Can somebody PLEASE help me? It’s due today.

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Answer:

x:b116.67

Step-by-step explanation:

120/100

140×100/120

Based on the information, we can conclude that we have a 5% chance (probability) of getting 1 in this test of throwing the dice 50 times.

Taking into account the results of the graph, we can establish the probability of getting the number 1 in the 50 throws made. To do this, we must perform the following procedure:

In accordance with the above and based on the results of the test we can establish that we have a 5% probability of getting 1. This could be expressed as a 0.05 probability, in which 0 is not at all likely and 1 is very likely.

Note: This question is incomplete because there is some information missing. Here is the complete information:

Image attached

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Answer:

1 cap costs 17 dollars

1 wallet is 11

Step-by-step explanation:

45 - 28 = 17

The difference between one wallet and a cap and two caps and a wallet is 17, therefore each cap is 17 dollars

28 - 17 = 11

I hope this helps have a good day (:

The time she has left to match the record is 16.11 seconds. The correct answer would be an option (B).

Arithmetic operations can also be specified by subtracting, dividing, and multiplying built-in functions.

To match Lisa's obstacle course record of 68.2 seconds, Julie needs to complete the course in 68.2 seconds.

We know that she has already spent 39.25 seconds on wall climbing and 12.84 seconds on the ropes.

So, the time she has left to match the record is:

68.2 - (39.25 + 12.84) = 68.2 - 52.09 = 16.11 seconds

In the above step, use the arithmetic operations to solve.

Hence, the answer is 16.11 seconds.

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Finding the distance between a point and a line vector in 3D is a bit more complicated than in 2D, but it is still doable.

Vector is a mathematical object that has both magnitude and direction and can be represented by a line segment. It is used in many areas of mathematics and physics. In physics, vectors are used to describe forces, velocities, and accelerations. In mathematics, vectors can be used to represent points in space, transformations, and even linear equations. Vector calculus is used to analyze the behavior of vector fields, or functions of multiple variables.

The formula for finding the distance is based on the vector equation of a line.

Starting with a line given by vector $\vec{r}= \vec{a}+t\vec{v}$ , where $\vec{a}$ is the point on the line, $\vec{v}$ is a unit vector, and $t$ is a scalar parameter, and a point $\vec{b}$, the distance between the point and the line can be found by first computing the vector $\vec{p}=\vec{a}-\vec{b}$. Then, the distance is given by $d=\frac{|\vec{p}\cdot \vec{v}|}{|\vec{v}|}$.

This formula can also be used to find the closest point on the line to the point $\vec{b}$. The closest point on the line is given by $\vec{a}+t\vec{v}$, where $t=\frac{\vec{p}\cdot \vec{v}}{|\vec{v}|^2}$.

Thus, finding the distance between a point and a line in 3D involves computing the vector $\vec{p}$ and then using the formula above to compute the distance.

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To find the distance between a point and a line vector in 3D using the formula  [tex]\frac{|(x_0-x_1)(x_0-x_2)|}{|x_2-x_1|}[/tex].

A vector is body which has both magnitude and direction. Geometrically, a vector can be imagined as a directed segment whose length corresponds to the absolute value of the vector and whose direction is indicated by an arrow. The direction of the vector is tail to head.

Suppose a 3D line is given by two points and the reference diagram attached below. where x₁ = (x₁,y₁ ,z₁) and x₂ = (x₂,y₂,z₂) are above it, giving us a vector along the line. [tex]v=[x_1+(x_2-x_1)t; y_1+(y_2-y_1)t; z_1+(z_2-z_1)t].[/tex]

The squared distance between a point on the line with parameter t and a point x₀ = (x₀, y₀, z₀) is therefore;

d² = [(x₁ - x₀) + (x₂ - x₁)t²] + [(y₁ - y₀) + (y₂ - y₁)t²] + [(z₁ - z₀) + (z₂ - z₁)t²]

To minimize the distance, set d(d²)/dt = 0 and solve for t to obtain:

t = [tex]\frac{-((x_1-x_0)(x_2-x_1))}{|x_2-x_1|^2}[/tex]

d² = (x₁ - x₀)² + (y₁ - y₀)² + (z₁ - z₀)² + 2t [(x₂ - x₁) (x₁ - x₀) + (y₂ - y₁) (y₁ - y₀) + (z₂ - z₁) (z₁ - z₀)] + t² [(x₂ - x₁)² + (y₂ - y₁)² + (z₂ - z₁)²]

= [tex]|x_1-x_0|^2-2[/tex][tex]\frac{[(x_1-x_0)(x_2-x_1)]^2}{|x_2-x_1|^2} + \frac{[(x_1-x_0)(x_2-x_1)]^2}{|x_2-x_1|^2}[/tex]

= [tex]\frac{|x_1-x_0|^2|x_2-x_1|^2 - [(x_1-x_0)·(x_2-x_1)]^2 }{|x_2-x_1|^2}[/tex]

Using vector quadruple product:

(A × B)² = A²B² - (A.B)²

Where x denotes the cross product then gives:

d² = [tex]\frac{|(x_2-x_1)x(x_1-x_0)|^2)}{|x_2-x_1|^2}[/tex]

Now taking the square root results in the formula:

d = [tex]\frac{|(x_2-x_1)(x_1-x_0)|}{|x_2-x_1|}[/tex]

= [tex]\frac{|(x_0-x_1)(x_0-x_2)|}{|x_2-x_1|}[/tex]

Here, the numerator is simply twice the area of the triangle formed by points x₀, x₁, and x₂, and the denominator is the length of one of the bases of the triangle, which follows since, from the basic triangle area formula, [tex]\Delta=b \frac{d}{2}[/tex]

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The equation of the line that passes through the point (10, -4) and has the slope -2/5 is y = 2/5 x

The slope, m of the linear function is given as -2/5.

The equation of the line that passes through point (10, -4) is calculated using the point slope formula which is given as:

x₁ = 10

y₁ = -4

m = -2/5

substituting in to the formula

(y - y₁) = m (x - x₁)

y + 4 = -2/5 (x - 10)

y + 4 = -2/5 x + 4

y = 2/5 x + 4 - 4

y = 2/5 x

The equation of the line is given as y = 2/5 x

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Answer:

independent

Step-by-step explanation:

A system of linear equations with exactly one solution is a _independent   system.

The 3 different types of solutions a 2 variable system can have are a unique solution, no solution and many solutions.

There are 3 types of systems of linear equations which are as follows:

Dependent: The system has infinitely many solutions. The graphs of these equations represent the same lines.

Example: [tex]\left \{ {{2x + 2y = 4} \atop {4x + 4y = 8}} \right.[/tex]

The system has infinitely many solutions.

Independent: The system has exactly one solution. The graphs of these equations intersect at a single point.

Example: [tex]\left \{ {{x + y = 5} \atop {x - y = -1}} \right.[/tex]

The only solution to the system is (2, 3)

Inconsistent: The system has no solution. The graphs of these equations are parallel lines.

Example: [tex]\left \{ {{x + 2y = 9} \atop {2x + 4y = 7}} \right.[/tex]

The system has no solution.

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So, here on solving the provided question, we can say that the New balance is as [tex]397.51[/tex]

A balance is the sum owing to an account in banking and accounting. The difference between the total debits and total credits posted to an account during an accounting period is referred to as a "balance" in accounting. The account will display a debit balance if the total of all debits exceeds the total of all credits.

Using the above data, first calculate the outstanding balance by using the formula below:

Previous balance-payments  is as  Unpaid balance

Unpaid balance is as [tex]95.85-45[/tex]

Unpaid balance is as [tex]50.85[/tex]

Finance charge is as [tex]50.85*1.5%[/tex]

Finance charge is as [tex]0.76[/tex]

New balance is as [tex]50.85+0.76+345.90[/tex]

New balance is as [tex]397.51[/tex]

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Therefore , the solution of the given problem of combination comes out to be a) 45 and 10 b) 17 and 10

Combinations are mathematical procedures that count the number of possible configurations from a set of items, where the selection direction is immaterial. You can select any arrangement of the parts in any combination. It's possible to mix together combinations and permutations.

Here,

Given :

Total students = 25

a) The first state is represented by the first two-digit number in the random digits, which is 45.

The following random two-digit number, which does not represent a state, is 92.

The following two-digit number in the random sequence is 10, which stands for the first student's second state.

b) The second student's initial state is represented by the following two-digit number (17) from the random digits.

Ten symbolizes the second state for the second state and is the first two-digit number of the random digits.

Therefore , the solution of the given problem of combination comes out to be a) 45 and 10 b) 17 and 10

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The images of points A(x, y) = (- 2, 8), B(x, y) = (2, 4) and C(x, y) = (- 2, 6) are A'(x, y) = (4, - 1), B'(x, y) = (2, 0.5) and C'(x, y) = (4, 0), respectively.

In this problem we find three points: A(x, y) = (- 2, 8), B(x, y) = (2, 4) and C(x, y) = (- 2, 6), whose images must be determined by means of rigid transformations, that is, transformations that modify a points without any alteration on Euclidean distances.

The transformation rule of this question is a combination of reflection about x-axis, dilation, horizontal and vertical translations, all of them rigid transformations. Now we determine the image of each point:

Point A

A'(x, y) = (- 0.5 · (- 2) + 3, - 0.5 · 8 + 3)

A'(x, y) = (1 + 3, - 4 + 3)

A'(x, y) = (4, - 1)

Point B

B'(x, y) = (- 0.5 · 2 + 3, - 0.5 · 5 + 3)

B'(x, y) = (- 1 + 3, - 2.5 + 3)

B'(x, y) = (2, 0.5)

Point C

C'(x, y) = (- 0.5 · (- 2) + 3, - 0.5 · 6 + 3)

C'(x, y) = (1 + 3, - 3 + 3)

C'(x, y) = (4, 0)

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Answer:

See below, and note the interpretation of the question.

Step-by-step explanation:

See the attached image for a graph of all the lines and points.

1. Write an equation in slope-intercept form of the line given the slope=" 1/4 pass through (-2,1).

1.  Look for an equation of the form y=mx+b, where m is the slope and b is the y-intercept (the value of y when x is zero).

We are given the slope, so use that for m:  y = (1/4)x + b.

We need a value of b that forces the line through point (-2,1).  This can be done by entering the point into the above equation and solving for b:

y = (1/4)x + b

1 = (1/4)*(-2) + b [for (-2,1)]

1 = -0.5+ b

b = 1.5

The equation is y = (1/4)x + 1.5

2. Write an equation in slope-intercept form of the line that passes through (0,4) and (5,19)

1.  Look for an equation of the form y=mx+b

2.  Determine the slope by calculating the Rise and Run of the two given points:

 Going from (0,4) to (5,19):    

Rise = 19-4 = 15

Run = 5 - 0 = 5

Rise/Run, or slope, m = (15/5) or 3

The equation with the slope of 5:

 y = 5x+b

3.  To find b, enter either of the 2 points into the equation and solve for b:

  y = 5x+b

   4 = 5*(0)+b    for (0,4)

   b = 4

The equation is y=5x+4

3.  Write a linear function f with the given values.

Are the expressions written correctly?  I see f and g.  I'll assume the forst two are meant to be f, and the last two a new function, g(x).:

a. f(0) = 2, f(2) = -3

b. g(-4) = -5, g(3) = - 1.

These results supply us with 2 points for each function [line]:

  f:  (0,2) and (2,-3)

 g:  (-4,-5) and (3,-1)

We can use these two points to find the slope for lines f and g:

f:  (0,2) and (2,-3)

Rise = -3 - 2 = -5

Run = 2 - 0 = 2

Slope = (-5/2) or -2.5

The equation for f is y = (-2.5)x + b

Enter one of the 2 points to find b:

  y = (-2.5)x + b

  y = (-2.5)*(0) + b  for (0,2)

  2 = b

The equation for f is f(x) = -2.5x+2

Do the same for g:

(-4,-5) and (3,-1)

Rise = (-1 - (-5)) = 4

Run = (3 - (-4)) = 7

Slope = 4/7 or 0.571

y = 0.571x + b

Substituting point (3,-1) and solving for b:

-1 = 0.571*(3) + b

b = -2.71

The equation for g is g(x) = 0.571c-2.71

See the attached image.

The area of a circle with a diameter of 5 m is 19.63 m², rounded to the nearest tenth, it would be 19.6 m². So the answer is c. 19.6 m².

What is circle ?

A circle is a two-dimensional geometric shape defined as the set of all points that are a fixed distance, called the radius, from a central point, called the center. A circle is the set of all points in a plane that are at a given distance from a given point, the center.

The area of a circle is given by the formula A = [tex]\pi r^{2}[/tex], where r is the radius of the circle. To find the area of a circle with a diameter of 5 m, we first need to find the radius. We can do this by dividing the diameter by 2:

r = 5 m / 2 = 2.5 m

Then we can substitute this value of r into the formula for the area of a circle:

A = [tex]\pi r^{2}[/tex] = π(2.5 m)^2 = 3.14 * 6.25 m^2 = 19.63 m²

So the area of a circle with a diameter of 5 m is 19.63 m², rounded to the nearest tenth, it would be 19.6 m². So the answer is c. 19.6 m².

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Answer:

The Area of a circle with a diameter of 5 m is 19.63 m² rounded to the Nearest tenth, it would be 19.6 m².  the answer is c. 19.6 m².

Step-by-step explanation:

good luck to you

On solving the question of the polynomial The quotient = 3x+8 and remainder are  and 2 respectively.

An expression that consists of variables, constants, and exponents that is combined using mathematical operations like addition, subtraction, multiplication, and division is referred to as a polynomial.

A polynomial is an equation made up of coefficients and indeterminates that uses only the addition, subtraction, multiplication, and powers of positive-integer variables.

Polynomial long division is an extended variant of the well-known mathematical operation known as long division. It is an algorithm for dividing a polynomial by another polynomial of the same or lower degree. Due to the fact that it breaks down a more difficult division issue into simpler ones, it may be completed quickly by hand.

Dividing 3x^3 - 2X^2 + 2x - 1 by x-1

= 3x+8

The quotient = 3x+8 and remainder are  and 2 respectively.

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Answer: 3k^2

Step-by-step explanation:

Answer:

x = 10

Step-by-step explanation:

Because the triangles are similar, the following equations must be solved in order to find out how much bigger or smaller the triangle is.

10 * y = 15

16 * y = 24

You'll find that

y = 1.5

Then, you are able to insert y into the following equation and solve for x

(x - 4) * y = 9

(x - 4) * 1.5 = 9

1.5x - 6 = 9

1.5x = 15

x = 10

We can plug x back into the previous equation in order to check if it is correct

(x - 4) * 1.5 = 9

(10 - 4) * 1.5 = 9

6 * 1.5 = 9

9 = 9

Answer: If the ratio of soccer balls to basketballs is 3:2, that means for every 3 soccer balls, there are 2 basketballs.

Let's say there are x soccer balls at the gym.

The ratio can be represented as 3x:2x

So the number of basketballs at the gym would be 2x.

So if you know the number of soccer balls at the gym, you can find the number of basketballs by multiplying the number of soccer balls by 2/3.

For example, if the gym has 18 soccer balls, the number of basketballs would be 2/3 * 18 = 12 basketballs

Step-by-step explanation:

The value of the variables x and y of the given transversal lines are;

x = 4/3 and y = 5/3

We see from the transverse lines that;

The horizontal line shows the line has been divided into two equal parts by the vertical transversal lines. Thus;

5x + 8 = 21x

Subtract 5x from both sides to get;

21x - 5x = 8

6x = 8

x = 8/6

x = 4/3

Similarly, the upper division will be equal and as such;

20y - 2 = 17y + 3

20y - 17y = 3 + 2

3y = 5

y = 5/3

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Hi !

[tex]A= \frac{b \times h}{2} = \frac{6 \times 8}{2} = 24m {}^{2} [/tex]

Have a nice day ;)

There are 7 ways for 345 to be written as the sum of an increasing sequence of two or more consecutive positive integers.

We need to find consecutive numbers (an arithmetic sequence that increases by 1) that sum to 345. This calls for the sum of an arithmetic sequence given that the first term is k, the last term is g, and with n elements, which is:

                                           n(k+g)/2.

There are 7 ways can 345 be written as the sum of an increasing sequence of two or more consecutive positive integers.

We look for sequences of n consecutive numbers starting at k and ending at k + n − 1. We can now substitute g with k+n- 1. Now we substitute our new value of g into n(k + g)/2 to get the sum i.e.

                                n(k+k+n-1)/2 = 345

This simplifies to n(2k+n-1)/2 = 345.

This gives a nice equation. We multiply out the 2 to get that n. (2k+n-1): =690. This leaves us with 2 integers that multiply to 690 which leads us to think of factors of 690.

We know the factors of 690 are:

1, 2, 3, 5, 6, 10, 15, 23, 30, 46, 69, 115, 138, 230, 345, 690

So, through inspection (checking), we see that only 2, 3, 5, 6, 10, 15, and 23 work. This gives us the answer to 7 ways.

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Answer:

I'm sorry, I don't have enough information to answer that question. How much of the wall has already been painted?

The perpendicular bisector can be found by solving for the equation of the line and substituting the two points.

The perpendicular bisector of a line segment can be found by using the midpoint formula. The midpoint formula is used to find the midpoint of two points (x1,y1) and (x2,y2). The formula is:

Midpoint = (x1 + x2)/2, (y1 + y2)/2

Once the midpoint is found, the slope of the perpendicular line is found by using the negative reciprocal of the original line. The formula for the slope of the perpendicular line is y = -1/m * x + b, where m is the slope of the original line.

The equation of the perpendicular bisector is then found by substituting the slope and the midpoint into the equation of a line, y - y1 = m(x - x1).

Finally, the perpendicular bisector can be found by solving for the equation of the line and substituting the two points. The resulting equation is the equation of the perpendicular bisector.

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The value of the discriminant b² - 4ac is 73.

The number of real solutions the equation has is two.

An equation is a mathematical statement that is made up of two expressions connected by an equal sign.

Example:

2x + 4 = 9 is an equation.

We have,

-2x² - 3x + 8 = 0

This is in the form of ax² + bx + c = 0

a = -2, b = -3, and c = 8

Now,

b² - 4ac

= (-3)² - 4 x (-2) x 8

= 9 + 64

= 73

This is a positive value.

This means,

The equation has two real solutions.

Thus,

The equation has two real solutions.

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The Factor Theorem states that if a polynomial P(x) has a factor (x-a), then P(a) = 0. In other words, if x-a is a factor of the polynomial, then the value of the polynomial when x=a is equal to zero.

The factor theorem is a fundamental concept in algebra and polynomial functions. This can be useful for determining the roots of a polynomial equation.

Key points:

In summary, The Factor Theorem is a fundamental concept in Algebra and Polynomials, it helps us understand the relationship between the roots and the factors of a polynomial equation and how a root of a polynomial is related to the value of the polynomial evaluated at that point.

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Maybe one reason people who work in the pentagon never seem to agree on anything is that there are five sides to every story

Answer:

1) Yes

2) 2.07 hours/day

Step-by-step explanation:

1)

2.2 + 4 + 2 1/4 + 0 + 1.9 =

= 6.2 + 2.25 + 1.9

= 10.35

She danced a total of 10.35 hours, so she did meet her goal.

2)

10.35/5 = 2.07

She danced an average of 2.07 hours per day.

The unit rate of the diamond block is 9

The equivalent ratio of the unit rate of the diamond block is 9/1

A unit rate is the cost for only one of anything.

This is expressed as a ratio with a denominator of 1.

For instance, if you covered 60 meters in 10 seconds, you did so at an average speed of 6 meters per second.

Although both of the ratios 60 meters in 10 seconds and 6 meters in one second are rates, only the latter is a unit rate.

For the problem, 9 gems will craft a diamond block this means that

9 gems = 1 diamond block, hence for every diamond block 9 gems will be used

The unit rate is 9/1

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Complex numbers and real numbers cannot be directly compared as they are from different number systems.

Complex numbers have both a real and an imaginary component, whereas real numbers only have a real component. However, you can compare the magnitudes (absolute values) of complex numbers with real numbers.

The magnitude of a complex number is the distance from the origin in the complex plane, represented by the absolute value or modulus of the complex number, which is always a positive real number. By comparing the magnitudes of complex numbers, you can determine which one is larger or smaller.

For example, the magnitude of 3 + 4i is 5, and the magnitude of 2 + 3i is 3.5. Therefore, 3 + 4i has a larger magnitude than 2 + 3i.

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