SV≅SW, WX≅UV, RX≅TU, and RS≅ST. Complete the proof that △RVX≅△TWU.

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▹ Answer

30 miles

▹ Step-by-Step Explanation

Multiply mph by hours:

15 mph * 2 hrs = 30 miles

Hope this helps!

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Answer:

55 degrees

Step-by-step explanation:

I've found a similar question to this, and the explanation is there.

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m<ABC = 360-250= 110 degrees

"As we know that the measure of angle ABC is equal to half of mADC."

110/2 = 55 degrees.

This should be the answer.

Answer:

5vertices

Step-by-step explanation:

the answers is 5,5

An experiment comparing the results of biking a mile versus swimming a mile. Therefore, the correct answer is option 5.

In experiments in which we want to compare results corresponding to biking a mile and swimming a mile we cannot blind the subjects...

Blinding the subject means unit on which we apply treatment does not know whether it is placebo or experimental treatment. In this scenario it is clearly visible to subject that either treatment is biking or treatment is swimming. But in case of drug experiment it is possible to make a similar treatment called as placebo, about which subject does not know whether it is real treatment or not.

Therefore, the correct answer is option 5.

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The flux of f across the surface s is 0.

To find the flux of f across the surface s, we can use the formula for flux:
flux = ∬(f · dS)
where f is the vector field, dS is the differential surface area vector, and the double integral is taken over the surface s.

In this case, f = j, which means the vector field is constant in the z-direction with a magnitude of 1. Therefore, the flux simplifies to:
flux = ∬(j · dS)

Now, let's calculate the flux step-by-step:
1. First, we need to parametrize the surface s. Since s is the part of the plane z=1 x y inside the cylinder x^2 + y^2 = 1, we can parametrize it as:
r(u, v) = (u, v, 1), where -1 ≤ u, v ≤ 1

2. Next, we need to find the differential surface area vector dS. Since s is a plane, the differential surface area vector is simply the cross product of the partial derivatives of r with respect to u and v:
dS = (∂r/∂u) × (∂r/∂v)

Calculating the cross product, we get:
dS = (1, 0, 0) × (0, 1, 0) = (0, 0, 1)

3. Now, let's evaluate the double integral ∬(j · dS) over the surface s. Since the magnitude of j is 1 and the dot product of j and dS is always 0, the flux is always 0.

Therefore, Flux of f across the surface s is 0.

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Answer:

12

Step-by-step explanation:

The fraction of crayons that are blue triangle is 1/5.

The ratio of blue rounds to non-blue crayons is

The fraction of footballs that are brown rubber footballs is 8/15 and here are 4 times as many rubber footballs as non-rubber footballs

A fraction represents a part of a whole.

1. Let's say Alexa had a total of 5x crayons in the bag.

the number of blue crayons in the bag is 2x,

There is one triangle for every two round crayons,

(1/2) × 2x = x (By condition)

So, the fraction of crayons that are blue triangle is x / 5x = 1/5.

The number of blue round crayons is 2x.

The number of non-blue crayons is 5x - 2x = 3x,

The ratio of blue rounds to non-blue crayons is 2x / 3x = 2/3.

2.

4 out of 5 wall footballs are rubber, 4/5 of the footballs in the bag are rubber.

The fraction of rubber footballs that are brown is 2/3.

The fraction of footballs that are brown rubber footballs is (4/5) × (2/3) = 8/15.

The fraction of non-brown rubber footballs is (4/5) - (8/15) = 4/15.

The ratio of rubber footballs to non-rubber footballs is (4/5) / (1/5) = 4.

So there are 4 times as many rubber footballs as non-rubber footballs

Hence,  the fraction of crayons that are blue triangle is 1/5.

The ratio of blue rounds to non-blue crayons is

The fraction of footballs that are brown rubber footballs is 8/15 and here are 4 times as many rubber footballs as non-rubber footballs

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a. The mass remaining after t years, 130 is the initial mass, and 30 is the half-life of cesium-137.

b.  About 19.35 mg of the sample will remain after 100 years.

c.  After about 330 years, only 1 mg of the sample will remain

(a) The mass remaining after t years can be found using the formula:

\(y(t) = 130 * 2^(-t/30)\)

where y(t) represents the mass remaining after t years, 130 is the initial mass, and 30 is the half-life of cesium-137.

(b) To find how much of the sample remains after 100 years, we can substitute t = 100 into the formula:

\(y(100) = 130 * 2^(-100/30) = 19.35 mg\)

Therefore, about 19.35 mg of the sample will remain after 100 years.

(c) We need to solve the equation y(t) = 1 for t. Substituting y(t) and solving for t, we get:

\(1 = 130 * 2^(-t/30)\)

\(2^(-t/30) = 1/130\)

\(-t/30 = log2(1/130)\)

\(t = -30 * log2(1/130) = 330 years\)

Therefore, after about 330 years, only 1 mg of the sample will remain.

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a) The decay of cesium-137 can be modeled by the function \(y(t) = 130 * 2^{(-t/30)\)

b) after 100 years, only about 31.57 mg of the sample remains.

c) after about 207.1 years, only 1 mg of the sample will remain.

(a) The decay of cesium-137 can be modeled by the function \(y(t) = 130 * 2^{(-t/30)\), where t is the time in years and y(t) is the remaining mass of the sample in milligrams.

To find the mass that remains after t years, we simply plug in the value of t into the function:

\(y(t) = 130 * 2^{(-t/30)\)

(b) To find the amount of the sample that remains after 100 years, we plug in t = 100:

\(y(100) = 130 * 2^{(-100/30)\) ≈ 31.57 mg

So after 100 years, only about 31.57 mg of the sample remains.

(c) To find the time it takes for only 1 mg to remain, we set y(t) = 1 and solve for t:

\(1 = 130 * 2^{(-t/30)}\\\\2^{(-t/30)} = 1/130\)

Taking the natural logarithm of both sides, we get:

\(ln(2^{(-t/30)}) = ln(1/130)\)

Using the logarithmic identity \(ln(a^b) = b * ln(a)\), we can simplify the left side:

(-t/30) * ln(2) = ln(1/130)

Solving for t, we get:

t = -30 * ln(1/130) / ln(2) ≈ 207.1 years

So after about 207.1 years, only 1 mg of the sample will remain.

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Answer:

Step-by-step explanation:

Cheko's books (C) to Miko's books (M) is 5 : 12

C/M = 5/12

C = (5/12)M

We know M=48, so:

C = (5/12)(48)

C = 5*(48/12)

C = 5*4

C = 20 [Cheko has 20 books]

We want M=C, so Miko must give Cheko x number of books so that C/M is (1/1) or 1.

C/M is currently 20/48

We want C/M = (20+x)/(48-x) = 1

(20+x)/(48-x) = 1

(20+x) = (48-x)

2x = 28

x = 14

Once Miko gives Cheko 14 books, they each have the same number: (48-14)/(20+14) = 34/34. Everyone's happy. [We don't know WHICH books Miko chose to give to Cheko. Rumor is all 14 were math books]

Answer:

??????.

Step-by-step explanation:

????????????????

Answer:

78

Step-by-step explanation:

If it is supplementary then they add up to 180, so you do 180-102 which equals 78. I hope this helps

Answer:

Liam has $12.

Step-by-step explanation:

Since Drew has $18 and that is $6 more than Liam's amount of money, you would subtract 6 from 18.

18-6=12

Hence, Liam has $12.

Please let me know if this helped! If it did, please mark brainliest! If you have any more questions, please let me know! Have a splendid day!!! <3

Answer:

The F-Ratio increases as, the variability between means increases relative to the variability within groups

Step-by-step explanation:

The F-Ratio is given as follows;

\(F-Ratio = \dfrac{MS_{between}}{MS_{within}}\)

Where;

\(MS_{between}\) = The variance between groups

\(MS_{within}\) = The variance within groups

Therefore, as the F-Ratio increases, the variability between groups (means) increases relation to the variability within groups

Answer:

x = - \(\frac{4}{5}\)

Step-by-step explanation:

Given

5x - 2 = 25x + 14 ( subtract 25x from both sides )

- 20x - 2 = 14 ( add 2 to both sides )

- 20x = 16 ( divide both sides by - 20 )

x = \(\frac{16}{-20}\) = - \(\frac{4}{5}\)

The optimal solution is x = 2, y = 0, and the maximum value of Z is Z = 2 - 2(0) = 2. To solve the given linear programming (LP) model using the graphical method, we need to graphically represent the feasible region and find the optimal solution by maximizing the objective function.

Step 1: Graph the Constraints

We start by graphing each constraint individually on a coordinate plane.

The first constraint is x - y ≥ 0, which represents the line y = x. We can draw this line on the plane.

The second constraint is x + 2y ≤ 4. To graph this, we can rewrite it as 2y ≤ -x + 4 and then solve for y, which gives y ≤ (-1/2)x + 2. We can plot this line on the graph as well.

The third constraint x ≥ 0 represents the x-axis, and the fourth constraint y ≥ -1 represents the horizontal line y = -1.

Step 2: Identify the Feasible Region

The feasible region is the area where all constraints are satisfied. It is the intersection of the shaded regions formed by the constraints.

Step 3: Identify the Optimal Solution

To find the optimal solution, we need to maximize the objective function Z = x - 2y. The objective function is represented by a line with a positive slope.

By sliding the objective function line parallel to itself from left to right or right to left, we can observe the points of intersection between the objective function line and the feasible region. The point that gives the maximum value of Z within the feasible region is the optimal solution.

Step 4: Determine the Optimal Solution

By visually inspecting the graph, we can see that the objective function line will intersect the feasible region at the corner point (2, 0). This is the optimal solution for the given LP model.

Therefore, the optimal solution is x = 2, y = 0, and the maximum value of Z is Z = 2 - 2(0) = 2.

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Answer:

E(2,-4), F(8,0), and G(5,3).

Step-by-step explanation:

Reflection in the y-axis means the signs of the x-coordinates should be flipped.

Answer:

Answer A

Step-by-step explanation:

I know that you already have the answer, but I wanted to show you a picture.

Answer:

(f+g)(x) > 3 for all values of x

Answer:

A or C  Sorry!

Step-by-step explanation:

Answer: 1) Error response times

2) Memory Scanning, visual search

3) Stimulus identification

Step-by-step explanation:1) response times reflext the time it takes to interpret a stimulus,get info from memory, initiate a muscle response

2) The hippocampus retrieves info from the working memory and begins to change the brains physical neural wiring

3) A decisive role in our perception and cognition

In general, there are two areas of psychology where mathematics is heavily utilized: mathematical modeling of psychological theories and experimental phenomena, which gives rise to mathematical psychology, and statistical approaches to quantitative measurement practices in psychology, which give rise to psychometrics.

The symbols x, y, and z are examples of variables in an instruction like z = x + y.

A variable is a term that signifies anything that can be varied or altered. In programming, variables are utilized to hold values that might be modified and used in later code.

A variable is a name that identifies a memory location where data is stored. It can be changed anytime. Variables are commonly used in mathematical expressions, such as those seen in algebra. For example, x + 150 = 300In this instance, x is the variable. 150 and 300 are constants.

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Answer:

There are 5 significant digits in 0.045325 and they are 4, 5, 3, 2, and 5.

Step-by-step explanation:

Significant digits rules:

In 0.045325, the two zeroes are leading zeroes and therefore do not count. The rest of the digits, (4, 5, 3, 2, and 5) are all non-zero and therefore count. Thus, there are 5 significant digits in 0.045325.

Answer:

Student tickets sold 66

Adult tickets sold 34

Step-by-step explanation:

x=6.     y=11

x+y=100. Multiply by -6

6x+11y=770 Then combine terms

5y=170 Divide 5 on both sides

y=34 Then do 100-34

x=66

This is the solution for the club to not earn anything but able to cover the fees.

The inequality form can be written as,

total revenue=66x+34y in this case total revenue=0

Answer:

B'(- 2, 2 )

Step-by-step explanation:

Assuming the dilatation is centred at the origin, then multiply the coordinates of B by the scale factor 2, that is

B(- 1, 1 ) → B'(2(- 1), 2(1) ) → B'(- 2, 2 )

Answer:

the answer is 10

Step-by-step explanation:

I just puted value and calculated it's simple

Answer:

The last choice

Step-by-step explanation:

Answer:

a. \(8x^{2} -14x-15\)

b. \((x+3)(x+2)\)

Step-by-step explanation:

A. There are 3 methods (that I know of). The easiest method is the lattice multiplication, while the most commonly used is the FOIL method (First+Outer+Middle+Last)

For F, take the first terms of the 2 and multiply

\(4x*2x=8x^{2}\)

For O, take the outer terms and multiply

\(4x*-5=-20x\)

For I, take the inner terms and multiply

\(3*2x=6x\)

For L, take the last terms and multiply

\(3*-5=-15\)

After that, add all of them up

\(8x^{2} +(-20x)+6x+(-15)=8x^{2}-14x-15\)

B. Since the equation is in the form x^2+bx+c,

\((x+?)(x+?)\)

Now we need to find 2 numbers that will add up to 5 and multiply to 6.

Here are some of the combinations of numbers that multiply to 6

3*2

1*6

-3*-2

-1*-6

3 and 2 add up to 5 so:

\((x+3)(x+2)\)