A geologist wants to determine the distance across the widest part of a nearby lake. The geologist marked off specific points around the lake so that the line containing segment DE would be parallel to the line containing BC. The segment BC is selected specifically because it is the widest part of the lake. The segment DE is selected specifically because it is a short enough distance to easily measure. Use this diagram to answer the following questions.

1. Is ADE similar to ABC'? How do you know? *

Yes. All three sides are proportional.
Yes. Two or more angles are equivalent.
No. Side lengths are not proportional.
There is insufficient information to determine similarity.

2. If ADE is similar to ABC, and |AD| = 1,200 ft and |AB| = 3,600 ft, what is the length of segment BC?

2,700 ft
1,600 ft
2,100 ft
2,400 ft

3. If ABC is similar to ADE what is the length of segment AC? *
5 points
2,000 ft
3,000 ft
2,400 ft
2,800 ft

The temperature sequence start with the value: 43 degrees F. Next day there is an increase of 6 degrees F, so that takes us to 49 degrees F. the following day there is a decrease of 13 degreef F, which takes us to 36 degrees F

So in order to calculate the change in temperature we do:

Final Temp - Initial Temp = 36 F - 43 F = - 7 F

the overal change in temperature is - 7 F

Answer:

23

Step-by-step explanation:

31+23=54

\(54-x=31\)

Simplify:

\(-x+54=31\)

Subtract 54 from both sides:

\(-x+54-54=31-54\)

\(-x=-23\)

Divide both sides by -1:

\(\dfrac{-x}{-1} =\dfrac{-23}{-1}\)

\(=\fbox{x = 23}\)

Answer:

57,000

Step-by-step explanation:

Answer:

3:8

Step-by-step explanation:

brainlest???

Answer:

3:8

8:3

11:8

8:11

11:3

3:11

Step-by-step explanation:

i put all the possible answers

stay blessed and positive

Answer:

uhm

Step-by-step explanation:

I would say 30 divided by 5=6, it makes the most sense

Foreign direct investment helps improve the economic situation of a recipient country by increasing employment opportunities in the country that the company invests in.

When foreign companies invest in a recipient country, they often establish or expand their operations, which requires hiring local workers. This leads to job creation and reduces unemployment rates in the recipient country.

Increased employment opportunities result in more individuals having access to income and improved standards of living.

Foreign direct investment also contributes to the transfer of technology, knowledge, and skills to the recipient country. Multinational companies often bring advanced technologies, production techniques, and management practices that may not have been available or widely adopted in the recipient country.

Furthermore, foreign direct investment stimulates domestic investment and encourages the growth of local businesses. When foreign companies invest in a recipient country, they often form partnerships or engage in supply chain relationships with local firms.

Overall, foreign direct investment increases employment opportunities, fosters technology transfer, and stimulates domestic investment, all of which contribute to improving the economic situation of a recipient country.

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Answer:

side AC

Step-by-step explanation:

Equation for a rational function is 10(x2 + 7x + 12) / (x2 + 11x + 30) = 0.

What is Rational Function?

Any function that can be expressed mathematically as a rational fraction—an algebraic fraction in which both the numerator and the denominator are polynomials—is referred to as a rational function. The polynomials' coefficients don't have to be rational numbers; they can be found in any field K.

So this will be a rational function with the vertical asymptotes given by the denominators:

(x + 5) and (x + 6).

The x-intercepts will be provided by the numerator,

which will be:

a(x + 3)(x + 4)

The letter an is a constant.

Given that (0,4) is the y intercept, we have:

4 = a(0+3)(0+4) / (0+5)(0+6)

4= 12a / 30

12a = 120

now,

a = 120/12,

a = 10,

and a = 1.

Now,

a(x+3)(x+4) / (x+5)(x+6) = 0

10 (x^2 + 7x + 12) / (x^2 + 11x + 30) = 0

Hence, We have the following equation for a rational function:

10 (x2 + 7x + 12) / (x2 + 11x + 30) = 0.

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Answer:

Step-by-step explanation:

3.7+9f=49.6

3.7-3.7+9f=49.6-3.7

9f=45.9

f=5.1

Therefore, the value of the variable 'f' is 5.1

Answer:

8 bags, but will have some extra.

Step-by-step explanation:

The area of the lawn is 120 square feet, and 15 x 8 =124.

Answer:

100 feet long

Step-by-step explanation:

Answer:

length of second rectangle is

100 feet

Answer:

Good luck mate with that

Step-by-step explanation:

Answer:

  See attached

Step-by-step explanation:

You want the slopes of the various graphs, and a description of how you got it.

As you know from your real-world experience a steep slope has more vertical change in the same horizontal distance than one that is less steep. When the height increases over a horizontal distance, we say the slope is positive. When the height decreases, the slope is negative.

In the real world, a downhill (negative) slope turns into a positive (uphill) slope if you just turn around and go the other direction.

On an x-y (Cartesian) coordinate plane, we define the direction as positive to the right. So, a line or curve with positive slope goes up to the right. A line or curve with negative slope goes down to the right. (The slope of a horizontal line is zero. The slope of a vertical line is "undefined.")

Slope can be described different ways. The natural slope of a pile of loose material (sand, gravel, rock, salt, coal, and the like) can be described by its angle of repose. Dry sand may have an angle of repose of as much as 34°. When it is filled with water, it may slump to 15° or so.

The slope, or grade, of a roadway or other path is often described as a percentage (feet of rise or drop per 100 horizontal feet). Many places a 10% grade (about 5.7°) would be considered a pretty steep slope. The steepest hills in San Francisco have a 31.5% grade. A "black diamond" ski run is one with a slope of 40% (about 22°) or more.

In Algebra, we usually give a slope a numerical value. Its units will be the ratio of the units of the vertical measure on a graph to the units of the horizontal measure on the graph. For a graph with no particular units, or where the horizontal and vertical units are the same, the slope is simply a "pure number" that has no units.

Slope is defined as the ratio of vertical change to the corresponding horizontal change. On a graph, the vertical change between two points is the difference of their vertical (y) coordinates. The horizontal change is the difference of the horizontal (x) coordinates taken in the same order.

The formula for the slope between two points (x₁, y₁) and (x₂, y₂) is ...

  \(\text{slope}=\dfrac{y_2-y_1}{x_2-x_1}\)

The points can be designated as "point 1" and "point 2" in any order, but the chosen designation needs to be used consistently in the calculation.

If the denominator is zero, the slope is "undefined."

The graphs show the coordinates of the points you are to use to calculate the slope. In the attachment, we use the point on the right as "point 2" and the point on the left as "point 1". That makes the difference of x-coordinates positive, so the sign of the slope will be the sign of the difference of corresponding y-coordinates. (The slope is positive in all cases here.)

The "procedure" is simply a description of what you did to find the slope. It is described above, and also in the attachment. You know what you did, so all you need to do is write that down.

The answer to question 3 is the same as the answer to any of the parts of question 1, except you're using different symbols for the coordinates of the point. Considering graph A, you're using "u" and "v" instead of "4" and "9". The letters go in the same places the numbers do in the equation for slope.

The attachment has the answers to the questions.

We are given the radius of the scoop and asked to find the volume of ice cream in one scoop. By using the formula for the volume of a sphere and substituting the given radius, we can calculate the volume. The final answer is approximately 33.49 cubic inches.

a) The problem asks for the volume of ice cream in one scoop.

b) The given fact is that the radius of the scoop is 2 inches.

c) The formula to be used is the volume of a sphere, which is given by V = (4/3)πr³, where V is the volume and r is the radius.

d) Number Sentence:

  - Given: Radius (r) = 2 inches

  - Formula: V = (4/3)πr³

  - Substituting the value: V = (4/3)π(2)³

  - Simplifying: V = (4/3)π(8)

  - Evaluating: V = (4/3)(3.14)(8)

  - Multiplying: V = 33.49333333 (approx.)

e) Final answer: The volume of ice cream in one scoop is approximately 33.49 cubic inches.

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The second pair of points representing the solution set of the system of equations is (-6, 29).

To find the second pair of points representing the solution set of the system of equations, we need to substitute the x-coordinate of the second point into one of the equations and solve for y.

Given the system of equations:

y = x^2 - 2x - 19

y + 4x = 5

Substituting the x-coordinate of the second point (-6) into equation 2:

y + 4(-6) = 5

y - 24 = 5

y = 5 + 24

y = 29

Therefore, the second pair of points representing the solution set of the system of equations is (-6, 29).

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Question

Type the correct answer in the box. Use numerals instead of words. If necessary, use / for the fraction bar.

y = x2 − 2x − 19

y + 4x = 5

The pair of points representing the solution set of this system of equations is (-6, 29) and

_________.

The slope of the line represents the speed in miles per hour

The y intercept represents the initial distance

from the question, we have the following parameters that can be used in our computation:

The graph

Where, we have

x = time in hours

y = distance in miles

The slope is

slope = change in y/x

So, we can conclude that the slope is the speed

By definition, the y intercept is the initial value of the graph

In this case;

y intercept = initial distance

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The time to reach 125 feet is 1.3 seconds, the time to reach a maximum height of 147.52 ft is 2.5 seconds

From the question, we have the following parameters that can be used in our computation:

h(t) = -16t^2 + 79t + 50

To do this, we set h(t) = 125

So, we have

-16t^2 + 79t + 50 = 125

Using a graphing tool, we have

t = 1.3

So, the time taken is 1.3 seconds

We have

h(t) = -16t^2 + 79t + 50

Differentiate and set to 0

-32t + 79 = 0

So, we have

32t = 79

This gives

t = 2.46875

t = 2.5

Next, we have

h(2.46875) = -16 * 2.46875^2 + 79 * 2.46875 + 50

Evaluate

h(2.46875) = 147.52

Hence, the maximum height is 147.52 ft

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The mean from a Histogram, table, and dot plot, it is not possible to determine the mean directly from a stem-and-leaf plot.

Out of the given options, the display of data for which it is not possible to find the mean is the stem-and-leaf plot.

A histogram displays data in the form of bars, where the height of each bar represents the frequency of data within a specific range. From a histogram, it is possible to calculate the mean by summing up the products of each value with its corresponding frequency and dividing it by the total number of data points.

A table presents data in a structured format, typically with rows and columns, allowing for easy calculation of the mean. By adding up all the values and dividing by the total number of values, the mean can be obtained from a table.

A stem-and-leaf plot organizes data by splitting each value into a stem (the first digit or digits) and a leaf (the last digit). While a stem-and-leaf plot provides a visual representation of the data, it does not directly provide the frequency or count of each value. Hence, it is not possible to determine the mean directly from a stem-and-leaf plot without additional information.

A dot plot represents data using dots along a number line, with each dot representing an occurrence of a value. Similar to a histogram and table, a dot plot allows for the calculation of the mean by summing up the values and dividing by the total number of data points.

In summary, while it is possible to find the mean from a histogram, table, and dot plot, it is not possible to determine the mean directly from a stem-and-leaf plot.

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Type 1 error is rejecting the null hypothesis, even when we know it is true. Here the average diameter is 1.65mm, but we decide that it is not 1.65mm.

The data which given says that the average diameter should be 1.65mm. Bigger and smaller diameters may result in problems like pain and rupture of RBCs.

So the null and alternate hypothesis are

Null hypothesis , H₀ : μ= 1.65 mm

Alternate hypothesis, H₁ : μ≠ 1.65 mm

Here the sample size, n= 35, σ = 0.07, mean = 1.64

Type 1 error means rejecting null hypothesis, when it is true. It is also known as false positive error. A false positive can occur if something other than the stimuli applied during the test is resulting the outcome. This cannot be avoided because of the degree of uncertainty involved.

In type 1 error, we assume that the null hypothesis, H₀ : μ=1.65 is false, that means the average diameter is not 1.65 mm, even if the actual diameter is 1.65 mm.

Se decide average diameter is not 1.65 mm.

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Answer:

in day 15

Step-by-step explanation:

3, 6, 9, 12, (15)

5, 10, (15)

After solving by the LCM method, both teams have games on the same day, which will be the 15th day.

The Least Common Multiple is the meaning of the acronym LCM. The smallest number that both numbers can divide by is known as the least frequent multiple (LCM) for two numbers. It can also be computed for several different numbers.

As per the given information in the question,

Number of days after which both the teams will have the game on the same day again

Take the LCM of both numbers,

= LCM (3, 5)

= 15 days.

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Answer

greater 30,15,5,-10 lessthan -30

Step-by-step explanation:

Answer:

B. making an inference.

Step-by-step explanation:

The drama teacher's decision to add another performance time on Saturday is a result of making an inference based on the information that 80% of last year's sold-out plays occurred during weekend performances. By observing this pattern, the drama teacher infers that adding another performance on Saturday will likely attract a larger audience and increase the chances of having a sold-out show.

Answer:

n ≥ -3

Step-by-step explanation:

If n can be no less than -3... then we know that n has to be bigger than or equal to -3.

This could also be said as greater than or equal to -3

Conveniently enough... there is a sign for greater than or equal to and it is ≥

Answer:

-1/2

Step-by-step explanation:

Answer:

This

Step-by-step explanation:

Slope (m) =  

ΔY

ΔX

=  

2

-1

= -2

θ =  

arctan( ΔY ) + 180°

ΔX

= 116.56505117708°

ΔX = -3 – 0 = -3

ΔY = 0 – -6 = 6

Distance (d) = √ΔX2 + ΔY2 = √45 = 6.7082039324994

Equation of the line:

y = -2x – 6

When x=0, y = -6

When y=0, x = -3

According to the information, the missing number from the box is number 40.

To find the missing number of the table we must take into account different elements. In particular we must look at the totals and the columns and rows in which the empty space is. Once we identify the totals we can subtract the other values from the total and find the missing number in the table.

According to the above we can infer that the missing number is 40.

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The red dot on the graph is (2, -8)