A line has a slope of 22 and includes the points \left( 4 , \mathrm{g} \right)(4,g) and \left( - 9 , - 9 \right)(−9,−9). ​​What is the value of \mathrm{g}g ?

Answer:

X - 53=2

Or, x=2+53

Or, x=55

The absolute value of real number is 0 and the absolute value of complex number is z=a+bi.

So, the complete value of a complex number represents the distance between the starting and the point in the complex plane. On the other hand, the absolute value of a real number means only how far a number is from zero without all in all any direction.

A number system is a way of showing numbers by writing, which is a mathematical way of act for the numbers of a given set, by using the numbers or symbols in a mathematical means.

Both all the negative and positive integers, decimal and fractional numbers without imaginary numbers are called real numbers. Real numbers are act for by the “R” symbol.

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So B requires 8 more days to complete the work.

Lets assume total unit of work to be= 30units

A can finish the work in= 15 days

B can finish the work in= 10 days

A work efficiency  can be calculated by formula

Efficiency=  Total work/ Number of days

A efficiency= 30/15

30 divided by 15

A= 2

Similarly for B we can calculate its work efficiency

B efficiency= 30/10

30 divided by 10.

B= 3

A work for 3 days and leaves

work done by A = 2*3 = 6 unit

2 is A work Efficiency  and we multiply by 3 that is number of days A worked on.

 work done formula = Efficiency* Number of days  

Now we calculate the remaining work

We subtract the total work by the work done by A

Remaining work= 30-6= 24 unit

so the days required by B is = Work Left divided by B efficiency

B days= 24/ 3 = 8

So B requires 8 more days to complete the work

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A can do a piece of work in 15 days and B alone can do it in 10 days. A works at it for 3 days and then leaves. After A leaves, B works alone. How many more days will B take to complete the work?

Observational data that contains a numerical value or amount is called quantitative observation.

Quantitative observation is an objective data gathering that is primarily concerned with numbers and values and is "related to, of or expressed in terms of a quantity." The outcomes of a quantitative observation are derived using statistical and numerical analytic techniques. Thus, quantitative observation refers to observational data that includes a numerical value or amount.

An objective gathering of facts, quantitative observation refers to "related to, of or depicted in terms of a quantity" and is generally focused on numbers and values. Methods of statistical and numerical analysis are used to derive the results of quantitative observation.

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One of the important theorems in the field of geometry that deals with the properties of triangles are called the Mid- Point Theorem.

The theory of midpoint theorem is used in coordinate geometry, stating that the midpoint of the line segment is an average of the endpoints. The ‘x’ and the ‘y’ coordinates must be known for solving an equation using this theorem. The Mid- Point Theorem is also useful in the fields of calculus and algebra.

Mid-Point Theorem Statement

The midpoint theorem states that “The line segment in a triangle joining the midpoint of any two sides of the triangle is said to be parallel to its third side and is also half of the length of the third side.”

Mid-Point Theorem Proof

If a line segment adjoins the mid-point of any two sides of a triangle, then the line segment is said to be parallel to the remaining third side and its measure will be half of the third side.

Consider the triangle ABC, as shown in the above figure,

Let E and D be the midpoints of the sides AC and AB. Then the line DE is said to be parallel to the side BC, whereas the side DE is half of the side BC; i.e., DE || BC

DE = (1/2 *  BC).

Mid-Point Theorem Formula

In Coordinate Geometry, the midpoint theorem refers to the midpoint of the line segment. It defines the coordinate points of the midpoint of the line segment and can be found by taking the average of the coordinates of the given endpoints. The midpoint formula is used to determine the midpoint between the two given points.

If P1(x1, y1) and P2(x2, y2) are the coordinates of two given endpoints, then the midpoint formula is given as:

Midpoint = [(x1 + x2)/2, (y1 + y2)/2]

The converse of Mid-Point Theorem

The converse of the midpoint theorem states that ” if a line is drawn through the midpoint of one side of a triangle, and parallel to the other side, it bisects the third side”

Formula to Find the Midpoint

The Midpoint Formula is given as,

(x, y) = [(x1 + x2)/2, (y1 + y2)/2]

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The required equation that represents the relationship between b and e exists m<b + m<e = 180.

Two angles are called supplementary when their measures add up to 180 degrees.

If the sum of two angles is 180 degrees then they are said to be supplementary angles, which form a linear angle together. Whereas if the sum of two angles is 90 degrees, then they are said to be complementary angles, and they form a right angle together.

The required equation that represents the relationship between b and e exists m<b + m<e = 180

From the given diagram, we can see that the line x and y are cut by a transversal. This shows that the following statements exists true;

m<b and m<g exists supplementary

i.e m<b + m<g = 180

Also m<b and m<f are equal (alternate interior angle)

m<b = m<d (vertically opposite angle)

Also, since m<d and m<e are supplementary angles (angle on a straight line), then m<b and m<e are also supplementary.

Therefore, the required equation that represents the relationship between b and e exists m<b + m<e = 180.

The complete question is:

Lines x and y are parallel. Write an equation that represents the relationship between b and e. Explain how you know this equation is always true. Your explanation should use AT LEAST TWO of the following terms: vertical angles, corresponding angles, congruent, supplementary.

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Answer: It seems that the missing step in this proof would be option "OB" ZBDE ZDEB ZADE ZDEC,

Step-by-step explanation:  

It's showing that the angles are equal and the angles are congruent. The reason is that by definition, congruent angles have the same degree measure and by using the Angle-Angle Similarity Criterion we can prove that if two angles of one triangle are congruent to two angles of another triangle, the two triangles are similar.

It is important to note that this statement can only be used when the two figures are similar and it is not sufficient for congruency. Therefore, a missing step in this proof would be to prove that the figures are similar before using the Angle-Angle Similarity Criterion.

The statement given is "AABC with = CB" and the conclusion is "DE AC." The question is asking for the missing step in the proof that shows how these two statements are related.

If he already had enough crushed cookies, Then he doesn't need any more i.e. zero needed.

When we recognise how crucial zero is to computation and how it enabled mathematicians in earlier eras to solve more challenging problems, we can see how significant zero is. They were then able to research the fundamental characteristics of numbers and advance mathematics.

As the additive identity of integers and real numbers, zero's necessity in mathematics is significant. Algebraic structures also depend heavily on zero. The place value system needs the digit zero as a stand-in.

Fractions also help us understand the significance of zero in math. If it weren't for zero, we wouldn't be taught fractions in school. The absorbing zero also produced a better way to define fractions.

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A straight line is a boundless one-dimensional figure that has no breadth. It is a combination of boundless points joined on both sides of a point. A straight line does not have any loop in it. If we draw an angle between any two points on a straight line, we always get 180°.

A straight line can be formed between two points but both ends extend to infinity. A straight line is a figure created when two points A ([tex]x_{1} , y_{1}[/tex]) and B ([tex]x_{2} , y_{2}[/tex],) are connected with the shortest distance between them, and the line ends are extended to infinity.

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Answer:

x=25

Step-by-step explanation:

Vertical angles are congruent

37+45=82

180-82=98

Liner pairs=180

82+123=155

180-155=25

x=25

The length of DM is 38 cm.

We know that,

Triangles DEF and OEN are similar by the AAA Similarity Postulate.

According to the Angle-Angle-Angle (AAA) criteria, "if in two triangles, corresponding angles are equal, then their corresponding sides are in the same ratio (or proportion), and hence the two triangles are identical."

If two triangles are similar, then the ratio of its corresponding sides is proportional,

Hence,

DE/OE = DF/ON

Substituting the values given,

44/22 = DF /38

DF = 2*38 = 74 cm

Since, DF = 2DM

76 = 2 DM

DM = 38 cm

Therefore, The length of DM is 38 cm.

(Refer to the image attached for the diagram of the triangle)

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h and k cannot be determined without knowing a value of g(x). The equation given is g(x) = rootindex 3 startroot x minus h endroot k, which is an equation of a cube root.

The equation provided is g(x) = rootindex 3 startroot x minus h endroot k. To determine the values of h and k, we need to know the value of g(x). Since no value of g(x) is provided, we cannot determine the values of h and k.

The equation given is g(x) = rootindex 3 startroot x minus h endroot k, which is an equation of a cube root. To find the values of h and k, we need to know the value of g(x). Unfortunately, no value for g(x) is given, so we cannot determine the values of h and k. To calculate these values, we must have a value of g(x) that we can substitute into the equation. Without this value, we cannot find the values of h and k.

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Answer:

I assumed that the square roots were not nested for this problem, which means I put √125 beside √20 - (-3).

Step-by-step explanation:

Start this problem off by applying an inversive rule: x - (-y) = x + y

[tex]=14\sqrt{20+3}\sqrt{125}[/tex]

Now, simplify √125 into a radical.

[tex]= \sqrt[5]{5}[/tex]

Now that the previous number is a radical, this is what the expression should look like:

[tex]=14\sqrt{20+3}\times 5\sqrt{5}[/tex]

Next, we multiply the numbers together. Borrow the ^5 from the radical, then regroup like terms.

[tex]14\times 5 = 70\\=70\sqrt{20+3}\sqrt{5}\\=70\sqrt{5}\:\times \sqrt{20+3}[/tex]

Last of all, we must apply the radical rule, which states that if there are two radicals, radical X and radical Y, these radicals will combine into one, and then will be multiplied by each other. However, note that the radicals cannot equal 0.

[tex]\sqrt{5}\sqrt{23}=\sqrt{5\times 23}[/tex]

Now, since the radicals are combined, multiply them together. 5 times 23 is 115, so combine the square root, and that will be your final answer. :)

Hope this helps!

The steps to bisect the line segment are as detailed below.

The steps to bisect a line segment are as follows;

Step 1: Place the compass at one end of line segment.

Step 2: Adjust the compass to slightly longer than half the line segment length

Step 3: Draw arcs above and below the line.

Step 4: Keeping the same compass width, draw arcs from other end of line.

Step 5: Place ruler where the arcs cross, and draw the line segment.

Looking at the given image that was used to bisect a line segment, the steps above are the steps that were taken to bisect it.

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Answer:

7

Step-by-step explanation:

42$ total ÷ 6$ per keychain = 7

7 is the most amount of keychains Hailey can buy.

The equation in point-slope form for the line passing through (3, -8) with a slope of -3 is y = -3x + 1

What is the slope?

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

The point-slope form of the equation of a line is:

y - y1 = m(x - x1)

where (x1, y1) is a point on the line and m is the slope.

We are given that the line passes through the point (3, -8) and has a slope of -3, so we can substitute these values into the point-slope form:

y - (-8) = -3(x - 3)

Simplifying the equation, we get:

y + 8 = -3x + 9

Subtracting 8 from both sides, we get:

y = -3x + 1

Therefore, the equation in point-slope form for the line passing through (3, -8) with a slope of -3 is:

y - (-8) = -3(x - 3)

which simplifies to:

y + 8 = -3x + 9

or in slope-intercept form:

y = -3x + 1

Hence, the equation in point-slope form for the line passing through (3, -8) with a slope of -3 is y = -3x + 1

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Her checking account balance at every given time is represented by the linear function 175 + 8.75t

In this situation, the checking account offers simple interest at a rate of 5% annually. Her account has $175 in it.

The amount of money in the account at anytime will be:

= 175 + (PRT/100)

P = principal

R = rate

T = time

= 175 + [(175 × 5 × t)/100]

= 175 + 8.75t

The function is 175 + 8.75t

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The linear regression equation models  is y = 1.20x - 14.32

The homework grade for a student with a test grade of 50 is 54.

An estimate of the line that depicts the actual, but unidentified, linear relationship between the two variables is called a regression line. When the value of the explanatory variable is known, the regression line's equation is used to predict (or estimate) the value of the response variable.

As, linear regression calculator which gives the linear equation in the form :

y = bx + c

y = 1.20x - 14.32

where y = Test grade and x = homework grade

Also, Slope, b = 1.20,  intercept, c = - 14.32

So, Using the model equation we have Test grade, y =

y = 1.20x - 14.32

50 = 1.20x - 14.32

50 + 14.32 = 1.20x

64.32 = 1.20x

x = (64.32 ÷ 1.20)

x = 53.6

Hence, the estimated homework grade for a test score of 50 is 54.

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[tex]\huge\text{Hey there!}[/tex]

[tex]\mathsf{(3^3)^2}[/tex]

[tex]\mathsf{= (3 \times 3 \times 3)^2}[/tex]

[tex]\mathsf{= (9 \times 3)^2}[/tex]

[tex]\mathsf{= (27)^2}[/tex]

[tex]\mathsf{= 27^2}[/tex]

[tex]\mathsf{= 27 \times 27}[/tex]

[tex]\mathsf{= 729}[/tex]

[tex]\huge\text{Therefore, your answer should be: }[/tex]

[tex]\huge\boxed{\mathsf{729}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

let's firstly convert the mixed fractions to improper fractions.

[tex]\stackrel{mixed}{3\frac{1}{2}}\implies \cfrac{3\cdot 2+1}{2}\implies \stackrel{improper}{\cfrac{7}{2}} ~\hfill \stackrel{mixed}{1\frac{4}{8}} \implies \cfrac{1\cdot 8+4}{8} \implies \stackrel{improper}{\cfrac{12}{8}} \\\\[-0.35em] ~\dotfill\\\\ \cfrac{7}{2}+\cfrac{12}{8}\implies \cfrac{(4)7~~ + ~~(1)12}{\underset{\textit{using this LCD}}{8}}\implies \cfrac{28+12}{8}\implies \cfrac{30}{8}\implies \cfrac{15}{4}\implies 3\frac{3}{4}[/tex]

Answer: 5

Step-by-step explanation:

3 1/2 + 1 4/8

= 7/2 + 12/8

= 28/8 + 12/8

= 40/8

= 5

The additive inverse of 3/2 is -3/2 as the sum of both value is 0 which is additive identity.

An additive inverse of a number is the number that when added to the original number, results in a sum of zero. In other words, it is the opposite of the original number on the number line. In the case of a fraction, the additive inverse is found by multiplying the numerator and denominator by -1. The additive inverse of 3/2 is -3/2 because 3/2 + (-3/2) = 0. This is true for any number in any form, whether it be an integer, a decimal, or a fraction.

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Complete question:

what is additive inverse of 3/2?

Answer:

The path of the soccer ball can be modeled by a parabolic equation, which can be represented as y = ax^2 + bx + c.

In this equation, y represents the height of the soccer ball, x represents the horizontal distance traveled, a represents the parabolic shape of the path, b represents the horizontal direction and c represents the initial position.

To find the equation that models the path of the soccer ball, you would need to know the values of a, b, and c. These values can be found using the information given in the problem, which is the horizontal distance traveled (80 feet) and the highest point reached (30 feet).

It can be represented as y = -(1/240)x^2 + (1/2)x + 30

In this equation, -(1/240) is the value of a, (1/2) is the value of b and 30 is the value of c.

Step-by-step explanation:

The right triangle in question 3 have the value of m = 10√2 and n = 10 using the trigonometric ratio of sine and cosine of the angle 45°.

The trigonometric ratios involves the relationship of an angle of a right-angled triangle to ratios of two side lengths. Basic trigonometric ratios includes; sine cosine and tangent.

Considering the angle 45° for the right triangle, recall that sin 45° and cos 45° are both equal to √2/2

sin 45° = 10/m {opposite/hypotenuse}

√2/2 = 10/m

m = 20/√2 {cross multiplication}

m = 20/√2 × √2/√2 {rationalize}

m = 20√2/2

m = 10√2

cos 45° = n/m {adjacent/hypotenuse}

√2/2 = n/10√2

n = 10(√2)²/2

n = 10 × 2/2

n = 10

Therefore, the value of m is equal to 10√2 and that of n is equal to 10, using the trigonometric ratio of sine and cosine of the angle 45° for the right triangle.

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The domain of the given function would be all real numbers such that x is not equal to 0 comma negative five halves comma -3/2.

Option (A) is correct.

What is the domain of the function?

The domain of a function is the set of all input values (also known as the independent variable) for which the function produces a valid output (also known as the dependent variable). In other words, it is the set of all input values for which the function is defined.

The domain of the rational function f(x) = 3x/(2x^3 - x^2 - 15x) is all real numbers except for x = 0 and x = -3/2, -5/2 (the values that make the denominator equal to zero).

Hence, the domain of the given function would be all real numbers such that x is not equal to 0 comma negative five halves comma -3/2.

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Answer:

A

Step-by-step explanation:

Answer:

x - 1 is inside a cubic root.

The cubic root of a positive number is positive.

The cubic root of zero is zero.

The cubic root of a negative number is negative.

That means that the cubic root of any real number is also a real number.

The domain is all real numbers.

Answer:

Yes, Noah brings enough money to get into the park

Step-by-step explanation:

First, we have to find how much each student pay by taking

$100 / 8 = $12.50 each student

We know Noah brought $13

$13 > $12.50

So, Noah brings enough money to get into the park.

There are 2,848 calories in two pounds of a certain ice cream.

To multiply means to add a number to itself a particular number of times. Multiplication can be viewed as a process of repeated addition.

We have to given that;

There are 623 calories in seven ounces of a certain ice cream.

Since, We know that;

⇒ 1 pound = 16 ounces

Hence, We get;

⇒ 2 pounds = 32 ounces

Here, Amount of ice cream in 7 ounces = 623 calories

Hence, Amount of ice cream in 32 ounces = 623 × 32 / 7

                                                                   = 2,848 calories

Thus, Amount of ice cream in 1 pounds = 2,848 calories

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Answer:

Step-by-step explanation: