Please help i will give brainlyst!!!!
18) R' *
(-9,11)
O(-20,28)
(5,-7)
O(-20,7)
19) S'*
(8,24)
(-8,16)
(-2,-6)
(2,20)

Answer:

y=-2x-1

Step-by-step explanation:

y2-y1/x2-x1

3+3/1-4

slope= -2

y − y1 = m(x − x1)

y-3=-2(x-1)

y-3=-2x+2

y=-2x-1

Answer:

17

Step-by-step explanation:

12½ - (-4½)

12½ + 4½

17

hope it helps!

we have to convert the mixed fractions to improper fraction and do the arithmetic as follows:

\(\frac{25}{2}-(-\frac{9}{2} ) =\frac{25}{2} +\frac{9}{2}=\frac{34}{2} =17\)

\(12\frac{1}{2} -(-4\frac{1}{2} )=?\)

The fractions are represented in mix fractions. Therefore, let's convert it it to improper fractions before doing the arithmetic.

\(12\frac{1}{2} = \frac{25}{2}\)

\(-4\frac{1}{2} = -\frac{9}{2}\)

Therefore,

\(\frac{25}{2}-(-\frac{9}{2} ) =\frac{25}{2} +\frac{9}{2}\)

Note - × -  = +

Therefore,

\(\frac{25}{2} +\frac{9}{2} =\frac{25+9}{2}\)

\(\frac{25+9}{2} = \frac{34}{2}=17\)

Therefore, the arithmetic is 17

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The complement of set A, denoted by ​ A`, is the collection of all elements that belong to the universal set but are not part of set A. It's not necessary to mention the universe (also known as U) if it's understood which set of elements is being referred to.

The complement of a set A is the collection of all elements that belong to the universal set but not to set A. It is denoted as ​ A` and does not include any elements that are already in set A. The universal set, also known as U, contains all possible elements and is assumed to be known. Therefore, when referring to the complement of a set, it is not necessary to mention the universal set explicitly. The complement of a set is useful in determining the set of elements that are not part of a particular set, and it can be used in various mathematical operations.

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Answer:

x >= 0 & y<0

x >= 0 means that x is non-negative

y<0 means that y is negative

(1) The significant figure will be 710.

Hence the correct option is (b).

(2) (a) The modulus of A and B are,

| A | = √62

| B | = √30

(b) The value of A + B = 7 i - 2 j + 9 k

(c) The value of A - B = -3 i - 4 j + 5 k

(3) (a) a ⋅ (b × c) is meaningful and result is a scalar.

(b) a × (b ⋅ c) is not meaningful.

(c) a × (b × c) is meaningful and result is a vector.

(d) (a ⋅ b) × c is not meaningful.

(e) (a ⋅ b) × (c ⋅ d) is not meaningful.

(f) (a × b) ⋅ (c × d) is meaningful and result is a scalar.

The not meaningful is because to conduct cross product we need two vectors.

(4) Given lines are parallel because the cross product of the vectors along that lines is zero vector.

(1) Given the multiplication is,

20.6 × 5.5 × 6.27

That gives the result,

20.6 × 5.5 × 6.27 = 710.391

Here significant figure will be 710.

So the correct option is (b).

(2) Given the vectors are,

A = 2 i - 3 j + 7 k

B = 5 i + j + 2 k

(a) The modulus of A and B are,

| A | = √[2² + (-3)² + 7²] = √62

| B | = √[5² + 1² + 2²] = √30

(b) The value of A + B vector is,

A + B = [2 i - 3 j + 7 k] + [5 i + j + 2 k] = 7 i - 2 j + 9 k

(c) The value of A - B vector is,

A - B = [2 i - 3 j + 7 k] - [5 i + j + 2 k] = -3 i - 4 j + 5 k

(3) We know that the cross product gives vector result and dot product gives scalar result.

The statements are,

(a) a ⋅ (b × c) is meaningful and result is a scalar.

(b) a × (b ⋅ c) is not meaningful.

(c) a × (b × c) is meaningful and result is a vector.

(d) (a ⋅ b) × c is not meaningful.

(e) (a ⋅ b) × (c ⋅ d) is not meaningful.

(f) (a × b) ⋅ (c × d) is meaningful and result is a scalar.

The not meaningful is because to conduct cross product we need two vectors.

(4) Here for first line vector is,

A = [(-2) - (-4)] i + [0 - (-6)] j + [(-3) - 1] k = 2 i + 6 j - 4 k

for second line vector is,

B = [5 - 10] i + [3 - 18] j + [14 - 4] k = -5 i - 15 j + 10 k

So now the cross product is,

A × B = \(\left[\begin{array}{ccc}i&j&k\\2&6&-4\\-5&-15&10\end{array}\right]\) = 0 i + 0 j + 0 k

So the cross vector is a zero vector so the initial vectors are parallel to each other.

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Answer:

Step-by-step explanation:

First, you need to get a common denominator.

You can do this by multiplying each fraction by 3 or 4.

See,

4/3 * 4/4=16/12

5/4 * 3/3=15/12

16+15=31

31/12

Answer:

2(7/12)

Step-by-step explanation:

First, try to match the denominators.

4/3+5/4

To match the denominators, multiply them with each other.If the denominator multiplys with each other, the numerator also have to multiply too.

=\(\frac{(4*4)}{(3*4)} +\frac{(5*3)}{(4*3)}\)

= \(\frac{16}{12} +\frac{15}{12}\)

= \(\frac{16+15}{12}\)

= \(\frac{31}{12}\) (If you want it as a improper fraction, you can stop here)But normally we continue till we get a mixed number if we get a improper fraction.

So 31/12 equals to 2(7/12) as a mixed number

The surface area of the square pyramid is 45.

Given data :

H = 6ft.)

W = 3ft

L = 3ft.

2 × b × s +b. Volume of a Square Pyramid

= 45ft

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Answer:

1/125

Step-by-step explanation:

Answer:

the answer is C 4.4 ft hope it helps

Step-by-step explanation:

Question:

Zach tries to solve an equation step by step;

\(\frac{3}{4} = z - \frac{1}{2}\)

Step 1:

\(\frac{3}{4} + \frac{1}{2} = z - \frac{1}{2} + \frac{1}{2}\)

Step 2:

\(\frac{3}{4} + \frac{1}{2} = z\)

\(\frac{5}{4} = z\)

Find Zach's mistake;

Answer:

Zach didn't make any mistake

Step-by-step explanation:

Given: the steps above

At step 1, he applied addition property of equality by adding \(\frac{1}{2}\) to both sides of the equation

Step 2 is a result of step 1 and he rightly added the fractions

Further Explanation;

\(\frac{3}{4} = z - \frac{1}{2}\)

Add \(\frac{1}{2}\) to both sides

\(\frac{3}{4} + \frac{1}{2} = z - \frac{1}{2} + \frac{1}{2}\)

\(\frac{3}{4} + \frac{1}{2} = z\)

Take LCM of fractions at the left hand side

\(\frac{3 + 2}{4} = z\)

\(\frac{5}{4} = z\)

Reorder

\(z = \frac{5}{4}\)

Analyzing the steps one after the other, we can conclude that Zach didn't make any mistake;

Answer:

C: Zach did not make a mistake

Step-by-step explanation:

SO IT NOT CONFUSING

+

GOT IT ON KHAN

(p.s. can u give me brainliest?)

Answer:

B \((y-9)=5(x-1)\)

Step-by-step explanation:

Formula of straight line in Point slope form

\((y-y_1)=m(x-x_1)\)

Here

\(m=5 \ and \ (x_1, y_1)=(1, 9)\)

therefore equation of line having slope 5 and passing through point )1, 9) is given as

\((y-9)=5(x-1)\)

Answer:

Francine has just set up her Christmas tree.  40% of her ornaments are red.  If she has 30 ornaments, then how many are red?

Step-by-step explanation:

Answer:

A.

Step-by-step explanation:

A way to find the equation of the graph is to find the solutions.

On the graph, the solutions are where the function intersects the x-axis. That would be where x = -2, x = 1, and x = 3.

In the equations, you will need to find factors when the x is inputted, the factor equals 0. For example, one of the factors is (x + 2). This is because x + 2 = 0, so x = 0 - 2, so x = -2. So, the three factors are (x + 2), (x - 1), and (x - 3).

The correct equation is A.

Hope this helps!

Answer:

18 Kg

Step-by-step explanation:

We can use algebra to solve for the mass, m, given the delivery price, $70.

Starting with the formula:

price ($) = 7 + 3.5m

We can substitute $70 for price ($) and solve for m:

$70 = 7 + 3.5m

Subtracting 7 from both sides:

$63 = 3.5m

Dividing both sides by 3.5:

m = 18

Therefore, the mass of the parcel is 18 kg.

The fraction -9 4/5 can be expressed as the sum of its integer and fractional parts, which is -9 + 4/5

The integer part of a mixed number is the whole number portion, while the fractional part is the remaining fraction.

In this case, the integer part of -9 4/5 is -9, and the fractional part is 4/5.

To express the mixed number as the sum of its integer and fractional parts, we simply add the integer and the fraction:

So, we have

-9 + 4/5

When evaluated, we get

-9 + 4/5 = -45/5 + 4/5 = -41/5

Therefore, -9 4/5 can be expressed as the sum of its integer and fractional parts, which is -9 + 4/5 = -41/5.

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Step-by-step explanation:

are if triangle equal 1/2 multiplied to height to base

so 1*10*13/2

so it will be 65

Answer:

120

Step-by-step explanation:

5!, called 5 factorial is the product of all positive intergers from 5 down though 1. by definition, 0! is 0.

Factorials are basically the number times itself-1 the 2 the 3 until it times it by itself-(itself-1). n!=n*(n-1)*n(n-2).....*n-(n-1).

For example 2!=2*1=2 and 6!=6*5*4*3*2*1=720

keep in mind that I am not an expert so the blanks I filled in might be wrong and the explanation might have errors

5!, called "5 factorial," is the product of all positive integers from 5 down through 1. By definition, 0! is equal to 1.

Factorial is a mathematical operation denoted by an exclamation mark (!). It represents the product of all positive integers from a given number down to 1. In the case of 5!, it is calculated as 5 × 4 × 3 × 2 × 1, resulting in the value of 120.

The exclamation mark notation allows us to represent the factorial of a number concisely. For example, 5! represents the factorial of 5. It is important to note that 0! is defined to be equal to 1. This is a special case in factorial calculations. While it may seem counterintuitive, it is defined this way to maintain consistency and enable certain mathematical calculations and formulas.

Therefore, 5! is the product of all positive integers from 5 down through 1, equaling 120, and 0! is defined to be 1.

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Therefore, the expression that can be used to determine YK is (48)tanK that is option D.

A triangle is a closed two-dimensional geometric shape that is formed by connecting three non-collinear points with straight line segments. Each of these line segments is called a side, and the point where two sides meet is called a vertex. A triangle has three vertices, three sides, and three angles. Triangles can be classified based on the length of their sides and the size of their angles.

Here,

In the right triangle MYK, where MY = 48 units, MK = 73 units, and angle Y = 90 degrees, we can use trigonometric functions to find the length of YK. The trigonometric functions that relate to the sides and angles of a right triangle are:

Sine: sinθ = opposite/hypotenuse

Cosine: cosθ = adjacent/hypotenuse

Tangent: tanθ = opposite/adjacent

To find YK, we need to use the tangent function because we know the opposite and adjacent sides (MY and MK). So, the correct expression to determine YK is: (48)tanK

The other expressions given are:

(73)sinK: This expression would be used to find the opposite side, not YK.

(73)cosK: This expression would be used to find the adjacent side, not YK.

(48)tanM: This expression doesn't relate to the right triangle MYK since there is no angle M in the triangle.

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Answer:

4.242641

Step-by-step explanation:

d=\(\sqrt{(1-(-2))^{2}+(-2-1)^{2} }\)

d=\(\sqrt{(3)^{2} + (-3)^{2} }\)

d=\(\sqrt{9+9}\)

d=\(\sqrt{18}\)

d=4.242641

(does it deserve a Brainliest)

The row of the table that reveals the x-intercept of the function f is given as follows:

Second row.

A function has two intercepts, which are listed as follows:

The definition of each type of intercept is given as follows:

From the second row of the table, we have that when x = -4, f(x) = 0, hence the x-intercept of the function is of x = -4.

The y-intercept is of y = -16, as from the fourth row, when x = 0, y assumes a value of 16.

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a school has 2500 pupils. when 52 boys and 1/9 of the girls are absent, the number of the boys present is equal to the number of girls. how many pupils does the school have ?

Let the number of boys be x

Data :

Total pupils = 2500

Absent no. of boys and girls = 52 and 1/9

Now,

Remaining no of pupils = 2500 - 52 ➝ 2448

Hence, the no. of girls absent = 1/9 of 2448 ➝ 272

Therefore,

Total no. of pupils absent = 52 + 272 ➝ 324

No. of pupils present = 2500 - 324 ➝ 2176

Henceforth, 2176 pupils are present

Answer:

C

Step-by-step explanation:

Divide it into a rectangle and a triangle

2 times 5 divided by 2 = triangle = 5

4 times 5 = rectangle = 20

20+5 = 25

Answer:

The equation of the line in standard form is -8x + y = 20

Step-by-step explanation:

The standard form of the linear equation is Ax + By = C, where

The slope-intercept form of the linear equation is y = m x + b, where

Parallel lines have equal slopes

∵ The line is parallel to the line y = 8x - 2

→ Compare it with the slope-intercept form above

∴ m = 8

∵ The parallel lines have the same slopes

∴ The slope of the line = 8

→ Substitute it in the slope-intercept form above

∴ y = 8x + b

∵ The line passes through the point (-2, 4)

∴ x = -2 and y = 4

→ Substitute x by -2 and y by 4 in the equation to find b

∵ 4 = 8(-2) + b

∴ 4 = -16 + b

→ Add 16 to both sides

∴ 4 + 16 = -16 + 16 + b

∴ 20 = b

→ Substitute the value of b in the equation above

∴ y = 8x + 20

→ Subtract both sides by 8x

∵ y - 8x = 8x - 8x + 20

∴ y - 8x = 20

→ Switch x and y

∴ -8x + y = 20

∴ The equation of the line in standard form is -8x + y = 20

Answer:

h = 26.3 ft

Step-by-step explanation:

Here, we want to get the height of the hill

From the question, we have the angle and the hypotenuse

we want to get the height

The appropriate trigonometric identity to use is the sine as it the the ratio of opposite to hypotenuse

Thus;

sine 30 = h/52.6

h = 52.6 * 1/2

h = 26.3 ft

There are 380 Roman coins in the museum's collection, calculated by adding the number of coins indicated by each bin in the histogram (126 + 102 + 78 + 54 + 20 = 380).

The histogram displays the masses of all of the coins in a museum's collection, with each bin representing a different mass range. The first bin, containing 126 coins, indicates that the coins weigh between 8g and 17g. To work out how many coins are in the museum's collection in total, we need to add the number of coins in each bin.

Starting with the first bin, there are 126 coins. The second bin indicates that there are 102 coins weighing between 18g and 27g, the third bin indicates that there are 78 coins weighing between 28g and 37g, the fourth bin indicates that there are 54 coins weighing between 38g and 47g, and finally the fifth bin indicates that there are 20 coins weighing between 48g and 57g.Therefore, to find the total number of coins in the museum's collection, we need to add all of these numbers together:

126 + 102 + 78 + 54 + 20 = 380

Therefore, there are 380 Roman coins in the museum's collection.

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The fraction \($\frac{9}{12}$\) can be expressed as the sum of the smaller fraction \($\frac{3}{4}$\).

Ryan grew \($\frac{1}{2}$\) feet in a year.

1. To express the fraction \($\frac{9}{12}$\) as a sum of smaller fractions, we can simplify it by dividing both the numerator and denominator by their greatest common divisor. In this case, the greatest common divisor of \(9\) and \(12\) is \(3\).

So, we can rewrite \($\frac{9}{12}$\) as:

\($\frac{9}{12} = \frac{3 \times 3}{3 \times 4} = \frac{3}{4}$\)

Therefore, the fraction \($\frac{9}{12}$\) can be expressed as the sum of the smaller fraction \($\frac{3}{4}$\).

2. To find how much Ryan grew in a year, we need to calculate the difference between his height this year and his height last year.

Let's convert the mixed fractions to improper fractions for easier computation:

Last year's height: \($4 \frac{3}{4} = \frac{4 \times 4 + 3}{4} = \frac{19}{4}feet\)

This year's height: \($5 \frac{1}{4} = \frac{5 \times 4 + 1}{4} = \frac{21}{4} feet\)

To determine the growth, we subtract last year's height from this year's height:

\($\frac{21}{4} - \frac{19}{4} = \frac{21 - 19}{4} = \frac{2}{4} = \frac{1}{2}feet\)

Therefore, Ryan grew \($\frac{1}{2}$\) feet in a year.

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Answer:

|MF| = √109

|MK| = √ 229

Step-by-step explanation:

| MF| = √(-1×-3)² + (5×2)²

= √(3)² + (10)²

=√9 + 100

= √109

|MK| = √(-1×2)² + (5×3)²

= √(-2)² + (15)²

= √4 + 225

= √229

Aquazire Enterprises' return on investment (ROI) for the last financial year is approximately 14.61%.

To calculate the return on investment (ROI), we need to divide the net profit (or margin) by the average operating assets and express it as a percentage.

Given information:

Margin = 10% (0.10)

Sales = $505,000

Average operating assets = $346,000

First, we calculate the net profit using the margin formula:

Net Profit = Margin * Sales

Net Profit = 0.10 * $505,000

Net Profit = $50,500

Now, we can calculate the ROI using the formula:

ROI = (Net Profit / Average Operating Assets) * 100

ROI = ($50,500 / $346,000) * 100

ROI ≈ 14.61%

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Answer:

No

Step-by-step explanation:

Since an equilateral triangle has equal sides and angles, each angle measures 60°, which is acute. Therefore, an equilateral angle can never be obtuse-angled. A triangle cannot be right-angled and obtuse angled at the same time. Since a right-angled triangle has one right angle, the other two angles are acute.

Answer:

false

Step-by-step explanation:

She is diminutive (a very, very small person). She can ask others to hit the top elevator buttons for him because he can't reach them. On rainy days, he presses the buttons with his umbrella.

A statement, question, or phrase with a hidden or double meaning that is presented as a problem to be answered is called a riddle. Enigmas, which are difficulties typically presented in metaphorical or allegorical language that call for inventiveness and careful thought to solve, and conundra, which are questions that rely on puns in either the question or the answer, are two different forms of riddles.

Riddles from hundreds of various civilizations, including Finnish, Hungarian, American Indian, Chinese, Russian, Dutch, and Filipino sources, are cited by Archer Taylor in his statement that "we may definitely claim that riddling is a global art. Riddles and riddle motifs are common across the world.

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