EASY MATH POINTS!
Answer from the screenshot below :)

Answer:4,383,900

Step-by-step explanation:

4,383,900

the perimeter of the shape  is [tex]8 + 2\sqrt(2) units.[/tex]

AB = [tex]\sqrt ((4-2)^2 + (0-0)^2)[/tex] = [tex]\sqrt (4)[/tex] = 2

BC = [tex]\sqrt ((4-4)^2 + (3-0)^2) = 3[/tex]

CD =[tex]\sqrt ((3-4)^2 + (4-3)^2) = \sqrt (2)[/tex]

DE = [tex]\sqrt ((2-3)^2 + (3-4)^2) = \sqrt(2)[/tex]

EA =[tex]\sqrt ((2-2)^2 + (3-0)^2) = 3[/tex]

AB + BC + CD + DE + EA = [tex]2 + 3 + \sqrt(2) +\sqrt sqrt(2) + 3 = 8 + 2\sqrt(2)[/tex]

As a result, the shape has a perimeter of [tex]8 + 2 \sqrt(2)[/tex] units.

The whole distance around a shape is referred to as its perimeter. In essence, the length of any shape when it is expanded in a linear form equals its perimeter. A shape's perimeter in a two-dimensional plane is its complete circumference. Depending on their measurements, distinct shapes' perimeters may be equal in length. Units are used to measure perimeter (m, cm, in, feet, etc.)

From the question;

The lengths of all the sides must be added up in order to determine the shape's perimeter.

Let's begin by giving the shape's vertices the following labels:

A = (2, 0)

B = (4, 0)

C = (4, 3)

D = (3, 4)

E = (2, 3)

The lengths of each side can be determined using the distance formula:

AB = [tex]\sqrt ((4-2)^2 + (0-0)^2)[/tex] = [tex]\sqrt (4)[/tex] = 2

BC = [tex]\sqrt ((4-4)^2 + (3-0)^2) = 3[/tex]

CD =[tex]\sqrt ((3-4)^2 + (4-3)^2) = \sqrt (2)[/tex]

DE = [tex]\sqrt ((2-3)^2 + (3-4)^2) = \sqrt(2)[/tex]

EA =[tex]\sqrt ((2-2)^2 + (3-0)^2) = 3[/tex]

AB + BC + CD + DE + EA = [tex]2 + 3 + \sqrt(2) +\sqrt sqrt(2) + 3 = 8 + 2\sqrt(2)[/tex]

As a result, the shape has a perimeter of [tex]8 + 2 \sqrt(2)[/tex] units.

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Answer:the perimeter of the shape  is

AB =  =  = 2

BC =

CD =

DE =

EA =

AB + BC + CD + DE + EA =

As a result, the shape has a perimeter of  units.

what is the perimeter?

The whole distance around a shape is referred to as its perimeter. In essence, the length of any shape when it is expanded in a linear form equals its perimeter. A shape's perimeter in a two-dimensional plane is its complete circumference. Depending on their measurements, distinct shapes' perimeters may be equal in length. Units are used to measure perimeter (m, cm, in, feet, etc.)

From the question;

The lengths of all the sides must be added up in order to determine the shape's perimeter.

Let's begin by giving the shape's vertices the following labels:

A = (2, 0)

B = (4, 0)

C = (4, 3)

D = (3, 4)

E = (2, 3)

The lengths of each side can be determined using the distance formula:

AB =  =  = 2

BC =

CD =

DE =

EA =

AB + BC + CD + DE + EA =

As a result, the shape has a perimeter of  units.

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Step-by-step explanation:

The solution for the function at the different values of x are,

f(-10) = 20001

f(2) = 49

f(3) = 214

In mathematics, functions are often represented by equations or formulas, and take one or more input values to produce an output value. They can be used to model a wide variety of phenomena, from physical systems to economic behavior to social dynamics.

The given function is f(x) = 2x⁴ + x² - 10x + 1. The output of the function at the different values of x will be calculated as,

At x = -10,

f(x) = 2x⁴ + x² - 10x + 1

f(-10) = 2(-10)⁴ + (-10)² - 10(-10) + 1

f(-10) = 20001

At x = 2,

f(x) = 2x⁴ + x² - 10x + 1

f(2) = 2(2)⁴ + (2)² + 10(2)  + 1

f(2) = 49

At x = 3,

f(x) = 2x⁴ + x² - 10x + 1

f(3) = 2(3)⁴ + (3)² + 10(2) + 1

f(3) = 214

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The expected number of not blue is 54

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

Spinner

Using the above as a guide, we have the following probability

P(Not Blue) = Not Blue/Total

So, we have

P(Not Blue) = 6/9

When it is spun 81 times, the expected number of times is

Times = 6/9 * 81

Evaluate

Times = 54

Hence. the number of times is 54

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Answer:

492

Step-by-step explanation:

The GCF is found through p.i.g method.

6-2=3

Answer:

Exponential notion makes a big number easier to write and read.

Step-by-step explanation:

These two situations are examples of poor conflict resolution because they do not offer a space for dialogue between the individuals involved, but rather there is only judgment by law without any mediation.

Conflict resolution is a term that refers to the ability of individuals to resolve conflicts or differences with others in a peaceful manner agreed upon by all parties involved. In this case, these two examples are not examples of good conflict resolution because there is no space for dialogue between students and teachers, but rather there is only aggression and prosecution before the entities in charge of justice in each country.

Due to the above, we believe that some strategies to end the culture of violence in schools is to spread messages of dialogue and conflict resolution in a peaceful manner. Also, offer workshops for parents so that from home conflict resolution is reinforced through dialogue.

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Answer:

answer is 5

Step-by-step explanation:

2x=5×2

so 2x=10

10-5=5

so 2x-5=5

Answer:

5

Step-by-step explanation:

2x - 5 first, substitute

2(5) - 5 then, multiply

10 - 5 = 5

Answer:

The correct equation is y = -2x - 4.

Answer:

good morning!

Step-by-step explanation:

the answer to your question is 4(7x^2+5)

hope you have a great day!

The constant percent rate of change per unit interval is approximately 0.0305 or 3.05%.

What is the exponential functions?

An exponential function is a mathematical function of the form:

[tex]f(x) = a^x[/tex]

The given formula for the number of visitors to the county parks system is:

[tex]A = 20.6(1.03)^t[/tex]

where t is the number of years after 2010 and A is the number of visitors in thousands.

To find the constant percent rate of change per unit interval, we can take the derivative of A with respect to t:

[tex]dA/dt = 20.6(1.03)^t * ln(1.03)[/tex]

The constant percent rate of change per unit interval is given by the expression:

r = (dA/dt) / A

Substituting the values of dA/dt and A, we get:

[tex]r = [20.6(1.03)^t * ln(1.03)] / [20.6(1.03)^t]\\r = ln(1.03)\\r = 0.0305[/tex]

Hence, the constant percent rate of change per unit interval is approximately 0.0305 or 3.05%.

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The equation of the new graph is:

f(x) = e^(x-6)

The graphs of the two functions f(x) = e^x and f(x) = e^(x-6) are shown below

From the question, we are to determine the equation of the new graph.

If the graph of the function f(x) = e^x is shifted 6 units to the right, the equation of the new graph can be found by replacing x with (x - 6) in the original equation.

This is because a horizontal shift of a function f(x) to the right by c units can be achieved by replacing x with (x - c) in the equation of the function. So, for the given function, a shift to the right by 6 units would be achieved by replacing x with (x - 6) in the original equation f(x) = e^x.

Therefore, the equation of the new graph is:

f(x) = e^(x-6)

This can also be written as:

f(x) = e^x / e^6

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Answer: -3,9

Step-by-step explanation: plug in -3 for x which gives u 9

The calculation of volume for the different kind of prisms are:

Rectangular Prism- 1 dm³

Tall triangular prism- 1 dm³

In mathematics, Space occupied by three dimensional objects is called Volume. Basically it is a space within a closed region of every three dimensional object.

Rectangular prism: A rectangular prism that is not a cube can have dimensions of 0.5 dm x 0.5 dm x 4 dm.

This gives a volume of:

0.5 dm x 0.5 dm x 4 dm = 1 dm³

The rectangular prism has six faces, all of which are rectangles.

Tall triangular prism: A tall triangular prism can have a triangular base with sides of length 1 dm, 1 dm, and 2/√3 dm, and a height of 2√3/3 dm. This gives a volume of:

(1 dm x 1 dm x 2/√3 dm) x (2√3/3 dm) = 1 dm³

The tall triangular prism has five faces, one of which is a parallelogram and the other four are triangles.

To prove that each of these prisms has a volume of 1 dm³, we can use the formula for the volume of a prism, which is:

Volume = Base Area x Height

For each of the prisms above, we have calculated the base area and height such that their product equals 1 dm³.

Therefore, each prism has a volume of 1 dm³.

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Answer:

9.50 : 25

19 : 50

28.50 : 75

Step-b-step explanation:

Answer:

6 x (9 + 9), (6 x 9) + (6 x 9), 54 + 54 = 108

Those are the answers for the blanks, hope this helped! :)

Answer:404087

Step-by-step explanation:

use the calculator frfr

Answer:

404087

Step-by-step explanation:

The domain and the range of h(n) consist of all possible sets of whole numbers.

Other answers are listed below

How to determine the domain and the range of h(n)

From the question, we know that:

h(n) is the number of houses

n and h(n) can only take whole numbers as its values

So, we have

Thus, the domain and range consist of all possible sets of whole numbers.

How to determine h(5) and h(11)

From the figure, we can see that

The number of houses is the same as the figure number

This means that

h(5) = 5 and h(11) = 11

How to represent the explicit function of h(n)

By the computations above, we have the formula of h(n) to be:

h(n) = n

The values of s(4) and s(7)

Here, we have

s(n) is the number of segments

From the figure, we can see that

The number of segments is twice the the figure number

So, we have

s(4) = 8

s(7) = 14

The growth pattern of s(n)

Recall that:

The number of segments is twice the the figure number

This means that

The growth pattern of s(n) is linear, with a constant rate of change

The explicit function of s(n)

Above, we have

The number of segments is twice the the figure number

Mathematically, this can be expressed as

s(n) = 2n

How to complete the table for f(5) and f(7)

From the table, we can see that

The division of a term by 2 gives the next term

So, we have

f(5) = 2/2 = 1

f(7) = 1/2/2 = 1/4

How to determine the domain of f(n)

The possible values of n are real numbers

Thus, the domain consist of all possible sets of real numbers.

The observation of the function

Above, we have

The division of a term by 2 gives the next term

This represents the observation

How to determine the value of g(4)

From the question, we have

This means that

g(n) = 2(9)^n-1

So, we have

g(4) = 2(9)^3

g(4) = 1458

How to complete the statements

The function is a doubling function

So, we have

g(n) = g(n - 1) * 2, g(n) = g(n - 2) * 4 and  g(n) = g(n - 3) * 8

How to determine the value of g(24)/g(21)

Recall that

g(n) = 2(9)^n-1

So, we have

g(24) = 2(9)^23

g(21) = 2(9)^20

When the equations are divided, we have

g(24)/g(21) = 2(9)^23/2(9)^20

Evaluate

g(24)/g(21) = 729

Hence, the value is 729

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The slope of the line of fit is 7.5% per hour.

In mathematics, slope refers to the measure of steepness or incline of a line. It is the ratio of the vertical change between two points on the line (the rise) to the horizontal change between the same two points (the run).

To find the slope of the line of fit, we need to use the formula:

slope = change in y / change in x

In this case, the change in y represents the change in the predicted grade on the test, and the change in x represents the change in the number of hours studied. From the given data, we can see that:

The predicted grade for a student who studies for 0 hours is 80%.

The predicted grade for a student who studies for 1 hour is 90% (80% + 10%).

The predicted grade for a student who studies for 2 hours is 95% (90% + 5%).

Using this information, we can calculate the slope of the line of fit:

slope = (95% - 80%) / (2 hours - 0 hours) = 15% / 2 hours = 7.5%/hour

The slope of the line of fit is 7.5% per hour. This means that for each additional hour a student studies, their predicted grade on the test is expected to increase by an average of 7.5%. The slope represents the rate of change of the predicted grade with respect to the number of hours studied. In this case, a positive slope indicates that there is a positive correlation between the number of hours studied and the predicted grade on the test. The higher the slope, the steeper the line of fit, and the greater the impact of studying on the predicted grade.

Therefore, the slope of the line of fit is 7.5% per hour

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PART 1: (a)The value of x in the pie graph is x = 30°

PART 2: (a)The value of x is 36°

(c) percentage of students for soccer is 25%

PART 3: (a)The value of Art is 165°

PART 1

(a) The value of x in the pie graph can be found by subtracting the other values from 360° because the sum of angles in a circle is 360°. That is:

x = 360 - 180 - 60 - 45 - 45 = 30°

(b) frequency = (angle of the part)/360 * 20

Baksket ball = 162/360 * 20 = 12

Bus        12

Car         4

Train       3

Walk       2

Bicycle   3

PART 2

(a) The value of x can be found by subtracting the other values from 360° because the sum of angles in a circle is 360°. That is:

x = 360 - 150 - 45 = 36°

(b) frequency = (angle of the part)/360 * 24

Basketball = 180/360 * 24 = 9

Basketball  9

Tennis        2

Hurling       4

Soccer       5

(c) percentage of student for soccer = 5/20 * 100 = 25%

PART 3

(a) The value of Art can be found by subtracting the other values from 360° because the sum of angles in a circle is 360°. That is:

Art = 360 - 162 - 90 - 72 = 165°

(b) frequency = (angle of the part)/360 * 120

Technology = 150/360 * 120 = 50

Technology  50

Music            15

Art                 55

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The table that can be constructed with the following equation has vales x: 0, 1, 2, 3 and y = 0, 8, 16, 24.

When the greatest power of the variable is consistently 1, an equation is considered to be linear. A one-degree equation is another name for it. The typical form of a linear equation with one variable is Ax + B = 0.

The slope of the linear relationship is eight. The solution is below, along with a picture of the line.

Substitute different values of x to obtain value of y:

The table is given below:-

x  I  y

-------

0  I  0

1  I  8

2  I 16

3  I 24

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The complete question is:

The integer to represent the profit of php 100.00 is +100.

Integers include all whole numbers and negative numbers. This means if we include negative numbers along with whole numbers, we form a set of integers.

Given that, a profit of php is 100.00​.

The profit or gain is equal to the selling price minus the cost price. Loss is equal to the cost price minus the selling price.

So, here the integer is +100

Therefore, the integer to represent the profit of php 100.00 is +100.

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There won't be enough aphids to completely harm the maize plants because 10,000 is less than 2,000 50 (the maximum number of aphids that can be on all the plants without killing them).

To determine if there are enough aphids to kill the corn plants, we need to know the total number of aphids on each plant after 3 weeks. Let's assume that on average, each plant has 200 aphids after 3 weeks.

Then, the total number of aphids in the field would be:

50 plants × 200 aphids/plant = 10,000 aphids

Since 10,000 is less than 2,000 × 50 (the maximum number of aphids that can be on all the plants without killing them), there will not be enough aphids to completely destroy the corn plants.

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Answer: (see attached file/screenshot)

Step-by-step explanation: You didn't specify the question so im guessing we solve with the quadratic formula

The product of 69 and 5.6 x 10⁵ expressed in scientific notation is 3.864 x 10⁷.

Scientific notation, also known as standard form, is a way of writing very large or very small numbers in a concise and convenient way. It expresses a number as the product of a decimal number between 1 and 10 (known as the coefficient) and a power of 10.

The general form of a number written in scientific notation is:

a × 10^n

where a is the coefficient, and n is an integer exponent that indicates the number of places the decimal point must be moved to obtain the original number.

To multiply numbers in scientific notation, we multiply their coefficients and add their exponents.

69 x 5.6 x 10⁵ = (6.9 x 10¹) x (5.6 x 10⁵)

= (6.9 x 5.6) x 10¹⁺⁵

= 38.64 x 10⁶

= 3.864 x 10⁷ (in scientific notation)

Therefore, the product of 69 and 5.6 x 10⁵ expressed in scientific notation is 3.864 x 10⁷.

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The complete question is :

The correct statements regarding the translation are given as follows:

A translation changes only the position of the figure, keeping angle measures and orientation correct, hence the second and the third options are correct.

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Answer:

Let's use A to represent the number of adult tickets sold and C to represent the number of children's tickets sold.

We know that A + C = 166, since the total number of tickets sold is 166.

We also know that the revenue earned from adult tickets is $5A and the revenue earned from children's tickets is $3C. Since the total revenue earned is $718, we can write:

5A + 3C = 718

Now we have two equations with two variables:

A + C = 166

5A + 3C = 718

We can solve for A in the first equation to get:

A = 166 - C

Then we can substitute this expression for A into the second equation:

5(166 - C) + 3C = 718

Simplifying and solving for C, we get:

830 - 2C = 718

2C = 112

C = 56

So 56 children's tickets were sold. We can substitute this value back into the first equation to solve for A:

A + 56 = 166

A = 110

Therefore, 110 adult tickets were sold.

Answer:

Step-by-step explanation:

Let's use the following variables:

a = number of adult tickets sold

c = number of children tickets sold

We know that:

a + c = 166 (total number of tickets sold)

5a + 3c = 718 (total revenue)

We can solve this system of equations by substitution or elimination. Here, we'll use elimination:

Multiply the first equation by 3: 3a + 3c = 498

Subtract the second equation from the first: 2a = 220

Solve for a: a = 110

So 110 adult tickets were sold. We can find the number of children's tickets by substituting a = 110 into either of the original equations:

c = 166 - a = 166 - 110 = 56

Therefore, 110 adult tickets and 56 children's tickets were sold.

By using Venn diagram the following probabilities are 0.75,0.25,0.9 and 0.625.

Probability refers to a possibility that deals with the occurrence of random events.

The probability of all the events occurring need to be 1.

The formula of probability is defined as the ratio of a number of favorable outcomes to the total number of outcomes.

P(E) = Number of favorable outcomes / total number of outcomes

We are given that;

Number of clients= 200

Number of television= 150

Magazines=80

Both magazine and television=50

Now,

To complete the diagram, we can fill in the following values:

The size of T is 150.

The size of M is 80.

The size of TM (the overlap between T and M) is 50.

The size of C (the total number of clients who use either T or M) is 150 + 80 - 50 = 180.

The size of U (the number of clients who use neither T nor M) is 200 - 180 = 20.

Now we can use the Venn diagram to answer the following probabilities:

i. P(T) is the probability that a randomly selected client uses television. This is the size of T divided by the total number of clients, which is 150/200 = 0.75.

ii. P(T ∩ M) is the probability that a randomly selected client uses both television and magazines. This is the size of TM divided by the total number of clients, which is 50/200 = 0.25.

iii. P(T ∪ M) is the probability that a randomly selected client uses either television or magazines (or both). This is the size of C divided by the total number of clients, which is 180/200 = 0.9.

iv. P(T|M) is the probability that a randomly selected client uses television given that they use magazines. This is the size of TM divided by the size of M, which is 50/80 = 0.625.

Therefore, by probability the answer will be 0.75,0.25,0.9 and 0.625.

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The two solutions to the linear equation is given by the ordered pairs (0, 6) and (-4, 5).

In order to to graph the solution to the given linear equation on a coordinate plane, we would use an online graphing calculator to plot the given system of equations and then take note of the point that lie on it;

y = 0.25x + 6.00

Next, we would use an online graphing calculator to plot the given system of equations as shown in the graph attached below.

Based on the graph (see attachment), we can logically deduce that a possible solution for the linear equation is the ordered pairs (-4, 5) and (0, 6).

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One change that Pedro can make to his plan to ensure that he meets his daily running goal is to increase the estimated number of steps per mile.

If Pedro overestimates the number of steps in a mile, he will end up taking more steps than he initially planned for, which can help him reach his daily goal.

For example, if Pedro increases his estimate from 2,000 steps per mile to 2,500 steps per mile, he will need to run approximately 4 miles per day to reach his goal of 10,000 steps. This will make it more likely for him to reach his daily goal within the 4 hours of running over the 5 days.

Alternatively, Pedro can increase his running speed to cover more distance in a shorter period of time. For instance, if he increases his running speed from 6 miles per hour to 8 miles per hour, he will need to run for only about 2.5 hours per day to reach his goal of 10,000 steps.

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