if the area of a right isosceles triangle is 128 sq . m, what will be length of the identical side of the triangle​

Given:

The graph of a function is given.

To find:

The range of the graph.

Solution:

We know that, the domain is the set of input values and range is the set of output values.

In a graph, domain is represented by the x-axis and range is represented by the y-axis.

From the given graph it is clear that there is an open circle at (-8,-8) and a closed circle at (3,4). It means the function is not defined at (-8,-8) but defined for (3,4).

The graph of the function is defined over the interval \(-8<x\leq 3\). So, the domain is (-8,3].

The values of the function lie in the interval \(-8<y\leq 4\). So, the range is (-8,4].

Therefore, the range of the function are all real values over the interval (-8,4].

These real-world applications help young learners see the practical applications of geometry and develop a deeper understanding of geometric concepts while making learning more engaging and meaningful.

Relevance: Connecting math to real-world applications helps students see the practical value and relevance of the concepts they are learning. It provides a meaningful context and motivation for learning.

Engagement: Real-world applications make math more interesting and engaging for students. It brings concepts to life and helps students see how math is used in everyday life.

Deep understanding: By applying math concepts to real-world situations, students develop a deeper understanding of the concepts and their connections. It promotes critical thinking, problem-solving skills, and the ability to apply mathematical knowledge in different contexts.

Transferability: Real-world applications help students see how math concepts can be transferred and applied to various situations. It promotes the ability to apply learned concepts to new and unfamiliar problems.

Some real-world applications of geometry that would be appropriate for young learners include:

Measurement: Young learners can apply geometric concepts to measure and compare the lengths, areas, and volumes of objects in their environment. For example, measuring the length of a room, comparing the sizes of different shapes, or estimating the volume of a container.

Navigation and Maps: Young learners can use geometry to understand maps, directions, and spatial relationships. They can learn about reading maps, understanding coordinates, and finding distances between locations.

Architecture and Construction: Exploring geometric shapes, angles, and symmetry can help young learners understand the principles of architecture and construction. They can design and build simple structures using different shapes and understand the importance of stability and balance.

Art and Design: Geometry plays a significant role in art and design. Young learners can explore symmetry, patterns, and shapes in various art forms. They can create tessellations, explore rotational symmetry, or design patterns using geometric shapes.

Everyday Objects: Geometry is present in everyday objects around us. Young learners can identify and classify shapes in their environment, such as identifying spheres, cubes, cylinders, and cones in objects like balls, boxes, cups, and ice cream cones.

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Answer:

Since 35/7=5,  5x7=35.

So x=7.

9-7=5

5x=35

Answer: 20 stops a day

Unit rate:20

Step-by-step explanation: since the number of stops is 20 times the number of days, the rate is 20 stops per day so the unit rate is 20

It is concluded that the new drug clears from the body faster than the old drugs. The FDA can be 99% confident about this claim.

To analyze the given scenario and answer the questions, let's follow the steps:

1. Identify the "five useful things":

  - Population mean of clearing time for the old drugs: μ_old = 36 hours

  - Sample mean of clearing time for the new drug: X = 30 hours

  - Sample standard deviation of clearing time for the new drug: s = 10 hours

  - Sample size: n = 100 patients

  - Significance level (α): 1% or 0.01 (for 99% confidence)

2. State the hypotheses:

  - Null hypothesis (H₀): The new drug has the same average clearing time as the old drugs. μ_new = μ_old (mean clearing time for the new drug equals the mean clearing time for the old drugs)

  - Alternative hypothesis (H₁): The new drug clears from the body faster than the old drugs. μ_new < μ_old (mean clearing time for the new drug is less than the mean clearing time for the old drugs)

3. Report the test statistic:

  We need to calculate the test statistic, which is the z-score for the sample mean.

  Test Statistic (z) = (X- μ_old) / (s / √n)

  z = (30 - 36) / (10 / √100)

  z = -6 / 1 = -6

4. Create an appropriate bell curve:

  Since we are using the z-score, the appropriate bell curve is a standard normal distribution (z-distribution) with a mean of 0 and a standard deviation of 1.

5. Mark the critical values:

  Since the alternative hypothesis is one-tailed (μ_new < μ_old), we need to find the critical value corresponding to the chosen significance level (α = 0.01) in the left tail of the standard normal distribution.

  Using a standard normal distribution table or a calculator, we find the critical value z_crit ≈ -2.33 for α = 0.01.

6. Place the test statistic relative to the critical value:

  The test statistic, z = -6, falls far to the left of the critical value, z_crit = -2.33.

7. Draw the correct conclusion about the hypotheses:

  Since the test statistic falls in the rejection region (beyond the critical value), we can reject the null hypothesis. Therefore, we have sufficient evidence to conclude that the new drug clears from the body faster than the old drugs. The FDA can be 99% confident about this claim.

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The volume of the cylindrical tank for refrigerant with an inside diameter of 14 inches and a height of 16 inches is 10,736 cubic inches.

The volume of a cylinder can be calculated using the formula:

\(\[ V = \pi r^2 h \]\)

where V represents the volume, \(\(\pi\)\) is a mathematical constant approximately equal to 3.14159, r is the radius of the cylinder (which is half the diameter), and h is the height of the cylinder.

In this case, the inside diameter of the tank is given as 14 inches, so the radius can be calculated as \(\(r = \frac{14}{2} = 7\)\) inches. The height of the tank is given as 16 inches. Substituting these values into the formula, we get:

\(\[ V = 3.14159 \times 7^2 \times 16 \approx 10,736 \text{ cubic inches} \]\)

Therefore, the volume of the cylindrical tank for refrigerant is approximately 10,736 cubic inches.

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Answer: 144m

Step-by-step explanation:

6x6=36

(9 x 3) x 1/2 = 13.5

13.5 x 8(bc there are 8 triangles) = 108

108 + 36 = 144

Hope this helps! Please let me know if you need more help or think my answer is incorrect. Brainliest would be MUCH appreciated. Have a wonderful day!

Answer:

6×4 = 24 m^3

..............................

Answer:

24 units

Step-by-step explanation:

because 6x4=24 units

GIven:

To Determine: The equivalent of the given expression

Distributing the sign outside as shown below:

Hence, the equivalent expression by distributing the sign outside the given expression is:

8.4n+1

Answer

Sorry but you didn’t put a table but at least I can answer this a table can be shown by following the same rule by adding, subtracting, multiplication or division. yeah thats right

Step-by-step explanation:

cant not solve unless u explain

Answer:

x<-2

Step-by-step explanation:

17+4x<9

4x<-8

x<-2

The solution is:

Work/explanation:

Recall that the process for solving an inequality is the same as the process for solving an equation (a linear equation in one variable).

Make sure that all constants are on the right:

\(\bf{4x < 9-17}\)

\(\bf{4x < -8}\)

Divide each side by 4:

\(\bf{x < -2}\)

Answer:

(4×6)(5×5)

20 × 30

(4×5)(6×5)

(2×5)(10×6)

Answer:

9

Step-by-step explanation:

The scale factor of the dilation of the triangles is 2

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

The similar triangles

The scale factor of the dilation is the division of the corresponding sides

So, we have

Scale factor = 6/3

When evaluated, we have

scale factor = 2

Hence the scale factor is 2

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Answer:

any number equal to or less than -4

Step-by-step explanation:

x - 1 < -4

< represents that -4 is a larger number than x - 1. we know that -4 is a negative number, so anything below -4 would be less. x = -4 would be a good solution, but the reality is that any number equal to or less than -4 is the correct answer. I hope this helps!

The given probability of having six girls in a six-child family is 0.015625. To determine the method used to compute this probability, we need to analyze the information provided.

The Classical method is based on theoretical assumptions and probabilities calculated using mathematical principles. It assumes equally likely outcomes and relies on counting favorable outcomes over the total number of possible outcomes.

The Empirical method involves gathering data from observations or experiments to estimate probabilities. It relies on observed frequencies and relative frequencies to compute probabilities. However, the given probability does not suggest a sample or data collection, making it unlikely that the Empirical method was used.

The Subjective method involves assigning probabilities based on personal judgment or opinions. Individuals subjectively evaluate the likelihood of an event based on their own beliefs or knowledge.

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you work out the equation from 5 to 3 then compare it to 9

Answer:

the answer is 65 bro

cuz 90 - 25 = 65

Answer:

x + 8 > 11

dot at 11 going to the right.

⇒Let that number unknown number be represented by letter x.

⇒ Mathematically this can be written as

⇒\(x^{2} =13x-22\\\)

Note that this can help you find the unknown value by solving for x

\(x^{2} -13x+22=0\\\\(x-11)(x-2)=0\\x-11=0\\or \\x-2=0\\\\x=11\\\\or\\x=2\)

Note there are two solutions for this question. the answer is 11 and 2

GOODLUCK!!

Answer:

Volume of a cylinder = 549.5 cm³

Step-by-step explanation:

Volume of a cylinder = πr²h

Where,

π = 3.14

Radius, r = 5 cm

Height, h = 7 cm

Volume of a cylinder = πr²h

= 3.14 * (5 cm)² * 7 cm

= 3.14 * 25 cm² * 7 cm

= 549.5 cm³

Volume of a cylinder = 549.5 cm³

Answer:

y = -3

Step-by-step explanation:

Left and down are there for you to subtract and right and up are there for you to add.

Since you would need to get the y-coorindate, you would need to subtract 8 from 5 to get to -3.

Answer:

-3

Step-by-step explanation:

Hope it helps.

Answer:

y=1/2*(x-4)^2+13

Step-by-step explanation:

Answer:

y=1/2*(x-4)^2+13

Step-by-step explanation:

Answer: No, the pythagorean Theorem can only be done on right triangles.

Step-by-step explanation:

Since none of the 13 classmates had been given math homework between the original survey and Kelly's second survey, the sum of the values in the second data set is the same as the sum of the values in the original data set. Therefore, the change in the means can be determined without calculating the mean of either data set by considering the number of data points in each set.

Since both data sets have the same number of data points, the change in the means will be zero. This is because the mean is calculated by dividing the sum of the values by the number of data points, and since the sum of the values is the same in both data sets, the means will also be the same.

In other words, if the mean of the first data set is x, then the sum of the values in the first data set is 13x (since there are 13 classmates), and the sum of the values in the second data set is also 13x (since none of the values have changed). Therefore, the mean of the second data set will also be x, and the change in the means will be zero.

Answer:

y=4/3x+2

Step-by-step explanation:

We find that the eigenvector corresponding to λ ≈ -3.6015 is v ≈ [0, 0, 0].For the complex eigenvalues λ ≈ -0.6992 + 2.1544i and λ ≈ -0.6992 - 2.1544i, the corresponding eigenvectors can be obtained by solving the systems of equations as well.

To find the characteristic equation and eigenvalues of a matrix, we need to solve the equation det(A - λI) = 0, where A is the given matrix, λ is the eigenvalue, and I is the identity matrix of the same size as A.

The given matrix is:

A = [0 -3 2]

[2 -4 0]

[2 -8 0]

We subtract λI from A:

A - λI = [0 -3 2] [λ 0 0] [0 -3 2] [λ 0 0]

[2 -4 0] - [0 λ 0] = [2 -4 0] - [0 λ 0]

[2 -8 0] [0 0 λ] [2 -8 0] [0 0 λ]

Simplifying the subtraction:

A - λI = [0-λ -3 2]

[2 -4-λ 0]

[2 -8 -λ]

Now, we calculate the determinant of A - λI:

det(A - λI) = (0-λ) * (-4-λ) * (-λ) + (2) * (-3) * (-8) + (2) * (2) * (-8)

= (λ+0) * (λ+4) * (λ) + (-6) * (-8) + (-32)

= λ(λ+4)(λ) + 48 - 32

= λ(λ^2 + 4λ) + 16

= λ^3 + 4λ^2 + 16λ + 16

The characteristic equation is:

λ^3 + 4λ^2 + 16λ + 16 = 0

To find the eigenvalues, we solve this equation. Unfortunately, this equation cannot be factored easily, so we can use numerical methods to approximate the solutions. One common numerical method is the Newton-Raphson method.

Using a numerical solver, we find the approximate eigenvalues:

λ ≈ -3.6015

λ ≈ -0.6992 + 2.1544i

λ ≈ -0.6992 - 2.1544i

To find the corresponding eigenvectors, we substitute each eigenvalue back into the equation (A - λI) * v = 0 and solve for v.

For λ = -3.6015:

(A - (-3.6015)I) * v = 0

[3.6015 -3 2] * [v1] [0]

[v2] = [0]

[v3] [0]

Solving this system of equations, we find that the eigenvector corresponding to λ ≈ -3.6015 is v ≈ [0, 0, 0].

For the complex eigenvalues λ ≈ -0.6992 + 2.1544i and λ ≈ -0.6992 - 2.1544i, the corresponding eigenvectors can be obtained by solving the systems of equations as well.

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In order for the function to be continuous at x = 2, the function value assigned for f(2) must be 69.4.

To determine the function value that makes the given function continuous at x = 2, we need to consider the concept of continuity. For a function to be continuous at a specific point, three conditions must be satisfied: the function value at that point must exist, the limit of the function as it approaches that point must exist, and these two values must be equal.

Given the options A, B, C, and D, we need to find the value that ensures the function satisfies these conditions at x = 2. Since we are only concerned with the value at x = 2, we can focus on the limit of the function as it approaches 2. By evaluating the limit of the given function as x approaches 2 from both the left and right sides, we find that it approaches 69.4.

Therefore, in order to make the function continuous at x = 2, the function value f(2) must be assigned as 69.4. This ensures that the limit and the actual function value at x = 2 are equal, satisfying the condition of continuity at that point.

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