i need help i will mark brainiest

Answer:

Both A and B

Step-by-step explanation:

Both a and b. A three-way intersection can be referred to as a T-intersection or a Y-intersection, depending on the shape of the intersection. In a T-intersection, one road intersects another road perpendicularly, forming a T-shape. In a Y-intersection, one road splits into two branches, forming a Y-shape.

Answer:

no broo

Step-by-step explanation:

hope this helps ^^

Answer:

To one decimal place,

y = 16.3 m

Step-by-step explanation:

Using SOHCAHTOA,

In this case we need to use CAH,

WE know the angle = 25 and the hypotenuse H = 18,

so,

y = adjacent

\(cos(angle) = y/H\\y = (18)(cos(25))\\y = 16.3135\\y = 16.3\)

Answer: 16.3 in.

Step-by-step explanation:

use SOH CAH TOA

cos x = adj/hyp

cos 25  = y/18

18 cos 25  = y

y= 16.3

Answer:

2x^3-5x^2-28x+15 -------------------------expanded

2x^3-5x^2-28x+15--------------------simplified

Step-by-step explanation:

\left(2x-1\right)\left(x+3\right)\left(x-5\right)

=2x^2x+2x^2\left(-5\right)+5xx+5x\left(-5\right)-3x-3\left(-5\right)

simplyfied

\left(2x^2+5x-3\right)\left(x-5\right)

=2x^2x+2x^2\left(-5\right)+5xx+5x\left(-5\right)-3x-3\left(-5\right)

=2x^3-5x^2-28x+15

If n is an integer and m + 5 is odd, then n must be even.

To prove this statement using contraposition, we need to show that if n is odd, then m + 5 must be even. Assume that n is odd, which means we can write n = 2k + 1 for some integer k.

Then, we can rewrite m + 5 as (2k + 1) + 5 = 2k + 6 = 2(k + 3), which is even.

Therefore, we have shown that if n is odd, then m + 5 is even.

By contraposition, we can conclude that if m + 5 is odd, then n must be even. Overall, the proof uses the fact that odd + odd = even and even + odd = odd, along with the definition of even and odd integers.

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Answer:

The range of the function is: -∞≤y≤∞.

Consider the provided function.

The range of the function is the set of all values which a function can produce or the set of y values which a function can produce after substitute the possible values of x.

The range of a cubic root function is all real numbers.

Now consider the provided function.

The above function can be written as:

Taking cube on both sides.

The graph of the function is shown in figure 1:

For any value of x we can find different value of y.

Here, the cube root function can process negative values. Since, the function can produce any values, the range of the given function is  -∞≤y≤∞ .

Therefore, the range of the function is: -∞≤y≤∞ (A).

The best equation that shows our answer is reasonable is (C) 650 + 25 = 26.

There are three ways to write a linear equation: point-slope form, standard form, and slope-intercept form.

A. To figure out how many rows there are in the auditorium, divide the total number of seats by the number of seats in each row:

644 / 23 ≈ 28

As a result, the auditorium has approximately 28 rows.

As a result, the correct answer is (C) 28.

B. We can use the following equation to see if our answer is reasonable:

total number of seats = number of rows x number of seats per row

Using our answer from section (A), we obtain:

28 × 23 = 644

This proves that our solution is reasonable because it solves the equation.

As a result, the best equation demonstrating that our answer is reasonable is (C) 650 + 25 = 26.

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The appropriate hypotheses for this test are: H0: There is no difference in the distribution of responses. Ha: There is a difference in the distribution of responses.

The chosen hypotheses are based on the objective of the investigation, which is to determine if there is convincing evidence that the distribution of responses about eating the potato salad differs between employees who are sick and those who are not sick.

The null hypothesis (H0) assumes that there is no difference in the distribution of responses about eating the potato salad between the sick and non-sick employees. This means that the proportion of employees who ate the potato salad would be the same in both groups, and any observed difference in the distribution of responses is due to random chance or factors unrelated to being sick or not sick.

On the other hand, the alternative hypothesis (Ha) proposes that there is a difference in the distribution of responses about eating the potato salad between the sick and non-sick employees. This suggests that the proportion of employees who ate the potato salad would be significantly different in the two groups, indicating a possible association between consuming the potato salad and getting sick.

By formulating these hypotheses, the investigation aims to evaluate whether the data provides convincing evidence to reject the null hypothesis in favor of the alternative hypothesis, indicating a meaningful relationship between eating the potato salad and falling sick.

Therefore, the correct answer is:

H0: There is no difference in the distribution of responses about eating the potato salad among those who are and are not sick.

Ha: There is a difference in the distribution of responses about eating the potato salad among those who are and are not sick.

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Answer:

The first choice

Step-by-step explanation:

Multiplyil by 6 to get 4y - 1 =21

Answer:

Step-by-step explanation:

it would be "c" because the question asks for the number that makes the inequality true

4x≤ x+3

the graph in c is saying that every number that is 1 or less than 1 makes the inequality true. so lets take -7 as an example

4 x -7=-28

-28+3=-25

-25 is greater than -28 so the inequality is true. the reason why graph d doesnt work is because if we plug in 2 into the equation, then 4x =8 and x+3=5

5 is not greater than 8 so it doesnt work

Out of the 400 surveyed students, 327 were either seniors or commuters.

To find the number of students who were either seniors or commuters out of the 400 surveyed students, we need to add the number of seniors and the number of commuters while avoiding double-counting those who fall into both categories.

According to the information given:

There were 262 seniors.

There were 215 commuters.

150 of the seniors were also commuters.

To avoid double-counting, we need to subtract the number of seniors who were also commuters from the total count of seniors and commuters.

Seniors or commuters = Total seniors + Total commuters - Seniors who are also commuters

= 262 + 215 - 150

= 327

Therefore, out of the 400 surveyed students, 327 were either seniors or commuters.

It's important to note that in this calculation, we accounted for the overlap between seniors and commuters (150 students who were both seniors and commuters) to avoid counting them twice.

This ensures an accurate count of the students who fall into either category.

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Answers:

A ' = (-2, -3)

B ' = (0, -3)

C ' = (-1, 1)

=======================================================

Explanation:

To apply an x axis reflection, we simply change the sign of the y coordinate from positive to negative, or vice versa. The x coordinate stays as is.

Algebraically, the reflection rule used can be written as \((x,y) \to (x,-y)\)

Applying this rule to the three given points will mean....

The diagram is provided below.

Side note: Any points on the x axis will stay where they are. That isn't the case here, but its for any future problem where it may come up. This only applies to x axis reflections.

Answer:

(-2,-3)...(0,-3)...(-1,1)

Step-by-step explanation:

Answer:

The answer is A because I had the same question on a test at connexus and I got it right

Answer: Second one (B)

Step-by-step explanation:

We can count every point as 1. As we look at choice A, the point (-4, 3) doesn't exist on the graph, so we can move to the next choice. Choice B contains all points listed on the graph. We know this because coordinates/points are read as (x,y), where x moves either right (positive) or left (negative), and y moves up (positive) or down (negative) depending on what the given point is.

Answer:

The second one:

(-3,4) (3,4) (1,-4) (-2,-4)

Explanation :

The easiest way to find the right answer is to determine the points given on the graph (x, y)

From the first quarter (x, y) : (3,4)

The sec quarter (-x, y) : (-3,4)

The third quarter (-x, -y) :(-2,-4)

And the fourth quarter (x, - y): (1,-4)

Now, all you have to do is find the right answer from the choices

Step-by-step explanation:

points on the line: (4, -2) & (-5, 3)

gradient of the line = -5/9

general equation for all straight lines: y = mx + c

substitute one coordinate and the gradient into the equation. 3 = (-5/9)(-5) + c

therefore, c = 2/9

so the general equation is y = (-5/9)x + 2/9

Answer:

A line that is parallel to y = 3x - 9 will have the same slope as the given line. The slope of y = 3x - 9 is 3. Therefore, the equation of the line that passes through (1, 2) and is parallel to y = 3x - 9 is:

y - y1 = m(x - x1)

where m is the slope and (x1, y1) is the point (1, 2)

Substituting the values we get:

y - 2 = 3(x - 1)

Simplifying the equation we get:

y - 2 = 3x - 3

y = 3x - 1

Therefore, the equation of the line that passes through (1, 2) and is parallel to y = 3x - 9 is y = 3x - 1 .

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Answer:

-4 < x ≤ -1

x ∈ (-4,-1]

Step-by-step explanation:

Answer : 8$

you have 1$ left

Answer:

They are reflected across the x-axis

Step-by-step explanation:

The domain of the rational function h(x) = (x - 3)/(x² - 4) is equal to (-∞, -2)  ∪ (-2, 2) ∪ (2, ∞).

The possible points that would lie on h(x) = x² - x + 1 are (3, 7).

True: (1, -1) is a point of the graph of f(x) = -2(x + 1)² + 7.

In Mathematics, a domain is the set of all real numbers for which a particular function is defined.

From the graph of h(x) = (x - 3)/(x² - 4), the domain in interval notation and set builder notation is as follows;

Domain = (-∞, -2)  ∪ (-2, 2) ∪ (2, ∞)

Domain = {x|x ≠ 2, -2}.

Next, we would determine possible x-value for the given quadratic function as follows;

h(x) = x² - x + 1

7 = x² - x + 1

7 - 1 = x² - x

6 = x² - x

x² - x - 6 = 0.

x² - 3x + 2x - 6 = 0.

x(x - 3) + 2(x - 3) = 0

(x + 2)(x - 3) = 0

x = 3 or x = -2.

For second quadratic function f(x) = -2(x + 1)² + 7, we have:

f(x) = -2(x + 1)² + 7

-1 = -2(1 + 1)² + 7

-1 = -2(2)² + 7

-1 = -8 + 7

-1 = -1 (True).

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Step-by-step explanation:

12/14= 85.7143% 19/24= 79.1667%

Answer: first graph

Step-by-step explanation:

a) The initial deposit in the account is given as follows: 1,287.39 euros.

b) The interest rate of the account is given as follows: 3%.

The equation that gives the balance of an account after t years, considering simple interest, is modeled as follows:

A(t) = P(1 + rt).

In which the parameters of the equation are listed and explained as follows:

Considering the balances after 5 and 6 years, the interest rate is obtained as follows:

r = 1524.60/1480.50 - 1

r = 0.03.

Considering the balance after 5 years, the initial deposit is obtained as follows:

P(1 + 0.03 x 5) = 1480.5

P = 1480.5/1.15

P = 1,287.39 euros.

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Answer:

- 14j -10. the answer online

Answer:

70

Step-by-step explanation:

Answer:

I hope this helps :)

Step-by-step explanation:

uh I think this is what you want

1/2 times 1/4 = 1/8

multiply numerators: 1 times 1 = 1

multiply the denominators: 2 times 4 = 8

in total: 1/8

Answer:

h = 5t²+ 25t

from projectiles

h = u²sin²∆ / 2g

taking the angle to be ∆

and range is u²sin2∆/g

Therefore integrate the equation h= 5t²+25t

R = 5t³/3 + 25t²/2 + t

Answer:

Jerry swam further then todd

Step-by-step explanation:

I hope this helps you

Answer:

15 outfits

Step-by-step explanation:

Given

Probability : No. of outfits

P.S. Sorry I couldn't create the probability table.