Q(3,5),R(3,1),S(-1,1),T(-1,5) Determine weather QRST is a rhombus, rectangle, or a square
Answers
Answer:
1/2
Step-by-step explanation:
1.0 :1/2
I used a graphing calculator
The answer is a square
Related Questions
SHOW THE WORK !!!! will mark as brainliest
Answers
Answer:
table 2
Step-by-step explanation:
this is because it is a quadratic equation. in this table the numbers are not negative because of this.
Please help me!
(4/5 - 1/3) x 5^2 + 5/6
Answers
Answer:
its c
Step-by-step explanation:
just trust me
On a cold day the temperature at Thabana was 6 degres it dropped by 7 degres during the night how many degres will the night temperature be?
Answers
Answer:
Step-by-step explanation: The temperature at Thabana dropped by 7 degrees, so we can calculate the night temperature by subtracting 7 from the original temperature of 6 degrees:
Step 1: Subtract 7 from 6:
6 - 7 = -1
Step 2: The night temperature will be -1 degrees.
For this experiment you have been randomly assigned to a group consisting of you and one other person. You do not know now, nor will you ever know, who this other person is. For this experiment all you have to do is distribute your 10 points into two accounts. One account called KEEP and one account called GIVE. The GIVE account is a group account between you and your group member. For every point that you (or your group member) put in the GIVE account, I will add to it 50% more points and then redistribute these points evenly to you and your group member. The sum of the points you put in KEEP and GIVE must equal the total 10 points. Any points you put in the KEEP account are kept by you and are part of your score on this experiment. Your score on the experiment is the sum of the points from your KEEP account and any amount you get from the GIVE account. For example, suppose that two people are grouped together. Person A and Person B. If A designates 5 points in KEEP and 5 points in GIVE and person B designates 10 points to KEEP and 0 points to GIVE then each person’s experiment grade is calculated in this manner: Person A’s experiment grade = (A’s KEEP) + 1.5(Sum of the two GIVE accounts)/2 = 5 +(1.5)(0+5)/2= 5 + 3.75 = 8.75. Person A’s score then is 8.75 out of 10. Person B’s experiment grade = (B’s KEEP) + 1.5(Sum of the two GIVE accounts)/2 = 10 +(1.5)(0+5)/2 = 10 + 3.75. Person B’s score then is 13.75 out of 10. (you can think of any points over 10 as extra credit) In this module’s activity you were asked to make a decision about how to invest your resources (points). This activity is a classic strategic game where the good of the individual is at odds with the good for the group. These problems are pervasive in risk management. For example, a physician who is trained to treat diseases may be reluctant to discuss alternative treatments with a patient when the physician is sure that a specific treatment is the only truly viable treatment. Nonetheless, you have learned in this course that physicians (or an agent of the physician) must have this discussion and bow to the will of the patient even if, in the physician’s judgment, the patient chooses an alternative treatment which is likely to be superfluous. In this way, informed consent and patient education are nuisances to the physician but are very important to protect the group (maybe a hospital or surgical group) from liability. In light of recent events another example is warranted. Individuals may choose to not get vaccinated since they do not want to bear the risk of any possible adverse side-effects of a vaccine. This is perfectly reasonable to do so. The problem arises when large groups of people choose to not get vaccinated thus making the impact of the disease relatively larger than need be if everyone would choose to take a vaccine (remember our first cost-benefit experiment). This implies that individual’s rights to choose not to vaccinate are at odds with what is good for the group of individuals. These types of problems are common in risk management. Discussion: (If you post your answers to each of the four questions below before the deadline, you will get the full ten points for the discussion. The questions do not need to be answered mathematically or with a calculation. If you feel the need to use mathematics to make a calculation, then you are free to do so but the questions are merely asking you for a number and how you arrived at that number. If you do not do any calculations to arrive at the number, just say how you arrived at the number. (There are no incorrect answers.) 1. In this activity how did you arrive at your decision on the keep-give split? 2. What is the best outcome of this situation for you? 3. What is the best outcome of this situation for the group? 4. Can you see any parallels with this game and how risk management strategies work? Explain.
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1. I based my decision on allocating points to maximize my own score, while also considering the potential benefits of contributing to the group fund.
2. The best outcome for me would be allocating the minimum points required to the GIVE account, while putting the majority in the KEEP account. This would ensure I receive the most points for myself.
3. The best outcome for the group would be if both participants maximized their contributions to the GIVE account. This would create the largest group fund, resulting in the most redistributed points and highest average score.
4. There are parallels with risk management strategies. Individuals may act in their own self-interest, but a larger group benefit could be achieved if more participants contributed to "group" risk management strategies like vaccination, safety protocols, insurance policies, etc. However, some individuals may free ride on others' contributions while benefiting from the overall results. Incentivizing group participation can help align individual and group interests.
Use the substitution method to solve the system of equations
5x-3y=-25x+4y=18
Please send the answer quickly
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Does the following represent a function?
X
9
-20
-6
9
-18
0
1
16
17
19
Answers
Answer:
No, the given is not a function.
Step-by-step explanation:
I am confused if the last half of the numbers belong to a y value or not, but the answer is the same regardless.
If all numbers provided are "x", then no; the given does not represent a function. This is because the "x" value has duplicates, which indicates a non function.
Even if the last 5 numbers belong to f(x), or "y", the given is still not a function. the duplicated number is "9", and the 9's would be an x value regardless of the form of the given information.
sketch the vector field vector f( vector r ) = 4vector r in the xy-plane. select all that apply.
- The lengths of the vectors decrease as you move away from the origin.
- All the vectors point towards the origin. - The length of each vector is 1. - All the vectors point in the same direction. - All the vectors point away from the origin.
Answers
The vector field vector f(vector r) = 4vector r in the xy-plane consists of vectors pointing towards the origin, and all the vectors are in the same direction. The lengths of the vectors increase as you move away from the origin, and they are not of length 1.
In the xy-plane, the vector field vector f(vector r) = 4vector r can be visualized as a collection of vectors emanating from the origin (0, 0) and extending outward.
Regarding the options:
- The lengths of the vectors decrease as you move away from the origin: False. The lengths of the vectors actually increase as you move away from the origin because they are scaled by a factor of 4.
- All the vectors point towards the origin: True. Since the vector field is defined as 4vector r, all the vectors point towards the origin.
- The length of each vector is 1: False. The length of each vector is determined by its magnitude, which in this case is 4 times the distance from the origin.
- All the vectors point in the same direction: True. All the vectors point radially inward towards the origin.
- All the vectors point away from the origin: False. The vectors in this vector field point towards the origin, not away from it.
Therefore, the correct statements are: All the vectors point towards the origin, and all the vectors point in the same direction.
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A jar of coins totalingg 4. 58 contains 12 qaurters and five nickles. There are twice as any pennies as there is dimes. How many dims are there
Answers
Answer: 12 dimes
Step-by-step explanation: 12 quarters = 3.00
five nickels = 3.25
12 dimes = 4.45
13 pennies = 4.58
❗❗NO LINKS+CORRECT ANSWER+EXPLANATION=100POINTS+BRAINLIEST
Simplify fully:
\( \sqrt{ \frac{50\pi \: a {}^{5} }{2\pi \: a {}^{3} } } \)
(btw the π and a are supposed to be together (no gap) it just wouldn't let me write it like thay))
Thanks))
Answers
Answer:
My good friend, you already have the answer tot his, and well it's 6 days old therefore I'm claiming these points as my own.
Step-by-step explanation:
⏁⊑⏃⋏☍ ⊬⍜⎍ ⎎⍜⍀ ⏁⊑⟒ ⌿⍜⟟⋏⏁⌇ ⎅⟒⏃⍀ ⎎⍀⟟⟒⋏⎅, ⟟ ⏃⋔ ⎎⍜⍀⟒⎐⟒⍀ ⟟⋏ ⊬⍜⎍⍀ ⎅⟒⏚⏁.
5x^3+8x^2-7 find f(-3)
Answers
Answer:
-70
Step-by-step explanation:
5×\((-3)^{3}\)+8×\((-3)^{2}\)-7 = -70
Answer:
f(-3) = -70
Step-by-step explanation:
5x^3+8x^2-7 find f(-3)
f(x) = 5x^3+8x^2-7
f(-3) = 5(-3)^3+8(-3)^2-7
f(-3) = 5(-27)+8(9)-7
f(-3) = -135+72-7
f(-3) = -70
A concession stand at a baseball game sells hot dogs and boxes of popcorn. Justin buys a total of 9 snacks. The number of popcorn boxes he buys is 3 less than twice as many hot dogs. Which system of equations models this situation if he bought x hot dogs and y boxes of popcorn (No spaces in your equations)?
Answers
Justin buys 4 hot dogs ad 5 pop corn boxes at the baseball game.
EquationEquation is an expression which is used to show the relationship between two or more variables and numbers.
Let x represent the number of hot dogs and y represent the boxes of popcorn.
Justin buys a total of 9 snacks. Hence:
x + y = 9 (1)He buys popcorn 3 less than twice as many hot dogs. Hence:
y = 2x - 32x - y = 3 (2)Solving equations 1 and 2 simultaneously gives:
x = 4, y = 5
Justin buys 4 hot dogs ad 5 pop corn boxes at the baseball game.
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Given f(x)=x*-x³-6x², for what values of x will f(x) > 0?
Answers
The values of x will f(x) > 0 for x < 0, and f(x) < 0 for -6 < x < 0 and x > -6.
To determine the values of x for which f(x) > 0, we need to find the intervals where the function is positive. Let's analyze the function f(x) = x*-x³-6x².
First, let's factor out an x from the expression to simplify it: f(x) = x(-x² - 6x).
Now, we can observe that if x = 0, the entire expression becomes 0, so f(x) = 0.
Next, we analyze the signs of the factors:
1. For x < 0, both x and (-x² - 6x) are negative, resulting in a positive product. Hence, f(x) > 0 in this range.
2. For -6 < x < 0, x is negative, but (-x² - 6x) is positive, resulting in a negative product. Therefore, f(x) < 0 in this range.
3. For x > -6, both x and (-x² - 6x) are positive, resulting in a negative product. Thus, f(x) < 0 in this range.
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the sum of the squared deviations of scores from their mean a. is computed the same for samples and populations. b. is computed by squaring each deviation to avoid a zero solution in the numerator. c. is the numerator for the sample variance and population variance. d. all of these.
Answers
The correct answer is d. All of these statements are true.
Let's break down each statement and explain why they are correct:
The sum of squared deviations is computed the same for samples and populations: This is true because the concept of computing the sum of squared deviations applies to both samples and populations. The sum of squared deviations is a measure of the dispersion or variability of a dataset, and it is calculated by taking the difference between each score and the mean, squaring each deviation, and summing them up. Whether we are working with a sample or a population, the process remains the same.
The sum of squared deviations is the numerator for both the sample variance and population variance: This statement is accurate. Variance measures the average squared deviation from the mean.
To compute the variance, we divide the sum of squared deviations by the appropriate denominator, which is the sample size minus 1 for the sample variance and the population size for the population variance. The sum of squared deviations forms the numerator for both these variance calculations.
In conclusion, all three statements are true. The sum of squared deviations is computed the same way for samples and populations, the deviations are squared to avoid a zero solution, and the sum of squared deviations is the numerator for both the sample and population variance calculations.So correct answer is d
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Exam
A point is chosen at random in the circle. What
percent of the time will the point be in the
shaded region?
Round to the nearest tenth of a percent.
106
Answers
Answer:
106/360
29.4%
.................
Find the arithmetic means between 42 and 86
Answers
Answer:
The arithmetic between 42 and 86 is 44
Step-by-step explanation:
Write in slope-intercept form an equation of the line that passes through the given points. (1, 2), (−2, −1)
Answers
Answer:
4 blocks down, 2 left
Step-by-step explanation:
blocks down
If 1 inches=7ft. What is the feet if it is 0.785in.
Answers
Answer:
5.495
Step-by-step explanation:
0.785 × 7 = 5.495
How do you identify the vertical and horizontal asymptotes for rational functions?
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To identify the vertical asymptotes, we have to factor the denominator. For horizontal asymptotes, we compare the degrees of the numerator and denominator.
For rational functions, there are vertical and horizontal asymptotes. To identify the vertical asymptotes, we first have to factor the denominator. After that, we should look for values that make the denominator zero. These values can be found by setting the denominator equal to zero and solving for x. The resulting x values would be the vertical asymptotes of the function.
The horizontal asymptote is the line that the function approaches as x goes towards infinity or negative infinity. For rational functions, the horizontal asymptote is found by comparing the degrees of the numerator and the denominator.
If the degree of the numerator is less than the degree of the denominator, the horizontal asymptote is y = 0. If the degree of the numerator is equal to the degree of the denominator, the horizontal asymptote is y = the ratio of the leading coefficients. If the degree of the numerator is greater than the degree of the denominator, there is no horizontal asymptote.
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Can anyone help by answering this question
Answers
Answer:
b hope this helps
Step-by-step explanation:
Answer: b
Step-by-step explanation:
in the number 9,999.999, what is the difference between the 9 in the thousands place and the 9 in the place to the right?
Answers
Answer:
The 9 in the thousands place equals a thousand (9,000) and the place to the right equals a hundred (900).
Step-by-step explanation:
Answer:
Step-by-step explanation:
9000 - 900
= 8100
Which is NOT a solution to the inequality below? 3x + 13≥ -8
Answers
x≥−7. hope this helps you good luck
What are the missing parts that correctly complete the proof?
Given: Point A is on the perpendicular bisector of segment P Q. Prove: Point A is equidistant from the endpoints of segment P Q. Image: A horizontal line segment P Q. A midpoint is drawn on segment P Q labeled as X. A vertical line X A is drawn. A is above the horizontal line. The angle A X Q is labeled a right angle. The line segments P X and Q X are labeled with a single tick mark. A dotted line is used to connect point P with point A. Another dotted line is used to connect point Q with point A.
Drag the answers into the boxes to correctly complete the proof.
Answers
3) Perpendicular lines form right angles
4) \(\angle AXP \cong \angle AXQ\)
6) SAS
7) CPCTC
Kendall will find the total surface area of the prism below. Assuming the base is the shaded surface (the bottom), drag an
drop the correct values for the variables P, h, B that she should use in her formula.
1.2 ft
P.⠀
h:
B:
feet
feet
8.8 ft
square feet
nwore mangslugnsits arts to come sostua eri bait of absan y
So
2 ft
Answers
Answer:
Step-by-step explanation:
is 8,15,24
Rebecca, Meg, and Kristin drive together for their home to visit their grandparents. Kristen drives 65 miles. Rebecca drives two times as far as Kristin. Then Meg drives twice as far as Kristin and Rebecca combined, which gets them to their grandparents house. How far did Meg drive?
Answers
Meg has drive 390 miles to visit Grandma.
What is an equation?An equation is an expression that shows the relationship between two or more numbers and variables.
A mathematical equation is a statement with two equal sides and an equal sign in between. An equation is, for instance, 4 + 6 = 10. Both 4 + 6 and 10 can be seen on the left and right sides of the equal sign, respectively.
We are Given Number of miles Kristen drive = 65 miles
Rebecca drives two times as far as Kristin. Then Meg drives twice as far as Kristin and Rebecca combined
This means Number of miles Meg drive is equal to twice the number of miles driven Kristin .
Then equation we get;
Number of miles Meg drive = 2 × Number of miles Kristin drive =
Number of Miles Driven by Rebecca is equal to twice the sum of Number of miles Kristin drive and Number of miles Meg drive.
Then equation we get;
Number of miles Meg drive = 2 × (Number of miles Susie drive + Number of miles Meg drive) =
Hence Meg has drive 390 miles to visit Grandma.
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can someone help me with this???
Answers
Answer:
it's 47 degree answer of your question
4500 people attended a football game. If 25% of the people who attended were teenagers, how many teenagers attended the game?
Answers
Answer: 1,125
Step-by-step explanation:
We have to find out what is 25% of 4,500.
Let's subtract by thousands first. We have to subtract 75% of the thousands.
4,000 - 3,000 = 1,000
Now, we have to subtract 75% of 500.
500 - 400 = 100
Now, we have to subtract 75% of 100. We currently have 1,100.
100 - 75 = 25
Add 1,100 and 25.
1,100 + 25 = 1,125
Hope this helps!
min
x1+2x2
s.t. X1 + X2 ≤ 4
x1 - X2≥ 5
X1, X2 ≥ 0
For the LP problem above, which of the following statement is true?
A• The LP has a unique optimal solution.
B• The LP has multiple optimal solutions.
C• The LP has no feasible solution.
D• The LP is unbounded.
Answers
The correct option is B• "The LP has multiple optimal solutions". Because feasible region, intersects with the objective function in multiple points.
The given linear programming (LP) problem consists of two constraints and two decision variables, x1 and x2. The objective function to be minimized is x1 + 2x2.
To determine the nature of the LP problem, we need to analyze its feasible region and objective function.
The first constraint, x1 + x2 ≤ 4, defines a region in the xy-plane that lies below the line x1 + x2 = 4. The second constraint, x1 - x2 ≥ 5, defines a region that lies to the right of the line x1 - x2 = 5. The feasible region is the intersection of these two regions.
By analyzing the feasible region, we can determine the potential optimal solutions. Since the feasible region is a bounded region, there are finite points within it. The objective function, x1 + 2x2, represents a straight line in the xy-plane with a positive slope. As long as this line intersects the feasible region, there will be multiple points of intersection, each representing a potential optimal solution.
Therefore, the LP problem has multiple optimal solutions because there are multiple points of intersection between the objective function and the feasible region.
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A manatee swims 1/4 mile in 3 minutes. What is its swimming speed in miles per hour?
NO LINKS PLZ
I WILL MARK BRAINLIEST
Answers
Step-by-step explanation:
I believe that the manatee can swim 5 miles per hour
help its a testtttttt
Answers
Answer:
1 1/4
Step-by-step explanation:
1/4 times 5 is 1 1/4 think of it like quarters if you had 5 quarters it you would have 1.25 which translates to 1 1/4 because you would have a full dollar from 4 quarters andca left over quarter
Answer:
no cheating you cheaters always do this now one mare time you do this I will hit you I m your teacher
How to do it? Need help
Answers
The number of triangles which can be formed from two given angle measures and the length of their included side is one which is option (b).
A triangle is a polygon with three sides and three corners. The angle formed within the triangle is 180 degrees. This means that the sum of the interior angles of a triangle is 180°. The polygon with the fewest number of sides. Thus, a triangle is defined as a three-sided two-dimensional figure with interior angles equal to 180°.Since two angles have already been given, the value of the third angle is already fixed. So the third angle is the difference between 180 and the sum of the two angles. Given an angle, any number of angles can be formed as long as the angular relationship is consistent.
However, the number of triangles that can be formed is limited to one, since the length scale of one of the sides is already given. You cannot simply specify the scale of the two sides . The other two side measurements are calculated using the triangle formula.
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