Answer:
AOC and BOC is complementary angles.
AOC and BOD is supplementary angles
Step-by-step explanation:
Which of the following could be a real-world description of 5x − 18?
$18 in addition to the cost of 5 hot dog combos
The cost of 18 people splitting 5 hot dog combos
The cost of hot dog combos less an $18 coupon split by 5 people
$18 less than the cost of 5 hot dog combos
Answer:
$18 less than the cost of 5 hot dog combos
Step-by-step explanation:
First, we see from the minus sign that this will be subtraction. PEMDAS (order of operations) says we do the multiplication first, then the subtraction.
Find y". y - (8.5)4 OA). A) -(8.3³ OB). OC) 12 (s. 2² OD) (8.2+(8³
The second derivative of the function y with respect to x can be found by taking the derivative of the derivative of y. The expression given is y - (8.5)4.
To find y", we start by differentiating the given expression y - (8.5)4 once with respect to x. The derivative of y with respect to x is denoted as dy/dx. The derivative of a constant term like (8.5)4 is zero. Therefore, the derivative of y - (8.5)4 with respect to x is simply dy/dx.
Next, we differentiate the expression dy/dx with respect to x to find the second derivative, denoted as d²y/dx² or y". Since dy/dx is the derivative of y with respect to x, the second derivative of y is the derivative of dy/dx with respect to x.
In this case, the expression given is y - (8.5)4. Since no specific function or equation is provided for y, we cannot determine the second derivative without further information. The options provided, such as -(8.3)³, 12, or 8.2 + (8³), do not seem to be directly related to finding the second derivative of y with respect to x.
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I need help with this
Using derivatives, it is found that regarding the tangent line to the function, we have that:
The slope is of 962.The equation of the line is y = 962x - 5119.What is a linear function?A linear function is modeled by:
y = mx + b
In which:
m is the slope, which is the rate of change, that is, by how much y changes when x changes by 1.b is the y-intercept, which is the value of y when x = 0, and can also be interpreted as the initial value of the function.The slope of the line tangent to a function f(x) at x = x' is given by f'(x'). In this problem, the function is given by:
f(x) = 5x³ + 2x + 1.
The derivative is given by:
f'(x) = 15x² + 2.
Hence the slope at x = 8 is:
m = f'(8) = 15(8)² + 2 = 962.
The line goes through the point (8,f(8)), hence:
f(8) = 5(8)³ + 2(8) + 1 = 2577.
Hence:
y = 962x + b
2577 = 962(8) + b
b = -5119.
Hence the equation is:
y = 962x - 5119.
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Is there a even number and a odd number than mutiplys a odd number if so list 3 examples
Answer:
Even
Step-by-step explanation:
Well if you have an odd number like 3, 5, 7, 9, and etc multiplied by an even number like 2, 4, 6, 8, and etc you will always get an even number
2 x 3 = 6 which is even 3+3
5 x 4 = 20 which is even 10+10
7 x 6 = 42 which is even 21+21
Evaluate 4/9-11/9 as a fraction in simplest form
Answer:13/8
Step-by-step explanation:
Answer:
-7/9
Step-by-step explanation:
4/9-11/9
We are subtracting fractions with a common denominator, so we subtract the numerators.
4-11 = -7
4/9-11/9 = -7/9
please help me with this its my last school work for the day
Answer:
15
Step-by-step explanation:
Answer:
15 calories in one serving
Explanation:
If there are 45 calories in 3 servings, divide 45 by 3 and find how many calories are in 1 serving.
Simplify 8^x/4^y x 2^z
Answer:
8x
Step-by-step explanation:
ignoring twins and other multiple births, assume that babies born at a hospital are independent random events with the probability that a baby is a boy and the probability that a baby is a girl both equal to 0.5. what is the probability that at least one of the next three babies is a boy?
The probability that at least one of the next three babies is a boy is 0.875.
What is probability ?Probability turned into added into arithmetic to are expecting the possibility of an occasion occurring. Probability essentially approach how in all likelihood it's miles that some thing will happen. This is the fundamental principle of possibility and is likewise utilized in possibility distributions to examine feasible consequences of random experiments.
CalculationProbability of the complement of event B:
The probability of the complement of event B is computed as follows:
P(B* )=1-P(B) P(B)=14(1-(0.5x0.5)) = 0.25
The probability of the complement of event B is B) 0.25.
Probability that at least one of the next three babies is a boy:
The probability that at least one of the next three babies is a boy is computed as follows:
at least one of the next three babies is a boy =1-(0.5x0.5x0.5) =1-0.125 = 0.875
The probability that at least one of the next three babies is a boy is D) 0.875.
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i need help to Calculate x in the following diagram.
Answer:
Step-by-step explanation:
To find the equation of the circle, we need to first find the center and radius.
We can start by finding the midpoint of the segment connecting the two given points, (-4, 2) and (2, 6):
Midpoint = ((-4+2)/2, (2+6)/2) = (-1, 4)
So, the center of the circle is (-1, 4).
Next, we can find the distance between the center and one of the given points, say (-4, 2), using the distance formula:
distance = sqrt[(-4 - (-1))^2 + (2 - 4)^2] = sqrt[9 + 4] = sqrt(13)
So, the radius of the circle is sqrt(13).
Therefore, the equation of the circle is:
(x + 1)^2 + (y - 4)^2 = 13.
19
Solve for r in the following figure and choose the appropriate result.
2x
459
75°
B 30°
C
90°
D 45°
Answer:
can't really see the photo, but from what i can tell, the answer would be D. 45 degrees.
Step-by-step explanation:
Answer:
D
Step-by-step explanation:
The sum of the 3 angles in a triangle = 180°
sum the 3 angles and equate to 180
2x + x + 45 = 180
3x + 45 = 180 ( subtract 45 from both sides )
3x = 135 ( divide both sides by 3 )
x = 45° → D
Convert the following formula into CNF. Write your answers in set notation, using ! as negation. For example, the formula: (QVPVR)^(-PVQ) would be written: {{0,P,R}, {!P,0}} i. (1 mark) PAQVR) ii. (1 mark) -(PVQ) AR iii. (1 mark) PH-Q iv. (2 marks) -(S+ (-PVQV-R)) v. (2 marks) ( RS) V-QV-P)
The CNF representation in set notation is: {{P, A, Q, V}, {P, A, Q, R}}
The CNF representation in set notation is:{{P, V, Q}, {A}, {R}}
The CNF representation in set notation is:{{!P, H}, {Q}}
The CNF representation in set notation is:{{!S, P}, {!S, V}, {!S, Q}, {!S, V}, {!S, -R}}
The CNF representation in set notation is:{{R, S, -Q}, {R, S, -V}, {R, S, -P}}
To convert the formula (PAQVR) into CNF, we can break it down as follows:
Distribute the disjunction over the conjunction.
PAQVR = (PAQV) ∧ (PAQR)
Convert each clause into sets.
(PAQV) = {{P, A, Q, V}}
(PAQR) = {{P, A, Q, R}}
Combine the clauses using conjunction.
{{P, A, Q, V}} ∧ {{P, A, Q, R}}
The CNF representation in set notation is:
{{P, A, Q, V}, {P, A, Q, R}}
To convert the formula (-(PVQ) AR) into CNF, we can break it down as follows:
Remove the implication.
(-(PVQ) AR) = (!(-(PVQ)) ∨ A) ∧ R
Apply De Morgan's Law and distribute the disjunction over the conjunction.
(!(-(PVQ)) ∨ A) ∧ R = ((PVQ) ∨ A) ∧ R
Convert each clause into sets.
(PVQ) = {{P, V, Q}}
A = {{A}}
R = {{R}}
Combine the clauses using conjunction.
{{P, V, Q}, {A}} ∧ {{R}}
The CNF representation in set notation is:
{{P, V, Q}, {A}, {R}}
To convert the formula (PH-Q) into CNF, we can break it down as follows:
Convert the implication into disjunction and negation.
(PH-Q) = (!P ∨ H) ∨ Q
Convert each clause into sets.
!P = {{!P}}
H = {{H}}
Q = {{Q}}
Combine the clauses using conjunction.
{{!P, H}, {Q}}
The CNF representation in set notation is:
{{!P, H}, {Q}}
To convert the formula (-(S+ (-PVQV-R)) into CNF, we can break it down as follows:
Remove the double negation.
-(S+ (-PVQV-R)) = (!S ∨ (PVQV-R))
Distribute the disjunction over the conjunction.
(!S ∨ (PVQV-R)) = ((!S ∨ P) ∧ (!S ∨ V) ∧ (!S ∨ Q) ∧ (!S ∨ V) ∧ (!S ∨ -R))
Convert each clause into sets.
!S = {{!S}}
P = {{P}}
V = {{V}}
Q = {{Q}}
-R = {{-R}}
Combine the clauses using conjunction.
{{!S, P}, {!S, V}, {!S, Q}, {!S, V}, {!S, -R}}
The CNF representation in set notation is:
{{!S, P}, {!S, V}, {!S, Q}, {!S, V}, {!S, -R}}
To convert the formula ((RS) V-QV-P) into CNF, we can break it down as follows:
Distribute the disjunction over the conjunction.
((RS) V-QV-P) = ((RS ∨ -Q) ∧ (RS ∨ -V) ∧ (RS ∨ -P))
Convert each clause into sets.
RS = {{R, S}}
-Q = {{-Q}}
-V = {{-V}}
-P = {{-P}}
Combine the clauses using conjunction.
{{R, S, -Q}, {R, S, -V}, {R, S, -P}}
The CNF representation in set notation is:
{{R, S, -Q}, {R, S, -V}, {R, S, -P}}
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the coefficients of variation for each data set are within 5 percentage points of each other. therefore, the systolic measurements vary ▼ the diastolic measurements.
The answer is 16.7 %.
What is meant by mean?The average of a group of variables is referred to as the mean in mathematics and statistics. There are several methods for calculating the mean, including the geometric mean, the harmonic mean, and the simple arithmetic mean.Why are you being so cruel, it demands to know. So, someone would ask you that if they thought you were being harsh or disrespectful.In just two easy steps, you can determine the mean, or average, of a set of data: Add up all of the values to determine the sum. By how many values there are in the data collection, divide the total.adjective Being cruel to another person, such as by denying them the opportunity to do something, is what it means to be mean.The necessary calculation is below:
observations Systolic(x) Diastolic(y) x^2 y^2
1 120 79 14400 6241
2 130 74 16900 5476
3 157 75 24649 5625
4 96 50 9216 2500
5 156 89 24336 7921
6 124 87 15376 7569
7 116 59 13456 3481
8 137 66 18769 4356
9 124 71 15376 5041
10 118 81 13924 6561
sum 1278 731 166402 54771
For Systolic (x)
mean= sum(x)/10 = 1278/10 = 127.8
stdev= s =sqrt( (sum(x^2 - 10*127.8^2)/9) = sqrt ( (166402 - 10*127.8^2)/9) =18.48
So coefficient of variation ( systolic) is = (stdev/mean )*100 = (18.48/127.8)*100 = 14.5 %
For Diastolic (x)
mean= sum(y)/10 = 731/10 = 73.1
stdev= s =sqrt( \((sum(x^2 - 10*73.1^2)/9) = sqrt ( (54771 - 10*73.1^2)/9)\)= 12.18
so coefficient of variation ( systolic) is = (stdev/mean )*100 = (12.18/73.1)*100 = 16.7 %
Here, systolic is less varied than the diastolic.
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A number is equal to 3 times a smaller number. Also, the sum of the smaller number and 4 is the larger number. The
situation is graphed on the coordinate plane below, where x represents the smaller number and y represents the
larger number
Answer:
The answer is that in my case y (the smaller number) is 2 and x (the bigger number) is 6
Step-by-step explanation:
The equations are x=3*y and y+4=x. This makes y=2 and x=6.
the teacher could best help the students understand that the triangle is equivalent to half a square by
The teacher can use a combination of these methods to help the students understand that a triangle is equivalent to half a square.
In order to help the students understand that the triangle is equivalent to half a square, the teacher can adopt different methods, including the following:
1. Drawing diagrams of the triangle and the square to show the comparison. The teacher can draw diagrams of a triangle and a square on the board and label the different parts.
They can then show the students that a triangle can be created by halving the square diagonally. This way, the students will be able to visualize the comparison and understand it better.
2. Demonstrating the concept practically. The teacher can also demonstrate the concept by using physical objects such as paper or cardboard.
They can show the students how to create a triangle by folding a square diagonally and cutting it along the fold. This way, the students will be able to see the practical application of the concept.
3. Using real-world examples. The teacher can also use real-world examples to help the students understand the concept better.
For example, they can show the students pictures of tents or rooftops that are shaped like triangles and explain how they are related to squares.
4. Conducting group discussions. The teacher can conduct group discussions where the students can share their understanding of the concept and ask questions.
This way, the students will be able to learn from each other and clarify any doubts they may have.
Overall, the teacher can use a combination of these methods to help the students understand that a triangle is equivalent to half a square.
The key is to use different approaches that cater to different learning styles and to encourage the students to participate actively in the learning process.
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22% of the customers visiting the suit department of a certain store will purchase a suit, 30% will purchase a shirt and 28% will purchase a tie. 11% of customers purchase a shirt and a suit, 14% both a suit and a tie and 10% buy a shirt and a tie. Only 6% of customers buy all three items. Let A be the event that the customer purchases a suit, B the event that the customer purchases a shirt and C the event that the customer purchases a tie. If there are 1000 customers in the store one week, how many will purchase exactly one of these items
Answer:
If there are 1000 customers in the store one week, how many will purchase exactly one of these items
1000 CUSTOMERS*28%=280
Step-by-step explanation:
A The event that a persons buys a suit
B The event that a person buys a shirt
C The event that a person buys a tie
P(A)= 22%
P(B)= 30%
P(C)= 28%
P(AB)= 11%
P(AC)= 14%
P(BC)= 10%
P(ABC)= 6%
A u B u C Is the event that any item is bougth
AC u AC u BC Is the event that any two events occured
So the wanted probability is
P[(A u B u C )(AB u AC u BC)^c
P[(A u B u C )=P(AB)+ P(BC)+P(BC)
P[(A u B u C ) =0.22+0.30+0.28-0.11-0.14.-0.10+0.06
=0,51
0,51=+0,23+P[(A u B u C )(AB u AC u BC)^c
=0,28
1000 CUSTOMERS*28%=280
Find values of a, b, and c that make each statement true.
If no values exist, write not possible.
a. a< b and a +<< b + c
b. a< b and a +c>b+c
c. a< b and ac < bc
d. a bc
e. a< b and ac=bc
Answer:
•Find values of a, b, and c that make each statement true.
Find values of a, b, and c that make each statement true. If no values exist, write not possible.
ANSWER: A
Step-by-step explanation:
hope it's helpful
could anyone help me with this?
Answer:
\(A(t) = a(1+r)^t\\\\A(10) = 2000( 1+ .04)^{10}\\\\\)
= $2960.49
option 1
You have just learned of survey results conducted by your university on the drinking behaviors of the college campus. Wondering about the results, you ask yourself the following questions: how were participants selected, were participants selected depending on if they lived on or off campus, were all the participants in a sorority or fraternity, were non–traditional age students included in the survey, and were men and women equally sampled? These types of questions indicate that you are concerned about what threat to internal validity?
To ensure internal validity, it is important to have a random and representative sample that accurately reflects the population of interest.
The types of questions you are asking indicate that you are concerned about the threat to internal validity known as selection bias.
Selection bias refers to the systematic differences between the characteristics of the selected participants and the characteristics of the population from which they are drawn. It occurs when the process of selecting participants introduces a non-random element that may impact the results of the study.
In this case, you are specifically interested in how participants were selected and whether certain subgroups, such as those living on or off-campus, sorority or fraternity members, non-traditional age students, and men and women, were included in the survey. These questions suggest that you are concerned about whether the selection process introduced any biases that could affect the internal validity of the survey results.
For example, if participants were only selected from a specific residence hall or from Greek organizations, it could introduce bias because those groups may have different drinking behaviors compared to the broader student population. Similarly, if non-traditional age students or men and women were underrepresented or overrepresented in the sample, it could affect the generalizability of the findings.
To ensure internal validity, it is important to have a random and representative sample that accurately reflects the population of interest. This helps minimize the potential for selection bias and increases the generalizability of the survey results to the larger college campus population.
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How many significant figures should be included in the answer to the following calculation? (3.4876)/(4.11+1.2
The calculation (3.4876)/(4.11+1.2) should be reported with three significant figures: 0.657.
To determine the number of significant figures in the answer to the calculation (3.4876)/(4.11+1.2), we need to consider the number of significant figures in the given values and apply the rules for significant figures in mathematical operations.
First, let's analyze the number of significant figures in the given values:
- 3.4876 has five significant figures.
- 4.11 has three significant figures.
- 1.2 has two significant figures.
To perform the calculation, we divide 3.4876 by the sum of 4.11 and 1.2. Let's evaluate the sum:
4.11 + 1.2 = 5.31
Now, we divide 3.4876 by 5.31:
3.4876 / 5.31 = 0.6567037...
Now, let's determine the number of significant figures in the result.
Since division and multiplication retain the least number of significant figures from the original values, the result should be reported with the same number of significant figures as the value with the fewest significant figures involved in the calculation.
In this case, the value with the fewest significant figures is 5.31, which has three significant figures.
Therefore, the answer to the calculation (3.4876)/(4.11+1.2) should be reported with three significant figures: 0.657.
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''A florist measures the lengths of roses. The lengths in inches of a dozen roses are given below'' I'm really confused.
Complete data:
13.5 13.5 13.25 13.0 13.25 13.5 13.0 13.25 13.0 13.25 12.75 12.75 Part A How many dots should go above each data value in the line plot? Type a number in each box
Answer:
12.75 ___ 2 dots
13.0 ____ 3 dots
13.25 ___ 4 dots
13.5 ___ 3 dots
Step-by-step explanation:
Given the data :
13.5 13.5 13.25 13.0 13.25 13.5 13.0 13.25 13.0 13.25 12.75 12.75
To know the Number of dots for each data value, we obtain the frequency of each data value ;
Length of Rose____ Frequency
12.75 _________:__ 2
13.0 ____________ 3
13.25 ___________ 4
13.5 ____________ 3
Use the quadratic formula to find both solutions to the quadratic equation given below
4x^2+3x-1=0
The solutions to the quadratic equation 4x² + 3x - 1 = 0 are: x = 1/2 and x = -1. None of the answer choices match these solutions, so none of the options provided are correct.
What is quadratic equation?it's a second-degree quadratic equation which is an algebraic equation in x. Ax² + bx + c = 0, where a and b are the coefficients, x is the variable, and c is the constant term, is the quadratic equation in its standard form.
To use the quadratic formula, we need to first identify the values of a, b, and c in the quadratic equation:
ax² + bx + c = 0
In the given equation,
a = 4
b = 3
c = -1
Now, we can substitute these values into the quadratic formula:
\($ \rm x = \frac{ -b \pm \sqrt{b^2 - 4ac}}{2a}\)
Plugging in the values for a, b, and c gives:
x = (-3 ± sqrt(3² - 4(4)(-1))) / 2(4)
\($ \rm x = \frac{ -3 \pm \sqrt{3^2 - 4(4)(-1)}}{2(4)}\)
Simplifying inside the square root:
\($ \rm x = \frac{-3 \pm \sqrt{9 + 16}}{8}\)
\($ \rm x = \frac{-3 \pm \sqrt{25}}{8}\)
\($ \rm x = \frac{-3 \pm 5}{8}\)
Now, we have two solutions:
x = (-3 + 5) / 8 = 1/2
x = (-3 - 5) / 8 = -1
Therefore, the solutions to the quadratic equation 4x² +3x - 1 = 0 are:
x = 1/2 and x = -1
None of the answer choices match these solutions, so none of the options provided are correct.
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Scooter rental company A charges an initial fee of $3 plus $1.15 for every hour. Scooter rental company B charges $1.75 for every hour. A customer finds that after h hours, the scooter rental companies will cost the same.
Which equation represents this situation?
1.75h+1.15h=3
1.75h=3−1.15h
1.15h=3+1.75h
1.15h+3=1.75h
Answer:
This is a little late but it's D. 1.15h+3=1.75h
Step-by-step explanation:
I took this test
Does a parabola have an inverse?
An inverse does not exist for a parabola.
What is a parabola?A parabola is an approximately U-shaped, mirror-symmetrical plane curve in mathematics.
It corresponds to a number of seemingly unrelated mathematical descriptions, all of which can be shown to define the same curves.
An inverse does not exist for a parabola.
One definition of a parabola includes a line and a point (the focus) (the directrix).
The directrix is not the main focus.
The locus of points in that plane that are equally spaced apart from the directrix and the focus is known as the parabola.
A right circular conical surface and a plane parallel to another plane that is tangential to the conical surface intersect to form a parabola, which is also known as a conic section.
Therefore, an inverse does not exist for a parabola.
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The height, h metres, of a soccer ball kicked directly upward can be modelled by the equation h(t)= -4.912 + 13.1t+1, where t is the time, in seconds, after the ball was kicked. a) How high is the ball after 2 s? b) After how many seconds does the ball reach a height of 0.5 m?
a)After 2 seconds, the ball is approximately 21.288 meters high. b)The ball reaches a height of 0.5 meters after approximately 0.336 seconds.
The height of a soccer ball kicked directly upward can be modeled by the equation h(t) = -4.912 + 13.1t + 1. We are asked to determine the height of the ball after 2 seconds and the time it takes for the ball to reach a height of 0.5 meters.
a) After 2 seconds, we can substitute t = 2 into the equation and calculate the height:
h(2) = -4.912 + 13.1(2) + 1
= -4.912 + 26.2 + 1
= 21.288 meters
Therefore, the ball is approximately 21.288 meters high after 2 seconds.
b) To find the time it takes for the ball to reach a height of 0.5 meters, we need to solve the equation h(t) = 0.5 for t. Substituting the given values, we have:
0.5 = -4.912 + 13.1t + 1
Simplifying the equation, we get:
13.1t = 0.5 + 4.912 - 1
13.1t = 4.412
Dividing both sides by 13.1, we find:
t = 4.412 / 13.1
t ≈ 0.336 seconds
Therefore, the ball reaches a height of 0.5 meters after approximately 0.336 seconds.
In summary, after 2 seconds, the ball is approximately 21.288 meters high. The ball reaches a height of 0.5 meters after approximately 0.336 seconds.
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can someone pls help me with this!!
Answer:
1st one
Step-by-step explanation:
If f(x) = 3x-6 and g(x) = 1/3x+1, then (g(f))^-1 (x) equals.
1-x
1/3(3x-1)
(x+1)
(x-1)
We need to find the inverse of the function gof (x). First we need to find the composite function gof (x) which is given by:
\(g(f(x)) = g(3x - 6)\)
= \((1/3)(3x - 6) + 1\)
= x - 1 + 1
= x
Thus,
gof (x) = x.
Now we need to find the inverse of the function gof (x) to obtain
\((gof)^-1 (x).\)
We have gof (x) = x
which implies\((gof)^-1 (x)\)
= gof (x)^-1
= x^-1
= 1/x,
x ≠ 0
Therefore,
\((gof)^-1 (x) = 1/x\)
which is option (3) (x+1) since 1/x can be written as 1/(x+1-1), where (x+1-1) is the denominator of 1/x.
Hence, the correct option is (3).
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To find (g(f))^-1 (x), substitute the expression for f(x) into g(x) and simplify. The composition of g(f) is x and its inverse is also x. Therefore, (g(f))^-1 (x) equals x.
Explanation:To find (g(f))^-1 (x), we need to first find the composition of g(f) and then find its inverse. Start by substituting the expression for f(x) into g(x): g(f(x)) = g(3x-6) = \frac{1}{3}(3x-6) + 1 = x - 1 + 1 = x. So, g(f(x)) = x. Now, to find the inverse of g(f), we switch the x and y variables and solve for y: y = x. Therefore, (g(f))^-1 (x) = x.
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The distance between the points (a, b) and (c, d) is _____. So the distance between (4, 3) and (8, 6) is _____.
a. √((c - a)^2 + (d - b)^2); 5
b. √((c + a)^2 + (d + b)^2); 7
c. √((c - a)^2 - (d - b)^2); 9
d. √((c + a)^2 - (d + b)^2); 2
The distance between two points on a plane is calculated by finding the length of the straight line between them. The formula used to find the distance between two points (a,b) and (c,d) is given below:Distance = √((c - a)^2 + (d - b)^2)Hence,
the distance between the points (4, 3) and (8, 6) is calculated below:Distance = √((8 - 4)^2 + (6 - 3)^2) = √(4^2 + 3^2) = √(16 + 9) = √25 = 5Therefore, the correct answer is option A, i.e. √((c - a)^2 + (d - b)^2); 5.
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fill in the table using this function rule.
y=-10x-1
The table using this function rule is:
x y
-1 -9
0 1
1 11
5 51
How might a function rule be demonstrated?When the specified input values are applied, the function rule y = 2x+4 produces the output values displayed in the table. As of right now, the output numbers are denoted by and the input values are denoted by and. The function rule y = 3 x + 1 can therefore alternatively be represented as f (x) = 3 x + 1.
The connection between the input or domain and the output or range is called a function rule. When there is exactly one value in the range for each domain value, a relation is a function.
y = 10x+1
x = -1→y=10(-1)+1=-10+1→y=-9
x = 0→y=10(0)+1=0+1→y=1
x = 1→y=10(1)+1=10+1→y=11
x = 5→y=10(5)+1=50+1→y=51
x y
-1 -9
0 1
1 11
5 51
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The complete question is,
Use this function rule to complete the table's fields.
y = 10x + 1.
Question is in the image
Answer:
B. x+4y=16
Step-by-step explanation:
y=-1/4 x +4
4y=-x+16
x+4y=16
a number, y, is equal to twice the sum of a smaller number and 3. the larger number is also equal to 5 more than 3 times the smaller number. which equations represent the situation? 2 x minus y
The equations represent the given situation is:
2x - y = -6
3x - y = -5
where, x is the smaller number and y is the larger number.
Let the smaller number be x.
We have been given a number, y, is equal to twice the sum of a smaller number and 3
So, we get an equation,
y = 2(x + 3)
y = 2x + 6
2x - y = -6
The larger number is also equal to 5 more than 3 times the smaller number.
So, we get an equation,
y = 5 + 3x
3x - y = -5
Therefore, the equations represent the situation:
2x - y = -6
3x - y = -5
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