THIS IS EASY!! I NEED AN ANSWER RN! PLS HELP!!

Brent drew oblique segment AB on a coordinate gird and translated it 4 units to the left to form A’B’. Which statement must be true?

A) AB and A’B’ lie on the same line

B) AB and A’B’ are parallel to each other.

C) AB and A’B’are perpendicular to each other.

D) AB and A’B’ intersect each other, but are not perpendicular .

The statement ''the formula for finding the surface area of a cylinder is sa = πr2 πrh.'' is false because the formula for finding the surface area of a cylinder is given by: SA = 2πrh + 2πr^2 , where SA represents the surface area, r is the radius of the base, and h is the height of the cylinder.

The first term, 2πrh, represents the area of the curved surface of the cylinder (the lateral surface area), which is a rectangle that wraps around the cylinder. It is calculated by multiplying the height of the cylinder by the circumference of the base.

The second term, 2πr^2, represents the areas of the two circular bases of the cylinder.

By adding these two terms together, we obtain the total surface area of the cylinder.

Therefore, the correct formula for finding the surface area of a cylinder is SA = 2πrh + 2πr^2.

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Answer:

Step-by-step explanation:We need the options to make a seection, but the possibilities are:

d = dimes, q = quarters

0d, 22q

1d, 21q

2d, 20q

3d, 19q

4d, 18q

5d, 17q

6d, 16q

7d, 15q

8d, 14q

9d, 13q

10d, 12q

11d, 11q

12d, 10q

13d, 9q

Shock advertisement are a type of advertising strategy that aims to provoke strong emotional responses from viewers by presenting controversial, shocking, or disturbing content.

An example of a shock add is Poking fun at events

By displaying content that is debatable, surprising, or upsetting, shock advertisement try to elicit strong emotional reactions from their target audience.

The goals of shock advertisements are to draw attention, leave a lasting impression, and elicit conversation about the good or message they are promoting.

These commercials frequently defy accepted norms, step outside of the box, and employ vivid imagery or provocative storytelling approaches.

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Answer:

(3,2)

Step-by-step explanation:

3x-2y=5

x+2y=7     Add them up

4x=12     Solve for x

x=3

3+2y=7   Plug it back into either one of the parent functions and solve for y

2y=4

y=2

(3,2) That's the point where the two lines intersect each other.

Answer:

c ,two solutions

Step-by-step explanation:

I think I might be right

There no solution to this nonlinear system.

The correct option is B.

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

We know that the solution of the graph can be seen by x axis touching.

The number of points the curve touches the x axis, there are that number of solution for the curve.

Here the curve touches the x axis only at 0 point.

Thus, the solution of the Equation is No solution.

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The given statement " using an empirical (resampling) distribution includes sampling values outside the range of the actual data. " is True because while resampling techniques may generate values outside the range of the original data, this is not necessarily a cause for concern.

Resampling techniques, such as bootstrapping or permutation tests, involve repeatedly sampling from the observed data to create an empirical distribution. This empirical distribution can then be used to make statistical inferences and hypothesis testing.

In some cases, resampling may generate values that are outside the range of the original data. This occurs because the resampling process is not constrained by the actual data values, but rather by the probability distribution of the observed data.

While sampling values outside the range of the actual data may seem counterintuitive, it is not necessarily a problem. In fact, resampling can be a powerful tool for testing statistical hypotheses and estimating uncertainty, particularly when the underlying population distribution is unknown or complex.

However, it is important to be aware of the limitations and assumptions of resampling techniques, particularly when making inferences or drawing conclusions. For example, if the original data is highly skewed or contains outliers, resampling may not accurately capture the underlying distribution.

Overall, while resampling techniques may generate values outside the range of the original data, this is not necessarily a cause for concern. Instead, it highlights the flexibility and power of empirical methods for statistical analysis.

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Answer:5 3/20

Step-by-step explanation:

6 8/20 0- 1 5/20= 5 3/20

Answer:

si=part

=2500×0.045×2

=225...

the answer is C

The probability of eating both poisoned apples if you randomly eat 3 out of the five apples without replacement is 1/10 or 0.1.

To calculate this probability, we use the formula for combinations of n objects taken r at a time, (nCr) which is equal to n!/r!(n-r)!. In this example, n = 5 and r = 3, so the formula reduces to 5!/3!(5-3)! = (5*4*3)/(3*2*1) = 10. This means that there are 10 different combinations of 3 apples, out of the five, that can be chosen. Since only two of the apples are poisoned, the probability of eating both of the poisoned apples is 2/10 or 0.1.

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The cost of goods sold (COGS) is $130,000.

To determine the cost of goods sold (COGS), we can use the following formula:

COGS = Sales - Gross Profit

Gross Profit can be calculated as:

Gross Profit = Net Income + Depreciation + Interest Paid

Given the information provided:

Sales = $260,000

Depreciation = $25,000

Interest Paid = $45,000

Net Income = $60,000

Substituting these values into the formula, we have:

Gross Profit = $60,000 + $25,000 + $45,000 = $130,000

Now, we can calculate the COGS:

COGS = $260,000 - $130,000 = $130,000

Therefore, the cost of goods sold is $130,000.

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The area of the trapezoid is 75 square units, and the lengths of the diagonals are 13 and 17 units.

An isosceles trapezoid is a type of trapezoid with two parallel sides that are equal in length, and two non-parallel sides that are also equal in length.  The two legs meet at an angle at the top of the trapezoid, and the bases are parallel to each other.

To find the area of the trapezoid, we use the formula:

Area = (b1 + b2) * h / 2

where b1 and b2 are the lengths of the bases, and h is the height.

In this case, b1 = 9, b2 = 21, and h is the distance between the bases. Since the trapezoid is isosceles, the height is also the length of the two diagonals minus the sum of the two bases, divided by 2:

h = (d1 + d2 - b1 - b2) / 2

we will use the Pythagorean theorem:

d1² = h² + (b2 - b1/2)²

d2² = h² + (b2 + b1/2)²

Plugging in the values we get:

h = (d1 + d2 - 9 - 21) / 2

h = (d1 + d2 - 30) / 2

d1² = h² + (21 - 9/2)²

d2² = h² + (21 + 9/2)²

Simplifying, we get:

h = (d1 + d2 - 30) / 2

d1² = h² + 225/4

d2² = h² + 529/4

Substituting the first equation into the other two, we get a system of two equations in two variables:

d1² = ((d1 + d2 - 30) / 2)² + 225/4

d2² = ((d1 + d2 - 30) / 2)² + 529/4

Simplifying and solving for d1 and d2, we get:

d1 = 13

d2 = 17

To find the area, we plug in the values of the bases and the height:

h = (d1 + d2 - 30) / 2 = (13 + 17 - 30) / 2 = 5

Area = (b1 + b2) * h / 2 = (9 + 21) * 5 / 2 = 75

Therefore, the area of the trapezoid is 75 square units, and the lengths of the diagonals are 13 and 17 units.

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After all the checks written and deposits made with an additional interest of  $0.76 the ending balance of the checkbook is 194.04.

A numerical expression is a mathematical statement written in the form of numbers and unknown variables. We can form numerical expressions from statements.

So, Initially, we have $345.23 all the checks will be subtracted and deposits will be added and we'll have our ending amount we'll also add the interest and that will be our ending balance of the checkbook.

∴ $(345.23 - 127.54 + 187.86 - 125.26 - 87.01 + 0.76).

= $194.04

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∠2 ≅ ∠4 and m∠2 = 110°, and proved  m<3 = 70⁰.

The answers of the blank lines are:

A . Vertically opposite angle.

B . Linear angle .

C . Hence proved  .

Given ,

∠2 ≅ ∠4 and m∠2 = 110°.

We have to prove

m<3 = 70⁰

Here ,

m<2 = m<4 => They are vertically opposite angles.

And here ,

m<3 and m<4 are supplementary angles.

m∠3 + m∠4 = 180° => linear angle .

m<4 = 110⁰  => since  m<2 = m<4

By substituting m∠4  we get,

m∠3 + m∠4 = 180°

= m∠3 + 110 = 180

= 180 - 110

m∠3 = 70°

Hence proved.

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Answer:

V = 1385.44

Step-by-step explanation:

The equation for volume is V = π r 2 h! Where V = volume, r = radius (half the diameter), and h = height. Now lets substitute what we know into this equation!

Since we are giving the diameter (14) we must divide by 2 to find the radius.

                         14 ÷ 2 = 7

Radius = 7

Height = 9

V = ?

Time to plug these values in!

V = π \(7^{2}\) (9)

We have to distribute pi to 7 square that term and then multiply the value by 9.

V = 1385.44

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The derivative of a function f(x) at a point x = a is defined as the limit of the difference quotient as h approaches zero:

f'(a) = lim (h → 0) [f(a + h) - f(a)] / h

What is derivative?

The derivative of a function in calculus measures the function's sensitivity to changes in its input variable. Specifically, at a particular point, it represents the function's rate of change with respect to its input variable at that moment.

The derivative of a function f(x) at a point x = a is defined as the limit of the difference quotient as h approaches zero:

f'(a) = lim (h → 0) [f(a + h) - f(a)] / h

This limit represents the instantaneous rate of change or slope of the function at the point x = a. The difference quotient is the change in the function value divided by the change in the input variable (or the distance between two points on the graph of the function).

The derivative is a fundamental concept in calculus, and it has many applications in various fields of science, engineering, and economics. It allows us to calculate important quantities such as velocity, acceleration, and marginal cost, and it is used to optimize functions and solve many real-world problems.

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The probability that an arriving student will find at least one other student waiting in line is approximately 0.167.

To solve this problem, we'll use the M/M/1 queueing model with Poisson arrivals and exponential service times. Let's calculate the required values: (a) Percentage of time Judy is idle: The utilization of the system (ρ) is the ratio of the average service time to the average interarrival time. In this case, the average service time is 10 minutes, and the average interarrival time is 12 minutes. Utilization (ρ) = Average service time / Average interarrival time = 10 / 12 = 5/6 ≈ 0.8333

The percentage of time Judy is idle is given by (1 - ρ) multiplied by 100: Idle percentage = (1 - 0.8333) * 100 ≈ 16.67%. Therefore, Judy is idle approximately 16.67% of the time. (b) Average waiting time for a student:

The average waiting time in a queue (Wq) can be calculated using Little's Law: Wq = Lq / λ, where Lq is the average number of customers in the queue and λ is the arrival rate. In this case, λ (arrival rate) = 1 customer per 12 minutes, and Lq can be calculated using the queuing formula: Lq = ρ^2 / (1 - ρ). Plugging in the values: Lq = (5/6)^2 / (1 - 5/6) = 25/6 ≈ 4.17 customers Wq = Lq / λ = 4.17 / (1/12) = 50 minutes. Therefore, on average, a student spends approximately 50 minutes waiting in line.

(c) Average length of the line: The average number of customers in the system (L) can be calculated using Little's Law: L = λ * W, where W is the average time a customer spends in the system. In this case, λ (arrival rate) = 1 customer per 12 minutes, and W can be calculated as W = Wq + 1/μ, where μ is the service rate (1/10 customers per minute). Plugging in the values: W = 50 + 1/ (1/10) = 50 + 10 = 60 minutes. L = λ * W = (1/12) * 60 = 5 customers. Therefore, on average, the line consists of approximately 5 customers.

(d) Probability of finding at least one student waiting in line: The probability that an arriving student finds at least one other student waiting in line is equal to the probability that the system is not empty. The probability that the system is not empty (P0) can be calculated using the formula: P0 = 1 - ρ, where ρ is the utilization. Plugging in the values:

P0 = 1 - 0.8333 ≈ 0.1667. Therefore, the probability that an arriving student will find at least one other student waiting in line is approximately 0.167.

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The triangles' corresponding sides' are proportional and their corresponding angles are congruent therefore, the triangles are sim

The correct option is C). proportional; congruent; similar

When the triangle is dilated from the origin at a scale factor of 2 to create Triangle then, the image of the triangle and the original triangle are similar to each other

However for similar triangles, corresponding angles are equal or congruent, and corresponding sides are in ratio or scaled

For example : A triangle ABC is dilated by a factor of 3 and centered at (-5,-4)

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A function that represents the piecewise function g include the following:

C. g(x) = {-2x - 2, -∞ < x ≤ 1.

             {1/4(x - 3)³ + 5,  1 < x < 5.

             {-3x + 16,          5 ≤ x < ∞.

In Mathematics, a piecewise-defined function can be defined as a type of function that is defined by two (2) or more mathematical expressions over a specific domain.

By critically observing the graph of the piecewise-defined function g shown in the image attached below, we can logically deduce these three functions;

When the domain is -∞ < x ≤ 1, we have:

g(x) = -2x - 5 (negative slope function).

When the domain is 1 < x < 5, we have:

g(x) = 1/4(x - 3)³ + 5.

Therefore, the above absolute value function is defined for every value of x that is greater than 3.

When the domain is 5 ≤ x < ∞, we have:

g(x) = -3x + 16.

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Answer:

chronological

or +1 each number up

Step-by-step explanation:

The middle number on the 50th row is 891.5.

The nth row is 18n - 17.

An expression is a way of writing a statement with more than two variables or numbers with operations such as addition, subtraction, multiplication, and division.

Example: 2 + 3x + 4y = 7 is an expression.

We have,

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

We see that there are 18 numbers in each row.

The numbers are consecutive natural numbers.

Now,

We can see that,

The first number of each row is 1.

The first number of the second row is 19.

The first number of the third row is 37.

The first number in each row can form a series.

1, 19, 37,....

This series is an arithmetic sequence.

First term = 1

Common difference = 18

The nth term is a + (n - 1)d.

50th term.

= 1 + (50 - 1)18

= 1 + 49 x 18

= 1 + 882

= 883

This means,

The 50th row will have the following series.

883, 884, 885, 886, 887, 888, 889, 890, 891, 892, 893, 894, 895, 896, 897, 898, 899, 900.

The middle number is the midpoint of 891 and 892.

= 891.5

The nth row.

= 1 + (n - 1)18

= 1 + 18n - 18

= 18n - 17

Thus,

The middle number on the 50th row is 891.5.

The nth row is 18n - 17.

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Slope is  $0.15 of the equation of cost  C=$0.15t+$35.00.

The slope of the line is the ratio of the rise to the run, or rise divided by the run. It describes the steepness of line in the coordinate plane.

The slope intercept form of a line is y=mx+b, where m is slope and b is the y intercept.

The slope of line passing through two points (x₁, y₁) and (x₂, y₂) is

m=y₂-y₁/x₂-x₁

Given that A cell phone company uses the equation C=$0.15t+$35.00

C is the total cost for a month of service.

t is the number of text messages.

We have to find the slope of the equation.

slope is 0.15 and 35.00 is the y intercept of the equation given.

Hence, slope is  $0.15 of the equation of cost  C=$0.15t+$35.00.

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Answer:

3/25

Step-by-step explanation:

0.12 multiplied by 100 equals 12

which means 12/100 is 0.12

now simplify

6/50

3/25

Answer:

Euler's formula states that for any polyhedron with V vertices, E edges, and F faces, we have:

V - E + F = 2

Let's verify this formula for the other four Platonic solids:

1. Cube:

A cube has 8 vertices, 12 edges, and 6 faces (all of which are squares).

So, we have:

V = 8

E = 12

F = 6

Plugging these values into Euler's formula, we get:

8 - 12 + 6 = 2

which is true, so Euler's formula works for a cube.

2. Octahedron:

An octahedron has 6 vertices, 12 edges, and 8 faces (all of which are equilateral triangles).

So, we have:

V = 6

E = 12

F = 8

Plugging these values into Euler's formula, we get:

6 - 12 + 8 = 2

which is true, so Euler's formula works for an octahedron.

3. Dodecahedron:

A dodecahedron has 20 vertices, 30 edges, and 12 faces (all of which are regular pentagons).

So, we have:

V = 20

E = 30

F = 12

Plugging these values into Euler's formula, we get:

20 - 30 + 12 = 2

which is true, so Euler's formula works for a dodecahedron.

4. Icosahedron:

An icosahedron has 12 vertices, 30 edges, and 20 faces (all of which are equilateral triangles).

So, we have:

V = 12

E = 30

F = 20

Plugging these values into Euler's formula, we get:

12 - 30 + 20 = 2

which is true, so Euler's formula works for an icosahedron.

Therefore, we have shown that Euler's formula works for all five Platonic solids.

Answer:

Step-by-step explanation:

Euler's formula states that for any polyhedron with V vertices, E edges, and F faces, we have:

V - E + F = 2

Let's verify this formula for the other four Platonic solids:

1. Cube:

A cube has 8 vertices, 12 edges, and 6 faces (all of which are squares).

So, we have:

V = 8

E = 12

F = 6

Plugging these values into Euler's formula, we get:

8 - 12 + 6 = 2

which is true, so Euler's formula works for a cube.

2. Octahedron:

An octahedron has 6 vertices, 12 edges, and 8 faces (all of which are equilateral triangles).

So, we have:

V = 6

E = 12

F = 8

Plugging these values into Euler's formula, we get:

6 - 12 + 8 = 2

which is true, so Euler's formula works for an octahedron.

3. Dodecahedron:

A dodecahedron has 20 vertices, 30 edges, and 12 faces (all of which are regular pentagons).

So, we have:

V = 20

E = 30

F = 12

Plugging these values into Euler's formula, we get:

20 - 30 + 12 = 2

which is true, so Euler's formula works for a dodecahedron.

4. Icosahedron:

An icosahedron has 12 vertices, 30 edges, and 20 faces (all of which are equilateral triangles).

So, we have:

V = 12

E = 30

F = 20

Plugging these values into Euler's formula, we get:

12 - 30 + 20 = 2

which is true, so Euler's formula works for an icosahedron.

Therefore, we have shown that Euler's formula works for all five Platonic solids.

Answer:

Triangle is isosceles, so the angles opposed to equal sides are equal, so you can write down a condition, in this case y=42 (the two equal angles are marked with the line). x is found by difference, since the internal angles sum to 180, and it's the solution to x + 42 + 42 = 180, so 96.

Most of these kind of problems are solved with this system: identify if there are equal angles (ie, they're part of an isosceles triangle, or if they are opposite by a vertex) and write equations based on them

To use differentials to estimate the value of 1.2√4, we need to first find a suitable function and a point close to the one we want to estimate. Since we are dealing with square roots, we can use the function f(x) = √x. The point closest to 4.2 (1.2 added to 4) that we know the exact value for is 4, as √4 = 2.

1. Find the derivative of f(x) = √x:
f'(x) = (1/2)x^(-1/2)

2. Evaluate the derivative at the known point, x = 4:
f'(4) = (1/2)(4)^(-1/2) = (1/2)(2)^(-1) = 1/4

3. Compute the differential, using Δx = 0.2 (the difference between 4.2 and 4):
Δy = f'(4)Δx = (1/4)(0.2) = 0.05

4. Estimate the value of 1.2√4 by adding Δy to the exact value at x = 4:
1.2√4 ≈ 2 + 0.05 = 2.05

Now, let's compare this to the exact value of 1.2√4:
Exact value: 1.2√4 = 1.2(√4.2) ≈ 1.2(2.0494) ≈ 2.0593

The estimated value using differentials is 2.05, while the exact value is approximately 2.0593. The two values are relatively close, demonstrating the effectiveness of using differentials for estimation.

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