In the figure below, triangle RPQ is similar to triangle RTS.
What is the distance between P and Q?
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0 54
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Answer: x= 5-y/2

y= 5-2x

Step-by-step explanation:

2x + y= 5

4x + 2y=10

Addition of the two equations gives:

6x + 3y = 15

6x= 15- 3y

x= 15-3y/6 or simplified to x = 5-y/2

3y= 15- 6x

y= 15-6×/3 or simplified to y= 5-2x

The choices are missing, but we can solve the problem from the given information

Answer:

The equation which represents the circle is (x - 2)² + (y + 1)² = 16

Step-by-step explanation:

The form of the equation of a circle is (x - h)² + (y - k)² = r², where

∵ The coordinates of the center of the circle are (2 , -1)

∴ h = 2 and k = -1

The radius of the circle is the segment whose join the center of the circle and any point on the edge of the circle

∵ The circle passes through point (-2 , -1)

∴ The radius of the circle is the distance from the center (2 , -1)

    and the point (-2 , -1)

The y-coordinates of the two points are equal that means the radius is a horizontal segment and its length is the difference between their x-coordinates

∵ r = 2 - (-2)

∴ r = 4

Now let us substitute h, k, and r in the form of the equation of the circle

∵ (x - 2)² + (y - -1)² = (4)²

∴ (x - 2)² + (y + 1)² = 16

The equation which represents the circle is  (x - 2)² + (y + 1)² = 16

Answer:

1/823543

Step-by-step explanation:

7^-5/7^2

so basically add them because its a neg. exponent.

7^-3

that equals 1/7^3

mark me brianliest please!

Answer:

is a

Step-by-step explanation:

got it right on the asighnment

Answer: The coordinates of point B are (19 , 20).

Step-by-step explanation:

The mid point (x,y) of line joining (a,b) and (c,d) is given by :-

[tex](x,y)=(\dfrac{a+c}{2},\dfrac{b+d}{2})[/tex]                        (1)

Given : Point A is located at (3,6). The midpoint of line segment AB is point C(11,13).

Let the coordinates of point B are (a,b) m, the according to (1) , we have

[tex](\dfrac{3+a}{2},\dfrac{6+b}{2})=(11,13)\\\\\Rightarrow\ \dfrac{3+a}{2}=11\ \ ,\ \ \dfrac{6+b}{2}=13\\\\\Rightarrow\ 3+a=22\ \ ,\ \ \ 6+b=26\\\\\Rightarrow\ a=19,\ \ b= 20[/tex]

Hence, the coordinates of point B are (19 , 20).

Answer: The height of the pole is 26 ft

Step-by-step explanation: Please refer to the attached diagram for details.

The diagram shows a right angled triangle labeled PEG. The point P is the top of the flagpole, the point E is the eye level of the observer, while point G is the point where the flagpole touches the ground. However, we must not forget that the observer’s eye is 5 ft from the ground. This means the height of the flagpole in the triangle has an extra 5 ft that would be added after our calculation. So, we have an opposite, which is the unknown and an adjacent, which is the side that lies between the reference angle and the right angle (that is, 30). Also we have the reference angle as 35.

Using the trigonometric ratios,

TanE = opposite/adjacent

Tan35 = PG/30

By cross multiplication we now have

Tan35 x 30 = PG

0.7002 x30 = PG

21.006 = PG

The height of the pole is approximately 21 ft.

However, we remember that the eye of the observer is 5 ft away from the ground. That means the pole actually goes an additional 5ft when it touches the ground. Hence the actual length of the pole is 21 + 5 = 26

Height of pole = 26 ft

Answer:

Step-by-step explanation:

[tex]\frac{8}{5}=\frac{16}{z}\\\\ 8*z=16*5\\\\z=\frac{16*5}{8}\\\\z=2*5\\\\z=10[/tex]

Answer: A rhombus with 4 right angles make a square

The expression which is equivalent to 2⁵ is, 2×2×2×2×2

An expression is a sentence with at least two numbers or variables having mathematical operation. Math operations can be addition, subtraction, multiplication, division.

For example, 2x+3

Given that,

The given expression is  2⁵

Equivalent expression = ?

Given expression can be write in the factors of  2⁵

⇒ 2⁵ = 2×2×2×2×2

Hence, The equivalent expression is 2×2×2×2×2

To know more about Expressions check:

brainly.com/question/16804733

#SPJ2

The triangle STV is not a right angled triangle.

Explanation:

Given that STV is a triangle with side lengths of 7, 11 and 14 units

We need to determine that STV is a right angled triangle.

Using Pythagorean theorem, we have,

[tex]c^2=a^2+b^2[/tex]

where [tex]c=14, a=7[/tex] and [tex]b=11[/tex]

Substituting the values in the above formula, we have,

[tex]14^2=7^2+11^2[/tex]

Squaring the terms, we get,

[tex]196=49+121[/tex]

[tex]196=170[/tex]

Since, both sides of the equation are not equal, then the triangle STV is not a right angled triangle.

Final answer:

To determine if triangle STV is a right triangle, apply the Pythagorean theorem. The theorem shows that STV is not a right triangle because the squares of the two shorter sides do not add up to the square of the longest side.

Explanation:

To determine whether triangle STV with side lengths of 7, 11, and 14 units is a right triangle, we can use the Pythagorean theorem. Pythagorean theorem states that for a right triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides. In mathematical terms, if c represents the length of the hypotenuse and a and b represent the lengths of the other two sides, then the triangle is right if and only if c² = a² + b².

For triangle STV, let's assign the longest side, which is 14 units, as the hypotenuse c, and the other two sides as a and b. So:

a = 7 units

b = 11 units

c = 14 units

Now, we check:

c² = 14² = 196
a² + b² = 7² + 11² = 49 + 121 = 170

Since 196 does not equal 170, we conclude that triangle STV is not a right triangle.

Answer:

B) A one-sample t-test for population mean would be used.

Step-by-step explanation:

The complete question is shown in the image below.

The marketing executive is interested in comparing the mean number of sales of this year to that of previous year.

The marketing executive already has the value of mean from previous year and uses a sample to calculate the mean and standard deviation of sales for the current year.

Since, data is being collected for one sample only this limits us to chose between one sample test for mean. So now the possible options are one sample t-test for population mean and one sample t-test for population mean.

If we read the statement we can see that we have the value of sample mean and sample standard deviation. Value of population standard deviation is unknown. In cases where value of population standard deviation is not known and sample standard deviation is given, t-test is used.

Therefore, we can conclude that A one-sample t-test for population mean would be used.

T test is the test is a statistical test that is used to compare the means of two groups. The option B is correct option because a one sample t test for a population mean is the appropriate test for the executive's investigation for the given problem.

Given-

The options for the given question are-

T test is the test is a statistical test that is used to compare the means of two groups.

In the given problem the marketing executive wants to compare the annual sales mean number for the this year to the past year.

The mean value of the past year is known to the marketing executive.

The mean value of this year has to be calculated by the marketing executive.

For this the executive collects a random sample of 100 customer orders from a large population of orders and calculates the sample mean and sample standard deviation.

As t test is used to determine a significant difference between the means of the two groups which may be related in certain features. Thus this test is best suitable for the given problem.

Hence the option B is correct option because a one sample t test for a population mean is the appropriate test for the executive's investigation for the given problem.

For more about the t test, follow the link below-

https://brainly.com/question/1189751

Answer:

42

Step-by-step explanation:

3 * (18 - 4) = 3 * 14 = 42

Answer:

42

Step-by-step explanation:

18-4=14. 14*3=42

Answer:

36

Step-by-step explanation:

[tex]4 \times {t}^{2} = 4 \times {3}^{2} \\ = 4 \times 9 \\ = 36[/tex]

Answer:

Step-by-step explanation:

-2p-4=2

Collect like terms

-2p=2+4

-2p=6

p=6/-2=-3

Answer:

p=-3

Step-by-step explanation:

-2p-4=2

add 4 to both sides then get -2p =6

divide both sides by -2 and get p=-3

Hope this helped

Answer:

1/5

Step-by-step explanation:

y2 -y1/x2 - x1

5 - 6/ -2 - 3

-1/-5

1/5

Answer:

$4.38

Step-by-step explanation:

Lets recap the information we are told in the problem:

There are 4 students in total

Their total profit is $17.52

The total profit needs to be split equally between them

Now we can focus on solving. To do so we can set up an equation like this:

(Total profit) ÷ (Number of students) = (Amount each student gets)

Lets insert our numbers into this equation:

$17.52 ÷ 4 = $4.38

So each student gets $4.38 each when the profit is split equally.

Out of the entire profit of $17.52, each one of the students will be able to take home a profit of $4.38.

These four students were able to sell enough lemonade that they made $17.52.

They will need to divide the profit amongst themselves and when they do so, each one of them will get:

= Profit made / Number of students

= 17.52 / 4

= $4.38

In conclusion, each one of the students will get $4.38.

Find out more at https://brainly.com/question/21391192.

Answer:

The number is 12

Step-by-step explanation:

Step 1:  Convert words into an expression

Twelve less than a product of a number and 6 is 60

(n * 6) - 12 = 60

Step 2:  Solve for n

(n * 6) - 12 + 12 = 60 + 12

n * 6 / 6 = 72 / 6

n = 12

Answer:  The number is 12

Answer:

[tex]19x+36[/tex]

Step-by-step explanation:

Answer:

C is the answer

Step-by-step explanation:

y = x + 5

If x = 0,

y = 0 + 5 = 5

Again, if x = 1,

y = 1 + 5 = 6

Again if x = 2,

y = 2 + 5 = 7

Therefore, option C is the answer.

x     y

0    5

1     6

2    7

Other options A, B, and D are not correct. Because if x = 0, y cannot be equal to either 0 or 3. Again, if x = 1, y cannot be equal to either 3 or 4.

Answer:

21,000

Step-by-step explanation:

........................

Answer:

I'm pretty sure it's 2,100

Step-by-step explanation:

Divide 70,000 by 1,000 to get 70

The cash value for a policy on its fifth anniversary is 30.00

multiply 70*30 to get 2,100

That's it :)

The total volume of the interior of the house after adding a second floor is 43,100 cubic feet, calculated by summing the volume of the original one-story (29,600 cubic feet) and the second floor (13,500 cubic feet).

To calculate the total volume of the interior of the house after the addition of a second floor, we need to find the volume of both floors and add them together. The original one-story house covers an area of 3,700 square feet with ceilings 8 feet high. To find the volume, we multiply the area by the height of the ceilings:

Volume of first floor = Length * Width * Height = 3,700 ft^2 * 8 ft = 29,600 ft^3

The second floor is a bit smaller than the first floor, with dimensions of 50 feet by 30 feet and ceilings that are 9 feet high. So, the volume of the second floor is:

Volume of second floor = Length *Width*Height = 50 ft*30 ft *9 ft = 13,500 ft^3

Adding the two volumes together gives us the total volume of the house:

Total Volume = Volume of first floor + Volume of second floor = 29,600 ft^3 + 13,500 ft^3 = 43,100 ft^3

Answer:

1780s to 1830s

Step-by-step explanation:

Pollution is not a new phenomenon. In fact, pollution has been a problem since the appearance of our earliest ancestors (Markham, 1994). Increasing human populations have opened the door to more bacteria and disease. During the Middle Ages, diseases such as cholera and typhoid fever broke out all across Europe.

Answer:

11,000 years ago.

Step-by-step explanation:

I pulled it from my notes!!!

Answer:

c. -11

Step-by-step explanation:

Answer: Hello, the answer is C. -11 glad to help have a great day and im here for any more questions you might have!

Step-by-step explanation:

Answer:

[tex]6\dfrac{23}{30} s[/tex]

Step-by-step explanation:

The first step in simplying

[tex]$4s+\frac{1}{6}s +2\frac{3}{5}s $[/tex]

is to bring the mixed number [tex]2\frac{3}{5}s[/tex] into the form of an improper fraction:

[tex]$2\dfrac{3}{5}s = (2+\frac{3}{5})s =(\frac{10}{5} +\frac{3}{5})s = \frac{13}{5}s $[/tex]

Therefore, the expression now becomes

[tex]$4s+\frac{1}{6}s +\frac{13}{5}s $[/tex]

and to simplify further we find the common denominator of the fractions which is

[tex]6*5 =30[/tex],

therefore,

[tex]$4s+\frac{5}{30}s +\frac{78}{30}s $[/tex]

[tex]$\frac{120}{30} s+\frac{5}{30}s +\frac{78}{30}s $[/tex]

add the numerator and get:

[tex]\dfrac{203}{30} s[/tex]

as a mixed number this is

[tex]6\dfrac{23}{30} s[/tex]

Thus,

[tex]$\boxed{4s+\frac{1}{6}s +2\frac{3}{5}s = 6\dfrac{23}{30} s} $[/tex]

(This solves to n = 17 meaning there are 17 nickels)

=====================================================

Explanation:

"There are 25 ​pennies, 21 ​dimes, and 29 quarters", so there are 25+21+29 = 75 coins so far. This is the amount of coins that aren't nickels. The rest are nickels, which is some amount n. This adds to the 75 to get 75+n. Set this equal to 92 because there are 92 coins in all. That's how we end up with 75+n = 92.

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Extra info

The equation 75+n = 92 is the same as n+75 = 92. Subtract 75 from both sides to isolate n. You should get n = 17 after doing so.

To find the number of coins that are not nickels, subtract the number of nickels from the total number of coins. Alternatively, solve for 'n' by subtracting the known quantities of pennies, dimes, and quarters from the total number of coins.

To find the number of coins that are not nickels, we need to subtract the number of nickels from the total number of coins. Given that there are 92 coins in total and the number of nickels is represented by 'n', the equation to find the number of coins that are not nickels is 92 - n.

Alternatively, we can solve for 'n' by subtracting the known quantities of pennies, dimes, and quarters from the total number of coins. We know there are 25 pennies, 21 dimes, and 29 quarters. So, we have n = total number of coins - number of pennies - number of dimes - number of quarters = 92 - 25 - 21 - 29. Simplifying this equation gives us the value of 'n'.

Answer:

2

Step-by-step explanation:

Answer:

1/2

Step-by-step explanation:

The slope of Y = 1/2x + 1 is 1/2.

In a typical equation, there are 4 parts: Y, M, X, and B (since an equation in standard form is Y = MX + B. Y and X are typically variables, unless you fill them in with coordinate points to solve for B. B is the Y intercept, or where the line crosses the Y axis, and M is the slope of the line.

Thus meaning 1/2 is the slope for the equation given.

I hope this helps!

Ok, so when it says "3x, x[tex]\leq[/tex]2," it means that when the x value is less than or equal to 3, you graph 3x. You would have the following points on the line: (-3,-9), (-2,-6), (-1,-3), (0,0), (1,3), and (2,6). The endpoint of the ray on the left side (the points I just said) would be (2,6)

When it says, "1/2 x +5, 2[tex]\leq[/tex]x," it means that when the value of x is greater than or equal to 2, the y value is .5x + 5. You would graph the following points: (2,6), (4,7), (6,8), and (8,9). The endpoint of th ray on the right (the points I just said) would be (2,6).

Keep in mind that though the graph is continuous, it isn't one line, but 2 rays (which you probably already know).

Answer:

Step-by-step explanation:

Answer:

n= 7/2x

Step-by-step explanation:

Answer:

[tex](-4,10)[/tex]

Step-by-step explanation:

When you translate (x,y), left 2 units and up 4 units, it becomes (x-2,y+4)

We are given the point (-2,6).

We want to find the image of this point after a translation left 2 units and up 4 units.

[tex](-2,6)\to(-2-2,6+4)[/tex]

We simplify to get:

[tex](-2,6)\to(-4,10)

[/tex]

Final answer:

The image point of (-2,6) after a translation left 2 units and up 4 units is (-4,10).

Explanation:

To determine the image point of (-2,6) after a translation left 2 units and up 4 units, we simply need to adjust the x-coordinate and the y-coordinate by the amounts specified by the translation. Moving left 2 units means we subtract 2 from the x-coordinate, and moving up 4 units means we add 4 to the y-coordinate.

Starting with the x-coordinate of -2, we subtract 2:
-2 - 2 = -4.
So, the new x-coordinate is -4.

Starting with the y-coordinate of 6, we add 4:
6 + 4 = 10.
So, the new y-coordinate is 10.

Therefore, the image point after the translation is (-4,10).