Are the figures congruent? Explain.

The rate of change remains the same over the mentioned intervals, function f cannot be quadratic or exponential.

Hence, it can be concluded that function f is a linear function.

Based on the given information that the rate of change of function f is the same from x = -9 to x = -4 as it is from x = 1 to x = 6, we can conclude that function f is a linear function.

A linear function is characterized by a constant rate of change, meaning that the change in the function's value is consistent over any given interval.

In this case, the rate of change remains the same from x = -9 to x = -4 and from x = 1 to x = 6.

On the other hand, a quadratic function is characterized by a changing rate of change, meaning that the function's value changes at an increasing or decreasing rate over different intervals.

An exponential function, on the other hand, exhibits a rapid growth or decay with an increasing rate of change.

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Answer:

1. X-intercepts

2. Midpoint

3. Vertex

4. Y-Intercept

Step-by-step explanation:

1. use sin

inverse of sin(44/57) = 50.5 ---> 51°

2. use tan

inverse of tan(6/8) = 36.8 ---> 37°

3. use cos

inverse of cos(20/31) = 49.8 ---> 50°

4. use sin

inverse of sin(37/58) = 39.6 ---> 40°

To find the total surface area of a prism, you need to calculate the area of two polygonal bases, i.e., the top face and bottom face. And then calculate the area of lateral faces connecting the bases. Add up the area of the two bases and the area of the lateral faces to get the total surface area of a prism.

Hope this helps!

To determine whether the statement forms are logically equivalent, we have to construct the truth table for each. We will be using the following symbols for this:- '~' for not,- '>' for implies,- 'v' for OR,- '^' for AND.

For this problem, we have two statement forms, namely; ~p>q and p v q. We will create two truth tables, one for each statement form, and then compare the columns for q in the two tables.

If the columns match for all the rows, then the two statement forms are logically equivalent. Here are the two truth tables:~pqp~p>qTFFTFTFpvp v qTTTFTFFTF Comparing the columns for q in the two tables, we see that they match for all the rows, which implies that the two statement forms are logically equivalent.

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Since the information about the weight of each test is not provided, we'll assume that all three tests carry equal weight. Each student would need to score s4 on the next test in order to have an average of 80.

To find the score each student needs on the next test in order to have an 80 average, we need to consider their current scores and the weight of each test.  

Let's assume the three math tests are labeled Test 1, Test 2, and Test 3. We'll denote the scores of each student on these tests as s1, s2, and s3 respectively. The average score for each student can be calculated using the formula:

Average = (s1 + s2 + s3) / 3

To find the score needed on the next test to achieve an 80 average, we can set up an equation and solve for the unknown score on Test 4. The equation is:

(80) = (s1 + s2 + s3 + s4) / 4

We can rearrange the equation to solve for s4:

s4 = 4 * 80 - (s1 + s2 + s3)

This formula calculates the score needed on Test 4 to achieve an 80 average based on the scores obtained in the previous three tests. Each student would need to score s4 on the next test in order to have an average of 80.

It's important to note that this calculation assumes that each test carries equal weight in determining the average score. If the tests have different weights, the formula would need to be adjusted accordingly.

Additionally, it's worth considering any additional grading policies or requirements specific to the course or institution. Some courses may have specific grade distribution requirements or may assign different weights to different tests. Therefore, it's important to consult the course syllabus or communicate with the instructor to ensure an accurate understanding of the grading scheme and the specific requirements for achieving an 80 average.

The complete question is: Each student listed in the table has taken 3 math tests. Find the score each student needs on the next test in order to have an 80 average.

Name     Test 1      Test 2      Test 3       Test 4

Bill           78             78            78             ___

Jill            68            79            74             ___

Phil           72            82            82            ___

Will           91             64            76            ___

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Answer:

4k^2 + 14k - 8

Step-by-step explanation:

If you have any questions about the way I solved it, don't hesitate to ask me in the comments below ÷)

Answer:

Y=-65.25x

Step-by-step explanation:

Answer:

-19

Step-by-step explanation:

Answer:

Its really very simple as it is a quadratic equation so it will have 2 solutions

Answer:

2/3, -1 so two solutions

Step-by-step explanation:

The area of the base of the cereal box can be calculated by multiplying its length and width. In this case, the length is 20.5 inches and the width is 3.25 inches. Thus, the area of the base is 66.625 square inches.

The volume of the cereal box can be calculated by multiplying the area of the base by the height. The height of the box is given as 20.5 inches. Therefore, the volume of the cereal box is 66.625 square inches multiplied by 20.5 inches, which equals 1,365.0625 cubic inches.

In summary, the area of the base of the cereal box is 66.625 square inches, and the volume of the box is 1,365.0625 cubic inches.

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False because descriptive statistics doesn't make any prediction, but inferential statistics make predictions about a population based on a sample of data taken from the population.

Descriptive statistics are informational coefficients that summarize a given data set, but they can't make predictions about the population based on a sample of data for the example is chart or graph.

It has differences from Inferential statistics which allow you to test a hypothesis or prediction from the data. The prediction is made by collecting the sample of data which is taken from the population such as calculating the z-score or ANOVA test.

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Answer:

yes this is true.

Supplementary angles always add up to 180°.

Answer:

True

Supplementary angles always add up to 180°

The accumulated value of an investment if the money is a. compounded​ semiannually; b. compounded​ quarterly; c. compounded​ monthly; d. compounded continuously is $30731.4 $ , $30785.98  $30823.14 , 30841.95

Interest is the amount received by a person as a result of investing certain amount of money for a certain period of time.

It is given that

Principal = $ 25000

Time = 3 years

Interest Rate = 7 %

The amount is given by

\(\rm A = P( 1+ \dfrac{r}{n}) ^{nt}\)

Compounded semiannually

n = 2

Compounded Quarterly

n = 4

Compounded Monthly

n =12

Compounded Continuously

P = P₀ \(\rm e ^{rt}\)

Therefore the accumulated value for

compounded Semiannually is

\(\rm A = 25000( 1+ \dfrac{7}{200}) ^{2*3}\)

A = $30731.4

Compounded Quarterly

\(\rm A = 25000( 1+ \dfrac{7}{400}) ^{4*3}\)

A = $30785.98

Compounded Monthly

\(\rm A = 25000( 1+ \dfrac{7}{1200}) ^{12*3}\)

A = $30823.14

Compounded Continuously

\(\rm P = 25000 e ^{ 7 * 3 }\)

P = $30841.95

Therefore the accumulated value of an investment if the money is

a. compounded​ semiannually; b. compounded​ quarterly; c. compounded​ monthly; d. compounded continuously is

$30731.4 $ , $30785.98  $30823.14 , 30841.95

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Answer:

0.5625

Step-by-step explanation:

Answer:

By changing 0.65 miles into fraction we got 65/100 and it's simplest form is 13/20 .

Answer:

x = 37

Step-by-step explanation: Every angle in a triangle adds up to 180, so we can set up an equation where (x + 48) + (x + 58) = 180. From here, we can combine like terms to get 2x + 106 = 180. 180-106 is 74. 74 divided by 2 is 37. So, x = 37.

Answer:

Step-by-step explanation:

The simplest way to prove that triangles are congruent is to prove that all three sides of the triangle are congruent. When all the sides of two triangles are congruent, the angles of those triangles must also be congruent. This method is called side-side-side, or SSS for short.

To use the formula, plug in 100 for C and solve the resulting equation for F.

100 = (5/9)(F-32)

Multiply both sides by 9/5, and you get

180 = F - 32

Now add 32 to both sides.

Answer:

67°

Step-by-step explanation:

CHECK THE ATTACHMENT FOR THE FIQURE

From, trigonometry

tan(θ) = opposite/ adjacent

✓The helicopter is 665 feet from ground.

✓Distance of the helicopter and the line of sight of the girl will be the OPPOSITE SIDE, which is

(665ft - 5 ft)

= 600 ft

✓ from the figure, we can see the distance on the Horizontal side which is the ADJACENT SIDE as ( 280 ft)

✓angle of depression can be calculated as

tan(θ) = opposite/ adjacent

tan(θ)= (660/280)

tan(θ)= 2.357

tan-1=(2.357)

θ= 67°

Hence, angle of depression is 67°

Answer:

x = 1

y = 1

z = 1

Step-by-step explanation:

You could use Cramer's rule, with matrices.

First to find the determinent,

We get 8 + 1 + 27 - 6 - 6 -6. or 18.

Since the determinant is a non-0 number, we know there is an answer to this problem.

Then we can solve for X.

We get 24 + 6 + 54 - 36 - 18 - 12, or 18.

So x = 18/18, or 1.

Next to solve for Y:

We get 24 + 6 + 54 - 18 - 12 - 36, or 18. So y = 18/18 or 1.

Next we can plu in the values we already have for x an y and solve for xz So, 2(1) + 2 + 3z = 6

So Z = 1

Then we finally have all our answers x = 1, y = 1, and z = 1

Given, the height \($h=6$, the base $b_1=9$ and $b_2=12$.\)

The area of the trapezoid is given by the formula,

\(\[A = \frac{1}{2}h(b_1+b_2)\]\)

Substitute the given values,  

\(\[A = \frac{1}{2} \times 6 \times (9+12)\]\\\)

Simplifying the above expression,

\(\[A = 45 \text{ square feet}\]\)

Therefore, the area of the trapezoid is $45$ square feet.

The perimeter of a two-dimensional geometric shape is the entire length of the boundary or outer edge. It is the sum of the lengths of all the shape's sides or edges.

The perimeter of a square, for example, is calculated by adding the lengths of all four sides of the square.

Similarly, to find the perimeter of a rectangle, sum the lengths of two adjacent sides and then double the result because there are two pairs of adjacent sides.

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Answer:

The rate of change is positive 96%

Step-by-step explanation:

.96 = 96%

Answer:

x = tan⁻¹(⅘)

Step-by-step explanation:

We can solve for x by using trigonometric ratios (sin, cos, and tan)

We need to apply the appropriate ratio that uses the two sides 8 and 10 from the perspective of x. See attached image for information about ratios. (Source: Math is Fun)

The tangent ratio is opposite divided by adjacent. It will relate x to the two sides. So we would write

tan(x) = ⁸⁄₁₀

Then we simplify and move the tan to the other side by multiplying both sides by the inverse of tan (since you cannot divide by tan)

tan(x) = ⅘

x = tan⁻¹(⅘)

Then we can use a calculator to evaluate x

If you want to find y, now that you have two angles of the triangle, you can find the sum of 90 + x and subtract that from 180 (since all angles of a triangle add up to 180) to find y.

Answer:

A)90/100 x 500

C) C.0.90 x 500

Step-by-step explanation:

You can't with B since 90/10 doesn't account for percentage

Brainliest pls

Answer:

4,000

Step-by-step explanation:

equation:

let x be the missing number

\(\frac{0.9}{100x}\) =36

0.009x = 36

divide both sides by 0.009:

\(\frac{0.009x}{0.009} = \frac{36}{0.009}\)

x = 4000

Answer:

x = \(\frac{1}{4}\)

y = \(\frac{3}{4}\)

z = 0

Step-by-step explanation:

You first need to solve for a variable, it won't be as easy as x = 3, you are looking to replace a variable with another equation.

For example, the second equation, 4y-z=3, I can either solve for y or z. It won't be a numerical value but it will get you a step closer.

4y-z=3

4y=z+3

y = \(\frac{z}{4} +\frac{3}{4}\)

Then you are able to use substitution to negate one of the variables and solve for the other two variables. I won't type that but I think you get the idea.

Answer:

Not a discrete probability distribution

Step-by-step explanation:

In order for a distribution to be a discrete probability distribution, the sum of the probabilities must be equal to 1:

Since 0.29 + 0.05 + 0.26 = 0.60, then it is not a discrete probability distribution

a) The coordinates of G are (3, -4)

b) The name of the line through G and E is y = (-3/2)x + 13/2

(a) Since the line x=1 is a line of symmetry for triangle EFG, we know that G must lie on the same line of symmetry, and hence its x-coordinate should be reflected across the line x=1 from the x-coordinate of E.

The x-coordinate of E is 5, so the x-coordinate of G should be 5-2=3. That is, G has an x-coordinate of 3.

Similarly, since the line x=1 is a line of symmetry, the y-coordinate of G should be the same as the y-coordinate of F, which is -4. Therefore, G has a y-coordinate of -4.

Thus, the coordinates of G are (3, -4).

(b) To find the name of the line through G and E, we can first calculate the slope of the line:

slope = (y2 - y1)/(x2 - x1) = (-4 - 2)/(3 - 5) = -3/2

The line through G and E has a slope of -3/2.

Next, we can use the point-slope form of the equation of a line to find the equation of the line. We can use either point E or point G to write the equation, but it might be easier to use point G since we have already calculated its coordinates.

Using point-slope form with point G and the slope -3/2, we get:

y - (-4) = (-3/2)(x - 3)

Simplifying and rearranging, we get:

y = (-3/2)x + 13/2

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To obtain a smaller margin of error, choose a smaller confidence level.

Margin of error is defined as the degree of the sampling errors in statistics. It can be calculated using the formula below.

MOE = z x (SD / √n)

where MOE = margin of error

z = found by using a z-score table

SD = sample standard deviation

n = sample size

Based on the formula, to reduce the margin of error, the z-score, z, must be small. In order to have a smaller value of z, the probability, p, should also be small. And to obtain a small probability, choose a smaller confidence level.

Hence, to reduce the margin of error, use a lower confidence level.

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