Question is don't send back question
3. After rotating a triangle with vertex A(0,0), B(1,7), C(9,2) in 60 degree anticlockwise about point (10,10) wha values?

Explanatory variable: The type of pill the men took each day.

Response variable: Whether a subject had a heart attack.

We have been given that :

Participated candidates are 400

Men are divided randomly so we find out explanatory and response  variable.

The explanatory variable is the variable that is manipulated by the researcher. Explanatory Variable also known as the independent or predictor variable, it explains variations in the response variable; in an experimental study, it is manipulated by the researcher.

Response variable: Response Variable is the result of the experiment where the explanatory variable is manipulated. It is a factor whose variation is explained by the other factors. Response Variable is often referred to as the Dependent Variable or the Outcome Variable.

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165 ft / 15 inches = 11

scale = 1 inch = 11 feet

which is written as 1:11

Answer:

Increase the speed

Step-by-step explanation:

The only way to decrease the time it would take to travel over a distance would be to increase the speed.

Answer:

see below

Step-by-step explanation:

if time decreases.... the velocity will decrease.

ex.

d = v/t

100 m = v/10 sec  v = 1000 m/s

100 m = v/5 sec   v = 500 m/s

100 m = v/1 sec    v = 100 m/s

therefore,

if we decrease the time it takes for a car to travel over the same distance,

the velocity decreases too.

Answer:

7^8

Step-by-step explanation:

(7^2)^4

We know a^b^c = a^(b*c)

(7^2)^4 = 7^(2*4)

           = 7^(8)

The surface with the given vector equation, r(s, t) = (s cos(t), s sin(t), s), is a circular cone.

The vector equation r(s, t) = (s cos(t), s sin(t), s) represents a surface in three-dimensional space. Let's analyze the equation to determine the nature of the surface.

In the equation, we have three components: s, cos(t), and sin(t). The presence of s indicates that the surface expands or contracts radially from a central point. The trigonometric functions cos(t) and sin(t) determine the angle at which the surface extends in the x and y directions.

By observing the equation closely, we can see that as s increases, the radius of the surface expands uniformly in all directions, while the height remains constant. This behavior is characteristic of a circular cone. The circular base of the cone is defined by s cos(t) and s sin(t), and the vertical component is determined by s.

Therefore, the surface described by the vector equation r(s, t) = (s cos(t), s sin(t), s) is a circular cone.

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Answer:

\(\dfrac12\)

Step-by-step explanation:

The endpoints AB are at (0,-7) and (8,8)

The endpoints A'B' are at (6,-6) and (2,1.5)

To determine the scale factor of the dilation, we determine the lengths of the segments AB and A'B' using the distance formula.

\(AB=\sqrt{(8-0)^{2}+(8-(-7))^{2}}\\=\sqrt{8^{2}+15^{2}}\\=\sqrt{64+225}\\=\sqrt{289}\\AB=17\)

\(A^{\prime} B^{\prime}=\sqrt{(2-6)^{2}+(1.5-(-6))^{2}}\\=\sqrt{4^{2}+7.5^{2}} \\=\sqrt{16+56.25}\\=\sqrt{72.25}\\A'B'=8.5\)

Length of AB in the pre-image = 17 Units

Length of AB in the image, A'B'=8.5 Units

Therefore, the scale factor of the dilation

= \(\dfrac{8.5}{17}=\dfrac12\)

Answer:

what exacly are you trying to figure out

Step-by-step explanation:

Answer:

d. All of the above are true

Step-by-step explanation:

All of the following statements,

a. the stronger the linear relationship between two variables, the closer the correlation coefficient will be to 1.

b. if the correlation coefficient between the x and y variables is negative, the sign on the regression slope will also be negative.

C. if the correlation coefficient between the dependent and independent variable is determined to be significant, the regression model for y given x will also be significant.

are true

Answer:

C 2:5

Step-by-step explanation:

The given statement, "According to the Sloan Career Cornerstone Center, individuals working in this area, "computational methods are applied to formulate and solve complex mathematical problems in engineering and the physical and the social sciences" is true. Computer-based computational approaches are used to solve mathematical models that represent physical processes quantitatively.

Computational methods may be used to forecast how complex systems will behave under various situations, which is frequently the case when straightforward analytical answers are not accessible.

Its goal is to analyze the behavior of complicated systems using computer simulations. In the 1960s, computational approaches first appeared in engineering. Since that time, structural engineers have led the way in developing technical fixes for issues with engineering analysis and design. The development of computational techniques has been driven by the emergence of electronic computers and the enormous rise in processing capacity. A wide range of engineering specialties have been significantly impacted by the quick advancements in computer technology.

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The complete question is, "According to the Sloan Career Cornerstone Center, individuals working in this area, "computational methods are applied to formulate and solve complex mathematical problems in engineering and the physical and the social sciences. True or False"

mathematics is applied in engineering and the physical and social sciences to solve complex problems, design structures, analyze data, make predictions, and study patterns and relationships.

mathematics is applied extensively in engineering and the physical and social sciences to solve complex problems and make accurate predictions. In engineering, mathematics is used to model and analyze systems, design structures, and solve optimization problems. For example, civil engineers use mathematical principles to calculate the strength and stability of bridges and buildings, while electrical engineers use mathematical equations to design circuits and analyze electrical systems.

In the physical sciences, mathematics is used to describe and explain natural phenomena. Physicists use mathematical models and equations to understand the behavior of particles, the motion of objects, and the interactions of forces. Mathematics provides a precise language to represent and analyze physical phenomena, allowing scientists to make predictions and test hypotheses.

In the social sciences, mathematics is used to analyze data, make predictions, and study patterns and relationships. Economists use mathematical models to analyze economic trends, forecast future outcomes, and understand the impact of various factors on the economy. Mathematicians and statisticians develop statistical methods to analyze social data and study patterns in areas such as population growth, social networks, and voting behavior.

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The appropriate test statistic for the test is t = 16/0.037.

The appropriate test statistic for the test is obtained by dividing the estimated slope of the regression line (in this case, 16) by the standard error of the slope (0.037). The test statistic measures how many standard deviations the estimated slope is away from the hypothesized value of 0. By calculating the ratio of 16 divided by 0.037, we obtain the t-value, which is used to assess the significance of the estimated slope in relation to the null hypothesis.

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Answer:

y2- y1 over

x2 -x2

\( - 3 - 0 = - 3\)

\(0 - 2 = - 2\)

Step-by-step explanation:

slope is m =

\(m = - \frac{3}{2} \)

use the -3 for b and you get

\(y = - \frac{3}{2} x - 3\)

slope intercept form

Answer:

Can you add a screenshot of the equations? It's hard to figure it out in this format and I don't want to give you the wrong answer.

Step-by-step explanation:

Yesterday, 5 more rooms were occupied than today.

The number of occupied rooms is obtained applying the proportions in the context of the problem.

Yesterday, the number of rooms occupied was given as follows:

4/5 x 100 = 0.8 x 100 = 80 rooms.

Today, the number of rooms occupied is given as follows:

3/4 x 100 = 0.75 x 100 = 75 rooms.

80 > 75, and the difference is given as follows:

80 - 75 = 5.

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Answer:

2x (4a-5b)2+ 3x (3a-4b)

I hope this answer was helpfull for you

Answer:

35

Step-by-step explanation:

Answer:

The difference is £0.35

Step-by-step explanation: brainliest would be appreciated

Answer:

x = 11

Step-by-step explanation:

6x - 21 = 3x + 12

6x - 3x = 21 + 12

3x = 33

x = 33/3

x = 11

Respuesta:

1) (-5,2)

2) \((-\infty,-2]U(\frac{1}{2},\infty)\)

Explicación paso a paso:

1)

\(x^{2}<10-3x\)

Para comenzar este problema, debemos moverlo todo al lado izquierdo de la inecuación, por lo que obtenemos:

\(x^{2}+3x-10<0\)

Ahora podemos factorizar el lado izquierdo para obtener:

\((x+5)(x-2)<0\)

Ahora podemos cambiar el símbolo < por un = para encontrar los valores de x en los cuales la inecuación es igual a cero.

(x+5)(x-2)=0

Y luego despejamos x.

x+5=0

x=-5

y

x-2=0

x=2

Ahora construimos nuestros intervalos posibles.

\((-\infty,-5)\)

(-5,2)

y

\((2,\infty)\)

Y escogemos algunos valores de prueba. Estos nos ayudarán a determinar si cada intervalo hace que la inecuación sea verdadera o falsa.

\((-\infty,-5)\)

Para este intervalo escojamos -6 y evaluemoslo en la inecuación.

(x+5)(x-2)<0

(-6+5)(-6-2)<0

(-1)(-8)<0

8<0

falso, así que este intervalo no es parte de nuestra respuesta.

(-5,2)

para este escojamos x=0 y probémoslo en la inecuación.

(x+5)(x-2)<0

(0+5)(0-2)<0

(5)(-2)<0

-10<0

verdadero, así que este intervalo es parte de nuestra respuesta.

\((2,\infty)\)

Para este escojamos 3 y probémoslo en unestra inecuación.

(x+5)(x-2)<0

(3+5)(3-2)<0

(8)(1)<0

8<0

falso, así que este intervalo no es parte de nuestra respuesta.

así que nuestra respuesta es:  (-5,2)

Vea imagen adjunta para representación gráfica.

2)

\(2x^{2}+3x\geq2\)

Para resolver este problema, comenzamos moviéndolo todo al lado izquierdo de la inecuación.

\(2x^{2}+3x-2\geq0\)

Ahora podemos factorizar el lado izquierdo de la inecuación para obtener:

\((2x-1)(x+2)\geq0\)

Ahora podemos cambién el símbolo ≥ por un símbolop de = para obtener los valores de x que hacen que la inecuación sea igual a 0.

(2x-1)(x+2)=0

y ahora despejamos x.

2x-1=0

\(x=\frac{1}{2}\)

y

x+2=0

x=-2

Ahora construimos nuestros intervalos posible.

\((-\infty,-2]\)

\([-2,\frac{1}{2}]\)

y

\([\frac{1}{2},\infty)\)

Ahora escogemos los valores de prueba correspondientes.

\((-\infty,-2]\)

para este, escojamos -3 y probémoslo en la inecuación.

\((2x-1)(x+2)\geq0\)

\((2(-3)-1)(-3+2)\geq0\)

\((-7)(-1)\geq0\)

\(7\geq0\)

verdadero, así que este intervalo es parte de nuestra respuesta.

\([-2,\frac{1}{2}]\)

para este, utilicemos 0 como valor de prueba.

\((2x-1)(x+2)\geq0\)

\((2(0)-1)(0+2)\geq0\)

\((-1)(2)\geq0\)

\(-2\geq0\)

falso, así que este intervalo no es parte de nuestra respuesta.

\([\frac{1}{2},\infty)\)

para este, utilicemos 1 como valor de prueba.

\((2x-1)(x+2)\geq0\)

\((2(1)-1)(1+2)\geq0\)

\((1)(3)\geq0\)

\(3\geq0\)

verdadero, así que este intervalo es parte de nuestra respuesta.

Así que nuestra respuesta es la unión entre los dos intervalos que resultaron verdadero, por lo que nuestra respuesta es:

\((-\infty,-2]U[\frac{1}{2},\infty)\)

Vea la representación gráfica en la imagen adjunta.

The equation of the line in slope-intercept form is y = (1/√3)x + 2.

Let's start by drawing a diagram. We have a line with a slope of 1/2 passing through the point (0,2). We can find another point on the line by moving 2 units up and 1 unit to the right (since the slope is 1/2).

This gives us the point (1,3). We can now draw a right triangle with the line, the y-axis, and the segment connecting (0,2) and (1,3) as the legs, and the segment connecting (0,0) and (1,0) as the hypotenuse.

Since the line has a slope of 1/2, the angle between the line and the y-axis is 30 degrees. This means that the angle between the line and the hypotenuse is also 30 degrees.

We can now use similar triangles to find the equation of the line. The two small triangles in our diagram are similar, so we can set up the following proportion:

y-2 / x = 1/ tan(30)

Simplifying this equation, we get:

y-2 = (1/√3)x

Adding 2 to both sides, we get:

y = (1/√3)x + 2

This is the equation of the line in slope-intercept form.

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In the given public good provision game, player 1's expected payoff for contributing and not contributing depends on player 2's cutoff point (C*₂). When player 1 contributes, their payoff is v - C₁ if C₁ < C*₂, and 0 if C₁ ≥ C*₂. When player 1 does not contribute, their payoff is always 0.

In this public good provision game, player 1's decision to contribute or not contribute depends on their private cost, C₁, and player 2's cutoff point, C*₂. If player 1 contributes, they incur a cost of C₁ but gain access to the public good valued at v dollars. However, if C₁ is greater than or equal to C*₂, player 1's expected payoff for contributing would be 0 since player 2 would not contribute.

On the other hand, if player 1 does not contribute, their expected payoff is always 0, as they neither incur any cost nor receive any benefit from the public good. Therefore, player 1's expected payoff for not contributing is constant, irrespective of the cutoff point.

To determine player 1's expected payoff for contributing, we consider the case when C₁ is less than C*₂. In this scenario, player 2 contributes to the public good, allowing both players to consume it. Player 1's payoff would then be v - C₁, which represents the value of the public good minus their cost of contribution. However, if C₁ is greater than or equal to C*₂, player 1's contribution would be futile, as player 2 would not contribute. In this case, player 1's expected payoff for contributing would be 0, as they would not gain access to the public good.

In summary, player 1's expected payoff for contributing is v - C₁ if C₁ < C*₂, and 0 if C₁ ≥ C*₂. On the other hand, player 1's expected payoff for not contributing is always 0. Therefore, when C₁ is low, player 1 would prefer to contribute, as long as the cost of contribution is less than player 2's cutoff point.

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The expression which represents either the length or width is (x+3). The correct answer is option (c).

Given that the area of a rectangle which is given as x²+5x+6.

We have to find which expression represents either the length or width.

We are given an expression for the area. But we also know that the area of a rectangle is length times width. So the expression we were given, x²+5x+6 must be equal to the length of the rectangle times its width.

So, will find the factoring the expression we can see expressions for the length and the width.

Factoring x²+5x+6 we get (x+2)(x+3).

One of these factors is the width and the other is the length.

Hence, the expression represents either the length or width of the rectangle when the area of a rectangle is given as x²+5x+6 is (x+3).

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Answer:

A is No.

B is Yes.

C is Yes.

D is No.

Answer:

Step-by-step explanation:

For A ) yes

B) yes

C) no

D) Yes

Use the formula for mid,

mid(x, y)=((X_1  + X_2)/2,(Y_1+Y_2)/2)

Protractor postulate: given any angle, we can express its measure as a unique real number from 0 to 180 degrees.

The protractor postulate is a fundamental concept in geometry that establishes a way to measure angles using a protractor. According to this postulate, every angle can be uniquely represented by a real number between 0 and 180 degrees.

A protractor is a geometric tool with a semicircular shape and marked degrees along its edge. To measure an angle using a protractor, we align the center of the protractor with the vertex of the angle and the baseline of the protractor with one side of the angle. We then read the degree measure where the other side of the angle intersects the protractor.

The protractor is divided into 180 degrees, with 0 degrees being the starting point at the baseline of the protractor, and 180 degrees being at the opposite end of the baseline. By aligning the protractor with an angle, we can determine its measure as a real number within this range.

For example, if we measure an angle using a protractor and find that the other side intersects the protractor at 45 degrees, we can express the measure of the angle as 45 degrees. Similarly, if the intersection point is at 90 degrees, the angle measure would be 90 degrees. The protractor postulate guarantees that these angle measures are unique within the range of 0 to 180 degrees.

It is important to note that the protractor postulate assumes that angles can be measured using a protractor and that the measurement is accurate and reliable. The postulate provides a consistent and standardized way to assign a numerical value to an angle, allowing for precise communication and comparison of angles in geometric contexts.

In summary, the protractor postulate establishes that the measure of any angle can be expressed as a unique real number between 0 and 180 degrees. This concept is fundamental in geometry and allows for the measurement, comparison, and communication of angles using a protractor.

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Step-by-step explanation:

-5x+2y= 4         <==== Multiply entire equation by -3 to get:

15x-6y = -12  

2x+3y= 6          <====  Multiply entire equation by 2 to get :

4x+6y = 12    Add the two underlined equations to eliminate 'y'

19x = 0     so x = 0

sub in x = 0 into any of the equations to find:  y = 2

(0,2)

Answer:

-14

Step-by-step explanation:

Translate the words to an equation

6(\(\frac{x}{2}\) + 12) = 30

Divide both sides by 6

\(\frac{x}{2}\) + 12 = 5

Multiply both sides by 2

x + 24 = 10

Subtract 24 from both sides

x = -14

Step-by-step explanation:

To determine if a system of two equations with two unknowns has infinite solutions using matrices, you can perform Gaussian elimination or row reduction on the augmented matrix of the system. If the reduced form of the matrix is the identity matrix, then the system has a unique solution. If the reduced form is a row of zeros except for the last column, then the system has no solution. If the reduced form has a row with all zeros except for the last column being non-zero, then the system has an infinite number of solutions.

In other words, the system has infinite solutions if the row reduced form of the augmented matrix has a row of the form [0 0 c], where c is a non-zero scalar. This means that there is a non-trivial solution that satisfies the equation, indicating that there are infinitely many solutions.

Answer:

Step-by-step explanation:

If you like my answer than please mark me brainliest thanks

Answer:

-41

Step-by-step explanation:

I took the test

To find the agent's labor supply function (Hs), we can use the fact that the agent will work during all waking hours not spent in leisure. The labor supply function is Hs = 112 - L.

To find the marginal rate of substitution (MRS) of consumption for leisure, we need to take the partial derivative of the utility function with respect to leisure (L) and divide it by the partial derivative with respect to consumption (C).

MRS = ∂U/∂L / ∂U/∂C
Taking the partial derivatives of the utility function, we get:
∂U/∂L = 1
∂U/∂C = 1
Therefore, the MRS of consumption for leisure is 1/1, which simplifies to 1.

To find the agent's leisure demand function (Ld), we need to set up the consumer optimization problem. The agent wants to maximize their utility subject to the constraint of allocating 112 waking hours per week between work and leisure.

Maximize U(L, C) = L + C
Subject to L + H = 112, where H is the hours spent on work
To solve this problem, we can use the Lagrange multiplier method. Setting up the Lagrangian:
L = U(L, C) - λ(L + H - 112)

Taking the partial derivatives of L with respect to L, C, and λ, and setting them equal to zero, we can solve for L and C.
∂L/∂L = 1 - λ

= 0
∂L/∂C = 1

= 0
∂L/∂λ = L + H - 112

= 0
From the first equation, λ = 1. Substituting this into the third equation, we get L + H - 112 = 0, which simplifies to L = 112 - H. So, the agent's leisure demand function is Ld = 112 - H.

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Answer:

x = 60 degrees, y = 120 degrees, z = 30 degrees

Step-by-step explanation:

To solve this problem, we must first recognize that the triangle on the left is an equilateral triangle.  This means that all of its side lengths are equal, which in turn means that all of its angles have the same measure.  Since we know the sum of the interior angles of a triangle must be 180, we can write and solve the following:

x + x + x = 180

3x = 180

x = 60 degrees

Next, we should notice that one of the 60 degree angles is supplementary with angle y, which means that their sum should equal 180 degrees.  This lets us write the following equation:

y + 60 = 180

When we subtract 60 from both sides to solve, we get:

y = 120 degrees

Finally, we should notice that the triangle on the right is isosceles.  This means that two of the side lengths (and thus two of the angles) are equal.  This means that the unmarked angle must also measure z degrees since the side lengths corresponding to these two side lengths are equal.  From this information we can write the following equation:

y + z + z = 180

If we substitute the value for y and solve, we get:

120 + 2z = 180

2z = 60

z = 30 degrees

Therefore, the correct answer is x = 60 degrees, y = 120 degrees, and z = 30 degrees.

Hope this helps!