Question 2 of 10
Which equation matches the graph shown?

O A.y-5= -2(x – 3)?
OB. y-3= }(x+3)?
O c. y+5 = {(x – 3)?
O D. y+3=-{(x – 3)?

Answer:

√193

Step-by-step explanation:

pathagorus theorem:

[tex]( {hyp})^{2} = ( {base)}^{2} + ( {perp)}^{2} [/tex]

hyp=x , base= 12 , perp= 7

subtitles all values in formula:

we get

x^2 = 12^2 + 7^2

x^2 = 144 +49

x= √193

The missing side of this right triangle is, 13.90 units.

A triangle is a three sided polygon, which has three vertices and three angles which has the sum 180 degrees.

We have to given that;

The base of the triangle = 12

The perpendicular distance of the triangle = 7

Now, We know that;

Pythagoras theorem stated as;

⇒ Hypotenuse² = Base² + Perpendicular²

⇒ x² = 12² + 7²

⇒ x² = 144 + 49

⇒ x² = 193

⇒ x = √193

⇒ x = 13.90

Thus, The missing side of this right triangle is, 13.90 units.

Learn more about the triangle visit;

brainly.com/question/1058720

#SPJ2

Answer:

Step-by-step explanation:

Answer: NO

Step-by-step explanation:

Answer:

D The null hypothesis is not rejected because 0.25 > 0.05. There is not sufficient evidence to suggest that there is a linear relationship between a wheat stalk's height and its yield.

Step-by-step explanation:

Given the hypothesis :

H0 : β1 = 0

Ha : β1 ≠ 0

The Pvalue = 0.25 ; α = 0.05

Decision region :

Reject H0 ; if Pvalue < α

Comparing the Pvalue and α - value

0.25 > 0.05

Here, the Pvalue is > α ; hence, we fail to reject the Null, H0

Hence, there is no significant evidence to suggest that there is a linear relationship between what's stalk height and its yield.

Answer:

Hey mate......

Step-by-step explanation:

This is ur answer.....

= 90 - 18

= 72

--> 72° is the complement angle of 18°

Hope it helps!

mark me brainliest pls.....

Follow me!

Answer:

15 + 18i

Step-by-step explanation:

(3 + 10i) - (-12 - 8i) = 3 + 10i - 12*(-1) - 8i*(-1)

                            = 3 + 10i +12 + 8i

                            = 3 + 12 + 10i + 8i  {Combine like terms}

                            = 15 + 18i

Answer:

C

Step-by-step explanation:

3x-9+30+24=180

3x+45=180

3x=135

x=45

Answer:

The calculated value   t = 2.5>2.326 at 0.01 level of significance

The null hypothesis is rejected at a 0.01 level of significance.

Wheaties cereal is not claimed to have an average of 3 grams of dietary fiber per serving

Step-by-step explanation:

Step(i):-

Given that the average  of dietary fiber per serving μ = 3 grams

Given that the mean of the sample x⁻ = 3.4 grams

Given that the standard deviation of the sample (S) = 0.8 grams

Level of significance = 0.01

Critical value = 2.326

Step(ii):-

Null hypothesis: H₀:  μ = 3 grams

Alternative Hypothesis: H₁: μ ≠ 3 grams

Tets statistic

               [tex]t = \frac{x^{-}-mean }{\frac{S.D}{\sqrt{n} } }[/tex]

              [tex]t = \frac{3.4-3 }{\frac{0.8}{\sqrt{25} } }[/tex]

             t = 2.5

The calculated value   t = 2.5>2.326 at 0.01 level of significance

The null hypothesis is rejected at a 0.01 level of significance.

Final answer:-

Wheaties cereal is not claimed to have an average of 3 grams of dietary fiber per serving

Answer:

proportion: 3/2 roses = 38.70, (3/2)/38.70 = 1/x, x = 25.80 dollars I believe

Step-by-step explanation:

Answer:

90 percent

Step-by-step explanation:

Answer:

27

Step-by-step explanation:

The madian is gis

Answer:

3

Step-by-step explanation:

5 × 3 -15 = 15 - 15 = 0

Answer:

39

Step-by-step explanation:

8(4) + 11 -2(2)

32 + 11 - 4

43 - 4

39

Answer:

B

Step-by-step explanation:

Answer: Multiply

2 * 1 5/6

Convert 1 5/6 into an improper fraction:

2 * 11/5

Multiply:

22/5

Convert to mixed number:

4 2/5

So 22/5 or 4 2/5 of a pan of brownies was left.

Answer:

1/5

Step-by-step explanation:

Answer:

answer is 7.51 so round to 7.5

Answer:

Step-by-step explanation:

Whole Numbers-

All the natural numbers that is 1,2,3..... and 0 are called whole numbers.

Integers-

All the negative numbers that is -1, -2, -3..... and positive numbers that is 1,2,3...... and 0 are called integers.

Rational Numbers-

All the fractional numbers like, 7/8, 3/7 ....., non fractional numbers like, -17/3 , -6/8 ..... and all integers are called rational numbers.

Hence,

As per the description -17/3 is a rational number.

Answer:

The correct option is the first:

∃ an integer d such that 6d is an integer and d ≠ 3

Step-by-step explanation:

If 6d is an integer, then d = 3

Let's divide the statement into two:

Let "If 6d is an integer" be p and "then d = 3" be q.

The statement is a conditional statement. Therefore, we have

p ⇒ q

The negation of p ⇒q, ¬(p ⇒ q) ≡ p ∧ ¬q

I have attached an image proving the above.

Using this: ¬(p ⇒ q) ≡ p ∧ ¬q

Then, we leave p as it is and negate q.

P is "if 6d is an integer"

q is "then d = 3," hence ¬q is "then d ≠ 3."

Therefore, the negation of "If 6d is an integer, then d = 3" is "If 6d is an integer, then d ≠ 3."

The correct option is the first:

∃ an integer d such that 6d is an integer and d ≠ 3

Answer:

It’s B maybe not 100%

sure

Step-by-step explanation:

lol tell me if I’m correct

Question:

How does the mean and median change from plot 1 to plot 2?

A.The mean and median remain the same.

B.The mean decreases, and the median remains the same.

C.The mean remains the same, and the median decreases.

D.The mean and median decrease.

Answer:

B.The mean decreases, and the median remains the same.

Answer: 3.2%

Step-by-step explanation: i searched it up

Answer:

5/5

Step-by-step explanation:

Answer:

12 hours

Step-by-step explanation:

36 divide that by 12 and she has 12 hours to write on 36 pages

Step-by-step explanation:

0.0580644 m2 hope this helps

Step-by-step explanation:

Here,

[tex] \frac{21}{2}ft \: \times \: \frac{1}{4} ft[/tex]

[tex] = \frac{21}{8} {ft}^{2} [/tex]

OR :

[tex]2 \frac{5}{8} {ft}^{2} \: \: also \: \: \: 2.625 {ft}^{2} [/tex]

Answer:

These type of questions are super tricky b/c you have to remember all the different versions of the identities, and then they put the question in some odd form,  I feel like this should land math professors in jail , for dishonesty , b/c it's really a form of "how tricky can I make a question and still have a way to solve it"   anyway,

Step-by-step explanation:

a)

next the question asks   1-cos 2A   and this is total abuse of notation.   the way this should be written is   1- cos( 2A)  so we know that the A is part of the cosine functions input... btw.. in any computer program,  it would never ever let you get away with that top form of the expression.  :/   anyway... I keep ranting.. huh... sorry  :P

1-cos(2A) is an odd form of the identity  1/2(1-cos(2A) = [tex]sin^{2}[/tex](A)  the 1/2 is missing but we can add that pretty easy, we just have to remember to take it out too. I usually forget to do that. and my professor marks me off completely,  totally wrong, but I just miss one small thing  :/  anyway....

our 1-cos(2A) needs the 1/2 added to it.  or if we move that 1/2 to the other side it looks like  2*[tex]sin^{2}[/tex](A)  = 1-cos(2A)  and this is that "odd" from of the identity that I was talking about.  

next let's deal with sin(2A)  it has an identity of  2 sin(A)cos(A) which is really nice for us b/c it will cancel out the 2 in then numerator for us, nice !

now our fraction looks like  [2* [tex]sin^{2}[/tex](A)] / 2 sin(A)cos(A)

so cancel out one of the sines

2*sin(A) / 2 cos(A)

cancel the 2s

Sin(A) / Cos(A) = Tan(A)

nice  it worked out  :P

b)

by the above that we just worked out, then

Tan(15) = Sin(15) / Cos(15)

I had to look up what sin of 15 is b/c it's not one of those special angles but it does have an exact form of

Sin(15) = (√3 - 1) / 2√2

Cos(A) = (√3 + 1) / 2√2

you can use rule of Cos(A-B) = Cos(A)Cos(B)+Sin(A)Sin(B) to get the above and a similar rule for Sin(A-B)

back to our problem,  the 2√2 will cancel out

then we have

Tan(15) =  (√3 - 1) /(√3 + 1)

in the form that is above that's exact, the roots could be approximated but i'll just leave that in the form that is exact.  Most math professors like that form.  

Step-by-step explanation:

Lets convert 1 1/3 into improper fraction.

[tex]1 \frac{1}{3} = \frac{1 \times 3 + 1}{3} \\ = \frac{4}{3} [/tex]

Since Randy studied half the above time,

Randy Studied:

[tex] \frac{1}{2} \times \frac{4}{3} \\ = \frac{1 \times 4}{2 \times 3} \\ = \frac{4 \div 2}{6 \div 2} \\ = \frac{2}{3} hours[/tex]