The midpoint of AB is M(2,-2). If the coordinates of A are (8,1), what are the
coordinates of B?

Answer:

1/8 of 60 is 7.5

Step-by-step explanation:

9514 1404 393

Answer:

  A. no

  B. no

  C. obtuse

Step-by-step explanation:

For side lengths to form a triangle, the sum of the shorter two must exceed the longest.

A. 5 + 8 = 13 . . . . a line segment, not a triangle

B. 7 + 12 < 26 . . . . no closure, not a triangle

C. 11 + 15 > 20 . . . . a triangle. A picture shows it to be obtuse

  You can also compare 11² +15² vs 20² ⇒ 346 vs 400. The long side is too long for a right triangle, so the triangle must be obtuse. (The Pythagorean theorem tells you a right triangle with those legs would have a long side of √346 = 18.6.)

Answer: x = 3.5

Step-by-Step Solution:

Let us first label the figure.

Let the Triangle be ABC with a line DE || BC.

Now, in ∆ABC,

DE || BC (given)

=> AD/DB = AE/EC (by B.P.T)

Substituting the given values,

AD/DB = AE/EC

2/4 = x/7

1/2 = x/7

2x = 7

x = 7/2

=> x = 3.5

Therefore, x = 3.5

The distance between the Planes is changing at the rate of  

6400 /  \(\sqrt{89}\) mph

The length of an object's route as a whole is its distance. The smallest distance between a position's starting point and ending point is called displacement. Displacement is a vector, whereas distance is a scalar. A distance travelled by an item can never be zero, although its displacement can.

x = Distance of plane 1 from airport

y = Distance of plane 2 from airport

So using Pythagorean theorm,

  X² + Y² = L²

L is the distance between P1 and P2

\(\frac{d}{dt}\) (  X² + Y²  ) = \(\frac{d}{dt}\) ( L² )

= 2x\(\frac{dx}{dt}\) + 2y \(\frac{dy}{dt}\) = 2L \(\frac{dL}{dt}\)

= x\(\frac{dx}{dt}\) + y \(\frac{dy}{dt}\) = L \(\frac{dL}{dt}\)

Given, x = 8 mi  and y = 5 mi

\(\frac{dx}{dt}\) = 400mph

\(\frac{dy}{dt}\) = 640 mph

so, L² = \(\sqrt{8^2+ 5^2 \\\) = \(\sqrt{89}\)

So,

\(\frac{dL}{dt}\) = x\(\frac{dx}{dt}\)  +  y \(\frac{dy}{dt}\) / L = 8 (400) + 5 (640) /  \(\sqrt{89}\)

\(\frac{dL}{dt}\) = 6400 /  \(\sqrt{89}\) mph

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Answer:

all 3 options are true : A, B, C

Step-by-step explanation:

warning : it has come to my attention that some testing systems have an incorrect answer stored as right answer for this problem.

they say that A and C are correct.

but I am going to show you that if A and C are correct, then also B must be correct.

therefore, my given answer above is the actual correct answer (no matter what the test systems say).

originally the information about the alignment of the point F in relation to point E was missing.

therefore, I considered both options :

1. F is on the same vertical line as E.

2. F is not on the same vertical line as E.

because of optical reasons (and the - incomplete - expected correct answers of A and C confirm that) I used the 1. assumption for the provided answer :

the vertical line of EF is like a mirror between the left and the right half of the picture.

A is mirrored across the vertical line resulting in B. and vice versa.

the same for C and D.

this leads to the effect that all 3 given congruence relationships are true.

if we consider assumption 2, none of the 3 answer options could be true.

but if the assumptions are true, then all 3 options have to be true.

now, for the "why" :

remember what congruence means :

both shapes, after turning and rotating, can be laid on top of each other, and nothing "sticks out", they are covering each other perfectly.

for that to be possible, both shapes must have the same basic structure (like number of sides and vertices), both shapes must have the same side lengths and also equally sized angles.

so, when EF is a mirror, then each side is an exact copy of the other, just left/right being turned.

therefore, yes absolutely, CAD is congruent with CBD. and ACB is congruent to ADB.

but do you notice something ?

both mentioned triangles on the left side contain the side AC, and both triangles in the right side contain the side BD.

now, if the triangles are congruent, that means that each of the 3 sides must have an equally long corresponding side in the other triangle.

therefore, AC must be equal to BD.

and that means that AC is congruent to BD.

because lines have no other congruent criteria - only the lengths must be identical.

Answer:

8/9

Step-by-step explanation:

Actually, you're evaluating a problem involving dividing fractions, not 'solving' this problem (there is no '=' sign).

  2

------

  3

==========

  3

------

   4

To divide by a fraction (see 3/4, above), invert the fraction and multiply instead.  We get:

 2          4

------  *  ------    which equals 8/9 (answer)

  3          3

The constant of proportionality for x gallons water and y miles is k = 25

The ratio connecting two given numbers in what is known as a proportional relationship is the constant of proportionality.

Constant ratio, constant rate, unit rate, constant of variation, and even rate of change are other names for the constant of proportionality.

A proportionate connection is simple to represent as a straight line on a coordinate plane. It is a straight line because it is directly proportional; the slope serves as the constant of proportionality.

The proportionate change along the x and y axes never varies, hence the slope or increase is constant.

According to the question,

x(gallons)     y(miles)

 1                       25

 2                      50

 3                      75

 4                      100

As we know, If y is proportional to x

=> y ∝ x

=> y = kx , where k is constant of proportionality

Using the table,

when x = 1 => y = 25

=> 25 = k(1)

=> k = 25

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Answer:

The number is 270

Step-by-step explanation:

Let the number be 'x'

3/5 of x = 162

\(\frac{3}{5}*x = 162\\\\x=162*\frac{5}{3}\\\\x=54 * 5\\\\x = 270\)

Answer:

\( \boxed{ \bold{ \huge{ \boxed{ \sf{270}}}}}\)

Step-by-step explanation:

Let the number be 'x'

\( \sf{ \frac{3}{5 } \: \: of \: x \: = 162}\)

⇒\( \sf{ \frac{3x}{5} = 162}\)

Apply cross product property

⇒\( \sf{3x = 162 \times 5}\)

Multiply the numbers

⇒\( \sf{3x = 810}\)

Divide both sides of the equation by 3

⇒\( \sf{ \frac{3x}{3} = \frac{810}{3} }\)

Calculate

⇒\( \sf{x = 270}\)

Hope I helped!

Best regards!!

The correct answer for Question 21 is:

The p-value for this test is close to 6%.

Explanation:

In hypothesis testing, the p-value is the probability of obtaining a test statistic as extreme as the one observed, assuming the null hypothesis is true. In this case, the null hypothesis (H₀) states that the mean observed speed is equal to 55 mph, while the alternative hypothesis (H₁) states that the mean observed speed is greater than 55 mph.

Since the analyst sets the alternative hypothesis as u > 55, this is a one-tailed test. The p-value is the probability of observing a test statistic as extreme as 1.62 or more extreme, assuming the null hypothesis is true.

The p-value represents the evidence against the null hypothesis. If the p-value is less than the significance level (α) of 5%, we reject the null hypothesis in favor of the alternative hypothesis. In this case, the p-value is close to 6%, which is greater than 5%. Therefore, we do not have enough evidence to reject the null hypothesis. The analyst does not have sufficient evidence to conclude that the mean observed speed is above the posted speed limit of 55 mph.

For Question 22, the correct answer is:

Take the $275 million today since the upfront payment is greater than the value of the annuity.

To determine whether to take the lump sum payment of $275 million today or the annuity of $15 million per year for 25 years, we need to compare their present values.

The present value of the annuity can be calculated using the formula for the present value of an annuity:

\(PV = \frac{{C \times (1 - (1 + r)^{-n})}}{r}\)

Where PV is the present value, C is the annual payment, r is the interest rate, and n is the number of years.

Calculating the present value of the annuity:

\(PV = \frac{{15,000,000 \times (1 - (1 + 0.025)^{-25})}}{0.025}\\\\PV \approx 266,043,018\)

The present value of the annuity is approximately $266,043,018.

Comparing the present value of the annuity to the lump sum payment of $275 million, we see that the upfront payment is greater than the present value of the annuity. Therefore, it would be more advantageous to take the $275 million today.

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Answer:

Y=mx+5

Step-by-step explanation:

Y+m

y×x

mx-10

=5

y=mx+5

The explanation of each statement in each given situation is given below:

a. B(0) = 0

depth in inches 0 minutes after filling began is 0; that is at time =0; depth =0

b. B(1) < B(7)

B(1) represents the function one minus after filling began

c. B(9) = 11

depicts that the depth in inches of water 5 minutes after filling is 11

d. B(10) = B(22)

depicts that the depth in inches of water 10 minutes after filling began is 22.

e. B(20) > B(40)

represents the function 20 minutes after filling began

These are the required answers

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The question translated in English is: "#7. Tyler filled his tub, took a shower, and then drained the tub. Function B gives the depth of the water,

inches, t minutes after Tyler started filling the tub.

Explain the meaning of each statement in this situation.

to. B(0) = 0

b. B(1) C.B(9) = 11

d. B(10) = B(22)

and. B(20) > B(40)"

Answer:

Step-by-step explanation:

cube means 3D  square.. right?

so for volume  we want the height x width x length.. make sense?

since each edge is 9'  

the volume is \(9^{3}\) = 729  \(ft^{3}\)

Answer: 729

Step-by-step explanation:

This is very simple all you do is cube 9

\(9^{3}\\729\)

Answer:

_______Y=0.75X-2_______

Answer:

π = 22/7

²²/7= 3.14

Step-by-step explanation:

22/7= 3.14

Answer:

LOL i belive its 200 because i did this exact same thing yesterday for homework and got it right so yeah i guess it is?

Step-by-step explanation:

The given trigonometric identity is true.

The given trigonometric identity is:csc A - sin A cos A cot ATo prove this identity, we need to manipulate the left-hand side (LHS) of the identity to obtain the right-hand side (RHS) of the identity. LHS = csc A - sin A cos A cot A(1 / sin A) - sin A (cos A / sin A) (cos A / sin A)1 / sin A - cos^2 A / sin^2 A1 / sin A - (1 - sin^2 A) / sin^2 A1 / sin A - 1 / sin^2 A + 1= (1 + sin A cos A) / sin A cos A= (sin A / sin A cos A) + (cos A / sin A cos A)= cot A + csc A. Therefore, LHS = cot A + csc A = RHS. Hence, the given trigonometric identity is true.

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The statement that It is sufficient to test an analogy by asking what are its relevant similarities is false.

Analogy refers to the process of comparison of two or more items such that it explains some idea, or classification or familiarity and representativeness. Studying the analogies helps in enhancing, strengthening and reinforcing the skills in areas such as reading comprehension, homophones, deductive reasoning and logic.

Testing an analogy only by relevant similarities will produce partial results which might not be suitable to fully explain the reason. Hence, both relevant similarities and differences are to be considered for more detailed review. Different kind of analogies used to explain the differences or similarities are synonym and antonym, symbol and reference, degree of differences.

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1. The probability that the student will know how to do all the problems on the exam can be calculated using the combination formula. There are a total of 10 problems and the student knows how to do 6 of them, so there are 4 remaining problems that the student needs to know how to do.

The number of ways to choose 4 problems out of 4 is 1, and the number of ways to choose 4 problems out of 10 is 10 choose 4, or (10!)/(4!(10-4)!), which simplifies to 210. Therefore, the probability that the student will know how to do all the problems on the exam is:

1/210 = 0.00476

So, the answer is 0.005.

2. To calculate the probability that the student knows how to do only 3 of the problems given on the exam, we need to use the combination formula again. There are a total of 10 problems and the student knows how to do 6 of them, so there are 4 remaining problems that the student needs to know how to do.

The number of ways to choose 3 problems out of the 6 that the student knows how to do is 6 choose 3, or (6!)/(3!(6-3)!), which simplifies to 20. The number of ways to choose 1 problem out of the remaining 4 is 4 choose 1, or (4!)/(1!(4-1)!), which simplifies to 4. Therefore, the probability that the student knows how to do only 3 of the problems given on the exam is:

(20*4)/210 = 0.38095

So, the answer is 0.381.

3. To calculate the probability that the student will not know how to do 3 or more of the problems given on the exam, we need to calculate the probability that the student will know how to do 0, 1, or 2 of the problems given on the exam.

The number of ways to choose 0 problems out of the 6 that the student knows how to do is 6 choose 0, or (6!)/(0!(6-0)!), which simplifies to 1. The number of ways to choose 4 problems out of the remaining 4 is 4 choose 4, or (4!)/(4!(4-4)!), which simplifies to 1. Therefore, the probability that the student knows how to do 0 problems given on the exam is:

(1*1)/210 = 0.00476

The number of ways to choose 1 problem out of the 6 that the student knows how to do is 6 choose 1, or (6!)/(1!(6-1)!), which simplifies to 6. The number of ways to choose 3 problems out of the remaining 4 is 4 choose 3, or (4!)/(3!(4-3)!), which simplifies to 4. Therefore, the probability that the student knows how to do only 1 problem given on the exam is:

(6*4)/210 = 0.11429

The number of ways to choose 2 problems out of the 6 that the student knows how to do is 6 choose 2, or (6!)/(2!(6-2)!), which simplifies to 15. The number of ways to choose 2 problems out of the remaining 4 is 4 choose 2, or (4!)/(2!(4-2)!), which simplifies to 6. Therefore, the probability that the student knows how to do only 2 problems given on the exam is:

(15*6)/210 = 0.42857

So, the probability that the student will not know how to do 3 or more of the problems given on the exam is :

1 - (0.00476 + 0.11429 + 0.42857) = 0.45238

Therefore, the answer is 0.452.

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Answer:

m∠IGJ = 42°

Step-by-step explanation:

It's given in the question,

m(arc IJ) = 84°

And we have to get the measure of ∠IGJ.

By using the property of inscribed angle and the intercepted arc.

"Measure of an inscribed angle is half of the measure of intercepted arc"

m(arc IJ) = 2(m∠IGJ)

84° = 2(m∠IGJ)

m∠IGJ = 42°

Answer:

Step-by-step explanation:

Answer:

200

Step-by-step explanation:

just do 6 times 10 because that will get you 60 min (1 hour)

then just do 10 x 20 as well for the pages

Answer:

It's the bottom one

Step-by-step explanation:

I got it wrong on the IXL, but the explanation says so. If someone can help me, please do because I have no idea how to do these

Answer:

A B C

Step-by-step explanation:

I used a calculator

Answer:

Answer A,B & C are correct

Step-by-step explanation:

We know that,

\(a^{x} \) × \(a^{y} \) = \(a^{x+y} \)

\(a^{x} \) ÷ \(a^{y} \) = \(a^{x-y} \)

Let us solve now.

Question : \(\frac{x^{2} y^{3} }{xy}\)

Answer :

(x² y³) ÷ ( x y )

( x² ÷ x¹ ) × ( y³ ÷ y¹ )

( x ²⁻¹ ) ( y ³⁻¹ )

x¹ × y²

= xy²

Therefore,

* Answer A is correct

* Answer B also correct

Reason : - ( x y³ ) ÷ ( y )

                 x × ( y³ ÷ y )

                 x × y ³⁻¹

                 x y ²

* Answer C also correct

Reason :- ( x² y² ) ÷ x

                ( x² ÷ x ) × y²

                ( x²⁻¹) × y²

                 x y²

Hope this helps you :-)

Let me know if you have any other questions :-)

Answer: y=3

Step-by-step explanation:

The x-axis is on the horizontal line, and the y-axis is on the vertical line. On the horizontal line at -1, just go up until you find where y is located.

By doing this, you can find that y=3.

Answer:

Step-by-step explanation:

All we have to do is find the point on the line where x = -1. If we know this, we can see how high the point is (i.e., find it's y-value). Then, we would know the value of y.

If we draw a vertical line from where x equals -1, we see that it crosses the line at point (-1, 3). This means that we can draw a line from the point to the number -1 on the x-axis and another line from the point to the number 3 on the y-axis.

Hence, the y-value when x=-1 would be 3.

Pythagorean theorem states that in a right triangle, the square of the length of the hypotenuse is equal to the sum of the squares of the lengths of the other two sides. Correct answer is option (c).

To determine which set of numbers could represent the three sides of a right triangle, we can use the Pythagorean theorem:

a. {13, 48, 50}:

Using the Pythagorean theorem: 13² + 48² = 169 + 2304 = 2473 ≠ 50²

Therefore, this set of numbers does not represent the sides of a right triangle.

b. {49, 55, 73}:

Using the Pythagorean theorem: 49² + 55² = 2401 + 3025 = 5426 ≠ 73²

Therefore, this set of numbers does not represent the sides of a right triangle.

c. {16, 63, 65}:

Using the Pythagorean theorem: 16² + 63² = 256 + 3969 = 4225 = 65^²

Therefore, this set of numbers represents the sides of a right triangle.

d. {20, 72, 75}:

Using the Pythagorean theorem: 20² + 72² = 400 + 5184 = 5584 ≠ 75²

Therefore, this set of numbers does not represent the sides of a right triangle.

Based on the Pythagorean theorem, the set of numbers {16, 63, 65} represents the sides of a right triangle.

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Answer:

x=27 degrees

Step-by-step explanation:

This triangle is a right angle, meaning that all the angle measures combined will equal to 180 degrees.

The square in the right handed corner is equal to 90 degrees.

We know that there is also a measure that is equal to 63 degrees.

Therefore, knowing that all the angles combined will equal 180 degrees.

We add 90 + 63.

90+63=153

The we take the sum and subtract it from 180 to get our answer.

180-153=27.

Answer:

the answer is B

x = 1

Step-by-step explanation:

the symmetry is in the middle of the curve like a mirror and the equation of the mirror or symmetry line is x=1

The function f(x) = x + 1 has a greater value when x = 2 than the linear function g(x), as it is an increasing linear function.

The function f(x) = x + 1 has a greater value when x = 2 than the linear function g(x). To prove this, we can calculate the two values:

f(2) = 2 + 1 = 3

g(2) = a * 2 + b (where a and b are constants)

Since a and b are constants, the value of g(2) will remain the same regardless of the value of x. Therefore, since the value of f(2) is greater than the value of g(2), we can conclude that f(x) has a greater value when x = 2 than the linear function g(x).

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If the function f(x) = x + 1 and the linear function g(x) , then both the functions f(x) and g(x) have the same value when x = 2 .

The function f(x) is given as : f(x) = x + 1 ,

and a graph of a linear function is also given .

From the graph we can see that when x = 2 , the value of g(x) = 3 ,

Next need to find the value of f(x) at 2 ,

So ,we substitute x = 2 in f(x) = x+1 ,

we get ,

f(2) = 2 + 1 = 3 .

On comparison we get that , the value of f(x) at x=2 is equal to value of g(x) at x=2 .

Therefore , The functions f(x) and g(x) have same value at x=2 .

The given question is incomplete , the complete question is

Given the function f(x) = x + 1 and the linear function g(x) ; (graph is given below ) , which function has a greater value when x = 2 ?

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