Can some one help me its due today please help im struggling!!!

Answer:

(y2 - y1) / (x2 - x1)

Step-by-step explanation:

The equation that teacher taught to find the slope is

( y2 - y1) / (x2 - x1)

Answer:35°

Step-by-step explanation:55+90=145   180-145=35

Answer:

a = 35

Step-by-step explanation:

Straight angle theorem state that a straight line has an angle of 180 degrees

a + 90(right angle) + 55 = 180

a = 35

Option d is Correct. The other ratios of right triangle's area is 1/4 of the square's size in terms of area.

Two right triangles are similar, as demonstrated in mathematics. It follows that the triangles' side ratios are equal. The triangle's height with area m is 2m in the figure because A = 1/2bh = h/2. The base of the other triangle is x, therefore 2m/1 = 1/x. Please see the file that is provided for the figure, which is X = 1/ 2m.

Area of triangle = 1/2 * base * height

The area of that triangle, which is determined by the relationship between its area and the area of the square, is

= 1/2 × 1 × 1/2m = 1/4m

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Correct Question:

Through a point on the hypotenuse of a right triangle, lines are drawn parallel to the legs of the triangle so that the triangle is divided into a square and two smaller right triangles. The area of one of the two small right triangles is m times the area of the square. The ratio of the area of the other small right triangle to the area of the square is:___________.

(A) 1/(2m + 1)

(B) m

(C) 1 - m

(D) 1/(4m)

(E) 1/(8m^2)

The solutions for given equation are x = 4 and y = 6

The algebraic technique for resolving many linear equations at once is called the substitution method. As the name implies, this approach involves substituting a variable's value from one equation into another.

Here we have

- 5x - 2y = - 40 --- (1)

 y = 2x + 2  ---- (2)

To solve (1) and (2)

Substitute (2) i.e y value in (1)

=> - 5x - 2(2x+2) = - 40

=> - 5x - 4x - 4 = - 40

=> -9x - 4 = - 40

=> - 9x = - 36

=>  x = 4  

Now substitute x = 4 in (2)

=>  y = 2(2) + 2  

=>  y = 6

Therefore,

The solutions for given equation are x = 4 and y = 6

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A school cafeteria wants to find out what combinations of food and beverage students are ordering.  the probability that a student ordered a hamburger and a Slurpee is 19 over 137.Option D

Generally, To find the probability that a student ordered a hamburger and a Slurpee, we need to divide the number of students who ordered a hamburger and a Slurpee by the total number of students.

From the table, we can see that 19 students ordered a hamburger and a Slurpee.

There were a total of 38 + 12 + 14 + 18 + 28 + 7 + 23 = 137 students in the cafeteria.

Therefore, the probability that a student ordered a hamburger and a Slurpee is 19/137, or about 0.14.

Therefore, the correct answer is d) 19 over 137.

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Answer: it is p

Step-by-step explanation:

4p-3p

Subtract 3p from 4p

=p

Brainliest pls

Answer:

p

Step-by-step explanation:

4p+3q-3p-3q

rearrange terms

4p-3p+3q-3q

combine like terms

1p+0q

simplify

p

hopes this helps

Yes, a function will have more than one inverse.

Given,

Function;

A mathematical phrase, rule, or law that establishes the link between an independent variable and a dependent variable (the dependent variable). In mathematics and the sciences, functions are fundamental for constructing physical relationships.

Inverse function;

A function that can change into another function is referred to as being inverse or anti. In other words, the inverse of any function "f" will take y to x if it takes x to y in the first place. The inverse function is indicated by f-1 or F-1 if the function is denoted by f or F.

Here,

A function may have more than one inverse, or many functions have inverses that are not functions.

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A T1 consists of 24 telephone channels.

A T1 line is a twisted 4 wire copper circuit that carries/transfers data and voice from one point to another point throught digitilized signals.

The T1 is designed to transmit 24 voice channels at a rate of 64Kbps (Kilobits per second) which makes it 1.544 Megabits per second in total.

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The number of different ways for each case is given as follows:

a) 1,024 ways.

b) 1,043,456 ways.

c) 1,073,739,264 ways.

The Fundamental Counting Theorem states that if there are n independent trials, each with [tex]n_1, n_2, \cdots, n_n[/tex] possible results, the total number of outcomes is calculated by the multiplication of the number of outcomes for each trial as presented as follows:

[tex]N = n_1 \times n_2 \times \cdots \times n_n[/tex]

For item a, we have that for each of the 10 toppings, there are 2 options, insert or not, hence the total number of outcomes is of:

2^10 = 1024 ways.

For item b, we have that:

Hence the number of ways is given as follows:

1024 x 1024 - 10 x 512 = 1,043,456

For item c, we have that:

Hence the number of ways is given as follows:

1024 x 1024 x 1024 - 10 x 256 = 1,073,739,264

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Answer:

56 teddy bears

Step-by-step explanation:

If each teddy bear weighs 1/4 pounds, then the total weight of teddy bears that can be put on the display is 1/4 pounds * X teddy bears, where X is the number of teddy bears.

The maximum weight the display can hold is 14 pounds, so we need to find the value of X that satisfies the equation: 1/4 pounds * X teddy bears = 14 pounds.

Dividing both sides of the equation by 1/4 pounds, we get: X teddy bears = 14 pounds / 1/4 pounds = 56 teddy bears.

Therefore, the employee can put 56 teddy bears on the display.

Answer:  56 teddy bears on the display.

Step-by-step explanation: We can find the maximum number of teddy bears that can be put on the display by dividing the maximum weight of the display by the weight of each teddy bear. Since each teddy bear weighs 1/4 pounds and the display can hold 14 pounds, we can put a maximum of 14 / (1/4) = <<14/(1/4)=56>>56 teddy bears on display.

Answer:

x can be any number, which we need to find out in an equation

The first three consecutive numbers starting from the origin "0" are:

1, 2 and 3

Consecutive numbers are those numerical values that are found just after a specific number or value, for example consecutive numbers from 5 will be 6 onwards.

As the consecutive numbers are followed by addition operations, if we start from the origin zero, then the first three consecutive numbers will be:

1,2 and 3 are the first three consecutive terms.

Another way to know the consecutive number is with successive additions

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The equation of the line passing through the points with coordinates (-3,-4) and (-2,0) in slope intercept form is y = 4x + 8  .

The Equation of  Line in Slope intercept form is written as " y = mx + c " , where m is the slope of line and c is the y intercept .

the required line is passing through the points (-3,-4) and (-2,0) ,

So , the slope(m) = (0+4)/(-2+3) = 4/1 = 4 ;

0 = 4(-2) + c ;

On simplifying further ,

we get ;

c = 8 .

putting the values of m and c ,

we get ;

y = 4x + 8 .

Therefore , the equation of line in slope intercept form is y = 4x + 8 .

The given question is incomplete , the complete question is

How do you find the equation in slope intercept form of the line passing through the points with the given coordinates (-3,-4) and (-2,0) ?

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The phrase "number of values for which a certain condition holds" is referred to as multiplicity. The phrase, for instance, can be used to describe the magnitude of the totient valence function or the frequency with which a given polynomial equation has a root at a specific location.

Let z_0 be a root of a function f, and let n be the least positive integer n such that f^((n))(z_0)!=0. Then the power series of f about z_0 begins with the nth term,

f(z)=sum_(j=n)^infty1/(j!)(partial^jf)/(partialz^j)|_(z=z_0)(z-z_0)^j,

and f is said to have a root of multiplicity (or "order") n. If n=1, the root is called a simple root '

The multiplicity of a member of a multiset in mathematics is the number of times the member appears in the multiset. The multiplicity of a root, for instance, is how many times a given polynomial has a root at a particular point.

It's crucial to understand the concept of multiplicity in order to correctly count without mentioning exceptions (for example, double roots counted twice). Thus, "counted with multiplicity" is used.

This can be highlighted by counting the number of different elements, as in "the number of separate roots," if multiplicity is disregarded. However, multiplicity is always taken into account when a set (as opposed to a multiset) is established, therefore the word "different" is not necessary.

Hence ,Multiplicity means the quality or state of being multiple or various. and

the number of components in a system (such as a multiplet or a group of energy levels)

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Let z_0 be a root of a function f, and let n be the least positive integer n such that f^((n))(z_0)!=0. Then the power series of f about z_0 begins with the nth term,

f(z)=sum_(j=n)^infty1/(j!)(partial^jf)/(partialz^j)|_(z=z_0)(z-z_0)^j,

and f is said to have a root of multiplicity (or "order") n. If n=1, the root is called a simple root '

The multiplicity of a member of a multiset in mathematics is the number of times the member appears in the multiset. The multiplicity of a root, for instance, is how many times a given polynomial has a root at a particular point.

For at least 75% of the data, the spread will be within two standard deviations of the mean.

The standard deviation is a statistic that expresses how much variance or dispersion there is in a group of numbers.

While a high standard deviation suggests that the values are dispersed throughout a wider range, a low standard deviation suggests that the values tend to be close to the established mean.

Generally speaking, the spread will be within two standard deviations of the mean for at least 75% of the data.

The data will be within three standard deviations of the mean for at least 89% of the time.

Data that deviates more than two standard deviations from the mean are deemed "unusual."

Therefore, for at least 75% of the data, the spread will be within two standard deviations of the mean.

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The measure of the altitude of the triangle shown in the figure given below is  15 inches .

The Altitude of the triangle is defined as the perpendicular distance from the top vertex of the triangle to the base of the triangle.

Also , the altitude of a right triangle is same as height of triangle.

If in the right triangle , the length of altitude is "a units" ,

the length of base is "b units " , and the length of hypotnuse is "c units" .

So , the altitude can be calculated using the formula : a = √(c² - b²) .

from the figure given below , we can see that , c = 25  and b = 20

we get , a = √(25² - 20²)

a = √(625 - 400)

a = √225 = 15 inches .

Therefore , measure of the altitude in the figure is 15 inches .

The given question is incomplete , the complete question is

How do you find the altitude of the triangle shown in the figure given below ?

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The formula finds the difference between the lowest and highest value, which aids in locating the set's center.

The range of values between the highest and lowest values for a certain data collection is known as the statistical range. It is also possible to show the range by comparing the highest and lowest observational values. The sample interval is found by subtracting the highest value from the lowest. For continuously varying variables, the sample range is a key measure of variability.

here ,

Assign each number a value within the data collection, starting with the lowest and working your way up.

Take the highest value chosen from the data set and divide it by the lowest value using the range formula.

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Answer: C

Step-by-step explanation:

(-3x + 9i) (x + 3i)

-3x^2 - 9ix + 9ix - 27

-3x^2 - 27

So, the answer is C

As per the concept of ANOVA, the larger the differences among the sample means, the larger the numerator of the F-ratio will be True.

Here we have given that if it is true whether the larger the differences among the sample means the larger the numerator of the F-ratio will be.

In order to find that, we must know the definition of F - ratio.

The term f - ratio is defined as the ratio of the between group variance to the within group variance.

While we consider the given situation, here for both repeated-measures design and independent-measures design then the F-ratio compares the actual mean differences between treatments with the amount of difference that would be expected if there were no treatment effect.

Based on these theory we have identified that the statement is true.

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The area of the region enclosed by the inner loop of the curve is 4π/3.

The term area is defined as the total space taken up by a flat (2-D) surface or shape of an object.

Here we have Given the following values,

r = 4 + 8 sin (θ)

Now, we have to substitute the value of r = 0, then we get

⇒ 0 = 4 + 8 sin (θ)

⇒ 8 sin (θ) = -4

⇒ sin θ = -1/2

⇒ θ = -π/6

Therefore, the limit lies in the interval -π/6 to + π/6

Now, the value of Area of polar region is calculated as,

=> A = ∫

Now, by Substituting the values

A=∫π/6−π/6 (4 + 8 sin (θ)) dθ

When we simplify this one then we get the value as,

=> A = 8 [θ + 1/6 sin6θ]

Apply the limit value, then we get

=> A = 8[(π/6 + 0) - (0 + 0)]

=> A = 4π/3

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On observing the provided question, we can say that the the provided equation f(x) = [tex]x^3[/tex] is the basic cubic function.

An statement, rule, or law in mathematics that specifies the connection between an independent variable and a dependent variable (the dependent variable). A relationship between a group of inputs and one output each is referred to as a function. In plain English, a function is an association between inputs in which each input is connected to precisely one output. Y=X2 is an illustration of this. You only receive one output for y if you enter anything for x. The fact that x is the input value leads us to argue that y is a function of x.

basic cubic function is =  [tex]f(x)=x^3[/tex]

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By using the formula for the distance between two points we will see that the distance between the two points is √80 is 8.9

The length of the line connecting two places represents the distance between them. Subtracting the different coordinates will reveal the distance if the two points are on the same horizontal or vertical line.

Learn how to apply the Pythagorean theorem to find the distance between two points using the distance formula. The Pythagorean theorem can be rewritten as d=(((x 2-x 1)2+(y 2-y 1)2) to calculate the separation between any two locations.

The general formula for the distance between two points (a, b) and (c, d) is:

Distance = √[(a-d)²+(b - c)²]

In this case, we have the points (-4,1) and (4,5), replacing that in the above formula we get:

Distance = √[(-4-4)²+(1-5)²]

= √80

=8.9

Therefore the distance between the two points (-4,1) and (4,5) is 8.9

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If the product of their slopes is -1, these lines are perpendicular to each other.

What is perpendicular ?

The word perpendicular means at right angles and this is because when two lines meet, they form right angles. Perpendicular lines can face in any direction such as up and down, crossways, and side-to-side.

The equation of a straight line that is perpendicular to the line y = x is the line y = −x .

E.g. Take the line y = 2x.

Let's construct a perpendicular to the line y = 2x at the point ( 0,3 )

We can therefore state that for any two perpendicular lines y = mx + c and y = nx + c ,

mn = −1 .

If the product of their slopes is -1, these lines are perpendicular to each other.

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Answer:

Below

Step-by-step explanation:

Domain is the x values a graph can have

   this one goes from 7 to 11   inclusive ( solid dots at each end)

7<= x <= 11  

The solution to 4x 5y 20 is 4x + 5y = 20. This can be solved by subtracting 5y from both sides of the equation, giving 4x = 20 - 5y, and then dividing both sides of the equation by 4, giving x = (20 - 5y) / 4.

4x 5y 20 is not an equation and thus cannot be solved. However, if you are looking to find the product of 4x and 5y, then the answer would be 100xy. To calculate this, you must multiply 4x by 5y. This will give you 20x + 20y, which can be simplified to 100xy. To make sure that you reach the correct answer, it is recommended to double check your work. This can be done by taking the inverse of the equation, which would be dividing 100xy by 4x and 5y. If done correctly, you will end up with the same numbers you started with: 4x and 5y.

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The x-intercept and coordinate of the vertex of the given parabola will be x = 1,7 and (4,-9) respectively.

A pair of numbers that employ the horizontal and vertical distinctions from the two reference axes to represent a point's placement on a coordinate plane. typically expressed by the x-value and y-value pairs (x,y).

As per the given parabola,

y = x² - 8x + 7

At x-intercept, y = 0

x² - 8x + 7 = 0

x² - 7x - x + 7 = 0

x(x - 7) - (x - 7) = 0

(x - 1)(x - 7) = 0

x = 1,7

For the vertex, the slope will be zero,

y' = 2x - 8 + 0 = 0

2x = 8

x = 4

Thus, y = 4² - 8 x 4 + 7

y = -9

Thus, the coordinate of the vertex is (4,-9)

Hence "The given parabola's x-intercept and vertex coordinates are x = 1,7 and (4,-9), respectively.".

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The Surface Area of Pyramid is 104 cm².

Simply calculating the areas of each face in a figure is surface area. It is considerably simpler for us to calculate because the amount is supplied to us as a net of.

So, Area of square base= (side²)

= 8²

= 64 cm²

and, Area of one triangular face

= (1/2 x b x h)

=1/2 x 8 x 5

= 20 cm²

Now, Multiply by 4 as we have 4 triangular faces

= 20 cm² x 4

= 80 cm²

Then, Surface Area of Pyramid is

= 64 cm² + 40 cm²

= 104 cm²

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Answer:

1/2

Step-by-step explanation:

(Solving cos first)

= cos15 cos 45

= (√6 + √2)/4 * (√2) / 2

= (1 + √3) / 4

(solving sin)

= sin15 sin45

=  (√6 - √2)/4 * (√2) / 2

= (-1 + √3) / 4

(Subtracting both)

= (1 + √3) / 4 -  (-1 + √3) / 4

= 1/2

I hope my answer helps you.

Answer:

(solving sin)

= sin15 sin45

=  (√6 - √2)/4 * (√2) / 2

= (-1 + √3) / 4

(Subtracting both)

= (1 + √3) / 4 -  (-1 + √3) / 4

= 1/2

Step-by-step explanation:

II only- the distribution of the sample data.

A sampling distribution is a probability distribution of a statistic generated from more samples taken from a specific population.

The sampling distribution shows how the sample means will vary in repeated samples.

The mean is the most common kind of sampling distribution. This kind concentrates on figuring out the mean average of all sample means, which results in the sampling distribution.

A sampling distribution mean is obtained by adding together the average of each sample and reflecting the characteristics of the entire population.

As the number of samples increases, the standard deviation falls, resulting in a normal frequency distribution or a bell-shaped graph.

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A sampling distribution is a probability distribution of a statistic generated from more samples taken from a specific population.

The sampling distribution shows how the sample means will vary in repeated samples.

The mean is the most common kind of sampling distribution. This kind concentrates on figuring out the mean average of all sample means, which results in the sampling distribution.

It's the first math course they take where they have to deal with variables, complex ideas, and creative problem solving, algebra can be intimidating for many students.

We employ integers with definite or fixed values in algebra, such as 2, 9, 0.068, etc. Numerous sub-branches of algebra exist, including introductory algebra, advanced algebra, abstract algebra, linear algebra, and commutative algebra.

here

Because it's the first math course they take where they have to deal with variables, complex ideas, and creative problem solving, algebra can be intimidating for many students .

Additionally, there is sometimes insufficient effort made in the classroom to relate algebra to students' daily lives and explain why it is important for them to grasp.

They have to deal with variables, complex ideas, and creative problem solving, algebra can be intimidating for many students .

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