Consider A = (-9,4) and B (11,17). = Point P₂ partitions the segment from B to A in a 3:5 ratio. Find the coordinates of point P2.

Answer:15.75 min

Step-by-step explanation:

7/8)60= 52.5

3/10)52.5= 15.75

Answer:

add the fractions and then divide

Step-by-step explanation:

so you add the top two and then the bottem two and then after you get those two anwsers divide them

In summary, the bearing of the airplane located at the point (17, 0) with respect to the observer at the origin is 0 degrees using both the compass bearing method and the angle measurement method.

To determine the bearing of an airplane located at the point (17, 0) with respect to an observer at the origin of a rectangular coordinate system, we can use two methods: the compass bearing method and the angle measurement method.

1. Compass Bearing Method:

In this method, we express the bearing using the direction in degrees with respect to the north direction (usually clockwise).

To find the compass bearing, we need to calculate the angle between the positive x-axis and the line connecting the observer at the origin (0, 0) to the point (17, 0).

Since the point (17, 0) lies on the positive x-axis, the angle between the positive x-axis and the line connecting the observer to the point is 0 degrees.

Therefore, the compass bearing using this method is 0 degrees.

2. Angle Measurement Method:

In this method, we express the bearing using a single angle measure, typically measured clockwise from the positive x-axis.

To find the angle in this method, we can calculate the angle between the positive x-axis and the line connecting the observer at the origin (0, 0) to the point (17, 0).

Since the point (17, 0) lies on the positive x-axis, the angle between the positive x-axis and the line connecting the observer to the point is also 0 degrees.

the bearing using this method is also 0 degrees.

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Answer:

-45

Step-by-step explanation:

Answer:

5x-6x+13x-10

and

12x-10

The above question is a mathematical proof of the relationship between Lines and angles related to a Rhombus. See the proof below.

We know,

A Rhombus is a parallelogram with four sides (that is a quadrilateral). It's sides however are all of equal length.

we have,

∠DEC ≅ ∠BFC  Reason = All Right Angles with Equal dimensions are congruent.

∠C ≅ ∠C  Reason = It is the same angle for the two Right angles above which are congruent, hence Reflexive Property.

Δ DEC ≅ Δ BFC  Reason = Angle Angle Side. The triangles are said to be congruent when two angles and a non-included side of one triangle match the corresponding angles and sides of another triangle.

 ≅   Reason = The corresponding parts of congruent triangles are congruent. Also, it is a parallelogram with all congruent sides.

ABCD is a Rhombus Reason = Its sides are all congruent.

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complete question:

Given: ABCD is a parallelogram, FC is congruent to EC, DE bisects BC and BF bisects DC Prove: ABCD is a rhombus

C: Parametric tests are more likely to get significant results compared to nonparametric tests.

Parametric tests are statistical tests that assume certain characteristics about the data, such as normal distribution and homogeneity of variance.

Parametric tests are statistical tests that make certain assumptions about the data, such as the normal distribution of the population. These tests have more statistical power and are more likely to find significant results if these assumptions hold.

Nonparametric tests, on the other hand, do not make any assumptions about the data's distribution and are useful for non-normally distributed data. They have less statistical power and are less likely to find significant results.

However, if the assumptions of parametric tests are not met, they may lead to incorrect conclusions.

Therefore, it is important to choose the appropriate test based on the data and research question.

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Answer:

See below

Step-by-step explanation:

Next step is to gather 'like' terms

-x2 - 4x -3 = 2x + 5.

x^2 + (4x + 2x)   + (3+5)    = 0       then simplify

x^2 + 6x + 8     = 0        then factor

(x+4)(x+2) = 0  

so either of these terms = 0

x+4 = 0    means   x = -4

x+ 2 = 0 means  x = - 2          

Answer:

d

Step-by-step explanation:

Combine like terms onto one side of the equation.

I would have put C. Because if you look at the triangle it makes then do the math with squared numbers then you should get c.  

Answer:

See below

Step-by-step explanation:

y  =  -(x-1)^2 +4       Expand  R side

y = - ( x^2 -2x+1) + 4

y = -x^2 +2x -1  + 4

y = -x^2 + 2x + 3          a = -1     b = 2    c   = 3  

Answer:

You should subtract first.

Answer:

Sorry it's subtracting, give the other guy brainly

Step-by-step explanation:

The type of reasoning janet used in this situation was

Inductive reasonings .

In mathematics, reasoning involves drawing logical conclusions based on evidence or stated assumptions. Sense making may be considered as developing understanding of a situation, context, or concept by connecting it with existing knowledge or previous experience.

Why is reasoning in maths important?

Reasoning in maths is the ability to make logical links and connections which help you tackle a new maths problem. The skill of reasoning equips students not only with the ability to say how they will attempt to work out an answer, but why and how they can be sure it will work.

Inductive reasoning is a type of reasoning that draws general conclusions from specific observations .

In this case Janet examines only isosceles traingle ( specific ) and concluded that all triangles are isosceles ( generalised ).

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For the given function we have:

domain  [0, 76,867] and range [$0, $12,375,587]

We know that x represents the number of people in atendance, then:

R(x) = 161*x

Represents the revenue.

The domain is the set of possible inputs, and it will go between 0 and 76,867 (total number of seats).

The range will go between:

R(0) = 161*0 = 0

R(76,867) = 76,867*161 = 12,375,587

Then the domain is all the integers in [0, 76,867] and the range is [$0, $12,375,587]

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Answer:

0.05

Step-by-step explanation:

Given that :

SARAH :

2.5 cups of cheese in serving 10 people

Unit Rate :

2.5 / 10 = 0.25

AMY:

1.6 cups of cheese in serving 8 people :

Unit Rate :

1.6 / 8 = 0.2

Difference :

Unit rate(Sarah) - unit rate (Amy)

0.25 - 0.20

= 0.05

Answer:

Step-by-step explanation:

if 1 = 2 than 3 is 4

Answer:

$2.15; $2.83

Step-by-step explanation:

2.7 + 1.75 = $2.83

$2.83 is the answer

To determine how many papers the newspaper boy should order each day, we need to consider his profit margin. His profit is the difference between the revenue earned from selling the papers and the cost of buying them.

The revenue earned is the number of papers sold multiplied by the selling price of $0.50. The cost of buying the papers is the number of papers ordered multiplied by the buying price of $0.30. Let's say he orders x papers each day. The expected value of his revenue can be calculated as x multiplied by the mean of 100 papers,

which is 100x. The expected value of his cost can be calculated as x multiplied by the buying price of $0.30, which is 0.3x. His profit can then be calculated as the difference between his revenue and cost, which is 0.2x (since the selling price of $0.50 minus the buying price of $0.30 is $0.20 profit per paper).

To maximize his profit, he should order the number of papers that gives him the highest expected profit. This occurs at the point where the deviation from the mean is zero. In other words, he should order the number of papers that gives him the highest probability of selling all of them, without having any unsold papers that he needs to throw away.

Using the formula for standard deviation, we can calculate that the probability of selling all 100 papers is 68.3%. The probability of selling 101 papers is slightly lower at 64.2%, while the probability of selling 99 papers is also slightly lower at 64.2%.

Therefore, to maximize his profit, the newspaper boy should order 100 papers each day, since this gives him the highest probability of selling all of them without having any unsold papers. This would give him a daily profit of $10 (100 papers sold x $0.20 profit per paper).

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Answer:

78000000

Step-by-step explanation:

Answer:

(3,2)

Step-by-step explanation:

the other three ordered pairs do not lie in the shaded region

The correct option of the given statement "Janice's funds to triple if she has $5,000 invested in a bank that pays 9.4% annually" is 11.86 years.

To solve the problem, we can use the formula for the future value of a single sum.

FV = PV (1 + i)ⁿ

Where,

PV is the present value of the investment

"i" is the annual interest rate

n is the number of years

FV is the future value of the investment.

So, we can say that the future value (FV) of Janice's investment will be 3 times her present value (PV). Thus,

FV = 3 PV

    = 3 × 5,000

    = $15,000

Now, we can substitute the given values in the formula:

FV = PV (1 + i)ⁿ

15,000 = 5,000(1 + 0.094)ⁿ

Dividing both sides by 5,000, we get:

3 = (1 + 0.094)ⁿ

Taking the logarithm of both sides:

log 3 = log (1 + 0.094)ⁿ

log 3 = n log (1 + 0.094)

n = log 3 / log (1 + 0.094)

n = 11.86 years

Therefore, it will take approximately 11.86 years for Janice's funds to triple.

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Answer:

just guess but it might be c

Answer:

its eather A or B more likely A

Step-by-step explanation:

plz give brainliest

Answer: 2.5

Step-by-step explanation:

I took the test

Answer: $9600 revenue and $3600 profit from the toys

Step-by-step explanation: used a markup calculator

Answer: About 45.

Step-by-step explanation: There's always a pattern in these kinds of questions, you can see for 9th to 13th August, the number has always been  between 20 to 40. And since on 13th August the graph is on a rise again, it would be around 45. 90 is just not realistic considering there's only an increase of around 5-10 tickets every day.  

Answer:

3 hours walking dogs and 5 hours landscaping

Step-by-step explanation:

Answer 65$ 5 hours landscaping     18$ 3 hours walking dogs

Step-by-step explanation:

The number of sophomores after reducing ratio 1840.

What is ratio?

 A ratio in math displays how many times one number is contained in another. The ratio of oranges to lemons, for instance, is eight to six if there are eight oranges and six lemons in a bowl of fruit. In a similar way, the ratio of oranges to all other fruits is 8:14, while the ratio of lemons to oranges is 6:8.

Here the ratio is,

=> freshmen: sophomore = 12: 16

Here there total is 3220.

Total ratio = 12+16 = 28 ,

Then ,

28 = 3220

16 = x

After inter multiplication ,

=> x = \(\frac{3220*16}{28}\)

=> x = 1840.

Hence the number of sophomores is 1840.

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Answer:

This is an exponential function equation.

Therefore,

The 2 represents: Original amount (Y-intercept)

The 3 represents: Growth factor or (1+r)

Answer: 55.1°F

Step-by-step explanation:

We are informed that there is a 1.6°F drop in temperature for every thousand feet that an airplane climbs into the sky, if the plane reaches an altitude of 2,000ft, the drop in temperature will be:

= 1.6° × 2

= 3.2°F

If the temperature on the ground is 58.3°F​, then the temperature when the plane reaches an altitude of 2,000 ft will be:

= 58.3°F - 3.2°F

= 55.1°F

$M$ cannot be written as a direct sum of cyclic $R$-modules, providing an example of a finitely generated module over an integral domain that does not have a direct sum decomposition into cyclic modules.

An example of a finitely generated module over an integral domain $R$ that is not a direct sum of cyclic $R$-modules is the following:

Consider the integral domain $R = \mathbb{Z}[x]$, the ring of polynomials in one variable with integer coefficients. Let $M$ be the module over $R$ defined as $M = R \oplus R$, where the module operation is defined component-wise.

In other words, an element $m$ in $M$ can be written as $m = (r_1, r_2)$, where $r_1, r_2 \in R$. The module addition and scalar multiplication are defined as follows:

$(r_1, r_2) + (s_1, s_2) = (r_1 + s_1, r_2 + s_2)$

$a \cdot (r_1, r_2) = (a \cdot r_1, a \cdot r_2)$

Now, let's show that $M$ is not a direct sum of cyclic $R$-modules.

Assume, for the sake of contradiction, that $M$ is a direct sum of cyclic $R$-modules. Then we can write $M$ as a direct sum of cyclic modules as follows:

$M = C_1 \oplus C_2 \oplus \dots \oplus C_n$

where each $C_i$ is a cyclic $R$-module generated by a single element.

Since $M = R \oplus R$, we can write any element $m = (r_1, r_2) \in M$ as a sum of elements from the cyclic modules:

$m = c_1 + c_2 + \dots + c_n$

where $c_i \in C_i$.

However, if we consider the element $m = (1, 0) \in M$, we have $m = c_1 + c_2 + \dots + c_n$. Since $C_i$ is cyclic and generated by a single element, each $c_i$ must have the form $(r_i, 0)$ for some $r_i \in R$.

Therefore, $m = c_1 + c_2 + \dots + c_n = (r_1, 0) + (r_2, 0) + \dots + (r_n, 0) = (r_1 + r_2 + \dots + r_n, 0)$.

But this means that the second component of $m$ is zero, which contradicts the fact that $m = (1, 0)$.

An example of a finitely generated module over an integral domain $R$ that is not a direct sum of cyclic $R$-modules is the following:

Consider the integral domain $R = \mathbb{Z}[x]$, the ring of polynomials in one variable with integer coefficients. Let $M$ be the module over $R$ defined as $M = R \oplus R$, where the module operation is defined component-wise.

In other words, an element $m$ in $M$ can be written as $m = (r_1, r_2)$, where $r_1, r_2 \in R$. The module addition and scalar multiplication are defined as follows:

$(r_1, r_2) + (s_1, s_2) = (r_1 + s_1, r_2 + s_2)$

$a \cdot (r_1, r_2) = (a \cdot r_1, a \cdot r_2)$

Now, let's show that $M$ is not a direct sum of cyclic $R$-modules.

Assume, for the sake of contradiction, that $M$ is a direct sum of cyclic $R$-modules. Then we can write $M$ as a direct sum of cyclic modules as follows:

$M = C_1 \oplus C_2 \oplus \dots \oplus C_n$

where each $C_i$ is a cyclic $R$-module generated by a single element.

Since $M = R \oplus R$, we can write any element $m = (r_1, r_2) \in M$ as a sum of elements from the cyclic modules:

$m = c_1 + c_2 + \dots + c_n$

where $c_i \in C_i$.

However, if we consider the element $m = (1, 0) \in M$, we have $m = c_1 + c_2 + \dots + c_n$. Since $C_i$ is cyclic and generated by a single element, each $c_i$ must have the form $(r_i, 0)$ for some $r_i \in R$.

Therefore, $m = c_1 + c_2 + \dots + c_n = (r_1, 0) + (r_2, 0) + \dots + (r_n, 0) = (r_1 + r_2 + \dots + r_n, 0)$.

But this means that the second component of $m$ is zero, which contradicts the fact that $m = (1, 0)$.

Hence, $M$ cannot be written as a direct sum of cyclic $R$-modules, providing an example of a finitely generated module over an integral domain that does not have a direct sum decomposition into cyclic modules.

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Answer:

Option 2 Step-by-step explanation: Option 1: $68.85 Option 2: $68.80 Option 3: $70.9 Option 4: $71.81  More