Is 10,20,30 a right triangle or not a right triangle?

Answer:

c

Step-by-step explanation:

the line is going down so we know it has to be a negative slope narrowing the answer choices down to a and c but when you pick a point to check for the reigon (i used 0,0 as a basic point) only c satisfies the inequality while keeping the point , not a.

The equation of the line that is parallel and perpendicular to y = -8x + 6 and passes through the point (7, 5) are y = -8x + 61 and  \(y = \frac{1}{8}x + \frac{33}{8}\) respectively.

The slope-intercept form is expressed as;

y = mx + b

Where m is slope and b is the y-intercept.

Given the equation of the original line:

y = -8x + 6

Using the slope intercept:

Slope m = -8

Since the desired line is parallel, it will have the same slope.

Therefore, the slope of the parallel line is also -8.

Plug in the slope m = -8 and the poin (7,5) into the point-slope form:

( y - y₁ ) = m( x - x₁ )

( y - 5) = -8( x - 7 )

Simplify

y - 5 = -8x + 56

y = -8x + 56 + 5

y = -8x + 61

The equation of the parallel line is y = -8x + 61.

For the perpendicular line:

The slope of the perpendicular line will be the negative reciprocal of -8, which is 1/8.

Hence, plug slope m = 1/8 and point (7,5) into the point-slope form:

( y - y₁ ) = m( x - x₁ )

\(y - 5 = \frac{1}{8} ( x + 7 )\\\\y - 5 = \frac{1}{8}x + \frac{7}{8} \\\\y = \frac{1}{8}x + \frac{7}{8} + 5\\\\y = \frac{1}{8}x + \frac{33}{8}\)

Therefore, the perpendicular line is \(y = \frac{1}{8}x + \frac{33}{8}\).

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As BD intersects AC and EC in the same ratio length of AB is 1.5 units.

A triangle is a three-sided closed-plane figure formed by joining three noncolinear points. Based on the side property triangles are of three types they are Equilateral triangle, Scalene triangle, and Isosceles triangle.

As BD is parallel to AD BD intersects AC and EC in the same ratio.

Now, CD is 8 units and DE is 2 units so, CD is (8/2) = 4 times larger than

DE.

Therefore BC is also 4 times larger than AB,

So, 4AB = BC.

4AB = 6.

AB = 1.5

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In statistics, the risk of making an error is referred to as a significance level. A significance level represents the probability of making a Type I error, which occurs when a null hypothesis is rejected even though it is true.

The most common significance level used in statistical analyses is 0.05 or 5%. This means that there is a 5% chance of rejecting a true null hypothesis.

In general, the choice of significance level depends on the specific application and context of the statistical analysis.

The 5% significance level is commonly used in scientific research, particularly in the fields of medicine and psychology.

The choice of this level is based on a balance between the risk of making a Type I error and the risk of making a Type II error, which occurs when a null hypothesis is not rejected even though it is false.

A Type II error is often more serious than a Type I error since it may lead to incorrect conclusions about the relationship between variables or the effectiveness of a treatment or intervention.

A 5% significance level provides a reasonable balance between these two types of errors. However, in some situations, a higher or lower significance level may be more appropriate.

For example, in a clinical trial where the consequences of a Type II error are severe, a lower significance level may be used to reduce the risk of this type of error.

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Answer: 20,085

Step-by-step explanation: 2,000x10=20,000. 8.5x10=85. 20,000+85=20,085.

                               I hope I got this right and if I did it right.

The number of students who will be going on the trip is B. 40 students.

A mathematical expression is a rule-based set of numbers, variables, and mathematical operations performed to compute the output value.

The mathematical operations used to solve mathematical expressions include additions, subtractions, divisions, and multiplications.

The total of the weekend trip = $4,030

The cost of cleaning for the bus = $30

The cost of food and lodging per student = $60

The bus charge per student = $40

Total cost per student = $100 ($60 + $40)

The total cost, y = 4,030 - 30 - 100x

The number of students = x

x= (4,030 - 30)/100

= (4,000/100)

= 40.

Thus, the number of students who will be going on the trip is B. 40 students.

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Answer:

291

Step-by-step explanation:

2*2*2=8*2=16

16+(11*5*5)=291

Answer:

291cm^3

Step-by-step explanation:

11×5×5=275cm^3

2×2×2=8cm^3

8cm^3 + 8cm^3= 16cm^3

275+16=291cm^3

The values of x and y in the given triangle are 41.4° and 114.5°

We have to  values of x and y by using law of cosine

Using the Law of Cosines, we can find the values of x and y:

For angle x⁰:

cos(x⁰) = (a² + c² - b²) / (2ac)

cos(x⁰) = (15² + 18² - 12²) / (540)

cos(x⁰) = 0.75

x⁰ = cos⁻¹(0.75)

x⁰ = 41.4°

For angle y:

cos(A) = (b² + c² - a²) / (2bc)

cos(A) = (12² + 15² - 18²) / (360)

cos(A) = -0.4

A = cos⁻¹(-0.4)

y=114.5°

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Answer:

83.75$

Step-by-step explanation:

(5×11.75)+5×(5)=?

5×(11.75+5)=? [DISTRIBUTIVE PROPERTY]

5×16.75=?

83.75

Answer:

\(5565\)

Step-by-step explanation:

\(1+2+3+4...+113+114=\frac{114*115}{2} =6555\)

\(1+2+3+4 ... +43+44=\frac{44*45}{2} =990\)

Thus, \(45+46+47+48...+113+114=\) \(6555-990=5565\)

The total surface area of the given triangular prism is 16440 cm².

The surface area of a solid object is a measure of the total area that the surface of the object occupies.

The formula for the surface area of a triangular prism is formed by adding up the area of all the rectangular and triangular faces of a prism.

In the given figure, hypotenuse²=120²+30²

hypotenuse²=15300

Hypotenuse=124

Here, area = (60×30)+2(1/2 ×60×120)+2(124×30)

= 1800+7200+7440

= 16440 cm²

Therefore, total surface area is 16440 cm².

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Answer:

I am almost positive it is 9.729

Step-by-step explanation:

my teacher used to say 4 or less let it rest, 5 or more raise the score. In this situation it is 2 so leave it be and that’s your answer. Also, 9.7 is tenths, 9.72 is hundredth, which means 9.729 is thousanths.

Answer: 9.729

Step-by-step explanation:

my teacher used to say 4 or less let it rest, 5 or more raise the score. In this situation it is 2 so leave it be and that’s your answer. Also, 9.7 is tenths, 9.72 is hundredth, which means 9.729 is thousanths.

Answer:

the event is odds against an event of the 19 to 12 is probability is the 19

The probability of occurring the event is 12/31.

Probability is the chance of occurrence of a certain event out of the total no. of events that can occur in a given context.

We know if the odds against an event is a : b then the probability of occurring the event is b/(a + b).

Given, The odds against an event are 19 to 12.

∴ The probability of occurring the event is 12/(19 + 12) = 12/31.

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The area of the given polygon is: 39 sq.units

To get the area of the polygon given, we will divide the polygon into a rectangle and a triangle and find the individual areas and add them up.

Formula for area of rectangle is:

Area = Length * Width

Formula for area of triangle is:

Area = ¹/₂ * base * height

Area of rectangle = 6 * 5 = 30 sq. units

Area of triangle = ¹/₂ * 6 * 3 = 9 sq.units

Area of polygon = 30 + 9

Area of polygon = 39 sq.units

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Answer:

3 ounces of water

Step-by-step explanation:

Ratios are equivalent:

6:4 is equivalent to 3:2

Answer:

50(5π + 6) cm²

Step-by-step explanation:

TSA of figure = 1/2 of TSA(Cylinder) + Area of rectangle

= 1/2 of 2πr(h+r) + 20*15

= πr(h+r) + 300

= 10π(15+10) + 300

= 250π + 300 cm²

or 50(5π + 6) cm²

The intersection points are (6, 6) and (-6, -6).

What is Intersection points?

The point at which two lines or curves intersect is referred to as the point of intersection. The point at which two curves intersect is crucial because it is the point at which the two curves take on the same value.

The given curves are the polar equations of two circles with radii 6. To find their intersection points, we can set the two equations equal to each other and solve for Ф.

6 sin(Ф) = 6 cos(Ф)

Dividing both sides by 6 and rearranging terms, we get:

tan(Ф) = 1

This equation has infinitely many solutions, but we are only interested in those that lie in the interval [0, π/2].

Ф = π/4 satisfies this condition and corresponds to the point (6, 6) in Cartesian coordinates.

Since the two curves are circles, they are symmetrical about the origin. Therefore, we can deduce that the other intersection point is (-6, -6).

Therefore, the intersection points are (6, 6) and (-6, -6).

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True. Summarizing allows you to focus on the important information by finding the introduction, topic sentence and conclusion.

Summarizing is a technique that helps to distill the main points of a text by identifying the introduction, topic sentence, and conclusion. It involves condensing the information to focus on the most important aspects and omitting unnecessary details.

This process enables the reader to grasp the core message of the text quickly and efficiently.

By summarizing, one can communicate the key ideas in a concise and clear manner, making it easier for others to understand and engage with the information presented.

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The sentence that contains filler is: D. This set also includes heroes like Obi-Wan Kenobi and Anakin Skywalker, both of whom come fully-equipped with their signature lightsabers and Jedi robes. Option D

In this sentence, the phrase "also includes heroes like Obi-Wan Kenobi and Anakin Skywalker" acts as a filler. The main purpose of this phrase is to provide additional information about the set and highlight the inclusion of popular characters from the Star Wars franchise. It doesn't directly contribute to the core information about the set's features or components.

The other sentences (A, B, and C) provide specific details and descriptions about the LEGO set, such as the number of pieces, minifigures, droids, and features like the opening top hatch and cockpit. They directly convey important information about the set itself without any filler or additional unnecessary information.

In marketing or promotional contexts, fillers are often used to enhance the appeal of a product or create excitement by mentioning well-known or desirable elements that may not be directly relevant to the core features. The filler in sentence D serves to attract fans of Obi-Wan Kenobi and Anakin Skywalker by emphasizing their presence in the set and the inclusion of their iconic weapons and attire.

Option D

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Answer:D

Step-by-step explanation:

The value of two arithmetic means which are inserted between 3 and 24 are 24/9 and 75/9.

Arithmetic mean is the mean or average which is equal to the ratio of sum of all the group numbers to the total numbers.  

The two arithmetic means between 3 and 24 are has to be inserted.

3, A₂, A₃, 24

All the four numbers are in arithmetic progression. The nth terms of AM can be found using the following formula:

t(n)=a(n-1)d

Here, d is the common difference a is the first terms and n is the total term.  The first term, a=3 and t₄=24. Thus, the common difference is;

\(t(n)=a(n-1)d\\t(4)=3(4-1)d\\24=3(3)d\\24=9d\\d=\dfrac{24}{9}\)

The second and 3rd term are:

\(A₂=3+\dfrac{24}{9}=\dfrac{51}{9}\\ A₃=\dfrac{51}{9}+\dfrac{24}{9}=\dfrac{75}{9}\)

Thus, the value of two arithmetic means which are inserted between 3 and 24 are 24/9 and 75/9.

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Answer:

10 pounds of potatoes would cost $15.

Step-by-step explanation:

Set up proportion.

4/6=10/x

simplify 4/6 into 2/3,

2/3=10/x

cross product,

2*x=3*10

2x=30

x=30/2

x=15

lemme just add some to the great reply above,

\(\begin{array}{ccll} lbs&\$\\ \cline{1-2} 4&6\\ 10&x \end{array}\implies \cfrac{4}{10}=\cfrac{6}{x}\implies 4x = 60\implies x = \cfrac{60}{4}\implies x = 15\)

Answer:

pls look at photo attached

Answer:

Well, 10/2 is actually 5, so the first point would be at 5 on the number line. -9/2 is -4 1/2 as a mixed number. So, the point for -9/2 would be on the right of -5.

Hope this helps! c:

Answer:

There`s no photo but I can still help tell you how to solve the volume of a rectangular prism. Just multiply the length by the width, and then that by the height.

The formula is V = lwh

Hope this helps

Answer:

49°

Step-by-step explanation:

since its a right angle that just subtract from 90

90-41= 49

Answer:

49

Step-by-step explanation:

Because of the square at O, we know that angle XOZ is a right angle and is 90°.

Since angle XOZ is made up of angle XOY and angle YOZ, we can subtract the measure of angle XOZ by the measure of angle XOY to find the measure of angle YOZ, which is equal to x.

x = 90 - 41

x = 49

The graph's X-intercepts are ((9+55)/2,0) and ((955)/2,0), and its Y-intercept is (0,13).

When locating points or other geometrical objects precisely on a manifold, such as Euclidean space, a coordinate system is a technique that uses one or more integers or coordinates. Locating a point or item on a two-dimensional plane requires the use of coordinates, which are pairs of integers. Two numbers called the x and y coordinates are used to describe a point's location on a 2D plane. a collection of integers that represent specific locations. The figure often has two numbers. The first number denotes the front-to-back measurement, while the second number denotes the top-to-bottom measurement. For example, in (12.5), there are 12 units below and 5 above.

given

Axis of symmetry:

x=9 /2

Vertex (minimum point): (9/2,−55/2)

X-intercepts: ((9+√55)/2,0) and ((9−√55)/2,0)

Y-intercept: (0,13)

The graph's X-intercepts are ((9+55)/2,0) and ((955)/2,0), and its Y-intercept is (0,13).

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The expression 3^8 * 3^n is a power expression, and the equivalent expression is \(3^{8 + n}\)

The expression is given as:

3^8 * 3^n

Next, we apply the law of indices to the product expression

3^8 * 3^n = 3^(8 + n)

Rewrite properly as:

\(3^8 * 3^n = 3^{8 + n}\)

Hence, the expression 3^8 * 3^n as a power expression is \(3^{8 + n}\)

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Given statement solution is :- The actual length of the part is 3751/64 inches.

To find the length of the actual part, you can use the scale factor and the length of the part on the drawing. The formula for finding the actual length is:

Actual Length = Length on Drawing × Scale Factor

In this case, the length on the drawing is given as 3 7/8 inches, and the scale factor is given as 15 ¹/8. Let's calculate the actual length:

Length on Drawing = 3 7/8 inches = (3 × 8 + 7) / 8 = 31/8 inches

Scale Factor = 15 ¹/8

Now we can substitute the values into the formula:

Actual Length = (31/8 inches) × (15 ¹/8)

To perform the multiplication, we can convert the mixed fraction into an improper fraction:

15 ¹/8 = (15 × 8 + 1) / 8 = 121/8

Now we can multiply the fractions:

Actual Length = (31/8) × (121/8)

To multiply fractions, we multiply the numerators together and the denominators together:

Actual Length = (31 × 121) / (8 × 8)

Actual Length = 3751 / 64

Therefore, the actual length of the part is 3751/64 inches.

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