The graph represents this system of equations.
What is the solution to the system of equations?
y=4
v=3 -
(-2,4)
(3, 4)
(4, -2)
O (4,3)
2
1
-54
3
-2
-1
2
3
4
5
-3
4

Answer:

Sure, I'll explain the cosine rule and sine rule in simple terms:

The cosine rule (also known as the law of cosines) is used to find the length of a side or the measure of an angle in a triangle given the lengths of the other sides and the angle between those sides. It states that c^2 = a^2 + b^2 - 2ab cos(C), where c is the length of the side opposite angle C, and a and b are the lengths of the other two sides.

Here's an example of how to use the cosine

Suppose we have a triangle with sides a=6, b=8, and an angle between them c=45 degrees. We want to find the length of the remaining side of the triangle, side a.

Using the cosine rule:

a^2 = b^2 + c^2 - 2bc * cosA

where A is the angle opposite side a, we can plug in our values and solve for a:

a^2 = 8^2 + 6^2 - 2(8)(6) * cos(45)

a^2 = 64 + 36 - 96 * 0.707

a^2 = 10.56

a = sqrt(10.56)

a = 3.25 (rounded to two decimal places)

Therefore, the length of side a is approximately 3.25 units.

Answer:

Step-by-step explanation:

Answer:

to get from figure f to figure g, you will have to reflect over the y axis then rotate 90 degrees counter clockwise

Step-by-step explanation:

what exactly are the answer choices?

Answer:

$28

Step-by-step explanation:

Julious pays 3 dollars to join, and buys 5 books, each of which would be 5 dollars. The equation to solve would be: 3 + (5*5) = ???

The answer would be 28, if you followed PEMDAS.

Answer: $28

Answer:

the answer is 25. Please correct me if I am wrong

Answer:c

Step-by-step explanation:

Faces: 7

Edges: 15

Vertices: 10

Answer:

Faces 7

Edges 15

Vertices 10

Step-by-step explanation:

According to the Pythagorean theorem< thats a joke i know its not funny sorry:(

Answer:

It would be an improper fraction a = \(\frac{4}{3}\)

Step-by-step explanation:

An improper fraction is when a fraction in which the numerator is greater than the denominator.

Answer:

\( - \frac{1}{2} = - \frac{5}{6} + \frac{1}{4} a \\ \\ \frac{1}{4} a = - \frac{1}{2} + \frac{5}{6} \\ \\ \frac{1}{4} a = - \frac{3}{6} + \frac{5}{6} \\ \\ \frac{1}{4} a = \frac{2}{6} \\ \\ \frac{1}{4} a = \frac{1}{3} \\ \\ a = \frac{4}{3} = 1.33\)

Answer:

Step-by-step explanation:

Based on the information in the histogram, a reasonable conclusion would be that the exact time it took the students to finish the test is not indicated. Therefore, option B is the correct answer.Mrs. Brim made a chart to see how long it took her students to finish a test. However, the chart or histogram only shows how many students took a certain amount of time to finish the test and not their exact finishing time. Therefore, it's not possible to determine how long each student took to finish the test accurately.

Hope this helps! :)

Answer:

it’s 144. I found the multiples of 12 that can be factored by 16

12x12 is 144

16x9 is 144

Hope this helps

Answer:10

Step-by-step explanation:

The answer to 5+5 is 10.

Answer:

false

Step-by-step explanation:

Answer:

angle O

Step-by-step explanation:

As this is the same corresponding angle

Answer:

angle O

Step-by-step explanation:

Angle O because if you were to draw a triangle and label a point J and R, another angle W and J, the angle remaining would be I and O. So, angle O corresponds with angle I.

Answer:

The distance between the top of the ladder an the ground is 9.5ft

Answer:63

Step-by-step explanation:

 multiply 72 by 7 then divide i by 8

(72×7)/8

=63

It's 63.

simplify the equation 7/8×72 multiple 7×9 solution is 63

Answer: 35

Step-by-step explanation:

Alright, so to start with, we have the equation you gave: 4x-5.

Since x = 10, we can replace x with 10 in this equation, so it becomes 4 x 10 - 5.

Using BEDMAS (Brackets, Exponents, Division, Multiplication, Addition, Subtraction), we start with the multiplication first, so since 4 x 10 = 40, we go from (4 x 10) -5, to 40 - 5

And now moving on to subtraction, 40 - 5 = 35. Hope this helps!

Answer:

Where is the Question? Are you joking around or a you for real

Answer:

To find the greatest number of stickers Cassie can place on a page that is 11 inches long and 8 inches wide without them overlapping, we need to use the same approach as before.

Firstly, we need to calculate the maximum number of stickers that can fit along the length of the page, which is now 11 inches. Since each sticker is 3 inches long, we can fit 3 stickers along the length (11 ÷ 3 = 3 with a remainder of 2).

Next, we can calculate the maximum number of stickers that can fit along the width of the page, which is still 8 inches. Since each sticker is 2 inches wide, we can fit 4 stickers along the width (8 ÷ 2 = 4).

To ensure that the stickers do not overlap, we can only use the full row of 3 stickers from the previous calculation. Therefore, we can place 3 stickers along the length and 4 stickers along the width, giving us a maximum of 12 stickers that Cassie can place on the page without them overlapping.

Step-by-step explanation:

Answer:

16

Step-by-step explanation:

First, find out how much stickers you can put on the long side:

12/3 = 4

Next, find out how much stickers you can put on the wide side:

8/2 = 4

Lastly, calculate them together:

4x4=16

So the answer is 16.

Answer:

23 inches

Step-by-step explanation:

Diameter: \(d=\frac{C}{\pi}\)

\(d=\frac{C}{\pi} \\\\d=\frac{72}{3.14} \\\\d=22.929\\\\d=23\)

Check your answer using the circumference of a circle: \(C=2*\pi*r\)

Radius (r) = d/2. So 23/2 = 11.5

\(C=2*\pi*r\\\\C=2*3.14*11.5\\\\C=72.22\\\\C=72\ inches\)

Hope this helps!

Answer:

D

Step-by-step explanation:

the answer is D because the slope of the line is positive and the y-intercept is negitive so D is the correct answer

Answer: The answer is false!

Step-by-step explanation: You may think its true but NO, its not true!

Answer: false

Step-by-step explanation:

the correct answer is a dialect of spanish, chilean spanish.

Answer:

Length of the rectangle = 5 units
Width of rectangle = 4 units

Area of rectangle = 20 units

Area of triangle = 10 units

Step-by-step explanation:

Since I don't know the answer choices, I am assuming the base of the triangle as the length and the height as the width. Check your answer choices and switch 4 and 5 if it is the other way around

Using the graph

The rectangle formed by rotating the triangle and placing it along the original rectangle will have a length(base)
= length of the base of the triangle
= 5 units

The width of the rectangle will be the same as the height of the rectangle = 4 units

The area = length x width = 5 x 4 = 20 units

Area of triangle = half area of rectangle = 20/2 = 10 units

Part A: To calculate the measures of center, we can find the median and the mean for each school.

For Bay Side School, the median class size is the average of the 8th and 9th values when the data is sorted in ascending order. The 8th and 9th values are both 25, so the median class size is 25.

To find the mean class size for Bay Side School, we can add up all the class sizes and divide by the total number of classes. The sum of the class sizes is 12 + 12 + 12 + 14 + 15 + 15 + 16 + 16 + 18 + 18 + 20 + 20 + 23 + 25 + 25 = 243. There are 15 classes, so the mean class size is 243/15 ≈ 16.2.

For Seaside School, the median class size is the average of the 8th and 9th values when the data is sorted in ascending order. The 8th and 9th values are both 15, so the median class size is 15.

To find the mean class size for Seaside School, we can add up all the class sizes and divide by the total number of classes. The sum of the class sizes is 10 + 10 + 10 + 11 + 12 + 15 + 15 + 16 + 17 + 17Part A (continued):

18 + 18 + 20 + 20 + 25 = 222. There are 14 classes, so the mean class size is 222/14 ≈ 15.9.

Therefore, the measures of center for Bay Side School are: median = 25, mean ≈ 16.2.

The measures of center for Seaside School are: median = 15, mean ≈ 15.9.

Part B: To calculate the measures of variability, we can find the range and the interquartile range (IQR) for each school.

For Bay Side School, the range is the difference between the largest and smallest class sizes. The largest class size is 25, and the smallest class size is 12, so the range is 25 - 12 = 13.

To find the IQR for Bay Side School, we need to find the first quartile (Q1) and the third quartile (Q3) of the data. From the stem-and-leaf plot, we can see that Q1 is 15 and Q3 is 20. Therefore, the IQR is 20 - 15 = 5.

For Seaside School, the range is the difference between the largest and smallest class sizes. The largest class size is 25, and the smallest class size is 10, so the range is 25 - 10 = 15.

To find the IQRPart B (continued): for Seaside School, we need to find the first quartile (Q1) and the third quartile (Q3) of the data. From the stem-and-leaf plot, we can see that Q1 is 12 and Q3 is 18. Therefore, the IQR is 18 - 12 = 6.

Therefore, the measures of variability for Bay Side School are: range = 13, IQR = 5.

The measures of variability for Seaside School are: range = 15, IQR = 6.

Part C: If you are interested in a smaller class size, Seaside School is a better choice because its measures of center are lower than those of Bay Side School, indicating that its class sizes tend to be smaller on average. Additionally, Seaside School has a smaller range and IQR, indicating less variability in class size. Therefore, there is less chance of encountering very large classes at Seaside School compared to Bay Side School.