the larger leg of a right triangle is 7cm more than the smaller leg the hypotenuse is 17cm find each leg

Answer:

Step-by-step explanation:

Answer:

0.600 or 600, 0.500 or 500, select option 2

Step-by-step explanation:

The correlation between X and Y can be calculated using the formula r = SQRT(R-squared).The correlation coefficient is a measure of the strength of the linear relationship between two variables and can range from -1 to 1

In this case, the R-squared value is 0.81, so the correlation between X and Y is r = SQRT(0.81) = 0.9 (or -0.9 depending on the direction of the relationship).The correlation between X and Y can be calculated using the formula r = SQRT(R-squared). The correlation coefficient is a measure of the strength of the linear relationship between two variables and can range from -1 to 1, where -1 is a perfectly negative linear relationship, 0 is no linear relationship, and 1 is a perfectly positive linear relationship. In this case, the correlation between X and Y was 0.9, indicating a strong linear relationship between the two variables.

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The result of the division in ordinary decimal notation is 300.

Scientific notation, also known as standard form or exponential notation, is a method of expressing very large or very small numbers in a compact and standardized way.

To perform the indicated operation, we need to divide 0.00036 by 0.0000012.

First, let's express both numbers in scientific notation

0.00036 = 3.6 x 10^(-4)

0.0000012 = 1.2 x 10^(-6)

Now we can divide the two numbers and simplify

3.6 x 10^(-4) / 1.2 x 10^(-6) = (3.6 / 1.2) x 10^(-4-(-6)) = 3 x 10^(2)

Finally, we can convert this result back to ordinary decimal notation

3 x 10^(2) = 300

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The given question is incomplete, the complete question is:

Convert each number to scientific notation and perform the indicated operations. Express the result in ordinary decimal notation. 0.00036/0.0000012

Answer:

∠1 = 50

∠2 = 50

∠3 = 80

∠4 = 130

∠5 = 130

Step-by-step explanation:

∠1 = 180 - 130 = 50

∠2 = ∠1 = 50

∠3 = 180 - ∠1 - ∠2 = 180 - 50 - 50 = 80

∠4 = 180 - ∠2 = 180 - 50 = 130

∠5 = ∠4 = 130

Instead of 2.00 as mentioned in the question, the semester GPA is 1.38. Please double-check your calculations or provide more details if you made an error when reporting your grades or computing your GPA.

Students must devote approximately 135 hours (45 x 3) of class, instructional, and independent time to a three credit unit course. Students who enroll in a course for four credit hours must dedicate around 180 (45 x 4) hours to it, split between in-class and out-of-class work.

You must first translate each letter grade using the common 4.0 scale into its equivalent numerical number before you can determine your semester GPA:

A = 4.0

B = 3.0

C = 2.0

D = 1.0

F = 0.0

E = 0.0 (equivalent to F)

Then, you can use the formula:

(Total grade points) / GPA (total credit hours)

Using this formula, we can calculate your semester GPA as follows:

FYE 105: F (0.0) x 3 credit hours = 0.0 grade points

MAT 150: E (0.0) x 3 credit hours = 0.0 grade points

ENG 101: D (1.0) x 3 credit hours = 3.0 grade points

BIO 112: A (4.0) x 3 credit hours = 12.0 grade points

BIO 113: B (3.0) x 1 credit hour = 3.0 grade points

Total grade points = 0.0 + 0.0 + 3.0 + 12.0 + 3.0 = 18.0

Total credits earned is 13 (3 + 3 + 3 + 3 + 1)

GPA = 18.0 / 13 = 1.3846

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Answer:

This is false.

Step-by-step explanation:

Since absolute value bars change negatives into positives and positive into themselves (positives) we can put the example:

[tex]-|8|\\[/tex]

When we remove the absolute value bars, 8 will still equal 8. But, we have a negative, therefore the 8 has a negative after being simplified with absolute value.

x = -8, not positive 8.

Answer:

Ther are no values of x that would make this statement true. There is no solution.

Step-by-step explanation:

The mean and standard deviation for 30 multiple-choice questions for the number of correct answers is Mean(μ) = 6 and Standard deviation(σ) = 2.19.

What is mean?

A collection of values are averaged to form the mean. The total points were divided by the total scores. When population samples are tiny, the mean is sensitive to extreme scores. For example, if two students in a class of 20 earned significantly higher than the rest, the mean will be skewed higher than the other students' scores might suggest. When using means, larger sample sizes are preferable.

Define standard deviation.

In statistics, a measure of variability known as the standard deviation ( standard deviation ) is frequently used. It demonstrates how different things are from the norm. (mean). When the SD is low, the data tend to be close to the mean, while when it is high, the data are dispersed over a wide variety of values.

Given: number of questions(n) = 30, p = [tex]\frac{1}{5}[/tex], q = [tex]\frac{4}{5}[/tex]

Mean μ = n*p

            = 30  *[tex]\frac{1}{5}[/tex]

         μ = 6

Standard deviation σ = [tex]\sqrt{n*p*q}[/tex]

                                   = [tex]\sqrt{30*\frac{1}{5}*\frac{4}{5}}[/tex]

                                   = [tex]\sqrt{4.8}[/tex]

                                σ = 2.19

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The common factors of sixteen and twenty are 1, 2, and 4.

The factors of sixteen are 1, 2, 4, 8, and 16. The factors of twenty are 1, 2, 4, 5, 10, and 20. The factors that are common to both numbers are 1, 2, and 4.

To calculate the factors of sixteen, we can start by dividing sixteen by two until we cannot divide any further. We can start with sixteen divided by two, which equals eight. Eight divided by two equals four. Four divided by two equals two. Two divided by two equals one. As we can see, the factors of sixteen are 1, 2, 4, 8, and 16

To calculate the factors of twenty, we can start by dividing twenty by two until we cannot divide any further. We can start with twenty divided by two, which equals ten. Ten divided by two equals five. Five divided by two equals two. Two divided by two equals one. As we can see, the factors of twenty are 1, 2, 4, 5, 10, and 20.The common factors of sixteen and twenty are 1, 2, and 4. This can be determined by comparing the two lists of factors. As we can see, 1, 2, and 4 are present in both lists.

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Complete question

What are the common factors of sixteen and twenty ?

Answer:

We can substitute the given values of p, m, and n into the formula for h:

h = p√(m^2 + n)

h = 3√(6^2 + 20)

h = 3√(36 + 20)

h = 3√56

We can simplify this by factoring 56 into its prime factors:

h = 3√(2^3 × 7)

h = 3 × √(2^2 × 7) × √2

h = 3 × 2√7

Therefore, when p = 3, n = 20, and m = 6, the value of h is 6√7 or approximately 13.42.

Answer:

To find the maximum number of bags that Thomas can pack, we need to find the greatest common divisor (GCD) of 120, 168, and 192.

Prime factorizing the three numbers:

120 = 2^3 x 3 x 5

168 = 2^3 x 3 x 7

192 = 2^6 x 3

The GCD is the product of the common prime factors with the lowest exponents, which is 2^3 x 3 = 24.

So, Thomas can pack the items into 24 bags, each containing an equal number of whistles, yo-yos, and tops.

Answer:

Step-by-step explanation:

To find the maximum number of bags that Thomas can pack, we need to find the greatest common divisor (GCD) of 120, 168, and 192.

We can start by finding the prime factorization of each number:

120 = 2^3 × 3 × 5

168 = 2^3 × 3 × 7

192 = 2^6 × 3

Then we can find the GCD by taking the product of the smallest power of each common prime factor:

GCD = 2^3 × 3 = 24

Therefore, Thomas can pack a maximum of 24 bags.

The quadrilaterals which have both line and rotational symmetry of order more than 1 are square, and rhombus

Symmetry is a fundamental concept in mathematics and geometry. It refers to the property of a shape that remains unchanged when it is transformed in a certain way.

Now, let's talk about quadrilaterals that have both line and rotational symmetry of order more than 1. One example of such a quadrilateral is a square.

Another example of a quadrilateral with both line and rotational symmetry of order more than 1 is a rhombus. A rhombus is a type of quadrilateral where all four sides are equal in length, and opposite angles are equal.

In summary, a square and a rhombus are examples of quadrilaterals that have both line and rotational symmetry of order more than 1.

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Complete Question:

Name the quadrilaterals which have both line and rotational symmetry of order more than 1.

To show that the properties of a probability distribution for a discrete random variable are satisfied, we need to verify that the probability distribution function (PDF) satisfies, The PDF must be non-negative for all values of the random variable and The sum of the probabilities for all possible values of the random variable must be equal to 1.

Let X be a discrete random variable taking values x1, x2, ..., xn, and let P(X) be the probability distribution function for X, such that P(X = xi) = pi for all i.

The PDF must be non-negative for all values of the random variable. This means that for any value xi of the random variable, the probability pi must be greater than or equal to zero. That is,

pi ≥ 0 for all i.

This property ensures that probabilities are never negative, which is a necessary condition for a valid probability distribution.

The sum of the probabilities for all possible values of the random variable must be equal to 1. That is,

∑ pi = 1 for all i.

This property ensures that the total probability of all possible outcomes is equal to 1, which is a necessary condition for a valid probability distribution.

Therefore, if the PDF satisfies these two properties, we can conclude that it represents a valid probability distribution for the given discrete random variable.

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Answer: y = 3x-2 (for first question)

Step-by-step explanation:

Equation of the line: y = mx+c. For A, it passes through (0, -2) and has a gradient of 3. So, you substitute the values inside the equation.

x = 0

y = -2

m = 3

-2 = 0+c

c= -2

ans: y = 3x-2

Use the same method to complete the rest of the questions. GL

Note: I am just a student, if I get this wrong I hope someone corrects me, thanks

[tex]T(11) = -1[/tex] represents the initial negative term inside the series.

A phrase that acknowledges a characteristic or trait in anything is said to be positive. Negative terms are those that downplay some aspect or characteristic of something. The positive or negativizes of a phrase is termed its quality.

Positive simply denotes excellent or the polar opposite of negative. For instance, you're less likely to receive favorable feedback on your scorecard if you've a good mindset toward your assignments. It might be difficult to keep track of all the different definitions of the word positive.

T(n) is negative when [tex]32 - 3n < 0[/tex], which can be rearranged as:

[tex]3n > 32[/tex]

[tex]n > 32/3[/tex]

Since [tex]n[/tex] is an integer, the smallest value of n that satisfies this inequality is [tex]n = 11[/tex].

Therefore, the [tex]11th[/tex] term of the sequence is:

[tex]T(11) = 32 - 3(11) = -1[/tex]

So the first negative term in the sequence is [tex]T(11) = -1.[/tex]

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Answer: Let's denote the two unknown angles as x and y.

We know that the sum of the angles in any quadrilateral is 360°, so we can set up an equation using this fact:

235° + 40° + x + y = 360°

Simplifying this equation, we get:

x + y = 85° (equation 1)

We also know that the other two angles are in a ratio of 5:12. This means that:

x/y = 5/12

Multiplying both sides by y, we get:

x = (5/12)y (equation 2)

Now we can substitute equation 2 into equation 1 and solve for y:

(5/12)y + y = 85°

(17/12)y = 85°

y = (12/17) * 85°

y = 60°

Substituting y = 60° into equation 2, we can solve for x:

x = (5/12) * 60°

x = 25°

Therefore, the two angles that are in a ratio of 5:12 measure 25° and 60°, respectively.

Step-by-step explanation:

Angle PLE is measured at 90°. The options supplied do not contain the solution.

The acute angle is defined as being less than 90 degrees. Right angles are 90 degrees in length. Angles that are obtuse have a greater angle than 90 degrees. Discover the various sorts of angles and examples of each.

As complementary angles, ZPLA and ZELA, we can infer that:

ZPLA + ZELA = 90°

Using the following expressions in place of ZPLA and ZELA, we obtain:

5x-2 + x+8 = 90

When we simplify the equation, we obtain:

6x + 6 = 90

6 is subtracted from both sides to yield:

6x = 84

Dividing by 6, we get:

x = 14

With the knowledge of x, we can determine the dimensions of ZPLA and ZELA:

ZPLA = 5x-2 = 5(14)-2 = 68°

ZELA = x+8 = 14+8 = 22°

Therefore, we can find the measure of angle PLE by subtracting the measures of ZPLA and ZELA from 180°:

PLE = 180 - ZPLA - ZELA

PLE = 180 - 68 - 22

PLE = 90

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Step-by-step explanation:

[tex]\textsf{For this problem, we are asked to draw an angle that is 150}^{\circ}.[/tex]

[tex]\textsf{We will need a Protractor to draw this angle.}[/tex]

[tex]\large\underline{\textsf{To Draw an Angle with a Protractor;}}[/tex]

[tex]\textsf{First, notice a point at the bottom of the Protractor. This is where we will start.}[/tex]

[tex]\textsf{Draw a Straight Line from the point to the 0}^{\circ} \ \textsf{mark.}[/tex]

[tex]\textsf{Secondly, use a ruler to carefully draw a straight line towards the 150}^{\circ} \ \textsf{mark.}[/tex]

[tex]\textsf{Note that some Protractors may be different from others. Similar steps should apply.}[/tex]

[tex]\textsf{Refer to the picture. It represents what the angle should look like afterwards.}[/tex]

To do :-

Instruments required:-

Steps of construction:-

Hence angle ECB represents 150° .

Precaution:- do not change the arm length of the compass.

and we are done!

For the given statements for domain and range, option 3 and option 4 are correct answers.

The sets of all the x-coordinates and all the y-coordinates of ordered pairs, respectively, are the domain and range of a relation. With functions, we enter various numbers, and the output is a new set of numbers. The two essential characteristics of functions are domain and range. A function's domain and range are its constituent parts.

The domain of the function are all the input values while the range are the output values of the function for the given input.

In the given options, option 3 and 4 are correct as the functions have the same input but not the same output.

That is, they have the same domain, all real numbers, but not the same range.

Hence, for the given statements for domain and range, option 3 and option 4 are correct answers.

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Answer:

The width of the frame is 10 inches.

5x7 = 35

80-35 = 45

45/7 = 6.4

5 + 6.4 = 11.4

11.4 rounded down = 11

11 - 5 = 10

Width of the frame = 10 inches

Answer:

The common difference between consecutive terms in the sequence is 8 (since -17 + 8 = -9, -9 + 8 = -1, -1 + 8 = 7, and so on). Therefore, the recursive formula for this arithmetic sequence is:

a(1) = -17

a(n) = a(n-1) + 8 for n >= 2

This formula says that the first term in the sequence is -17, and each subsequent term is found by adding 8 to the previous term.

(please mark my answer as brainliest)

therefore, we have shown that: [tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})[/tex] assuming that x2 ≠ x1.

Slope refers to the measure of steepness of a line or a curve. In mathematics, slope is usually denoted by the letter "m" and is defined as the ratio of the change in the y-coordinate to the change in the x-coordinate between two points on a line.

The formula for calculating the slope between two points (x1, y1) and (x2, y2) on a line is:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})[/tex]

by the question.

To finds the slope of a line passing through two points (x1, y1) and (x2, y2), we use the slope formula:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})[/tex]

This formula represents the change in y divided by the change in x between the two points.

Now, assuming that x2 ≠ x1, we can simplify the formula as follows:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})*(1/1)[/tex]

Multiplying the numerator and denominator by 1, which in this case is (x2 - x1) / (x2 - x1), we get:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})*(x_{2}-x_{1})/(x_{2}-x_{1})[/tex]

Simplifying the numerator, we have:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})/[(x_{2}-x_{1})*1][/tex]

The term (x2 - x1) cancels out, leaving us with:

[tex]m=(y_{2}-y_{1} /1[/tex]

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Step-by-step explanation:

this is the answerrr

without calculator

Step-by-step explanation:

try this option, all the details are in the attachment.

The graph repeats itself every 32 units hοrizοntally. [ The graph is attached belοw ]

An interactive widget in a graph is a tοοl that allοws the user tο manipulate different elements οf the graph using their mοuse οr tοuch screen.

Interactive widgets can be used tο explοre the behaviοr οf a functiοn οr dataset in a mοre dynamic and engaging way than a static graph.

Sοme cοmmοn examples οf interactive widgets in graphs include sliders, buttοns, checkbοxes, and drοpdοwn menus.

Here we have

y = -5 cοs (π/16 x) - 4    

Represents a periοdic functiοn with a cοsine wave shape that is shifted dοwnwards by 4 units.

The cοsine functiοn οscillates between -1 and 1, sο multiplying it by -5 stretches the wave vertically by a factοr οf 5 and reflects it acrοss the x-axis.

The cοefficient οf x, π/16, cοntrοls the periοd οf the functiοn, which is the distance between twο cοnsecutive peaks οr trοughs οf the wave.

Specifically, the periοd οf this functiοn is 32 units, since the cοsine functiοn has a periοd οf 2π and 2π/(π/16) = 32.

Therefοre,

The graph repeats itself every 32 units hοrizοntally. [ The graph is attached belοw ]

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Answer:

  see attached

Step-by-step explanation:

You want to graph the function f(x) = 3/5x -5.

For graphing purposes, it is convenient to choose values of x that result in integer values of y. In this case, the multiplier of x (the slope) has a denominator of 5, so it is convenient to choose x-values that are multiples of 5.

For x = 0, y = 3/5·0 -5 = -5

For x = 5, y = 3/5·5 -5 = 3 -5 = -2

Suitable points for your plot are (0, -5) and (5, -2). These are shown in the attachment.

Answer:

The critique of the sample method and survey used by the guild is as follows:

In summary, the survey used by the guild suffers from various types of bias, which may affect the validity and generalizability of the results. To improve the validity and reliability of the survey, the guild should use random sampling and address issues such as non-response and response bias.

Answer:

39.

Step-by-step explanation:

From the group of 10-14 hours worked per week, 8 students.

From the group of 15-19 hours worked per week, 4 students.

From the group of 20-24 hours worked per week, 12 students.

From the group of 25-29 hours worked per week, 8 students.

From the group of 30-34 hours worked per week, 4 students.

And finally, from the group of 35+ hours worked per week, 3 students.


So, 8+4+12+8+4+3 = 39 students.

Step-by-step explanation:

this is solution which is given above in photo