed by finding a common denominator, which is 40. The expression simplifies to (-25 + 24) / 40 = -1/40. This is a rational number, not an irrational number.

1/2 + square root 2:

The expression involves adding a rational number (1/2) to an irrational number (square root 2). When adding a rational and an irrational number, the result is always an irrational number. Therefore, this expression results in an irrational number.

(Square root 5) x (square root 5):

The expression simplifies to 5, which is a rational number, not an irrational number.

3 x (square root 49):

The square root of 49 is 7. Therefore, the expression simplifies to 3 x 7 = 21, which is a rational number, not an irrational number.

Based on the analysis above, the expression that results in an irrational number is:

1/2 + square root 2.

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The function is f(x)=2 over the interval [−1,1]. Compute the lower Riemann sum with respect to the partition P=[−1,−14,14,34,1].

The formula for calculating the lower Riemann sum is given by:L(f,P)=∑i=1n−1miΔxiWhere mi is the infimum of f on [xi,xi+1], and Δxi is the length of the subinterval [xi,xi+1].To compute the lower Riemann sum with respect to the partition P=[−1,−14,14,34,1], we have to calculate the infimum of the function over each subinterval, and multiply it by the length of the subinterval.Subinterval [-1, -1/4]The infimum of f(x)=2 on [-1, -1/4] is f(-1) = 2.

Therefore, m1 = 2.The length of the subinterval [-1, -1/4] is Δx1 = (-1/4) - (-1) = 1/4.Subinterval [-1/4, 1/4]The infimum of f(x)=2 on [-1/4, 1/4] is f(-1/4) = 2. Therefore, m2 = 2.The length of the subinterval [-1/4, 1/4] is Δx2 = 1/2.Subinterval [1/4, 3/4]The infimum of f(x)=2 on [1/4, 3/4] is f(1/4) = 2. Therefore, m3 = 2.The length of the subinterval [1/4, 3/4] is Δx3 = 1/2.Subinterval [3/4, 1]The infimum of f(x)=2 on [3/4, 1] is f(3/4) = 2. Therefore, m4 = 2.The length of the subinterval [3/4, 1] is Δx4 = 1/4.Therefore, the lower Riemann sum is:L(f,P) = m1Δx1 + m2Δx2 + m3Δx3 + m4Δx4= 2(1/4) + 2(1/2) + 2(1/2) + 2(1/4)= 1/2 + 1 + 1 + 1/2= 3.

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the supervisors in the sample represented a purposeful sample as "The participants in an intervention aimed at enhancing supervision were surveyed by the researchers as part of their analysis of child welfare supervision practices in one state. The sample's supervisors represented a carefully chosen sample."

The participants in an intervention aimed at enhancing supervision were surveyed by the researchers as part of their analysis of child welfare supervision practices in one state. The sample's supervisors represented a carefully chosen sample. A group of non-probability sampling techniques known as "purposive sampling" involve choosing units for your sample based on their possession of specific qualities. In other words, purposive sampling selects units "on purpose." Purposive sampling, also referred to as purposive and selective sampling, is a sampling strategy used by qualitative researchers to identify participants who can offer in-depth and detailed information about the phenomenon under study.

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the solution to the system of equations is x = 2 and y = 1.

To solve the system of equations by substitution, we will solve one equation for one variable and substitute it into the other equation.

Given the system of equations:

1) y = 6x - 11

2) -2x - 3y = -7

Step 1: Solve equation (1) for y.

  y = 6x - 11

Step 2: Substitute the value of y from equation (1) into equation (2).

  -2x - 3(6x - 11) = -7

Step 3: Simplify and solve for x.

  -2x - 18x + 33 = -7

  -20x + 33 = -7

  -20x = -7 - 33

  -20x = -40

  x = (-40)/(-20)

  x = 2

Step 4: Substitute the value of x into equation (1) to find y.

  y = 6(2) - 11

  y = 12 - 11

  y = 1

Therefore, the solution to the system of equations is x = 2 and y = 1.

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The solution to the system of equations y = 6x - 11 and -2x - 3y = -7 is x = 2 and y = 1. This is achieved by substituting y into the second equation, simplifying, and solving for x, then substituting x back into the first equation to solve for y.

To solve the system of equations y = 6x - 11 and -2x - 3y = -7 by substitution, we start by substituting the equation y = 6x - 11 into the second equation in place of y, giving us -2x - 3(6x - 11) = -7. Next, simplify the equation by distributing the -3 inside the parentheses to get -2x - 18x + 33 = -7. Combine like terms to get -20x + 33 = -7. Subtract 33 from both sides to obtain -20x = -40, and finally, divide by -20 to find x = 2.

Once we find the solution for x, we substitute it back into the first equation y = 6x - 11. Substituting 2 in place of x gives y = 6*2 - 11, which simplifies to y = 1.

Therefore, the solution to the system of equations is x = 2 and y = 1.

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The piecewise functions that are represented by the graph are; g(x) = −2, x < −2; g(x) = −2x + 6, x ≥ 1; g(x) = x/2 + 1, –2 ≤ x < 1

From the attached graph of the piecewise function, we can access each option as follows;

A) g(x) = −2x, −2 < x < 0

This is not represented by the graph because g(x) = −2x has negative slope which means it goes downward. There's also no y-intercept in g(x) = −2x.

B)  g(x) = −2, x < −2;

This is represented by the graph because g(x) = −2 is a horizontal line which is only on the left side of x = -2.

C) g(x) = x − 2, −2 < x < 1;

This is not represented by the graph because g(x) = x − 2 has y-intercept at y = -2 and slope of 1 which means that graph of g(x)= x - 2 must be going upward and crossing at y = -2.

D) g(x) = −2x + 6, x ≥ 1

This is represented by the graph because g(x) = −2x+6 satisfies the graph which is going downward.

E) g(x) = x/2 + 1, –2 ≤ x < 1

This is represented by the graph because g(x) = (x/2) + 1 satisfies the graph which is going downward.

The options are;

g(x) = −2x, −2 < x < 0

g(x) = −2, x < −2

g(x) = x − 2, −2 < x < 1

g(x) = −2x + 6, x ≥ 1

g(x) = x/2+ 1, –2 ≤ x < 1

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If f: rn → rm is a linear map, then its derivative is simply the map itself. This is because a linear map is a function that preserves vector addition and scalar multiplication.

In other words, if we take two vectors in the domain and add them together, and then apply the linear map, it is the same as applying the linear map to each vector separately and then adding the results. Similarly, if we multiply a vector in the domain by a scalar and then apply the linear map, it is the same as multiplying the result of applying the linear map to the original vector by the same scalar.
Formally, we can express this idea using the concept of a Jacobian matrix. The Jacobian matrix of a function describes the rate at which the function changes near a particular point. For a linear map, the Jacobian matrix is simply the matrix that represents the map. This means that the derivative of f is the matrix A such that f(x) = Ax for all x in rn.
To see why this makes sense, consider the simplest case of a linear map from R1 to R1, given by f(x) = ax, where a is a constant. The derivative of this function is f'(x) = a, which is just the constant coefficient of the linear map. More generally, the derivative of a linear map f: rn → rm is the matrix A such that f(x) = Ax for all x in rn.

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AB is a straight line ⇒ m(∡BXA) = 180°

m(∡BXA) = m(∡BXY) + m(∡YXA) ⇔

⇔ 180° = 60° + m(∡YXA) ⇔

⇔ 60° + m(∡YXA) = 180° ⇔

⇔ m(∡YXA) = 180° - 60° ⇒ m(∡YXA) = 120°

∆XYZ is an isosceles triangle and has an angle of 90° ⇒ m(∡ZXY) = m(∡XYZ) = 45°, because a triangle has 180°

m = m(∡AXZ) ⇒ m(∡AXZ) = ?

m(∡BXA) = m(∡BXY) + m(∡YXZ) + m(∡AXZ) ⇔

⇔ 180° = 60° + 45° + m(∡AXZ) ⇔

⇔ 105° + m(∡AXZ) = 180° ⇔

⇔ m(∡AXZ) = 180° - 105° ⇒ m(∡AXZ) = 75° ⇔

⇔ m = 75°

Good luck! :)

Answer:

sry i dont know sorry please

Answer:

im sorry I dont know

Answer:

(12+3x)x

Step-by-step explanation:

the other 3 can be simplified into 15x, but (12+3x)x = 12x+3x^2

The equation of the circle centered at the origin and passing through the point (-4,0) is \(x^2+y^2=16\).

Equation of a circle

A circle may also be defined as a special kind of ellipse in which the two foci are coincident, the eccentricity is 0, and the semi-major and semi-minor axes are equal.

We know that,

Equation of the circle passing through the origin is given by:-

\(x^2+y^2=r^2\)

Where,

r is the radius of the circle, and

(x,y) are the coordinates of each point of the circle.

Hence, we can write,

The radius of the circle will be :-

\(\sqrt{(0-(-4))^2+(0-0)^2} =\sqrt{ 4^2+0^2} =\sqrt{16}=4 units\)

Hence, r = 4 units.

Hence, the equation of the circle is given by:-

\(x^2+y^2=16\)

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The correct result is 3x^2 - 6 - x^3.

A polynomial is an expression that contains values that is raised to a given power. The rules of algebra are applied when we are dealing with polynomials of any degree. There are several kinds of polynomials depending on the order to which the term is raised in the expression.

An expression is cubic when the terms are raised to power 2 and the expression is quadratic when the terms are raised to power 2 and so on.

In this case, we have the expressions; x^3 - 2x^2 and x^2 -6. We are expected to subtract x^3 - 2x^2 from x^2 -6.

The mistake of Danielle was that  x^2 -6 was subtracted from x^3 - 2x^2 rather than  x^3 - 2x^2 from x^2 -6.

The correct work is;

x^2 - 6 -  (x^3 - 2x^2)

x^2 - 6 - x^3 + 2x^2

3x^2 - 6 - x^3

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The lengths of the diagonals of rectangle WXYZ are 15 units and 11 units.In a rectangle, the diagonals are congruent, meaning they have the same length.

To find the lengths of the diagonals, we need to determine the value of x.

Given that WY = 6x - 7 and XZ = 3x + 2, we can equate these expressions to find the value of x. Setting 6x - 7 equal to 3x + 2, we can solve for x:

6x - 7 = 3x + 2

3x = 9

x = 3

Now that we know the value of x, we can substitute it back into the expressions for WY and XZ to find the lengths of the diagonals.

For WY:

WY = 6(3) - 7

WY = 11 units

For XZ:

XZ = 3(3) + 2

XZ = 11 units

Therefore, the lengths of the diagonals of rectangle WXYZ are 15 units and 11 units.

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we know that

1 ft--------> is equals to 12 in

the ramp is 12 inches tall----------> 1 ft tall

A ramp measures------------------>  6 ft long

applying the Pythagorean theorem

c²=a²+b²

where

c-----> 6 ft long

a----> horizontal distance

b-----> 1 ft tall

a²=c²-b²------> a²=6²-1²-----> a²=35------> a=√35------> a=5.92 ft

the answer is

5.92 ft

Answer:

6.08 or so

Step-by-step explanation:

The height is 1 foot, while the length is 6 feet.

You can use the Pythagorean Theorum to solve this, as you plug in the values.

The theorum states that A squared plus B squared = C squared, where A is  the length, and B is the width. (It doesn't matter if A is the width and B is the length either.)

So if we plug in the values:

1 squared plus 6 squared = C squared.

1 + 36 = 37

Since it is C squared, we can find the square root of 37, which is something like 6.0827625302982196889996842452021.

So usually we round to the hundredths place, so we can use 6.08.

Given:

Two different congruency mapping

To find:

a) a rule for the congruence mapping that will move a figure 5 units to the right and 3 units up

b) a rule for congruence mapping that reflects a figure across the y-axis

David is completing a Rorschach test, which is a type of projective psychological assessment. The test consists of a series of inkblots presented to the participant, and their responses are analyzed by the researcher to gain insights into their personality, thought processes, and emotional functioning.

The Rorschach test is a widely used tool in clinical psychology and has been subject to much controversy and debate over its validity and usefulness in assessment.

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at a particular restaurant, each pizza roll has 65 and each chicken wing is 11 pizza rolls and 6 chicken wings.

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The level of the test is approximately 0.0143.

The given hypothesis test involves testing the null hypothesis H0: p ≥ 0.08 against the alternative hypothesis H1: p < 0.08. The null hypothesis assumes that the population proportion of defectives produced by the new process is greater than or equal to 8%, while the alternative hypothesis suggests it is less than 8%.

To determine the level of the test, we need to find the probability of observing a sample result as extreme as or more extreme than the one specified in the alternative hypothesis, assuming the null hypothesis is true. In this case, the test statistic X, representing the number of defectives in the sample of 200 wafers, follows a binomial distribution with parameters n = 200 and p = 0.08 (under the null hypothesis).

To approximate the binomial distribution with a normal distribution, we can use the mean and standard deviation of the binomial distribution. The mean (μ) is given by μ = np, and the standard deviation (σ) is given by σ = √(np(1-p)).

Using the true value of p as 0.04, we can calculate the mean and standard deviation as follows:

μ = 200 * 0.04 = 8

σ = √(200 * 0.04 * 0.96) ≈ 3.0984

Now, we can standardize the test statistic to a standard normal distribution using the z-score formula: z = (X - μ) / σ.

For the specified rejection region X ≤ 16, the corresponding z-score is:

z = (16 - 8) / 3.0984 ≈ 2.5819

Finally, we find the probability associated with this z-score by looking up the corresponding value in the standard normal distribution table or using a statistical calculator. The level of the test is the probability of observing a value less than or equal to this z-score, which is approximately 0.0143.

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Given:

The given vector is w.

Required:

We need to draw 3w.

Explanation:

Use the Pythagorean theorem to find the magnitude AB.

Let the origin be (0,0).

Point A is (0,4) and point B is (3,0).

The magnitude of AB is (3-0,0-4)

Multiply the equation by 3 to find 3w.

Consider any point on the graph and take it as the origin (0,0) and mark (9,-12) and joint them as follows.

Final answer:

The function in C (user-defined) that returns the sum of the given series is shown below:```cint series_sum(int x, int m, int n){    int i, j = 1, sum = 0, term = 0;    for(i = x; i <= n; i++){        term = j * m * i;        sum += term;        j++;    }    return sum;}```.

Here, `x`, `m`, and `n` are the integer inputs of the function, and `j` is a variable whose value gets incremented by 1 in each iteration of the for loop. The for loop runs from the `xth` term to the `nth` term of the series and calculates the `ith` term of the series as `j*m*i` and adds it to the variable `sum`. Finally, the variable `sum` is returned as the output of the function.

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Gerald is scheduled to be in class for 45/93 of the time from 8:00 a.m. to 2:15 p.m. on Thursday.

To determine the fraction of time Gerald is scheduled to be in class, calculation of the duration of his class and divide it by the total duration from 8:00 a.m. to 2:15 p.m.

Step 1: Calculate the duration of Gerald's class:

The class starts at 8:30 a.m. and ends at 12:00 p.m. To find the duration, we subtract the start time from the end time:

12:00 p.m. - 8:30 a.m. = 3 hours and 30 minutes.

Step 2: Calculate the total duration from 8:00 a.m. to 2:15 p.m.:

To find the duration, we subtract the start time from the end time:

2:15 p.m. - 8:00 a.m. = 6 hours and 15 minutes.

Step 3: Calculate the fraction of time Gerald is scheduled to be in class:

To find the fraction, we divide the duration of Gerald's class by the total duration:

3 hours and 30 minutes / 6 hours and 15 minutes = 210 minutes / 375 minutes.

To simplify the fraction,  divide both the numerator and denominator by their greatest common divisor, which is 15:

210 minutes ÷ 15 / 375 minutes ÷ 15 = 14 / 25.

Therefore, Gerald is scheduled to be in class for 14/25 of the time from 8:00 a.m. to 2:15 p.m. on Thursday.

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Answer:

a) $30

b) 30

Step-by-step explanation:

a) Her starting pay is $60. After an hour it goes up to $90. 90-60=30.

b) Every hour, the pay goes up 30.  Slope is calculated as the change in y divided by the change in x. That means 30/1, or just 30 is the slope.

Answer:

Step-by-step explanation:

The antenna height is 41.23 feet if the support wire is attached to the top of the antenna.

Trigonometry is a branch of mathematics that deals with the relationship between sides and angles of a right-angle triangle.

We have:

A support wire is attached to the top of an antenna. The support wire connects to the ground 15 feet from the bottom of the antenna.

Let x be the height of the antenna.

We can find the length of the antenna using the trigonometric ratios:

As we know, the trigonometric ratio is defined as the ratio of the pair of a right-angled triangle.

Applying tan ratio in the right angle triangle:

tan70 = x/15

x =15tan70

x = 41.212 feet  ≈ 41.23 feet

Thus, the height of the antenna is 41.23 feet if the support wire is attached to the top of the antenna.

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Type 1

this is a right triangle, the we can apply pythagoras

where a and b are sides and h the hypotenuse on this case L(leash)

replacing

simplify

now solve for L

The leash is 8.6ft

Type 2

we have a right triangle too

on this case the missing number is a side, not hypotenuse

remember pythagoras

and replace for this case

simplify

and solve for x

then le length of the side x is 4.44ft

Answer:

what is the problem it doesn't show anything

Answer:

1

Step-by-step explanation:

negative times negative is positive so that would make it 3-2 which is 1.