100 Points! Geometry question. Photo attached. Find the measure. Please show as much work as possible. Thank you!

The statement "the Y value of function I would ask equals -2 is greater than the Y value function be when I ask equals negative to the Y value function a 1X equals -2 is less than the Y value a function be one x was -2" is true.

Given, two functions  y = -2f(x) = 1/x

To determine whether the statement "the Y value of function I would ask equals -2 is greater than the Y value function be when I ask equals negative to the Y value function a 1X equals -2 is less than the Y value a function be one x was -2" is true or false, we need to find the value of Y for both functions when x = -2.

Substituting x = -2 in the functions we get:I would ask y = -2(-2) = 4f(-2) = 1/(-2) = -1/2Therefore, the Y value of the function I would ask is greater than the Y value function be when I ask equals negative to the Y value function a 1X equals -2 is less than the Y value a function be one x was -2. Hence, the given statement is true.

Therefore, the statement "the Y value of function I would ask equals -2 is greater than the Y value function be when I ask equals negative to the Y value function a 1X equals -2 is less than the Y value a function be one x was -2" is true.

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Answer:ITS THE SECOND ONE

Step-by-step

Answer:

  (c)  (-30)⁴

Step-by-step explanation:

You want to simplify the product (-6)⁴×(5)⁴.

An exponent is an indicator of repeated multiplication:

  (-6)⁴ = (-6)(-6)(-6)(-6) . . . . . . the factor -6 is repeated 4 times

  (5)⁴ = (5)(5)(5)(5)

Then the product is ...

  (-6)⁴ × (5)⁴ = (-6)(-6)(-6)(-6)(5)(5)(5)(5)

The commutative and associative properties of multiplication let you regroup this to ...

  (-6)(5)×(-6)(5)×(-6)(5)×(-6)(5) = (-30)(-30)(-30)(-30)

Using the exponent to signify repeated multiplication, this can be written as the equivalent ...

  (-30)⁴

__

Additional comment

This product has an even number of minus signs, so will be positive. It is fully equivalent to ...

  30⁴.

The total cost of the snow thrower on the installment plan is $1,641.60.

To find the total cost of the snow thrower on the installment plan, we will first calculate the down payment and then add the total monthly payments. Here's the step-by-step explanation:
1. Calculate the down payment:
Down payment = 20% of the original price
Down payment = 0.20 * $1,248
Down payment = $249.60
2. Calculate the total of the 12 monthly payments:
Total monthly payments = 12 * $116
Total monthly payments = $1,392
3. Calculate the total cost on the installment plan:
Total cost = Down payment + Total monthly payments
Total cost = $249.60 + $1,392
Total cost = $1,641.60
So, the total cost of the snow thrower on the installment plan is $1,641.60.

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Answer:

pounds (lb)

Step-by-step explanation:

Answer:

420/89

Step-by-step explanation:

What we know:

Demetrius scored 28 points in 356 seconds.

To get the per second rate divide 28 by 356.

28/356 = 7/89

Here, we're looking for the per minute rate, so multiply the previous rate by 60.

(7*60)/89 = 420/89 (Since this asks for an improper fraction, I'll keep it as so.)

Answer: A

Step-by-step explanation: I got this right on Edmentum.

Answer:

57785/_6÷=6=×÷6776==677/÷567

Answer:

27 yards squared.

Step-by-step explanation:

Perimeter of the left rectangle: 24

Perimeter of the right rectangle: 24

3x2=6

24-6=18

18/2=9

So the vertical length (width) of the orange rectangle is 9 yards.

Thus, the a rea is 9x3,  which is 27 yards squared

Answer:

27

Step-by-step explanation:

8+4+8+4=24

3+3=6

24-6=18

18/2=9

9*3= 27

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Answer:

a)  ( r+ s) (x)  = 3 x + 9

b)   ( r . s ) (x) =  2 x² + 13 x +20

c) ( r- s) (x)  = -1 -x

Step-by-step explanation:

Step(i):-

Given that r(x) = x +4 and s(x) =  2x + 5

a)   ( r+ s) (x)  = r(x) + s(x)

                    = x +4 + 2x +5

                   = 3 x + 9

    ( r+ s) (x)  = 3 x + 9

b)

    ( r . s ) (x)  = r(x) . s(x)

                    = (x+4) . ( 2x +5)

                   = x ( 2x +5) + 4( 2x +5)

                  = 2 x² + 5 x + 8 x +20

                 = 2 x² + 13 x +20

( r . s ) (x) =  2 x² + 13 x +20

c)

 ( r- s) (x)  = r(x) - s(x)

               =  (x+4 - ( 2x +5)

              = x +4 - 2x -5

            = -x -1

( r- s) (x)  = -1 -x

To find out how many of the 39 practice trials would be faster than 62 seconds, we need to calculate the proportion of trials that fall within the range of more than 62 seconds.

We can use the z-score formula to standardize the values and then use the standard normal distribution table (also known as the z-table) to find the proportion.

The z-score formula is:

z = (x - μ) / σ

Where:

x = value (62 seconds)

μ = mean (61 seconds)

σ = standard deviation (1.5 seconds)

Calculating the z-score:

z = (62 - 61) / 1.5

z ≈ 0.6667

Now, we need to find the proportion of values greater than 0.6667 in the standard normal distribution table.

Looking up the z-score of 0.6667 in the table, we find the corresponding proportion is approximately 0.7461.

To find the number of trials faster than 62 seconds, we multiply the proportion by the total number of trials:

Number of trials = Proportion * Total number of trials

Number of trials = 0.7461 * 39

Number of trials ≈ 29.08

Rounding to the nearest whole number, approximately 29 of the 39 practice trials would be faster than 62 seconds.

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Josefina earns $19 after paying for her supplies.

The cost of supplies for each banner of papel picado is:

15 (tools) + 7 (paper) = $22

Josefina sells each banner for $3, so her profit per banner is:

$3 - $22 = -$19

This means that she is losing money on each banner she sells, which is not a sustainable business model. Therefore, the equation to find the amount of money Josefina earns after paying for her supplies is not relevant in this case.

To make a profit, Josefina needs to either increase the price of her banners or decrease her costs for supplies. Alternatively, she could look for ways to increase her efficiency in making the banners to reduce the amount of time and materials needed.

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Answer:

the problem is like that or is showing u how are the equations ?

Answer:

2 times. 3.9x2=7.8

Step-by-step explanation:

3+3=6

0.9+0.9=1.8

6+1.8=7.8

Answer:

595.

Step-by-step explanation:

Take $2000 and subtract $810 from it. You now have the total of the two pieces of equipment without the extra pricing. You should get $1,190. Then divide that number by 2. You will get $595.

1st Piece of Equipment = $595

2nd Piece of Equipment = $1,405

2nd Piece is $810 more expensive and the two pieces combined is $2,000.

Answer:

Step-by-step explanation:

The perimeter of a rectangle is

P=2(L+W)

We are given L=3x+9 and W=2x-5 so

P=2(3x+9+2x-5)

P=2(5x+4)

P=10x+8

Answer C

The fraction represented by point A, it is crucial to have information about the scale, intervals, and the relative position of point A on the number line.

With these details, you can calculate the fraction accurately.

Point A on the number line represents a fraction that requires additional information to determine its precise value.

I can provide you with a general approach to finding the fraction corresponding to a given point on the number line.

A number line represents a range of values, typically with a specific scale or interval.

The scale can be divided into equal parts, such as units or fractions.

To determine the fraction represented by point A, we need to know the scale and the position of point A relative to that scale.

Let's consider a number line that ranges from 0 to 1, with evenly spaced tick marks representing tenths.

If point A is located halfway between the tick marks representing 0.4 and 0.5, then it represents the fraction 0.45 (or 9/20 in simplified form).

If the number line has a different scale or is divided into different intervals, the fraction represented by point A will be different.

Without specific details about the number line and the position of point A, it is impossible to determine the fraction precisely.

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Answer:

substitute the y equation to the other equation.

6x - 4(4) = 29

6x - 16 = 29

6x = 29 + 16

6x = 45

x = 15/2

The trigonometric equations has the following solutions: x = 0 + j · π or x = 0.352π + j · π or x = - 0.352π + j · π, where j is a non-negative whole number.

In this problem we find the case of a trigonometric equation, whose solutions on the interval [0, 2π] must be found. This can be done by both algebra properties and trigonometric formulae. First, write the entire expression:

tan² x · sec² x + 2 · sec² x - tan² x = 2

Second, use trigonometric formulas to reduce the number of trigonometric functions:

tan² x · (tan² x + 1) + 2 · (tan² x + 1) - tan² x = 2

Third, expand the equation:

tan⁴ x + tan² x + 2 · tan² x + 2 - tan² x = 2

tan⁴ x + 2 · tan² x = 0

Fourth, factor the expression:

tan² x · (tan² x - 2) = 0

tan² x = 0 or tan² x = 2

tan x = 0 or tan x = ± √2

Fifth, determine the solutions to trigonometric equation:

x = 0 + j · π or x = 0.352π + j · π or x = - 0.352π + j · π, where j is a non-negative whole number.

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Based on the statistical analysis, there is not enough evidence to conclude that the water from the new source contains unsafe levels of copper at the 0.05 significance level.

Statistics is a branch of mathematics that deals with the collection, analysis, interpretation, presentation, and organization of data. It involves applying mathematical and statistical techniques to extract meaningful insights from data, and to make decisions and predictions based on this information. Statistics is used in a wide range of fields, including business, economics, social sciences, health sciences, engineering, and more. It helps researchers, analysts, and decision-makers to identify patterns, relationships, and trends in data, and to draw conclusions based on statistical evidence.

(a) To test whether the water from this source contains unsafe levels of copper, we need to perform a one-sample t-test with the null hypothesis that the mean copper content in the water is less than or equal to 1.3 mg/l and the alternative hypothesis that the mean copper content in the water is greater than 1.3 mg/l.

The test statistic is calculated as:

t = (x - μ) / (s / √n)

where x is the sample mean (1.36 mg/l), μ is the hypothesized population mean (1.3 mg/l), s is the sample standard deviation (0.18 mg/l), and n is the sample size (30).

Plugging in the values, we get:

t = (1.36 - 1.3) / (0.18 / √30) = 1.47

The degrees of freedom for this test is n - 1 = 29.

Using a t-table or calculator, we find the p-value associated with a t-statistic of 1.47 and 29 degrees of freedom to be approximately 0.076.

Since the p-value is greater than the significance level of 0.05, we fail to reject the null hypothesis. Therefore, there is not enough evidence at the 0.05 level to conclude that the water from this source contains unsafe levels of copper.

Conditions for Independence: It is assumed that the water samples are independent of each other. This is because the sample is randomly selected and the size is less than 10% of the population. Also, it is assumed that the copper content in one water sample does not affect the copper content in another water sample.

Conditions for Normality: It is assumed that the distribution of the copper content in the population is approximately normal. We can justify this assumption based on the central limit theorem, which states that the distribution of the sample mean approaches normality as the sample size increases. Since the sample size is 30, we can assume that the sample mean follows a normal distribution. We can also check the normality assumption by creating a histogram or a normal probability plot of the data.

Therefore, based on the statistical analysis, there is not enough evidence to conclude that the water from the new source contains unsafe levels of copper at the 0.05 significance level.

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Answer:

x=1991/331

Step-by-step explanation:

So, the two distances are equal, and the two lines form an equilateral triangle.

To show that the lines \(x^{2} + 4xy + y^{2}=0\) and x-y=4 form an equilateral triangle; we need to show that the distance between any two points on these lines is the same.

First, let's find the points of intersection of these two lines. Substituting x-y=4 into \(x^{2} + 4xy + y^{2}=0\), we get:

\((x-y)^{2} + 6xy = 16\)

Expanding, we get:

\(x^{2} - 2xy + y^{2} + 6xy = 16\)

\(x^{2} + 4xy + y^{2} = 16\)

So, the lines intersect at the points (2,6) and (-2, -2).

Now, let's find the distance between the points (2,6) and (-2,-2) on each line.

On the line \(x^{2} + 4xy + y^{2}=0\) the distance between (2,6) and (-2,-2) is:

\(\sqrt((2-(-2))^{2} + (6-(-2))^{2} ) = \sqrt(64) = 8\)

On the line x-y=4, the distance between (2,6) and (-2,-2) is:

\(\sqrt((2-(-2))^{2} + (6-(-2))^{2} )/\sqrt(2) = \sqrt(32)/\sqrt(2) = 4sqrt(2)\\)

So the two distances are equal if:

\(8 = 4\sqrt(2)\)

This is not true, so the two lines do not form an equilateral triangle.

Now, let's show that the lines.\(x^{2} + 4xy + y^{2}=0\) and x + y = 1 form an equilateral triangle.

Again, let's first find the points of intersection of these two lines. Substituting x + y = 1 into \(x^{2} + 4xy + y^{2}=0\), we get:

\((x-y)^{2} = 1\)

So, the lines intersect at the points (1/2,1/2) and (-1/2,-1/2).

Now, let's find the distance between the points (1/2,1/2) and (-1/2, -1/2) on each line.

On the line \(x^{2} + 4xy + y^{2}=0\), the distance between (1/2,1/2) and (-1/2,-1/2) is:

\(\sqrt((1/2 - (-1/2))^{2} + (1/2 - (-1/2))^{2} ) = \sqrt(2)\)

On the line x + y = 1, the distance between (1/2,1/2) and (-1/2, -1/2) is:

\(\sqrt((1/2 - (-1/2))^{2} + (1/2 + 1/2 - 1)^{2} ) = \sqrt(2)\)

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Answer:

y = 0

Step-by-step explanation:

0.4 = 1.5y + 0.4  Subtract 0.4 from both sides

0 = 1.5y  Divide both sides by 1.5

0 = y

Helping in the name of Jesus.

Answer:3x-4y=8

Step-by-step explanation:

Answer:

X = -21

Step-by-step explanation:

X / 3 + 5 = -2

X / 3 = -7

X = -21

Answer:

x = -9

Step-by-step explanation:

x + 15 = 6

x = 6 - 15

x = -9

By solving the linear equation it can be obtained that

The value of x is 2

What is a linear equation?

At first it is important to know about equation

Equation shows the equality between two algebraic expressions by connecting the two algebraic expressions by an equal to sign.

A one degree equation is known as linear equation.

The given linear equation is

0.3 = 0.5x - 0.7

0.5x = 0.3 + 0.7

0.5x = 1

x = \(\frac{1}{0.5}\)

x = 2

The solution of this linear equation is x = 2

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