What polygon pair is similar

The correct number line is: A number line going from negative 8 to positive 2. An open circle is at negative 3. Everything to the left of the circle is shaded.

The mathematical expression of a connection between two values, stating that one value is larger than, less than, or not equal to another value, is called an inequality. Common symbols for inequality include (less than), > (greater than), (less than or equal to), and (greater than or equal to). For instance, the inequality 2x + 3 > 7 denotes that the value of 2x + 3 is larger than 7. Depending on the circumstance, inequalities can be resolved algebraically or visually. A collection of values that meet the connection implied by the inequality is the answer to an inequality.

Here, the inequality is y - 2 < -5, which can be rewritten as y < -3.

Hence, the correct option is: A number line going from negative 8 to positive 2. An open circle is at negative 3. Everything to the left of the circle is shaded.

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Answer:

27.75 miles

Step-by-step explanation:

(18 1/2 miles) / (2/3 hours) = (37/2 miles) × (3/(2 hours)) = 111/4 miles/hour

111/4 miles/hour = 27.75 miles/hour

Answer: 27.75 miles

Answer: f(x)=(2x−1)(3x−2)

Step-by-step explanation:

Answer:

Step-by-step explanation:

(2x−1)(3x−2)

A: y=2x+3. This is an equation for the linear relationship in slope-intercept form. The equation states that the value of y is equal to the slope of the line, 2, multiplied by the value of x, plus 3.

Slope is a measure of the steepness of a line. It is the ratio between the vertical change in a line (change in y-values) over the horizontal change in the same line (change in x-values). It is also referred to as the rate of change, as it is a measure of how quickly the value of y changes with respect to the x-value.

This equation is used to describe a straight line that has a constant rate of change between two variables. This equation can be used to determine the slope, y-intercept, and x-intercept of a line.

The slope, which is the coefficient of x in the equation (2 in this case), is the rate at which y changes with respect to x. It is the rise over run, or the change in y over the change in x. The y-intercept is the value of y when x is equal to 0 (in this case, it is 3). The x-intercept is the value of x when y is equal to 0 (in this case, it is -3/2).

This equation is often used to represent a linear relationship between two variables, such as the amount of money a person earns in relation to the number of hours they work.

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Samir's fruit salad has a higher percentage of melon and will taste more melony than Kylie's fruit salad.

Percentage is a way of expressing a proportion or a fraction as a number out of 100. It is represented by the symbol % (percent).

In the given question,

To determine whose fruit salad will taste more melony, we need to calculate the percentage of melon in each fruit salad.

For Samir's fruit salad:

The total amount of fruit is 1 + 3 = 4 cups

The amount of melon is 1 cup

The percentage of melon is (1/4) x 100% = 25%

For Kylie's fruit salad:

The total amount of fruit is 2 + 9 = 11 cups

The amount of melon is 2 cups

The percentage of melon is (2/11) x 100% = 18.18% (rounded to two decimal places)

Therefore, Samir's fruit salad has a higher percentage of melon and will taste more melony than Kylie's fruit salad.

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Answer:

-6

Step-by-step explanation:

The expression that could be used to predict the number of ants on the banana peel after n minutes is given as follows:

5 + 7n.

An arithmetic sequence is a sequence of values in which the difference between consecutive terms is constant, being called common difference d.

The nth term of an arithmetic sequence is given by the explicit formula presented as follows:

[tex]a_n = a_1 + (n - 1)d[/tex]

In this problem, the difference between consecutive terms is of 7, meaning that it represents an arithmetic sequence with a common difference of 7.

The first term is of 12, hence we obtained the explicit formula as follows:

12 + 7(n - 1) = 12 + 7n - 7 = 5 + 7n.

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A total possible number of bonuses awarded is given as follows:

6 bonuses.

The total number of bonuses awarded is obtained applying the proportions in the context of the problem.

The total amount of bonuses is of $5,000, and at least one $500 bonus and at least one $1000 bonus were awarded, hence the remaining amount to be awarded is of:

5000 - (500 + 1000) = $3,500.

For an amount of $3,500, a possible division of the bonuses is given as follows:

Hence a possible number of bonuses is given as follows:

2 + 1 + 3 = 6 bonuses.

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Answer:

Step-by-step explanation:

Because this problem is not easily solvable through factoring, we must use long division to find the answer.

      _______________                                                                                  x+7 | x3 + kx2 - 34x + 56

When performing long division on polynomials, we should try to cancel out the term with the greatest power first. So, we must figure out how many x's go into x3, because x is the first term of the first polynomial and x3 is the first term of the second polynomial. x*x2 = x3, so:

     x2

      _______________                                                                                  x+7 | x3 + kx2 - 34x + 56

  (-)  x3 + 14x2

         (k-14)x2 - 34x

Then, we see how many x's go into (k-14)x2. x*(k-14)x = (k-14)x2, so:

     x2 + (k-14)x

      _______________                                                                                  x+7 | x3 + kx2 - 34x + 56

  (-)  x3 + 14x2

         (k-14)x2          - 34x

    (-)  (k-14)x2 - 7kx - 98x

                        -7kx - 132x + 56= (-7k-132)x + 56

x*(-7k-132) = (-7k-132)x, so:

     x2 + (k-14)x + (-7k-132)

      _______________                                                                                  x+7 | x3 + kx2 - 34x + 56

  (-)  x3 + 14x2

         (k-14)x2          - 34x

    (-)  (k-14)x2 - 7kx - 98x

                        (-7k-132)x          + 56

                    (-) (-7k-132)x - 7k - 924

                                          -7k - 868

The answer is x2 + (k-14)x + (-7k-132) - [(7k-868)/(x+7)]

The maximum revenue is achieved when she sells 33 photos at a price of 25 per photo.

Using quadratic regression, [tex]y = ax^2 + bx + c[/tex]

where a, b and c are constants and x is the independent variable we can determine the equation of the curve that best fits the data. The equation will be in the form of[tex]y = ax^2 + bx + c[/tex], where y is the revenue, x is the number of photos sold, and a, b, and c are constants. The constants can be determined by solving the system of equations formed by the three data points.

After solving for the constants, we can determine the maximum revenue by finding the vertex of the curve. The vertex is located at x = -b/2a, and the corresponding revenue is[tex]y = ax^2 + bx + c[/tex]. Plugging in the values for a, b, and c, we can calculate that the maximum revenue is achieved when she sells 33 photos at a price of 25 per photo.

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Complete question

Darlena has started taking photos at amateur dog racing events, later offering the photos for sale to the dog owners by email. The prices she has charged per photo at each of her first three events, and the corresponding number of photos sold and total revenue raised, appear in the table below. Treating revenue as a function of the number of photos sold, a graph of the three data points is also shown. If she uses quadratic regression to fit a curve to the data, what number of photos sold and what price per photo will maximize her revenue?

In conclusion the team took 50 strokes to complete the final 500 meters of the race and at the end of the season, the team's mean split time should be 99 seconds.

How to find?

To find the answer to question 37, we know that the team rowed the final 500 meters in 108 seconds. We also know that they rowed at a rate of 28 strokes per minute during this split. To find out how many strokes they took to complete the final 500 meters, we need to convert the split time to minutes and then multiply by the stroke rate.

First, we convert the split time to minutes:

108 seconds ÷ 60 seconds per minute = 1.8 minutes

Then, we multiply by the stroke rate to find the total number of strokes:

1.8 minutes x 28 strokes per minute ≈ 50 strokes

Therefore, to the nearest whole number, the team took 50 strokes to complete the final 500 meters of the race.

To find the answer to question 38, we need to find the team's mean split time and then reduce it by 10%. The mean split time is found by taking the total race time and dividing by 4, since there are 4 splits in the race.

Total race time = 440 seconds

Mean split time = Total race time ÷ 4 = 110 seconds

To reduce the mean split time by 10%, we multiply it by 0.9:

New mean split time = 110 seconds x 0.9 = 99 seconds

Therefore, at the end of the season, the team's mean split time should be 99 seconds.

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Answer:

Step-by-step explanation:

adjacent:   [tex]\angle BOC, \angle EOD[/tex]   (both are adjacent)

complementary:  [tex]\angle BOC[/tex]

supplementary:   [tex]\angle EOD[/tex]

vertical angles:   [tex]\angle AOE[/tex]

Answer:

To solve the problem, we can draw a number line and mark off the distances that Amiya jogged.

We start at 0 and mark off 1/3 of a mile to represent the distance Amiya jogged initially. Then we mark off another 1/3 of a mile to represent the distance she jogged after resting.

The total distance Amiya jogged is the distance from the starting point (0) to the end point (2/3), which is 2/3 of a mile.

Therefore, Amiya jogged a total of 2/3 of a mile.

Taking it further, to convert miles to meters, we need to know that 1 mile is equal to 1609.34 meters (approximately).

So to find out what 2/3 of a mile is in meters, we can multiply 2/3 by the conversion factor:

2/3 mile x 1609.34 meters/mile = 1072.89 meters

Therefore, 2/3 of a mile is approximately equal to 1072.89 meters.

The rate of change of the area outside the circle but inside the square is 1 m² per minute.

Area is the measure of the size of a two-dimensional (2D) shape or planar region. It is expressed in terms of square units, such as square metres (m2) and square feet (ft2). The area of a shape is the total space contained within its boundaries.

To answer this question, we need to find out the area outside the circle but inside the square. This can be done by subtracting the area of the circle from the area of the square.

The area of the circle is equal to πr², where r is the radius of the circle. In this case, the radius is 3 meters, so the area of the circle is π×32 = 28.27 m².

The rate of change of the area outside the circle but inside the square is 1 m²per minute.

The area of the square is equal to side², where side is the length of one side of the square. In this case, the side is 16 meters, so the area of the square is 162 = 256 m².

Subtracting the area of the circle from the area of the square gives us the area outside the circle but inside the square. This is 256 - 28.27 = 227.73 m².

Now, we know the area outside the circle but inside the square, and we know that the radius of the circle is increasing at a rate of 1 meter per minute and the sides of the square are increasing at a rate of 2 meters per minute. This means that the area outside the circle but inside the square is increasing at a rate of (2 - 1) = 1 m²per minute.

Therefore, the rate of change of the area outside the circle but inside the square is 1 m² per minute.

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Answer:

i did this in 8th grade. (I'm homeschooled)

Step-by-step explanation:

Heres the best i got

Answer:

13x+5

Step-by-step explanation:

Here's why

2x+9+11x-4

subtract 4 from 9

2x+5+11x

combine like terms

13x+5

Answer: It is 18.62 or c

Step-by-step explanation:

The value of x is 32.

A rectangle is a quadrilateral (a four-sided polygon) with four right angles (90-degree angles) and opposite sides that are parallel and congruent (the same length). The opposite sides of a rectangle are also perpendicular to each other, meaning they intersect at a 90-degree angle.

The rectangle is a special case of a parallelogram, where all the angles are right angles. A square is also a special type of rectangle, where all the sides are congruent.

We can use the formula for the area of a rectangle, which is:

Area = Length x Width

Substituting the given values, we get:

40 = (5/8)x + 5 x 4

Simplifying, we get:

40 = (5/8)x + 20

Subtracting 20 from both sides, we get:

20 = (5/8)x

Multiplying both sides by 8/5, we get:

x = 32

Therefore, the value of x is 32.

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The option that describes the null and alternative hypothesis, test statistic and conclusion will be B. test statistic = -1.5625 and the conclusion is to reject the null hypothesis.

In statistical hypothesis testing, the null hypothesis (H0) is a statement that assumes no significant difference or relationship between two or more variables. It represents the default position that there is no effect or change, or that any observed effect is due to chance.

The alternative hypothesis (H1), on the other hand, represents the opposite of the null hypothesis. It states that there is a significant difference or relationship between the variables being tested. The alternative hypothesis is typically what the researcher is trying to prove or support with their study.

The test statistic will be:

= (116 - 121) / 16(✓1/50 + 1/50)

= -1.5625

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Answer:

Below

Step-by-step explanation:

You need to move 5 times as many crates in the same amount of time....so you will need 5 times as many people =   25 people

Answer:

Step-by-step explanation:

Answer:

[tex]3^2-5[/tex]

Step-by-step explanation:

    Given equation:

 ( 3 - 2^2) + 5

  3 - 4 + 5   (Simplify exponent)

 -1 + 5  (Solve 3 - 4)

  4 (Simplified)

Evaluation

2^2 + 5

4 + 5

9 (not the answer)

3^2 - 5

9-5

4  (answer)

Answer: 15/2

Step-by-step explanation: Im doing this lesson right now and I looked up the answer on a math calculator online its called emathhelp.net and it gave me 15/2

Three points on the graph: (4, 0), (13, 5), (28, 8)

What is function ?

Function can be defined in which it relates an input to output.

Function 1: y = [tex](x+2) ^{1/3}[/tex] - 1

Domain: x ≥ -2

Range: y ≥ -1

x-intercept: There is no x-intercept.

y-intercept: (0, -1)

Transformation: The cube root function is shifted 2 units to the left and 1 unit down.

Three points on the graph: (-2, -1), (-1, 0), (6, 1)

Function 2: y = 3[tex](x - 4)^{1/3}[/tex] + 2

Domain: x ≥ 4

Range: y ≥ 2

x-intercept: (4, 0)

y-intercept: There is no y-intercept.

Transformation: The cube root function is shifted 4 units to the right, vertically stretched by a factor of 3, and shifted 2 units up.

Therefore, Three points on the graph: (4, 0), (13, 5), (28, 8)

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The volume of the cone is approximately 211.06 cubic meters.

Why is that?

Well, the formula for the volume of a cone is:

V = (1/3)πr^2h

where:

Substituting the given values, we get:V = (1/3)π(4.5m)^2(10m)

V = (1/3)π(20.25m^2)(10m)

V = (1/3)π(202.5m^3)

V = 67.5π

Using a calculator, we get:

V ≈ 211.06 cubic meters

Therefore, the volume of the cone is approximately 211.06 cubic meters.

Answer:

The answer is 40% :) Hope this helps!

The area of the shaded region in the standard normal distribution can be found to be 0.3510.

To find the area of the shaded region between -2.25 and -0.35 in a standard normal distribution, you would use a Z-table or a calculator with a built-in Z-table function.

Area between -2.25 and -0.35 = Area to the left of -0.35 - Area to the left of -2.25

Area to the left of -0.35 = 0.3632

Area to the left of -2.25 = 0.0122

find the difference between these two areas:

Area between -2.25 and -0.35 = 0.3632 - 0.0122 = 0.3510

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We cannot make a general assumption about whether the mean is greater or less than 3.5 based solely on the fact that the median is 3.5.

The mean is a measure of central tendency that represents the average value of a set of numbers. It is also called the arithmetic mean or simply the average.

We cannot make a general assumption about whether the mean is greater or less than 3.5 based solely on the fact that the median is 3.5.

The mean and the median are two different measures of central tendency, and they can have different values depending on the distribution of the data. In general, if a data set is symmetric and bell-shaped, the mean and the median are close to each other. However, if the data set is skewed, the mean and the median may be different.

For example, consider the following two data sets:

Set 1 data: 1, 2, 3, 4, and 5.

The median is 3.

The mean is (1 + 2 + 3 + 4 + 5) / 5 = 15 / 5 = 3.

Data set 2: 1, 2, 3, 4, 10

The median is 3.

The mean is (1 + 2 + 3 + 4 + 10) / 5 = 20 / 5 = 4.

In data set 1, the mean is the same as the median. In data set 2, the mean is greater than the median because the value 10 is an outlier that pulls the mean up.

Therefore, without additional information about the distribution of the data, we cannot make a general assumption about whether the mean is greater or less than 3.5 based solely on the fact that the median is 3.5.

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