Help me pls ASAP find A

To prove a congruence statement, you need to demonstrate that two figures are congruent by showing that they have the same size and shape. This can be done by showing that they have the same lengths for corresponding sides and the same measures for corresponding angles. Alternatively, congruence can be proved using transformations, such as translation, rotation, and reflection.

For instance, given that ABCDEF, side AB corresponds to side DE because each is made up of the first two letters, side AC corresponds to side DF because each is made up of the first and last letters, and side BC corresponds to side EF because each is made up of the last two letters.

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The equation in slope intercept form of line , parallel to the line 6x - y = 1 and passing through point (-2,2) is y = 6x + 14  .

When the two line are parallel , then their slopes are same .

the required line is parallel to the given line 6x - y = 1 ,

rewriting it , we get ;

y = 6x - 1 ;

on comparing it with the slope intercept form of line , "y = mx + c" ,

we get ,

slope(m) ⇒ 6 .

So , the equation of the required line becomes ⇒ y = 6x + c ;

Since this line passes through the point (-2,2) ,

we get ,

2 = 6(-2) + c ;

2 = -12 + c ;

c = 12 + 2 ;

c = 14  .

the equation becomes ⇒ y = 6x + 14 .

Therefore , the equation of the line is y = 6x + 14 .

The given question is incomplete , the complete question is

What is the equation in slope intercept form of the line that is parallel to the given line 6x - y = 1 and passes through point (-2,2) ?

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Answer:

It is not possible to make both sides of the mathematical equation 2 ≠ 3 equal by using the Properties of Equality. This is because the equation is already in reduced form and there is no way to simplify it further.

If we try to apply the Properties of Equality to this equation, we can see that it is not possible to make both sides equal. For example, if we try to add or subtract a constant or variable to both sides, the result will not be modified. If we try to multiply or divide both sides by a constant or variable, the result will also not be modified.

Therefore, it is not possible to make both sides of the mathematical equation 2 ≠ 3 equal using the Properties of Equality.

The expression 2x²y has in its entirety 1 term.

First let's define what algebraic expressions are.

An algebraic expression is a set of numbers and letters that make up an expression that has a meaning, the letters are variables and the numbers are coefficients or independent terms, algebraic expressions can be part of an equation and model mathematical processes.

The terms of an expression are identified by the fact that they are separated by means of an addition and subtraction operation:

Since 2x²y has neither addition nor subtraction operations, we can clearly state that it has only one term.

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The equation of the perpendicular line is y = 2x - 5

From the question, we have the following parameters that can be used in our computation:

2y + x = 1

Make y the subject

y = -1/2x + 1/2

Also, from the question;

We have the following points

Point = (2, -1) i.e.  (x, y) = (2, -1)

The equation of a line can be represented as

y = mx + c

Where

Slope = m

By comparing the equations, we have the following

m = -1/2

This means that the slope is -1/2

The slopes of perpendicular lines are opposite reciprocals

This means that the slope of the other line is 2

The equation of the line is then calculated as

y = m(x - x₁) +y₁

Where

m = 2

(x₁, y₁) = (2, -1)

So, we have

y = 2(x - 2) - 1

Evaluate

y = 2x - 5

Hence, the line has an equation of y = 2x - 5

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There are no potential remedies for -15y + 7 + 17y = 2y + 70.

Given,

Unknown to us is that equation.

-15y + 7 + 17y = 2y + 70

The quantity of solutions to the given equation must be determined.

-15y + 7 + 17y = 2y + 70

Modify the terms.

-15y + 17y + = 2y + 70

Conjoin similar terms

2y + 7 = 2y + 70

The equality property of subtraction

2y - 2y = 70 - 7

Conjoin similar terms

0 = 61

However, it is not feasible.

As a result, the provided equation has no solution.

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The rectangular garden's width is 15 units, and Gabriella needs 120 meters of fence to enclose it.

The perimeter of a rectangle is the length of its side boundaries. A rectangle's perimeter is equal to twice the product of its length and width.

[tex]P=2(l+w)[/tex]

In this case, the rectangle's length is (l) and its width is (w).

Assume for a moment that the garden is l units long. The garden is three times longer than it is wide, w. Thus,

[tex]l=3w[/tex]

Gabriella requires 120 meters of fencing to enclose a square garden. The perimeter of the rectangular garden is the same height as this fence. Thus,

[tex]P=2(l+w)\\120=2(l+w)[/tex]

Add this equation with the length value from equation 1.

[tex]120=2(3w+w)\\3w+w=\frac{120}{2} \\4w=60\\w=\frac{60}{4} \\w=15[/tex]

Gabriella needs 120 meters of fence to enclose the rectangular garden, which has a width of 15 units.

The complete question is:-

Gabriella needs 120 meters of fence to surround a rectangular garden. The length of the garden is three times its width, w. How wide is the fence?

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The mean for a given set of observations is 3.67.

The mean is the average of a set of variables in mathematics and statistics. The mean may be calculated in a variety of methods, including the simple arithmetic mean (add the numbers and divide the total by the number of observations), geometric mean, and harmonic mean. A data set's mean (average) is calculated by summing all of the numbers in the set and then dividing by the number of values in the set. When a data collection is arranged from least to largest, the median is the midway value. The mode is the number that appears the most frequently in a data collection.

Here,

given set of observation,

=1,1,2,4,6,8

=(1+1+2+4+6+8)/6

=3.67

The mean for given set of observation is 3.67.

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The third polygon must have five sides as well, since the interior angles of the three polygons must add up to 360°.

The interior angle of a regular pentagon is 108°. Therefore, the three pentagons must have a total of 3 x 108° = 324°. The remaining 36° must come from the third polygon, which must also have five sides.

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The number of milliliters of acetaminophen for a 55 kg child is 11 ml

Since a Pediatricians prescribe 7 milliliters (ml) of acetaminophen for every 35 pounds of a child's weight, we desire to find how many milliliters of acetaminophen will the doctor prescribe for Jocelyn, who weighs 55 pounds.

First, we need to find the number of milliliters of acetaminophen per pound of child, n

n = number of milliliters, L/mass of child, m

Since

So, substituting the values of the variables into the equation, we have

n = L/m

= 7 ml/35 lb

= 1/ml/5 lb

= 0.2 ml/lb

Since we require the number of milliters of acetaminophen required for a 55 pound child.

Since n = L/m

L = mn

Given that

So, susbstituting the values of the variables into the equation, we have

L = mn

= 55 lb × 0.2 ml/lb

= 11 ml

So, the number of milliliters is 11 ml

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The line's equation is written as y = (-5/2)x + (3/2) in slope-intercept form.

According to the slope-intercept form, in the equation for a straight line, y=mx+b, the slope is the quantity represented by m that is multiplied on the x, and b is the y-intercept, i.e., the point where the line crosses the vertical y-axis.

To put the equation 5x + 2y = 3 in slope-intercept form, you need to rearrange the equation to have the form y = mx + b, where m is the slope and b is the y-intercept.

To do this, you can start by isolating the y term on one side of the equation:

5x + 2y = 3

2y = -5x + 3

y = (-5/2)x + (3/2)

In this configuration, the line's slope is -5/2, and its y-intercept is 3/2. Therefore, the equation of the line in slope-intercept form is y = (-5/2)x + (3/2).

The complete question is:-

What is 5x + 2y = 3 in slope intercept form?

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The statement that best explains whether △JKL is congruent to △MNPis:

"​△JKL is congruent to △MNP because △JKL can be mapped to △MNP by a reflection across the x-axis followed by a rotation of 180° about the origin." (Option B).

A reflection is referred to as a flip in geometry. A reflection is the shape's mirror image. The line of reflection is formed when an image reflects through a line.

A figure is said to mirror another figure when every point in one figure is equidistant from every point in another figure.

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The percentage of the company she owns after selling its specific parts is equivalent to 41.66%.

In mathematics →

Given is that an entrepreneur sells of 1/2 her company to one buyer and 1/6 to another buyer.

Assume that the amount of company left in percentage is equivalent to {R%}. Let the complete company be represented by 100%. The remaining percent of company after selling half of it can be written as -

100 - {1/2 x 100} = 100 - 50 = 50%.

The remaining percent of company after selling 1/6 of it can be written as -

{R%} = 50 - {1/6 x 50} = 50 - 8.34 = 41.66%
{R%} = 41.66%

Therefore, the percentage of the company she owns after selling its specific parts is equivalent to 41.66%.

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{Complete question is given below -

An entrepreneur sells 1/2 of her company to one buyer and 1/6 to another buyer. What percent of the company does she have left?}

The value of the new mechanic box is $94.96.

An equation is the statement that illustrates the variables given. In this case, two or more components are taken into consideration to describe the scenario

Let the mechanic box be x.

Since the sum of all of the transactions was $239.41 on Saturday, this will be illustrated as:

147.50 + 32.47 + x + 25.32 - 50.64 = 249.41

154.65 + x = 249.41

Collect like terms

x = 249.41 - 154.65

x = 94.96

The mechanic box is $94.96

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The Formula for the nature of roots is D = b² - 4ac .

The Nature Of Roots of the quadratic equation "ax² + bx + c" formula can be determined by the discriminant formula ,

the discriminant formula is D = b² - 4ac ; where a is the coefficient of x² and b is the coefficient of x .

If the value of Discriminant is greater than 0 , then the roots are Real and distinct .

If the value of Discriminant is 0 , then the roots are Real and Equal .

If the value of Discriminant is less than 0 , then the roots are Imaginary and conjugate .

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Answer:

5(6q+r)

Step-by-step explanation:

We first find the GCF of 30q +5r

The GCF is 5

So, our answer is 5(6q+r)

We can't factor more after this

Now Let's test to see it is correct or not

5(6q+r)

= 30q + 5r

So, my answer is correct

Answer:

[tex]=5(6q+r)[/tex]

Step-by-step explanation:

[tex]Factor 30q+5r\\30q+5r\\=5(6q+r)[/tex]

Hope it helps

Answer:

[tex] \sf \: b) \: x = - 8[/tex]

Step-by-step explanation:

Given equation,

→ 4(2x + 1) = 6x - 12

Now the value of x will be,

→ 4(2x + 1) = 6x - 12

→ 8x + 4 = 6x - 12

→ 8x - 6x = -12 - 4

→ 2x = -16

→ x = -16/2

→ [ x = -8 ]

Hence, the value of x is -8.

Answer:

8. 12 hours

Step-by-step explanation:

1/6+1/x+1/4

1/x=1/4-1/6

1/x=3/12-2/12

1/x=1/12

x=12

When I. there is a lot of scatter around the regression line, b1 is higher.

A statistical measure that identifies the link or co-relationship between two variables. explains the relationship between an independent variable and a dependent variable. The scatter of data points around the regression line plays a key role in estimating the slope's uncertainty in regression analysis. The data points are more dispersed and the estimation of the slope is less accurate when there is a lot of scatter. Because the estimation of the slope is based on the data points, it is less accurate when there is greater scatter in the data points.

Given

When I. there is a lot of scatter around the regression line, b1 is higher.

I am higher. The uncertainty surrounding the slope estimate, b1, increases with the amount of scatter around the regression line. The calculated slope is less dependable when there is a lot of scatter than when there is very little scatter.

When there is a large amount of scatter around the regression line, the uncertainty associated with the slope estimate, b1, is higher. This is due to the fact that the estimate of the slope depends on the data points, and when there is a lot of scatter, the data points are more dispersed, making the estimate of the slope less accurate.

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The number of people still living has a Binomial (n = 5, p = 2/3)

The probability of all five people still living is

P(X = 5) = (2/3)⁵ ≈ 0.1317

The probability of exactly two people living

P(X = 2) = 10 x (2/3)² (1/3)³ ≈ 0.16

The probability of at least three people still living

P(X ≥ 3) = P(X = 3) + P(X = 4) + P(X = 5)

≈ 0.3292 + 0.3292 + 0.1317

≈ 0.790

Probability is simply the probability that something will happen. Whenever  the outcome of an event is uncertain, we can talk about the probability of a particular outcome, i.e. its likelihood. The analysis of events driven by probability is called statistics.

Probabilities can be expressed numerically by the number of desired outcomes, divided by the total number of outcomes.

Properties:

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The factored form of 3x² + 14x + 8 is (3x + 4)(x + 2).

Factor is a number that can be divided evenly into another number. Factors are used in mathematics to simplify equations, calculate percentages, and solve problems. Factors can also be used to identify the greatest common factor (GCF) between two or more numbers. Factors can also be used to find the least common multiple (LCM) of two or more numbers.

This is the product of the two binomials (3x + 4) and (x + 2),which are the factors of the equation.

The process of factoring an equation involves breaking it down into its component parts,

which in this case are 3x² + 14x + 8. The factors of this equation are determined by first finding the greatest common factor (GCF) of the terms, which in this case is 3x + 4.

Then, the GCF is divided by each of the terms to determine the other factor. For example, 3x² / 3x + 4 =x + 2.

When the two factors are multiplied together, the result is the original equation.
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An integral is either a number representing the region under a function's graph for a certain interval or a new function, the derivative of which is the original function (indefinite integral).

This is the value obtained after integrating or adding the terms of a function that is divided into an infinite number of terms is generally referred to as an integral value.

Integral is a term derived form the word integration. Integration in calculus is the opposite of differentiation

Integration is used to get the whole by combining combine slices or smaller portions.

Finding areas, volumes, central points, and many other important things may be done with integration. However, it is simplest to begin by calculating the distance between a function and the x-axis.

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The volume of a rectangular pyramid with a congruent base and the same height is 1 1/2 cu.in.

In this question we have been given the volume of a rectangular prism which is  4 1/2 cu.in.

We need to find the volume of a rectangular pyramid with a congruent base and the same height.

Volume of rectangular pyramid = 1/3 * length * width * height

And the volume of rectangular prism = length * width * height

So, the relationship between the volumes of the rectangular prism and pyramid which have the same height and base:

Volume of rectangular pyramid = 1/3 * Volume of rectangular prism  

In this question we ahve been given volume of a rectangular prism = 4 1/2 cu.in.

First we write improper fraction 4 1/2 as proper fraction.

4 1/2 = 9/2

From above equation,

volume of rectangular pyramid = 1/3 * 9/2

Volume of rectangular pyramid = 3/2

Volume of rectangular pyramid = 1 1/2 cu.in.

Therefore, the volume of a rectangular pyramid = 1 1/2 cu.in.    

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The complete question is:

The volume of a rectangular prism is 4 1/2 cu.in. What is the volume of a rectangular pyramid with a congruent base and the same height?

Answer:

a) 3(4) + 8 = 20

b) 2(4)(5) = 40

c) 6(4+5) = 54

d) (5)² - (4)² = 9

explanation:

change x and y with the value given.

Answer: a.20

b. 40

c.54

d. 9

Step-by-step explanation:

a. 3x4=2+8+20

b.2x4x5=40

c.6x9=54

d.25-16=9

The value of "i" multiplied by the cube is

-i = i³

Numerical sets are groupings of numerical values that have a particularity in common, they can be integers, decimals, fractions, among others.

Among the numerical sets there is one that we call complex numbers, which include values that are not real, such as "i" a letter that denotes that it is an imaginary number.

In function to this type of numbers there is a particular value and it is the "i" which is the result of the square root of -1, then we have:

√(-1) = i

From this definition, we can know the value of i³, as a multiplication of the following form:

[√(-1)]² = i²

(-1) = i²

i × (-1) = i× i² = i³

-i = i³

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The expression for final velocity is;  [tex]v_{f}[/tex] = [tex]v_{i}[/tex] + at

Change of subject of formula.

Subject of formula is a topic which involve expressing a variable in terms of other variables in a given mathematical expression.

Acceleration of an object is its change in velocity divided by change in time.

From the given question;

a = [tex]\frac{v_{f} - v_{i} }{t}[/tex]

cross multiply to have

[tex]v_{f}[/tex] - [tex]v_{i}[/tex] = at

So that;

 [tex]v_{f}[/tex] = at + [tex]v_{i}[/tex]

    = [tex]v_{i}[/tex] + at

Therefore the expression for final velocity in terms of other variables is;

[tex]v_{f}[/tex] = [tex]v_{i}[/tex] + at

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Answer:

1) (i) dan (iii) karena gradiennya sama "4x"

2) gradien = 1/3

3) gradien = 4/7

4) y = 4/9x - 1/3

5) saya tidak tahu

6) (iii) dan (iv) karena gradiennya sama "3x"

7) y = 3x + 2

8) m = 2 c = -3

9) y = -2/3x + 3

10) g = -4/5

Step-by-step explanation:

1) i) y = 4x +10

ii) y = 2x +3

iii) y = 4x+5

iv) y =-2x +5

(i) dan (iii) karena gradiennya sama "4x"

2) g = (6-0)/(-2-0)

g = 6/-2

g =-3

m1 x m2 = -1

m2 = -1 / (-3)

m2 = 1/3 -----> gradien

3) A(0,0)

Hitung kotaknya

7 -----> Baik

4 -----> ke atas

gradient = 4/7

4) y = mx + c

1 = m(3) - 1/3

1 + (1/3) = m(3)

(4/3) / 3

m = 4/9

y = 4/9x - 1/3

5) saya tidak tahu

6) (iii) dan (iv) karena gradiennya sama "3x"

7) g = (6-3) / (-5-4)

g = -1/3

y - y1 = m (x -x1)

y - (3) = -1/3 (x - 4)

y = -1/3x + 4/3 + 3

y = -1/3x + 13/3

m1 x m2 = -1

m2 = -1 / (-1/3)

m2 = 3

y - y1 = m (x -x1)

y - (-4) = 3 (x - (-2))

y = 3x + 6 - 4

y = 3x + 2

8) g = (1-5) / (2-4)

g = 2

y - y1 = m (x - x1)

y - 5 = m (x - 4)

y = 2x - 8 + 5

y = 2x - 3

m = 2 c = -3

9) -2y = 12 - 3x

y = 3/2x - 6

m1 x m2 = -1

m2 = -1 / (3/2)

m2 = -2/3

y - y1 = m (x - x1)

y - (-1) = -2/3 (x - 6)

y = -2/3x + 4 -1

y = -2/3x + 3

10) g = (-20-0) / ( 0-(-25))

g = -4/5

Saya berharap jawaban saya membantu anda.

The end behavior of the graph will be that it increases without bound as x approaches positive infinity, and decreases without bound as x approaches negative infinity.

The end behavior of a graph is a description of how the graph behaves as the x-values approach either positive or negative infinity. If the highest degree of the function is odd and the leading coefficient is positive, then the end behavior will be that the graph increases without bound as x approaches positive infinity and decreases without bound as x approaches negative infinity. This can be explained by examining the degree of the function. Since the degree is odd, the highest degree of the function must be an odd power, such as x^3. When x is positive and increasing without bound, the value of the function will also be increasing without bound, since the exponent is positive. Similarly, when x is negative and decreasing without bound, the value of the function will also be decreasing without bound, since the exponent is negative.

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