ABCD is a parallelogram where AB = m and BĆ = n

В.

с

F is the midpoint of the line BD.

a) Express FD in terms of m and n.

FD =

m

A

D

E is the point such that ADE is a straight line with AD: DE = k:1

and

FÈ = = 2n m

b) Find the value of k.

Note: Please make sure your

final answer says k.

Mina Minute Harian

hand

Answer:

The value of t = 18

Step-by-step explanation:

202 = 2t + 5 + t + 3t - 2 + 5t +1  Combine like terms

202 = 11t + 4  Subtract 4 from both sides

198 = 11[tex]\frac{11x}{11}[/tex]x  Divide both sides by 11

[tex]\frac{198}{11}[/tex] = 18

Is the question the value of t or the length of each side?

Each side

2t + 5

2(18) + 5

41

T

18

3T - 2

3(18) - 2

52

5T + 1

5(18) + 1

91

91 + 52 + 18 + 41 = 2002

Helping in the name of Jesus.

Answer:

y = - [x - 1] + 2

Step-by-step explanation:

I think this is right

Im sorry if not :)

Step-by-step explanation:

x<-5 is the answer

1.

6x=-30

2.

x=-5

3.

x<-5

First term in a geometric sequence is 5, and common ratio is 2. The sum of the first n terms of the sequence is 163,835.

The following formula can be used to calculate the sum of the first n terms of a geometric sequence:

Sn = a (1 - rn) over (1 - r),

where

a is the first term,

r is the common ratio, and

n is the number of terms.

So, Sn = a (1 - rn) over (1 - r) => 163835 = 5 (1 - 2n) over (1 - 2).

Simplifying it, we have

   163835 = 5 (1 - 2n) over (-1)

=> 163835 = -5 + 10n

=> 163840 = 10n

  => n = 16,384.

Therefore, the value of n is 16,384.

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Answer:

Yes they are congruent

Option B is correct

Step-by-step explanation:

Opisite sides of parallelogram are congurent so,

BA is congruent to CD (side)

And

BE I congruent to ED (Side)

AE is congruent to EC (Side)

So according to side-side-side congurence theorem triangle ABE is congruent to triangle CDE

Hope you understand :)

Answer:

16 feet

Step-by-step explanation:

Area of triangle = 1/2(a x b)

A = 1/2(6.4 x 5)

A = 32/2

A = 16 feet

2:3 is a simple ratio of the red triangle's vertical and horizontal lengths.

In order to put numbers into the proper perspective and so simplify difficulties, ratios are widely used in daily life.

A ratio is a tool used only to compare the sizes of two or much more numbers in relation to one another in mathematics. By making amounts easier to understand, ratios enable us to measure but also express quantities.

When translating from one currency to another, ratios are used.

For the red triangle:

horizontal length = 3 units

vertical length = 2 units

vertical length / horizontal length = 2/3

Thus, 2:3 is a simple ratio of the red triangle's vertical and horizontal lengths.

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The length of the other leg is 38 yards

Right Triangle is a triangle in which one of the interior angles measures 90 degrees. It is also a figure where one of the three angles measures 90° and the other two angles are acute that sums to 90°.

Using Pythagoras theorem to the Right Triangle,

C^2 = A^2 + B^2

Where C = Hypotenuse = 45 yards

A = One of the leg = 24 yards

To get the value of B,

C^2 = A^2 + B^2

B^2 = C^2 - A^2

B^2 = (45^2) - (24^2)

B^2 = 2025 - 576

B^2 = 1449

B = √1449

B = 38 yards

Therefore, the length of other leg is 38  yards

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The conic section that formed when a plane intersects the central axis of a double-napped cone at a 90° angle is circle

When a plane intersects the central axis of a double-napped cone at a 90° angle, the resulting conic section is a circle.

To understand why this is the case, we can first consider the properties of a double-napped cone. A double-napped cone is formed by rotating a straight line, called the generatrix, around an axis that intersects the line at a fixed point, called the vertex. The resulting surface consists of two parts, each of which is a circular cone.

Now, let us imagine a plane that intersects the central axis of the double-napped cone at a 90° angle. Since the central axis of the cone is perpendicular to the base, the plane must intersect both cones at their widest point, which is also their center. At this point, the cone has a circular cross-section, which means that the plane intersects the cone in a circle.

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Answer:

circle

got it right on edg

The test statistic based on the number of students who preferred to get out early equals 3.65.

A test statistic is a numerical summary of the sample data that is employed to determine the strength of the evidence for a hypothesis. It is a quantitative measure that compares the observed data to the hypothesis. The t-value, Z-score, F-value, and chi-squared value are examples of common test statistics. In statistical hypothesis testing, a test statistic is used to make decisions about whether or not to reject the null hypothesis.

Based on the given problem, the number of students who preferred to get out of class early is 80, while the number of students who preferred a 10-minute break is 40. Hence, the number of students who had no preference is 30.

Now, we will find the test statistic based on the number of students who preferred to get out of class early as follows:

Test Statistic = (Observed Value - Expected Value) / Standard Deviation

To find the observed value, we need to calculate the proportion of students who preferred to get out of class early in the sample as follows:

Proportion of students who preferred to get out of class early = 80 / (150-30)= 80 / 120= 0.67

Therefore, the observed value is 0.67.

To find the expected value, we need to assume that there is no difference in students' preferences, and the proportion of students who preferred to get out of class early is the same as the proportion of students who preferred a 10-minute break.

Expected value = Proportion of students who preferred to get out of class early * Total number of students= 0.5 * 150= 75

Therefore, the expected value is 75.

To find the standard deviation, we need to use the formula for the standard deviation of a proportion as follows:

Standard Deviation = √[(p*q) / n]

where p is the proportion of students who preferred to get out of class early, q is the proportion of students who preferred a 10-minute break, and n is the total number of students.

Standard Deviation = √[(80/120)*(40/120) / 150]= √(0.1778 / 150)= 0.048

Therefore, the standard deviation is 0.048.

Now, we will substitute the values in the formula for the test statistic as follows:

Test Statistic = (0.67 - 0.5) / 0.048= 3.65

Therefore, the test statistic based on the number of students who preferred to get out early equals 3.65.

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If product of two numbers is 19,200 and HCF is 40, then the LCM is 480

Given that the product of two numbers is 19,200 and the highest common factor (HCF) is 40.

Let us assume the two numbers to be x and y.

Therefore, x × y = 19,200

Also, HCF of x and y is 40.

We can write x = 40a and y = 40b, where a and b are co-prime.

Then, x × y = 40a × 40b = 1600ab = 19,200

Therefore, ab = 12

Now, we need to find the LCM of x and y.

LCM(x, y) = (x × y)/HCF(x, y) --- (1)

Substituting the values of x, y and HCF in the above equation, we get,

LCM(x, y) = (40a × 40b)/40 = 40ab

= 40 × 12 (as ab = 12)

= 480

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A particular solution to the differential equation is [tex]y = Ae^(iwt) =(1/4)e^({i\sqrt{3t} )}.[/tex]

A particular solution to the differential equation,

[tex]\frac{d^4y}{dt^4} +5\frac{d^2y}{dy^2} +3y=2[/tex],

we assume that y has the form [tex]y = Ae^(iwt)[/tex], where A is a complex constant and w is a real constant to be determined. Substituting this form of y into the differential equation, we get:

[tex](-w^4 + 5w^2 + 3)Ae^(iwt) = 2.[/tex]

we solve the quadratic equation [tex]-w^4 + 5w^2 + 3 = 0[/tex], which can be factored as:

[tex](w^2 - 3)(-w^2 + 1) = 0.[/tex]

The roots are w = ±√3 and w = ±i. Since w must be real, we choose w = √3. Substituting this value of w and solving for A, we get:

[tex]A= \frac{2}{\sqrt{(-\sqrt{3} )^4 + 5(\sqrt{3})^2 +3 } }[/tex] [tex]=\frac{2}{5+3} = \frac{1}{4}[/tex]

Therefore, the particular solution is:

[tex]y = Ae^(iwt) =(1/4)e^({i\sqrt{3t} )}.[/tex]

A differential equation is a mathematical equation that relates a function to its derivatives. It is a powerful tool used in many fields of science and engineering to describe how physical systems change over time. The equation typically includes the independent variable (such as time) and one or more derivatives of the dependent variable (such as position, velocity, or temperature).

Differential equations can be classified based on their order, which refers to the highest derivative present in the equation, and their linearity, which determines whether the equation is a linear combination of the dependent variable and its derivatives. Solving a differential equation involves finding a function that satisfies the equation. This can be done analytically or numerically, depending on the complexity of the equation and the available tools.

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Answer: 1.45 Cents per (Rounded to the nearest cent)

Step-by-step explanation:

26 apples = $37.70

We want what one apple costs individually. The best way to do this is to divide both sides by 26.

1 apple = 37.70/26

1 apple = 1.45 Cents

Answer:

yytyyyyy

Step-by-step explanation:

Answer:

Let's use algebra to solve this problem.

Let's start by defining some variables to represent the number of cows and chickens the farmer sold. Let c be the number of cows and h be the number of chickens. We know that the farmer sold a total of 11 animals, so:

c + h = 11 (Equation 1)

We also know that the total amount of money the farmer received was $2475. The amount he received from selling cows was $350 times the number of cows, or 350c. The amount he received from selling chickens was $75 times the number of chickens, or 75h. So:

350c + 75h = 2475 (Equation 2)

Now we have two equations with two unknowns. We can solve for one variable in terms of the other in the first equation:

c + h = 11

c = 11 - h

We can substitute this expression for c into the second equation:

350c + 75h = 2475

350(11 - h) + 75h = 2475

Simplifying and solving for h:

3850 - 350h + 75h = 2475

-275h = -1375

h = 5

So the farmer sold 5 chickens. We can substitute this value of h back into the first equation to find c:

c + h = 11

c + 5 = 11

c = 6

Therefore, the farmer sold 6 cows and 5 chickens.

The Statement 1: She is 95% confident that the mean systolic blood pressure for students in the sample is between 108.6 and 120.3 mm Hg. This statement is accurate and conveys the meaning of a 95% confidence interval.

The confidence interval is the range of values within which a statistical parameter is estimated to be accurate with a certain level of confidence.

A confidence interval gives an estimated range of values which is likely to include an unknown population parameter. Suppose that a student is working on a statistics project using data on systolic blood pressure collected from a random sample of 100 students from her college.

Statement 2: She is 95% confident that mean systolic blood pressure for students is between 108.6 and 120.3 mm Hg. This statement is inaccurate because the confidence interval obtained from the sample cannot be generalized to the entire population of students.

The correct statement should mention that the confidence interval is only for the random sample.Statement 2 is the incorrect statement.

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The given functions [tex]y_1[/tex] and [tex]y_2[/tex] are linearly dependent on the interval (0, 1)

(a) Since [tex]y_1 = -42[/tex] on (0,1), the functions are linearly independent on (0,1).

This option does not make sense because [tex]y_1[/tex] is not always -42 on the interval (0,1).

(b) Since [tex]y_1 = 5y_2[/tex] on (0,1), the functions are linearly independent on (0,1).

This option is not correct because if we substitute y1 with 5y2 in the equation [tex]c_1 y_1 + c_2 y_2 = 0[/tex], we get [tex]5c_2 y_2 + c_2 y_2 = 0,[/tex] which means we can write  [tex]y_1[/tex]as a constant times [tex]y_2[/tex], so they are dependent.

(c) Since [tex]y_1 = 3y_2[/tex] on (0,1), the functions are linearly dependent on (0,1)."

To see why, we can substitute [tex]y_1[/tex] with [tex]3y_2[/tex] in the equation [tex]c_1 y_1 + c_2 y_2 = 0[/tex]:

[tex]c_1 (3y_2) + c_2 y_2 = 0[/tex]

Simplifying this, we get:

[tex](3c_1 + c_2) y_2 = 0[/tex]

Since [tex]y_2[/tex] is not equal to 0 for any value of t in the interval (0,1), this means that [tex]3c_1 + c_2[/tex] must equal 0. This is a non-trivial solution for [tex]c_1[/tex] and [tex]c_2[/tex], which means that [tex]y_1[/tex] and[tex]y_2[/tex] are linearly dependent on the interval (0,1).

(d) Since[tex]y_1 = -1/2 y_2[/tex]on (0,1), the functions are linearly dependent on (0,1).

This option is also correct because if we substitute [tex]y_1[/tex] with -1/2 y2 in the equation [tex]c_1 y_1 + c_2 y_2 = 0,[/tex] we get [tex]-1/2 c_2 y_2 + c_2 y_2 = 0[/tex], which means we can write[tex]y_1[/tex]as a constant times [tex]y_2[/tex], so they are dependent.

Therefore, the correct answer is either option d, and the functions [tex]y_1[/tex] and [tex]y_2[/tex] are dependent on the interval (0,1).

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Based on the passage data, the most accurate statement describing the relationship between cultured yeast preparation conditions and fermented alcohol yield is: "Neither glucose concentration nor percentage yeast inoculate was positively correlated with fermented alcohol yield."

What this means is that increasing the concentration of glucose or percentage of yeast inoculate did not lead to more production of alcohol. The data in Table 1 shows that the maximum fermented alcohol yield was obtained in Broth A, which had 10% glucose and 8% yeast inoculation. Broth C, which had a higher concentration of glucose at 12%, did not result in a higher yield of alcohol. Similarly, Broth B, which had a higher percentage of yeast inoculate at 10%, did not lead to a higher yield of alcohol.

Therefore, it can be concluded that neither glucose concentration nor percentage of yeast inoculates was positively correlated with fermented alcohol yield.

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Therefore , the solution of the given problem of function comes out to be he function's average rate of change over the range 3 x 4 is 4.

There will be questions on design, mathematics, each subject, and both real expression and imagined locations on the midterm exam. a list of the relationships between different elements that cooperate to create the same result. A service is composed of numerous distinctive components that cooperate to create distinctive results for each input. Every mailbox also has a specific address, which may be an enclave, a neighborhood.

Here,

Calculate the difference between the function values at

=> x = 4 and x = 3, then split by the difference in x-values,

which is 4 - 3 = 1, to determine the average rate of change of the function over the range 3  x  4.

We can see from the table that f(4) = -5 and f(3) = -9. As a result, the following function numbers are different:

=> f(4) - f(3) = (-5) - (-9) = 4

=> 4 - 3 = 1 represents the x-value disparity.

Therefore, the function's average rate of change over the period 3 x 4 is:

Average rate of change is equal to

=> (f(4)-f(3))/(4-3) = 4/1 = 4.

Consequently, the function's average rate of change over the range 3 x 4 is 4.

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The answer is: A) The data support the researchers' belief that night owls have better dream recall than early birds. B) we can be 92% confident that the true difference in mean number of dreams recalled per week between night owls and early birds is between 1.87 and 2.63.

A) These are the alternative and null hypotheses:

H0: μE = μN (the mean number of dreams recalled each week is the same for early birds and night owls) (the mean number of dreams recalled per week is the same for early birds and night owls)

Ha: μE < μN (the mean number of dreams recalled each week is smaller for early birds than for night owls) (the mean number of dreams recalled per week is lower for early birds than for night owls)

Using the following formula, we can run a two-sample t-test with unequal variances:

t = [(sN2 / nN) + (sE2 / nE)] / sqrt[(xN - xE)]

where nN and nE are the sample sizes for night owls and early birds, respectively, and xN and sN and xE and sE are the sample means and standard deviations for night owls and early birds, respectively.

When we enter the values, we obtain:

t = (9.55 - 7.26) / sqrt[(5.88^2 / 100) + (6.94^2 / 100)] = 5.01

The data are consistent with the researchers' hypothesis that night owls are more capable of remembering their dreams than early birds.

B) We can use the following formula to determine the confidence interval:

CI is equal to (xN - xE) t/2 * sqrt[(sN / nN) + (sE / nE)].

where t/2 is the t-value for the required level of confidence and degrees of freedom, and xN, xE, sN, sE, nN, and nE are the same as previously (198 in this case).

With a t-value of 1.75 and a 92% confidence level (from a t-distribution with 198 degrees of freedom), we get:

CI is equal to (9.55 - 7.26) 1.75 * sqrt[(5.88 - + 6.94 / 100)] = (1.87, 2.63) (1.87, 2.63)

The genuine difference between night owls and early birds in terms of the average number of dreams recalled per week is therefore between 1.87 and 2.63, with a 92% confidence interval.

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Check the picture below.

Answer:

7x+4y

Step-by-step explanation:

combine like terms

Answer:

4?

Step-by-step explanation:

Answer:

2 hours

Hope its right

The value of y when x=36 is 31/3.

According to the question,

x varies directly with 3y+5

Thus,

[tex]x = k(3y+5)[/tex]

where K is any positive integer.

Now, from the question,

y=5/3 when x=10

Thus,

[tex]10 = k(3(\frac{5}{3} )+5)\\10 = k(10)\\k = 1[/tex]

Now we can use k to find the value of y when x=36:

[tex]36 = 1(3y+5)\\31 = 3y\\y = \frac{31}{3}[/tex]

In mathematics, an integer is a whole number that can be positive, negative, or zero. Integers are a fundamental concept in number theory and are used in a variety of applications across many fields. Integers can be represented using the symbol "Z" and are denoted by an integer value like -3, 0, 1, 2, 3, etc. They are used to count and measure quantities in real-life situations, such as the number of apples in a basket or the distance between two cities.

Integers are closed under addition, subtraction, and multiplication, meaning that if you add, subtract, or multiply any two integers, the result will also be an integer. However, the division is not always closed under integers, as dividing by zero is undefined, and dividing two integers can result in a non-integer value.

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Complete Question:

If x varies directly with 3y+5 and y=5/3 when x=10, then what is the value of y when x=36

Answer:

do you have the graph to solve it?

The angle E is 50.21°

Three line segments that cross at three non-collinear locations to form a triangle constitute a triangle in geometry. The triangle's three line segments are referred to as its sides, and its three points of intersection as its vertices.

Given, the right angle triangle at ∠F = 90°

According to the figure, base = 16cm, hypotenuse = 25cm

Apply Cosine rule;

Cos x = 16/25

x = Cos⁻¹ (16/25)

x = 50.21°

Therefore, the angle E is 50.21°

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Triangle: According to the question the measure of angle E is 50.21°

A triangle is a three-sided polygon which has three angles and three vertices. It is one of the basic shapes in geometry and is a fundamental shape in many mathematical and engineering fields. A triangle can be classified according to its angles or sides. Right triangles have one angle that is a right angle (90°) and two acute angles, obtuse triangles have one obtuse angle (greater than 90°) and two acute angles, and equilateral triangles have three equal angles and three equal sides.

Given, the right angle triangle at ∠F = 90°
According to the figure, base = 16cm, hypotenuse = 25cm
Apply Cosine rule;
Cos x = 16/25
x = Cos⁻¹ (16/25)
x = 50.21°
Therefore, the angle E is 50.21°

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The gradient of the chord PQ is 2h + 8

Let's first find the coordinates of points P and Q on the curve y = 2x^2+1.

Point P has an abscissa of 2, so its coordinates are (2, 2(2)^2+1) = (2, 9).

Point Q has an abscissa of 2+h, so its coordinates are (2+h, 2(2+h)^2+1) = (2+h, 2(4+4h+h^2)+1) = (2+h, 8+8h+2h^2+1) = (2+h, 2h^2+8h+9).

The gradient of the chord PQ is given by:

(m) = Δy /Δx

(m) = (2h^2+8h+9 - 9) / (2+h - 2)

(m) = (2h^2+8h) / (h)

(m) = 2h + 8

As h approaches zero, the gradient of the chord PQ approaches 8, because the term 2h becomes negligible compared to 8 when h is small. Therefore, the gradient of the tangent to the curve at point P is 8.

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the area of the shaded region is approximately 37.68 cm².

The area of a circle is the amount of space that is enclosed by the circle in a two-dimensional plane. It is defined as the product of the square of the radius (r) of the circle and the mathematical constant pi (π), which is approximately equal to 3.14159.

The area of the larger circle is:

A1 = π(4 cm)² = 16π cm²

The area of the smaller circle is:

A2 = π(2 cm)² = 4π cm²

To find the area of the shaded region, we subtract A2 from A1:

A1 - A2 = 16π cm²- 4π cm² = 12π cm²

To round the final answer to the nearest hundredth, we can use the approximation π ≈ 3.14:

12π cm² ≈ 12 × 3.14 cm² ≈ 37.68 cm²

Therefore, the area of the shaded region is approximately 37.68 square centimeters.

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