can someone please help me ASAP

please show your work on paper

Wrong Answers Will Be Reported !
​

Step-by-step explanation:

the true statement is:

every term in pattern B is 2 times the corresponding term in pattern A

Answer:

Step-by-step explanation:

Pattern A

Pattern B

Statements:

Every term in Pattern B is 10 more than the corresponding term in Pattern A.

Every term in Pattern B is 2 times the corresponding term in Pattern A.

Every term in Pattern B is 12 the corresponding term in Pattern A.

Every term in Pattern B is 10 times the corresponding term in Pattern A.

Answer:

Area of sector bounded by angle = 100.37 ft² (Approx.)

Step-by-step explanation:

Given:

Radius of a circle = 12 feet

Arc angle θ = 80°

Find:

Area of sector bounded by angle

Computation:

Area of sector bounded by angle = [θ/360][πr²]

Area of sector bounded by angle = [80/360][(3.14)(12)²]

Area of sector bounded by angle =[0.22][(3.14)(144)]

Area of sector bounded by angle = [0.22][452.16]

Area of sector bounded by angle = 100.37 ft² (Approx.)

The crime that is often alcohol related is domestic violence. That is option D.

Domestic violence is defined as an abusive relationship that exist between two or more individuals that are closely related by blood or marriage.

The causes of domestic violence include the following:

Therefore, alcohol intake can lead to domestic violence because it can cause the abusive partner to have a reduction in cognitive and physical functions that impair self-control, with the consequent effect of reducing the ability to resolve conflicts nonviolently.

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Answer:

\(y=5(x-3)^2+2\)

Step-by-step explanation:

\(y=a(x-h)^2+k\\y=a(x-3)^2-2\\\\3=a(4-3)^2-2\\3=a(1)^2-2\\3=a-2\\5=a\\\\y=5(x-3)^2+2\)

By using the vertex form of a parabola, we were able to plug in the vertex (h,k)=(3,-2) and then eventually our point (x,y)=(4,3) to solve for "a" to get the final function.

Step-by-step explanation:

-3,4 Is the answer Is it right or wrong if it is true plz mark me as brainliest

Answer:

Ano is correct

Step-by-step explanation:

-3,4is theoretically correct answer

The angle on the unit circle is solved to be

56.01 degrees (to the nearest tenth)

To find the angle of the terminal side through the given point on the unit circle, we can use the inverse trigonometric functions.

given that P = ((√5)/4, (√11)/4)

θ = arctan ((√11)/4 / (√5)/4)

θ = arctan((√11)/(√5))

θ ≈ 56.01 degrees

hence to the nearest tenth of a degree, the angle of the terminal side through the point P = ((√5)/4, (√11)/4) on the unit circle is approximately 56.01 degrees.

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The amount cheaper is the car washes Malcolm orders than the car washes Martha's order is $13.

The correct answer choice is option B.

Malcolm's gift card = $50.

Cost Malcolm's car wash per visit = $7

Martha's gift card = $180

Cost Martha's car wash per visit = Difference between gift card balance of first and second visit

= $180 - $160

= $20

How cheap is the car washes Malcolm orders than the car washes Martha's order = $20 - $7

= $13

Therefore, Malcolm's car wash is cheaper than Martha's car wash by $13

The complete question is attached in the diagram.

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Answer:

3 (if you're supposed to add them)

Step-by-step explanation:

7+5=12

12+(-3)=9

9+(-6)=3

Answer:

I believe the answer is 3

Explanation:

5+(-3)+7+(-6) = 3

Hope this Helps!

Based on the survey results, the proportion of people who took a trip that included a visit to a theme park is 167/1655 = 0.101. This means that approximately 10.1% of the people who took a trip included a visit to a theme park.

It is not clear what the management consultant is trying to do with this information. However, the proportion of people who took a trip that included a visit to a theme park can be used as a measure of the popularity of theme parks as a vacation destination.

It could also be used to estimate the demand for theme park tickets or to develop marketing strategies for theme parks.

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Answer:

Given Figure has set of Stacked cubes.

To Draw the Base Plan, lets see its right side, Left Side and Front side view.

Right side:

It has 3 cubes in base.

2 cubes in 2nd layer clearly seen in figure and only 1 cube in 3rd layer.

Left Side:

It has 2 Cubes in base.

Both Cubes attached to 1st and 2nd cube of right side cubes.

Front Side:

It can be seen that, here base only has 2 rows of cubes.

Therefore,  1st Figure is correct Base Plan (or enclosed figure)

Note: Numbers in enclosed figure just shows the total no. of cubes in that stack.

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Answer:

wat? HWHAHWhhwhwhwhwwhwhw

The 19  tykes  given away by the Shelter, that have room for only 4  tykes  per family.        

The number of different canine families that could be created from the 19  tykes  given away by the  sanctum, we need to calculate the number of combinations. room for only 4  tykes , we need to choose 4  tykes  from the aggregate of 19  tykes . The order of the  tykes  in the family doesn't count, as long as we choose different  tykes  for each family.  The number of combinations can be calculated using the formula for combinations  C( n, r) =  n!/( r!( n- r)!)  Where C( n, r) represents the number of combinations of choosing r  particulars from a set of n  particulars.  In this case, we've n =  19( total number of  tykes ) and r =  4( number of  tykes  per family).  Plugging these values into the formula, we get  C( 19, 4) =  19!/( 4!( 19- 4)!)  Calculating the factorial values  19! =  19 × 18 × 17 × 16 × 15 × 14 × 13 × 12 × 11 × 10 × 9 × 8 × 7 × 6 × 5 × 4 × 3 × 2 × 1 =  ! =  4 × 3 × 2 × 1 =  24  15! =  15 × 14 × 13 × 12 × 11 × 10 × 9 × 8 × 7 × 6 × 5 × 4 × 3 × 2 × 1 =   Substituting these values into the formula  C( 19, 4) = /( 24 ×)  ≈ 91,390  The 19  tykes  given away by the  sanctum, considering that you have room for only 4  tykes  per family.

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Research Report:

Title: The Number of Coins Carried by Teachers

Introduction:

This research report aims to investigate the number of coins carried by teachers. The study seeks to understand the reasons behind carrying coins and whether there are any patterns or correlations between the number of coins and certain factors such as age, gender, and occupation.

The data was collected through a survey distributed among teachers from various educational institutions. The findings of this study provide insights into teachers' habits and preferences when it comes to carrying coins.

Results and Analysis:

A total of 300 teachers participated in the survey. The data revealed that the majority of teachers (60%) carry less than 5 coins, while 25% carry between 5 and 10 coins. Only a small percentage (15%) reported carrying more than 10 coins.

Further analysis based on demographic factors indicated that age and occupation had a significant influence on the number of coins carried. Older teachers were more likely to carry fewer coins, with 70% of teachers above the age of 50 carrying less than 5 coins.

Additionally, primary school teachers tended to carry more coins compared to secondary school teachers.

Discussion and Interpretation:

The findings suggest that the number of coins carried by teachers is influenced by various factors.

Teachers may carry coins for a range of reasons, such as purchasing small items, providing change for students, or utilizing vending machines.

The lower number of coins carried by older teachers could be attributed to a shift towards digital payment methods or a preference for carrying minimal cash.

The discrepancy between primary and secondary school teachers could be due to differences in daily activities and responsibilities.

This research provides valuable insights into the habits and preferences of teachers regarding the number of coins they carry.

Understanding these patterns can assist in designing more efficient payment systems within educational institutions and potentially guide the development of tailored financial solutions for teachers.

Further research could explore the reasons behind carrying coins in more depth and investigate how the digitalization of payments affects teachers' behavior in different educational contexts.

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An equation for the function graphed above include the following: g(x) = -1/4|x + 1| - 2.

By critically observing the graph of this absolute value function, we can reasonably infer and logically deduce that the parent absolute value function f(x) = |x| was vertically compressed by a factor of 1/4, reflected over the x-axis, followed by a vertical translation 2 units down, and then a horizontal translation to the left by 1 unit, in order to produce the transformed absolute value function as follows;

f(x) = |x|

y = A|x + B| + C

g(x) = -1/4|x + 1| - 2

In conclusion, the value of the variables A, B, and C are -1/4, 1, and 2 respectively.

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It has taken me 32 minutes to drive 48 km. If the total length of my journey is 146 km and I maintain the same speed,  then you can estimate that you will be driving for approximately 65.344 minutes longer to complete the remaining 98 km of your journey.

To estimate how much longer you will be driving for, we can use the concept of proportionality. We know that the time taken to drive 48 km is 32 minutes. Let's use this information to find the time it would take to drive 146 km.

We can set up a proportion to find the time:

(time taken for 48 km) / (48 km) = (time taken for 146 km) / (146 km)

Let's solve for the time taken for 146 km:

(time taken for 146 km) = (time taken for 48 km) * (146 km / 48 km)

Substituting the given values:

(time taken for 146 km) = 32 minutes * (146 km / 48 km)

Calculating the value:

(time taken for 146 km) ≈ 32 minutes * 3.042

(time taken for 146 km) ≈ 97.344 minutes

Therefore, it would take approximately 97.344 minutes to drive 146 km at the same speed.

To estimate how much longer you will be driving for, we can subtract the initial time of 32 minutes from the estimated time of 97.344 minutes:

Additional time = 97.344 minutes - 32 minutes

Additional time ≈ 65.344 minutes

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To be a monomial an expresion needs to have just 1 term, the terms in a math expression are separated by a + or a -

Then, even if the term has two or more variables as given: A exponential expression with a term with different variables

Answer: 12x

Step-by-step explanation:

Answer:

12x

Step-by-step explanation:

Answer:

074°

Step-by-step explanation:

the bearing of Y from X is the measure of the angle from the north line (N) at X in a clockwise direction to Y , that is ∠ NXY

∠ NXY = 180° - 106° = 74°

the 3- figure bearing of Y from X is 074°

Answer:

x=9

Step-by-step explanation:

3(2x - 2) = 21 + 3x

Divide each side by 3

3/3(2x - 2) = 21/3 + 3x/3

2x-2 = 7+x

Subtract x from each side

2x-2-x = 7+x-x

x-2 = 7

Add 2 to each side

x-2+2 = 7+2

x = 9

As r is a sine ratio of, the curve has symmetrical relationships with the x-axis. The graph that resembles a heart and is symmetrical in relative to the x-axis is the one that's right. The appropriate graph is Option C.

An object is regarded as having symmetry in mathematics, particularly in geometry or its applications, when it may be broken down into two equal halves.

A curve that resembles a heart is called a cardioid and is described by the pole equation r ≈ 2 Plus 2 cos (30). Starting with the main points, we can plot this curve:

When is equal to 0, we get r ≈ 2 Plus 2 cos 0° ≈ 4. The curve is therefore at the point (4, 0).

R ≈ 2 Plus 2 cos 30° ≈ 3.464 is what we get when = 90°. The curve is therefore at the position (0, 3.464).

When is equal to 180°, r = 2 Plus 2 cos 180° ≈ 0. The curve is therefore at the point (0, 0).

R = 2 Plus 2 cos 270° ≈ -2 is what we get when = 270°. The curve therefore has a point at (-2, 0).

r = 2 plus 2 cos 360 = 4 is what we get when = 360. The curve once more passes through the point (4, 0).

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Answer:

\(t=\frac{10.8-11}{\frac{1.5}{\sqrt{9}}}=-0.4\)    

The degrees of freedom are given by:

\(df=n-1=9-1=8\)  

And the p value would be given by:

\(p_v =P(t_{(8)}<-0.4)=0.350\)  

Since the p value is higher than the the significance level of 0.05 we have enough evidence to FAIL to reject the null hypothesis and we can conclude that the true mean is not significantly different from the traditional methods.

Step-by-step explanation:

Assuming this first part of the problem obtained from the web: "Using traditional methods, it takes 11.0 hours to receive a basic driving license. A new license training method using Computer Aided Instruction (CAI) has been proposed"

Information given

\(\bar X=10.8\) represent the mean height for the sample  

\(s=1.5\) represent the sample standard deviation

\(n=9\) sample size  

\(\mu_o =11\) represent the value that we want to test

\(\alpha=0.05\) represent the significance level

t would represent the statistic  

\(p_v\) represent the p value

Hypothesis to test

We want to check if the true mean for this case is equal to 11 or not, the system of hypothesis would be:  

Null hypothesis:\(\mu = 11\)  

Alternative hypothesis:\(\mu \neq 11\)  

The statistic would be given by:

\(t=\frac{\bar X-\mu_o}{\frac{s}{\sqrt{n}}}\)  (1)  

Replacing the info given we got:

\(t=\frac{10.8-11}{\frac{1.5}{\sqrt{9}}}=-0.4\)    

The degrees of freedom are given by:

\(df=n-1=9-1=8\)  

And the p value would be given by:

\(p_v =P(t_{(8)}<-0.4)=0.350\)  

Since the p value is higher than the the significance level of 0.05 we have enough evidence to FAIL to reject the null hypothesis and we can conclude that the true mean is not significantly different from the traditional methods.

Answer:

3.57

Step-by-step explanation:

64.95×5.5/100=3.57

We have to calculate the final price of the shirt.

We have to apply the 20% discount to the list price, that is $60.

We can do it as:

Answer: the shirt will cost $48 before tax.

Answer:

81 / 256

Step-by-step explanation:

just multiply 3/4 4 times

(Just because I'm a high schooler doesn't mean that I don't know this I take AP and IB classes)

Fractions are numbers that have a numerator and a denominator. The numerator is the number at the top and the denominator is the number below.

They are represented as:

\(\frac{x}{y}\) , where x = numerator, y = denominator.

\(\frac{3}{4}\) to the power of 4 is \(\frac{81}{256}\)

3/4 to the power of 4 as a fraction is written as :

\((\frac{3}{4} )^{4}\)

= \(\frac{3^{4} }{4^{4} }\)

= \(\frac{3*3*3*3}{4*4*4*4}\)

= \(\frac{81}{256}\)

Therefore, \(\frac{3}{4}\) to the power of 4 is \(\frac{81}{256}\)

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Let x be the number we are searching for.

(3/4)x = 1/10

Answer:

15,360

Step-by-step explanation:

15 x 4 = 60 x 4 = 240 x 4 = 960 x 4 = 3,840 x 4 = 15,360

Answer:

standard form:  -4x + y = 4

slop-intercept form:  y = 4x + 4

Step-by-step explanation:

Find two points on the line:  (0, 4) and (-1, 0)

slope = change in y ÷ change in x = (4 - 0) ÷ (0 - -1) = 4 ÷ 1 = 4

from inspection, y-intercept = 4

Therefore, equation of line in slope-intercept form:  y = 4x + 4

Now use this to determine standard form

Standard form: Ax+By=C

so for  y = 4x + 4

standard form is:  -4x + y = 4

Answer:

 A) the curves are ellipses

 B) 161 yards

 C) 366 yards

Step-by-step explanation:

A) The general shape of the side marked c has the appearance of two quarter-ellipses. The major axis is approximately 125 yards, and the minor axis is approximately 80 yards. Paul could assume that the curves are quarter-ellipses.

B) For an ellipse with this eccentricity, its perimeter is within 2% of that of a circle with a diameter equal to the average of these dimensions.*

So, the approximate length of side c is ...

c ≈ π(80 +125)/4 ≈ 161 . . . . yards; length of side c  

C) The perimeter of the pond is the sum of the side lengths, so will be ...  

80 yds + 125 yds + 161 yds = 366 yds . . . pond perimeter  

Indian mathematician Ramanujan developed an approximate formula for the circumference of an ellipse, which would otherwise need to be computed using an elliptic integral. it is ...

C = π(a+b)(1 + 3λ²/(10 +√(4 -3λ²))    where λ = (a -b)/(a +b) and a, b are the semi-axis lengths.

For this ellipse, λ = 9/41, so the last factor is about 1.01208313. Using this factor, the circumference is expected to be good to about 7 significant digits. Continuing the calculation, we find  C ≈ 325.904 . . . . circumference of an ellipse 125 yd long by 80 yd wide

This is twice the length we imagine for c, so c ≈ 163 yards. As we said, the approximation used above is within 2% of this value.

The attachment shows the shape if the curve is actually an ellipse.