Please help! I’m super confused because I got a negative number and I think I’m wrong?

Answer:

1.) ∠GAC and ∠CAF are complementary and acute angles

2.) 27°

3.) m∠CAG+m∠GAD=180°

Step-by-step explanation:

2.) because you solve for x:

63°+x°=90°

x= 27°

Answer:

I'm not sure but I believe it's 50-12p=26

Step-by-step explanation:

Answer:

The third box: (50-12p=26)

Step-by-step explanation:

50-12p=26

-12p=26-50

-12p=-24

p=2

The price of each ride was $2.

Since the other answers gave you a negative, it would not have given you thr right answer.

Answer:

A=1/2 h(b1+b2)

Step-by-step explanation:

h being the height and b1 being base one and b2 being base two

Answer:

a.

Step-by-step explanation:

The key thing to look for here is the vertex. The vertex is the middle of the graph. In the graph, the vertex is located as (2,3)

To write your equation, use the formula y = a|x-h|+k. (h,k) is your vertex [h is the x-coordinate k is the y-coordinate]. So, substitute your vertex into the equation.

[Notice the equation says -h, not h. That's why you have to put -2 into the equation, not positive 2.]

So, your equation will be y=|x-2|+3.

I hope this helps!

Answer:

(-4, -2)

Step-by-step explanation:

The x-coordinate would stay the same, but the y-coordinate would be halved.  Thus, the corresponding point would be (-4, -2).

Answer:

[tex]P = 0.4[/tex]

Step-by-step explanation:

If each number X has the same probability of occur then the probability for each number is:

[tex]P = \frac{1}{10}[/tex]

Note that X is a discrete random variable, and the probability of obtaining an X number is independent for each trial.

So the probability that X is less than 3 is:

[tex]P (X <3) = P (1) + P (2)[/tex]

But [tex]P (1) = P (2) = \frac{1}{10}[/tex]

So:

[tex]P (X <3) = P (1) + P (2) = \frac{2}{10} = \frac{1}{5}[/tex]

Also

[tex]P (X> 8) = P (9) + P (10) = \frac{1}{10} = \frac{1}{5}[/tex]

Finally

[tex]P (X <3\ or\ X> 8) = \frac{1}{5} +\frac{1}{5} = \frac{2}{5} = 0.4[/tex]

Answer:

Ф = 14° ⇒ to the nearest degree

Step-by-step explanation:

* Lets revise the trigonometry functions

- Assume that we have a right triangle ABC

∵ m∠B = 90°

∴ AC is the hypotenuse ⇒ opposite to the right angle

∴ AB and BC are the legs of the right angles

- Let angle ACB called Ф

∵ sinФ = opposite/hypotenuse

∴ sinФ = AB/AC

∵ cosФ = adjacent/hypotenuse

∴ cosФ = BC/AC

∵ tanФ = opposite/adjacent

∴ tanФ = AB/BC

* Now lets solve the problem

- We will consider the bike ramp is the ΔABC

∵ AB = 1.5 feet

∵ ∠ACB is Ф

∵ The length of the ramp is the hypotenuse

∴ AC = 6 feet

- W have the length of the opposite to Ф and the hypotenuse

∴ We will chose the sin function

∵ sinФ = AB/AC

∴ sinФ = 1.5/6 ⇒ use the inverse of sin to find Ф

∴ Ф = sin^-1 (1.5/6) = 14.47 ≅ 14° ⇒ to the nearest degree

Answer:

14°

Step-by-step explanation:

Looking at the triangle with green border,

with respect to the angle [tex]\theta[/tex], the side 1.5 ft is "opposite" and the side 6 ft is "hypotenuse" of the triangle.

Which trigonometric ratio relates opposite with hypotenuse? It is sine. Thus we can write:

[tex]Sin\theta=\frac{opposite}{hypotenuse}=\frac{1.5}{6}=0.25\\Sin\theta=0.25\\\theta=Sin^{-1}(0.25)=14.48[/tex]

Hence, the angle is 14.48°

rounded to nearest degree, it is 14°

Answer:

Yes

Explaination:

They are similar and the ratio is still the same. The artwork's shape didn't change we just resized it by multiplyting its length and width by 2.

Answer:

the answer is where the 2 points intersect... A. (2,3)

Step-by-step explanation:

Answer:

The correct option is A.

Step-by-step explanation:

The given system of equations is

[tex]y=-\frac{1}{2}x+4[/tex]

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

All the points on a line is are the solutions of the equation of line.

From the graph it is clear that the lines intersect each other at point (2,3). It means both the lines passes through the point (2,3) and point (2,3) is the solution of given system of equations.

Since (2,3) is the solution of given system of equations, therefore the correct option is A.

Answer:

[tex]\boxed{x \leq 4.50}[/tex]

Step-by-step explanation:

[tex]\begin{array}{rrcl}\textbf{Words:} & \text{x} & \text{less than or equal to} & \text{4.50}\\\textbf{Symbols:} & x & \leq & 4.50\\\end{array}[/tex]

Answer:

Step-by-step explanation:

Answer:

1/4

Step-by-step explanation:

To find the slope of a line from two points we use

m = (y2-y1)/(x2-x1)

m = (3-2)/ (3--1)

   = (3-2)/(3+1)

  =1/4

Step-by-step explanation:

A(-1,2) and B(3,3) then AB=(4,1).

Normal vector

n=(-1,4)

Our line contains point A(-1,2) and has normal vector n=(-1,4) is

[tex](d) : - 1(x + 1) + 4(y - 2) = 0[/tex]

[tex](d ): - x - 1 + 4y - 8 = 0[/tex]

[tex](d) : - x + 4y - 9 = 0[/tex]

Answer:

Possible, but very unlikely

Step-by-step explanation:

In a school of 150 students, the probability that at least two people have the same birthday is possible but very unlikely.

In a year, we have 365 total possible birthdays. If one student was born on 1st of January say, then the second student has 364 possible birth-dates assuming that they have different birthdays. This implies there is a higher probability that the second student has a different birthday.

Moreover, considering the school has only 150 students which is less than the total possible birth-days in a year, 365, the chances of two or more students sharing a birthday is possible but would be very unlikely.

Final answer:

The event that at least two people have the same birthday in a school of 150 students is possible and likely, according to the principles of probability theory and the 'birthday paradox'.

Explanation:

In considering whether it is possible and likely that at least two people have the same birthday in a school of 150 students, we can refer to the birthday paradox. This mathematical probability phenomenon shows that, with just 23 people, there is a roughly 50% chance of two individuals sharing a birthday.

The probability increases significantly with each additional person to the point that in a group of 150 students, it is highly likely that at least two people will share the same birthday. This scenario is an interesting application of probability theory where our intuition might not align with the mathematical reality due to the non-intuitive properties of combinatorics and probability.

We do not arrive at this conclusion by adding probabilities of non-mutually exclusive events incorrectly, which would exceed 100% certainty. Instead, we calculate the probability of all students having unique birthdays, and subtract this from 1 to find the complement probability that at least two students share a birthday. This approach correctly keeps the calculated probability between 0 and 1, as per probability theory's third law.

In the case of 150 students, the calculated likelihood is so close to 1 (almost certain) that we can confidently classify the event as possible and likely.

Answer:

r = 17 units

Step-by-step explanation:

The radius is the distance from the centre (- 7, - 1) to the point on the circle

(8, 7)

Use the distance formula to calculate the radius (r)

r = √ (x₂ - x₁ )² + (y₂ - y₁ )²

with (x₁, y₁ ) = (- 7, - 1) and (x₂, y₂ ) = (8, 7)

r = [tex]\sqrt{(8+7)^2+(7+1)^2}[/tex]

  = [tex]\sqrt{15^2+8^2}[/tex]

  = [tex]\sqrt{225+64}[/tex]

  = [tex]\sqrt{289}[/tex] = 17 units

Answer:

account c

Step-by-step explanation:

took on quiz 100%

Answer: C. Account C

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

To calculate the scale factor k, find the ratio of corresponding sides

[tex]\frac{XZ}{AC}[/tex] = [tex]\frac{18}{3}[/tex] = 6

[tex]\frac{YZ}{BC}[/tex] = [tex]\frac{24}{4}[/tex] = 6

Hence the scale factor k = 6 → A

Answer:  The correct option is (A) 6.

Step-by-step explanation:  We are given to find the scale factor of dilation from triangle ABC to triangle XYZ.

From the figure, we note that

The lengths of the sides of triangles ABC and XYZ are as follows :

AB = 5 units, BC = 4 units, AC = 3 units, XY = 30 units, YZ = 24 units and XZ = 18 units.

We know that

[tex]\textup{Scale factor}=\dfrac{\textup{length of a side of the dilated figure}}{\textup{length of the corresponding side of the original figure}}.[/tex]

Therefore, for the given triangles, we get

[tex]\textup{Scale factor}=\dfrac{XY}{AB}=\dfrac{30}{5}=6.[/tex]

Thus, the required scale factor of dilation is 6.

Option (A) is CORRECT.

Answer:

-6x ≥ 24

x = ≤ 4

Step-by-step explanation:

Number = x

The product of the number and -6.

-6x

The product is at least 24.

-6x ≥ 24

Solve the problem

-6x ≥ 24

Divide by -6 and we change the sign

x = ≤ 4

Answer:

Step-by-step explanation:

Answer:

[tex]y=-x+4[/tex]

Step-by-step explanation:

We want to find the equation of the line passing through (2,2) and perpendicular to the line with equation y=x.

The given line y=x has slope n=1.

The line that is perpendicular to this line has slope m=-1

The equation is given by the formula;

[tex]y-y_1=m(x-x_1)[/tex]

we plug in the slope and the point to get;

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

[tex]y-2=-x+2[/tex]

[tex]y=-x+2+2[/tex]

The required equation is

[tex]y=-x+4[/tex]

Answer:

The answer is D.

Step-by-step explanation:

This is because the first part of the expression is the conjugate and youre given -5. The second part of the expression is the imaginary part and youre given 4i.

Answer:

C

Step-by-step explanation:

Given a complex number in the form

a + bi then the conjugate is a - bi

Note the real part remains unchanged while the sign of the imaginary part is negated.

Given

- 5 + 4i then the conjugate is - 5 - 4i → C

1.So, what you do is remove the () from -8q.

2. Time -8q by one and it equals -8q.

3. Combined -4q and -8q, that equals -12q

4q + 10 is the equivalent expression of −4q−(−8q)+10

An algebraic expression is one that has been constructed using integer constants, variables, and algebraic operations. For instance, the algebraic formula 3x² + 2xy + c

Given

-4q - (-8q ) + 10

using BODMAS

-4q + 8q +10

4q + 10

To know more about algebraic expression refer to :

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Answer:

function defined on different intervals by different domain rules

hope it helps

The terms absolute value, continuous function, step function, and piecewise-defined function are matched with their respective definitions: the absolute value measures distance from zero, a continuous function has a graph without breaks, a step function has a graph with horizontal steps, and a piecewise-defined function has different rules for different intervals.

Matching Vocabulary to Definitions

Let's match each mathematical term to its correct definition:

Absolute value - This is the function whose output equals the input for non-negative numbers, and whose output is the opposite of a negative input. It can be thought of as the distance from zero on the number line, regardless of direction.

Continuous function - A function whose graph has no breaks is known as continuous. It means you can draw the function without lifting your pen off the paper, indicating it has no jumps or holes.

Step function - Such a function has a graph that consists of horizontal line segments. The value of the function changes in 'steps' rather than smoothly.

Piecewise-defined function - When a function is defined on different intervals by different domain rules, it is known as a piecewise-defined function. It's like having multiple functions strung together each applicable to different parts of the domain.

Answer:

The correct answer is option C

a = 10√3, b = 5√3, c = 15 and d = 5

Step-by-step explanation:

Points to remember

The angles of a right angled triangle, 30°, 60° and 90° then sides are in the ratio, 1: √3 : 2

To find the value of variables

From the figure we can see 2 right angled triangle with angle 30, 60 and 90

we get, d= 5 then b = 5√3

b = 5√3  the c = 5√3 * √3 = 15

and a = 2 * 5√3 = 10√3

Therefore the correct answer is option C

a = 10√3, b = 5√3, c = 15 and d = 5

Answer:

d.[tex]a=10\sqrt3,b=5\sqrt3,c=15,d=5[/tex]

Step-by-step explanation:

We have to find the value of each variable.

[tex]\frac{P}{H}=sin\theta[/tex]

[tex]\frac{b}{10}=sin 60^{\circ}[/tex]

[tex]\frac{b}{10}=\frac}\sqrt3}{2}[/tex]

[tex]b=10\times \frac{\sqrt3}{2}=5\sqrt3[/tex]

[tex]\frac{d}{10}=cos 60^{\circ}[/tex]    ([tex]cos\theta=\frac{base}{hypotenuse}[/tex])

[tex]d=\frac{1}{2}\times 10=5[/tex]

[tex]\frac{b}{a}=sin30^{\circ}[/tex]

[tex]\frac{5\sqrt3}{a}=\frac{1}{2}[/tex]

[tex]a=10\sqrt3[/tex]

[tex]\frac{b}{c}}=tan 30^{\circ}[/tex]   ([tex]tan\theta=\frac{p}{b}[/tex])

[tex]\frac{5\sqrt3}{c}=\frac{1}{\sqrt3}[/tex]

[tex]c=5\sqrt3\times \sqrt3=15[/tex]

[tex]a=10\sqrt3,b=5\sqrt3,c=15,d=5[/tex]

Hence, option d is true.

Answer:

X= 0, X=-3, X=1

Step-by-step explanation:

[tex]\bf \stackrel{\textit{perimeter of a rectangle}}{P=2(L+w)}~~ \begin{cases} L=length\\ w=width\\ \cline{1-1} P=66 \end{cases}\implies 66=2(L+w) \\\\\\ 33=L+w\implies \boxed{33-w=L} \\\\[-0.35em] ~\dotfill\\\\ \stackrel{\textit{area of a rectangle}}{A=Lw}\qquad \implies 216=Lw\implies 216=(33-w)w \\\\\\ 216=33w-w^2\implies w^2-33w+216=0 \\\\\\ (w-24)(w-9)=0\implies w= \begin{cases} 24\\ 9 \end{cases}[/tex]

now, both values are valid, so if "w" is either one, "L" is the other.

Answer:

survey

Step-by-step explanation:

because she wants to know the opinions of the girls

Hi!

I think it would be a survey because then the people would give their opinions, which is what she wants.

Hope this helps!

Answer:

A)16

Step-by-step explanation:

Given

f(x)=5x^2+9x-2

Remainder theorem states that when f(x) is divided by x-a then the remainder can be calculated by calculating f(a).

Now Using the remainder theorem to divide 5x^2+9x-2 by x+3 to find the remainder:

f(x)=5x^2+9x-2

f(-3) = 5(-3)^2 +9(-3) -2

       =5(9) - 27 -2

       = 45-29

       = 16 !

ANSWER

[tex] ( {x}^{2} + 9)({x} - 1)(x + 1)[/tex]

EXPLANATION

The given function is

[tex] {x}^{4} + 8 {x}^{2} - 9[/tex]

Split the middle term

[tex] {x}^{4} + 9 {x}^{2} - {x}^{2} - 9[/tex]

Factor by grouping;

[tex]{x}^{2} ( {x}^{2} + 9) -1 ({x}^{2} + 9)[/tex]

Factor further to get:

[tex] ( {x}^{2} + 9)({x}^{2} - 1)[/tex]

Apply difference of two squares to get:

[tex] ( {x}^{2} + 9)({x} - 1)(x + 1)[/tex]

Answer:

[tex](x^2+9)(x-1)(x+1)[/tex]

Step-by-step explanation:

We would need to let u = x^2 and use middle term factorization first. let's do this:

if u = x^2, then x^4 + 8x^2 – 9 would be

u^2+8u-9

Middle term factorization of this is:

(u+9)(u-1)

now replacing back u = x^2:

(x^2+9)(x^2-1)

Using the formula a^2 - b^2 = (a+b)(a-b), we can write (x^2 - 1) as (x+1)(x-1).

So, the final factored form is:  (x^2+9)(x-1)(x+1)

Answer: 4 hours

Step-by-step explanation: 20-8=20

20/5= 4hours

Answer:

V=1472.6

Step-by-step explanation:

Volume of a cone=π*r^2*h/3

The volume of an oblique shape is the same as a non oblique shape. Also, 15/2 is our radius

V=π*r^2*h/3

V=π*7.5^2*(25/3)

V=pi*56.25*8.33333...

V=1472.62155637

V=1472.6

If the height and radius of the oblique cone are 25 units and 7.5 units. Then the volume of the oblique cone will be 1472.62 cubic units.

It deals with the size of geometry, region, and density of the different forms both 2D and 3D.

If the height of the oblique cone is 25 units and the diameter of the cone is 15 units.

Then the volume of the oblique cone will be

Volume = 1/3 (πr²h)

Then the radius of the cone will be

r = 15/2

r = 7.5 units

Then the volume will be

Volume = 1/3 (π × 7.5² × 25)

Volume = 1/3 (4417.86)

Volume = 1472.62 cubic units

More about the geometry link is given below.

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if you have the total number of students at School A, you can find out how many students scored between 26 and 28 by multiplying that number by 0.25.

To interpret this statement, let's break it down:

1. **25% of the students:** This refers to a percentage of the total number of students at School A. It means that out of all the students at School A, 25% fall into the category described next.

2. **got a score greater than 25 but less than or equal to 28:** This describes a range of scores. Specifically, it indicates that the students in question scored above 25 but equal to or less than 28.

Putting it together, the statement means that among all the students at School A, 25% of them scored between 26 and 28 (inclusive).

If we represent the total number of students at School A as \( N \), then the number of students who scored between 26 and 28 would be [tex]\( 0.25 \times N \)[/tex]since 25% is equivalent to[tex]\( \frac{1}{4} \).[/tex]

Therefore, if you have the total number of students at School A, you can find out how many students scored between 26 and 28 by multiplying that number by 0.25.

complete question:-

25% of the students at School A got a score greater than 25 but less than or equal to 28.