can you answer this so i can go to sleep

The circle has a center at

✔ (0, 0)

.

If c + di is a point on the circle, then

|c + di |=

3✔

.

5,5        1,5

        4,0cqscsqcewc

Answer:

42 = x

Step-by-step explanation:

4 = x - 38                    4 = x - 38

+38  +38         or         38 + 4 = 42

42 = x                       plug in 42 into the equation to make it true

                                   4 = 42 - 38

Answer:

x=42

Step-by-step explanation:

38+4=42 which means 42-38=4

Answer:

5/11

Step-by-step explanation:

-3/11 + 8/11= 5/11

Answer:

This equation is true because it is only one group of 10 that is being represented.

Step-by-step explanation: 1 x 10= 10

2 x 10= 20

3 x 10= 30

any number time ten you just have to do the number times 1  and then add a 0

Answer:

Idkkkkkkkkkkkkkkkkkkkkk

Answer:

Lets call it X

Now x = 4+6 = 10

Answer:

If Connor makes x dollars in sales, he will make 0.05x + 300 that week.

He makes $408.75 in a week if he makes $2175 in sales.

Step-by-step explanation:

y = 0.05x + 300

y = 0.05(2175) + 300

y = 408.75

Answer:

1,3,8

Step-by-step explanation:

1 is 88 because 88 and 1 are virtcle angles so those are the same

2 is 92 due to the fact that it is NOT congruent to 88 so 180-88=92

hope this helped :)

Answer:

complementary angle, vertical angle, and supplementary angle

Step-by-step explanation:

not for sure tho

Answer:

(1,5)

Step-by-step explanation:

Plug in 3 and 12 (x as 3) (y as 12)

12≥5(3)-2

12≥15-2

12≥13 which is false (Remember ≥ means greater than or equal to but 13 is greater than 12 so that is not true)

Plug in 1 and 5 (x as 1) (y as 5)

5≥5(1)-2

5≥5-2

5≥3 which is true

Answer: (1,5)

Hope this helps

Answer:

(a) All three languages  - 9

(b) Indonesian only  - 10

(c) none of the languages - 12

(d) At least one language  - 168

(e) Either one or two of the three languages - 159​

Step-by-step explanation:

The question require the knowledge of Set theory and its Formulas.

Total pupils = 180

French (Let F) = 110  

German (Let G) = 88

Indonesian (Let I) =  65

French and German (F intersection G) =  40

German and Indonesian (G intersection I) =  38

French and Indonesian (F intersection I)  = 26

German only  = 19

(a) All three languages

We are given only German speaking people are 19

Only German = n(G) - n( F intersection G) - n(G intersection I) + n(F intersection G intersection I)

 19 = 88 - 40-38 + n(G intersection I) + n(F intersection G intersection I)

n(G intersection I) + n(F intersection G intersection I) = 9

n(G intersection I) + n(F intersection G intersection I) represents the number of pupils speaking who study all the three languages.

(b)Indonesian only

   n( I) - n(G intersection I) + n(F intersection I) + n(G intersection I) + n(F intersection G intersection I)

65 - 38 - 26 + 9 = 10

So 10 pupils speak Indonesian only

(c)none of the languages

It will be equal to Total - pupils speaking any of the three languages

Any of the three languages = (F union G union I)

  = n(F) +n(G) + n(I) -n(F intersection G) - n(G intersection I) -n(F intersection I)

    +  n(F intersection G intersection I)

n(G intersection I)

  = 110 + 88 + 65 -40 -38-26 + 9

  = 263 - 95

   = 168

So 168 pupils speak any of the three languages

None speakers = 180 - 168 = 12 pupils

So 12 pupils do not speak any of the three languages.

(d)at least one language

At least one language has the meaning that the person can either speak one two or all three languages, so it will be same as we proceeded above

Any of the three languages = (F union G union I)

  = n(F) +n(G) + n(I) -n(F intersection G) - n(G intersection I) -n(F intersection I)

    +  n(F intersection G intersection I)

n(G intersection I)

  = 110 + 88 + 65 -40 -38-26 + 9

  = 263 - 95

   = 168

(e) either one or two of the three languages​

Pupils can speak one or two language but not all the three so will subtract all the three language speaker from the total.

  Total speaker = 168

 All three languages speaker  = 9

 Either one or two of the three languages​ speaker = 168 - 9 = 159

A because 25 percent of tje

Step-by-step explanation:

your welcome

Answer:

Im gayyyyyyyyy

Step-by-step explanation:

Answer:b

Step-by-step explanation:

I know it’s right

Answer:

y = -3x + 6

Step-by-step explanation:

1. the equation has a slope of -3 => y = -3x + b (b is the number we'll find now)

2. From the point (4,-6) => x = 4, y = -6

=> -6 = (-3)(4) +b

=> b = 6

Answer:

23 , 22 , 18 . i'm sorry if wrong

Answer:

i believe its  C

Step-by-step explanation:

Answer:

the values of the population and sample proportions is 0.64 and 0.6 respectively

Step-by-step explanation:

The computation of the values of the sample proportions and the population is shown below:

Given that

Let us assume the population be P

N= 1000

X = subjects possess specific characteristic = 640

So,

P  = X ÷ N

= 640 ÷ 1000

= 0.64

And, the sample proportion is  

n = 40

x = subjects possess specific characteristic = 24

p =X ÷ N

= 24 ÷ 40

= 0.6

hence, the values of the population and sample proportions is 0.64 and 0.6 respectively

Answer:

210 cm^2

Step-by-step explanation:

Area1:

6*3 = 18 cm^2

Area2:

6*7 = 42 cm^2

Area3:

6*5 = 30 cm^2

Area4:

6*11 = 66 cm^2

Area5 (*2):

(11+7)*3*1/2

18*3*1/2

54*1/2

27 cm^2 (*2) = 54 cm^2

54 + 66 + 30 + 42 + 18 = 210 cm^2

Answer:

29.1666667% Increase

Step-by-step explanation:

First, you subtract the orginal number from the new number. Which means, 15.5 - 12, which is equal to 3.5. Then you take 3.5 and then divide it by 12. Then, multipe it by 100.

Answer:

11

Step-by-step explanation:

Constant of proportionality, k, is the ratio of the quantity of variable y to the quantity of variable x.

Using a point on the line, (4, 44),

Constant of proportionality, k = [tex] \frac{y}{x} = \frac{44}{4} = 11 [/tex].

Constant of proportionality of the graph is 11.

Answer:

its 40

Step-by-step explanation:

Answer:

Step-by-step explanation:

sin C-sin D=2cos ((C+D)/2)sin ((C-D)/2)

[tex]sin ~6x-sin ~2x=2cos ~\frac{6x+2x}{2} sin ~\frac{6x-2x}{2} \\=2 ~cos~4x~sin~2x[/tex]

Answer:

5a+y+10 is your answer

Step-by-step explanation:

9514 1404 393

Answer:

  N = 5; only one rate is possible

Step-by-step explanation:

The values of the sets of chips are ...

  12 +9N +8N^2 +4N^3

and

  2 +N +N^3 +N^4

We want to find N such that the difference in value is zero:

  N^4 -3N^3 -8N^2 -8N -10 = 0

A graphing calculator can show us the roots. There is only one positive real root to this equation: N = 5.

The exchange rate N is 5. Only one rate is possible.

-r - 33

I did on paper

Answer:

3

4

5

9

2

Step-by-step explanation:

Answer:

93.5

Step-by-step explanation:

55          multiply

1.7

385  ≥  add 385 and 550

550

935    and get 935

Hope this helped you!! i tried to label it the best i could.

Answer:

Hi there! The answer is 93.5

Step-by-step explanation:

55          multiply

1.7

385  ≥  add 385 and 550

550

935    and get 935

add decimal point 93.5

Hope this helps!! Have a nice day! :D

Answer:

Step-by-step explanation:

Add v and 48°v

49v−46°

Answer: The square root of π has attracted attention for almost as long as π itself. When you’re an ancient Greek mathematician studying circles and squares and playing with straightedges and compasses, it’s natural to try to find a circle and a square that have the same area. If you start with the circle and try to find the square, that’s called squaring the circle. If your circle has radius r=1, then its area is πr2 = π, so a square with side-length s has the same area as your circle if s2  = π, that is, if s = sqrt(π). It’s well-known that squaring the circle is impossible in the sense that, if you use the classic Greek tools in the classic Greek manner, you can’t construct a square whose side-length is sqrt(π) (even though you can approximate it as closely as you like); see David Richeson’s new book listed in the References for lots more details about this. But what’s less well-known is that there are (at least!) two other places in mathematics where the square root of π crops up: an infinite product that on its surface makes no sense, and a calculus problem that you can use a surface to solve.

Step-by-step explanation: this is the same paragraph The square root of π has attracted attention for almost as long as π itself. When you’re an ancient Greek mathematician studying circles and squares and playing with straightedges and compasses, it’s natural to try to find a circle and a square that have the same area. If you start with the circle and try to find the square, that’s called squaring the circle. If your circle has radius r=1, then its area is πr2 = π, so a square with side-length s has the same area as your circle if s2  = π, that is, if s = sqrt(π). It’s well-known that squaring the circle is impossible in the sense that, if you use the classic Greek tools in the classic Greek manner, you can’t construct a square whose side-length is sqrt(π) (even though you can approximate it as closely as you like); see David Richeson’s new book listed in the References for lots more details about this. But what’s less well-known is that there are (at least!) two other places in mathematics where the square root of π crops up: an infinite product that on its surface makes no sense, and a calculus problem that you can use a surface to solve.