Which inequality below matches the graph?

Answer:

cos o=base /hypotenuse=EF/DF

c.is your answer

Answer:

A

Step-by-step explanation:

Step-by-step explanation:

please mark me as brainlest

Answer:

the teacher wanted you to show your work, you may have gotten the answer right but the teacher didn't see your thinking process

Step-by-step explanation:

Answer:

Step-by-step explanation:

y2-y1/=mx2-x1

9-3/=2

5-r=6/=2

5-r which is 1 letters varibles always = 1

cross multiply

6=2(5-r)

6=10-2r

-4=-2r

r=2

so the answer is r=2

Answer:\(\frac{8}{9}\)

Step-by-step explanation:

Four fifths=4/5

two ninths=2/9

\(\frac{4}{5} *5*\frac{2}{9}=\frac{8}{9}\)

Assuming you meant ( four fifths ) * 5 * ( two ninths ), the answer would be 0.88888888888.

If you meant 4/5 x 5 and then x 2/9, the answer would be 8/9, because 4/5 x 5 is 4, and 4 x 2/9 is 8/9.

In a right triangle where tan(θ) = -1, the other trigonometric functions of θ can be evaluated as sin(θ) = -1/√2, cos(θ) = 1/√2, cosec(θ) = -√2, sec(θ) = √2, and cot(θ) = -1.

If tan(θ) = -1, we can determine that the opposite side of the angle is equal to the adjacent side, or in other words, they are both equal to a negative square root of 2 (-√2). Using the Pythagorean theorem, we can find the hypotenuse of the right triangle:

a² + b² = c²

(-√2)² + (-√2)² = c²

2 + 2 = c²

4 = c²

c = 2

Now, we can use the definitions of sine, cosine, tangent, cotangent, secant, and cosecant to determine their values:

sin(θ) = opposite/hypotenuse = (-√2)/2

cos(θ) = adjacent/hypotenuse = (-√2)/2

tan(θ) = opposite/adjacent = -1

cot(θ) = adjacent/opposite = -1

sec(θ) = hypotenuse/adjacent = -√2

csc(θ) = hypotenuse/opposite = -√2

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The standard deviation of the distribution of means is generally smaller than the standard deviation of the population of individuals.

The standard deviation mathematical and statistical analysis tool used to explain the diversity of treatments or values around the Mean is the standard deviation, which is also known as the square root of variance.

The population of individuals is always smaller than the entire population, therefore the possibilities for variances will be lower with the sample than with the population. The higher the population, the greater the chances for deviation from the mean.

Therefore, the standard deviation of the distribution of means is generally smaller than the standard deviation of the population of individuals.

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Answer: The resulting parallelogram is congruent to the original parallelogram regardless of the order of the transformations.

Step-by-step explanation:

A reflection and a translation are both rigid motions, meaning both transformations preserve congruency.

Answer:

The resulting parallelogram is not congruent to the original parallelogram regardless of the order of the transformations.

Step-by-step explanation:

The point of diminishing returns is (20.98, 21247.3).

The point of diminishing returns occurs when the marginal cost of producing an extra unit of output exceeds the marginal revenue generated from selling that unit. Mathematically, it is the point at which the derivative of the production function equals zero and the second derivative is negative.

Given the polynomial function N(x) of degree 3, we can find the point of diminishing returns by finding the critical points where the first derivative equals zero and evaluating the second derivative at those points.

The derivative of N(x) is N'(x) = -18x² + 360x + 2250. To find the critical points, we set N'(x) = 0:

0 = -18x² + 360x + 2250

Dividing by -18 simplifies the equation:

0 = x² - 20x - 125

Using the quadratic formula, we find the solutions to the equation:

x₁,₂ = (20 ± √(20² - 4(1)(-125))) / 2(1)

x₁,₂ = 10 ± 5√5

Thus, the two critical points of N(x) are at x = 10 - 5√5 and x = 10 + 5√5.

To determine the point of diminishing returns, we evaluate the second derivative N''(x) = -36x + 360 at these critical points:

N''(10 - 5√5) = -36(10 - 5√5) + 360 ≈ -264.8

N''(10 + 5√5) = -36(10 + 5√5) + 360 ≈ 144.8

From the evaluations, we find that N''(10 + 5√5) is negative while N''(10 - 5√5) is positive. Therefore, the point of diminishing returns corresponds to x = 10 + 5√5.

To find the corresponding y-coordinate (N(10 + 5√5)), we can substitute the value of x into the original function N(x).

Hence, the point of diminishing returns is approximately (20.98, 21247.3).

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Answer:

1/6

3/10

1 7/8

1 6/7

1 5/9

should be anyway

You should arrive at the answer of 0.36 goals per game by dividing over the two ratios.

Explanation:

32/89 = 0.36.

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You should arrive at the answer of 0.36 goals per game by dividing over the two ratios.

You can address the issue by formulating a proportion with the number of games played as the denominator and the number of goals scored by the soccer player as the numerator (32:89).

A vertical equal sign should be added to the side of the fraction, another fraction should be suggested as a potential solution to the equation, and the two denominators should be described as corresponding within the measurement (be sure to label the variables). The unit rate of goals scored in a single game is then calculated using one draw as the number of games.  

32/89 = 0.36.

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Answer:

50

Step-by-step explanation:

If you use a calculator you will get it

Answer:

50

Step-by-step explanation:

(251+284+207+219+276)/5-( 215+268+236+247+221)/5

The area of the sector bounded by the 95° arc is approximately 379.94 square feet

To find the area of a sector bounded by a given arc, we need to know the radius and the central angle of the sector.

Given:

Radius (r) = 24 feet

Central angle (θ) = 95°

The formula to calculate the area of a sector is:

Area = (θ/360°) * π * r^2

Substituting the values into the formula:

Area = (95/360) * π * (24^2)

Area = (19/72) * π * 576

Area ≈ 379.94 square feet

Therefore, the area of the sector bounded by the 95° arc is approximately 379.94 square feet.

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d) there must be at least 30 trials.

Answer:

3/5

Step-by-step explanation:

There are 20 discs in total. We need to find the probability of picking out either a red or yellow disc. There are 6 red discs and 6 yellow discs, a total of 12. This means that our chances of picking out a red or yellow disc from the bag is 12/20, which can be simplified to 3/5.

Answer:

3/5 or 60%

Step-by-step explanation:

Total disks: 6+3+6+5= 20

red+yellow disks: 6+6=12

red+yellow/total disks=12/20

FRACTION:

simplify: 12/20=6/10=3/5

3/5 probability of a red or yellow disk

PERCENTAGE:

12/20=60/100

60% chance of red or yellow

The equation of the second road is y = -3x + 10

The location of the mail box = (0, 0)

The first road passes through the points (3, 1) and (9,3)

The slope of the line is the change in y coordinate with respect to the change in x coordinate

The slope of the line m = \(\frac{y_2-y_1}{x_2-x_1}\)

Substitute the values in the equation

m = 3-1 / 9-3

m = 2/6

m = 1/3

The next road is 90 degrees to the first road

Then the slope of the second line will be

m1 = -1/m

= -1/(1/3)

= -3

The second road passing through the point (3, 1)

The equation of line

y = mx + b

Substitute the given values in the equation

1 = -3 × 3 + b

1 = -9 + b

b = 1 +9

b = 10

Therefore, the equation will be y = -3x + 10

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The terms are "organize, simplify, and summarize data" and "use sample data to reach general conclusions about populations."

Based on these terms, the first term refers to data visualization techniques such as charts, graphs, and infographics. These visual representations help to organize, simplify, and summarize data, making it easier to understand and interpret. On the other hand, the second term refers to statistical inference.

Statistical inference involves using sample data to draw conclusions or make predictions about larger populations. By analyzing a subset of data (sample), we can make generalizations or inferences about the entire population.

This is a common practice in various fields, including market research, social sciences, and public health. Overall, data visualization techniques help us understand data, while statistical inference allows us to make broader conclusions based on sample data.

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Case 1: Mean: Not applicable, Median: Not applicable, Mode: "Health and Human Development" and Case 2: Mean: Not applicable, Median: Not applicable and Mode: None (no mode)

In Case 1 (Major Areas of Students in the Class), we have a categorical variable. Therefore, it is not possible to calculate the mean and median since they are measures typically used for numerical data.

However, we can calculate the mode, which represents the category that appears most frequently in the data. Looking at the given data, the mode for the major areas of students in the class is "Health and Human Development" since it appears the most times (5 times).

In Case 2 (Semester of Students in the Class), we also have a categorical variable. Similar to Case 1, it is not possible to compute the mean and median for this variable.

Regarding the mode, we observe that each semester appears only once in the data, so there is no mode in this case.

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Answer:

In the pics

Step-by-step explanation:

If you have any questions about the way I solved it correctly, don't hesitate to ask ;)

6^3

I hope this helps give the other guy brainliest

Answer:

a. y=4x-22

Step-by-step explanation:

since the slope is 4 that is your m so u substitute it in. so at the moment you have y=4x.. now you have to find your y-intercept. u subtract 4 from the y and subtract 1 from the x until you get to 0. when youre at 0 you shoild have -22

Answer:

-8/5 or 1.6

Step-by-step explanation:

if you get the 2 points on the graph and use slope formula you get the answer

Answer:

64\ units^{3}

Step-by-step explanation:

we have

V=s^{3}

This is the formula to calculate the volume of a cube

where

s is the length side of the cube

In this problem we have

s=4\ units

substitute

V=4^{3}=64\ units^{3}

Answer:

yes

Step-by-step explanation:

100 / 8 = 12.5

Answer:

yes; he brought $13, and the ticket is $12.50

Step-by-step explanation:

Since there are 8 people, and all tickets cost the same, and the total is $100, then each ticket is $100/8.

$100/8 = $12.50

Since $13 is greater than $12.50, then Noah has enough money for his ticket.

\(y=mx+b\)

where m is slope

and b is y-intercept

Answer:

0.0999

Step-by-step explanation:

       0.0999

100   9.9900

      −900

          990

        −900

            900

          −900

                0

As per the concept of fraction, we can express 8 feet as 2 ²/₃ yards.

The term fraction refers to the numerical values which are a part of the whole.

8 feet can be expressed in another way.

In order to convert to a yard measurement, we divide the length by the conversion ratio.

Here we know that 1 yard = 3 feet

=> yards = feet ÷ 3

Here we have calculated the measurement of 8 feet.

So, the equivalent yard measurement is expressed as,

=> yards = 8/3

When we convert it into mixed fraction form,  we get,

=> 2 ²/₃ yards.

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The complete question is:

F) 2*1/3 yards G) 2*1/2 yards H )2*2/3 yards J )2*3/4 yards. A clothesline rope is 8 feet long. Which of these is another way to express 8 feet? answer choices -A/FB/GC/HD/J

The triangle shown in the figure is a right-angled triangle. The side AC is the perpendicular, the side BC is the hypotenuse and the side AB is the base and the length of side AB to 1 decimal place is 6.4 cm.

The triangle shown in the figure is a right-angled triangle. The side AC is the perpendicular, the side BC is the hypotenuse and the side AB is the base.

The cosine of an angle is given by dividing the hypotenuse of the triangle by its base. Thus, it can be represented in the form of an equation as follows.

tan62 = 12cm/AB

1.88 = 12cm/AB

AB = 6.4 cm

Therefore, the triangle shown in the figure is a right-angled triangle. The side AC is the perpendicular, the side BC is the hypotenuse and the side AB is the base and the length of side AB to 1 decimal place is 6.4 cm.

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Report on Commonalities Among Three Chosen Regions

For this assignment, three regions of the world have been selected to identify commonalities among them. The chosen regions are North America, Europe, and East Asia. Through internet research, several commonalities have been identified that are shared among these regions. Below are five commonalities found:

Economic Development:

All three regions, North America, Europe, and East Asia, are characterized by significant economic development. They are home to some of the world's largest economies, such as the United States, Germany, China, and Japan. These regions exhibit high levels of industrialization, technological advancement, and trade activities. Their economies contribute significantly to global GDP and are major players in international commerce.

Technological Advancement:

Another commonality among these regions is their emphasis on technological advancement. They are known for their innovation, research and development, and technological infrastructure. Companies and industries in these regions are at the forefront of technological advancements in fields such as information technology, automotive manufacturing, aerospace, pharmaceuticals, and more.

Cultural Diversity:

North America, Europe, and East Asia are culturally diverse regions, with a rich tapestry of different ethnicities, languages, and traditions. Immigration and historical influences have contributed to the diversity seen in these regions. Each region has a unique blend of cultural practices, cuisines, art, music, and literature. This diversity creates vibrant multicultural societies and fosters an environment of cultural exchange and appreciation.

Democratic Governance:

A commonality shared among these regions is the prevalence of democratic governance systems. Many countries within these regions have democratic political systems, where citizens have the right to participate in the political process, elect representatives, and enjoy individual freedoms and rights. The principles of democracy, rule of law, and respect for human rights are important pillars in these regions.

Education and Research Excellence:

North America, Europe, and East Asia are known for their strong education systems and institutions of higher learning. These regions are home to prestigious universities, research centers, and educational initiatives that promote academic excellence. They attract students and scholars from around the world, offering a wide range of educational opportunities and contributing to advancements in various fields of study.

In conclusion, the regions of North America, Europe, and East Asia share several commonalities. These include economic development, technological advancement, cultural diversity, democratic governance, and education and research excellence. Despite their geographical and historical differences, these regions exhibit similar traits that contribute to their global significance and influence.

Answer:

For this assignment, three regions of the world have been selected to identify commonalities among them. The chosen regions are North America, Europe, and East Asia. Through internet research, several commonalities have been identified that are shared among these regions. Below are five commonalities found:

Economic Development:

All three regions, North America, Europe, and East Asia, are characterized by significant economic development. They are home to some of the world's largest economies, such as the United States, Germany, China, and Japan. These regions exhibit high levels of industrialization, technological advancement, and trade activities. Their economies contribute significantly to global GDP and are major players in international commerce.

Technological Advancement:

Another commonality among these regions is their emphasis on technological advancement. They are known for their innovation, research and development, and technological infrastructure. Companies and industries in these regions are at the forefront of technological advancements in fields such as information technology, automotive manufacturing, aerospace, pharmaceuticals, and more.

Cultural Diversity:

North America, Europe, and East Asia are culturally diverse regions, with a rich tapestry of different ethnicities, languages, and traditions. Immigration and historical influences have contributed to the diversity seen in these regions. Each region has a unique blend of cultural practices, cuisines, art, music, and literature. This diversity creates vibrant multicultural societies and fosters an environment of cultural exchange and appreciation.

Democratic Governance:

A commonality shared among these regions is the prevalence of democratic governance systems. Many countries within these regions have democratic political systems, where citizens have the right to participate in the political process, elect representatives, and enjoy individual freedoms and rights. The principles of democracy, rule of law, and respect for human rights are important pillars in these regions.

Education and Research Excellence:

North America, Europe, and East Asia are known for their strong education systems and institutions of higher learning. These regions are home to prestigious universities, research centers, and educational initiatives that promote academic excellence. They attract students and scholars from around the world, offering a wide range of educational opportunities and contributing to advancements in various fields of study.

In conclusion, the regions of North America, Europe, and East Asia share several commonalities. These include economic development, technological advancement, cultural diversity, democratic governance, and education and research excellence. Despite their geographical and historical differences, these regions exhibit similar traits that contribute to their global significance and influence.