2 quantities, a and b, have a proportional relationship, where a is -3 and b is -4. Create an equation to represent this relationship

Applying the Pythagorean theorem, the exact values of x are:

1. x = 13      2. x = 4      3. x = 6     4. x = 8   5. x = 15    6. x = √7

If a and b are smaller sides (legs) of a right triangle, and c is the longest side (hypotenuse), the Pythagorean theorem states that:

c = √(a² + b²).

Apply the Pythagorean theorem to find the exact value of x:

1. x = √(12² + 5²)

x = 13

2. x = √(5² - 3²)

x = 4

3. x = √(10² - 8²)

x = 6

4. x = √(17² - 15²)

x = 8

5. x = √(12² + 9²)

x = 15

6. x = √(4² - 3²)

x = √7

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The equation of the line that passes through  (3,-2) and is (a) parallel to the line is y = 3x - 11 and (b) perpendicular to the line is y = - 1 / 3 x - 2.

The equation of a line can be represented in different form such as slope intercept form.

The equation of a line in slope intercept form can be represented as follows:

y = mx + b

where

Hence, let's find the equation of a line passing through (3, -2) and is parallel to the line shown.

Parallel line have the same slope.

Hence,

m = -4 + 1 / 1 - 2

m = -3 / -1

m = 3

Therefore,

y = 3x + b

-2 = 3(3) + b

b = -2 - 9

b = -11

The equation is y = 3x - 11

Hence, let's find the equation of a line passing through (3, -2) and is perpendicular to the line shown.

The slopes of perpendicular lines are negative reciprocals of one another.

hence,

m = - 1 / 3

Therefore,

y = - 1 / 3 x + b

-2 = - 1 / 3(3) + b

b = -2 + 1

b = -2

Therefore, the equation is y = - 1 / 3 x - 2.

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The correct answer is "not enough information to prove any parallel lines."

If two lines in a two-dimensional plane are parallel, then the corresponding angles formed by a transversal (a line that intersects both lines) are congruent (i.e., they have the same measure).

Additionally, the alternate interior angles (angles that are on opposite sides of the transversal and inside the pair of parallel lines), as well as the corresponding angles (angles that are in the same position relative to the transversal on the two parallel lines), are also congruent.

In the given diagram, line k is parallel to m, while line a is also parallel to line b but forming a transverse line to line k and line m. Also line k and line m form a transverse line to lines a and b.

So we can conclude that not enough information to prove any parallel lines.

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The observation table in Annexure A records the minimum and maximum temperature in a community for 30 days.

To collect data on the observation table in Annexure A for 30 days of minimum and maximum temperature in your community, follow these steps:
Obtain a reliable source for temperature data: You can use local weather stations, online weather platforms, or mobile apps that provide accurate and up-to-date temperature information for your community.
Prepare the observation table:

Create a table in Annexure A with columns for Date, Minimum Temperature, and Maximum Temperature.

Make sure there are 30 rows for each day of observation.
Record daily temperatures:

For each day, note down the date and the minimum and maximum temperatures in their respective columns.

Be consistent with the time of day you record these temperatures, ideally early morning for the minimum and late afternoon for the maximum.

Repeat the process:

Continue recording daily temperatures for a total of 30 days.
Review and analyze the data:

Once the 30-day period is complete, you can analyze the data to observe trends or patterns in temperature variation.
Remember to be consistent in your data collection to ensure accurate and reliable results.

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The actual distance between the two cities is equal to 288 miles.

In Geometry and Mathematics, a scale factor simply refers to the ratio of two corresponding side lengths in two similar geometric figures, which can be used to either horizontally or vertically enlarge (increase) or reduce (decrease or compress) a function that represents their size.

In Geometry, the scale factor of a geometric figure can be calculated by dividing the side lengths of the image by the side lengths of the pre-image:

Scale factor = length of image (new figure)/length of pre-image (actual figure).

Scale:

0.25 inch = 24 miles

0.25/24 = New distance/Actual distance

0.25/24 = 3/Actual distance

Actual distance = (24 × 3)/0.25

Actual distance = 288 miles.

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The number of tests Rick has taken are 7.

The average of given numbers is equal to the sum of all the values divided by the total number of values. It  generally refers to a measure of central tendency or the typical value within a set of data points.

The mean, or arithmetic mean, is the most commonly used type of average. It is calculated by adding up all the values in a data set and dividing by the total number of data points. Mathematically, the mean is represented as:

Mean = (Sum of all values) / (Total number of data points)

Based on the given conditions, formulate:

581/83 =7

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Answer:

840, 14

Step-by-step explanation:

(a.) In order to solve a, we first need to solve b since we're essentially dealing with proportions.

(b.) Our proportion to solve for miles per gallon is 350 miles / 25 gallons = x miles / 1 gallon where we solve for x:

[tex]\frac{350}{25}=\frac{x}{1}\\ \\ 25x=350\\\\x=14[/tex]

Thus, the gas mileage is 14 miles per gallon

(a.) Now, we can solve for part a. using the proportion x miles / 60 gallons = 14 miles / 1 gallon:

[tex]\frac{x}{60}=\frac{14}{1}\\ \\ x=840[/tex]

The mathematical expression is -12x³[tex]y^8[/tex].

We have,

-12x to the power of 3 y to the power of 8

Now, writing the mathematical expression

-12x to the power of 3  = -12x³

and, y to the power of 8 = [tex]y^8[/tex]

So, the expression can be written as

= -12x³[tex]y^8[/tex]

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Answer:

  see attached

Step-by-step explanation:

You want the 2-way table filled based on the descriptions of its contents.

The total number of students surveyed (240) goes in blank 9, where row and column headings are both "Total".

The number 35% × 240 = 84 goes in blank 7, the total number interested in athletics.

The number 3/5 × 240 = 144 goes in blank 3, the total number interested in academic clubs.

The number 26 goes in blank 1, which is in row 1 (interested in academic clubs) and in column 1 (interested in athletics). It is the number interested in both.

Blank 2 is the difference between blank 3 and blank 1. It makes the total for the line be correct.

Blank 4 is the difference between blank 7 and blank 1. It makes the total for the column be correct.

Similarly, blanks 8 and 6 are differences that make the row and column totals (respectively) be correct.

Finally, blank 5 is the value that makes its row and column totals be correct. The fact that the one number makes two correct totals gives you a check on that number.

The filled table is shown in the first attachment. The calculations are shown in the second attachment.

Answer:

12 minutes

Step-by-step explanation:

200/17

= 11.7

round up

12 minutes

Answer:

Step-by-step explanation

The first step is to add up all of the numbers to get the total budget.

Total Budget = 858 + 429 + 924 + 198 + 363 + 528 =3,300

Then to find the percentage for a certain category it is:

[tex]\frac{Budget Category}{Budget Total} times 100%[/tex]

So, 429 / 3300 x 100% = 0.13 x 100% = 13% Car Expense

Answer:

Step-by-step explanation

The first step is to add up all of the numbers to get the total budget.

Total Budget = 858 + 429 + 924 + 198 + 363 + 528 =3,300

Then to find the percentage for a certain category it is:

[tex]\frac{Budget Category}{Budget Total} times 100%[/tex]

So, 429 / 3300 x 100% = 0.13 x 100% = 13% Car Expense

Answer:

Step-by-step explanation:

A

Step-by-step explanation:

30 % of 25 is

                 .30  *  25 = ~ 8 left handed   ( rounded)

To transform the left-hand side of the given identity "1 + cos(2x)" into the right-hand side "[tex]2cos^2(x)[/tex]", the expression "1" should be changed to "[tex]2sin^2(x)[/tex]" and the left-hand side should be simplified.

Trigonometric identities are mathematical equations that may be used to express trigonometric functions. These identities, which are also used to solve trigonometric equations, can be utilised to simplify and manage trigonometric expressions.

Trigonometric identities, which are derived from the geometric properties of triangles and the unit circle, provide a way to describe trigonometric functions in terms of other trigonometric functions or constants. In many areas of mathematics, physics, engineering, and other fields where trigonometry is used, they are commonly used.

Replacing  "1" with "[tex]2sin^2(x)[/tex]".

[tex]1 + cos(2x) -- > 2sin^2(x) + cos(2x)[/tex]

Using the double angle formula for cosine

The double angle formula for cosine is: cos(2x) = [tex]2cos^2(x) - 1[/tex]

Substitute the double angle formula into the expression for cos(2x) on the left-hand side.

[tex]2sin^2(x) + cos(2x) -- > 2sin^2(x) + (2cos^2(x) - 1)[/tex]  [Substitute cos(2x) with [tex]2cos^2(x) - 1[/tex]]

Simplify the expression on the left-hand side.

[tex]2sin^2(x) + (2cos^2(x) - 1) -- > 2sin^2(x) + 2cos^2(x) - 1[/tex] [Simplify using distributive property]

[tex]2sin^2(x) + 2cos^2(x) - 1 -- > 2(sin^2(x) + cos^2(x)) - 1[/tex] [Apply trigonometric identity [tex]sin^2(x) + cos^2(x) = 1[/tex]]

[tex]2(sin^2(x) + cos^2(x)) - 1 -- > 2(1) - 1[/tex] [Substitute [tex]sin^2(x) + cos^2(x)[/tex]with 1]

[tex]2(1) - 1 -- > 2 - 1\\2 - 1 -- > 1[/tex]

So, following simplification, the left-hand side equation "1 + cos(2x)" may be changed into "1." As a result, "1" in the equation needs to be altered to "2sin(x)" and the left side should be simplified to "1".

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Answer:

Step-by-step explanation:

in question no. 17

base=x

perpendicular=9

hipotanus=15

by applying pythagorus

(x)² + (9)² = (15)²

x=√(15)²-(9)²

x= √225-81

x=√144 = 12

now area of triangle = 1/2 ×base×height

= 1/2 × 12 × 9 = 54

area of figure 17 = 54 × 2 = 108

The solutions to the trigonometric equation 2 cos²0-2sin²0= √3 is option C.

It should be noted that a trigonometric equation is one that contains a trigonometric function with a variable. For example, sin x + 2 = 1 is an example of a trigonometric equation.

The equations can be something as simple as this or more complex like sin2 x – 2 cos x – 2 = 0.

In this case, solutions to the trigonometric equation 2 cos²0-2sin²0= √3 is π/12 + πn and 11x/12 + πn

The correct option is C.

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The slope of a line given the table is equal to 0.

In Mathematics and Geometry, the slope of any straight line can be determined by using the following mathematical equation;

Slope (m) = (Change in y-axis, Δy)/(Change in x-axis, Δx)

Slope (m) = rise/run

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

By substituting the given data points into the slope formula, we have the following;

Slope (m) = (9 - 9)/(3 - 1)

Slope (m) = 0/2

Slope (m) = 0.

Based on the table, the slope is the change in y-axis with respect to the x-axis and it is equal to 0.

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Therefore, the value of k could be either 6 or 24 if the distance between the line x+y-5 and 3x+3y-k=0 is √18.

An equation is a statement that two mathematical expressions are equal. It contains an equal sign and can include variables, constants, and mathematical operations such as addition, subtraction, multiplication, and division. Equations can be used to solve problems, find unknown values, and model real-world situations.

Here,

To find the distance between the line x+y-5 and 3x+3y-k=0, we need to find the perpendicular distance between them.

The line x+y-5 can be written in slope-intercept form as y = -x + 5, and its slope is -1.

The line 3x+3y-k=0 can be rewritten as y = -x + k/3, and its slope is also -1.

Since the slopes of the two lines are the same, they are parallel. Therefore, the perpendicular distance between them is the distance between any point on one line and the other line.

Let's choose a point on the line x+y-5. We can choose (1,4) since it lies on the line. The distance between this point and the line 3x+3y-k=0 is:

|3(1) + 3(4) - k|/√(3²+3²)

Simplifying this, we get:

|15 - k|/3√2 = √18

Multiplying both sides by 3√2, we get:

|15 - k| = 3√2 * √18

= 9

This gives us two possible values for k:

15 - k = 9, which gives k = 6

or

k - 15 = 9, which gives k = 24

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Answer:

Pull terms out from under the radical, assuming positive real numbers.

0

Step-by-step explanation:

The null hypothesis states that there is no distinction between the mean shelf life of the rechargeable batteries marketed by Power+ and Electro. Whereas, the alternative suggestion maintains that the mean duration of the batteries sold by Power+ stands greater than that of Electro.

The test statistic is 2.24

Utilizing a t-distribution with degrees of freedom akin to the entire sample size minus two (df = n1 + n2 - 2 = 104) alongside the derived test statistic, the p-value can be accessed via calculator or software as 0.014.

As the figure procured from the p-value is lower than the significance level α = 0.05, we invalidate the null positing. The evidence warrants corroborating the allegation that the rechargeable batteries proffered by Power+ remain usable for longer than those provided by Electro.

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Answer:

Step-by-step explanation:

A. The cash flow would be $91,400 if the depreciation were $48,000.

B. The cash flow would be $81,800 if the depreciation were $16,000.

C. The lost cash flow due to the reduced depreciation from $48,000 to $16,000 is $9,600.

Earnings before depreciation and taxes = $110,000

Depreciation = $48,000

Earnings before taxes = $62,000 ($110,000 - $48,000)

Taxes (30%) = $18,600 ($62,000 x 30%)

Earnings after taxes =  $43,400 ($62,000 - $18,600)

Depreciation $48,000

Cash flow = $91,400 ($43,400 + $48,000)

Earnings before depreciation and taxes = $110,000

Depreciation = $16,000

Earnings before taxes = $94,000 ($110,000 - $16,000)

Taxes (30%) = $28,200 ($94,000 x 30%)

Earnings after taxes =  $65,800 ($94,000 - $28,200)

Depreciation $16,000

Cash flow = $81,800 ($65,800 + $16,000)

Cash flow at $48,000 depreciation = $91,400

Cash flow at $16,000 depreciation = $81,800

Lost cash flow = $9,600 ($91,400 - $81,800)

Thus, we can learn that reduced depreciation increases the tax liability, thereby reducing the cash flow.

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A. The cash flow would be $91,400 if the depreciation were $48,000.

B. The cash flow would be $81,800 if the depreciation were $16,000.

C. The lost cash flow due to the reduced depreciation from $48,000 to $16,000 is $9,600.

Earnings before depreciation and taxes = $110,000

Depreciation = $48,000

Earnings before taxes = $62,000 ($110,000 - $48,000)

Taxes (30%) = $18,600 ($62,000 x 30%)

Earnings after taxes =  $43,400 ($62,000 - $18,600)

Depreciation $48,000

Cash flow = $91,400 ($43,400 + $48,000)

Earnings before depreciation and taxes = $110,000

Depreciation = $16,000

Earnings before taxes = $94,000 ($110,000 - $16,000)

Taxes (30%) = $28,200 ($94,000 x 30%)

Earnings after taxes =  $65,800 ($94,000 - $28,200)

Depreciation $16,000

Cash flow = $81,800 ($65,800 + $16,000)

Cash flow at $48,000 depreciation = $91,400

Cash flow at $16,000 depreciation = $81,800

Lost cash flow = $9,600 ($91,400 - $81,800)

Thus, we can learn that reduced depreciation increases the tax liability, thereby reducing the cash flow.

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Answer:

false ,true ,true

Step-by-step explanation:

No, Savannah is incorrect. Doubling the length, width, and height of a right rectangular prism will not double its surface area.

Surface area is the total area of an object's exposed faces, including any external surface area. It is a measure of the size of a surface and is usually expressed in square units such as square meters or square centimeters. Surface area is a two-dimensional measurement, since it only takes into account the area of a surface, and not its thickness or volume.

The surface area of a right rectangular prism is calculated by multiplying the length by the width and then multiplying that number by two and adding the two products together.

For example, the surface area of a right rectangular prism with a length of 15 cm, a width of 10 cm, and a height of 5 cm is calculated as follows:

Surface area = (15 cm * 10 cm) + (15 cm * 5 cm) = 150 cm2 + 75 cm2 = 225 cm2

Doubling the length, width, and height of this right rectangular prism would give us a prism with a length of 30 cm, a width of 20 cm, and a height of 10 cm. The surface area of this new prism would be calculated as follows:

Surface area = (30 cm * 20 cm) + (30 cm * 10 cm) = 600 cm2 + 300 cm2 = 900 cm2

As you can see, doubling the length, width, and height of the right rectangular prism does not double its surface area - the surface area has increased by four times (900 cm2/225 cm2 = 4).

In conclusion, doubling the length, width, and height of a right rectangular prism does not double its surface area; rather, it increases the surface area by a factor of four.

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No, Savannah is incorrect. Doubling the length, width, and height of a right rectangular prism will not double its surface area.

Surface area is the total area of an object's exposed faces, including any external surface area. It is a measure of the size of a surface and is usually expressed in square units such as square meters or square centimeters. Surface area is a two-dimensional measurement, since it only takes into account the area of a surface, and not its thickness or volume.

The surface area of a right rectangular prism is calculated by multiplying the length by the width and then multiplying that number by two and adding the two products together.

For example, the surface area of a right rectangular prism with a length of 15 cm, a width of 10 cm, and a height of 5 cm is calculated as follows:

Surface area = (15 cm * 10 cm) + (15 cm * 5 cm) = 150 cm2 + 75 cm2 = 225 cm2

Doubling the length, width, and height of this right rectangular prism would give us a prism with a length of 30 cm, a width of 20 cm, and a height of 10 cm. The surface area of this new prism would be calculated as follows:

Surface area = (30 cm * 20 cm) + (30 cm * 10 cm) = 600 cm2 + 300 cm2 = 900 cm2

As you can see, doubling the length, width, and height of the right rectangular prism does not double its surface area - the surface area has increased by four times (900 cm2/225 cm2 = 4).

In conclusion, doubling the length, width, and height of a right rectangular prism does not double its surface area; rather, it increases the surface area by a factor of four.

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The reflection of the figure over y = -2x - 1 is attached accordingly.

A reflection in mathematics is a mapping from a Euclidean space to itself that is an isometry with a hyperplane as a fixed point set; this set is known as the axis or plane of reflection.

Because the line of reflection has a slope of -1/2, each image point will be on a line with a slope of 2 that passes through the associated pre-image point.

It might be simplest to count the grid squares between the pre-image point and the line, then from the line to the image point's location. Those measurements will be the same.

The second attachment shows the mirrored image.

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Answer:

Step-by-step explanation:

To find the answer, we can use the formula for combinations:

nCr = n! / r!(n-r)!

where n is the total number of games, r is the number of losses, and n-r-1 is the number of ties (since we already know there are 9 wins).

Substituting the values, we get:

13C3 * 10C1

= (13! / 3!10!) * (10! / 1!9!)

= (13*12*11 / 3*2*1) * 10

= 2860

Therefore, there are 2860 ways the schedule can end with 9 wins, 3 losses, and 1 tie.