Can someone please answer and explain thank you! I’ll mark brainliest

Answer:

Third option

Step-by-step explanation:

We can't factor this so we need to use the quadratic formula which states that when ax² + bx + c = 0, x = (-b ± √(b² - 4ac)) / 2a. However, we notice that b (which is 6) is even, so we can use the special quadratic formula which states that when ax² + bx + c = 0 and b is even, x = (-b' ± √(b'² - ac)) / a where b' = b / 2. In this case, a = 1, b' = 3 and c = 7 so:

x = (-3 ± √(3² - 1 * 7)) / 1 = -3 ± √2

Answer:

D

Step-by-step explanation:

I have no idea how to explain this, but I'll try my best. Let me know if you want further clarification.

When you're slicing parallel to the base, it would mean "in line" with the base if that makes sense. If we were to draw a line on where we would slice it, and another repersenting the base, neither line would ever touch.

So looking through each possible answer, if we were to slice each shape parallel to the base, only D would produce a circle.

Again, sorry about this sloppy explaination.

Answer:

d

Step-by-step explanation:

the bottom is a circle

Answer:

12

Step-by-step explanation:

96/8 = 12

Answer:

12

Step-by-step explanation:

Answer:20

Step-by-step explanation:this is wrong

Answer:

40

Step-by-step explanation:

subtract median of dogs and median of cats

When applying the some rule, we only combine two equal ratios at once. Consequently, we deal with pairs of sides and angles that have equivalent ratios.

When two ratios are equal, a percentage is formed; alternatively, two equal ratios can be said to produce a proportion. When we understand that two ratios are equal, you can write a proportion. The ratios of these two numbers are equal.

When two variables are correlated in a manner that their ratios are equal, this is known as a proportional relationship. In a proportional connection, one variable is always a constant value multiplied by the other, which is another way to think of them. The "constant of proportionality" is the term used to describe that constant. Two angles are said to be complimentary if their sum is 90 degrees. Alternatively put, two angles are said to be complimentary if they combine to make a right angle.

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The absolute value of the sum of two integers does not exceed the sum of the absolute values ​​of these integers. ∀x, ∀y, |x + y|≤|x| + |y| .

What is inequality?

An inequality in mathematics depicts the connection between two values in an algebraic statement that are not equal. One of the two variables on the two sides of the inequality may be greater than, greater than or equal to, less than, or less than or equal to another value, according to inequality signals.

The absolute value of the sum of two integers does not exceed the sum of the absolute values ​​of these integers. ∀x, ∀y, |x + y|≤|x| + |y| .

This inequality, sometimes called as the triangle inequality.

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The absolute value of the sum of two integers does not exceed the sum of the absolute values ​​of these integers. ∀x, ∀y, |x + y|≤|x| + |y| .

What is inequality?

An inequality in mathematics depicts the connection between two values in an algebraic statement that are not equal. One of the two variables on the two sides of the inequality may be greater than, greater than or equal to, less than, or less than or equal to another value, according to inequality signals.

The absolute value of the sum of two integers does not exceed the sum of the absolute values ​​of these integers. ∀x, ∀y, |x + y|≤|x| + |y| .

This inequality, sometimes called as the triangle inequality.

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Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

The graph of the function y = 2|x| is a vertical stretch by a factor of 2 of the parent function y = |x|.

The functions for this problem are defined as follows:

When a function is multiplied by 2, we have that it is vertically stretched by a factor of 2.

Hence the graph of the function y = 2|x| is a vertical stretch by a factor of 2 of the parent function y = |x|.

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The reflection of the point (–4, 6) across both axes is (b) (4, -6)

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

Point = (-4, 6)

The rule of reflections across both axes is

(x, y) = (-x, -y)

Using the above as a guide, we have the following:

Image = (4, -6)

Hence, the reflection of the point (–4, 6) across both axes is (b) (4, -6)

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a. The teacher can expect the batteries to last at least 92.09 days  on minimum average.

b. The teacher will need to spend at most $49.92 on batteries for calculators over the year.

What is minimum average day?

a. The margin of error of ‡9% means that we can be 95% confident that the true average number of days the batteries will last is within 9% of the sample average. To find the minimum average number of days a teacher can expect to have the batteries last in her classroom, we subtract the margin of error from the sample average:

Minimum average = 101 - (0.09)(101) = 92.09 days (rounded to two decimal places)

Therefore, the teacher can expect the batteries to last at least 92.09 days on average.

What is spend ?

b. The total number of batteries required for the 24 TI-84 calculators is:

24 calculators x 4 batteries per calculator = 96 batteries

The total cost of the batteries will be:

96 batteries x $0.52 per battery = $49.92 (rounded to two decimal places)

Therefore, the teacher will need to spend at most $49.92 on batteries for calculators over the year, assuming all batteries need to be replaced.

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Answer:

x = 11.2

Step-by-step explanation:

Since, ΔPQR ~ ΔVST,

By the property of similar triangles, corresponding sides of these triangle will be proportional.

\(\frac{PQ}{VS}=\frac{QR}{ST}\) ---------(1)

Since, scale factor = \(\frac{\text{Dimension of the image figure}}{\text{Dimension of the original}}\)

\(\frac{2}{5}\) = \(\frac{PQ}{VS}\)

Therefore, from equation (1)

\(\frac{2}{5}=\frac{x}{28}\)

x = \(\frac{28\times 2}{5}\)

x = 11.2

The speed of the current is equal to 5 miles per hour.

Mathematically, speed of a physical object can be calculated by using this formula;

Speed = distance/time

Let c represent the speed of the current. Therefore, the downstream and upstream speed relative to the water would be given by this mathematical expression:

Speed downstream = 13 + c.

Speed upstream = 13 - c.

Additionally, the total time would be given by:

Total time = total distance/speed

Time upstream + time downstream = 6.5 hours

36/(13 - c) + 36/(13 + c) = 6.5

Multiplying by (11 - c)(11 + c), we have:

36(13 + c) + 36(13 - c) = 6.5(13 - c)(13 + c)

468 + 36c + 468 - 36c = 6.5(169 - c²)

936 = 6.5(169 - c²)

144 = 169 - c²

Speed of the current, c² = 169 - 144

Speed of the current, c² = 25

Speed of the current, c = √25

Speed of the current, c = 5 miles per hour.

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Phillips percentage loss on the trousers= 45.71%

What is the percentage?

It's the ratio of two integers stated as a fraction of a hundred parts. It is a metric for comparing two sets of data, and it is expressed as a percentage using the percent symbol.

1 pair of trousers = 14 pounds

So, 5 pairs of trousers = 14*5= 70 pounds

He bought  trousers for 70 pounds.

Selling price:

1 pair = 10 pounds

2 pairs = 10*2=20 pounds

1 pair = 6 pounds

3 pairs = 6*3=18 pounds

Total selling price = 20+18 = 38 pounds

percentage loss =[ ( purchase price - selling price )/purchase price ]*100

                           = [(70-38)/70]*100

                           = (32/70)*100

                           = 45.71%

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Answer:  the correct answer is D

Step-by-step explanation:

Answer:

389/6

Step-by-step explanation:

thts the answer

Approximately 99.7% of scores lie in the shaded region.

We have,

The empirical rule, also known as the 68-95-99.7 rule, provides an estimate of the percentage of scores that lie within a certain number of standard deviations from the mean in a normal distribution.

According to this rule:

Approximately 68% of scores lie within 1 standard deviation of the mean.

Approximately 95% of scores lie within 2 standard deviations of the mean.

Approximately 99.7% of scores lie within 3 standard deviations of the mean.

Now,

In the given scenario, the shaded region represents the area between -2 and 3 standard deviations from the mean on the x-axis.

This encompasses the area within 3 standard deviations of the mean.

And,

Since 99.7% of scores lie within 3 standard deviations of the mean, we can estimate that approximately 99.7% of scores lie in the shaded region.

Therefore,

Approximately 99.7% of scores lie in the shaded region.

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The horizontal velocity of a bullet right before it hits the ground is 10 m/s.

The horizontal velocity of a bullet remains constant throughout its flight, as it is only affected by gravity. This means that the horizontal velocity of the bullet right before it hits the ground will be the same as the initial horizontal velocity when it was fired.

In this case, the bullet was fired at an angle of 60 degrees above the horizontal, but the horizontal velocity remains constant, so it will still be 10 m/s right before it hits the ground. To determine the vertical velocity, we would need to know the time of flight and use the equations of motion to calculate the vertical acceleration due to gravity.

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Answer: Regressive

Step-by-step explanation:

The type of tax rate that describes the tax rate for the top 1% compared with the rates paid by the groups, with next 10%, 5%, and 4% as labels is: regressive.

A regressive tax system is a type of system whereby tax rate decreases as the amount of taxable income increases, and vice versa, in such a way that the average tax rate exceeds the marginal tax rate.

Thus, the type of tax rate that describes the tax rate for the top 1% compared with the rates paid by the groups, with next 10%, 5%, and 4% as labels is: regressive.

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The true statement is (c) Yes, the sequence is an isometry transformation because it contains only rigid transformation

The coordinates are given as:

A = (1, 2), B = (3, 2) and C = (2, 7)

D = (3, -6), E = (5, -6) and F = (4, -1)

Calculate the lengths of pre-image and the image using

d = √(x2 - x1)² + (y2 - y1)²

So, we have:

AB = √(1 - 3)² + (2 - 2)² = 2

DE = √(3 - 5)² + (-6 + 6)² = 2

AB and DE are congruent

BC = √(3 - 2)² + (2 - 7)² = √26

EF = √(5 - 4)² + (-6 + 1)² = √26

BC and EF are congruent

CA = √(2 - 1)² + (7 - 2)² = √26

FD = √(4 - 3)² + (-1 + 6)² = √26

CA and FD are congruent

Because the corresponding sides are congruent, then the transformation is an isometry transformation.

This is so because isometry transformation do not alter side lengths and angles

Hence, the true statement is (c) Yes, the sequence is an isometry transformation because it contains only rigid transformation

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the answer is $78.75 i did the math to this problem

The required 95% confidence interval for the mean breaking force of acrylic bone cement is approximately 267.29 to 344.85 newtons.

Find the critical value (t*) for a 95% confidence level and (n - 1) degrees of freedom.

The degrees of freedom (df) is equal to the sample size minus 1 (df = 7 - 1 = 6). From a t-table or statistical software, the critical value for a 95% confidence level and df = 6 is approximately 2.447.

Calculate the standard error of the mean (SE).

The standard error of the mean is given by SE = (sample standard deviation) / sqrt(sample size).

\(SE =\dfrac{41.96}{\sqrt{7}}\)

   ≈ 15.85

Calculate the margin of error (MoE).

The margin of error is MoE = (t*) * SE.

MoE ≈ 2.447 * 15.85
        ≈ 38.78

Calculate the confidence interval.

The confidence interval is given by: Mean ± MoE.

Mean ± MoE ≈ 306.07 ± 38.78

Calculate the lower and upper bounds of the confidence interval.

Lower bound ≈ 306.07 - 38.78
                       = 267.29

Upper bound ≈ 306.07 + 38.78
                       = 344.85

Therefore, the 95% confidence interval for the mean breaking force of acrylic bone cement is approximately 267.29 to 344.85 newtons.

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Answer:

x=6

Step-by-step explanation:

-5(x - 2) = -20

first multiple 5 by x and -2

-5x 10 = -20

subtract 10 from 10 and -20

-5x=-30

then divide 5

x=6

Answer:

10

brainliest plz? tysm

Hi! I believe your answer is 10. I hope this helps you! Good luck and have a great day. ❤️ (Thank you for the free points, by the way! :))

Answer:

\(5x-y+7z-38=0\)

or

\(5x-y+7z=38\)

Step-by-step explanation:

Given vector equation:

\(\textbf{r} = \textbf{i} - 5\textbf{j} + 4\textbf{k} + \lambda(3\textbf{i} + \textbf{j} - 2\textbf{k}) + \mu(-\textbf{i} + 2\textbf{j} + \textbf{k})\)

The vector 3i + j - 2k is perpendicular to n.

The vector -i + 2j + k is perpendicular to n.

\(\textsf{So}\;\;\textbf{n}=\left|\begin{array}{ccc}\textbf{i}&\textbf{j}&\textbf{k}\\3&1&-2\\-1&2&1\end{array}\right|\)

        \(=\textbf{i}\left|\begin{array}{rr}1&-2\\2&1\end{array}\right|-\textbf{j}\left|\begin{array}{rr}3&-2\\-1&1\end{array}\right|+\textbf{k}\left|\begin{array}{rr}3&1\\-1&2\end{array}\right|\)

        \(=\textbf{i}(1 \cdot 1 - (-2) \cdot 2)-\textbf{j}(3 \cdot 1-(-2) \cdot (-1))+\textbf{k}(3 \cdot 2-1 \cdot (-1))\)

        \(=\textbf{i}(1 +4)-\textbf{j}(3-2)+\textbf{k}(6+1)\)

        \(=5\textbf{i}-\textbf{j}+7\textbf{k}\)

So the equation of the plane written in Cartesian form is:

\(5x-y+7z+d=0\)

Substituting (1, -5, 4) gives:

\(5(1)-(-5)+7(4)+d=0\)

\(5+5+28+d=0\)

\(38+d=0\)

\(d=-38\)

Therefore, the given vector equation in Cartesian form is:

\(5x-y+7z-38=0\)

or

\(5x-y+7z=38\)

Answer: he will be 14

Step-by-step explanation:

Anna is 14 and her brother is 10. Two years ago she was 12. 3/4 of 12 is 9. 9+5 more years is 14. :)))

Answer:

The triangular prism shown has 2 triangular face(s) and 3 lateral face(s).

The area of one triangular face is 7.5 mm²

The surface area of the triangular prism is 135 mm²

Step-by-step explanation:

A triangular face of the prism is the face that has a three sided figure while the lateral faces are faces with four-sided figure. As seen from the triangular prism, it has 2 triangular faces since it is made up of 2 right angled triangles and has 3 lateral faces since it is made up of 3 rectangles which are 4 sided each.

Area of one triangular face = \(\frac{1}{2} * base * height\)

Given base = 2.5 mm and height = 6 mm

Area of one triangular face = \(\frac{1}{2} *2.5 * 6\\\)

\(= 3*2.5\\= 7.5mm^{2}\)

Surface area of triangular prism = bh + pH

b= base of the triangle  = 2.5 mm

h- height of the triangle  = 6 mm

p= perimeter of the triangle  = base + height + slant height = 2.5+6+6.5

p = 15 mm

H= height of the prism = 8mm

Surface area of triangular prism = 2.5(6)+15(8)

Surface area of triangular prism = 15 + 120

Surface area of triangular prism = 135mm²

Answer: The triangular prism shown has 2 triangular face(s) and 3 lateral face(s).

The area of one triangular face is 7.5 mm²

The surface area of the triangular prism is 135 mm²

Step-by-step explanation:

Answer:El pintor debe pintar un muro de módulo de vigilancia, que es un pentágono regular, por tanto, procedemos a buscar cuántos metros debe pintar: P = 5·L 35 m = 5·L L = 35 m / 5 L = 7 m En consecuencia, al pintar un muro, el trabajador pintará 7 m.

Step-by-step explanation:

El trabajador pintará 7 metros de muro, ya que esa es la longitud de cada lado del pentágono regular cuyo perímetro es de 35 metros.

Un pentágono regular es una figura con cinco lados iguales. Si su perímetro total es de 35 metros, entonces cada lado del pentágono mide 35 metros dividido entre 5, que resulta igual a 7 metros. Entonces, si el trabajador debe pintar uno de los muros del pentágono regular, la cantidad de metros lineales a pintar será igual a la longitud de uno de sus lados. Por lo tanto, el trabajador pintará 7 metros de muro.

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Terrance’s error is that he limits the solution of the equation to one ordered pair

The equation is given as

y - 4 = 1/2(x - 5)

The solution is given as

(5, 4)

The above solution is true

This is so because; when x = 5, the value of y is 4

i.e.

y - 4 = 1/2(5 - 5)

y - 4 = 0

y = 4

Next, we set x to another value (say x = 9)

So, we have

y - 4 = 1/2(5 - 9)

y - 4 = -2

y = 6

This means that the equation can have another solution

In this case, it is (9, 6)

Hence, one ordered pair cannot be the solution to the equation

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Answer:

Not congruent

Step-by-step explanation:

Missing angel Q andK

The completely factoring form of 6a^2 - 15a + 6 is 3(2a - 1)(a - 2).

To completely factor the expression 6a^2 - 15a + 6, the first step is to check if there is a common factor among the coefficients (6, -15, and 6) and the terms (a^2, a, and 1).

In this case, we can see that the common factor among the coefficients is 3, so we can factor out 3:

3(2a^2 - 5a + 2)

Now we need to factor the quadratic expression inside the parentheses further. We are looking for two binomials that, when multiplied, give us 2a^2 - 5a + 2. The factors of 2a^2 are 2a and a, and the factors of 2 are 2 and 1. We need to find two numbers that multiply to give 2 and add up to -5.

The numbers -2 and -1 fit this criteria, so we can rewrite the expression as:

3(2a - 1)(a - 2)

Therefore, the completely factored form of 6a^2 - 15a + 6 is 3(2a - 1)(a - 2).

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