Evaluate -1/2 x² + 3/4 x for x = 4.

Answer:

No i think

Step-by-step explanation:

Its going by 3, im pretty sure u cant get to 220.

Answer: No

Step-by-step explanation:

1. The pattern is +3 because

-4+3=-1

-1+3=2

2+3=5

5+3=8

2. To see if 220 is in the sequence and the starting point is -4 instead of 0, subtract 220-(-4)=224. Since 224/3 is 74.6666666667, which is not an integer, then 220 does not appear in the sequence.

The ratio tells us how often one number is contained in another. In the class, there are six girls for every five boys. D is the right answer.

A ratio is an ordered pair of numbers a and b, expressed as a / b, where b is not equal to 0. A percentage is an equation in which two ratios are made equal to one another. For instance, you could express the ratio as 1: 3 if there is 1 guy and 3 girls (for every one boy there are 3 girls) One-fourth are boys and three-fourths are girls.

The ratio tells us how often one number is contained in another.

Considering that 96 of the 176 junior students are female. Consequently, the class's gender distribution is,

96 girls are present.

80 boys out of 176, or 96 boys.

Currently, the junior class's gender distribution is as follows:

Girls to Boys in Ratio

96 girls and 80 boys.

Divide the numerator and denominator by 16 to simplify.

Boys/Girls: 6 to 5.

Therefore, the answer is option d) 6:5.

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Step-by-step explanation:

16 data points.

the mean value is the sum of all data points divided by the number of data points :

13896/16 = 868.5

the median is the data point with half of the other data points being smaller and the other half being bigger.

as we have an even number of data points, we need to apply the extra rule :

the median is the mean value between the 2 middle points (where one half of the other data points is smaller than these 2, and the other half is bigger than these 2).

in our case we have 138 and 240.

the mean value between these 2 and therefore the median of the list is

(138 + 240)/2 = 378/2 = 189

Using a system of linear equation, the cost of each shirt and pant is $9 and $11 respectively.

A system of linear equations is a collection of one or more linear equations that contain two or more variables. The goal of solving a system of linear equations is to find the values of the variables that satisfy all of the equations in the system.

A linear equation is an equation that can be written in the form of ax+by=c, where x and y are variables, and a, b, and c are coefficients.

In this problem, we need to define our variables and the solve the equations.

Let;

x + 2y = 31 ...eq(i)

3x + y = 38 ...eq(ii)

Solving both equations

x = 9, y = 11

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Answer:

A hexagon

Step-by-step explanation:

A hexagon - - - the allen wrench has 2 hexagonal heads. See attached pic.

The geometric shape that forms the hole that fits an allen wrench is a hexagon, which is a six-sided polygon with straight sides and angles.

The geometric shape hexagon-shaped hole in an allen wrench, also known as a hex key, is designed to fit tightly over the hexagonal socket of a screw or bolt head. A hexagon is a six-sided polygon, meaning it has six straight sides and angles. In the case of an allen wrench, the hexagon has internal angles of 120 degrees and opposite sides that are parallel.

The hexagonal shape of the hole in the wrench allows for a tight and secure fit onto the corresponding hexagonal socket of the screw or bolt head. This design ensures that the wrench can apply a significant amount of torque to the fastener without slipping, which is essential for many applications in construction, mechanics, and other industries.

The use of a hexagonal shape also allows for greater precision and control when turning the screw or bolt, making it easier to achieve the desired level of tightness. Overall, the hexagon is an ideal shape for the hole in an allen wrench due to its strength, stability, and precision.

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Answer:

x=6, y=75

Step-by-step explanation:

Since the diameter of the circle is a perpendicular bisector to the chord, x and 6 must be equal and therefore x=6. It also bisects the arc, meaning that y=75. Hope this helps!

Step-by-step explanation:

18. SAS

side- angle- side

19. SSS

three proportional sides

20.The mid-segment SR of triangle, which joins the midpoints of two sides of triangle, is parallel to the third side of the triangle and half the length of that third side of the triangle.

So s the sides of triangle SFR and GFH are proportional.

21.AAA

two pairs of corresponding angles are congruent and angle B is common.

22.they are not similar because pairs of corresponding angles are not congruent.

96 is not equal to 97 also even not proportional.

23.

x=10

explanation:sides are proportional

26/13=2

so

22/2=11 and 11=2x-9 2x=11+9=20 x=20/2=10

24.

x=11

Because it is given that each pair is similar then we have proportional sides but FM=MG=20 so

LM=MK

50=4x+6

4x=44

x=11

The midpoint of the  1/3 and 6/11 as a fraction is, 29/33

The midpoint of two numbers can be found by taking the average of the two numbers. To find the average of two fractions, you need to find a common denominator, add the numerators, and divide the sum by the denominator.

Given that,

Two fractions,

1/3 and 6/11

To find the common denominator for 1/3 and 6/11, you can find the least common multiple (LCM) of the denominators:

LCM(3, 11) = 33

Next, convert each fraction to an equivalent fraction with a denominator of 33:

1/3 = 11/33

6/11 = 18/33

Finally, add the numerators and divide the sum by the denominator to find the average:

(11 + 18) / 33 = 29/33

The midpoint of 1/3 and 6/11 as a fraction is 29/33.

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The diameter of the U.S. dime in 1828 was approximately 18 mm. To convert this diameter to nanometers, we need to multiply it by 1,000,000 (since there are 1,000,000 nanometers in a millimeter).

So, when expressed in nanometers, the diameter of the U.S. dime in 1828 is approximately 18,000,000 nanometers. The diameter of the U.S. dime in 1828, when expressed in nanometers, is approximately 18,000,000 nanometers. Therefore, the diameter of the U.S. dime in 1828 can be expressed as 18,000,000 nanometers.

The diameter of the U.S. dime in 1828, when expressed in nanometers, is approximately 18,000,000 nanometers. To convert millimeters to nanometers, we multiply by 1,000,000 since there are 1,000,000 nanometers in a millimeter.

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The area of the regular polygons with 12 sides(dodecagon) and 5 sides (pentagon) are 389.06 in² and 19.87 in² respectively.

Area of regular polygon = 1/2 × apothem × perimeter

perimeter = (s)side length of octagon × (n)number of side.

apothem = s/[2tan(180/n)].

11 = s/[2tan(180/12)]

s = 11 × 2tan15

s = 5.8949

perimeter = 5.8949 × 12 = 70.7388

Area of dodecagon = 1/2 × 11 × 70.7388

Area of dodecagon = 389.0634 in²

Area of pentagon = 1/2 × 5.23 × 7.6

Area of pentagon = 19.874 in²

Therefore, the area of the regular polygons with 12 sides(dodecagon) and 5 sides (pentagon) are 389.06 in² and 19.87 in² respectively.

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Answer:

Step-by-step explanation:

The volume is \(V = \frac{1}{3} b^{2} h\)

Known facts:

Let us plug in the known value into the pyramid

   \(v=\frac{1}{3} * 5^{2} *6 = 50\) cubic centimeters

The volume of a square pyramid is 50 cubic centimeters!

Hope that helps!

Answer:

16

Step-by-step explanation:

8 + 8 (same length)

= 16

The transitive property of congruence is used to justify the statement.

According to the transitive property, if A and B are congruent and if B is congruent with C, then A must also be congruent with C. In other words, two things are congruent to each other if a third object is congruent to them.

Since AB and EF are both congruent to DE in the sentence "If AB DE, EF DE therefore AB EF," AB must likewise be congruent to EF in accordance with the transitive property.

The additional attributes you mentioned don't apply in this situation. According to the symmetric property, if A and B are congruent, then so is B. According to the reflexive quality, each item corresponds to itself. And congruence does not have the property of multiplication.

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Complete question:

if AB ≅ DE, EF ≅ DE then show that AB ≅ EF ?

See attachment for math work and answer.

Answer:

See attached picture.

Step-by-step explanation:

We know that in slope-intercept form \(y=mx+b\), \(m\) represents the slope of the line and \(b\) represents the y-intercept. To start we would put a point on (0,5) to represent the y-intercept. Next, we know our slope is 2 so we would go up two and right one to get to our next point (2,6). We can then make a straight line between these to get our graph

Answer:

x = 6

Step-by-step explanation:

Here it's sayin that Q is a point in between the end-points P & R. If we join P & R , it forms a line segment & Q is in the line segment PR. Hence PQ & QR are also line segments which combine to form line segment PR. So ,

PR = PQ + QR

Putting the given values of PQ ,QR & PR

=> 4x - 12 + 2x + 7 = 31

=> 6x - 5 = 31

=> 6x = 31 + 5

         = 36

=> x = 36/6 = 6

All of the methods mentioned, i.e., bar chart, pie chart, and relative frequency table are valid ways to summarize or visualize categorical variables. Option D.

They are commonly used in data analysis to gain insights into the distribution and proportion of different categories within a dataset.

A bar chart is a graphical representation of data that uses rectangular bars to display the frequency or proportion of different categories. It is useful in comparing the frequencies of different categories and identifying the most common or rare categories.

A pie chart is another graphical representation of data that uses slices of a circle to display the relative frequency or proportion of different categories. It is useful in showing the proportion of each category in relation to the whole.

A relative frequency table is a tabular representation of data that displays the frequency and proportion of each category. It is useful in comparing the frequencies and proportions of different categories and identifying the most common or rare categories.

Therefore, none of the options given would be an invalid way to summarize or visualize categorical variables. The choice of which method to use depends on the nature of the data and the purpose of the analysis.

It is important to choose a method that effectively communicates the information being presented and is appropriate for the audience. So Option D is correct.

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Note the correct question is

Which of the following would NOT be a valid way to summarize or visualize a categorical variable? Choose the correct answer below

A.)Bar chart

B.)Pie chart

C.)Relative frequency table

D.)None of the above

Answer:

7

Step-by-step explanation:

y=mx+c put the value of

x=2,y=3 and m=5 and solve this and you will get the answer of c=7

Answer:

28 years

Step-by-step explanation:

youngest brother's age = x

middle brother's age = x+2

oldest brother's age = x+4

3(x-2) = (x+2)+48

[simplify]

3x-6 = x+50

[add 6 to each side]

3x = x+56

[subtract x from each side]

2x = 56

[divide each side by 2]

x = 28

The complete table is

x         y                                   Ordered pair

0        1                                     (0, 1)

1         4                                    (1, 4)

2        7                                    (2, 7)

3        10                                  (3, 10)

-1       -2                                   (-1, -2)

From the question, we are to complete the given table for the given values of x

The given function is

y = 3x +1

We will determine the values of y for the given values of x

y = 3x + 1

y = 3(2) + 1

y = 6 + 1

y = 7

∴ The ordered pair is (2, 7)

y = 3x + 1

y = 3(3) + 1

y = 9 + 1

y = 10

∴ The ordered pair is (3, 10)

y = 3x + 1

y = 3(-1) + 1

y = -3 + 1

y = -2

∴ The ordered pair is (-1, -2)

Hence, the complete table is

x         y                                   Ordered pair

0        1                                     (0, 1)

1         4                                    (1, 4)

2        7                                    (2, 7)

3        10                                  (3, 10)

-1       -2                                   (-1, -2)

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Answer:

the answer for just eliminate the variables and to the solving tho get the answer as they get the answer to the number above

A) The measure of central tendency that best describes the data for time spent on the internet (min/day) is the median.

The median is the middle value in a set of data when the data is arranged in numerical order. In this case, the data arranged in numerical order is 38, 43, 48, 52, 65, 75, 120. The median value is 52, which is the middle value in the data set.

B) The measure of central tendency that best describes the data for the weight of books (oz) is the mode. The mode is the value that occurs most frequently in a data set. In this case, the data is 12, 10, 9, 15, 16, 10. The mode is 10, as it occurs twice in the data set and is the most frequent value.

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Answer:

4.4

Step-by-step explanation:

The parent function of this graph is:  y = sin(x)

The sine function is periodic, meaning it repeats forever.

Standard form of a sine function:

\(\sf f(x)= A \sin(B(x+C))+D\)

where:

The period is the horizontal distance between consecutive peaks, which is the same as twice the horizontal distance between the intersection of the curve and the mid-line.

Given consecutive points of intersection between the curve and the mid-line:

Therefore, the horizontal distance between these two points is:

5.9 - 3.7 = 2.2

⇒ Period = 2.2 × 2 = 4.4

-------------------------------------------------------------------------------------

To create the equation for the function.

From inspection of the given graph:

Period = 2π/B = 4.4  ⇒  B = 5π/11

Phase Shift (C) = -3.7

Substituting the values into the standard form:

\(\implies \sf f(x)= 6 \sin\left(\dfrac{5}{11}\pi(x-3.7)\right)+5\)

\(\implies \sf f(x)= 6 \sin\left(\dfrac{5}{11} \pi x-\dfrac{37}{22}\pi \right)+5\)

Regular expressions for the given sets of binary strings: 1. All binary strings except empty string: `1+0*` 2. Begins with 1 and ends with 1: `1(0|1)*1` 3. Ends with 00: `(0|1)*(00)` 4. Contains at least three 1s: `(0*10*){3,}`

The regular expressions for the given sets of binary strings are as follows:
1. All binary strings except the empty string:
  - Regular expression: `1+0*`
  - Explanation: The regular expression `1+0*` matches any binary string that starts with one or more 1s, followed by zero or more 0s. This ensures that the empty string is not included.

2. Binary strings that begin with 1 and end with a 1:
  - Regular expression: `1(0|1)*1`
  - Explanation: The regular expression `1(0|1)*1` matches any binary string that starts with 1, followed by zero or more occurrences of either 0 or 1, and ends with 1.

3. Binary strings that end with 00:
  - Regular expression: `(0|1)*(00)`
  - Explanation: The regular expression `(0|1)*(00)` matches any binary string that contains zero or more occurrences of either 0 or 1, followed by 00 at the end.

4. Binary strings that contain at least three 1s:
  - Regular expression: `(0*10*){3,}`
  - Explanation: The regular expression `(0*10*){3,}` matches any binary string that contains three or more occurrences of the pattern 0*10*, where 0* matches zero or more 0s and 1 matches a single 1.

These regular expressions provide a clear and concise way to match the specified sets of binary strings using basic operations such as concatenation, alternation, and repetition. It's important to note that there may be other valid regular expressions that can also match the given sets of strings.

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Answer:

can u type the words out

Step-by-step explanation:

Step-by-step explanation:

31,25 reais de troco linda

The given differential equation is separable. By rearranging the terms and integrating both sides, we get the solution y^3 = C/x^2, where C is the constant of integration.

The given differential equation is dx/dy = -2y^2/(6xy+3y^2-2x). We notice that the right-hand side can be written as a fraction with a numerator and a denominator, both of which contain y^2. We can simplify this expression by factoring out y^2 from the numerator and denominator:

dx/dy = -2y^2/(2x+3y^2(2x/y^2)+y^2)

dx/dy = -2y^2/(2x+6xy/y^2+3y^2)

dx/dy = -2y^2/(2x+3y^2+3xy/y^2)

Now we can separate the variables by multiplying both sides by dy/y^2 and then rearranging the terms:

dx/(2x+3y^2+3xy/y^2) = -2dy/y

Integrating both sides, we get:

1/3 ln|2x+3y^2+3xy/y^2| = -2ln|y| + C

where C is the constant of integration. We can simplify the left-hand side by using the fact that ln(a*b) = ln(a) + ln(b) and ln(a^n) = n ln(a):

ln|2x+3y^2+3x/y| - 2ln|y| = ln|2x+3y^2/x| + ln|y^(-2)|

ln|2x+3y^2+3x/y| - 2ln|y| = ln|2x+3y^2/x| - ln|y^2|

ln|2x+3y^2+3x/y|/|y^2| = ln|2x+3y^2/x|/|y^2| + ln|y|

Taking the exponential of both sides, we get:

(2x+3y^2+3x/y)/y^2 = e^(C/y^2)

Simplifying and rearranging, we get:

y^3 = C/x^2

where C = e^C is a new constant of integration. Therefore, the general solution to the differential equation is y^3 = C/x^2.

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The null hypothesis for a one-way analysis of variance (ANOVA) is that there is no significant difference between the means of the groups, while the alternative hypothesis is that at least one group mean is significantly different from the others.

The null hypothesis (H0) for a one-way analysis of variance is that there is no significant difference in the mean of the dependent variable (number of words per minute) among the groups, and any observed differences are due to chance.

The alternative hypothesis (Ha) is that there is a significant difference in the mean of the dependent variable among the groups, and this difference is not due to chance. In other words, at least one of the groups has a different mean from the others.

Symbolically, the hypotheses can be expressed as:

H0: μ1 = μ2 = μ3 (where μ1, μ2, and μ3 are the population means for groups 1, 2, and 3, respectively)

Ha: At least one of the population means is different from the others.

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--The given question is incomplete, the complete question is given

" Suppose in an experiment, we randomly assign 15 participants to three treatment groups 1, 2, and 3 (with five participants per treatment). Each of the three groups has received a different method of speed-reading instruction. A reading test is given and the number of words per minute is recorded for each participant. Below is a table with the data collected:

Group 1 Group 2 Group 3

700 480 500

850 460 550

820 500 480

640 570 600

920 580 610

Write the null and alternative hypotheses for a one-way analysis of variance."--

x>-9 is the solution of the inequality 5x + 30 > - 15

a relationship between two expressions or values that are not equal to each other is called 'inequality.

The given inequality is 5x+30>-15

Five times of x plus thirty greater than minus fifteen.

Subtract 30 on both sides

5x>-45

Divide both sides by 5

x>-9

Hence, x>-9 is the solution of the inequality 5x + 30 > - 15

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The probability that a person has an IQ score between 92 and 108 is 0.4013 and that of greater than 125 is 0.0478.

To find the probability that a person has an IQ score between 92 and 108, we need to know the mean and standard deviation of the IQ distribution. IQ scores are typically standardized with a mean of 100 and a standard deviation of 15.

Using this information, we can convert the IQ scores to z-scores (standard scores) and then find the probability using a standard normal distribution table or calculator.

To find the z-score for an IQ score of 92:

z1 = (92 - 100) / 15 = -0.5333 (approx.)

To find the z-score for an IQ score of 108:

z2 = (108 - 100) / 15 = 0.5333 (approx.)

Now we can find the probability using the standard normal distribution table or calculator:

P(92 < X < 108) = P(-0.5333 < Z < 0.5333)

Looking up the z-scores in the standard normal distribution table or using a calculator, we find that P(-0.5333 < Z < 0.5333) is approximately 0.4013.

Therefore, the probability that a person has an IQ score between 92 and 108 is approximately 0.4013 or 40.13%.

Now let's find the probability that a person has an IQ greater than 125. We can again use the mean and standard deviation of the IQ distribution (mean = 100, standard deviation = 15).

To find the z-score for an IQ score of 125:

z = (125 - 100) / 15 = 1.6667 (approx.)

Using the standard normal distribution table or calculator, we can find the probability:

P(X > 125) = P(Z > 1.6667)

Looking up the z-score in the standard normal distribution table or using a calculator, we find that P(Z > 1.6667) is approximately 0.0478.

Therefore, the probability that a person has an IQ score greater than 125 is approximately 0.0478 or 4.78%.

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