What’s the answer it’s due in 15 mins

The option 1 "Triangles ABD and CBD are congruent by the SSS Congruence Postulate." is correct.

In the given question, DB is a median of ∆ADC.

We have to find which statement best describes the relationship between triangles ABD and CBD.

From the diagram we can see that

AD = CD

Since DB is median so it divide AC into two equal parts

So AB = CB

DB = DB (Common)

So, ∆ABD ≅ ∆CBD by SSS Congruence Postulate.

So, the option 1 "Triangles ABD and CBD are congruent by the SSS Congruence Postulate." is correct.

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The complete question is:

DB is a median of ∆ADC. Which statement best describes the relationship between triangles ABD and CBD?

(1) Triangles ABD and CBD are congruent by the SSS Congruence Postulate.

(2) Triangles ABD and CBD are similar by the SSS Similarity Postulate.

(3) Triangles ABD and CBD are congruent by the SAS Congruence Postulate.

(4) Triangles ABD and CBD are similar by the SAS Similarity Postulate.

If a function f offers a means of successfully generating a single value y while using a value for x to that end, then that selected x-value is said to belong to the domain of f.

A function's domain is the collection of permitted values. Included in this collection are the x values for a function, such as f. (x). Such values are gathered together to demonstrate the variety of values that can be utilized as function input. Inputting an x value causes the function to return this set of values.

here

Take into account the relationship (0,7,0,8,(2,6),(1,6),(1,7),(2,9).

The relation is shown in this case as a set of sorted pairs. The range is the set of y -coordinates, which are (6 ,7 ,8 ,9), and the domain is the set of x -coordinates (0, 1, 2) .

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Thus, ( 6 , 8 ) is the other endpoint.

What is Midpoint Formula?

Suppose the endpoints of a line segment are ( x 2 , y 2 ) and ( x 1 , y 1 ) . Also, suppose that the midpoint is ( x m , y m ) . To get ( x 2 , y 2 ) provided that the values of ( x m , y m ) and ( x 1 , y 1 ) are known, we can use the formula: ( x 2 , y 2 ) = ( 2 x m − x 1 , 2 y m − y 1 )

First, we have to determine the given values:

[tex]$$\begin{aligned}& \left(x_1, y_1\right)=(6, -4) \\& \left(x_m, y_m\right)=(5,-1)\end{aligned}$$[/tex]

Applying these points to determine the other endpoint:

[tex]$$\begin{aligned}& \left(x_2, y_2\right)=\left(2 x_m-x_1, 2 y_m-y_1\right) \\& \left(x_2, y_2\right)=(2(5)-4,2(1)-(-6)) \\& \left(x_2, y_2\right)=(6,8)\end{aligned}$$[/tex]

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The horizontal distance from the point where it was launched is; Option C: 7.14 feet

Horizontal distance is defined as the distance between two points measured at a zero percent slope.

We are told that the path of the marshmallow can be modeled by the quadratic equation;

y = −0.07x² + x + 2.2

The maximum point will occur when dy/dx = 0

Thus;

dy/dx = -0.14x + 1

At dy/dx = 0,

-0.14x + 1 = 0

1 = 0.14x

x = 7.14

This value of x is the x-coordinate of the vertex and it represents the horizontal distance from the point where it was launched.

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Answer:

Out of these potential sources of bias, the most concerning the potential source of bias in the principal's poll is probably response bias.

Step-by-step explanation:

There are several potential sources of bias in the principal's poll that could have led to the discrepancy between the poll results and the principal's observations. Some possible sources of bias include:

Self-selection bias: It is possible that students who were more likely to admit to using their phone during class were more likely to participate in the poll. This could have led to an overestimation of the percentage of students who use their phone during class.

Response bias: It is possible that students who participated in the poll were not entirely truthful in their responses. For example, students who do use their phone during class might have been reluctant to admit it, leading to an underestimate of the percentage of students who use their phone during class.

Sampling bias: The principal might not have selected a truly random sample of students for the poll, leading to a sample that is not representative of the entire student body. For example, if the principal only polled students from certain classes or certain grade levels, the results might not be representative of the entire school.

Observation bias: The principal's observations might not have been completely objective. For example, the principal might have been more likely to notice students who were using their phone during class, leading to an overestimate of the percentage of students who use their phone during class.

If students are not completely truthful in their responses, it will be difficult to accurately gauge the extent to which students are using their phones during class. It is important to try to minimize response bias as much as possible in any survey or poll.

To determine if a polynomial function is rising or falling, take the derivative of the function and evaluate it at the given point. If the derivative is positive, then the function is rising; if the derivative is negative, then the function is falling.

To determine if a polynomial function is rising or falling, take the derivative of the function. The derivative of a function at a given point is the slope of the tangent line at that point. If the slope is positive, then the function is rising; if the slope is negative, then the function is falling. To find the derivative of a polynomial function, use the power rule. This states that if f(x) = x^n, then the derivative of f(x) is nx^(n-1). Once the derivative is found, evaluate it at the given point. If the result is positive, then the function is rising; if it is negative, then the function is falling.

Let's say we have a polynomial function f(x) = x^3. To find the derivative of this function, use the power rule. The derivative of f(x) = x^3 is 3x^2. Now let's evaluate the derivative at the given point x = 2. The derivative at x = 2 is 3(2)^2 = 12. Since 12 is positive, the function is rising at that point.

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If the volume of a rectangular pyramid is known, we can determine the length of the pyramid if we get the base area or the base dimensions. Here the length of the pyramid is the height of the rectangular pyramid.

The volume of a right rectangular pyramid of base l×b and height h can be determined by the formula

V = l×b×h/3

Therefore we can obtain the length or height of the rectangular pyramid given the volume if we know other two dimensions or their product, that is the base area of the pyramid. In which case we can obtain the height be substituting.

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We write 4 is greater than 3 using Inequality sign as 4 > 3.

The first number in every inequality sign tells us how the first and second numbers relate to one another, so 4 > 3 means "4 is greater than 3."

In mathematics, "inequality" refers to a relationship between two expressions or values that are not equal to one another.

Greater than and less than symbols are used to indicate whether one number is greater than or less than another. The greater than symbol (>) is used when the first number exceeds the second number. The less than symbol (<) is used when the first number is less than the second number.

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Step-by-step explanation:

4. 5 Million

5. 6:10

Not sure about 3 tho I'm sorry !

Answer:

Yes

Step-by-step explanation:

Therese infinite amount of rational numbers between 0 and 1 because of decimals.

0.9

0.99

0.999

0.9999

.....

There's an infinite amount of decimals you can add. If the sequence repeats, it is rational.

The triangles can be proven to be congruent. ΔADC ≅ ΔCBA based on the HL congruence theorem.

The HL congruence theorem can be used to prove that two triangles are congruent if we can show that they are right triangles which have a pair of congruent hypotenuse and a pair of congruent legs.

Given the triangles in the image, ΔADC and ΔCBA, they have the following:

Therefore, both triangles are congruent by HL congruence theorem.

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In mathematics the expression of i² refers to or has a value equal to -1

We are going to define complex numbers, since "i" is a letter that denotes that it is an imaginary number.

Complex numbers are known as imaginary numbers and can be defined as an extension of the set of real numbers, since in its structure it has a real number followed by an imaginary number denoted with the letter "i".

The value of "i" starts from the square root of (-1)

√(-1) = i

Then if we want to know the value of i squared we do the following:

√(-1) = i

[√(-1)]² = i²

(-1) = i²

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As per the equation of line, the height density of the curve is 0.2

The standard form of the equation of a straight line is

=> y = mx + c

here m is the slope and c refers the intercept on the y-axis.

Here we have given that A line goes from (1, 0) to (5, question mark). a horizontal line is at x = 5.

And we need to find  height need to be for this curve to be a density curve.

As per the given details,

here we have the point (1,0) and ( 5, ?)

There is an horizontal line at x = 5.

Then the height of the density of the curve is calculated as.

Here we have to recall that the area must equal 1 and that uniform density curves are rectangular.

=> base x height = 1

=> 5 x height = 1

=> height = 1/5

=> height = 0.2

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Answer: 4 cats

Step-by-step explanation:

10% = 0.1

Take 40 times 0.1 = 4 cats

A linear equation y = 3x+5 with two variables hence has an infinite number of solutions.

Equations whose variables have a power of one are called linear equations. One example with one variable is where ax+b = 0, where a and b are real values and x is the variable.

Given linear equation:

y = 3x+5

In this equation,

there are two variables, x and y.

And equation is one.

That means,

the number of unknowns > the number of equation

2>1.

The line y=3x+5 is a linear equation in two variables.

For every value of x, there is a unique value of y

Put x=0 ⇒ y=5

Hence, (0,5) is a solution

Put x=1, ⇒ y=8

Hence, (1,8) is a solution.

Put x=−1,⇒y=2

Hence, (−1,2) is a solution.

We so obtain varied values of y when preserving distinct values of x.

Therefore, infinitely many solutions are possible.

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Answer:

Step-by-step explanation:

correct answer is 6 marbles, no doubt.

z-score in normal distribution is a standardized value of raw score,i.e., random variable X when mean is 0 and standard deviation is 1.

What is standard deviation?

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Measuring tools are necessary because its improve the quality and quantity of life while also making our lives easier and safer. It is debatable if the capacity for precise measurement of physical attributes has a significant survival value that gives humans an adaptive, evolutionary advantage honed over many years of natural selection.

A measuring instrument is a tool used to quantify anything tangible. Measurement is a key activity in the physical sciences, engineering, and quality control.

Measurement equipment that is frequently used includes thermometers, rulers, yardsticks, scales, beakers, protractors, clocks, and measuring tape. Understanding the proper way to use each instrument can make measurement more accurate , enjoyable. Each tool has a unique purpose.

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The term "difference" relates to subtraction, thus since they are looking for an unknown number's "difference," we can utilize the variable "x." X-7

Subtraction is an operation to find the difference of two numbers; yet, the outcome of subtraction is a difference.

The greater-than sign is represented by the letter >. Therefore, 9>7 is understood to mean "9 is greater than 7." The sign for less than is. (greater than or equal to) and are two more comparison symbols (less than or equal to).

The larger than, less than, and equal to signs are referred to as our "at least" signs.

7 divided by a number equals x-7.

Four times is four or four.

At the very least = -52 = Response negative 52

Connect them all,

x-7(4)<-52

4(x - 7) ≥ -52

4x - 28 ≥ -52

4x ≥ -24

x ≥ -6.

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If only the rule y = f(x) is provided, the set of all real x for which the function is defined is assumed to represent the domain.

Given that,

We have to find what is the natural domain of f(x).

We know that,

Consider the relationship between the independent variable x and the dependent variable y, y = f(x). It is considered to be in the domain of the function f if a value for x successfully enables the construction of a single value y using another value for x.

If only the rule y = f(x) is provided, the set of all real x for which the function is defined is assumed to represent the domain.

For instance, all real x has a value of zero when y = x. This is sometimes referred to as the function's natural domain.

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The equation x² + 4x - 7 can be written in the form (x + a)² - b as (x + 2)² - 11

x² + 4x - 7 in the form (x + a)² - b

Where,

b = constant

x² + 4x - 7

= (x + 2)² - 11

Hence,

x² + 4x - 7 = (x + 2)² - 11

Check:

(x + 2)² - 7

= (x + 2) (x + 2) - 7

= x² + 2x + 2x + 4 - 11

= x² + 4x - 7

Therefore, (x + 2)² - 11 is another form the equation x² + 4x - 7 can be written.

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this is just base (b) times width (w) times height (h)

you can put them into an equation that looks like this:

b × w × h = area (a)

now lets put those numbers for the letters.

8 × 2 × 4 = a

a = 64

you're welcome :)

64 should be added to the equation to make it perfect square. The correct option is A.

A perfect square is a number that can be expressed as the product of an integer by itself or as the second exponent of an integer. Perfect square trinomials are three-term polynomials with a quadratic equation of ax^2 + bc + c

In order to find the c, we must divide 16 in the equation 16x , and raise it to the power of 2.

This will be:

(16/2)²

= 8²

= 64

Therefore the answer is 64.

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Complete question

Which term should be inserted in X² − +16 to make it a perfect square?

A. 64

B. 6

C. 4

D. 2

To convert an area measured in square inches to square centimeters, we need to multiply the area in square inches by the conversion factor that converts square inches to square centimeters. In this case, the conversion factor is 6.5 square centimeters per square inch. So, to convert the paper's area of 96 square inches to square centimeters, we multiply 96 square inches by 6.5 square centimeters per square inch, giving us 96 * 6.5 = 624 square centimeters. Thus, the paper's area in square centimeters is 624 square centimeters.

Answer:

x = 90

y = 58

z = 32

Step-by-step explanation:

A straight line is 180.

x = 180 =90 = 90

I looked at the small white triangle on the far right.  I now that the sum of the 3 angles must add up to 180.  I know that one angle is 90.  I can figure out C from the large triangle.

Angle  C is 180 -90 - 32 = 58

I now know 2 of the angle measurements for the small right side triangle:

58 and 90  I subtract these from 180 to find z

180 - 90 - 58 = 32

To find x.  I know that a straight line is 180,  I also know that I have a 90 and a 32 degree angle.  I subtract these from 180

180 - 90 -32 = 58

Answer:

Your answer is x = 90° , y = 58° , z = 32°

Step-by-step explanation:

Looking at that right-angle triangle ABC we know that it has 3 angles that must add up to 180°.

The problem mentions that there is a square the inside the triangle.

Now within the triangle ABC there is 2 triangles and a square inside of it.

This is the information from looking at the triangle.

Angle 32° + x° + y° = 180°

Angle y° + 90° + z° = 180°

Angle x° seems to be perdicular to the triangle so must be 90°

Now we know 2 angles we can solve for angle y°

32° + x° + y° = 180°

32° + 90° + y° = 180°

122° + y° = 180°

y° = 58°

The square's four angle is all 90°. Substitute y to solve for z.

y° + 90° + z° = 180°

58° + 90° + z° = 180°

148° + z° = 180°

z° = 32°

There are four terms in the expression. Two are numbers and the remaining are variables.

It is a mathematical statement express the relationship between two or more mathematical terms.  In an expression there will be one or more mathematical symbols or operator such as addition, multiplication, division or subtraction sign. Beside this there are many other signs such as equal or inequal sign, integration sign, square root or cubic root sign etc.

Terms can be numbers, variables or variables with coefficient.

In the above question, we have four terms, and one symbol.

5 × 3xy

5 is number and it is called constant

3 is number but it acts as the coefficient of the variables x and y.

x and y are two variables.

there is a multiplication sign among these terms.

the above expression can be described as 5 is multiplied by 3xy.

hence, we have four terms.

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The conditions for the discontinuity is illustrated as follows.

The term discontinuity in math is defined as the functions f(x) that are not continuous at a point of its domain.

If the function fall under the discontinuity if it satisfies any one of the following condition,

If the function will satisfies any one of these condition, then the function must discontinuous one.

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The basic definition states that all the sides of an equilateral traingle is always same.

so equilateral traingle have same side and is justified  according to the definition of the equilateral traingle.

Now secondly we have to prove that all angles of an equilateral traingle is same  :

in the traingle PQR shown below PQ,QR,PR is the side of the traingle

we have to prove that ∠QPR = ∠PQR = ∠ PRQ.

As we know that all sides length of equilateral traingle are equal.

so PQ=QR=PR

Statement 1:

Angles opposite to equal sides QR and PR are equal so .

=>   ∠QPR = ∠PQR

Statement 2:

Angles opposite to equal sides PR and PQ are equal so .

 =>   ∠PQR = ∠ PRQ.

combining statement 1 and statement 2.

=>  ∠QPR = ∠PQR = ∠ PRQ and hence all three angles are same [Proved]

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-11/9 < c is the simplest form of the given inequality

What is Linear Inequality?

A linear inequality is a mathematical inequality that incorporates a linear function. A linear inequality contains one of the inequality symbols. It displays data that is not equal in graph form.

Solution:

In this question all that we have to do is to seperate the variable terms and the constant terms

It is showwn in the solution below

c - 8 < 10c + 3

-8-3 < 10c - c

-11 < 9c

-11/9 < c

as you can see after seperating the terms we can surely make an inequality

Refer to the Graph Attached

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To identify corresponding parts of congruent triangles, you can use the transformations of translation, rotation, and reflection.

Translation involves moving a figure a certain distance in a certain direction, and all parts of the figure move the same distance in the same direction. If you translate two congruent triangles, their corresponding parts will still be corresponding.

The term "trigon" is occasionally (though not very frequently) used to refer to a triangle, a 3-sided polygon. Three sides and three angles, some of which may be the same, characterize every triangle.

The term "acute triangle" refers to a triangle with all three angles being smaller than. The term "obtuse triangle" refers to a triangle with any one angle greater than. The terms "right triangle" and "right-angled triangle" both refer to triangles with at least one angle of.

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