please help asap my school semester is ending in 4 days


(edmentum/plato & 50 points)


The focus of this unit is understanding geometry using positions of points in a Cartesian coordinate system. The study of the relationship between algebra and geometry was pioneered by the French mathematician and philosopher René Descartes. In fact, the Cartesian coordinate system is named after him. The study of geometry that uses coordinates in this manner is called analytical geometry.


How does this approach differ from other approaches to geometry that you have used or seen? Based on your experiences so far, which approach to geometry do you prefer? Why? Which approach is easier to extend beyond two dimensions? What are some situations in which one approach to geometry would prove more beneficial than the other? Describe the situation and why you think one approach is more applicable.

The equation in the vertex form will be y = (x + b/2a)² - b²/4a² + c/a and the equation in the standard form will be ax² + bx + c = 0.

The quadratic equation is given as ax² + bx + c = 0. Then the degree of the equation will be 2.

Convert the standard equation into a vertex form, then we have

x² + (b/a)x + (c/a) = 0

x² + (b/a)x + b²/4a² - b²/4a² + c/a = 0

(x + b/2a)² - b²/4a² + c/a = 0

Put h = - b/2a and k = - b²/4a² + c/a, where (h, k) be the vertex of the parabola. Then the equation will be

(x - h)² + k = 0

The function written in vertex form will be y = (x - h)² + k and in the standard form will be ax² + bx + c = 0.

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we have that

the radius is

r=12.1 in

the volume of a sphere is

substitute the given values

Part 2

In this problem we have the diameter of the sphere

D=13.6 mm

so

r=D/2=13.6/2=6.8 in

substitute in the formula

Answer:

its 40

Step-by-step explanation:

Answer:

b40

Step-by-step explanation:

it is 40 because on the graph it shows that you don't start at the first crate but the 2nd you do and you have to figure out if the crate was one how many apples would their be

please choose me as Brainliest

Considering the situation described in the text, we have that:

In this problem, we consider that:

At the null hypothesis, we test if both groups have the same mean score, that is, the subtraction of the means is of 0, hence:

\(H_0: \mu_F - \mu_R = 0\)

At the alternative hypothesis, we test if students that did the test in freezing cold conditions performed better, that is, the subtraction is positive, hence:

\(H_1: \mu_F - \mu_R > 0\).

We have the comparison(subtraction) of two samples, and we have the standard deviation for each sample, not for the population, hence a two-sample t-test is used.

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Answer:

H₀: μ = 4 vs. H ₐ: μ > 4

Step-by-step explanation:

A null hypothesis is a sort of hypothesis used in statistics that intends that no statistical significance exists in a set of given observations.  

It is a hypothesis of no difference.

It is typically the hypothesis a scientist or experimenter will attempt to refute or discard. It is denoted by H₀.

Whereas, the alternate hypothesis is the contradicting statement to the null hypothesis.

The alternate hypothesis describes direction of the hypothesis test, i.e. if the test is left tailed, right tailed or two tailed.

It is also known as the research hypothesis and is denoted by H ₐ.

In this case we need to test whether the amount is paid after the grace period, on average, more than 4 times in 2018.

The hypothesis can be defined as follows:

H₀: μ = 4 vs. H ₐ: μ > 4

Answer:

g(x)= -2 x+1

Step-by-step explanation:

g(x)= -2 x+1

there isnt much for my to explain, sorry.

1234 + 202 =  1,436

Hope this helps!!

Answer:

1436 is your answer

Step-by-step explanation:

Answer:

Answer:

-5 -4 -3 -2 -1 0 1

Step-by-step explanation:

I am confused by your question but I believe this is the anwser.

Given,

The coordinates of the given figure are J(1, 3), U(0, 5), R(1, 5), C(3, 2)

Here, the reflection about only y axis,

The coordinates of the x-axis remain the same,

This finds the distance from the point to y = 2 by subtracting the point's y-coordinate from 2, then moves the point that far to the other side of y = 2 by adding 2.

The reflected coordinates are,

The following are the solution to each equation;

5(d + 2) = 3(d - 6)

open parenthesis

5d + 10 = 3d - 18

5d - 3d = -18 - 10

2d = -28

divide both sides by 2

d = -28/2

d = -14

Solution is less than 0

-6m = 2(3m - 1)

-6m = 6m - 2

combine like terms

-6m - 6m = -2

-12m = -2

divide both sides by -12

m = -2/-12

m = 1/6

Solution is greater than 0

⅔(3y + 6) = 0

option parenthesis

6/3y + 12/3 = 0

2y + 4 = 0

2y = -4

y = -4/2

y = -2

Solution is less than 0

-4 = ½p - 7

-4 + 7 = ½p

3 = ½p

divide both sides by ½

p = 3 ÷ ½

multiply by the reciprocal of ½

p = 3 × 2/1

p = 6

Solution is greater than 0

15 - (4z + 3) = 12

15 - 4z - 3 = 12

12 - 4z = 12

-4z = 12 - 12

-4z = 0

Solution is less than 0

0.4(3.2x + 2) = 2x + 1.8

1.28x + 0.8 = 2x + 1.8

1.2x - 2x = 1.8 - 0.8

- 0.8x = 1

x = 1/-0.8

x = -1.25

Solution is less than 0

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Yes, the vector v is necessarily orthogonal to w if v is in the image of the symmetric matrix A and w is in the kernel of A.

Yes, the vector v is necessarily orthogonal to w if v is in the image of the symmetric matrix A and w is in the kernel of A. This is due to the fact that for any symmetric matrix A, the image (column space) and kernel (null space) are orthogonal subspaces. Since v is in the image of A and w is in the kernel of A, their dot product must be zero, indicating orthogonality.

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So, the probability that Mike will have to work overtime, given that it rains, is 0.056 or 5.6%.

To find the probability that Mike has to work overtime given that it rains, we will use conditional probability. We are given the joint probability of Mike working overtime and it raining (0.028) and the probability of rain (0.5).
Let A be the event of Mike working overtime, and B be the event of rain. We want to find the probability of A given B, or P(A|B). We can use the formula for conditional probability: P(A|B) = P(A and B) / P(B).
Plugging in the values we have:
P(A|B) = P(A and B) / P(B) = 0.028 / 0.5
Now, divide 0.028 by 0.5:
P(A|B) = 0.056
So, the probability that Mike will have to work overtime, given that it rains, is 0.056 or 5.6%.

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Answer:

Step-by-step explanation:

V and W are midpoints of RU and ST ⇒ VW is a midsegment  

VW  = 1/2(RS  + UT)  ⇒ RS = 2*VW - UT

Substitute values:

RS = 2x + 15 = 2(5.5) + 15 = 11 + 15 = 26

Question 2

J and M are supplementary, so sum to 180°

Answer:

RS = 26

x = 6

Step-by-step explanation:

Answer:

y=4x+24

Step-by-step explanation:

1: find slope

\(\frac{0+24}{-6-0}\)

\(\frac{24}{-6}\)

4

2:plug into point-slope form

y-0=4(x+6)

y=4x+24

Answer:

y = -4x - 24

Step-by-step explanation:

slope = -4

Given parametric equations are x(t) = Ln(t) and y(t) = (Ln(t))^2. We have to graph the given parametric equations using ln restrictions without a calculator or desmos.

Here, we are going to find the value of t, which helps us to graph the given parametric equation using ln restrictions.Step-by-step explanation to find the value of t are:We have,

x(t) = Ln(t) ⇒ t = e^x(t) ....(1)y(t) = (Ln(t))^2⇒ t = e^(y(t)/2) ...

.(2)From (1) and (2),

we get e^x(t) = e^(y(t)/2)e^(2x(t)) = y(t) ...

(*)We know that the domain of ln x is (0, ∞). Let's determine the range of x(t) and y(t):From equation (1), if t → 0, then x(t) → - ∞From equation (1), if t → ∞, then x(t) → ∞From equation (2), if t → 0, then y(t) → 0From equation (2), if t → ∞, then y(t) → ∞Now,

we can graph the given parametric equations using the following steps: Assign values to t such as

t = 0.1, 0.2, 0.3, 0.4, 0.5, 0.6, .7, 0.8, 0.9, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100

Step 2: Calculate x(t) and y(t) corresponding to t values.Step 3: Plot the points obtained in step 2.Step 4: Join all the points obtained in step 3 using a smooth curve.The graph of the given parametric equation is shown below.

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To prove the theorem "If n is an odd integer and m is an odd integer, then n + m is even" by contradiction, the set of premises would be: n is an odd integer and m is an odd integer.

To prove a statement by contradiction, we assume the opposite of the statement and show that it leads to a contradiction or inconsistency. In this case, we assume that the sum n + m is odd.

If we choose option (d) "n + m is odd" as our set of premises, we are assuming the opposite of what we want to prove. This approach would not lead to a contradiction and therefore would not be suitable for a proof by contradiction.

Instead, we need to start with the premises that n is an odd integer and m is an odd integer. From these premises, we can proceed to show that their sum n + m is indeed even. By assuming the opposite and arriving at a contradiction, we establish the truth of the original statement.

Therefore, the correct set of premises for a proof by contradiction in this case is option (b) "n is odd, m is odd." This allows us to arrive at a contradiction when assuming the sum n + m is odd, leading to the conclusion that n + m must be even.

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Answer:

2.33

Step-by-step explanation:

Answer:

go to your hundredths place. since 4 is not greater than 5 then it would round down. so the final answer would be 2.33

The ounces of coffee the patient have each day is 24 oz.

A difference among starting and final numbers is the percentage drop. It displays a percentage loss of value compared to the original regardless of the units. The difference between the initial and final amounts is the amount of decline.

Some characteristics of percentage change are-

Calculation for the coffee that the patient consume each day,

Determination for the coffee he consumes daily.

4 cups x 8 oz = 32 oz

Now, multiply the outcome by the decimal equivalent of the percentage (i.e., 25% = 25/100).

32 x (25/100) = 8

Finally, remove the percentage from the weekly coffee consumption.

32-8 = 24 oz per day

Therefore, the consumption of the coffee by the patient reduced to 24 oz per day from 32 oz per day.

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Loss aversion can be explained as the fact that people tend to feel the negative consequences of loss more strongly than the positive effects of an equal gain. This means that people will often take risks in order to avoid a loss rather than in order to make a gain.

Loss aversion is typically modelled in a Prospect Theory value function. This function takes into account both the probability and magnitude of a gain or loss. The value function has two different curves, one for gains and one for losses. These curves are both steeper in the loss domain than they are in the gain domain. This means that losses are generally seen as more important than gains of the same magnitude. Let's take an algebraic example to illustrate this: Suppose that a person has to choose between two options: A 50% chance of winning $100 A sure win of $50In this case, a rational decision maker would choose option A, .

However, if the person has loss aversion, they might choose option B because the thought of losing $100 is too painful to bear. This is reflected in the value function, where the curve for losses is steeper than the curve for gains. b. A reference point can be defined as the starting point from which a person evaluates their gains and losses. This reference point can be subjective and will vary from person to person. However, once a reference point has been established, people will tend to evaluate gains and losses relative to this point. This means that they will view gains above this point as positive and losses below this point as negative. A reference point can be anything from a person's initial investment to their current wealth status. The reference point is important because it determines how people view the outcomes of their decisions.

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Answer:

he brought 3 bags of chips

Step-by-step explanation:

1.14×2=2.28

5.14-2.28= 2.85

2.85÷0.95=3

The next term in the sequence is 225.

The rule for the nth term of the sequence is:

\(n^4, for n > = 1\)

This means that the nth term of the sequence is obtained by raising n to

the fourth power, for any positive integer value of n.

Using this rule, we can see that the first five terms of the sequence are

obtained by computing \(1^4 = 1, 2^4 = 16, 3^4 = 81, 4^4 = 256\), and

\(5^4 = 625\), respectively.

The fourth term of the sequence, which is 144, corresponds to n = 3, since\(3^4 = 81.\)

The next term in the sequence is then obtained by computing\(4^4 = 256\),

and the term after that is obtained by computing \(5^4 = 625\).

Therefore, the sequence continues as follows:

9, 36, 81, 144, 225, 256, 625, ...

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Answer:

12 nickels

11 dimes

Step-by-step explanation:

Let n = no. of nickels

     d = no. of dimes

   5n = value of nickels in cents

   10d = value of dimes in cents

    170 = total value in cents

(1)   n + d = 23             (2)   5n + 10d = 170

           d = 23 - n                5n + 10(23 - n) = 170

                                           5n + 230 - 10n = 170

                                                     - 5n = - 60

                                                          n = 12 nickels

           d = 23 - 12 = 11 dimes

Check:  12(5) + 11(10) = 60 + 110 = 170 cents or $1.70

The theoretical probability is: 12.5%. After 100 trials, the experimental probability is of: 20%. After 400 trials, the experimental probability is of: 11%. After more trials, the experimental probability is closer to the theoretical probability.

A probability is calculated as the division of the desired number of outcomes by the total number of outcomes in the context of a problem/experiment.

The dice has eight sides, hence the theoretical probability of rolling a six is given as follows:

1/8 = 0.125 = 12.5%.

(eight sides, each of them is equally as likely).

The experimental probabilities are obtained considering the trials, hence:

The more trials, the closer the experimental probability should be to the theoretical probability.

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Answer:

Step-by-step explanation:

The sum of the angles in a triangle is always 180 degrees. Therefore,

2x + 3x + 22 = 180

Simplifying the equation,

5x = 158

Dividing by 5 on both sides,

x = 31.6

To find the actual measures of 2x and 3x, we substitute the value of x:

2x = 2(31.6) = 63.2 degrees

3x = 3(31.6) = 94.8 degrees

Therefore, the actual measures of 2x and 3x are 63.2 degrees and 94.8 degrees, respectively.

Polynomials are algebraic expressions consisting of terms that include real numbers, variables, and positive integer exponents. Each term in a polynomial has a variable raised to a non-negative integer power, and the coefficient of each term is a real number. Polynomials are classified by the degree of their highest power. If two or more terms in a polynomial have the same variable raised to the same power, they can be combined into a single term.

1. -x² + x - x² + 1

Combine like terms: -x² + x - x² + 1 = -2x² + x + 1

This polynomial has degree 2 because the highest power of the variable is 2.

2. x² + x + 2x³ - x

Rearrange terms: 2x³ + x² + x - x = 2x³ + x²

This polynomial has degree 3 because the highest power of the variable is 3.

3. 4x + x + x - 2

Combine like terms: 4x + x + x - 2 = 6x - 2

This polynomial has degree 1 because the highest power of the variable is 1.

4. 3x² + 4 - 3x² - 1

Combine like terms: 3x² - 3x² + 4 - 1 = 3

This polynomial has degree 0 because there is no variable term.

Therefore, the four given polynomials have degrees 2, 3, 1, and 0, respectively.

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the value of g is 12.8.

To solve the equation g / 4 = 3.2 and find the value of g, we can multiply both sides of the equation by 4 to isolate g.

By multiplying both sides of the equation by 4, we have:

( g / 4 ) * 4 = 3.2 * 4

This simplifies to :

g = 12.8

Therefore, the value of g is 12.8. In the original equation, dividing g by 4 yields a quotient of 3.2, confirming that g = 12.8 is the solution that satisfies the equation g / 4 = 3.2.

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