{(6,4),(7,−3),(−4,3),(8,−3)}, which point if added would not create a function?

Answer:

34 cm

Step-by-step explanation:

The radius is half of the diameter, so 17 cm is half of 34 cm.

Diameter = 34 cm

The answer is C

Step-by-step explanation:

Not sure I can't really give an explanation but its C

Answer:

There is significant preference among the 3 designs

Step-by-step explanation:

Given :

Design 1 Design 2 Design 3

54 38 28

H0 : no significant preference among the 3 designs

H1 : The preference among the designs are different

To test, we use the Chisquare test for independence ;

χ² = (observed - Expected)² / Expected

The sample size, n = 120

Expected = 120 / number of designs = 120 / 3 = 40

(54-40)^2/ 40 + (38 - 40)² / 40 + (28 - 40)² / 40

= 4.9 + 0.1 + 3.6

= 8.6

The Chisquare critical value at 95% = 5.99

Since ;

|χ² critical| < χ² statistic ; we reject the null and conclude that there is significant preference among the 3 designs

Answer:

5 rows of 4 each

4 rows of 5 each

2 rows of 10 each

10 rows of 2 each

1 row of 20

20 rows of 1

Step-by-step explanation:

Answer:

slopes is the ratio of the change in the y value over the change in the x value

Answer:a

Step-by-step explanation:

Answer:

See below

Step-by-step explanation:

This set of coordinates does represent a point [tex]P(x,y)[/tex].

Considering a Euclidian plane, such that [tex]P(x,y) \in\mathbb{R}^2[/tex], we have [tex]x\in(-\infty, 0)[/tex] and [tex]y\in[0, \infty)[/tex] . Therefore, the point is in Quadrant II. You possibly forgot to give the points, but point like [tex](-1, 2), (-20, 5), (-1.234, 78)[/tex] could be the answer. In fact, you can just define the point as

[tex]P(x,y) \in\mathbb{R}^2 : x\in(-\infty, 0) \text{ and } y\in[0, \infty)[/tex]

Answer:

my firnd coli

Step-by-step explanation:

In a plain, robust, conversational style, the author known as “Elena Ferrante” has captivated readers worldwide with her chronicle of a complicated friendship between two women.

Answer:

y=-sqrt(x^2+9)

Step-by-step explanation:

This problem can be solved with the help of separating the variables.

dy/dx=x/y

Multiply both sides by y

y dy/dx=x

Multiply both sides by dx

y dy=x dx

Integrate

y^2/2=x^2/2+c

Let's find c using the condition y(0)=-3.

(-3)^2/2=(0)^2/2+c

9/2=0+c

9/2=c.

The equation is y^2/2=x^2/2+9/2.

Let's make this a bit prettier multiplying both sides by 2:

y^2=x^2+9

Taking square root of both sides gives:

y=+/- sqrt(x^2+9)

Since we want y(0)=-3, then we will choose

y=-sqrt(x^2+9).

Answer:

f(-5) = -195

Step-by-step explanation:

Given that,

[tex]f(x)=x^3-2x^2+3x-5[/tex] ....(1)

and

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

We need to find the value of f(-5).

Put x = -5 in equation (1).

[tex]f(-5)=(-5)^3-2(-5)^2+3(-5)-5\\\\=-195[/tex]

So, the value of f(-5) is equal to (-195).

Third option is the right answer:  

−2x + 4y ≥ 0

[tex]\implies {\blue {\boxed {\boxed {\purple {\sf { \:(x - 1)(x + 3) }}}}}}[/tex]

[tex]\large\mathfrak{{\pmb{\underline{\orange{Step-by-step\:explanation}}{\orange{:}}}}}[/tex]

[tex] {x}^{2} + 2x - 3[/tex]

[tex] = {x}^{2} + 3x - x - 3[/tex]

Taking [tex]x[/tex] as common from first two terms and 1 from last two terms, we have

[tex] = x(x + 3) - 1(x + 3)[/tex]

Taking the factor [tex](x+3)[/tex] as common,

[tex] = (x - 1)(x + 3)[/tex]

[tex]\large\mathfrak{{\pmb{\underline{\orange{Mystique35 }}{\orange{❦}}}}}[/tex]

Answer:

Eighty nine million six hundred forty three thousand ninety two

Step-by-step explanation:

89,643,092

=> Eighty nine million six hundred forty three thousand ninety two

Answer:

d=67257

c=93

Step-by-step explanation:

Answer:

160

Step-by-step explanation:

[tex]2((10)(5)+(5)(2)+(10)(2))\\2(50+10+20)\\2(80)\\160[/tex]

[tex]\huge\textsf{Hey there!}[/tex]

[tex]\large\textsf{2(lb + bh + lh)}\\\\\large\textsf{= 2(10(5) + 5(2) + 10(2))}\\\\\large\textsf{10(5) = \boxed{\bf 50}}\\\\\large\textsf{= 2(50 + 5(2) + 10(2))}\\\\\large\textsf{5(2) = \boxed{\bf 10}}\\\\\large\textsf{= 2(50 + 10 + 10(2))}\\\\\large\textsf{50 + 10 = \boxed{\bf 60}}\\\\\large\textsf{= 2(60 + 10(2))}\\\\\large\textsf{10(2) = \boxed{\bf 20}}\\\\\large\textsf{= 2(60 + 20)}\\\\\large\textsf{60 + 20 = \boxed{\bf 80}}\\\\\large\textsf{= 2(80)}\\\\\large\textsf{= \boxed{\bf 160}}\large\checkmark[/tex]

[tex]\boxed{\boxed{\huge\textsf{Answer: \bf 160}}}\huge\checkmark[/tex]

[tex]\large\text{Good luck on your assignment and enjoy your day!}[/tex]

~[tex]\frak{Amphitrite1040:)}[/tex]

Answer:

1. 11/26 because you add all of the numbers together and thats how i got 26 then you simplify 11/26 which is the simplist form.

2. 5/13 because you simplify 10/26 which equals 5/13

3. 5/26 because it is already in the simplist form

Step-by-step explanation:

~ Hope this helped u Kaitilyn :)))))

Answer:

11/26 is red, 10/26 is yellow, and 5/26 is blue

Step-by-step explanation:

So, to find the probabilities, we must figure out the total amount of frequency found. To do this lets add up the frequencies of red blue and yellow:

11+10+5 = 26

So our total is 26.

This will be the denominator of our fractions. The numerator will be the amount of the specific freuqency we are looking at.

So reds would be:

11/26 - Frequency of red over Total frequency = Ratio

10/26 - Frequency of red over Total frequency = Ratio

5/26 - Frequency of red over Total frequency = Ratio

So these are your 3 answers!

Hope this helps!

Answer:

44 años tiene jose . el padre 74 y el hijo 17 años.

Step-by-step explanation:

Answer:

a) 0.25 kl

b) 4500 ml

Step-by-step explanation:

a)

1 kiloliter = 1000 liters

x kiloliters = 250 liters

    [tex]x = \frac{250}{1000} = 0.25 \ kiloliters[/tex]

b)

1 liter         = 1000 milliliters

4.5 liters   = x

  [tex]x = 4.5 \times 1000 = 4500 \ milliliters[/tex]

Answer:

B. x=0

Step-by-step explanation:

The Polygon ABCDE is reflected by

y-axis => x=0 , to produce polygon A’ B’ C’ D’ E’

Answer:

B. x = 0

Step-by-step explanation:

Plato

Answer:

You are right, it's B

Step-by-step explanation:

Complementary angles are angles that add up to 90 degrees.

Answer:

The answer is B. the measure of angle GPF and the measure of angle GPH.

Step-by-step explanation:

Two angles are called complementary when their measures add to 90 degrees.

Since the measure of angle FPD has a known angle measure of 90 degrees, the measure of angle FPH is also 90 degrees.

Thus, causing the measure of angle GPF and the measure of angle GPH to add up to 90 degrees, which makes the two angles complementary.  

Answer:

x = 9.9 in.

Step-by-step explanation:

area of triangle = base * height /2

49 = x*x /2

49*2 = x^2

98 = x^2

[tex]\sqrt{98}[/tex] = x

[tex]7\sqrt{2}[/tex] = x

9.9 = x

Answer:

-99

Step-by-step explanation:

Log(x-1)²=2

Log(x-1)²=Log(100)

(x-1)²=100

x-1=10 and x-1=-10

x₁=11     and x₂=-9

x₁ × x₂ = 11 × (-9) = -99

Step-by-step explanation:

Given that,

The quadratic equation that models the ball's height above the ground h, t seconds after it was thrown is given by :

[tex]h=-16t^2+108t+28[/tex] ...(1)

(a) For maximum height, put dh/dt = 0

So,

[tex]\dfrac{d(h)}{dt}=\dfrac{d}{dt}(-16t^2+108t+28)=0\\\\-32t+108=0\\\\t=\dfrac{108}{32}=3.37\ s[/tex]

Put the value of t in equation (1).

So,

[tex]h=-16(3.37)^2+108(3.37)+28\\\\h=210.24\ ft[/tex]

(b) When the ball reaches the ground,

h = 0

So,

[tex]-16t^2+108t+28=0\\\\t=7\ s[/tex]

So, the ball hits the ground in 7 seconds.

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

Convert each fraction shown to decimal form

With the exception of 7/16 = 0.43750, the other decimal values are approximate.

From that list, we can see the decimal representations of 7/16, 8/15, and 6/11 are all smaller than the decimal version of 5/9. So we rule out choices A, B, and C. The answer must be choice D.

Sure enough, 14/23 = 0.60870 is indeed larger than 5/9 = 0.55555

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

We can show this another way:

First off, assume that 14/23 and 5/9 are equal. We'll cross multiply and show a contradiction happens

14/23 = 5/9

14*9 = 23*5

126 = 115

The contradiction happens since we should get the same value on both sides if the two sides were equal, but they're not equal.

If we replace each equal sign with a greater than sign, then we get,

14/23 > 5/9

14*9 > 23*5

126 > 115

You can think of it like working backwards up the chain.

Answer:

x = 1

Step-by-step explanation:

3x - 1 = 2

Add1 to both sides

3x = 3

Divide both sides by 3

x = 1

Answer:

No, the function is not continuous at x=

Answer:

8

Step-by-step explanation:

first, 70-79 have 3 students

then 80-89 have 5 students

Step-by-step explanation:

sinA/tanA

=>sinA ÷ sinA/cosA

=>sinA x cosA/sinA

=>cosA

Step-by-step explanation:

Hey there!

LHS

[tex] = \frac{ \sin(a) }{ \tan(a) } [/tex]

[tex] = \sin(a) \times \frac{ \cos(a) }{ \sin(a) } [/tex]

= cos A

Proved!!

Hope it helps!