can i please have help

Answer:

A. (-1, 3) (3, 2) (-2, 1)

B. \(\sqrt{17}\)   \(\sqrt{5}\)  \(\sqrt{26}\)  

Step-by-step explanation:

The formula for finding the midpoints is \((\frac{x_{1}+x_{2} }2}, \frac{y_{1}+y_{2} }2} )\).

MIDPOINTS

\((\frac{x_{1}+x_{2} }2}, \frac{y_{1}+y_{2} }2} )\) = \((\frac{4-6}2,\frac{4+2 }2} )\) = (-1, 3)

\((\frac{x_{1}+x_{2} }2}, \frac{y_{1}+y_{2} }2} )\) = \((\frac{4+2}2,\frac{4+0 }2} )\) = (3, 2)

\((\frac{x_{1}+x_{2} }2}, \frac{y_{1}+y_{2} }2} )\) = \((\frac{-6+2}2,\frac{2+0 }2} )\) = (-2, 1)

Next, we will use the distance formula, \(\sqrt{(x_{1}-x_{2})^{2} + (y_{1}-y_{2})^{2} }\).

DISTANCE

\(\sqrt{(x_{1}-x_{2})^{2} + (y_{1}-y_{2})^{2} }\) = \(\sqrt{(-1-3)^{2} + (3-2)^{2} }\) = \(\sqrt{17}\)

\(\sqrt{(x_{1}-x_{2})^{2} + (y_{1}-y_{2})^{2} }\) = \(\sqrt{(-1+2)^{2} + (3-1)^{2} }\) = \(\sqrt{5}\)

\(\sqrt{(x_{1}-x_{2})^{2} + (y_{1}-y_{2})^{2} }\) = \(\sqrt{(3+2)^{2} + (2-1)^{2} }\) = \(\sqrt{26}\)  

a. To find the coordinates of endpoints we must add two x values and divide by 2 and then add 2 y- values and divide by 2.

(4-6)/2=-1  (4+2)/2=3

Repeat for other sides.

(2-6)/2=-2 (2+0)/2=1

(2+4)/2=3  (4+0)/2=2

Coordinates of midpoints are (-1,3), (-2,1), (3,2)

b. Now we use the distance formula for each midpoint to find the length of the inner- triangle.

sqrt((-1+2)^2 + (3-1)^2)

Sqrt(5)

Repeat.

Sqrt(17)

Sqrt(26)

The lengths of the inner triangle are as follows:

(-1,3), (-2,1) = Sqrt(5)

(-1,3), (3,2) = Sqrt(17)

(-2,1), (3,2) = Sqrt(26)

A partial fraction calculator is a tool used to decompose a rational function into simpler fractions, known as partial fractions.

A partial fraction calculator is a tool used to decompose a rational function into simpler fractions. It is commonly used in algebra and calculus to simplify complex expressions and solve equations. The partial fraction calculator takes a rational function as input and breaks it down into simpler fractions that can be more easily integrated or manipulated. This process involves finding the partial fraction decomposition of the rational function by factoring the denominator into linear and quadratic factors and then solving for the coefficients of the partial fractions. This calculator can be useful for students, engineers, and anyone working with complex algebraic expressions.

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Answer:

the answer should be clld i am pretty sure

Step-by-step explanation:

the fluid at point Q will have a higher velocity compared to the fluid at point P.

Since the fluid is incompressible and has zero viscosity, it means that the fluid will flow without any loss of energy due to friction or viscosity. Therefore, the fluid at point P and point Q will have the same energy.

However, based on the given information that the pipe has a varying radius, we can infer that the fluid at point Q will have a different velocity compared to the fluid at point P. According to the principle of continuity, which states that the mass flow rate is constant in an incompressible flow, when the radius of the pipe decreases at point Q, the fluid velocity will increase to maintain the constant mass flow rate.

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She bought 1 soft drink for $2

6 candy bars

total = $14

Equation

14 = 2 + 6x

Solve for x (number of candies)

14 - 2 = 6x

12 = 6x

x = 12/6

x = $2

Each bar candy cost $2.

Answer:

MAYBE D OR A

Step-by-step explanation:

SORRY IF THIS WAS NO HELP

Answer:

D is correct

Step-by-step explanation:

Because the x has the |x| surrounding it, that means that it is always going to be positive (i think) which explains why both -1 and 1 are selected; because they both equal 1.

Answer:

C) Impossible

Step-by-step explanation:

Since there are no blue cards, the probability that you'd draw one is 0/12, which means that there is no chance you'll draw one.

Answer:

$0.25

Step-by-step explanation:

3.75/15 = 0.25

Answer:

0.25

Step-by-step explanation:

3.75 divided by 15= 0.25

Answer:

Step-by-step explanation:

2.b=90

1.30

Answer:

Step-by-step explanation:

6. You're gonna use Cos to find Y

Cos = adj/hyp

Cos 27 = 10/y

10/cos27 = y

11.2 = y

7. It'll help immensily if you draw this one out.

You're gonna use Sin to find the angle.

Sin = opp/hyp

Sin 65 = 14/x

14/sin65 = x

15.4 = x

Using the distance between two points to find the side lengths, the perimeter of the triangle is of 25.66 units.

The perimeter of a polygon is given by the sum of all the lengths of the outer edges of the figure.

Suppose that we have two points, \((x_1,y_1)\) and \((x_2,y_2)\). The distance between them is given by:

\(D = \sqrt{(x_2-x_1)^2+(y_2-y_1)^2}\)

This formula is derived from the Pythagorean Theorem, as the points form a right triangle in the xy-plane, with the hypotenuse being the distance between them.

Hence the side lengths are given as follows:

Hence the perimeter is given by:

P = 9 + 8.6 + 8.06 = 25.66 units.

The triangle is graphed at the end of the answer.

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Answer:

x ≈ 2879.4 m

Step-by-step explanation:

Measure of ∠DAC = 10°

Measure of ∠DAB = 90°

Measure of ∠BAC = 90° - 10° = 80°

By applying cosine rule in ΔABC,

cos(80°) = \(\frac{\text{Adjacent side}}{\text{Hypotenuse}}\)

              = \(\frac{AB}{AC}\)

0.17365 = \(\frac{500}{x}\)

x = \(\frac{500}{0.17365}\)

x = 2879.36

x ≈ 2879.4 m

10 ft pls like if it helped

Answer:

Let 2n = the first of three consecutive even numbers, where n is an integer.

Let 2n + 2 = the second of three consecutive even numbers, and

Let 2n + 4 = the third of three consecutive even numbers.

We're given that "sum of three consecutive even numbers is 552." We can translate this English sentence mathematically into the following equation to be solved for n:

2n + (2n + 2) + (2n + 4) = 552

Removing the parentheses, we have:

2n + 2n + 2 + 2n + 4 = 552

Now, by the Commutative Law of Addition, i.e., a + b = b + a, we have on the left side of the equation:

2n + 2n + 2n + 2 + 4 = 552

Now, collecting like-terms on the left, we get:

6n + 6 = 552

To solve for the variable n, We now begin isolating n on the left side by subtracting 6 from both sides as follows:

6n + 6 - 6 = 552 - 6

6n + 0 = 546

6n = 546

Now, divide both sides by 6 to finally solve for n:

(6n)/6 = 546/6

(6/6)n = 546/6

(1)n = 91

n = 91

Therefore, the first of three consecutive even numbers, 2n, is:

2n = 2(91)

= 182

The second of three consecutive even numbers is:

2n + 2 = 2(91) + 2

= 182 + 2

= 184

The third of three consecutive even numbers is:

2n + 4 = 2(91) + 4

= 182 + 4

= 186

CHECK:

2n + (2n + 2) + (2n + 4) = 552

182 + 184 + 186 = 552

552 = 552

Therefore, the desired and first of three consecutive even numbers is indeed 2n = 182.

Answer:

250/100 x 72 = 180

She has completed 180 invitations

Step-by-step explanation:

Decimal multiplication problem:

250 x 0.72 = 180

To find the minimum score required for an A grade, we need to determine the cutoff point that corresponds to the top 13% of scores.

Given that the scores on the test are normally distributed with a mean of 69.5 and a standard deviation of 9.5, we can use the standard normal distribution to calculate the cutoff point. Using a standard normal distribution table or a statistical calculator, we find that the z-score corresponding to the top 13% is approximately 1.04. To find the corresponding raw score, we can use the formula:

x = μ + (z * σ)

where x is the raw score, μ is the mean, z is the z-score, and σ is the standard deviation. Plugging in the values, we have:

x = 69.5 + (1.04 * 9.5) ≈ 79.58

Rounding this to the nearest whole number, the minimum score required for an A grade would be 80. Therefore, a student would need to score at least 80 on the test to achieve an A grade according to the professor's grading scheme.

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Answer:

18

Step-by-step explanation:

2h - 32 - 16 = -12

2h - 48= -12

2h =-12+48

h=36\2

h = 18

Answer:

h = 18

Step-by-step explanation:

Given

2(h - 16) - 16 = - 12 ← distribute and simplify left side

2h - 32 - 16 = - 12

2h - 48 = - 12 ( add 48 to both sides )

2h = 36 ( divide both sides by 2 )

h = 18

Life in the neighborhood depicted in the film "Los Olvidados" is characterized by challenging economic and social conditions.

The neighborhood in "Los Olvidados" is portrayed as a poverty-stricken area where the residents struggle to make ends meet. The film explores the lives of marginalized individuals most particularly young boys, who are caught in a cycle of poverty, violence, and neglect.

The economic conditions in the neighborhood are harsh, with limited opportunities for employment and a lack of access to basic necessities. As a result, the residents are often forced into criminal activities to survive leading to a high level of violence and crime within the community.

Moreover, the social conditions exacerbate the challenges faced by the neighborhood. There is a sense of abandonment and neglect from the government and wider society with little support or resources available to address the issues faced by the residents.

Full question:

Describes life in the neighborhood that takes place in the film Los Olvidados by Luis Buñuel, taking into account their economic and social conditions through the different activities carried out by the neighborhoods.

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In analyzing the course grades of students in an elementary statistics course, a professor notices a pattern where seniors tend to perform better than sophomores.

This observation may lead the professor to be tempted to conclude that older students generally perform better than younger ones in statistics.

However, it is crucial to consider the presence of possible confounding variables that could influence this relationship and potentially lead to a biased conclusion.

One possible confounder in this situation is the students' prior knowledge or experience with statistics. It is reasonable to assume that seniors, who are closer to completing their undergraduate studies, have had more opportunities to take advanced courses that include statistical concepts.

They may have already gained exposure to statistical methods and developed a better understanding of the subject matter. On the other hand, sophomores, being in the earlier stages of their academic journey, may not have had as much exposure to statistics or have taken introductory courses that cover statistical concepts in depth.

If the professor solely focuses on the age difference between the two groups (seniors and sophomores) without accounting for the confounding factor of prior knowledge or experience, the conclusion that older students perform better would be flawed.

The observed difference in performance may be attributed more to differences in prior preparation rather than age itself. This confounding factor poses a threat to the internal validity of the study.

To properly evaluate the impact of age on student performance, it is essential to control for the confounding variable of prior knowledge or experience in statistics.

This can be achieved by considering additional variables such as previous coursework or exposure to statistical concepts. For instance, the professor could collect data on the number of statistics-related courses taken by each student or inquire about their familiarity with statistical methods prior to enrolling in the elementary statistics course.

By including these variables in the analysis, the professor can better isolate the effect of age on student performance and draw more accurate conclusions.

Controlling for confounding variables is crucial to ensure that the relationship between age and performance in statistics is accurately assessed.

Without accounting for potential confounders, the observed difference in grades between seniors and sophomores may lead to an incorrect conclusion.

By considering additional variables related to prior knowledge or experience, the professor can obtain a more comprehensive understanding of the factors influencing student performance and make more informed interpretations.

In conclusion, when analyzing the grades of students in an elementary statistics course, it is important to be cautious about drawing conclusions based solely on age differences.

The presence of confounding variables, such as prior knowledge or experience with statistics, can influence the observed relationship. To mitigate the influence of confounders, it is necessary to control for relevant variables and consider the broader context.

By taking these steps, the professor can obtain a more accurate understanding of the relationship between age and student performance in statistics.

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By using Binomial probability distribution, the mean number of adults who would have bank savings accounts is 32.

For every survey, there are only two possible outcomes.

First- they have bank savings accounts,

second- they do not.

So, by using the binomial probability distribution we can solve this problem.

Probability of exactly Y successes in ‘n’ repeated trials, with ‘p’ probability.

Probability = p

Successes repeated = n  times

The  value of the binomial distribution is:

E(Y) = n x p

In this problem, we have that:

p = 0.64

If we were to survey among 50 randomly selected adults, the mean number of adults who would have bank savings accounts is,

E(Y) when, n = 50

So,

E(Y)= n x p

= 50 x 0.64

= 32

Hence ,our required answer is 32 adults who would have bank savings accounts

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Answer:

One

Step-by-step explanation:

Since (1) is the highest exponent value, there can only be one solution.

IF t^2 then there would be two answers.

Answer:

One solution

Step-by-step explanation:

To find the amount of solutions, you must solve first:

-8 + t = -t + 10

First, add t to both sides:

-8 + 2t = 10

Add 8 to both sides:

2t = 18

Divide both sides by 2:

t = 9

Since there has been a solution to this equation, that means there's only one solution.

Answer:

-$2887.5

Step-by-step explanation:

-$4,510 - $3,866 - $2,830 - $2,125  - $2,030 - $1,964 = -$17325

-$17325 divide by 6 = - $2887.5

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Answer:

2/8, 3/12 and 4/16

Step-by-step explaination:

All these fractions are equivalent to 1/4 as the numerator is a multiple of 1, the denominator is a multiple of 4, and the numerators are all a quarter of their respective denominators.

This can be factored into the product of two binomials.

We are going to setup two sets of parenthses and inside each set of parenthses will be the two terms that compose each binomial.

The first term in each binomial will be a factor of the p² term.

Since p² breaks down into p · p, we use a p

as the first position in each binomial.

The second term in each binomial will be the factors of

our constant term that add to the coefficient of the middle term.

These factors are +16 and +2.

So our answer is (p + 16)(p + 2).

Check out the image provided.

I have showed the different pairs of factors of 32.

However, only +16 and +2 add to the coefficient of the middle term.

Answer:

You can't solve this equation.

Step-by-step explanation:

Given the equation: (2x+1)(2x+6)-7(x-2)=4(x+1)(x-1)9x​

When you solve this, it will be either of the following answers.

So you can't fully solve this equation.

To describe the typical quiz scores of the students, a common measure used is the mean, or average, score. The mean is calculated by summing up all the scores and dividing by the total number of scores.

Given its simplicity and simplicity in interpretation, the mean was chosen as a proxy for normal quiz scores. It offers a solitary figure that encapsulates the scores' median. We can figure out the pupils' overall performance on the quiz scores by computing the mean.

It's crucial to keep in mind, though, that outliers or extremely high scores dividing might have an impact on the mean. The mean may not be an accurate representation of the normal results of the majority of students if there are a few students who severely underperform or do very well on the quizzes.

To get a more thorough picture of the distribution of quiz results in such circumstances, it might be beneficial to take into account additional metrics like the median or mode.

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The distance between points M(6, 16) and Z(-1, 14) is approximately 7.1 units.

We can use the distance formula to find the distance between two points in a coordinate plane. The distance formula is:

d = √((x2 - x1)² + (y2 - y1)²)

where (x1, y1) and (x2, y2) are the coordinates of the two points. Substituting the coordinates of M(6, 16) and Z(-1, 14), we get:

d = √((-1 - 6)² + (14 - 16)²) = √(49 + 4) = √53 ≈ 7.1

Therefore, the distance between points M(6, 16) and Z(-1, 14) is approximately 7.1 units.

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Answer: x = 7°

Explanation:

We know that sum of angles of a quadilateral is = 360°

Therefore ATQ

⇒ (12x-4)+(18x+4)+(15x+10)+(5x) = 360

⇒ (12x + 18x + 15x + 5x) + (-4+4+10) = 360

⇒ 50x + 10 = 360

⇒ 50x = 360-10

⇒ 50x = 350

⇒ x = 350/50

⇒ x = 7

Therefore value of x is 7°

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Answer:

60 square units; 40 units

Step-by-step explanation:

to find the missing side you use the pythagorean theorem

a^2 + b^2 = c^2

8^2 + b^2 = 17^2

64 + b^2 = 289

b^2 = 225

b = 15

area is l*h*1/2

15 * 8 * 1/2 = 60 square units

perimeter is adding them all

15 + 8 + 17 = 40 units