PLEASE HELP, I WILL GIVE YOU BRAINLIEST!
Find the equation of a line that results in one real solution as part of a system with f(x)=x^2+2

Answer:

1/8 of an hour

Step-by-step explanation:

3/4 x 1/6 = 3/24 = 1/8

Hope this helps!

Answer:

Bremen's age is 28 years

Step-by-step explanation:

Bremen's age= x

Omane's age= x+4

x+x+4=60

2x+4=60

2x=60-4

2x=56

2x = 56

2 2

x=28

Answer: 3

Step-by-step explanation:

Points (-3,-4) and (6,2) give you slope of (-4-2)/(-3-6)=-6/-9=2/3

Y=2/3x+k. Substitute first point, you get -4=2/3(-3)+k. -4=-2+k, so k=-2. When y=0, x value is the x intercept. 0=2/3x-2, 2/3x=2, so x=3.

Answer:

(a) 52°

(b) 322°

Step-by-step explanation:

(a) The details of the circle are;

The diameter of the circle = AOC

The center of the circle = Point O

The point the line AT cuts the circle = Point B

The point the tangent PT touches the circle = Point C

Angle ∠COB = 76°

We have that angle AOB and angle COB are supplementary angles, therefore;

∠AOB + ∠COB = 180°

∠AOB = 180° - ∠COB

∴ ∠AOB = 180° - 76° = 104°

∠AOB = 104°

OA = OB = The radius of the circle

Therefore, ΔAOB  =  An isosceles triangle

∠OAB = ∠OBA by base angles of an isosceles triangle are equal

∠AOB + ∠OAB + ∠OBA = 180° by angle summation property

∴ ∠AOB + ∠OAB + ∠OBA = ∠AOB + ∠OAB + ∠OAB = ∠AOB + 2×∠OAB = 180°

∠OAB = (180° - ∠AOB)/2

∴ ∠OAB = (180° - 104°)/2 = 38°

∠TAC = ∠OAB = 38° by reflexive property

AOC is perpendicular to tangent PT at point C, by tangent to a circle property, therefore;

∠TCA = 90° and ΔTCA = A right triangle

∠TAC + ∠ATC + ∠TCA = 180° by angle sum property

∠ATC = 180° - (∠TAC + ∠TCA)

∴ ∠ATC = 180° - (38° + 90°) = 52°

Angle ATC = 52°

(b) In ΔABC, ∠ABC = Angle subtended by the diameter = 90°

∴ ΔABC = A right triangle

∠ABC and ∠TBC are supplementary angles, therefore;

∠ABC + ∠TBC = 180°

∠TBC = 180° - ∠ABC

∴ ∠TBC = 180° - 90° = 90°

∠TCB = 180° - (∠TBC + ∠ATC)

∴ ∠TCB = 180° - (90° + 52°) = 38°

The bearing of B from C = (360° - 38°) = 322°.

Answer:

a

Step-by-step explanation:

The perpendicular distance from the y- axis is the value of the x- coordinate, so

perpendicular distance is 3 units

Answer:

Get all the values of the histogram and put them in order:

For example 2,5,7,1,7,3  becomes 1,2,3,5,7,7 and then you get the middle number, which is in this case (3+5)/2=3.5

Then see which of the readings lie on 3.5.

Step-by-step explanation:

9514 1404 393

Explanation:

The histogram will have a count associated with each class. You may have to read the count from the vertical scale of the graph. If it is a histogram of relative frequencies, each class will have a fraction or percentage instead of a count.

Find the total of all counts. Determine what half that number is. If the total is odd, then round up to the nearest integer. This is the index number of the median value.

Add up the counts in the classes starting at one side of the graph, working toward the other side. (Left-to-right is the usual direction for doing this.) When you find the class that increases the total to a value equal or greater than the index number, this is the class that contains the median.

__

If the histogram is a relative frequency histogram, the class that brings the total to 50% is the one containing the median.

__

There may be cases where the total count is even, and the total of all of the classes up to a point is exactly equal to the index number you're looking for. In that case, the median is between that class and the next. Here's an example:

  class 1: count 3

  class 2: count 5

  class 3: count 4

  class 4: count 4

Total count: 3+5+4+4 = 16. Median index = 16/2 = 8

Total of classes 1 and 2 = 3+5 = 8. This means exactly half of the represented values are in class 2 or below, and half are in class 3 or above. If you had access to the actual data values, you would find the median as the average of the 8th and 9th data values (when they are sorted into increasing order). Here, the median might be estimated as the value halfway between the upper bound of class 2 and the lower bound of class 3.

__

2nd example

Consider the same histogram as above, but with a count of 3 in class 4. This brings the total count to 15, and the index of the median is 15/2 = 7.5, rounds to 8. Again, the 8th data value (median) is in class 2. There is no ambiguity in this case.

Answer:

The answer is (A) 75

Step-by-step explanation:

Answer:

A 75

Step-by-step explanation:

10*5(number of ducks that lay an egg everyday)

5*5(number of ducks that lay an egg every second day)

10*5 + 5*5

Answer:

Reflection symmetry

Step-by-step explanation:

For an image to have reflection symmetry, it must appear the same after reflected over any line. In this case, there is a vertical line of symmetry we can reflect the image and not appear to have made any changes.

For an image to rotational symmetry, it needs to appear the same after being rotated some degree in either direction less than one full turn. In this case, there exists no rotation less than one full turn where we can rotate the image so it appears the exact same as it was before.

Therefore, this image only has reflection symmetry.

Observe that

5/12 = 1/4 + 1/6

so that

tan(5π/12) = tan(π/4 + π/6)

Then

tan(5π/12) = sin(π/4 + π/6) / cos(π/4 + π/6)

… = (sin(π/4) cos(π/6) + cos(π/4) sin(π/6)) / (cos(π/4) cos(π/6) - sin(π/4) sin(π/6))

… = (cos(π/6) + sin(π/6)) / (cos(π/6) - sin(π/6))

(since sin(π/4) = cos(π/4) = 1/√2)

… = (√3/2 + 1/2) / (√3/2 - 1/2)

… = (√3 + 1) / (√3 - 1)

… = (√3 + 1) / (√3 - 1) × (√3 + 1) / (√3 + 1)

… = (√3 + 1)² / ((√3)² - 1²)

… = ((√3)² + 2√3 + 1²) / (3 - 1)

… = (3 + 2√3 + 1) / 2

… = (4 + 2√3) / 2

… = 2 + √3 … … … (C)

If you insist on using the half-angle identity, recall that

sin²(x) = (1 - cos(2x))/2

cos²(x) = (1 + cos(2x))/2

==>   tan²(x) = (1 - cos(2x)) / (1 + cos(2x))

Let x = 5π/12. The angle x lies in the first quadrant, so we know tan(x) is positive.

==>   tan(x) = +√[(1 - cos(2x)) / (1 + cos(2x))]

We also know

cos(2x) = cos(5π/6) = -√3/2

which means

tan(x) = tan(5π/12) = √[(1 - (-√3/2)) / (1 + (-√3/2))]

… = √[(1 + √3/2) / (1 - √3/2)]

… = √[(2 + √3) / (2 - √3)]

… = √[(2 + √3) / (2 - √3) × (2 + √3) / (2 + √3)]

… = √[(2 + √3)² / (2² - (√3)²)]

… = √[(2 + √3)² / (4 - 3)]

… = √[(2 + √3)²]

… = 2 + √3

Answer:

Vaccines are made of mixtures that contain either parts of pathogens or whole pathogens that prepare the body's defenses to fight against the pathogens.

hope it helps.

Answer:Vaccines are made of mixtures that contain either parts of pathogens or whole pathogens that prepare the body's defenses to fight against the pathogens.

Step-by-step explanation:

Answer:

where is the question oooo

Answer:

1. Y+2/5y

2. y-0.32y

3. Y-2/5y

4. y+0.32y

Step-by-step explanation:

Answer:

25

Step-by-step explanation:

Since AC is similar to CE, we can say that they have equal lengths. We are given CE, DE, and BC. To solve this, we can solve for the length of CE (equal to AC) and then subtract that from BC.

To solve for CE, we are given DE and CE. We know that DE is 1/2 of CE because D is the midpoint of CE. Therefore,

7x-1 = 1/2(10x+18)

expand

7x-1 = 5x  + 9

add 1 to both sides to separate the 7x

7x = 5x + 10

subtract 5x from both sides to separate the x

2x = 10

divide both sides by 2 to separate the x

x=5

Therefore, DE = 7(5)-1 = 34 and CE = 10(5) + 18 = 68 = AC.

Using x=5, we know that BC  = 9(5) -2 = 43

Therefore, AB = AC-BC = 68-43 = 25

D is the midpoint of CE, so if you draw a line with those three points, it'll look like C-D-E.

Since DE = 7x-1, which also means CD = 7x-1.

CD + DE = CE, so (7x-1)+(7x-1) = 10x+18.

Therefore, x = 5 and CE = 68.

Since AC is congruent to CE, AC = 68.

Assuming the point B is somewhere between AC.

Since BC = 9x-2 and x = 5, which means BC = 43.

AC - BC = AB, so 68 - 43 = 25.

Therefore, AB = 25

Answer:

she can buy 0 to 12 bags but no more

Step-by-step explanation:

Answer:

Hope that will help you

Step-by-step explanation:

BD = 14.5

Answer:

sorry??

Step-by-step explanation:

Answer:

6x+4 = 8x

4=2x

x=2 hrs

Step-by-step explanation:

Hello,

Answer D

[tex]\begin{array}{|c|c|}x&y\\--&-------------\\-1&-3*\sqrt{-1+1} =-3*0=0\\0&-3*\sqrt{0+1} =-3*1=-3\\3&-3*\sqrt{3+1} =-3*2=-6\\8&-3*\sqrt{8+1} =-3*3=-9\\15&-3*\sqrt{15+1} =-3*4=-12\\--&-------------\\\end{array}[/tex]

[tex]\displaystyle\ (\sqrt{25x-16} )^2=\ (i)^2 \\\\ 25x-16=-1 \\\\25x=15\\\\\boxed{x=\frac{3}{5}}[/tex]

Answer:

3 pizzas

Step-by-step explanation:

First, we can calculate how many slices are necessary. Each person wants two slices, so for each person, we must add 2 slices. We can add 2 15 times, or multiply 2 by 15 to get 2 * 15 = 30

We now know that we need 30 slices of pizza. Next, we need to figure out how many pizzas we need given this information.

For each pizza, we can add 10 slices, as there are 10 slices of pizza.

For the first pizza, we have 10 slices

For the second, we have 10+10 = 20 slices

For the third, we have 10+10+10 = 10 * 3 = 30 slices. Perfect!

Another way of figuring out the number of pizzas we need would be to divide 30 by 10, and 30/10=3 would equal the number of pizzas. We need to figure out how many pizzas we need to have 30 slices, so we can divide here.

Hello,

[tex]Data:\\\\\begin{array}{|c|c|c|c|c|}Year&French&Spanish&German&Total\\----&----&----&----&---\\Y10&-&-&-&54\\Y11&15&20&-&-\\----&----&----&----&---\\&-&29&31&100\\\end{array}\\\\Calculus:\\\\\begin{array}{|c|c|c|c|c|}Year&French&Spanish&German&Total\\----&----&----&----&---\\Y10&25&9&20&54\\Y11&15&20&11&46\\----&----&----&----&---\\&40&29&31&100\\\end{array}\\\\[/tex]

20 Year10's students learn German.

========================================================

Explanation:

Make a table that has "Year 10", "Year 11", and "Total" as the three rows.

Then you'll have the columns "French", "Spanish", "German", "Total".

In the bottom right corner is the value 100. This is the grand total of everyone surveyed.

We're told that 54 people are in Year 10, which leaves 100-54 = 46 people in Year 11.

Along the "total" column on the far right side, we'll have 54, 46, and 100 in that order from top to bottom.

--------------------------

The info that "20 of the 29 people who study Spanish in Year 11" tells we have 20 people in year 11 who study Spanish, out of 29 people who study Spanish. That leaves 29-20 = 9 people in Year 10 who study Spanish. In the "Spanish" column, we have the values 9,20,29 in that exact order from top to bottom.

Next, we'll write 31 at the bottom of the "German" column to indicate 31 people study German.

The last bit of info is that "15 Year 11 students study French". So we'll write 15 in the "year 11" row and "french" column.

--------------------------

After all that info is sorted out and entered into the table, you should end up with what is shown in figure 1 (see attached image below). Ignore figure 2 for now as we'll work our way to getting there eventually.

The variables a,b,c,d are placeholders for positive whole numbers.  

There are probably a few approaches to take, but possibly the quickest is to notice that in the second row, we can say

15+20+c = 46

c+35 = 46

c = 46-35

c = 11

We have 11 students who study German in Year 11.

Once you determine c, it helps us find b. Focus on the German column to see that

b+11 = 31

b = 31-11

b = 20

There are 20 students in Year 10 who study German. You could stop here if you want.

--------------------------

Just two more variables to go.

Along the top row, we see that

a+9+20 = 54

a+29 = 54

a = 54-29

a = 25

and along the bottom row we see that

d+29+31 = 100

d+60 = 100

d = 100-60

d = 40

Or you could note along this first column to say

a+15 = d

d = a+15

d = 25+15

d = 40

So there are a few alternative paths to take.

--------------------------

All of the sections mentioned so far only involve filling out the table that is shown below in figure 2.

To answer the question your teacher wants to ask, which is how many Year 10 students study German, well that's simply 20 students. Refer to the conclusion of the previous two sections earlier.

By this point, we just simply copy the value from the completed table. This value being of course in the "Year 10" row and "German" column.

Answer:

ok so the probility of gettting one white fish is

13/23

and if we take out one white fish the problity is

12/22

so we just multiply

12/22*13/23=0.30830039525

so the problity is 0.30 if you choose two fish you will get white for both

Answer:

c = 4

See explanation

Step-by-step explanation:

Given:

4c = 3c - 4

Your calculation:

4c = 3c + 4

4c = 4 - 3c

4c = 1c

c = 4/1

c= 4

Correct calculation:

4c = 3c + 4

Collect like terms by subtracting 3c from both sides

4c - 3c = 3c + 4 - 3c

c = 4

Check:

4c = 3c + 4

4(4) = 3(4) + 4

16 = 12 + 4

16 = 16

Therefore,

Your final answer is correct but your method of calculation is not correct

Answer:

The correction option is B.

Step-by-step explanation:

Answer:

B. One

Step-by-step explanation:

If it is a single payment loan, the title is self explanatory <3

Answer: 21, 28

Step-by-step explanation:

Use the Pythagorean Theorem [tex]a^{2}+b^{2}=c^{2}[/tex]:

Substitute in the values & solve:

[tex]x^{2}+(x+7)^{2}=35^{2}\\x^{2}+x^{2}+14x+49=1225\\2x^{2}+14x+49-1225=0\\2x^{2}+14x-1176=0\\2(x^{2}+7x-588)=0\\2(x + 28)(x - 21)=0\\x_{1}=-28, x_{2}=21[/tex]

-28 is not a possible solution since you can't have negative inches...

Answer:

D.

Step-by-step explanation:

.

v₁·v₂ is -18 which is correct option(D)

Arithmetic operations can also be specified by the subtract, divide, and multiply built-in functions.

The operator that perform arithmetic operation are called arithmetic operators .

Operators which let do basic mathematical calculations

+ Addition operation : Adds values on either side of the operator.

For example 4 + 2 = 6

- Subtraction operation : Subtracts right hand operand from left hand operand.

for example 4 -2 = 2

* Multiplication operation : Multiplies values on either side of the operator

For example 4*2 = 8

/ Division operation : Divides left hand operand by right hand operand

For example 4/2 = 2

Given that,

v1 = (3,-4) and v2 = (2,6)

To determine v₁·v₂

v₁·v₂ = 3·(2) - 4·(6)

v₁·v₂ = 6 - 24

v₁·v₂ = -18

Hence, the v₁·v₂ is -18.

Learn more about Arithmetic operations here:

brainly.com/question/25834626

#SPJ2

Answer: determining if the training was responsible for any changes in performance

Step-by-step explanation:

Training evaluation is the process of analyzing if training are efficient and effective.

A problem with the pre-/post-measure of training evaluation is determining if the training was responsible for any changes in performance.

Answer:

The answer is 49 .

Step-by-step explanation:

Do i need to explain ?