What is the slope of the line through R(2,5) and S(-1, 7)?

Answer:

no they aren't inverses bc they arent the same numbers

Step-by-step explanation:

Answer:

They aren't inverse as they intersect with each other more than once.

Answer:

4 apartments per floor

Answer: 4

Step-by-step explanation:

If there are 36 apartments in the building with 9 on each floor, you can find the answer by simply doing the equation 36/9=4.

Answer:

C

Step-by-step explanation:

One pound (lb) is equal to 16 (oz). So, if you are trying to find how many ounces are in one pound, you have to divide the number of pounds by the 16,   the amount of ounces in one pound.

The total cupcakes the bakery sell that day is 80

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

Number of sales = 76

Proportion = 95%

This implies that

Number of sales = Proportion * Total number of cupcakes

Substitute the known values in the above equation, so, we have the following representation

76 = 95% * Total number of cupcakes

Divide both sides by 95%

Total number of cupcakes = 80

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Answer:

If the whole transaction is written separately from the beginning, an algebraic equation is obtained

Step-by-step explanation:

\(4x = s\)

\( - 2x = w\)

\(w \times s = - 8 {x}^{2} \)

\(w = s = s \times s = 16 {x}^{2} \)

\( - 8 {x}^{2} + 16 {x}^{2} = 8 {x}^{2} \)

This is the way to get the answer

The statement "Every set can be considered a class" means that every object in set theory, including sets, can be considered a class. This is because classes are simply collections of objects, and sets are a type of collection.

The statement "If S is a set, consider the formula x S and the class {x: x = S}" means that if S is a set, then we can consider the formula x S, which states that x is an element of S, and the class {x: x = S}, which is the class of all objects that are equal to S.

In other words, the statement is saying that every set can be considered a class, and that we can define a class for any set by considering the formula that defines the set and the class of all objects that satisfy that formula.

For example, the set {1, 2, 3} can be considered a class by considering the formula x ∈ {1, 2, 3}, which states that x is an element of the set {1, 2, 3}, and the class {x: x ∈ {1, 2, 3}} is the class of all objects that are elements of the set {1, 2, 3}. This class is equal to the set {1, 2, 3}.

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Answer:

The probability is 0.33

Step-by-step explanation:

Please find the attachment for detail

Answer:

Answer is C on edge

Step-by-step explanation:

Trust me

Answer:

c

Step-by-step explanation:

Answer:

D. \(10^{\circ}\)

Step-by-step explanation:

Let the measure of minor arc \(AE\) be \(\alpha\) and the measure of minor arc \(BD\) be \(\beta\).

Using the secant-secant theorem, \(\frac{\alpha-\beta}{2}=32 \implies \alpha-\beta=64^{\circ}\).

By the inscribed angle theorem, \(\alpha=84^{\circ}\).

Thus, \(\beta=20^{\circ}\).

By the inscribed angle theorem, \(x=10^{\circ}\).

From the two column proof below, we have seen ∠BAC ≅ ∠DAC by CPCTC

The two column proof to show that ∠BAC ≅ ∠DAC is as follows:

Statement 1: ΔABD is Isosceles with base BD, AC ⊥ BD

Reason 1: Given

Statement 2: AB ≅ AD

Reason 2:  Definition of isosceles Triangles

Statement 3: ∠1 and ∠2 are right angles

Reason 3: Definition of perpendicular

Statement 4: AC ≅ AC

Reason 4: Reflexive Property

Statement 5: ΔABC and ΔADC are right triangles

Reason 5: Definition of right triangle

Statement 6: ΔABC ≅ ΔADC

Reason 6: HL Congruency

Statement 7: ∠BAC ≅ ∠DAC

Reason 7: CPCTC

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Answer:

Hypothesis

a. If two integers are even

Conclusion

b. then their sum is even

Step-by-step explanation:

We divide the statement into two parts . The first part is true only when the second is also true. The only way we can reject the hypothesis is that the conclusion is false.

In the statement "If two integers are even, then their sum is even" the part "If two integers are even" would be considered true or false on the basis of "then their sum is even" validity. So if the "then their sum is even" (conclusion )  Part is proved then the "If two integers are even" ( hypothesis) is also true.

Hence the hypothesis is

a. If two integers are even

and

Conclusion is

b. then their sum is even

To create a box from a flat piece of metal, you typically cut equal-sized squares from each corner, then fold up the sides. This effectively reduces the size of the base of the final box by twice the length of the side of the squares.

The original size of the piece of tin is 40 cm x 70 cm. Let's represent the length of the side of the squares cut from the corners as x (in cm). After the squares are removed, the size of the base of the box will be (40 - 2x) cm by (70 - 2x) cm.

The problem states that the base area of the box is 1984 cm^2. Thus, we can set up the following equation:

(40 - 2x) * (70 - 2x) = 1984.

Expanding this equation gives:

2800 - 140x - 80x + 4x^2 = 1984,

4x^2 - 220x + 2800 = 1984,

4x^2 - 220x + 816 = 0.

Dividing through by 4 gives:

x^2 - 55x + 204 = 0.

This quadratic equation can be solved using the quadratic formula, x = [ -b ± sqrt(b^2 - 4ac) ] / 2a. Here, a = 1, b = -55, and c = 204.

The discriminant, b^2 - 4ac = (-55)^2 - 4*1*204 = 3025 - 816 = 2209.

The square root of 2209 is 47.

Therefore, the solutions for x are:

x = [55 ± 47] / 2

x = 51, 4.

Since the length of the sides of the squares (x) must be less than half the length of the shorter side of the original tin piece (which is 40 cm / 2 = 20 cm), the valid solution is x = 4 cm. Thus, each square cut from the corners is 4 cm on a side.

Answer:

Scalene

Step-by-step explanation:

It is not isosceles because an isosceles triangle needs to have at least 2 congruent sides

It is not equilateral because not all of the sides are the same length

It appears to be a right triangle, not an acute triangle

The answer is scalene because all sides are a different length

Hope this helps :-)

Hi The answer is scalene

Answer:

f(x) =  x² - x - 6

Step-by-step explanation:

You have the coordinates of the x intercepts and one other point, so you can find the equation of the graph.

(-2, 0) and (3, 0) are the x-intercepts

The x roots of the quadratic equation therefore are:  2, -3

f(x) = C(x+2)(x-3)     find the constant C by plugging in the coordinates of the third point, (0, -6)

-6 = C(0+2)(0-3)

-6 = C(-6)

C = -6/-6 = 1

f(x) = (x+2)(x-3) = x² - x - 6

Answer:

a) 27 b) 5 c) 16 d) 7

Step-by-step explanation:

The quadrilaterals in a and b have the missing values of x as 85° and 57° respectively and can be best described as a scalene quadrilateral.

A scalene quadrilateral is a four-sided polygon in which all four sides have different lengths and all four angles have different measures. This is also known as an asymmetric quadrilateral.

we shall evaluate for the missing values of x as follows:

x + 109° + 96° + 70° = 360° {sum of interior angles of a quadrilateral}

x + 275° = 360°

x = 360° - 275° {subtract 275° from both sides}

x = 85°

x + 85° + 94° + (180° - 58°) = 360° {sum of interior angles of a quadrilateral}

x + 301 = 360°

x = 360° - 303° {subtract 303° from both sides}

x = 57°

Therefore, the missing values of x for quadrilaterals in a and b are 85° and 57° respectively, and can be best described as a scalene quadrilateral.

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Answer:

Step-by-step explanation:

the slope for y = -9x + 15

Slope: -9

y-intercept: y= -9(0) + 15 = 0 + 15 = 15

(0, 15)

Answer:

-9

(0, 15)

Step-by-step explanation:

y = mx + c

y = -9x + 15

so m = -9

y intercept is when x = 0

c = 15

(0, 15)

Answer:

this is not belongs to mathematics

Step-by-step explanation:

Answer:

c = 10.8

Step-by-step explanation:

Cross multiply.

5 x c = 5c

6 x 9 = 54

5c = 54

Divide by 5 on both sides.

54/5 = 10.8

Answer: 19/40 gallons

Step-by-step explanation:

She has 3/5. She used 1/8. 3/5=24/40 and 1/8 = 5/40.

24/40 - 5/40 = 19/40 gallons

:0 hope it helps

The onto functions (surjective functions) are:

c. f(m, n) = m + n + 1.

At first we have to identify onto (surjective) functions from Z x Z to Z, we need to check if each element in the codomain (Z) has at least one preimage in the domain (Z x Z).

a. f(m, n) = 2m - n

This function is not onto because for odd numbers in the codomain (Z), there is no pair of integers (m, n) in the domain that will map to them.

b. \(f(m, n) = m^2 - n^2\)

This function is not onto because for negative numbers in the codomain (Z), there is no pair of integers (m, n) in the domain that will map to them.

c. f(m, n) = m + n + 1

This function is onto. For any integer 'z' in the codomain (Z), we can find a pair of integers (m, n) in the domain such that m + n + 1 = z.

For example, if z = 0, we can choose m = 0 and n = -1, and then m + n + 1 = 0.

d. f(m, n) = |m| - |n|

This function is not onto because negative numbers in the codomain (Z) cannot be obtained from the domain (Z x Z).

For example, there is no pair of integers (m, n) in the domain that maps to -1.

Hence, The onto functions (surjective functions) are:

c. f(m, n) = m + n + 1.

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Answer: To calculate the expected value, we need to multiply each possible outcome by its probability and then add up the results.

The probability of selecting a gold marble is 3/41, the probability of selecting a silver marble is 8/41, and the probability of selecting a black marble is 30/41.

The winnings/losses associated with each outcome are $3 for gold, $2 for silver, and -$1 for black.

Step-by-step explanation:

Therefore, the expected value can be calculated as follows:

(3/41) x $3 + (8/41) x $2 + (30/41) x (-$1)

= $0.073

The expected value is $0.073, which means that on average, you can expect to win $0.073 per game if you play this game many times.

Therefore, if you play this game, you can expect to win a small amount of money on average, but it is not a guaranteed win.

References:

Grinstead, C.M. and Snell, J.L. (2006). Introduction to Probability. American Mathematical Society.

"Expected Value," Investopedia, accessed May 14, 2023, https://www.investopedia.com/terms/e/expectedvalue.asp.

you need 628 square feet of sand.

Here we need to find the volume of the sand needed.

The volume filled with sand will be a cylinder of diameter of 20ft, and a height of 2 inches.

First, the radius is half of the diameter, then:

R = 20ft/2 =10ft

Remember that:

1ft= 12in

Then:

R = 10ft = 10*(12 in) = 120 in

And remember that the volume of a cylinder of radius R and height H is:

\(V = pi*R^2*H\)

Where pi = 3.14

Then we have:

\(V = 3.14*(120 in)^2*2in = 90,432 in^2\)

To get that in feets, we need to divide by 12 squared, then:

\(90,432 in^2 = 90,432ft^2/(12^2) = 628 ft^2\)

So you need 628 square feet of sand.

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