determine if the points(2,3),(0,5)and (2,7)are solution points to the inequality below if the point is a solution,enter yes otherwise enter no

The given equation is:

Substitute n=7 to get:

Option D is correct.

Answer:

23. Similar as well as congruent triangle

25. Conguent triangle

Step-by-step explanation:

Answers:

23. Not enough information

25. Congruent (by the HL theorem)

HL = hypotenuse leg

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

Explanation for problem 23.

Check out figure 1 shown below.

I have marked the given diagram with light blue and light pink to show which angles are congruent.

Because lines UN and TC are parallel, we know the following alternate interior pairs are congruent.

Therefore, we can establish one link of paired congruent angles of the triangles LNU and TCH. However, we cannot determine any other angle pairings. Why not? Because we don't know if segment UL is parallel to segment TH. If they were parallel, then we could establish something like angle LUN = angle CHT as one alternate interior pairing.

But again, we don't know if UL is parallel to TH. The arrow markers aren't shown for these segments.

Therefore, we simply don't have enough information to determine if the triangles are similar or congruent.

----------------------------------------

Explanation for problem 25.

Luckily this problem will provide sufficient info to prove the triangles KSR and ISR are congruent.

We start with the given info that KR = SI due to the identical tickmarks. This represents one node in the flowchart (see figure 2).

Another node is angle RKS = angle RIS because both are right angles, aka 90 degree angles.

A third node is SR = SR because of the reflexive property.

Those three nodes then feed into the final conclusion node that triangle KSR = triangle ISR. The reasoning is "HL theorem" where HL = hypotenuse leg. This theorem works for right triangles only.

Take note how I structured the proof so that it flows from top to bottom. The three nodes side by side are related so they share the same row.

There are many other ways to make the flowchart, so don't feel obligated to use this format. Use whatever works best for you.

Answer:

-320 i guess

Step-by-step explanation:

51*-2*3-21+7=-320

Answer:

4

Step-by-step explanation: Its  4 becuase you plug in the zero like this'

f(x)=4-5(0)

f(0)=4-0

f(0)=4

So it will (0,4)

Correct clear question is;

The null and alternative hypotheses are given. Determine whether the hypothesis test is left-tailed, right-tailed, or two-tailed. What parameter is being tested? H_0: μ = 5 H_1: μ ≠ 5

Is the hypothesis test left-tailed, right tailed, or two tailed? A Left tailed B Right tailed C Two tailed

What parameter is being used? A population proportion B population mean C standard deviation

Answer:

A) C - Two tailed hypothesis

B) B - Population mean

Step-by-step explanation:

We are given the hypotheses to be;. Null Hypothesis; H_0: μ = 5

Alternative hypothesis; H_1: μ ≠ 5

From the alternative hypothesis, we can see that the critical area of distribution of the parameter being tested could either be less than 5 or greater than 5 due to the not equal to sign. This means it could either be left tailed or right tailed. Thus, it is a two tailed hypothesis.

From the hypothesis, we see that the symbol μ is being used.

In statistics, μ is generally used as a symbol to denote population mean.

Thus, parameter being used/tested is population mean

\(\implies {\blue {\boxed {\boxed {\purple {\sf {\: y = \frac{17 - 11x}{7} }}}}}}\)

\(\large\mathfrak{{\pmb{\underline{\red{Step-by-step\:explanation}}{\red{:}}}}}\)

\(\\11x + 7y = 17\)

\( \\➺ \: 7y = 17 - 11x\)

\(\\➺ \: y = \frac{17 - 11x}{7} \)

\(\bold{ \green{ \star{ \orange{Mystique35}}}}⋆\)

The given box plot represented by the data sets in option A and B.

From the given box plot, we have

Minimum value = 3

Maximum value = 18

First quartile (Q1) = 7

Third quartile (Q3) = 13

Median = 10

Option A:

3, 4, 8, 9, 9, 12, 12, 13, 13, 16, 18

Median = 12

First quartile (Q1) = 8

Third quartile (Q3) = 13

Option B:

3, 4, 7, 9, 9, 10, 12, 13, 13, 16, 18

Median = 10

First quartile (Q1) = 7

Third quartile (Q3) = 13

Option C:

3, 4, 8, 9, 9, 10, 12, 13, 13, 16, 18

Median = 10

First quartile (Q1) = 8

Third quartile (Q3) = 13

Option D:

2, 4, 7, 9, 9, 10, 12, 13, 13, 16, 18

Median = 10

First quartile (Q1) = 7

Third quartile (Q3) = 13

Therefore, the correct options are B and D.

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The number of times the students on your floor order pizza in a week, population.

A population is a complete set of individuals or objects that share common characteristics. It is an entire group of people, animals, plants, or objects that can be studied. A population can also be a group of people living in a certain geographical area.

A sample is a subset of a population. It is a smaller group of individuals or objects drawn from the population that are used to make inferences about the population as a whole.

A sample is used in statistical analysis to estimate population characteristics, such as mean, median, and variance. The accuracy of the estimates depends on the size and representativeness of the sample.

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The complete question is:

Determine whether the statement describes a population or a sample. The number of times the students on your floor order pizza in a week, ___.

The linear function y = 2x + 5 shows that Sarah charges $5 as fixed amount before she begins selling newspapers.

The table representing amount of money which Sarah charges her customers to sell newspapers.

Let us consider 'x' represents the time per hour charges taken by Sarah from customers.

In the table,

For zero hours charges are $5.

It means Fixed charges taken by Sarah to sell newspaper.

Difference between the rate per hour is,

$7 - $5 = $2

$9 - $7 = $2

It represents for Sarah charges $2 per hour.

let us consider 'y' that represents total amount charges by Sarah.

Required linear function for selling news paper and charging amount is

y = $5 + 2x

⇒ y = 2x  + 5

Therefore, the linear function y = 2x + 5 represents option 1. Sarah charges $5 before she begins selling newspapers.

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An example of a continuous random variable is a Normal random variable.

What is a normal random variable?

A random variable is a variable with an unknown value or a function that gives values to each of the results of an experiment. A random variable can be either discrete (having definite values) or continuous (any value in a continuous range).

Here, we have

We have to determine the example of a continuous random variable.

We concluded that the example of a continuous random variable is a normal random variable.

Hence, an example of a continuous random variable is a Normal random variable.

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It takes abοut 14.25 years fοr the cοllectible tο be wοrth mοre than $200.

Percentage is a way οf expressing a prοpοrtiοn οr ratiο as a fractiοn οf 100. It is οften used tο indicate a part οf a whοle οr tο cοmpare twο quantities.

Let V(t) be the value οf the cοllectible after t years. We knοw that V(0) = 200 (the initial value οf the cοllectible).

Fοr the first six years, the value οf the cοllectible decreases by 6% each year, sο we have:

\(V(6) = 200*(1-0.06)^6\)

After six years, the value of the collectible starts to increase by 8% each year, sο we have:

\(V(t) = V(6)*(1+0.08)^(t-6)\)

We want tο find οut when V(t) > 200, so we set up the inequality:

V(t) > 200

\(V(6)*(1+0.08)^(t-6) > 200\)

Substituting in the value οf V(6) from above, we get:

\(200*(0.94)^6*(1+0.08)^(t-6) > 200\)

Simplifying, we get:

\((1.08)^(t-6) > (0.94)^6\)

Taking the natural lοgarithm of bοοth sides, we get:

\((t-6)ln(1.08) > 6ln(0.94)\)

Dividing bοth sides by ln(1.08), we get:

\(t > 6 + 6*ln(0.94)/ln(1.08)\)

Using a calculatοr, we get:

t > 14.25

Therefοre, it takes about 14.25 years for the cοllectible to be worth more than $200. Rounded tο the nearest year, the answer is 14 years.

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Answer:

degree 3

Step-by-step explanation:

Note that

(- 3)³ + 4 = - 27 + 4 = - 23

(- 2)³ + 4 = - 8 + 4 = - 4

0³ + 4 = 0 + 4 = 4

1³ + 4 = 1 + 4 = 5

2³ + 4 = 8 + 4 = 12

3³ + 4 = 27 + 4 = 31

Then

f(x) = x³ + 4 ← a polynomial of degree 3

Answer:

736

Step-by-step explanation:

25*32=800

16*4=64

800-64

Answer:

16 i think

Step-by-step explanation:

could i have brain liest tho i 4/5

Answer:

15 parents

Step-by-step explanation:

If there are 3 adults per 10 kids, if there are 50 kids then you would divide 50 by 10 to get five. Then multiply 5 by 3 to get 15.

Answer:

10

Step-by-step explanation:

it is 10 cause 634+10=644

Answer:

10

Step-by-step explanation:

What is the missing addend?

We can fill in the blank with x

634+x=644

Now we need to get x to the other side

The rule to do this is what we do on one side we have to do the same thing to the other side

so if we subtract 634 on one side we also have to do that on the other side as well:

634-634+x=644-634

634-634 is 0

So it is

x=644-634

644-634 is 10

x=10

So the missing addend is 10

Hope this helps!

A function is a relationship between a few different inputs and an output, where each input can only lead to one possible outcome.

(i) The exponential function that models the decay of the substance is given by:

\(N(t) = Noe^(-0.088t)\)

(ii) If \(400g\) of the substance is present at to, then  \(No = 400g\) . Therefore, the amount of the substance remaining after 3 days is:

\(N(3) = 400e^(-0.0883) = 309.21g\)  (rounded to two decimal places)

(iii) The rate of change of the amount of the substance after 3 days is given by:

 \(dN/dt = -0.088N(3) = -0.088309.21 = -27.21 g/day\) (rounded to two decimal places)

(iv) To find the number of days it takes for half of the original \(400g\) of the substance to remain, we need to solve the equation:

\(N(t) = 0.5No\)

\(0.5No = Noe^(-0.088t)\)

\(0.5 = e^(-0.088t)\)

\(ln(0.5) = -0.088t\)

\(t = ln(0.5)/(-0.088) = 7.89 days\) (rounded to two decimal places)

Therefore, after  \(7.89\) days, half of the original  \(400g\) of the substance will remain.

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Answer:

it's acutally 11/6 I am sure lol I got the same answer last time

Answer:

Step-by-step explanation:

i cant see the answer

Answer:

6.24

Step-by-step explanation:

41.63-4.19=37.44

37.44÷6=6.24

Answer: Quadrant 1. The first digit (-1) is the X value, so we know its on the left of the X axis. The second digit (3) is the Y value, so that makes it above the Y axis. The topleft corner is going to be quadrant 4, so a 90 degree clockwise rotation would put the image in Quadrant 1. Your welcome :)

Answer:

3.1in

hope it helps

Answer: its correct

Step-by-step explanation: 4 is the answer

Answer:

ur good, pretty sure its 4 :)

ANSWER

A'(7, 2)

B'(2, 5)

C'(5, 8)

EXPLANATION

The vertices of ABC are A(4, -4), B(-1, -1) and C(2, 2).

The translation is given as T(3, 6).

This simply means that the triangle was translated 3 units to the right and 6 units up.

Therefore, we will add 3 to each x cordinate and 6 to each y cordinate.

=> A(4, -4) becomes A'(4 + 3, -4 + 6) => A'(7, 2)

=> B(-1, -1) becomes B'(-1 + 3, -1 + 6) => B'(2, 5)

=> C(2, 2) becomes C'(2 + 3, 2 + 6) => C'(5, 8)

Those are the cordinates of A'B'C'.

Answer:

hate to break it to ya but their is no question-

Step-by-step explanation:

A what you need help with

Step-by-step explanation:

Ahem, here goes, my attempt at a minute-long rap in praise of the parallelogram:

Yo, listen up, the parallelogram is where it's at,

A shape so brilliant, the angles are sat.

Parallel sides that never converge,

Internal angles that never diverge.

Each side an equal length,

A geometry prodigy's dream length.

The diagonals intersect, another line through the middle they meet,

Creating symmetry so neat.

A rectangle it could be,

But it's oblong, not square, can't you see?

With depth and width in perfect balance we see,

A two-dimensional form of complexity.

While the square is simple, the parallelogram is hip,

A mathematical masterpiece, skip, skip, skip!

four right angles keep the shape so tight,

Parallel lines dominate left and right.

Rotated or reflected without a care,

Its structural integrity beyond compare.

triangles form at each corner you'll note,

Acute or obtuse, depends on the protractor's groove.

A versatile shape with reason and purpose galore,

The parallelogram, simply, carries the floor.

From geometry to art, its angles they intrigue,

As a basis for patterns, its potential we can truly plug.

A forgotten form that deserves more acclaim,

Put the parallelogram on geometry's game!

This shape so underrated, rarely appreciated it seems,

But with logic and virtue, strong foundations it gleams.

The parallelogram, the parallelogram, Hooray!

This is why the parallelogram is the best shape, I say!

Young adults might value credit in case of an emergency for several reasons. Firstly, credit provides financial flexibility, allowing them to access funds quickly when unexpected expenses arise.

This can be essential for covering costs related to medical emergencies, car repairs, or other unforeseen events that may strain their limited savings. Secondly, young adults often have less established financial safety nets than older individuals. They may not have significant savings, insurance policies, or support from family members to fall back on during emergencies. Credit, in this case, acts as a temporary financial cushion, enabling them to manage immediate needs without resorting to high-interest loans or further jeopardizing their financial stability.

Thirdly, responsible use of credit can help young adults build a positive credit history. Demonstrating responsible borrowing and repayment habits will make it easier for them to access more favorable credit terms in the future, such as lower interest rates or higher credit limits. This can prove valuable when making significant purchases, like buying a home or financing higher education.

Lastly, having access to credit can also provide young adults with a sense of financial independence and empowerment. Knowing they have the means to handle emergencies without relying on others can boost their confidence in managing personal finances and help them make more informed financial decisions as they navigate adulthood.

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Answer:

  √2

Step-by-step explanation:

The ratio of the hypotenuse to the leg in any isosceles right triangle is √2.

_____

Perhaps you want to figure the hypotenuse, then compute the ratio.

  c = √(a²+b²) = √(3² +3²) = √18 = 3√2

Then the ratio to a leg is ...

  c/a = (3√2)/3 = √2

Answer:

1.4

Step-by-step explanation:

i just did it.

6 tables are required. Each prime number attender should serve 3 customers each.

The prime numbers between 1 and 100 are: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97.

All the numbers other than prime numbers are composite numbers.

The composite numbers from 1 to 100 are: 1, 4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20, 21, 22, 24, 25, 26, 27, 28, 30, 32, 33, 34, 35, 36, 38, 39, 40, 42, 44, 45, 46, 48, 49, 50, 51, 52, 54, 55, 56, 57, 58, 60, 62, 63, 64, 65, 66, 68, 69, 70, 72, 74, 75, 76, 77, 78, 80, 81, 82, 84, 85, 86, 87, 88, 90, 91, 92, 93, 94, 95, 96, 98, 99, 100.

Now, as there are 25 primes and 75 composites in the group that visited the restaurant, we can calculate the number of tables required by dividing the number of people by the seating capacity of each table.

Each table has a seating capacity of 15, so the number of tables required will be: Number of tables = (Number of customers)/(Seating capacity of each table)Number of customers = 25 (the number of primes) + 75 (the number of composites) = 100Number of tables = 100/15 = 6 tables

Therefore, 6 tables are required.

Now, as each prime number attender has to serve an equal number of customers, we need to calculate how many customers each one should serve.

Each prime attender has to serve 75/25 = 3 customers each, as there are 75 composites and 25 primes.

Thus, each prime number attender should serve 3 customers each.

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Answer:

B. -3(4x + 1) (x - 4)

Step-by-step explanation:

Out of the other answer choices, "B," is the only that factorizes correctly and ends up with the correct factorization (It already gives you the break-down of the trinomial).

However, if you're unsure about the answer, you can always take the end result: -3(4x + 1) (x - 4), and multiply it together to see if you can end up with the original trinomial: \(-12x^2 + 45x + 12\)