PLEASE HELP!!! I’LL GIVE BRAINLEST!! PLS GIVE EXPLANATION!! List the sides in order from shortest to longest. The diagram is not to scale.

Pls give explanation!!

Answer: x

Step-by-step explanation:

Answer:

4x 9y

Step-by-step explanation:

3x 4y 5y x

combine your exponets

3x 4y 5y x

4x 4y 5y

combine again

4x 4y 5y

4x 9y

a) 8,000

b) 3% of 57,900 = 1,737

Mark brainliest if possible :) THX!

the percentage area 2. 4 % 1. 6 % 0. 4 % 1. 4 % 3. 6 % are 0.3413, 0.3413, 0.4772,0.4987 and 0.8185 respectively.

What is standard deviation?

A measure of a group of values' variance or dispersion in statistics is called the standard deviation. When the standard deviation is low, the values are more likely to fall within a narrow range, also known as the expected value, whereas when the standard deviation is high, the values tend to be closer to the mean.

The lowercase Greek letter sigma, which stands for the population standard deviation, or the Latin letter s, which stands for the sample standard deviation, are most frequently used in mathematical equations and texts to represent standard deviation. Standard deviation is also sometimes referred to as SD.

A) 0.3413. The region from -1 to 0 is identical to the region from 0 to 1. Asymmetrical around x=0, the normal curve.

b) 0.3413, shown as A(1) on the graph, A(2) on the graph, or

c) 0.4772

d) 0.4987, shown as A(3) on the graph

e) The formula for the chart's A(1)+A(2) is 0.3413 + 0.4772 = 0.8185.

Hence, the percentage area 2. 4 % 1. 6 % 0. 4 % 1. 4 % 3. 6 % are 0.3413, 0.3413, 0.4772,0.4987 and 0.8185 respectively.

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Answer

70,010,000

Explanation

70 million 70,000,000 + 10,000=

70,010,000

Step-by-step explanation:

f(x) = 2x - 5

g(x) = -x - 1

f(-4) = 2×-4 - 5 = -8 - 5 = -13

g(-4) = -(-4) - 1 = 4 - 1 = 3

g(3) = -3 - 1 = -4

f(5x) = 2(5x) - 5 = 10x - 5 = 5(2x - 1)

g(5x) = -(5x) - 1 = -5x - 1

Excessive punishment or negative reinforcement can harm a child's math achievement by creating fear, undermining confidence, and discouraging engagement with the subject. Positive discipline techniques and a supportive environment are crucial for fostering math success.

Excessive punishment or negative reinforcement as a discipline technique can have detrimental effects on a child's math achievement. When a child makes mistakes or struggles with math concepts, responding with punishment, criticism, or harsh consequences can create a negative association with math. This can lead to anxiety, fear, and a lack of motivation to engage with the subject.

Mathematics requires a growth mindset, where mistakes are seen as opportunities for learning and improvement. By punishing or negatively reinforcing a child's math mistakes, we discourage them from taking risks, trying new strategies, and seeking help when needed. It hampers their ability to develop problem-solving skills and critical thinking abilities.

Furthermore, negative discipline approaches can damage a child's self-esteem and confidence in their mathematical abilities. They may develop a belief that they are "bad at math" or incapable of improving, leading to a self-fulfilling prophecy where their performance suffers.

To support a child's math achievement, it is essential to employ positive discipline techniques. This includes providing constructive feedback, offering assistance and guidance, creating a safe and supportive learning environment, and promoting a growth mindset. Encouraging effort, perseverance, and celebrating small successes can foster a positive attitude towards math and enhance a child's mathematical abilities.

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Translating 3 units left and 2 units right gives E(5,6), F(1, 12), G(9, 14) and H (11, 8)

Translating 2 units right and 3 units down gives O(10, 1), P(6, 7), Q(14, 9) and R(16, 7)

Reflecting across the x and y axis gives A(-8, -4), B(-4, -10), C(-12, -12) and D(-14, -10)

Translating 3 units down and 3 units left gives W(5, 1), X(1, 7), Y(9, 9) and Z(11, 7)

We know that,

Transformation is the movement of a point from its initial location to a new location.

Types of transformation are reflection, rotation, translation and dilation.

Quadrilateral JKLM has vertices J(8,4), K(4,10), L(12,12) and M (14,10) .

1) Translating 3 units left and 2 units right gives E(5,6), F(1, 12), G(9, 14) and H (11, 8)

2) Translating 2 units right and 3 units down gives O(10, 1), P(6, 7), Q(14, 9) and R(16, 7)

3) Reflecting across the x and y axis gives A(-8, -4), B(-4, -10), C(-12, -12) and D(-14, -10)

4) Translating 3 units down and 3 units left gives W(5, 1), X(1, 7), Y(9, 9) and Z(11, 7)

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complete question:

attached.

Answer:

5.25 as decimal

5 1/4 as fraction simplified

Step-by-step explanation:

Flip the reciprocal on the 1/6 and multiply it by the 7/8.

Have a great day!

a) Yes, It does. The scatterplot support the newspaper report about number of semesters and starting salary.

b) The value is relatively low, indicating that there are other factors that also contribute to starting salary.

c) The correlation coefficient is a value between -1 and 1 that measures the strength and direction of the linear association between two variables.

a) The scatterplot appears to show a positive association between the number of semesters needed to complete an academic program and the starting salary in the first year of a job. As the number of semesters increases, the starting salary generally increases as well. Therefore, the scatterplot supports the newspaper report.

b) The coefficient of determination, or R-squared value, represents the proportion of the variation in the dependent variable (starting salary) that is explained by the independent variable (number of semesters). A value of 0.335 means that 33.5% of the variation in starting salary is explained by the number of semesters. This value is relatively low, indicating that there are other factors that also contribute to starting salary.

c) The correlation coefficient is a value between -1 and 1 that measures the strength and direction of the linear association between two variables. A value of 1 indicates a perfect positive correlation, a value of -1 indicates a perfect negative correlation, and a value of 0 indicates no correlation. The correlation coefficient for this data is not provided in the problem, so it is not possible to determine it. Without the correlation coefficient, it is not possible to interpret the strength and direction of the association between number of semesters and starting salary.

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Answer:

2.39130435

Step-by-step explanation:

[(51+3)-32]÷9.2

[54-32]÷9.2.

22÷9.2

2.39130435

The volume flow rate of the air supply required is 533 CFM and the relative humidity of the air supply should be 60% and the dew point temperature of the air supply should be 55.2°F.

The quantity of air required is calculated using the formula:

CFM = Q/(1.08 x ΔT x 1.1) where,

Q = Sensible Heat Load in Btu/hr

ΔT = Temperature Difference between Room Air and Outdoor Air

CFM = Cubic Feet per Minute of Air Supply 1.08 = Specific Heat of Air at Constant Pressure 1.1 = Density of Standard Air at 70°F and 29.92" Hg Absolute.

According to the problem statement,

Q = 42,000 Btu/hr

ΔT = (86 - 15)°F = 71°F

CFM = 42,000/(1.08 x 71 x 1.1)

= 532.9

~ 533 CFM

Thus, we can say that the volume flow rate of the air supply required is 533 CFM and the relative humidity of the air supply should be 60%, and the dew point temperature of the air supply should be 55.2°F.

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In this case, the amount financed is 25% of $650.00. We will calculate the amount of financing below: Amount financed = 0.25 x $650.00Amount financed = $162.50Curtis will make 12 payments of $24.38 each.

The total payments for 12 months will be $292.56, as shown below: Total payments = 12 x $24.38Total payments = $292.56The total amount that Curtis paid (including down payment) is calculated below: Total paid = $650.00 + $292.56Total paid = $942.56The finance charge in dollars is calculated below: Finance charge = Total paid - Amount financed Finance charge = $942.56 - $162.50Finance charge = $780.06Therefore, the total paid (including down payment) is $942.56 and the finance charge in dollars is $780.06.

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if numbers are going left they would be considered negative

so 13 units to the left from 0 would be negative 13

Answer; -13

Answer:

n= 6

Step-by-step explanation:

7^9/7^6 is the same as 7^9 - 7^6/ 7^9-6 but it gives you 7^3

Answer:

-4.2

Step-by-step explanation:

6.9 - 11.1

Answer:

C

Step-by-step explanation:

Answer:

6400

Step-by-step explanation:

-2(12-2(-4))^2

Simplify:

-2(10(-4))^2

-2(-40))^2

80^2

6400

Answer:

We can’t see whether the circle is filled or not.

If the circle is filled, x ≥ -3.

If the circle is not filled, x > -3.

Answer:

S > R + Q

Step-by-step explanation:

Locations:

P = 0.30

Q = 1.10

R = 2.80

S = 4.40

Statements:

A. P + Q > R

B. P > S - Q

C. S > R + Q

Find the correct statement:

P + Q > R

0.30 + 1.10 > 2.80

1.40 > 2.80

This statement is incorrect

P > S - Q

0.30 > 4.40 - 1.10

0.30 > 3.30

This statement is incorrect

S > R + Q

4.40 > 2.80 + 1.10

4.40 > 3.90

This statement is correct

Therefore, the correct statement is S > R + Q

Hope this helps!

Step-by-step explanation:

just draw out according to a graph chart or pie chart

Answer:

30

Step-by-step explanation:

20+11=31

It can't be exactly 31 but it can be any number less than 31, so the nearest whole number down is 30

Social scientists gather data from samples instead of populations because c. populations are often too large to test.

Social scientists often cannot test an entire population due to its size, so they gather data from a smaller group or sample that is representative of the larger population. This allows them to make inferences about the larger population based on the data collected from the sample. The sample size must be large enough to accurately represent the population, but it is not necessarily larger or more complete than the population itself. Trustworthiness, meaning, and interest are subjective and do not necessarily determine why social scientists choose to gather data from samples.

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The undefined term used to define an angle is C) point.

An angle is formed by two rays that share a common endpoint, called the vertex of the angle. The two rays are called the sides or legs of the angle. To define an angle, we need to use the following undefined terms:

Point: A point is a basic geometric element that represents a position in space. It has no size, shape, or extension. We typically name points using a single uppercase letter, such as A, B, C, etc.

Ray: A ray is a part of a line that has one endpoint (also called origin or initial point) and extends infinitely in one direction. We typically name rays using the endpoint followed by another point on the ray, with an arrow above the two letters to indicate the direction of the ray, such as →AB.

Using these two undefined terms, we can define an angle as follows:

"An angle is formed by two rays that share a common endpoint (called the vertex of the angle)."

So, to specify an angle, we need to identify the vertex and the two rays that form the sides of the angle. We typically name angles using a capital letter or by using three points, with the vertex of the angle listed in the middle, such as ∠ABC.

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Answer:

it remains the same because you can only add like terms, and in this case, b and 4 are not like terms.

Step-by-step explanation:

Answer:

13/102

Step-by-step explanation:

We start with 52 playing cards. Of these 52 cards, 13 are diamonds, So the probability of a diamond is 13/52, or 1/4. There are now 51 cards left. Since the diamond is a red card, there are 26 black cards. So the probability of a black card is 26/51. Multiplying 1/4 and 26/51, and then simplifying, we have 13/102.

Answer:

2/5

Step-by-step explanation:

Picking 4 cards out of 10, and as a fraction, it would be 2/5

Answer:

2/5 chance

Step-by-step explanation:

Well there 10 letters and only 4 letters are between Q and t (Q,R,S,T) so 4/10 simplified is 2/5.

Answer:

12

Step-by-step explanation:

2x - 6y = 12

Insert 0 for y

2x - 6(0) = 12

Simplify

2x = 12

Divide by 2 on both sides

x = 6

x - int = 6

Use original equation and insert 0 for x this time

2(0) - 6y = 12

Simplify

- 6y = 12

Divide by -6 on both sides

y = -2

y - int = -2

Answer:

\(6 * 7^3 = 2058\)

Step-by-step explanation:

Given

\(6 * 7^3\)

Required

Solve

App;y law of indices:

\(6 * 7^3 = 6 * 7*7*7\)

Multiply

\(6 * 7^3 = 2058\)