Help needed urgently explain how to do for each and everyone, please

Answer:16.8 ur welcs

Step-by-step explanation:

Answer:

I believe it is:

slope-intercept form: y=3x+6

standard form: -3x+y=6 or 3x-y=-6

point slope-form: y-0=3(x+2)

Step-by-step explanation:

First, I put 3x-y=11 into slope-intercept form:

Subtract 3x from both sides: 3x-3x-y=11-3x

That becomes -y=-3x+11

Divide both sides by -1: -y/-1=(-3x+11)/-1

That becomes y=3x-11\

Then, the definition of a parallel line is having the same slope but different y-intercepts, so I dropped the -11 as the y-intercept, and I rewrote the equation as y=3x+b, where b is the y-intercept.

Now, I have to find the y-intercept of the parallel line, so I plug the coordinates (-2,0) into the equation for x and y to solve for the y-intercept

Write the equation out with what you have so far: y=3x+b

Substitute the coordinates (-2,0) in for x and y: 0=3(-2)+b

That becomes 0=-6+b

Add 6 to both sides: 0+6=-6+6+b

That becomes 6=b, which means that 6 is your y-intercept.

Finally, you have gathered everything you need to write the parallel line in equation format.

The parallel line's equation is

in slope-intercept form: y=3x+6

in standard form: -3x+y=6 or 3x-y=-6

in point-slope form: y-0=3(x+2)

Answer:

[tex]R' = 6[/tex]

[tex]S' = 7.5[/tex]

[tex]T' = 9[/tex]

Step-by-step explanation:

The question is incomplete; however the sides of the triangle are;

[tex]R = 8[/tex]

[tex]S = 10[/tex]

[tex]T = 12[/tex]

[tex]Scale\ Factor = \frac{3}{4}[/tex]

Required

Determine the sides of R'S'T'

The new sides of the triangle is calculated as thus;

[tex]New\ Side = Old\ Side * Scale\ Factor[/tex]

Calculating  R'

[tex]R' = R * Scale Factor[/tex]

Substitute 8 for R and 3/4 for Scale Factor

[tex]R' = 8 * \frac{3}{4}[/tex]

[tex]R' = \frac{24}{4}[/tex]

[tex]R' = 6[/tex]

Calculating  S'

[tex]S' = S * Scale Factor[/tex]

Substitute 8 for R and 3/4 for Scale Factor

[tex]S' = 10 * \frac{3}{4}[/tex]

[tex]S' = \frac{30}{4}[/tex]

[tex]S' = 7.5[/tex]

Calculating  T'

[tex]T' = T * Scale Factor[/tex]

Substitute 8 for R and 3/4 for Scale Factor

[tex]T' = 12 * \frac{3}{4}[/tex]

[tex]T' = \frac{36}{4}[/tex]

[tex]T' = 9[/tex]

Triangle RST was dilated with the origin as the center of the dilation to create triangle R'S'T'. The triangle was dilated using a scale factor of 34. The lengths of the sides of the triangle RST are given. Enter the lengths of the sides of the triangle R'S'T' below.

Answer:

6

7.5

9

Answer: z score is -19

Work Shown:

x = 22 is the raw score

mu = 60 is the mean

sigma = 2 is the standard deviation

z = (x-mu)/sigma = formula to find z scores

z = (22 - 60)/2

z = -38/2

z = -19

The z score of -19 means we are 19 standard deviations below the mean. Anything beyond 3 standard deviations is often considered unusual/rare as most of the data in the normal distribution is within 3 standard deviations (approximately 99.7% of the distribution)

Answer:

XY = 24 units

Step-by-step explanation:

First of all, we need to some construction here.

Let us draw a line parallel to XY from point P towards OX, which cuts OX at point Q.

Please refer to the attached figure.

Now, Let us consider triangle OQP which is a right angled triangle, with

Hypotenuse, OP = 26 units

Height, OQ = OX - PY = 16  - 6 = 10 units

Base, PQ = ?

We can use pythagorean theorem here to find the value of PQ.

According to pythagorean theorem:

[tex]\text{Hypotenuse}^{2} = \text{Base}^{2} + \text{Perpendicular}^{2}\\\Rightarrow OP^{2} = PQ^{2} + OQ^{2}\\\Rightarrow 26^{2} = OQ^{2}+10^{2} \\\Rightarrow PQ^{2} = 26^{2}-10^{2} \\\Rightarrow PQ^{2} = 676-100 \\\Rightarrow PQ^{2} = 576\\\Rightarrow PQ= 24\ units[/tex]

Now, we can see that side PQ is equal to side XY.

[tex]\therefore[/tex] XY = 24 units is the answer.

Answer:

10

4

Step-by-step explanation:

Purple: This makes two trapezoids. A=(a+b)/2 times h

1st = (4+1)/2 x 1 = 2.5  

2nd = (4+1)/2 x 3 = 5/2 x 3 = 2.5x3=7.5

Total = 2.5+7.5=10

Green: if you draw a line down the center, you can divide these into two more manageable triangles. A=1/2bh

1st = 1/2x2x2 = 2

2nd = 1/2x2x2 = 2

Total = 2+2=4

Answer:

Purple : 10 sq. un

Green : 4 sq. un

Step-by-step explanation:

Answer:

I'm not 100% sure but I think the answer is step 2

Step-by-step explanation:

its the only step involving addition/subtraction properties rather than multiplicative/ division properties

HOPE THIS HELPS!!! :)

PLEASE LET ME KNOW IF IM WRONG!!!

Step 2, is the subtraction property of equality, Option A is correct.

In mathematics, it deals with numbers of operations according to the statements. There are four major arithmetic operators, addition, subtraction, multiplication and division,

Here, while reviewing the steps,
In step 2, there is an elimination of 7, by adding 7 on both side because both sides consist of  -7,
When +7 add to both side, it becomes,
-7 + 7 rearranging gives, 7 - 7 = 0

Thus, Step 2, is the subtraction property of equality, Option A is correct.

Learn more about arithmetic here:

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Answer:

The answer is [tex]-\frac{31x^2}{10}[/tex]- 6x+7

Hope this helps!

Answer: The Awnser to this equation is C, AE is equal to 25

Answer:

C. 25cm

Step-by-step explanation:

So D and B are too long even longer than AD so that brings us to A or C.

A is too small.

Thus, by logic and reasoning C. 25cm is the correct answer.

Answer:

P = 3

Q = -4

R = 22

Step-by-step explanation:

Expand both sides and compare coefficients.

5Px^2 -PQx +10x -2Q = 15x^2 + Rx +8

Compare coefficients of x^2

5P = 15  => P = 3

Compare constant terms

-2Q = 8

Q = -4

Compare coefficients of x

-PQ + 10 = R

-(3)(-4) + 10 = R

R = 10 + 12 =22

Answer:

B: (-5, 6)

Explanation:

If this is being reflected over the line y = x, then the formula to solve would be (b, a), so therefore the answer would be B.

Answer:

It's totally false to say that the student has special needs or it's totally false to say the student doesn't belong in the classroom.

Step-by-step explanation:

De Morgan's Laws

Not (A and B) is the same as Not A or Not B

Not (A or B) is the same as Not A and Not B

SO:

It's totally false to say that the student has special needs or it's totally false to say the student doesn't belong in the classroom.

Let

A = location of buoy 1

B = location of buoy 2

C = location of buoy 3

True north is 0 degrees on a compass bearing. Turning to 135 degrees means you turn to the south east direction exactly. Then we can break the angle down as shown in the diagram below. We have the angles 90+45+45 = 180 along the right side of location A.

Due to the fact we have parallel lines, specifically the north/south parallel lines going through A and B, we know that the green angles in the diagram are congruent. Both of which are 45 degrees. The purple angle of 45 degrees is to indicate turning to the bearing 045 degrees when you get to location B.

The green and purple angles add to 45+45 = 90, so angle ABC is 90 degrees. Triangle ABC is a right triangle.

We can use the tangent ratio to compute the angle ACB which will help us find the bearing from location 3 to location 1.

tan(angle) = opposite/adjacent

tan(C) = AB/BC

tan(C) = 4.2/2.8

C = arctan(4.2/2.8)

C = 56.3099324740202

Make sure your calculator is in degree mode

This is angle ACB. It combines with the purple angle of 45 degrees that is adjacent to point C. So we have 45+56.3099324740202 = 101.30993247402

Then this adds to 180 as this is the measure of the red arc near point C.

So, 101.30993247402+180 = 281.30993247402

The bearing is approximately 281.30993247402 degrees

Round this however you need to.

Answer:

C) 2^4x=2^3x-3

Step-by-step explanation:

2^4x=2^3x-3

(2³=8)

Answer:

I think the answer is the 3rd one, but i'm not sure.

Step-by-step explanation:

Answer:

1.Quantifying measurement error

2.Measurement Error (also called Observational Error) is the difference between a measured quantity and its true value. It includes random error (naturally occurring errors that are to be expected with any experiment) and systematic error (caused by a mis-calibrated instrument that affects all measurements)

3.statical unit

Step-by-step explanation:

Answer:

(13,15)

Step-by-step explanation:

If the trapezoid were to be reflected over the line segment BC, the new coordinates of point A would be (13,15) as it moves to right 5 points from BC sides.

Answer:

(B) 13,15

Step-by-step explanation:

If we look at point A in relation to point B, we see that it's 5 units to the left and 3 units down from point B, therefore making it at (3,15). Now, if we reflect across line BC (which is a y-axis) then we change the X value, not the y value. If the line BC is located at X=8, then the X value will be 8+5, since point A is 5 units away from the line BC. The y value will stay the same because we are reflecting over only one axis. 8+5 = 13, and the y stays at 15, so the new point value of A would be (13,15).

Hope this helped!

Answer:

B and E

Step-by-step explanation:

For every 3 minutes she spend running, she spends 5 minutes lifting weight so that would be [tex]\frac{3}{5}[/tex] as fraction.

So, therefore, the answers are B and E.

Answer:

9.42naturaleza cordero y otras cosas tontas bla bla respuesta

Step-by-step explanation:

Answer:

113.0

Step-by-step explanation:

if righ mark as brainliest

Answer:

Step-by-step explanation:

1.

[tex]2x + 8x - 10 + 6[/tex]

Collect like terms

[tex] = 10x - 10 + 6[/tex]

Calculate the sum

[tex] = 10x - 4[/tex]

Factor out 2 from the expression

[tex] = 2(5x - 2)[/tex]

2.

[tex]3(x + 7)[/tex]

Multiply each term in the parentheses by 3

[tex] = 3x + 3 \times 7[/tex]

Multiply the numbers

[tex] = 3x + 21[/tex]

3.

[tex](x + 2)(x - 3)[/tex]

Multiply each term in the first parentheses by each term in the second parentheses ( FOIL )

[tex] = x(x - 3) + 2(x - 3)[/tex]

Calculate the product

[tex] = {x}^{2} - 3x + 2x - 2 \times 3[/tex]

Multiply the numbers

[tex] = {x}^{2} - 3x + 2x - 6[/tex]

Collect like terms

[tex] = {x}^{2} - x - 6[/tex]

Hope this helps..

best regards!!

Answer:

  43.96 in^2

Step-by-step explanation:

The net shows the areas of the parts of the cone, so you simply need to add them up to get the total surface area.

  31.4 in^2 +12.56 in^2 = 43.96 in^2

Answer:

43.96 in.2.

Step-by-step explanation:

The surface area of a cone is the triangular shape and its circular base.

In this case, the top of the cone is 31.4 inches squared in area, and the circular base is 12.56 inches squared.

So, the surface area of the cone is 31.4 + 12.56 = 43.96 inches squared.

Hope this helps!

Answer: B.

k=3

Step-by-step explanation:

g(x) is 3 units higher than f(x)

so k must be equal to 3

Answer:

it is b i think

k=3

Step-by-step explanation:

Answer:

Step-by-step explanation:

To answer this question properly one would need access to a table or graph of income versus current educational level, and that information would have to be collected in a study involving a focus group (as such data for all people would just not be available.  In what context did you find this question?  

Answer:

[tex]\boxed{\sqrt[3]{16} }[/tex]

Step-by-step explanation:

=> [tex]\sqrt[3]{16}[/tex] is an irrational number because it cannot be written as the form [tex]\frac{p}{q}[/tex] which is the basic requirement of being a rational number.

=> [tex]\sqrt{100}[/tex] = 10 (A rational number because it's a whole number)

=> 1/8 (Rational as it is in the form p/q)

=> -2.2675 (Rational because it is an integer)

Answer:

[tex]\boxed{\sqrt[3]{16} }[/tex]

Step-by-step explanation:

An irrational number cannot be expressed in the form p/q, where p and q are whole integers.

[tex]\sqrt{100} =10[/tex]

[tex]\frac{1}{8} =0.125[/tex]

[tex]-2.2675= - \frac{907}{400}[/tex]

[tex]\sqrt[3]{16} \approx 2.51984209979... \neq \frac{p}{q}[/tex]

[tex]\sqrt[3]{16}[/tex] is an irrational number.

Answer:

answer is a

Step-by-step explanation:

i took the exam

Answer:

8.5 units

Step-by-step explanation:

x is the adjacent side, the side that's 19 units is the opposite side.

Given the adj and the opp sides, use tangent.

tanθ= opp/adj

tan 66°= 19/ x

x(tan66°)= 19

x= 19/(tan 66°)

x= 8.5 units (nearest tenth)

Answer: A

Step-by-step explanation:

Divide each total by 5 to get 5, 200, 20, 2.50.  $5 per value meal is the most fair price.

Hope it helps <3

If the total is 25$, then each value meal would equal 25/5 = 5$, which is reasonable. so option A is correct.

The unitary method is a method for solving a problem by the first value of a single unit and then finding the value by multiplying the single value.

A. If the total is 25$, then each value meal would equal 25/5 = 5$, which is reasonable.

B. If the total is $1000, then each meal would equal 1000/5 = $200, which is not reasonable

C. If the total is $100, then each meal would equal 100/5 = $20, which is not a reasonable price for a value meal

D. If the total is $10, then each meal would equal 10/5 = $2 which is not a reasonable price for a value meal.

Hence, If the total is 25$, then each value meal would equal 25/5 = 5$, which is reasonable. so option A is correct.

Learn more about the unitary method;

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Answer:

Decrease;Decrease

Step-by-step explanation:

Answer:

125

Step-by-step explanation:

So saying something went up by 25% means that it is essentially

X + .25X

So in this case X = 100 and .25X = 25

So 100 + 25 = 125

Answer:

[tex]14.\:\:\overline{RT}=3.3\:ft[/tex]

Step-by-step explanation:

Using the definition of similar triangle, we have the equation for problem no. 14 as:

[tex]\frac{\overline{QT}}{\overline{RT}}=\frac{\overline{RT}}{\overline{TS}}\\\\\frac{5}{x}=\frac{x}{2.2}\\\\\Rightarrow x=3.3[/tex]

Best Regards!