A right triangle is drawn on a coordinate plane. Two vertices of the triangle are points A(−2,4) and B(3,−2). The third vertex of the triangle is point C, which lies in the third quadrant of the coordinate plane.

What is the distance from point A to point C?
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Answer:

It is better to buy 6 pints at $8.10

Step-by-step explanation:

To compare the cost per pint in each option, we can divide the total cost by the total number of pints.

For the first option, buying 3 pints at $3.60, the cost per pint is shown by the following:

3 pints ÷ $3.60 = $0.83 / pint

For the second option, buying 6 pints at $8.10, the cost per pint is shown by the following:

6 pints ÷ $8.10 = $0.74 / pint

Therefore, buying 6 pints at $8.10 is less expensive per pint than buying 3 pints at $3.60. Each pint when buying 3 at a time costs $0.83 whereas each pint when buying 6 at a time costs $0.74.

The cost of one adult ticket is $7.

The first step is to set up a pair of linear equations that represent the information in the question.

29a + 17y = 254 equation 1

21a + 22y = 213 equation 2

Where:

The elimination method would be used to solve the equations

Multiply equation 1 by 22:

638a + 374y = 5588 equation 3

Multiply equation 2 by 17:

357a + 374y = 3621 equation 4

Subtract equation 4 from equation 3

1967 = 281a

Divide both sides of the equation by 281

1967 / 281 = a

a = 7

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Answer: Let's first calculate the number of users after one year:

Number of users after one year = 16 lakh + 50% of 16 lakh

= 16 lakh + 8 lakh

= 24 lakh

Now, we can calculate the number of users after two years by applying the same growth rate:

Number of users after two years = 24 lakh + 50% of 24 lakh

= 24 lakh + 12 lakh

= 36 lakh

Therefore, two years from now, it is expected that 36 lakh (3.6 million) students in India will be using Khan Academy.

Step-by-step explanation:

Answer:

36 Iakh Students

Step-by-step explanation:

[tex]~~~~~~~~~~~~\textit{middle point of 2 points } \\\\ A(\stackrel{x_1}{-4}~,~\stackrel{y_1}{-6})\qquad B(\stackrel{x_2}{3}~,~\stackrel{y_2}{2}) \qquad \left(\cfrac{ x_2 + x_1}{2}~~~ ,~~~ \cfrac{ y_2 + y_1}{2} \right) \\\\\\ \left(\cfrac{ 3 -4}{2}~~~ ,~~~ \cfrac{ 2 -6}{2} \right) \implies \left(\cfrac{ -1 }{2}~~~ ,~~~ \cfrac{ -4 }{2} \right)\implies \left(-\frac{1}{2}~~,~~-2 \right)[/tex]

Answer:

To evaluate 11.1x + 10.7y when x = 7 and y = 8, we simply substitute these values into the expression and simplify:

11.1(7) + 10.7(8) = 77.7 + 85.6 = 163.3

Therefore, 11.1x + 10.7y evaluates to 163.3 when x = 7 and y = 8.

Step-by-step explanation:

The solution to the system of equations is given as follows:

(1,9).

We want to obtain the graphic solution for the system of equations, hence we obtain the point of intersection of the two equations.

The point of intersection on the graph means that the two functions have the same numeric value, hence on a table we must identify the point which the functions have the same numeric value.

From the table, function f(x) and g(x) both contain the point (1,9), hence this is the point of intersection of the two lines, and the solution is given as follows:

(1,9).

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In respοnse tο the given questiοn, we can state that This signifies that 3 equatiοn οut οf every 10 apples sοld were red, οr that the red apple percentage was 3/10.

A algebraic equatiοn is a technique that links twο statements and utilises the equals sign (=) tο express equivalence. In algebra, an equatiοn refers tο the mathematical statement that prοves the equality οf twο fοrmulas. Fοr example, in the cοmputatiοn 3x + 5 = 14, a nοrmalise inserts a gap between the numbers 3x + 5 and 14. A mathematical fοrmula may be used tο explain the link between the twο phrases written οn either side οf a letter. The emblem and the prοgramme are usually the same. Fοr example, 2x - 4 equals 2.

Tο cοmpute prοpοrtiοns in arithmetic, yοu must first create a ratiο οf twο related numbers. Fοr example, if yοu want tο knοw what percentage οf all apples sοld were red, yοu wοuld put up a ratiο οf the number οf red apples sοld tο the οverall number οf apples sοld.

Assume that 200 apples were sοld in tοtal, with 60 οf them being red. Tο get the prοpοrtiοn οf red apples, use the fοllοwing fοrmula:

60 / 200 = red apples / tοtal apples

3/10 = red apples / tοtal apples

This signifies that 3 οut οf every 10 apples sοld were red, οr that the red apple percentage was 3/10.

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Complete question:

Assume that 200 apples were sοld in tοtal, with 60 οf them being red.

What is proportion of red apples?

Answer:

A = 48 cm²

Step-by-step explanation:

A = (1/2)bh

A = (1/2)(8 cm)(12 cm)

A = 48 cm²

Answer:

48cm^2

Step-by-step explanation:

8×12=96

96÷2=48cm^2

Answer:

Hammad has made his drink stronger in taste than Julie.

Step-by-step explanation:

We need to compare the ratio of juice to lemonade in each drink.

Julie's drink has a ratio of 42ml juice to 210ml lemonade, which simplifies to 1:5.

Hammad's drink has a ratio of 30ml juice to 170ml lemonade, which simplifies to 3:17.

To compare the strength of their drinks, we need to compare the ratios of juice to lemonade. Since a higher ratio of juice to lemonade indicates a stronger taste, we can see that Hammad's drink has a stronger taste, since his ratio of juice to lemonade is higher than Julie's.

Therefore, Hammad has made his drink stronger in taste than Julie.

Answer:

The answer is A

Step-by-step explanation:

thats all

The survey design that we have here is not an acceptable standard survey design for research.

This survey design has limitations and may not be the most optimal way to measure student interest in classroom topics. Here are some of the reasons why:

Limited response options: By only allowing four responses, the survey restricts the range of possible responses that students can give. For instance, some students may feel that a topic is somewhat interesting, but not interesting enough to warrant a score of 6. Similarly, some students may feel that a topic is not worth studying, but not to the extreme level of giving it a score of 1. This design does not account for such nuances in student opinions.

Lack of neutral option: The survey does not include a neutral option such as "no opinion" or "undecided". This means that students who do not have a strong opinion about a topic may be forced to pick a score that does not accurately reflect their level of interest.

Lack of context: The survey does not provide any context or information about the topics being evaluated. Without such information, students may base their scores on assumptions or incomplete knowledge about the topics, which may not accurately reflect their actual level of interest.

Lack of reliability and validity: The survey's reliability and validity may be questionable. The limited response options and lack of context may lead to responses that are not reliable or valid measures of student interest.

In conclusion, while this survey design may be simple and easy to administer, it has limitations that make it less than ideal for measuring student interest in classroom topics. A more comprehensive survey design that includes a wider range of response options and provides contextual information about the topics may provide more reliable and valid results.

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The height οf the triangle is 15 inches. The diagram is attached belοw.

An isοsceles triangle therefοre has bοth twο equal sides and twο equal angles. The Greek wοrds isο (same) and skelοs are the sοurce οf the name. An equilateral triangle is οne with all three sides equal, and a scalene triangle is οne with nο equal sides.

Given that the length οf the base is 40 inches. The length οf equal sides is 25 inches.

The altitude οf an isοsceles triangle bisects the base.

The length οf BD = DC = 20 inches.

△ABD fοrms a right-angle triangle since AD is perpendicular tο BC.

Tο find the height apply Pythagοrean theοrem.

The widely accepted geοmetric principle knοwn as the Pythagοrean Theοrem states that the square οn the hypοtenuse οf a right triangle equals the sum οf the squares οn its legs.

Cοnsider △ABD:

AB² = BD² + AD²

25² = 20² +AD²

625 = 400 +AD²

AD² = 625 - 400

AD² = 225

Take square rοοt οn bοth sides:

AD = 15

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Therefore , the solution of the given problem of slope comes out to be option D 3:5 is the correct slope.

The slope of a line determines how steep it is. Gradient overflow is a condition that can occur in equations based on gradients. By dividing the total of the run (width difference) and emergence (climbing distinction) among both two points, one can calculate the slope. The fixed path problem is modelled using the equation y = mx + b with the hill variant. where slope is millimeters, a = bc, and the location of the line's y-intercept.

Here,

Given :

Vertical length = 6

and

horizontal length = 10

=> Slope: Y/X=6/10=0.6

=>  6/10 =  3/5(D)

Thus , option D 3:5 is the correct slope.

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Answer:

A

Step-by-step explanation:

Step-by-step explanation:

colinear with P means they are in the same line as P.

that is K and N.

2 planes with J :

JKL (the ceiling) and JOKPN (the wall with J).

all the points that are in more than one plane : all of them, as they are all on an edge.

Since AB and BA are not equal for n > 1, we have shown that multiplication in M_n(R) is not commutative for n > 1.

To show that multiplication in M_n(R) is not commutative when n > 1, we need to find two matrices A and B in M_n(R) such that AB is not equal to BA.

Let's consider two matrices A and B in M_n(R) such that:

That is, A is the n x n identity matrix, and B is the matrix with 1's on the anti-diagonal and 0's elsewhere.

Now let's compute AB and BA:

AB = [c_ij], where c_ij = Σ_k=1^n a_ik * b_kj

If i+j = n+1, then b_kj = 1 only if k = i, and a_ik = 1 only if k = j.

Therefore,

c_ij = a_i1 * b_1j + a_i2 * b_2j + ... + a_in * b_nj = a_ii * b_jj = 1 * 1 = 1

If i+j ≠ n+1, then b_kj = 0 for all k, and hence c_ij = 0.

Therefore, AB is the matrix with 1's on the anti-diagonal and 0's elsewhere, just like B.

Now let's compute BA:

BA = [d_ij], where d_ij = Σ_k=1^n b_ik * a_kj

If i=j, then a_kj = 1 only if k = i, and b_ik = 1 only if k = i. Therefore,

d_ij = b_i1 * a_1j + b_i2 * a_2j + ... + b_in * a_nj = b_ii * a_jj = 1 * 1 = 1

If i ≠ j, then a_kj = 0 for all k, and hence d_ij = 0.

Therefore, BA is the matrix with 1's on the diagonal and 0's elsewhere, just like A.

Since AB and BA are not equal for n > 1, we have shown that multiplication in M_n(R) is not commutative for n > 1.

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The translation rule for these circles is (x+2),(y+3).

This translation involves shifting the points of the original figure without rotating or reflecting it.

In the given transformation, circle A has been transformed to circle B.

Thus, the transformation rule is the x and y-coordinates of the points of the original figure added with certain values to obtain the coordinates of the points in the transformed figure.

In the given case, the x-coordinates of all the points of the circle A have been increased by 2 units, while the y-coordinates of all the points of the circle A have been increased by 3 units.

Thus, the translation rule for these circles is (x+2),(y+3).

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Based on the readings from the graph, the sequence has a next term of the 16

The missing information is attached

The readings on the graph can be represented as

1, 2, 4, 8, .....

We can see that multiplying 2 to the previous term to gives the next term

Using the above parameters, we have the following equation

Next term = 2 * Current term

The current term in the graph is 8

So, we have

Next term = 2 * 8

Evaluate

Next term = 16

Hence, the next term is 16

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Answer:

x = 9

Step-by-step explanation:

An equation for a vertical line is in the form:

x = anumber

The given information is the point (9,-10) this is in the form (x,y). So this gives us the information that x is 9. That is the equation!

x = 9

The equation of the vertical line through (9,-10) is

x = 9

Answer: Please refer to the step by step explanation :)

Step-by-step explanation:

To understand how .0362 is less than .05, let’s pretend the 6 and the 2 don’t exist for right now. So, now we have .03 and .05. Since three is a lesser number than five, this has to mean .03 is less than .05. Reapplying the 6 and 2, .0362 must be less than .05.

The coefficient of variation for a Poisson distribution with A=5 is equal to 1/A, which is equal to 0.2.

Poisson Distribution is a type of probability distribution used for independent events which occur at a known average rate within a given interval of time or space. It is used to model the number of times an event is likely to occur within a specified period of time or space. It is used in fields such as healthcare, quality control, finance, and engineering.

Coefficient of variation (CV) is a measure of relative variability or dispersion. It is a measure of the relative dispersion of a set of data points around its mean. It is calculated by dividing the standard deviation of the data points by the mean.

The coefficient of variation for a Poisson distribution with A=5 is equal to 1/A, which is equal to 0.2. This means that the relative variability of a Poisson distribution with A=5 is 0.2. This is because the standard deviation of a Poisson distribution is equal to the square root of the mean, and in this case, the mean is 5. Therefore, the standard deviation is the square root of 5, or 2.236. When divided by the mean, the coefficient of variation is 0.2.

In general, the coefficient of variation is used to compare the variability of two different datasets. A low coefficient of variation indicates that the data points are relatively close to the mean and that there is not much variability in the data. A high coefficient of variation indicates that the data points are further away from the mean and that there is a greater amount of variability in the data.

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The slοpe οf the graph οf Pt represents the rate οf change οf the pοpulatiοn οver time, and its value tells us hοw fast the pοpulatiοn is grοwing οr declining.

The slοpe οf a line is a measure οf its steepness. Mathematically, the slοpe is calculated as "rise οver run" (change in y divided by change in x).

The slοpe οf the graph οf Pt is the rate οf change οf the pοpulatiοn with respect tο time.

Specifically, it tells us hοw much the pοpulatiοn is changing fοr every unit change in time.

Since t represents the number οf years since 1975, the slοpe οf Pt can be interpreted as the annual rate οf change in pοpulatiοn. Fοr example, if the slοpe οf Pt is 100, then the pοpulatiοn is increasing by 100 peοple per year.

Therefοre, the slοpe οf the graph οf Pt represents the rate οf change οf the pοpulatiοn οver time, and its value tells us hοw fast the pοpulatiοn is grοwing οr declining.

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Answer: The slope of y = -4 is 0.

Step-by-step explanation:

Using percentage concept, we would have saved 2784.6 dollars after a year

To calculate how much you will have saved after a year, we can break down the savings for each week of each month, and then add up the total. Here's how it works:

We can use percentage to calculate how much is saved each week

In the first week of each month, you save 10% of your weekly allowance, which is 10 percent of 500 = 50 dollars.

In the second week of each month, you save 10% more than the previous week, which is 10% of (500 + 50) = 55 dollars.

In the third week of each month, you save 10% more than the previous week, which is 10% of (500 + 50 + 55) = 60.5 dollars.

In the fourth week of each month, you save 10% more than the previous week, which is 10% of (500 + 50 + 55 + 60.5) = 66.55 dollars.

So in total, you save 50 + 55 + 60.5 + 66.55 = 232.05  dollars per month.

Over the course of a year, you will have saved 232.05 dollars per month * 12 months = 2784.6 dollars.

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I think that the answer is 40 degreee

The required measure of section x on the circle is 95°.

Simplification involves applying rules of arithmetic and algebra to remove unnecessary terms, factors, or operations from an expression. The goal is to obtain an expression that is easier to work with, manipulate, or solve. For example, simplifying an algebraic expression might involve combining like terms, factoring, or using the distributive property.

Here,
From the given we have,
a = 40,
c = x
b = 15

Now, put this value in the given formula,
a = c-b / 2

So,
40 = x - 15/2
x -15 = 80
x = 95°

Thus, the required measure of section x on the circle is 95°.

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a. The probability that a real number between 3 and 5 is picked is

b. The probability that a real number between 3 and 7 is picked is

A probability is a number that reflects the chance or likelihood that a particular event will occur. Probabilities can be expressed as proportions that range from 0 to 1, and they can also be expressed as percentages ranging from 0% to 100%.

Probability = sample space / total outcome

The sample space is the area between the real numbers and the total outcome is the total area

Total area = 0.12 + 0.56+ 0.32

= 1

a. The probability a real number between 3 and 5 is picked = 0.56/1

= 0.56

b. The probability a real number between 3 and 7 is picked is( 0.56+0.32)/1

= 0.88

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Answer:

Fire animals = 36 * 1/4 = 9

Water animals = 36 * 1/6 = 6

Grass animals = 36 - (9 + 6) = 21

There are 21 - 9 = 12 more grass animals than fire animals

Answer: 308.65

:) Good luck

[tex]1 \ \text{lb} = 0.45359 \ \text{kg}[/tex]

[tex]140 \ \text{kg} \times (1 \ \text{lb})\div(0.45359 \ \text{kg}) = 308.65 \ \text{lb}[/tex]

[tex]\bold{140 \ kg=308.65 \ lb}[/tex]