15 = 3h-9
Please explain

Answer:

X is the number of correct questions needed for an A

Goal: 92 points

X = Goal / points for each question = 92 / 2 = 46 questions

Answer:

The answer is 112 m², as you have already showed above

Answer:

False

Step-by-step explanation:

7.3/10+28=128

35/10=128

3.5=128

This is false

Answer:

False

Step-by-step explanation:

Because 7.3/10+28 actually = 28.73

Step-by-step explanation:

the easiest way in this situation is for me the law of sines :

a/sin(A) = b/sin(B) = c/sin(C)

where the sides and the angles are always opposite of each other.

we have here a right-angled triangle.

therefore, we know the angle of the bottom-left corner : 90 degrees.

the upper angle is 90-10 = 80 degrees.

and the bottom-right angle is then therefore 10 degrees.

remember that the sum of all angles in a triangle is always 180 degrees.

so, we have

x/sin(90) = x/1 = x = 500/sin(10) = 500/0.173648178... =

= 2,879.385242 ≈ 2,879.4 m

Answer:

59049.

Step-by-step explanation:

It is given that, 2 years later, two years ago, the population of this same city was 81,000 and today it is 65,610.

So, graph passing through (2,81000) and (-2,65610).

The general exponential function is

\(y=ab^x\)

where, a is initial value or present year population and b is growth factor.

Since graph passing through (2,81000) and (-2,65610), therefore the above equation must be satisfied by these points.

\(81000=ab^2\)    ...(1)

\(65610=ab^{(-2)}\)    ...(2)

Multiplying (1) and (2), we get

\(81000\times 65610=ab^2\times ab^{-2}\)

\(5314410000=a^2\)

Taking square root on both sides.

\(72900=a\)

Substitute a=72900 in (1).

\(81000=72900b^2\)

\(\dfrac{81000}{72900}=b^2\)

\(\dfrac{10}{9}=b^2\)

Taking square root on both sides.

\(\dfrac{\sqrt{10}}{3}=a\)

So, the population function is

\(y=72900\left(\dfrac{\sqrt{10}}{3}\right)^x\)

Substitute x=-4 in the above equation, to find the population of four years ago.

\(y=72900\left(\dfrac{\sqrt{10}}{3}\right)^{-4}\)

\(y=72900(0.81)\)

\(y=59049\)

Therefore, the population of four years ago is 59049.

The blank of ten is a number formed by raising 10 to an exponent is called a power of ten.

A power of ten is a number written in the form 10ⁿ, where n is an integer. The value of n indicates how many times 10 is multiplied by itself. For example, 10³ is a power of ten and equals 1,000 because 10 is multiplied by itself three times (10 x 10 x 10). Powers of ten are commonly used in mathematics and science to express very large or very small numbers, as they allow for a convenient shorthand notation. Exponential notation is a mathematical method that represents a number using a base and an exponent. It is commonly used in scientific notation, finance, and statistics to simplify large or small numbers. The exponent represents the number of times the base is multiplied by itself.

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Complete Question

The blank of ten is a number formed by raising 10 to an exponent is called                .

Answer:

All equal 180

Step-by-step explanation:

(i) The sum of all the 3 angles of a triangle is always equal to 180 degrees.

(ii) If we are given 3 angles of a triangle in terms of a variable, then we set up their sum to be 180 degrees and solve for the variable.

(iii) We substitute the value of the variable back into the given angles to find their measurements.

Answer:

19 = x

Step-by-step explanation:

The square of the tangent segment = The product of (whole secant segment) (the outside part of the secant segment)

BD²= (BA)(BE)        

8² = (4 + x - 7) (4)             BA = BE + EB

8² = (x - 3)(4)

64 = 4x - 12

64 + 12 = 4x

76 = 4x

19 = x

Answer:

What do you mean?

Step-by-step explanation:

If you can explain it I can answer it in the comments :)

The probability is 9/10.

Sample Space: {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}

Successful Outcomes:

Numbers greater than 2: {3, 4, 5, 6, 7, 8, 9, 10}

Odd numbers: {1, 3, 5, 7, 9}

However, the numbers 3, 5, 7, and 9 are included in both the "greater than 2" and "odd numbers" sets. So, we only count them once in our combined set of successful outcomes.

Combined Successful Outcomes: {1, 3, 4, 5, 6, 7, 8, 9, 10}

There are a total of 9 successful outcomes out of the 10 possible outcomes in the sample space.

The probability that the number will be more than 2 or odd is:

Probability = (Number of successful outcomes) / (Total number of outcomes) = 9 / 10

So, the probability is 9/10.

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Answer:

see explanation

Step-by-step explanation:

under a reflection in the line y = x

a point (x, y ) → (y, x )

R (2, 1 ) → C (1, 2 )

Q (5, - 2 ) → B (- 2, 5 )

M (3, - 4 ) → A (- 4, 3 )

Then the corresponding sides of the image and preimage are

RQ → CB

QM → BA

RM → CA

Given:

\(QP=2x+9,QM=5x-3\)

To find:

The value of QN.

Solution:

From the figure it is clear that, point Q is the intersection point of angle bisectors. So, point Q is the incenter.

\(QP=QM=QN\)    ...(i)  [Incenter is equidistant from each side of triangle]

Using (i), we get

\(QP=QM\)

\(2x+9=5x-3\)

\(2x-5x=-9-3\)

\(-3x=-12\)

Divide both sides by -3.

\(x=4\)

Now,

\(QP=2x+9\)

\(QP=2(4)+9\)

\(QP=8+9\)

\(QP=17\)

Using (i), we get

\(QN=17\)

Therefore, the value of QN is 17.

Answer:

7

Step-by-step explanation:

The list that gives the sample space for pulling 2 marbles from the bag with replacement is given as follows:

List 4.

A sample space is a set that contains all possible outcomes in the context of an experiment.

The fact that the experiment is with replacement means that for each of the two marbles, there are two possible outcomes.

Then, applying the Fundamental Counting Theorem, the total number of outcomes is given as follows:

4 x 4 = 16.

This means that the correct list is either the list 3 or the list 4.

As there is replacement, it is possible to take two purple marbles, even though there is only one purple marble, as the same can be taken with replacement, and thus the correct list is given by list 4.

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Answer: List 4

Step-by-step explanation: This answer is here to confirm the other answer. It got me 100% on my test.

Also I know the right answer because I got it right

So good luck on y'all's math tests :)

Here is some proof that the answer is List 4

The probability that the alleged father was not the father is: 0.024, or 2.4% and The probability that the alleged father could be the father is: 0.953, or 95.3%.

To calculate the probability that the alleged father was not the father, we first need to calculate the z-score for a pregnancy length of 240 days and for a pregnancy length of 306 days. The z-score formula is:

where x is the pregnancy length, mu is the mean pregnancy length, and sigma is the standard deviation of pregnancy length.

For a pregnancy length of 240 days, the z-score is:

For a pregnancy length of 306 days, the z-score is:

To calculate the probability that the alleged father was not the father, we need to find the area under the normal distribution curve to the left of the z-score for a pregnancy length of 240 days and to the right of the z-score for a pregnancy length of 306 days, and then add these probabilities together. Using a standard normal distribution table or calculator, we find that the probability to the left of z = -3.08 is approximately 0.001, and the probability to the right of z = 2.00 is approximately 0.023. Therefore, the probability that the alleged father was not the father is:

To calculate the probability that the alleged father could be the father, we need to find the area under the normal distribution curve between the z-scores for a pregnancy length of 240 days and a pregnancy length of 306 days. Using a standard normal distribution table or calculator, we find that the probability between z = -3.08 and z = 2.00 is approximately 0.953. Therefore, the probability that the alleged father could be the father is:

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The researcher needs to use the critical value of t = 2.602 for constructing the 99% confidence interval around the mean.

To determine the critical value (t or z) for constructing a confidence interval, we need to consider two factors: the sample size and the desired level of confidence.

In this case, the researcher has 17 subjects and wants to construct a 99% confidence interval around a mean. The critical value depends on the distribution being used (t-distribution or standard normal distribution) and the degrees of freedom.

For small sample sizes (typically less than 30) or when the population standard deviation is unknown, the t-distribution is used. The degrees of freedom for the t-distribution are calculated as n - 1, where n is the sample size. In this case, the degrees of freedom would be 17 - 1 = 16.

To find the critical value for a 99% confidence interval using the t-distribution, we consult a t-table or use statistical software. Looking up the value for a 99% confidence level with 16 degrees of freedom, we find that the critical value is approximately 2.602.

Therefore, the researcher needs to use the critical value of t = 2.602 for constructing the 99% confidence interval around the mean.

It's important to note that if the sample size is large (typically greater than 30) and the population standard deviation is known, the standard normal distribution (z-distribution) can be used instead of the t-distribution. In that case, the critical value would be obtained directly from the standard normal distribution table or using the corresponding quantile function in statistical software.

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This is because the values of f(x) in the table match the corresponding values obtained by evaluating the polynomial function for the given input values of the function represented by the data a polynomial function is represented by the data is f(x) = x^3 - x^2 - 24.

A polynomial is an expression with more than two algebraic terms, especially the sum of several terms that contain different powers of the same variable. A polynomial function is a function that includes a polynomial expression with an independent variable (x) that can only take on integer values because of its discrete nature.

Choose the function represented by the data: The polynomial function represented by the data is f(x) = x^3 - x^2 - 24.

A table representing the function f(x) = x^3 - x^2 - 24 is shown below:

x | f(x)

0 | -24

1 | -14

2 | 0

4 | 40

Therefore, the function represented by the data is f(x) = x^3 - x^2 - 24.

The provided table displays the values of the function f(x) for different input values of x. By substituting the corresponding values of x into the function, we can observe the corresponding output values. This allows us to identify the pattern and equation that represents the function.

In this case, the table shows that when x is 0, the value of f(x) is -24. When x is 1, f(x) is -14. When x is 2, f(x) is 0. And when x is 4, f(x) is 40.

Based on these data points, we can conclude that the function represented by the data is f(x) = x^3 - x^2 - 24.

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We find that Option 2, f(x) = \((x^3)/4 + 2x^2 - 24\), matches the data given in the table.

Based on the data given in the table, we need to determine the polynomial function that represents the data.
To do this, we can compare the values of f(x) in the table with the given options for the polynomial functions. We are looking for a function that matches the given data points.

Let's evaluate each option using the x-values from the table:
Option 1: f(x) = \(x^3 - x^2 - 24\)
For x = 0,\(f(0) = 0^3 - 0^2 - 24 = -24\) (matches the data)
For x = 1, \(f(1) = 1^3 - 1^2 - 24 = -24 - 1 - 24 = -49\) (does not match the data)
For x = 2,\(f(2) = 2^3 - 2^2 - 24 = 8 - 4 - 24 = -20\) (does not match the data)
Option 2: \(f(x) = (x^3)/4 + 2x^2 - 24\)
For x = 0,\(f(0) = (0^3)/4 + 2(0^2) - 24 = 0 - 0 - 24 = -24\) (matches the data)
For x = 1,\(f(1) = (1^3)/4 + 2(1^2) - 24 = 1/4 + 2 - 24 = -20.75\)(does not match the data)
For x = 2, \(f(2) = (2^3)/4 + 2(2^2) - 24 = 8/4 + 8 - 24 = -14\)(matches the data)
Option 3: f(x) = -24 - 14(3/3)(3/4)
Simplifying, f(x) = -24 - 14(1)(3/4) = -24 - 14(3/4) = -24 - 10.5 = -34.5 (does not match the data)
Option 4: \(f(x) = -2 1/4 * x^2 + 24\)
For x = 0, \(f(0) = -2 1/4 * 0^2 + 24 = 24\) (does not match the data)
For x = 1,\(f(1) = -2 1/4 * 1^2 + 24 = -2 1/4 + 24 = 21.75\) (does not match the data)
For x = 2,\(f(2) = -2 1/4 * 2^2 + 24 = -2 1/4 * 4 + 24 = -9 + 24 = 15\) (does not match the data)
Option 5: \(f(x) = 3/4 * x^2 - 3x + 24\)
For x = 0, \(f(0) = 3/4 * 0^2 - 3(0) + 24 = 24\) (does not match the data)
For x = 1, \(f(1) = 3/4 * 1^2 - 3(1) + 24 = 3/4 - 3 + 24 = 21.75\) (does not match the data)
For x = 2,\(f(2) = 3/4 * 2^2 - 3(2) + 24 = 3/4 * 4 - 6 + 24 = 3 - 6 + 24 = 21\)(matches the data)

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The median of a data set is the middle number. To find this value, you'll need to order your data set from smallest to largest and then cross off values equally from each end until you reach the middle. In the case there are two numbers in the middle, you will find the mean/average of those two numbers.

7, 9, 11, 14, 18, 20, 30, 35

9, 11, 14, 18, 20, 30

11, 14, 18, 20

14, 18

Average of 14 and 18 = 16

Answer: C. 16

Hope this helps!

The four second partial derivatives of the function z are: ∂²z/∂x² = 22∂²z/∂y² = 26∂²z/∂x∂y = -14

To find the four second partial derivatives of the function z= 11x² – 14xy + 13y², we first need to compute the first partial derivatives.

Then, we can use those to compute the second partial derivatives. Here are the steps:

Step 1: Find the first partial derivatives of z with respect to x and y. To find the first partial derivative of z with respect to x, we hold y constant and differentiate z with respect to x. This means that we treat y as a constant. To find the first partial derivative of z with respect to y, we hold x constant and differentiate z with respect to y. This means that we treat x as a constant. Thus, we have:

∂z/∂x = 22x – 14y∂z/∂y

= -14x + 26y

Step 2: Find the second partial derivatives of z with respect to x and y. To find the second partial derivatives of z, we differentiate the first partial derivatives with respect to x and y. Thus, we have:

∂²z/∂x² = 22∂²z/∂y² = 26∂²z/∂x∂y = -14

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Answer:  Rational

Explanation:

Any rational number is of the form P/Q, where P and Q are integers

Keep in mind that Q cannot be zero, but P can be.

In this case, P = -7 and Q = 35

Answer:

3$

Step-by-step explanation:

Let x be t-shirts and y socks.

4x + 3y= $37

2y + 5x= $41

x= (37 - 3y) ÷ 4

2y + 5((37-3y)÷4)=41

y=3

Should there be a global effort to sharply reduce the cutting and burning of old-growth forests?

Yes, there should be a global effort to sharply reduce the cutting and burning of old-growth forests. Old-growth forests are vital ecosystems that provide numerous environmental, social, and economic benefits. They are home to diverse species, including endangered ones, and play a crucial role in carbon sequestration, mitigating climate change, and preserving biodiversity.

Cutting and burning old-growth forests contribute to deforestation, habitat loss, and greenhouse gas emissions. It disrupts ecosystems, threatens species survival, and exacerbates climate change. Protecting old-growth forests is essential for maintaining ecological balance and promoting sustainable development.

Numerous references and scientific studies support the importance of preserving old-growth forests. Some relevant sources include:

"The Importance of Old-Growth Forests" by the World Wildlife Fund (WWF): https://www.worldwildlife.org/initiatives/old-growth-forests

"Old-growth forest protection: A key tool in fighting climate change" by The Nature Conservancy: https://www.nature.org/en-us/what-we-do/our-insights/perspectives/old-growth-forest-protection-fighting-climate-change/

"Old-Growth Forests: Function, Fate and Value" by the United Nations Environment Programme (UNEP): https://www.unep-wcmc.org/resources-and-data/old-growth-forests-function-fate-and-value

These resources provide comprehensive information on the importance of old-growth forest conservation and the need for global efforts to reduce cutting and burning practices.

The question provided seems incomplete and unclear. It mentions a relationship between letters of the alphabet and percentages but does not provide any context or options to choose from. Please provide more information or clarify the question, and I'll be glad to assist you further.

The exact relationship between x and y may vary depending on the material and design of the object.

The relationship between the variables x and y, in terms of length and weight, is that as the length of the object (x) increases, the weight or load it can bear (y) also increases.

This is because the longer an object is, the more support it can provide, and the more weight it can hold without breaking or collapsing.

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When we subtract a velocity vector from another velocity vector, the result is B. another velocity.

When we subtract a velocity vector from another velocity vector, we are essentially finding the difference between the two velocities. This difference is also a velocity vector, but in a different direction and with a different magnitude. Therefore, the answer is another velocity, option B.

It is important to note that acceleration is a change in velocity, not the result of subtracting one velocity from another. Scalar refers to a quantity with only magnitude, whereas velocity is a vector quantity with both magnitude and direction. Displacement refers to the change in position of an object and is not directly related to subtracting velocity vectors.

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Answer:

3x square-30x +29=0. i think thats the equatiom

Step-by-step explanation:

AC = 20

AB = 18

BC² = 20²+ 18² -2•20•18•cos(52°)

BC² = 280.72

BC = √280.72

BC ≈ 16.75

Angle C:

18² = 20² + 16.75² -2•20•16.75•cos(C)

324 = 400 + 280.72 -670•cos(C)

cos(C) = -356.72/-670

cos(C) ≈ 0.53

acos(0.53) = C

C = 57.8°

Angle B:

180-52-57.8 = 70.2°

After answering the presented question, we can conclude that As a result, the new angle generated is 180 degrees - 108 degrees = 72 degrees.

what are angles?

An angle is a shape in Euclidean geometry made composed of two rays, known as the angle's sides, that meet in the middle at a point known as the angle's vertex. Two rays can produce an angle in the plane in which they are positioned. An angle is formed when two planes collide. These are known as dihedral angles. In planar geometry, an angle is a shape formed by two rays or lines that have a common termination. The English term "angle" comes from the Latin word "angulus," which means "horn." The vertex is the common terminal of the two rays, which are known as the angle's sides.

The total of a regular pentagon's internal angles is (5-2) x 180 degrees = 540 degrees.

Because a normal pentagon has five equal angles, each interior angle is 540 degrees / 5 = 108 degrees.

When two pentagon sides are stretched to meet, they produce a straight line and a supplementary angle with the neighboring internal angle.

Hence, As a result, the new angle generated is 180 degrees - 108 degrees = 72 degrees.

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Complete question:

Given a regular pentagon, if two sides of the pentagon are extended to meet, what is the measure of the angle formed at the intersection point?

Answer:

7.2 x \(10^{6}\)

Step-by-step explanation:

7.2 x \(10^{6}\)

To write the number in scientific notation, you need to move the decimal from where it is at at the end of the number so that the number will be 1 or greater than 1, but less than 10.

7,200,000.  If we do not see a decimal, it is at the end of the number.   We moved the decimal between the 7 and 2.  How many places did we move the decimal.  It was at the end of the number and now it is between the 7 and the 2.  We moved it 6 places.  That tells us what the exponent will be.