Use the drawing tools to form the correct answer on the graph.
Graph this function.
f(x) = - 1/3x + 8

The quadrilateral ABCD has the vertices B (2, 5) and D (0,-3). If ABCD is a square, the coordinates of the other two vertices are (5, 0) and (-3, 2). So option C is correct

Distance is a numerical measurement of how far apart two or more points are in space, typically in one, two, or three dimensions. It is used to describe the separation between objects, locations, or events.

Given that,

The quadrilateral ABCD,

whose two opposite vertices B (2, 5) and D (0,-3)

other two vertices = ?

This problem can be solved by hit and trial method,

It is known that,

all the sides of square has equal length,

lets take,

A =  (5, 0)

C =  (-3, 2)

Now, by calculating the length of each side, we can check

Distance between A & B

AB = √[(-3-0)²+(2+3)]

     = √34

BC = √34

CD = √34

DA = √34

Hence, A & B are respectively,  (5, 0) and (-3, 2)

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The equation that represents the situation that a baby blue whale weighed 3 tons at birth and ten days later, weighed 4 tons, with w representing the weight and d being the day old age, is W=0. 1d+3.Thus, the answer to the given question is option C.

A linear equation is represented by y = mx + c

where m is the slope of the line

c is the y-intercept

In the given situation, the slope can be calculated as the growth rate of the whale, it can be calculated by the ratio of change in weight to the number of days.

m = \(\frac{4-3}{10}\)

m = 0.1

The y-intercept is the initial weight of the whale at birth

Thus, c = 3

Thus, the equation is W = 0.1d + 3.

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Answer:

its d

Step-by-step explanation:

because light rays are parallel

Answer:

D sweetheart :)

Step-by-step explanation:

Check the picture below.

Answer:

Step-by-step explanation:

3 1/2 = 7/2 improper fraction

7 4/5 = 39/5  improper fraction

Answer:

3 1/2 = 7/2      7 4/5 = 39/5

Step-by-step explanation:

3 1/2, take the whole number and multiply by the denominator; 3 * 2 = 6, and then add 1. 6 + 1 = 7. 7/2

7 4/5, take the whole number and multiply by the denominator; 7 * 5 = 35, and add 4. 35 + 4 = 39. 39/5

The required values of k for which given matrix is diagonalizable is 0.

A matrix is symmetric if and provided that it is equivalent to its translate. All sections over the primary inclining of a symmetric grid are reflected into equivalent passages beneath the slanting. ■ A lattice is slant symmetric if and provided that it is something contrary to its render.

We have,

A = \(\left[\begin{array}{cc}4&k&0&4\\\end{array}\right]\)

Keep in mind, each symmetric matrix with genuine coefficients is diagonalizable. Note that the coefficients of An are reals. In this way, on the off chance that we take with the end goal that An is symmetric.

For A is symmetric matrix,

k = \(a_{12}=a_{21}\) = 0

Thus, required value of k for given matrix is 0.

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6y + 4 - 3y = -5 + y + 17

Bring like terms together

6y -3y -y = 17 -5 -4

2y = 8

2y/2 = 8/2

y = 4

Gerry's beginning basis in the S corporation is $20,545.

To calculate Gerry's beginning basis in the S corporation, we need to consider the cost of the assets transferred and the additional expenses incurred for the conversion.

The cost of the assets transferred is given as $19,570. This represents the original cost of the assets when Gerry acquired them.

The adjusted basis of the assets is stated as $9,600. The adjusted basis takes into account any adjustments made to the original cost, such as depreciation or other deductions.

To calculate the beginning basis in the S corporation, we add the cost of the assets transferred ($19,570) to the adjusted basis ($9,600). This gives us a total of $29,170.

In addition to the assets, Gerry incurred an additional expense of $975 for the conversion to an S corporation. We include this amount in the calculation of the beginning basis.

Therefore, Gerry's beginning basis in the S corporation is $29,170 + $975 = $20,545.

This beginning basis is important for determining Gerry's tax consequences and future deductions within the S corporation structure.

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The two irrational numbers that sum up to 2 are (√5 - 2) and (4 - √5)

Irrational numbers are numbers that cannot be expressed or written as a quotient of integers.

Example of irrational numbers are; √5 , √7, √3, etc

Irrational numbers that can add up to 2

(√5 - 2) + (4 - √5)

expand the bracket

√5-2 + 4-√5

collect like terms

√5 - √5 -2 + 4

-2 + 4

2

Hence, the two irrational numbers that sum up to 2 are (√5 - 2) and (4 - √5)

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Answer:

It's D it's correct

Step-by-step explanation:

Answer:

Add and subtract the second term to the expression and factor by grouping.

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

Step-by-step explanation:

The area of the figure formed by the dilation is 36 square units.

Area is particularly essential in modern mathematics. In addition to its importance in geometry and calculus, area is linked to the determination of determinants in linear algebra and is an essential feature of surfaces in differential geometry.

A dilation occurs when an figure is reduced to a smaller size using a fixed center.

From the given diagram we can find the sides of the square that is the transformed image as 9 - 3 = 6 units

Area of the A'B'C'D' square = 36 square units.

Side of the original square = 18 units.

Area of the ABCD square = 18² = 324 square units

Scale factor of dilation = 324/36 = 9 times.

Hence from the figure we can calculate the area of the transformed figure to be 36 square units which is dilated by a factor of 9 times.

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Answer:

8x + 9

Step-by-step explanation:

Combine 6x and 2x since they are "like variables" meaning they both contain an x, and write in standard form ax + bx + c

Answer:

270 inches

Step-by-step explanation:

Answer:

(-2,3)

Step-by-step explanation:

The left and down is negative and right and up is positive

Zoe walks from her house to a bus stop that is 460 yards away. The varying distances would depend on where Zoe begins her walk. if she starts closer to the bus stop, she would walk a shorter distance.

The varying distances would refer to the different distances Zoe might walk on different occasions. For example, she might take different routes or make detours, causing the actual distance she walks to vary.

However, without more information about Zoe's specific routes or circumstances, it is not possible to provide more detailed information about the varying distances.

However, if she starts closer to the bus stop, she would walk a shorter distance.

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Answer:

Step-by-step explanation:

S={1,2,...,20}

A={1,2,3,4,5,6,7,8,9,10}

A^c={11,12,13,...,20}

B={2,4,6,8,7,10,12,16,18}

A^cU B={2,4,6,7,8,10,11,12,13,14,15,16,17,18,19,20}

To increase usability in a spreadsheet, you can use comments, descriptive labels, and data validation.

To increase usability in a spreadsheet, you can utilize the following techniques:

1. Comments: Comments allow you to add explanatory notes or instructions within cells. They can provide additional context or clarify the purpose of certain data or formulas. Users can view comments by hovering over the respective cell, making it helpful for collaboration and documentation.

2. Descriptive Labels: Instead of relying solely on cell references or generic labels, use descriptive labels that clearly indicate the purpose of each column, row, or range of cells. This approach enhances readability and makes it easier for users to understand the data and navigate through the spreadsheet.

3. Data Validation: Implement data validation rules to ensure the accuracy and integrity of the data entered into the spreadsheet. Data validation allows you to define constraints or conditions for input, such as numeric ranges, predefined lists, or specific text formats. It helps prevent errors and assists users in entering valid data.

4. Formatting: Properly formatting the cells, columns, and rows can greatly enhance usability. Use consistent formatting for similar types of data, apply color schemes or conditional formatting to highlight important information or trends, and adjust the column widths and row heights to optimize readability.

5. Sheet Organization: Organize the spreadsheet by using multiple sheets if needed. Group related information on separate sheets, and provide clear sheet names that reflect the content or purpose of each sheet. This helps users locate and navigate to specific sections or data within the spreadsheet.

6. Clear Instructions or Documentation: Provide clear instructions or documentation either within the spreadsheet or as separate documentation. Explain the purpose of the spreadsheet, any specific procedures or workflows, and how to interpret the data or use any embedded formulas or macros. This helps users understand the spreadsheet's functionality and ensures consistent usage.

7. Error Handling: Implement error handling mechanisms to provide informative error messages or alerts when users input incorrect or incompatible data. Clear error messages guide users in correcting their input and reduce frustration when dealing with potential errors.

By incorporating comments, descriptive labels, data validation, formatting, sheet organization, clear instructions/documentation, and error handling, you can significantly enhance the usability of your spreadsheet and make it more user-friendly for both yourself and others who interact with it.

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We want to make a four digit number using numbers 1, 3, 5 and 8 and allowing repetition.

Therefore, there is four possibilities each for the units, tens houndreds and thousands.

Then, the total number of possibilities is:

Answer:

A. positive skewed.

Step-by-step explanation:

because the values on left hand side are a bit greater than values on the right hand side.

\({ \underline{ \blue{ \sf{christ \:† \: alone }}}}\)

Answer:

abcdef

Step-by-step explanation:

For a simple random sample of 30 items the standard error of the,

a. Mean (σ) is approximately 1.64.

b. The margin of error (E) at 95% confidence is approximately 3.37.

To solve for the standard error of the mean (σ) and the margin of error at 95% confidence, we can use the following formulas:

a. The standard error of the mean (σ) is calculated using the formula:

σ = (σ / √n)

where σ is the population standard deviation and n is the sample size.

b. The margin of error (E) at 95% confidence can be calculated using the formula:

E = z × (σ / √n)

where z is the z-score corresponding to the desired confidence level. For 95% confidence, the z-score is approximately 1.96.

Given the information:

Sample mean (X) = 20

Population standard deviation (σ) = 9

Sample size (n) = 30

Confidence level = 95% (z = 1.96)

a. Calculate the standard error of the mean (σ):

σ = (9 / √30)

σ ≈ 1.64

b. Calculate the margin of error (E) at 95% confidence:

E = 1.96 × (9 / √30)

E ≈ 3.37

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The question is -

A simple random sample of 30 items resulted in a sample mean of 20. The population standard deviation is σ-9.

Round your answers to two decimal places.

a. What is the standard error of the mean, σ?

b. At 95% confidence, what is the margin of error?

According to Amber the Dune B will likely erode faster because there is more sand and there is no plants .

Amber saw a picture

And Dune B was predicted to be erode faster

It is correct as Dune B has more sand and less water supply which keeps the dune from growing any plant.

Over the past millennia, when sea level rise slowed, coastal dunes have grown naturally along various shorelines all over the world. The basic conditions for the development of coastal dunes are an adequate quantity of sand at the coast and wave action and onshore winds.

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Answer:

B. 0.03110

Step-by-step explanation:

Given

Probability of Hit = 60%

Required

Determine the probability that he misses at 6th throw

Represent Probability of Hit with P

\(P = 60\%\)

Convert to decimal

\(P = 0,6\)

Next; Determine the Probability of Miss (q)

Opposite probabilities add up to 1;

So,

\(p + q = 1\)

\(q = 1 - p\)

Substitute 0.6 for p

\(q = 1 - 0.6\)

\(q = 0.4\)

Next,is to determine the required probability;

Since, he's expected to miss the 6th throw, the probability is:

\(Probability = p^5 * q\)

\(Probability = 0.6^5 * 0.4\)

\(Probability = 0.031104\)

Hence;

Option B answers the question

Answer:

b) 0.03110

Step-by-step explanation:

Got it right on the test.

Answer:

16=6+2x

Step-by-step explanation:

Since two times an unknown number plus 6 equals 16, the equation would be 16=6+2x

Answer:

106 weeks

9 weeks

9 weeks

9 tires

Step-by-step explanation:

1 (322-4)÷3=106

She nees to save for 106 weeks

2 (32+3)÷4=8.75

She need to save 9 weeks becouse complite decimal

3 (32+4)÷3=9

she need to save for 9 weeks

4.(32-4)÷3=9.33

she can order 9 tires

Using the Mean and median formulae ,

The difference between the mean and median score of the students' scores on this quiz is 3.

Mean : The mean is the number which we get by dividing the sum of a set of values by the number of values in the set.

Median: the median is the middle number in a set of values when those values are arranged in either ascending or descending order.

let us consider there are a total 100 students.

and X denotes the marks obtained by students.

We have given that,

10% of student scored 70 points i.e.,

P(X=70) = 10% of 100 = 10

35% of students scored 80 points i.e., number of students whose obtained 80 points

= 35% of 100 = 35

30% of students scored 90 points , number of students whose obtained 90 points

= 30% of 100 = 30

remained ( 25%) of students scored 100 points

= 100 - 10 - 35 - 30 = 25

total marks obtained by students

= 80+70+90+100

= 340

Mean of score of students'scores on the quiz

= (70×10+ 80×35 + 90×30 + 100×25)/100 = 87

when we arranged the in ascending students in order , the 50th and 51th student lies in middle and marks obtained by both (50th and 51th) is 90 points .

So, Median score of the students' scores on this quiz = 90

Now, we shall calculate the difference between mean and median of score of the students' scores on this quiz which is equal to( 90 -87)

= 3

Hence, difference between the mean and median score of the students' scores on this quiz = 3

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Answer:

x=400 m is the correct answer

Answer:

First

Step-by-step explanation:

I appologize if this is incorrect I'm not sure what graphs you are talking about :)

For Felipe and Helena's final grades, the solution is option C, [74 71].

Using the given values for Q, T, and P weights and Felipe and Helena's grades, calculate their final grades as follows:

Felipe's final grade:

0.40 x 80 + 0.50 x 60 + 0.10 x 90 = 32 + 30 + 9 = 71

Helena's final grade:

0.40 x 70 + 0.50 x 80 + 0.10 x 60 = 28 + 40 + 6 = 74

To represent the final grades for Felipe and Helena in a matrix F, given formula F = WG, where W = matrix of weights and G = matrix of grades:

[0.40 0.50 0.10]   [80 70]

F = WG = [0.40 0.50 0.10] x [60 80]

[0.40 0.50 0.10] [90 60]

Performing matrix multiplication:

[32 + 30 + 9  28 + 40 + 6]

F = WG = [32 + 40 + 6 28 + 40 + 3]

[36 + 25 + 6 36 + 20 + 3]

Simplifying:

[71 74]

F = WG = [78 71]

[67 59]

Therefore, [74 71] for Felipe and Helena's final grades, respectively.

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