Write 34.996 to:
i. 2 decimal places​

Answer:

no

Step-by-step explanation:

because the sum of the angles of a triangle should = 180, and adding these numbers together give  a greater result of 220 degrees

As per the given coordinates (-2, 3), the mirror image is (2,3)

In math the term coordinate is defined as  a set of values which helps to show the exact position of a point in the coordinate plane.

Here we have given the coordinates as (-2,3) and we need to find the mirror image on y axis.

The general term for the mirror image on y axis is written as,

=> (x, y) = (-x, y)

Which the rule defines that the sign of x coordinate is changed when we calculate the mirror image on y axis.

Therefore here we have to change the sign of x coordinate that is -2, then we get the mirror image as,

=> (-2,3) = (2,3)

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Answer:

The answer is

\( \huge \boxed{54 \: \: {units}^{2} }\)

Step-by-step explanation:

Area of a triangle is given by

\(A = \frac{1}{2} \times base \times height \\ \)

From the question

base = 18

height = 6

So we have

\(A = \frac{1}{2} \times 18 \times 6 \\ = 9 \times 6 \\ = 54 \: \: \: \: \: \)

We have the final answer as

Hope this helps you

Answer:

The answer is 54 units squared

Step-by-step explanation:

This is because this triangle is made up of two triangles. The smaller one is an isosceles triangle, meaning all sides are the same length. Sense all sides are the same length each side = 6 units squared. You subtract 6 from 18 to get the length of the other triangles side.

From there you multiply each side as if it were a square, then divide both answers by two (because two triangles make up a square). Add them up and then Ta-daa! 54!

f(t) = t and g(t) = \(e^{(2t)\) form a linearly independent set of functions.

To show that the functions f(t) = t and g(t) = \(e^{(2t)\) are linearly independent, we can calculate their Wronskian and verify that it is nonzero for all values of t.

The Wronskian of two functions f(t) and g(t) is defined as the determinant of the matrix:

| f(t) g(t) |

| f'(t) g'(t) |

Let's calculate the Wronskian of f(t) = t and g(t) = \(e^{(2t)\):

f(t) = t

f'(t) = 1

g(t) = \(e^{(2t)\)

g'(t) = 2\(e^{(2t)\)

Now we can form the Wronskian matrix:

| t \(e^{(2t)\)|

| 1 2\(e^{(2t)\) |

The determinant of this matrix is:

Det = (t * 2\(e^{(2t)\)) - (1 * \(e^{(2t)\))

      = 2t\(e^{(2t)\) - \(e^{(2t)\)

      = \(e^{(2t)\) (2t - 1)

We can see that the determinant of the Wronskian matrix is not zero for all values of t. Since the Wronskian is nonzero for all t, it implies that the functions f(t) = t and g(t) = \(e^{(2t)\) are linearly independent.

Therefore, f(t) = t and g(t) = \(e^{(2t)\) form a linearly independent set of functions.

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The probability of making no sales in 100 tries is 0.97^100. That's equal to about 0.0476, so the probability of getting at least one sale is 0.9524. About 95%.

If the probability of making a sale is 0.03 then the probability of not making a sale must be 1-0.03 which is 0.97.

So looking at contacting 100 prospects, you could say there are two general outcomes. Either the salesman makes no sales at all, or he makes at least one sale. There are no other possible outcomes, so the probability of those two outcomes must add up to 1.

So the probability of making of at least one sale is 1 minus the probability of making no sales.

The probability of making no sales in 100 tries is 0.97^100. That's equal to about 0.0476, so the probability of getting at least one sale is 0.9524. About 95%.

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Answer:

Yes, 6 is greater then 0.06 and 0.006

Step-by-step explanation:

6 = 6.00

and both 0.06 and 0.006 are not even a whole number

Answer: Yes it is

Step-by-step explanation:

6>0.06 and 6 >0.006

Answer:

Angle AOD and Angle DOB are supplementary

Step-by-step explanation:

AOB is straight(180°) Line DO is a line that creates two angles

Answer:

Step-by-step explanation:

<AOD + <DOB = 180 degrees, but that's a stretch. AB must be a straight segment. Point O must be on AB.

A straight segment is a 180 angle.

Answer:

B and C

Step-by-step explanation:

x+y=5

 -y.  -y

x=5-y

5-y-y=1

5-2y=1

-5.  -5

-2y= -4

/-2.  /-2

y=2

x+2=5

-2. -2

x=3

x is 3 miles per hour in still water so C is correct

y is the current or the speed of the water which is 2 miles per hour so b is correct

hopes this helps

Effect size is a measure of the strength of the relationship between two variables. It does not indicate whether one variable causes another. The amount of variance in a set of scores is measured by the variance.

Whether an obtained research finding is valid is determined by statistical significance. Effect size is a quantitative measure of the magnitude of the experimental effect.

It is a way of quantifying the strength of the relationship between two variables. Effect sizes are typically reported on a standardized scale, such as Cohen's d or r.

Effect size does not indicate whether one variable causes another. Causation can only be inferred from a well-designed experiment that controls for confounding variables.

Effect size can be used to assess the strength of the relationship between two variables, but it cannot be used to determine whether one variable causes another.

The amount of variance in a set of scores is measured by the variance. Variance is a measure of how spread out the scores are in a set.

A high variance indicates that the scores are spread out over a wide range, while a low variance indicates that the scores are clustered together.

Whether an obtained research finding is valid is determined by statistical significance. Statistical significance is a measure of how likely it is that the observed results could have occurred by chance. A statistically significant result means that the observed results are unlikely to have occurred by chance alone.

Effect size, variance, and statistical significance are all important concepts in statistics. Effect size measures the strength of the relationship between two variables,

variance measures the spread of scores in a set, and statistical significance measures the likelihood that the observed results could have occurred by chance.

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Answer:

Step-by-step explanation

5(4m+1)-2m=-13

20m+5-2m=-13

20m-2m=-13-5

18m=-18

m=-1

\(\large\displaystyle\text{$\begin{gathered}\sf \bf{5(4m+1)-2m=-13 } \end{gathered}$}\)

Apply the multiplicative law of distribution.

\(\large\displaystyle\text{$\begin{gathered}\sf \bf{20m+5-2m=-13 } \end{gathered}$}\)

Combine as terms.

\(\large\displaystyle\text{$\begin{gathered}\sf \bf{18m+5=-13 } \end{gathered}$}\)

Rearrange the unknown terms to the left side of the equation.

\(\large\displaystyle\text{$\begin{gathered}\sf \bf{18m=-13-5 } \end{gathered}$}\)

Calculate the sum or difference.

\(\large\displaystyle\text{$\begin{gathered}\sf \bf{18m=-18 } \end{gathered}$}\)

Divide both sides of the equation by the coefficient of the variable.

\(\large\displaystyle\text{$\begin{gathered}\sf \bf{m=-\frac{18}{18} } \end{gathered}$}\)

Solve for the common factor.

\(\large\displaystyle\text{$\begin{gathered}\sf \bf{m=-1 \iff } \end{gathered}$}\boxed{\boxed{\bf{Answer}}}\)

10 maybe? I don't really know but maybe 10 will be right?????

To evaluate P(2), we plug in n=2 into the inequality 2^n < (n+1)!. This gives us 2^2 < (2+1)! which simplifies to 4 < 6. Therefore, P(2) is true.

To show the inductive step for k≥2, we assume that P(k) is true, i.e. 2^k < (k+1)!. We need to show that P(k+1) is also true, i.e. 2^(k+1) < (k+2)!.

Starting with P(k), we can multiply both sides by 2 to get 2^(k+1) < 2(k+1)!. Now we just need to show that 2(k+1)! < (k+2)!, which simplifies to 2 < (k+2)/(k+1). This is true for all k≥1, so P(k+1) is also true.

Therefore, we have shown that if P(k) is true for some integer k≥2, then P(k+1) is also true. This completes the inductive step.
(a) P(2) is given by the inequality 2^(n+1) < (n+1)!. When n = 2, the inequality becomes 2^(2+1) < (2+1)!, which simplifies to 2^3 < 3!, or 8 < 6. This is not true, so P(2) is false.

(b) P(k) is the inequality 2^(k+1) < (k+1)!. In the inductive step, we need to show that if k is any integer with k ≥ 2 and if P(k) is true, then P(k+1) is also true. This means that if 2^(k+1) < (k+1)!, we need to show that 2^(k+2) < (k+2)!.

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Answer:

[see below]

Step-by-step explanation:

3 * (-5) = -15

Locate the '-15' line and plot a closed circle on it.

-2 * -3 = 6

Locate the '6' line and plot a closed circle on it.

Hope this helps.

The area of the triangle is 19.5 square units.

To find the area of the triangle, we can use the formula:

Area = (1/2) * base * height

where the base and height are the distance between two of the vertices of the triangle. We can choose any two vertices to use as the base and height, as long as we use the same units for both. Let's choose (-3,2) and (6,-2) as our base.

The distance between (-3,2) and (6,-2) can be found using the distance formula:

d = \(\sqrt((6 - (-3))^2 + (-2 - 2)^2)\)
d = \(\sqrt(81 + 16)\)
d = \(\sqrt(97)\)

Now we need to find the height of the triangle. The height is the perpendicular distance from the third vertex (3,5) to the line containing the base (-3,2) and (6,-2). We can use the formula:

height = \(|Ax + By + C| / \sqrt(A^2 + B^2)\)

where A, B, and C are the coefficients of the line in the standard form Ax + By + C = 0, and x and y are the coordinates of the third vertex. We can find the coefficients of the line by using the two points (-3,2) and (6,-2):

A = 2 - (-2) = 4
B = (-3) - 6 = -9
C = 6*(-2) - (-3)*2 = -18

Now we can plug in the values to find the height:

height = \(|4*3 - 9*5 - 18| / \sqrt(4^2 + (-9)^2)\)
height = \(39 / \sqrt(97)\)

Finally, we can plug in the base and height to find the area:

Area = \((1/2) * \sqrt(97) * (39 / \sqrt(97))\)
Area = 19.5

Therefore, the area of the triangle is 19.5 square units.

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Un diagrama de sectores se puede utilizar para todo tipo de variables, pero se usa frecuentemente para las variables cualitativas.

Los datos se representan en un círculo, de modo que el ángulo de cada sector es proporcional a la frecuencia absoluta correspondiente.

El diagrama circular se construye con la ayuda de un transportador de ángulos.

Ejemplo

En una clase de 30 alumnos, 12 juegan a baloncesto, 3 practican la natación, 4 juegan al fútbol y el resto no practica ningún deporte.

The volume of the candle is approximately 94 cubic inches.

A circular cylinder is a three-dimensional solid object made up of two parallel and congruent circular bases and a curving surface connecting the bases.

The volume of a right circular cylinder is given by the formula:

V = πr²h

Where

Substituting the given values into the formula, we get:

V = 3.14 x 2² x 7.5

V = 3.14 x 4 x 7.5

V = 94.2

Rounding to the nearest cubic inch, we get:

V ≈ 94 cubic inches

Therefore, the volume of the candle is approximately 94 cubic inches.

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Answer:

i have the same problem :(

Step-by-step explanation:

have you gotten an answer yet?

Option J is not supported by the data

The mean of a data set is actually the average value which is found by adding all numbers in the data set and then dividing by the number of values in the set.

The mean values of the salaries= $(50000+45000+32000+30000)/4

                                                     =$39250

Clearly we can see option H is correct.

So, average distance between each salary and mean salary is

$(10750+5750+7250+9250)/4 =$8250

Clearly, option F is correct also.

Option J is not correct because the variation of second salary with the mean is $5750 which is less than $6000.

So, option J is not supported.

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Answer:

13?

Step-by-step explanation:

The three conditions for a function to be continuous at a point x=a are:

a) The function is defined at x=a.

b) The limit of the function as x approaches a exists.

c) The limit of the function as x approaches a is equal to the value of the function at x=a.

The continuity of a function can be analyzed by observing its graph. However, as the graph is not provided, a specific discussion about its continuity cannot be made without further information. It is necessary to examine the behavior of the function around the point in question and determine if the three conditions for continuity are satisfied.

The function f(x) = { *** is not defined in the question. In order to discuss its continuity, the function needs to be provided or described. Without the specific form of the function, it is impossible to analyze its continuity. Different functions can exhibit different behaviors with respect to continuity, so additional information is required to determine whether or not the function is continuous at a particular point or interval.

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The standard deduction for a married couple filing a joint return in 2021 is $25,100.

The standard deduction is a fixed amount that reduces the taxable income of individuals or couples without the need for itemizing specific deductions. In the case of a married couple filing a joint return, the standard deduction is typically higher than that for individuals.

For the year 2021, the standard deduction for a married couple filing jointly is $25,100. This means that the Gobles, being a married couple filing a joint return, can deduct $25,100 from their taxable income before calculating their tax liability.

The fact that Todd is legally blind does not affect the standard deduction amount for a married couple filing jointly. However, it is worth noting that individuals who are blind or over the age of 65 may qualify for additional standard deduction amounts or other tax benefits. These additional deductions or benefits would be separate from the standard deduction and may vary based on specific criteria and regulations set by the tax authorities.

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Certify Completion Icon Tries remaining: 3 A high school has 52 players on the football team. The summary of the players' weights is given in the box plot. The median weight of the players on the football team is 160 pounds.

The box plot shows that the median weight of the players is the middle value of the distribution. In this case, the median weight is halfway between the 26th and 27th players, which is 160 pounds.

The box plot also shows that the minimum weight of the players is 150 pounds and the maximum weight is 212 pounds. The interquartile range, which is the range of the middle 50% of the data, is 20 pounds.

In conclusion, the median weight of the players on the football team is 160 pounds. This means that half of the players on the team weigh more than 160 pounds and half of the players weigh less than 160 pounds.

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This is the UML diagram for the development of the program, in which Shapes 2D is the superclass and Circle, Square, Triangle, Rectangle, Rhombus, and Parallelogram are subclasses.

​​​​​​​This is the program in C++ demonstrating the above classes.

#include<iostream>

using namespace std;

class shapes

{

public:

   string name;

   string color;

   virtual void getAttributes()=0;

};

class Circle: public shapes

{

public:

   float radius;

   Circle(string n,string c, float r)

   {

       name=n;

       color=c;

       radius=r;

   }

   float getPerimeter()

   {

       return(2*(3.142)*radius);

   }

   float getArea()

   {

       return((3.142)*(radius*radius));

   }

   void getAttributes()

   {

       cout<<"Name  :"<<name<<endl;

       cout<<"Color :"<<color<<endl;

   }

};

class Square:public shapes

{

public:

   float side;

   Square(string n,string c, float s)

   {

       name=n;

       color=c;

       side=s;

   }

   float getPerimeter()

   {

       return(4*side);

   }

   float getArea()

   {

       return(side*side);

   }

   void getAttributes()

   {

       cout<<"Name  :"<<name<<endl;

       cout<<"Color :"<<color<<endl;

   }

};

class Triangle:public shapes

{

public:

   float base;

   float height;

   float side1;

   float side2;

   float side3;

   Triangle(string n,string c)

   {

       name=n;

       color=c;

   }

   float getPerimeter()

   {

       cout<<"Enter side1\n";

       cin>>side1;

       cout<<"Enter side2\n";

       cin>>side2;

       cout<<"Enter side3\n";

       cin>>side3;

       return(side1+side2+side3);

   }

   float getArea()

   {

       cout<<"Enter base\n";

       cin>>base;

       cout<<"Enter height\n";

       cin>>height;

       return((0.5)*base*height);

   }

   void getAttributes()

   {

       cout<<"Name  :"<<name<<endl;

       cout<<"Color :"<<color<<endl;

   }

};

class Rectangle:public shapes

{

public:

   float length;

   float breadth;

   Rectangle(string n,string c, float l,float b)

   {

       name=n;

       color=c;

       length=l;

       breadth=b;

   }

   float getPerimeter()

   {

       return(2*(length+breadth));

   }

   float getArea()

   {

       return(length*breadth);

   }

   void getAttributes()

   {

       cout<<"Name  :"<<name<<endl;

       cout<<"Color :"<<color<<endl;

   }

};

class Rhombus:public shapes

{

public:

   float diagonal1;

   float diagonal2;

   float side;

   Rhombus(string n,string c)

   {

       name=n;

       color=c;

   }

   float getPerimeter()

   {

       cout<<"Enter Side\n";

       cin>>side;

       return(4*side);

   }

   float getArea()

   {

       cout<<"Enter diagonal 1\n";

       cin>>diagonal1;

       cout<<"Enter diagonal 2\n";

       cin>>diagonal2;

       return((0.5)*diagonal1*diagonal2);

   }

   void getAttributes()

   {

       cout<<"Name  :"<<name<<endl;

       cout<<"Color :"<<color<<endl;

   }

};

class Parallelogram:public shapes

{

public:

   float base;

   float height;

   Parallelogram(string n,string c, float b,float h)

   {

       name=n;

       color=c;

       base=b;

       height=h;

   }

   float getPerimeter()

   {

       return(2*(base+height));

   }

   float getArea()

   {

       return(base*height);

   }

   void getAttributes()

   {

       cout<<"Name  :"<<name<<endl;

       cout<<"Color :"<<color<<endl;

   }

};

int main()

{

   int choice;

   while(1)

   {

       cout<<"\n\nEnter your choice :";

       cout<<"\n1 for Circle\n";

       cout<<"2 for Square\n";

       cout<<"3 for Triangle\n";

       cout<<"4 for Rectangle\n";

       cout<<"5 for Rhombus\n";

       cout<<"6 for Parallelogram\n";

       cin>>choice;

       system("cls");

       switch(choice)

       {

       case 1:

           {

               float r;

               cout<<"Enter radius\n";

               cin>>r;

               Circle c("Circle","Yellow",r);

               c.getAttributes();

               cout<<"Perimeter : "<<c.getPerimeter()<<endl;

               cout<<"Area : "<<c.getArea()<<endl;

           }break;

       case 2:

           {

               float side;

               cout<<"Enter side\n";

               cin>>side;

               Square s("Square","Red",side);

               s.getAttributes();

               cout<<"Perimeter : "<<s.getPerimeter()<<endl;

               cout<<"Area : "<<s.getArea()<<endl;

           }break;

       case 3:

           {

               Triangle t("Triangle","Green");

               t.getAttributes();

               cout<<"Perimeter : "<<t.getPerimeter()<<endl;

               cout<<"Area : "<<t.getArea()<<endl;

           }break;

       case 4:

           {

               float l,b;

               cout<<"Enter Length and breadth\n";

               cin>>l>>b;

               Rectangle r("Rectangle","Blue",l,b);

               r.getAttributes();

               cout<<"Perimeter : "<<r.getPerimeter()<<endl;

               cout<<"Area : "<<r.getArea()<<endl;

           }break;

       case 5:

           {

               Rhombus r("Rhombus","Purple");

               r.getAttributes();

               cout<<"Perimeter : "<<r.getPerimeter()<<endl;

               cout<<"Area : "<<r.getArea()<<endl;

           }break;

       case 6:

           {

               float b,h;

               cout<<"Enter base\n";

               cin>>b;

               cout<<"Enter height\n";

               cin>>h;

               Parallelogram p("Parallelogram","Pink",b,h);

               p.getAttributes();

               cout<<"Perimeter : "<<p.getPerimeter()<<endl;

               cout<<"Area : "<<p.getArea()<<endl;

           }break;

       }

   }

}

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Answer:

526 X 9= 4734 is the answer.

Step-by-step explanation:

Substitute the value of x.

if x=0,

5×0-2=0-2

=-2

if x=1

5×1-2

5-2=3

So forth and so on..

Answer:

Add 22 to both sides.

5x<6+2

5x<6+2

2 Simplify  6+26+2  to  88.

5x<8

5x<8

3 Divide both sides by 55.

x<\frac{8}{5}

x<  

5

8

​  

Step-by-step explanation:

Answer:

Para calcular la cantidad de minutos que Carlos entrena cada día, necesitamos sumar el tiempo que pasa en el gimnasio por la mañana y por la tarde, en minutos.

Por la mañana, Carlos entrena desde las 07:20 hasta las 09:55. Para calcular el tiempo en minutos, podemos restar los minutos de inicio (20) de los minutos de final (55) en la hora de inicio (07), y luego multiplicar el resultado por 60 (porque hay 60 minutos en una hora). Así:

(09 - 07) horas x 60 minutos/hora + (55 - 20) minutos = 2 x 60 + 35 minutos = 120 + 35 minutos = 155 minutos

Por la tarde, Carlos entrena desde las 18:05 hasta las 19:40. Podemos hacer el mismo cálculo:

(19 - 18) horas x 60 minutos/hora + (40 - 05) minutos = 1 x 60 + 35 minutos = 60 + 35 minutos = 95 minutos

Entonces, en total, Carlos entrena 155 minutos por la mañana y 95 minutos por la tarde, lo que suma un total de 250 minutos al día.

Answer:

\(- 2x^5+ 0x^4 + \frac{x^3}{2} +0x^2+\frac{x}{4} + 1\)

Step-by-step explanation:

Given

\(\frac{x}{4} - 2x^5 + \frac{x^3}{2} + 1\)

Required

The standard form of the polynomial

The general form of a polynomial is

\(ax^n + bx^{n-1} + cx^{n-2} +........+ k\)

Where k is a constant and the terms are arranged from biggest to smallest exponents

We start by rearranging the given polynomial

\(- 2x^5+ \frac{x^3}{2} +\frac{x}{4} + 1\)

Given that the highest exponent of x is 5;

Let n = 5

Then we fix in the missing terms in terms of n

\(- 2x^5+ 0x^{n-1} + \frac{x^3}{2} +0x^{n-3}+\frac{x}{4} + 1\)

Substitute 5 for n

\(- 2x^5+ 0x^{5-1} + \frac{x^3}{2} +0x^{5-3}+\frac{x}{4} + 1\)

\(- 2x^5+ 0x^{4} + \frac{x^3}{2} +0x^{2}+\frac{x}{4} + 1\)

Hence, the standard form of the given polynomial is \(- 2x^5+ 0x^4 + \frac{x^3}{2} +0x^2+\frac{x}{4} + 1\)

Answer:

Its B

Step-by-step explanation:

Got it right on edu 2022

Answer: 401 you can use a caculater

Answer:

11,629 divided by 29 = 401

Step-by-step explanation:

Essentially, the way I process division is I think of it as seeing how many times we can subtract. For this problem we would first see how many times 29 goes into 116, it goes in 4 times. We would then put the four above the problem, next we bring the two down. 29 goes into 2 no times so next we put a 0 next to the four. Afterwords, we would bring the 9 down next to the 2 and see how many times 29 goes into 29, that is 1 time. We put the 1 above next to the 4 and the 0 thus making 401. You can then check your work by multiplying your answer by the number you are dividing by.

401 times 29 = 11629 so you know you got your answer correct.

Good luck!

Answer:

16a

Step-by-step explanation:

14a+2=14+2+a=16a.

The Answer is 30 feet

Cause 3/4 of 40 is 30