geometry due tonight! any answer will be appreciated

Answer:

43

Step-by-step explanation:

Inscribed Angle = 1/2 Intercepted Arc

< MQP = 1/2 ( 86)

< MQP = 43

Answer:

43°

Step-by-step explanation:

The measure of an inscribed angle is half the measure of the arc it subtends.

m<Q = (1/2)m(arc)MP

m<Q = 1/2 * 86°

m<Q = 43°

Given:

The function is

\(f(x)=-x^2-5x+12\)

To find:

The average rate of change of the function over the interval −5 ≤ x ≤ 4.

Solution:

The average rate of change of a function f(x) over the interval [a,b] is

\(m=\dfrac{f(b)-f(a)}{b-a}\)

Putting x=-5 in the given function, we get

\(f(-5)=-(-5)^2-5(-5)+12\)

\(f(-5)=-25+25+12\)

\(f(-5)=12\)

Putting x=4 in the given function, we get

\(f(4)=-(4)^2-5(4)+12\)

\(f(4)=-16-20+12\)

\(f(4)=-24\)

Now, the average rate of change of the function over the interval −5 ≤ x ≤ 4 is

\(m=\dfrac{f(4)-f(-5)}{4-(-5)}\)

\(m=\dfrac{-24-12}{4+5}\)

\(m=\dfrac{-36}{9}\)

\(m=-4\)

Therefore, the average rate of change of the function over the interval −5 ≤ x ≤ 4 is -4.

Answer:

Hi there!

Your answer is

Kyle must work at LEAST 4 hours to earn 335$

Step-by-step explanation:

kyles charge:

75+65H>=335

-75

65H>=260

/65

H>=4

Plug back in!

75+65(4) >= 335?

335>=335 YES!

Hope this helps

This post is about the author's experience at an alternative school, which they have been attending since freshman year. They have had the opportunity to explore their interests and develop their own unique learning style with the support of teachers. The atmosphere of the school is friendly and encouraging and the author is very grateful for the experience they have had. They recommend the school to anyone looking for an alternative learning experience.

My name is _________, and I'm a senior at an alternative school. I've been attending this school since my freshman year, and it has been an amazing experience.

At this school, I've been able to explore my interests and develop my own unique learning style. The teachers are supportive and caring, and they encourage students to actively participate in their education. I've had the opportunity to take classes that I'm passionate about and have even been able to design my own coursework.

The atmosphere of the school is also a great one. Everyone is friendly and willing to help each other out. There's no judgement or pressure. We all come from different backgrounds, but that doesn't stop us from working together and having a great time.

I'm so grateful for the experience I've had at this school. It has been an incredible journey, and I am so proud of what I have accomplished. I have grown so much as a person and have had so many opportunities to explore my interests.

I would highly recommend this school to anyone looking for an alternative learning experience. It has been a great place to learn, and I will miss it when I graduate.

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The unknown value in the table using the constant of proportionality is; 96

The constant of proportionality is the ratio of two proportional values at a constant value. Two variable values have a proportional relationship when either their ratio or their product gives a constant.

We are given the coordinates;

(12, 42), (18, 63), (40, y)

where x-values represents time in seconds and y-values represents number of pencils that were produced.

To find the constant of proportionality is as good as finding the slope between two consecutive points as;

m = (63 - 18)/(42 - 12)

m = (45/30)

m = 1.5

Thus to find the unknown value y, we will use the formula;

(y - y1)/x - x1) = m

So we will use the coordinates; (18, 63), (40, y)

Plugging them into the formula above will result in;

(y - 63)/(40 - 18) = 1.5

y - 63 = 1.5 * 22

y - 63 = 33

y = 33 + 63

y = 96

Thus, we can conclude that using the constant of proportionality, the number of pencils that were produced after a time of 40 seconds is 96 pencils.

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Answer:

Step-by-step explanation:

Its in the Chrome Yowill find it there but Thank you

Answer:

k = 1

Step-by-step explanation:

\(10=k+3+6k\\\\10=k+6k+3\\\\10=7k+3\\\\10-3=7k+3-3\\\\7=7k\\\\\frac{7=7k}{7}\\\\\boxed{1=k}\)

Hope this helps.

Answer:

K=1

Step-by-step explanation:

So first you would add the K's together.(6k+k=7k)

10=7k+3

Then you would subtract 3 from 3 and 10

7=7k

Divide 7 on both sides

k=1

Hope that helps:)

Answer:-6

Step-by-step explanation:maybe

Answer:

- 13

Step-by-step explanation:

Solving

\( \frac{(x - 3)}{4} = \frac{(2x + 2)}{6} \\ \\ cross \: multiplying \\ 6 \times (x - 3) = 4 \times (2x + 2) \\ 6x - 18 = 8x + 8 \\ 6x - 8x = 8 + 18 \\ - 2x = 26 \\ dividing \: bothsides \: by \: - 2 \\ \frac{ - 2x}{ - 2} = \frac{26}{ - 2} \\ x = - 13\)

\( \implies \: \sf{ \dfrac{x \: - \: 3}{4} \: = \: \dfrac{2x \: + \: 2}{6} } \\ \\ \implies \: \sf{6( x \: - \: 3) \: = \:4(2x \: + \: 2)} \: \\ \\ \implies \: \sf{6 \times ( x \: - \: 3) \: = \: (2x \: + \: 2)}\\ \\ \implies \: \sf{6x \: - \: 18 \: = \:8x \: + \: 8}\\ \\ \implies \sf{6x \: - \: 8x \: = \:18\: + \: 8}\\ \\ \implies \sf{ - 2x \: = \:18\: + \: 8}\\ \\ \implies \sf{ - 2x \: = \: 26}\\ \\ \implies \sf{ - x \: = \: \dfrac{26}{2} }\\ \\ \implies \sf{ - x \: = \: \cancel{\dfrac{26}{2} }}\\ \\ \implies \sf{ - x \: = \: 13}\\ \\ \implies \red{\bf{ x \: = \: - 13}}\)

Option D is correct. 73.9 percent of the workforce between the ages of 25 and 65 has achieved post-secondary educational credentials in Canada.

According to the most recent data from Statistics Canada, approximately 73.9 percent of the workforce between the ages of 25 and 65 has achieved post-secondary educational credentials in Canada. This data shows a significant increase in the number of Canadians who have pursued higher education in recent years, reflecting a trend towards increased investment in education and training as a means of achieving higher levels of skills and knowledge.

This high percentage of workers with post-secondary credentials is a positive indicator of the strength of Canada's economy, as it demonstrates a well-educated and highly skilled workforce. This, in turn, attracts investment and contributes to the growth of industries, creating new job opportunities and fostering economic prosperity.

Furthermore, the attainment of post-secondary education is associated with higher earnings and improved job prospects, both of which contribute to greater overall financial security and stability. As such, the high percentage of the workforce with post-secondary credentials in Canada is a testament to the country's commitment to education and the pursuit of economic and personal success.

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Hourly rate = total pay / total hours

Hourly rate = 332.50 / 35

Hourly rate = $9.50

5/6 - 1/9=?/? - ?/? = ?/? , value of each (?/?) is

5/6 -1/9 =15 /18 -2/18 =13 /18.

As given,

5/ 6 - 1/9 =?/? -?/? =?/?

Convert the given terms into like terms

Least common multiple of (6,9)=18

Value of each ( ?/?)

(5/6 ) × ( 3/3) -(1/9) × (2/2)

= 15 /18 - 2/18

= 13 /18

Therefore,5/6 - 1/9 = ?/? - ?/? = ?/? , value of each (?/?) is equal to

5/6 -1/9 = 15 /18 -2/18 = 13/18.

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The probability of selecting an orange marble is 0.33.

Option B is the correct answer.

It is the chance of an event to occur from a total number of outcomes.

The formula for probability is given as:

Probability = Number of required events / Total number of outcomes.

We have,

The number of times each marble is selected.

Green = 4

Black = 6

Orange = 5

Total number of times all marbles are selected.

= 4 + 6 + 5

= 15

Now,

The probability of selecting an orange marble.

= 5/15

= 1/3

= 0.33

Thus,

The probability of selecting an orange marble is 0.33.

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The leading term is the term with the highest degree (highest exponent number). Here, the leading term is =》B) - 5x²y³

³ is the highest degree in the given expression.

_____

Hope it helps ⚜

The first derivative of f(x) is \(df/dx = 45x^4 + 9x^2 - 2\), and the second derivative is \(d^2f/dx^2 = 180x^3 + 18x\). These are the derivatives of the given function f(x) = 9x^5 + 3x^3 - 2x + 1.

To find the first derivative, df/dx, of the function \(f(x) = 9x^5 + 3x^3 - 2x + 1\), we need to apply the power rule for differentiation to each term. The power rule states that the derivative of x^n is n*x^(n-1). Let's differentiate each term:

\(df/dx = d/dx(9x^5) + d/dx(3x^3) - d/dx(2x) + d/dx(1)\)

Using the power rule:

\(df/dx = 45x^4 + 9x^2 - 2\)

Now, to find the second derivative, \(d^2f/dx^2\), we need to differentiate the first derivative with respect to x. Let's differentiate the obtained expression for df/dx:

\(d^2f/dx^2 = d/dx(45x^4 + 9x^2 - 2)\)

Using the power rule again:

\(d^2f/dx^2 = 180x^3 + 18x\)

Therefore, the first derivative of f(x) is \(df/dx = 45x^4 + 9x^2 - 2\), and the second derivative is \(d^2f/dx^2 = 180x^3 + 18x\). These are the derivatives of the given function \(f(x) = 9x^5 + 3x^3 - 2x + 1\).

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The product of (2x-3y)(2x+3y) is 4x^2-9y^2

Product= (2x-3y)(2x+3y)

Let the product of (2x-3y)(2x+3y) be P

P=2x(2x+3y)-3y(2x+3y)

P= 2x(2x)+2x(3y)-3y(2x)-3y(3y) {using distributive property of multiplication}

This property states that  multiplying the sum of two or more addends by a number will give the same result as multiplying each addend individually by the number and then adding the products together. The multiplication of (a-b)(a+b) is equal to a^2 - b^2. This result is used as an identity.

P= 4x^2 +6xy - 6xy -9y^2

solving 6xy-6xy=0

P= 4x^2 - 9y^2

4x^2-9y^2 is the product of (2x-3y)(2x+3y).

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Answer:

Step-by-step explanation:

7 students from the Junior class.

6 students from the Senior class.

4 new members are to be chosen.

Required: Find the number of ways 4 new members can be chosen if 2 or fewer must be from the senior class. So, Therefore, the correct answer is 560 ways.

Answer:

It is C (4,3). Hope it helps.

Answer:

C. (4,3)

Step-by-step explanation:

To find the midpoint you must individually add the X's and the Y's and divide by 2. For example in this case, -2+10=8 divide by 2 and get 4. Then 3+3=6 divide by 2 is 3. It's that simple.

Answer:

Option (A)

Step-by-step explanation:

Two bases of the the given cylinder are circular in shape in the given picture.

When we take a cross-section of the cylinder parallel to the bases or perpendicular to the height, we get a circle exactly same as the bases (As shown on the rectangular slide).

Cross-section will have the same radius as the bases of the cylinder.

Therefore, Option (A) will be the answer.

Answer:

m∠JKM = 63°

m∠MKL = 27°

Step-by-step explanation:

Since ∠JKL is a right angle. This means that by summing up both m∠JKM and m∠MKL will result in the same as ∠JKL figure. Thus, m∠JKM + m∠MKL = m∠JKL which is 90° by a right angle definition.

\(\displaystyle{\left(12x+3\right)+\left(6x-3\right) = 90}\)

Solve the equation for x:

\(\displaystyle{12x+3+6x-3 = 90}\\\\\displaystyle{18x=90}\\\\\displaystyle{x=5}\)

We know that x = 5. Next, we are going to substitute x = 5 in m∠JKM and m∠MKL. Thus,

m∠JKM = 12(5) + 3 = 60 - 3 = 63°

m∠MKL = 6(5) - 3 = 30 - 3 = 27°

The faculty member would report the measure of center, such as the mean or median, that is higher for athletic coaches' salaries than for members of the teaching faculty to make the coach's salary seem much larger.

To portray athletic coaches as overpaid, the faculty member needs to choose a summary statistic, such as the mean or median, that will make their salaries appear much larger than those of the teaching faculty.

Since coaches' salaries are typically higher than those of faculty members, using the mean or median can help exaggerate the difference. The mean is affected by outliers, so if there are a few highly paid coaches, the mean salary will be much higher than the average salary for all coaches. Similarly, the median may be higher for coaches if there are a few highly paid coaches, even if most coaches earn less than faculty members.

Therefore, reporting the measure of center that is higher for coaches, such as the mean or median, can make their salaries seem much larger than those of faculty members.

However, this approach can be misleading because it does not consider factors such as the number of hours worked, the level of expertise required, or the revenue generated by the sports program.

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Answer: 115°

Step-by-step explanation:

180° - 65°  (angles on a straight line)

= 115° (alternate angle to z)

z = 115°

True. In a probability​ model, the sum of the probabilities of all outcomes must equal 1.

This is incomplete question

Complete question is this:

True or False​: In a probability​ model, the sum of the probabilities of all outcomes must equal 1.

Answer in true or false.

Now, According to the question:

Let's know:

What is Probability Model?

A probability model is a mathematical representation of a random phenomenon. It is defined by its sample space, events within the sample space, and probabilities associated with each event. The sample space S for a probability model is the set of all possible outcomes.

Now, According to the above statement is:

Hence, True. In a probability​ model, the sum of the probabilities of all outcomes must equal 1.

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True. In a probability model, the sum of all outcomes' probabilities must equal 1.

Probability Model

A probability model is a mathematical model that represents a random phenomenon. Its sample space, events within the sample space, and probabilities associated with each event define it. A probability model's sample space S is the set of all possible outcomes.

As a result, the statement given here is true. In a probability model, the sum of all outcomes' probabilities must equal 1.

One advantage of using an explicit mathematical model rather than simply applying a set of rules to probability situations is that the intuitive approach to probability has significant limitations when analysing tricky or sophisticated phenomen.

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The probability of system works properly is 0.522 and probability that component C₂ is not working when system works is 0.042.

Number of independent components consist by system = 4

Probability of each component works properly = 85%

Probability that the entire system functions properly,

Find the probability that each of the four components works properly.

Since the components are independent, use the multiplication rule of probability.

To calculate the probability that all four components work properly.

Probability that the system functions properly

= Probability that C₁ works properly and C₂ works properly and C₃ works properly and C₄ works properly

= (0.85) x (0.85) x (0.85) x (0.85)

= 0.52200625 or approximately 0.522

Probability that the system functions properly is approximately 0.522.

The system works,

All four components are functioning properly.

Find the probability that component C₂ is not working,

Find the probability that the other three components are working and C₂ is not working.

Since the components are independent,

Use the multiplication rule of probability to calculate this probability,

Probability that C₂ is not working given that system works

= Probability that C₁ works and C₂ does not work and C₃ works and C₄ works

= (0.85) x (1 - 0.85) x (0.85) x (0.85)

= 0.09211875 or approximately 0.092

Probability that component C₂ is not working when system works is approximately 0.042.

Therefore, probability that system functions properly is 0.522 and when system works probability that component C₂ is not working is 0.042.

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Answer:

62 square mm.

Step-by-step explanation:

First find the area of the rectangle

4*10=40

Find the area of the Triangle

11*4=44

44÷2=22

Add

40+22=62

Answer:

To find the mpg all we have to do is divide the numbers in the ratio.

119 miles / 3.5 gallons = 34 mpg

77 mi / 2.2 gal = 35 mpg

153 mi / 4.25 gal = 36 mpg

Radius

So

equation of circle

Answer:

\(x^2+y^2=9\)

Step-by-step explanation:

Equation of a circle

\((x-a)^2+(y-b)^2=r^2\)

(where (a, b) is the center and r is the radius)

Given:

Substitute the given values into the formula and solve for r²:

\(\implies (-3-0)^2+(0-0)^2=r^2\)

\(\implies (-3)^2+(0)^2=r^2\)

\(\implies 9=r^2\)

Substitute the center and found value of r² into the formula to determine the equation of the circle:

\(x^2+y^2=9\)

Answer:

i guess you'll get that answer

Step-by-step explanation:

if xy is 3cm then y is 3 divide by 2

where y=

then if xyz=30 to get z you divide 30 by 3

where z=

then x will surely be the same value as y

so u solve for yz=x

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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