GEOMETRY
which statements are true based on the diagram? check all that apply.

Answer:

I can be little confident because if it was just 0.7 then it would be I am not confident at all. This decimal is more than 0 so it would be a little and not a lot.

Step-by-step explanation:

The slope-intercept form:

[tex]y=mx+b[/tex]

m - slope

b - y-intercept

The formula of a slope:

[tex]m=\dfrac{y_2-y_1}{x_2-x_1}[/tex]

We have the points (-1, -10) and (1, 0). Substitute:

[tex]m=\dfrac{0-(-10)}{1-(-1)}=\dfrac{10}{1+1}=\dfrac{10}{2}=5[/tex]

Put the coordinates of the point (1, 0) to the equation of line:

[tex]0=5(1)+b[/tex]

[tex]0=5+b[/tex]      subtract 5 from both sides

[tex]-5=b\to b=-5[/tex]

For the line's equation, calculate the slope from the provided points to get 5, and use one point to find the y-intercept, which is -5. The line's equation is y = 5x - 5.

To find the equation of a line in slope-intercept form, which is y = mx + b.

We need to determine the slope (m) and the y-intercept (b).

Given two points on the line, (-1, -10) and (1, 0), we can calculate the slope using the formula

[tex]m = \frac{y_2 - y_1}{x_2 - x_1}\\ m = \frac{0-(-10)}{1-(-1)}\\ m = 5[/tex]

Next, we use one of the points to find the y-intercept, b. If we use the point (1, 0), we can substitute the slope and the coordinates into the slope-intercept equation:

0 = (5)(1) + b, which simplifies to b = -5.

Thus, the equation of the line is y = 5x - 5.

Answer:

x=90: y =43

Step-by-step explanation:

Given is a triangle.  In ABC, AB = AC is given.  also angle C = 47 is given.

AD is angle bisector of angle A

Since two sides are equal, ABC is isosceles.  We have angle C = angle B

Hence angle B = 47 degrees.

Angle A = 180-(B+C) = 180-94 = 86

So angle y = 1/2 (86) = 43

Consider triangle BAD.

We have got two angles as 47 and 43.

Hence third angle is 180-(47+43) = 90

So x=90, y = 43

Answer:

2/4 I believe

Step-by-step explanation:

2/4

Step-by-step explanation:

Answer:

Even

Step-by-step explanation:

Any two numbers you multiply together that are both even will always result in an even number. For example 48x24=1152. You can use any two even numbers and you will always get and even product.

Answer:

B) a = 32cx − b

Step-by-step explanation:

i just did it

Answer:

The solution set is { x | x[tex]\leq[/tex] -2 or x[tex]\geq[/tex] 1}

Step-by-step explanation:

The given inequality is

[tex]x^{2} +x-2>0[/tex]

Let us factor [tex]x^{2} +x-2[/tex]

so we have

[tex](x+2)(x-1)>0[/tex]

Let us find zeros of [tex](x+2)(x-1)[/tex]

[tex](x+2)(x-1)=0[/tex]

[tex]x+2=0[/tex]   or  [tex]x-1 =0[/tex]

[tex]x= -2[/tex] or [tex]x=1[/tex]

so we have intervals (-∞ , -2) , (-2 , 1) and (1, ∞)

we need to find in which interval is [tex]x^{2} +x-2[/tex] is greater than 0

so we will assume the value of x in each interval and will plug it in [tex]x^{2} +x-2[/tex] and will check if we get negative or positive value

Let us check the sign of [tex]x^{2} +x-2[/tex] in (-∞ , -2)

we can take x=-3 and plug it in [tex]x^{2} +x-2[/tex]

so we have

[tex](-3)^{2} +(-3)-2= 9-3-2= 4[/tex]   ( which is greater than 0)

This shows  (-∞, -2) is one of the solution set

similarly we can check the sign of [tex]x^{2} +x-2[/tex] in (-2,1)

we take x= 0 , so we have

[tex]0^{2} +0-2=-2[/tex]  ( which is less than 0)

This shows  (-2,1) is not the solution set

now we check the sign of [tex]x^{2} +x-2[/tex] in (1 ,∞)

we can assume x= 2, so we have

[tex]2^{2} +2-2 = 4[/tex]  ( which is greater than 0)

This shows  (1 ,∞) is the solution set

Hence the solution set in interval notation  (∞ ,-2)∪(1,∞)

we can write this as { x | x[tex]\leq[/tex] -2 or x[tex]\geq[/tex] 1}

Answer:

A on edge

Step-by-step explanation:

Answer:

the answer would be m=1/3 and b=-4

Step-by-step explanation:

Y=X-4

the X= 1 almost all the time in an equation unless otherwise your given an equation for "x". so x  is automatically 1/3 which would be your slope, and then then looking at the equation the end part of the equation is your starting point.so you look at the end of the equation and  the -4 is were youd start your point on the graph.

Answer:

[tex]1000 {e}^{.06 \times 5} = 1349.86[/tex]

The correct answer is B.

After 5 years with continuous compounding at 6%, $1,000 will grow to approximately $1,349.86.

To find the future value of an account with continuous compounding, we use the formula:

A = Pe^(rt)

where:

In your case:

P = $1,000, r = 6% (or 0.06 in decimal form), and t = 5 years.

So plug these values into the formula:

A = $1,000 * e^(0.06*5)

After you calculate this, you'll find that the value of A is approximately $1,349.86. Therefore, after 5 years, your balance would be $1,349.86 so the answer is (b).

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so, we know both the rectangular prism and the cylinder got filled up to a certain height each, the same height say "h" cm.

we know the combined volume of both is 80 cm³, so let's get the volume of each, sum them up to get 80 then.

[tex]\bf \stackrel{\stackrel{\textit{volume of a}}{\textit{rectangular prism}}}{V=Lwh}~~ \begin{cases} L=length\\ w=width\\ h=height\\[-0.5em] \hrulefill\\ L=4\\ w=2\\ \end{cases}~\hspace{2em}\stackrel{\textit{volume of a cylinder}}{V=\pi r^2 h}~~ \begin{cases} r=radius\\ h=height\\[-0.5em] \hrulefill\\ r=1 \end{cases} \\\\[-0.35em] \rule{34em}{0.25pt}[/tex]

[tex]\bf \stackrel{\textit{prism's volume}}{(4)(2)(h)}~~+~~\stackrel{\textit{cylinder's volume}}{(\pi )(1)^2(h)}~~=~~80 \\\\\\ 8h+\pi h=80\implies h(8+\pi )=80\implies h=\cfrac{80}{8+\pi }\implies h\approx 7.180301999[/tex]

Final answer:

To find the height of the water in each container, we must calculate the volumes of the rectangular prism and the cylinder, set equations based on their volumes that add up to 80 cm³, and solve for the heights of the water in each container.

Explanation:

To solve this, the volume of the containers and then the height of the water in each container must be determined.

The volume of the rectangular prism can be found with the formula:
Volume = length × width × height. So, the volume = 4cm × 2cm × height of water for the rectangular prism.

The volume of the cylinder is calculated using the formula: V = πr²h, where 'r' is the radius and 'h' is the height of water for the cylinder. Given the radius is 1 cm, the formula simplifies to V = π × 1 cm × height of water.

Knowing the combined volume of the water is 80 cm³, we set up the equations considering the volume of water held by each container and solve for the heights of water in both the rectangular prism and the cylinder. The calculations will provide the individual heights of water, ensuring they add up to the total volume of 80 cm³.

The solution to (x-2)(x+10)=13 is x can be either 3 or -11, therefore the problem has 2 solutions.

Answer:

x = 3 or  x = -11

Hope This Helps!

If you have anymore questions, Just ask me!

Mark Brainliest If anyone Else Answers Please to help me get to the next Rank!

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                     - Innverted

Answer: 3/4

Step-by-step explanation:

Answer:

X = -5

Step-by-step explanation:

3X=-15

Lets solve the equation for x.  We will isolate x by dividing each side by 3

3X/3 = -15/3

X = -5

Method 1:

Solve the equation

3x = -15     divide both sides by 3

3x : 3 = -15 : 3

x = -5

Method 2:

Put the value of x to the equation:

L = 3(-5) = -15

R = -15

L = R    CORRECT

Typo free question:

Determine whether the binomial is a factor of F(x).

Answer:

Yes.

Step-by-step explanation:

Method one: evaluate F(5). If F(5) is zero then x-5 is a factor.

Method two: use long polynomial division to divide F(x) by (x-5). If the remainder is zero then (x-5) is a factor.

[tex]\text{The quadratic formula:}\\\\ax^2+bx+c=0\\\\x_1=\dfrac{-b-\sqrt{b^2-4ac}}{2a};\ x_2=\dfrac{-b+\sqrt{b^2-4ac}}{2a}\\--------------------------------\\\text{We have}\ -5x^2-12x+8=0\\\\a=-5,\ b=-12,\ c=8\\\\\text{Substitute:}\\\\b^2-4ac=(-12)^2-4(-5)(8)=144+160=304\\\\\sqrt{b^2-4ac}=\sqrt{304}=\sqrt{16\cdot9}=\sqrt{16}\cdot\sqrt{19}=4\sqrt{19}\\\\x_1=\dfrac{-(-12)-4\sqrt{19}}{2(-5)}=\dfrac{12-4\sqrt{19}}{-10}=\boxed{-\dfrac{6-2\sqrt{19}}{5}}\\\\x_2=\dfrac{-(-12)+4\sqrt{19}}{2(-5)}=\dfrac{12+4\sqrt{19}}{-10}=\boxed{-\dfrac{6+2\sqrt{19}}{5}}[/tex]

Answer:

is it 2/21 i hope im right cuz i just looked it up

Step-by-step explanation:

To find the sum, convert the fractions to have the same denominator. Add the whole numbers and the fractions separately. The sum of 12 1/4 and 5 5/6 reduced to lowest terms is 17 13/12.

To find the sum of 12 1/4 and 5 5/6, we need to convert the fractions to have the same denominator. The common denominator for 4 and 6 is 12. So, we can rewrite 12 1/4 as 12 3/12 and 5 5/6 as 5 10/12. Now we can add the whole numbers, 12 and 5, which gives us 17. Then, we add the fractions, 3/12 and 10/12, which equals 13/12. Therefore, the sum of 12 1/4 and 5 5/6 reduced to lowest terms is 17 13/12.

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Answer:

SEE BELOW      PLEASE GIVE BRAINLIEST

Step-by-step explanation:

YEAR 1:  40000 X .03 = 1200       40,000 + 1200 = 41200

YEAR 2: 41,200 X .03 = 1236        41,200 + 1236 = 42436

YEAR 3: 42436 X .03 = 1273.08    42436 + 1273.08 = 43709.08

YEAR 4: 43709.08 x .03 = 1311.27    43709.08 + 1311.27 = 45020.35

YEAR 5: 45020.35 X .03 = 1350.61    45020.35 + 1350.61 = 46370.96

YEAR 6: 46370.96 X .03 = 1391.13         46370.96 + 1391.13 = 47762.09

YEAR 7: 47762.09 X .03 = 1432.86       47762.09 + 1432.86 = 49194.95

YEAR 8: 49194.95 X .03 = 1475.85        49194.95 + 1475.85 = 50670.80

YEAR 9: 50670.80 X .03 =  1520.12         50670.80 + 1520.12 = 52190.92

YEAR 10: 52190.92 X .03 = 1565.73         52190.92 + 1565.73 = 53756.65

YEAR 11: 53756.65 X .03 = 1612.70             53756.65 + 1612.70 = 55369.35

YEAR 12: 55369.35 X .03 = 1661.08           55369.35 + 1661.08 = 57030.43

YEAR 13: 57030.43 X .03 = 1710.91            57030.43 + 1710.91 = 58741.34

YEAR 14: 58741.34 X .03 = 1762.24            58741.34 + 1762.24 = 60503.58

YEAR 15: 60503.58 X .03 = 1815.11           60503.58 + 1815.11 = 62318.69

YEAR 16: 62318.69 X .03 = 1869.56         62318.69 + 1869.56 = $64,188.25 = $64188

$806275, hope this helps!

Answer:

Step-by-step explanation:

• Suppose the angle is PQR where Q is the midpoint.  

• Keep the compass at angle vertex Q and adjust some wide setting (the width is not important).

• Without changing the compass, draw an arc across each leg of the angle

• Now keep the compasses on the point drawn on each leg, and draw an arc in the interior of the angle.

• Using a ruler, draw a line through the vertex to the point where the arcs cross

Answer: fold the paper through the vertex so that the rays lie on top of each other.

Step-by-step explanation: apex

Answer:

9.2 hours for the total drive

To determine how long it took for an object to travel 230 miles at 25 miles per hour, divide the distance by the speed, which results in 9.2 hours.

This problem is a straightforward application of the formula for calculating time when distance and speed are known. The formula is Time = Distance ÷ Speed.

In this case, the distance (d) is 230 miles and the speed (v) is 25 miles per hour. Using the formula:

Therefore, it took 9.2 hours for the object to travel a distance of 230 miles at a speed of 25 miles per hour.

let's say Artaud's age is "x", its opposite will then be -x, so

[tex]\bf \stackrel{\textit{opposite of his age plus 40}}{-x+40}~~\stackrel{is}{=}~~28\implies -x+40-28=0 \\\\\\ -x+12=0\implies \boxed{12=x}[/tex]

Answer:

12 years old

Step-by-step explanation:

28 - 40 = -12

Note that -12 is the opposite of 12.

Artaud is 12

Answer:

22.7 miles

Step-by-step explanation:

You are gonna use a^2 + b^2 = c^2 because the cities make a right triangle and you are trying to find the hypotenuse (c). C^2 ends up being 517 and the square root.

Answer:

22.7

Step-by-step explanation:

Answer:

[tex]y+2=4(x-1)[/tex]

Step-by-step explanation:

we know that

The equation of the line into point-slope form is equal to

[tex]y-y1=m(x-x1)[/tex]

Let

[tex]A(1,-2), B(2,2)[/tex]

Find the slope of the line AB

The formula to calculate the slope between two points is equal to

[tex]m=\frac{y2-y1}{x2-x1}[/tex]

substitute

[tex]m=\frac{2+2}{2-1}[/tex]

[tex]m=\frac{4}{1}[/tex]

[tex]m=4[/tex]

With the point A and the slope m find the equation of the line

[tex]y-(-2)=4(x-1)[/tex]

[tex]y+2=4(x-1)[/tex]

If 24 ounce can of Fanta cost $1.75 then it cost 13.71 per ounce.

A division is a process of splitting a specific amount into equal parts.

Given that a 24 ounce can of Fanta cost $1.75.

We need to find the how many does it cost per ounce.

To find this we need to divide twenty four by one point seven five.

Cost per ounce is twenty four by one point seven five

Cost = 24/1.75

Cost per ounce=13.71

So a 24 ounce can of Fanta cost $1.75 can cost 13.71 per ounce.

Hence, if 24 ounce can of Fanta cost $1.75 then it cost 13.71 per ounce.

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Answer: Option 'C' is correct.

Step-by-step explanation:

Since we have given that

9 > 2

i.e. 9 is to the right of 2 on a horizontal number line

As we know that in the Cartesian plane, upper most is for y- positive coordinate, lower most is for y- negative coordinate

Similarly, right most is for x-positive coordinate and left most is for x- negative coordinate.

And we have 9>2

Both 2 and 9 are positive numbers so, both numbers must be in the right part of axis.

And 9 is always right of 2 on a horizontal number line.

Hence, Option 'C' is correct.

(x + y)^0 = 1

(x + y)^1 = x + y

(x + y)^2 = x^2 + 2x + y

(x + y)^3 = x^3 + 3x^2y + 3xy^2 + y^3

(x + y)^4 = x^4 + 4x^3y + 6x^2y^2 + 4xy^3 + y^4

.

.

.

1

1 + 1

1 + 2 + 1

1 + 3 + 3 + 1

1 4 6 4 1

.

.

.

I hope I helped you.

Odd exponents ensure at least one real root for polynomials, while even exponents may result in no real roots. Multiplying even functions together, or odd functions together, results in an even function. These properties have applications in areas like quantum mechanics.

Odd and even exponents greatly influence the behavior of polynomial functions. For polynomials with odd exponents, they will always have at least one real root. This is because polynomials of odd degree tend to positive infinity as x goes to positive infinity and negative infinity as x goes to negative infinity, therefore they must cross the x-axis at some point. A polynomial like x³ - x + 17 exemplifies this behavior.

On the other hand, polynomials with even exponents may not have any real roots, as they never need to cross the x-axis; for example, x² + 1 is always positive for any real value of x and thus has no real roots.

Even functions and odd functions also display characteristic properties when multiplied. An even function times an even function yields an even function (e.g., x² e⁻²), and an odd function times another odd function results in an even function (e.g., x sin x).

In contrast, an odd function times an even function gives an odd function. These properties are particularly useful in fields such as quantum mechanics where symmetry plays an important role in solving equations like Schrödinger's equation.

Divide 46 on both sides to get f(x)=((x+2)^3-3)/46. The domain ranges from negative infinity to infinity. The range ranges from -infinity to infinity as well because the exponent is 3, so the resulting number may be negative.

Remember, when graphing cubics, there is always two turns. The following graph is from Desmos.

Answer:

B. 51 in²

Step-by-step explanation:

π14²= 615.752160104 (find total circle area)

30/360= 1/12 (calculate fraction size the section would be of the entire circle)

615.752160104/12= 51.3126800087 (the slice's area)

Answer:

51

Step-by-step explanation:

Answer:

86

Step-by-step explanation:

Subtract 322 from 408

8-2=6

we cant subtract 2 from zero so we take 1 from the next

10-2=8

3-30

86

Hope this helps! (Brainliest please!)

Answer:

19 i think

Step-by-step explanation:

Answer:

The students baked at least 19 pies.

Step-by-step explanation:

We know that each of the pies were cut into 8 pieces. Since the students sold at least 224 pieces of pie, we can use these equations to figure out how many pies were sold and how many were made by the students.

Total number of pies = total number of slices sold/number of slices per pie

Total number of pies = 224/8

Total number of pies = 28

Pies made by students= total number of pies-pies made by school cafeteria

Pies made by students= 28-9

Pies made by students= 19