Show the conjecture is false by finding a counterexample.
m If m does not equal -1, then < 1.

The area of a square inscribed in a circle is 25, then the area of the circle is 25π/2 or approximately 39.27 square units.

To solve this problem, we can use the relationship between the area of a square inscribed in a circle and the area of the circle itself.

When a square is inscribed in a circle, the diagonal of the square is equal to the diameter of the circle. Let's assume that the side length of the square is 's' and the radius of the circle is 'r'.

We are given that the area of the square is 25, so we can find the side length of the square:

Area of square = \(s^2 = 25\)

Taking the square root of both sides, we get:

s = √25 = 5

Since the diagonal of the square is equal to the diameter of the circle, we can find the diameter of the circle:

Diagonal = Diameter = s√2 = 5√2

The radius of the circle is half the diameter, so:

Radius = 5√2 / 2 = (5√2)/2

Now, we can calculate the area of the circle using the formula:

Area of circle = \(\pi r^2\)

Substituting the value of the radius, we get:

Area of circle = π((5√2)/\(2)^2\) = π(25/2) = 25π/2

Therefore, the area of the circle is 25π/2 or approximately 39.27 square units.

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Answer:

The 90% confidence interval is   \(15.66< \mu < 15.94 \)

Step-by-step explanation:

From the question we are told that

  The population standard deviation is  \(\sigma = 2.2\)

  The  sample mean is  \(\= x = 15.8 \ gallon\)

   The sample size is  n  =  669

From the question we are told the confidence level is  95% , hence the level of significance is    

      \(\alpha = (100 - 90 ) \%\)

=>   \(\alpha = 0.10\)

Generally from the normal distribution table the critical value  of  \(\frac{\alpha }{2}\) is  

   \(Z_{\frac{\alpha }{2} } =  1.645\)

Generally the margin of error is mathematically represented as  

      \(E = Z_{\frac{\alpha }{2} } *  \frac{\sigma }{\sqrt{n} }\)

=>  \(E = 1.645  *  \frac{ 2.2}{\sqrt{669} }\)

=>  \(E = 0.1399\)

Generally 90% confidence interval is mathematically represented as  

      \(\= x -E <  \mu <  \=x  +E\)

=>    \(15.8  - 0.1399 <\mu<  15.8  + 0.1399 \)

=>    \(15.66< \mu < 15.94 \)

Answer:

2.6?:))))

......

Answer:

both equations are the same

Step-by-step explanation:

please look at the images

Answer:

Hi

Please mark brainliest ❣️

Thanks

Step-by-step explanation:

The answer is NO

Reason

x= 2 y= 1

Now input in the first inequality

y≤ -x + 4

1 ≤ -2 +4

1≤ 2 i.e 1 is less than two

Next inequality

y≤ x +1

1 ≤ 2 + 1

1≤ 3 i.e 1 is less than 3

But 1 is not equal to 3 and also not equal to 2

Hence our answer is NO

Answer:

$1140 or $540

Step-by-step explanation:

450*1.2=540

540+600=1140

Answer:

y - 9 = 1/2(x + 3)

Step-by-step explanation:

find the slope that is perpendicular to line y = -2x + 8, which is the negative reciprocal slope: 1/2

substitute the new slope 1/2 and the given/known point (-3, 9) into the point-slope form:

=> y - 9 = 1/2(x - (-3)) => y - 9 = 1/2(x + 3)

point-slope form:

Answer:

6(3a-2)

Step-by-step explanation: Both terms have a 6. Factor that our

Since the point negative 4.5 (-4.5) is labeled on this number line representing temperature change, the absolute value of the point labeled in the image means that: B. the temperature equals 4.5 degrees.

In Mathematics, a number line can be defined as a type of graph with a graduated straight line which comprises both positive and negative numbers that are placed at equal intervals along its length.

This ultimately implies that, a number line primarily increases in numerical value towards the right from zero (0) and decreases in numerical value towards the left from zero (0).

In conclusion, the absolute value of a number is always positive and it can be used for describing the distance of a number from zero (0) on the number line, without taking its direction into consideration.

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Answer:

$46.88 per student

Step-by-step explanation:

15.49+9.89+21.5 which is 46.88, so $46.88 per sudent.

Hope this helps plz hit the crown :D

The measure of angle B is approximately equal to 56.31 degrees, rounded to two decimal places.

An angle measure is a numerical value that represents the amount of rotation between two intersecting lines, line segments or rays. It is typically measured in degrees, although other units of measurement such as radians and grads may also be used. The size of an angle can range from 0 degrees (corresponding to no rotation or a straight line) to 360 degrees (corresponding to a full rotation). In geometry, angles are used to describe the relationships between lines and shapes, and are an important concept in fields such as trigonometry and calculus.

To find the measure of angle B given cot B = 0.57736, we can use the inverse tangent function.

The tangent of an angle is the ratio of the opposite side to the adjacent side,

So cot B = adjacent side / opposite side.

By taking the inverse tangent of both sides and substituting cot B for adjacent side / opposite side, we arrive at the equation

B = arctan(cot B).

Evaluating arctan(cot B) using a calculator gives us the measure of angle B as,

B = arctan(cot B) = 56.31° (rounded to two decimal places)

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The complete question is: "Given cot B = 0.57736, determine the measure of angle B".

The given information does not provide any clear indication for determining the position that should be taken on 3/01 and 3/02. Without additional information, it is not possible to make a decision. The table only displays the closing prices of the July GBP Futures Contract on different days, and it is unclear what trading strategy or what scenario is being considered. Additional information about the goals and objectives, the market conditions, and other relevant factors would be necessary to make a decision about trading positions.

Answer:

Graphed it on Desmos, hope it helps!!

Step-by-step explanation:

Answer:

1033.765625

Step-by-step explanation:

I think it’s bottom left

Answer:

10^(4)*4^(5) or 10 to the 4th power by 4 to the 5th power

Step-by-step explanation:

When simplified, both equal to 10240000.

the ability to identify situations when sampling is appropriate and to draw the proper inferences about the population after the sample has been evaluated. The answer describes the process of selecting and evaluating a sample, including examples of stratified, random, and systematic sampling. It also discusses the limitations of not using a random sample in order to obtain unbiased results.

1. This is an example of stratified sampling, since the students are divided into three groups (Sophomores, Juniors, and Seniors) and a sample is taken from each group. This allows for a more representative sample of the overall population.

2. This is an example of random sampling, since each name has an equal chance of being selected from the bag. This ensures that the sample is unbiased and allows for a fair representation of the population.

3. This sampling plan results in a random sample, since the schools were randomly selected from the district. A random sample ensures that every member of the population has an equal chance of being selected.

4. This sampling plan results in a systematic sample, since the polling company selected every 20th person from the list. Systematic sampling allows for a more representative sample of the population, since it ensures that each person in the population is equally likely to be selected.

5. This sampling plan does not result in a random sample, since only the female employees who attended the meeting were selected. This means that those who did not attend the meeting had no chance of being selected in the sample, thus biasing the results.

This answer demonstrates the ability to identify situations when sampling is appropriate and to draw the proper inferences about the population after the sample has been evaluated. The answer describes the process of selecting and evaluating a sample, including examples of stratified, random, and systematic sampling. It also discusses the limitations of not using a random sample in order to obtain unbiased results.

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The vector equation for the intersection of the two planes is given by:

9i + 36j - 24k.

Suppose that we have two planes, defined as follows:

The vector equation for the intersection between these two places is given by the determinant of the following matrix:

\(\left[\begin{array}{ccc}i&j&k\\a&b&c\\d&e&f\end{array}\right]\)

For this problem, the planes are:

Hence the matrix of which we have to find the determinant is:

\(\left[\begin{array}{ccc}i&j&k\\0&6&9\\4&3&6\end{array}\right]\)

The determinant of the 3 x 3 matrix is given by:

D = i x  6 x 6 + j x 9 x 4 + k x 0 x 3 - (k x 6 x 4 + j x 0 x 6 + i x 9 x 3).

D = 36i + 36j - (24k + 27i)

D = 36i + 36j - 24k - 27i

D = 9i + 36j - 24k.

Which is the vector equation.

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Answer:

y= -x²-4x+2

Step-by-step explanation:

write in vertex form

a(x-h)²+k

in our case h = -2 and k= 6

y=a(x+2)²+6

now we just need to solve for a. we know that when x= 1 y = -3. plug these values in and solve for a

-3= a(1+2)²+6

-9=9a

a= -1

thus the formula is -(x+2)²+6

generally, teachers want things in standard form, so expand the exponent and simplify.

-(x²+4x+4)+6

y= -x²-4x+2

Answer:

\(y = -x^2 - 4x + 2\)

Step-by-step explanation:

The equation of a parabola in vertex form is:

\(y = a(x - h)^2 + k\)

where (h, k) is the vertex of the parabola.

In this case, the vertex is (-2, 6), so h = -2 and k = 6.

We also know that the parabola passes through the point (1, -3).

Plugging these values into the equation, we get:

\(-3 = a(1 - (-2))^2 + 6\)

\(-3 = a(3)^2 + 6\)

-9 = 9a

a = -1

Substituting a = -1 into the equation for a parabola in vertex form, we get the equation of the parabola:

\(y = -1(x + 2)^2 + 6\)

This equation can also be written as:

\(y = -x^2 - 4x -4+6\\y=x^2-4x+2\)

The simplified value of (2x - 4)² is 4x² - 16x + 16.

First, let us understand the algebraic identities;

Algebraic identities are equations in which the left hand side of the equation is identically equal to the right hand side of the equation.

Some of the identities are:

We are given (2x - 4)².

Use the identity (a - b)² = a² - 2ab + b² to expand to the given expression.

So, a = 2x and b = 4.

Put it into the identity, we will get;

Therefore,

(2x - 4)² = (2x)² - 2 * 2x * 4 + (4)² = 4x² - 16x + 16

Thus, the simplified value of (2x - 4)² is 4x² - 16x + 16.

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Answer:

25 4 12334

Step-by-step explanation:

Sper ca te-am ajutat okkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk

Answer:

They each had 1/20 of the original meal

Step-by-step explanation:

To begin, there are 4 people. Her siblings, and herself. She is splitting the 1/5 leftover to feed them. To do this, we simply take 1/5 and put it into a fraction to get 0.2. Next, we can put 0.2 / 4 into a calculator to get how much each person can get.

0.2 / 4 = 0.05.

Now, we need to turn it into a fraction to find out how much they had in fraction form of the original.

0.05 = 1/20

They each had 1/20 of the original meal

Answer:

£6.25

Step-by-step explanation:

2.25 x 15 = 33.75

40 - 33.75 = 6.25

Answer:

£6.25

Step-by-step explanation:

Hii,

So if each lesson is 2.25, you times this by 15 to get the total amount of payment. £2.25 x 15 = 33.75

To get change, you need to take away the amount you are giving by how much the bill is.

£40 - £33.75 = £6.25

I hope this helped :P

The mixed numbers that have 12 as the LCD are 2 11/12 and 6 4/5. All other fractions do not have 12 as the denominator and are not equivalent.

Mixed numbers consist of a whole number and a fractional part. To add or subtract mixed numbers, the fractions must have the same denominator (the bottom number of the fraction).

The LCD (lowest common denominator) is the smallest number that all of the denominators can be divided into evenly. In this case, the LCD is 12.

2 11/12 and 6 4/5 both have 12 as the denominator. The denominator of 11/12 can be divided by 11 and 12, so it is the same as 12/12. The denominator of 4/5 can be divided by 4 and 12, so it is the same as 48/12 (4 x 12 = 48). Therefore, both fractions have the same denominator.

The other fractions do not have 12 as their denominator. 3 1/7 can be divided by 3, 7, and 12, so it is the same as 21/12 (3 x 7 = 21). 5 3/4 can be divided by 4, 5, and 12, so it is the same as 60/12 (4 x 5 = 60). 8 38/47 can be divided by 8, 47, and 12, so it is the same as 376/12 (8 x 47 = 376). Since none of these fractions are equal to 12/12, they are not equivalent to the other two fractions.

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Question :

Which mixed numbers have 12 as the LCD (lowest common denominator)?

2 11/12

3 1/7

5 3/4

6 4/5

8 38/47

According to the Empirical Rule, 99.7% of the measures fall within 3 standard deviations of the mean in the normal distribution.

The Empirical Rule states that, for a normally distributed random variable, the symmetric distribution of scores is presented as follows:

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Answer:

y=5x-2

Step-by-step explanation:

Answer:18

Step-by-step explanation:15 + 6 u add the 15 and the 6 for it to be 18

Answer:

11 y 23

Step-by-step explanation:

Nombrando los números como \(x\) y \(y\),

Planteamos las siguientes ecuaciones:

\(xy=253\) (el producto de los numeros es 253)

\(x=2y+1\) (uno de los enteros debe ser uno más que el doble del otro).

Sustituimos la segunda ecuación en la primera:

\((2y+1)(y)=253\)

resolvemos para encontrar y:

\(2y^2+y=253\\2y^2+y-253=0\)

usando la formula general para resolver la ecuación cuadrática:

\(y=\frac{-b+-\sqrt{b^2-4ac} }{2a}\)

donde

\(a=2,b=1,c=-253\)

Sustituyendo los valores:

\(y=\frac{-1+-\sqrt{1-4(2)(-253)} }{2(2)} \\\\y=\frac{-1+-\sqrt{2025} }{4}\\ \\y=\frac{-1+-45}{4} \\\)

usando el signo mas obtenemos que y es:

\(y=\frac{-1+45}{4} \\y=\frac{44}{4}\\ y=11\)

(no usamos el signo menos, debido a que obtendriamos fracciones y buscamos numeros enteros)

con este valor de y, podemos encontrar x usando:

\(x=2y+1\)

sustituimos \(y=11\)

\(x=2(11)+1\\x=22+1\\x=23\)

y comprobamos que el producto sea 253:

\(xy=253\)

\((23)(11)=253\)

Step-by-step explanation:

1) 7/23 + 11/23 + 9/23

7+11+9/23

27/23

= 1 4/23

2) 2 5/7 + 9 4/7

11 9/7

= 11.12

3) 9/20 + 3/5

9+12/20

21/20

= 1 1/20 or 1.05

Answer:

1 solution (2, 0 )

Step-by-step explanation:

Given the 2 equations

x + y = 2 → (1)

2x + y = 4 → (2)

Subtract (1) from (2) term by term to eliminate y

2x - x + y - y = 4 - 2 , that is

x + 0 = 2

x = 2

Substitute x = 2 into either of the 2 equations and evaluate for y

Substituting into (1)

2 + y = 2 ( subtract 2 from both sides )

y = 0

one solution is (2, 0 )

Answer:

Step-by-step explanation:

208