At pizza Pi, 30 percent of the pizza made last week had extra cheese. If 150 pizzas were made, how many pizza had extra cheese

Answer: 17.3 cm

Step-by-step explanation:

[tex]\tan 68^{\circ}=\frac{AC}{7}\\\\AC=7\tan 68^{\circ}\\\\AC \approx 17.3[/tex]

By applying the basic proportionality theorem (BPT), the length of side SQ is equal to 5 cm.

In order to determine the length of side SQ, we would apply basic proportionality theorem (BPT) as follows:

Since PQ ǁ RS, PT = 16

PT/RP = QT/SQ

16/4 = 20/SQ

Cross-multiplying, we have:

16SQ = 20 × 4

SQ = 80/16

SQ = 5 cm.

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Complete Question:

In the figure, PQ is parallel to RS. The length of RP is 4 cm; the length of PT is 16 cm; the length of QT is 20 cm. What is the length of SQ?

Answer:

Translation of 3 units to the left.

Vertical stretch by a factor of 2.

Translation of 5 units down.

Step-by-step explanation:

Transformations

For a > 0

[tex]f(x+a) \implies f(x) \: \textsf{translated}\:a\:\textsf{units left}[/tex]

[tex]y=a\:f(x) \implies f(x) \: \textsf{stretched parallel to the y-axis (vertically) by a factor of}\:a[/tex]

[tex]f(x)-a \implies f(x) \: \textsf{translated}\:a\:\textsf{units down}[/tex]

Parent function:

[tex]y=x^2[/tex]

Translate 3 units left

Add 3 to the variable of the function

[tex]\implies y=(x+3)^2[/tex]

Stretch vertically by a factor of 2

Multiply the whole function by 2:

[tex]\implies y=2(x+3)^2[/tex]

Translate 5 units down

Subtract 5 from the whole function:

[tex]\implies y=2(x+3)^2-5[/tex]

Please see the attached graphs for the final transformed function (as well as the graphed steps).

Answer:

  a) vertical expansion by a factor of 2; translation 3 units left and 5 units down

  b) see attached

Step-by-step explanation:

Describing transformations is all about matching patterns. The elements of the transformed function are matched with the elements of a transformation.

A function is scaled vertically by multiplying each function value by some scale factor. In generic terms, the function f(x) is scaled vertically by the factor 'c' in this way:

If we want the function f(x) = x² scaled vertically by a factor of 2, then we have

  f(x) = x² . . . . . . . original function

  2·f(x) = 2x² . . . . scaled vertically by a factor of 2

On a graph, each point is vertically twice as far vertically from some reference point (the vertex, for example) as it is in the original function graph.

A function is translated to the right by 'h' units when x is replaced by (x -h).

If we want the function f(x) = x² translated right by 3 units, we will have ...

  f(x) = x² . . . . . . . . . . . original function

  f(x -3) = (x -3)² . . . . . .translated right 3 units

Note that translation left by 3 units would give ...

  f(x -(-3)) = f(x +3) = (x +3)² . . .  . translated left 3 units

On a graph, each point of the left-translated function is 3 units left of where it was on the original function graph.

A function is translated upward by 'k' units when k is added to the function value.

The value of k will be negative for a translation downward.

If we want the function f(x) = x² translated down by 5 units, we will have ...

  f(x) = x² . . . . . . . . . . . original function

  f(x) = x² -5 . . . . . . . . .translated down 5 units

Using all of these transformations at once, we have ...

  f(x) = x² . . . . . . . . . . . . . . . . . original function

  c·f(x -h) +k = c·(x -h)² +k . . . scaled by 'c', translated h right and k up

Compare this to the given function:

 y = 2(x +3)² -5

and we can see that ...

This is the pattern matching that is described at the beginning.

__

When graphing a transformed function, it is often useful to start with a distinctive feature and work from there. The vertex of a parabola is one such distinctive feature.

The transformations move the vertex 3 units left and 5 units down from its original position at (0, 0). The location of the vertex on the transformed function graph will be at (x, y) = (-3, -5).

The graph of the parent function parabola (y= x²) goes up from the vertex by the square of the number of units right or left. That is, 1 unit right or left of the vertex, the graph is 1 unit above the vertex. 2 units right or left, the graph is 2² = 4 units above the vertex.

The scaled graph will have these vertical distances multiplied by 2:

The graph of the transformed function is shown in blue in the attachment.

__

Additional comment

The vertical scale factor 'c' may have any non-zero value, positive or negative, greater than 1 or less than 1. When the magnitude is less than 1, the scaling is a compression, rather than an expansion. When the sign is negative, the graph is also reflected across the x-axis, before everything else.

By critically observing and comparing the functions for the given graphs, we can logically deduce that the widest graph is: "Function 1: y = 0.25x²."

In Geometry, a graph which has the smallest positive coefficient of x² in absolute value is generally considered as the widest graph while the graph with the largest positive coefficient of x² in absolute value is the narrowest graph.

By critically observing and comparing the functions for the given graphs, we can logically deduce that "Function 1: y = 0.25x²" is the widest.

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Complete Question:

Compare the graphs of the functions listed below.

Function 1: y = 0.25x²

Function 2: y = 4x²

Function 3: y = -½x²

Function 4: y = -16x²

The graph of ______ is the widest?

Answer: (x + 11) cm²

Step-by-step explanation:

The formula for the area of a trapezoid is [tex]\frac{1}{2}(a+b)h[/tex], where

For this figure, [tex]a = 5[/tex] and [tex]b= x+6[/tex] (the top and bottom sides), while [tex]h=2[/tex] (the height).

If we suppose [tex]A[/tex] is the area, plugging these values in, we get

[tex]A = \frac{1}{2}(5 + x + 6)*2[/tex]

[tex]A = \frac{1}{2} * 2 * (x + 11)[/tex]

[tex]A = x + 11[/tex]

All the lengths are in cm, so the area will be (x + 11) cm².

Using the t-distribution, it is found that there is not enough evidence that the diet is helping people lose weight.

At the null hypothesis, it is tested if the mean hasn't decreased, that is:

[tex]H_0: \mu_B \leq \mu_A[/tex]

[tex]H_0: \mu_B - \mu_A \leq 0[qtex]

At the alternative hypothesis, it is tested if the mean has decreased, that is:

[tex]H_1: \mu_B - \mu_A > 0[qtex]

For each sample, they are given as follows:

Hence, for the distribution of differences, they are:

The test statistic is:

[tex]t = \frac{\overline{x} - \mu}{s}[/tex]

In which [tex]\mu = 0[/tex] is the value tested at the null hypothesis.

Hence:

[tex]t = \frac{\overline{x} - \mu}{s}[/tex]

[tex]t = \frac{9.88 - 0}{11.66}[/tex]

t = 0.85.

Considering a right-tailed test with 9 + 9 - 2 = 16 df, with a standard significance level of 0.05, the critical value is t = 1.7459. Since t = 0.85 < 0.85, there is not enough evidence that the diet is helping people lose weight.

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Answer:

L (1, - 7 )

Step-by-step explanation:

give endpoints (x₁, y₁ ( and (x₂, y₂ )  then the midpoint is

( [tex]\frac{x_{1}+x_{2} }{2}[/tex] , [tex]\frac{y_{1}+y_{2} }{2}[/tex] )

here (x₁, y₁ ) = K (9, - 7 ) and (x₂, y₂ ) = L (x, y )

use the midpoint formula and equate to corresponding coordinates of M

[tex]\frac{9+x}{2}[/tex] = 5 ( multiply both sides by 2 to clear the fraction )

9 + x = 10 ( subtract 9 from both sides )

x = 1

and

[tex]\frac{-7+y}{2}[/tex] = - 7 ( multiply both sides by 2 )

- 7 + y = - 14 ( add 7 to both sides )

y = - 7

Then L  = (1, - 7 )

Answer:

- 4/7 , -1/9, 7/4

Step-by-step explanation:

You know that 7/4 is the largest number because it is the only positive number.  To compare the two negative numbers you need common denominators.  The common denominator would be 133 (19 x 7).  Now make equivalent fractions.-4/7 = x/133  133 divided by 7 is 19.  Multiple the -4 by 19 to get -76/133.  Next, make an equivalent fraction for -1/19.  The new denominator will be 133.  If I divide 133 by 19, I will get 7, so I multiple -1x7 and get -7 and the new fraction -7/133.

I have two fractions to compare -7/133 and -76/133.  -76/133 if farthest from 0 so it has the least value.

Answer:

4ab2(7a2b2 5a - 4b)

Step-by-step explanation:

28a3b4 20a2b2 − 16ab3

The GCF of 28, 20 and 16 is 4.

GCF of the variables is ab2

So the answer is

4ab2(7a2b2 5a - 4b)

Answer:

4ab2(7a2b2 5a - 4b)

Step-by-step explanation:

Answer:

A:(1/3x)+(x-2/4x^2+9)

Step-by-step explanation:

Edg2022

v = 1.21 m/s is the answer

Kinetic energy of object = 25 J

Mass of object = 34 kg

The formula for the kinetic energy of an object is given by

K.E. = 1/2 m v2.

25 =  1/2 *34* v2.

v2= 25/17

v2 = 1.47

v = 1.21 m/s

In physics, the kinetic energy of an object is the energy that the object has due to its motion. This is defined as the work required to accelerate an object of a given mass from a stationary state to a specified velocity. After the body gains this energy during acceleration, it retains this kinetic energy unless the velocity changes

Everything that moves at home is an example of kinetic energy. This could be a cue ball rolling on a pool table, a fan that circulates air on warm days, or a glass that shatters on the floor after falling off the counter. Electrical equipment that is turned on uses kinetic energy, much like people move around the house.

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Answer: 18

Step-by-step explanation:

Opposite angles of a rhombus are congruent, so

[tex]5 \times 25=7x-1\\\\125=7x-1\\\\126=7x\\\\x=18[/tex]

The length of the hypotenuse of the isosceles triangle is 7.1 units.

We can use the distance formula to find the length of ST (base) and TU(perpendicular). Further, using these lengths, we can find the hypotenuse of the isosceles triangle.

The distance formula is given as follows,

d = √(x₂ - x₁)² + (y₂ - y₁)²

Here, d is the distance between the two points (x₁, y₁) and (x₂, y₂)

As shown in the drawn isosceles triangle STU,

The length of the base ST is given as,

ST = √(x₂ - x₁)² + (y₂ - y₁)²

Here,

x₁ = 1 and y₁ = 1

x₂ = 6 and y₂ = 1

∴ ST = √(6-1)² + (1-1)²

ST = √5²

ST = 5 units

Similarly, for TU as the other leg passes through the point(6,2) and is of length 5 units ( STU being isosceles triangle), we have,

x₁ = 6 and y₁ = 1

x₂ = 6 and y₂ = 6

Also, TU = 5 units

Now, using Pythagoras Theorem,

(hypotenuse)² = (base)² + (perpendicular)²

(SU)² = (ST)² + (TU)²

(SU)² = (5)² + (5)²

(SU)² = 50

SU = √50

SU = 7.071 units

SU ≈ 7.1 units (after rounding of to the nearest tenth)

hence, the hypotenuse of the isosceles triangle is of 7.1 units.

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Answer:

X=4 easy blah blah blah it’s 4. jdjjdjfnfvbdnnfn

Two possibilities  --- see below

Step-by-step explanation:

So it could be GREATER than 46

  .85 x = 46    x = 54.11 cm^3

Or it could be  smaller than 46

  46= (1.15)  x      x = 40 cm^3

The transformation for circle 1 exists (x+9), (y+5) and the scale factor of circle 1 exists 2.

Scale exists described as the ratio of the length of any object on a model to the actual length of the exact object in the entire world.

The function transformation rules: f(x)+b changes the function b units upward. f(x)−b shifts the function b units downward. f(x + b) shifts the function b units to the left.

Circle 1

center: (−4, −2)

Radius: 3 centimeters

Circle 2

center: (5, 3)

Radius: 6 centimeters

Transformations can be used to circle 1 to verify that the circles exist similar.

As circle 2 and circle 1 do not contain the exact coordinates

So, circle 1 has to utilize transformation rules.

The difference between the coordinates of circle 2 and circle 1 exists

[tex]$x_2 - x_1 = 5 - (-4 ) = 9[/tex]

[tex]y_2 - y_1 = 3 - (-2) = 5[/tex]

Therefore, transformation for circle 1: (x+9), (y + 5)

The scale factor between circle 2 and circle 1 exists

The radius of Circle 2 = 2 [tex]*[/tex] radius of circle 1

Therefore, the scale factor of circle 1 = 2

Therefore, the transformation for circle 1 exists (x+9), (y+5), and the scale factor of circle 1 exists 2.

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Answer:

20

Steps-by-step explanation:

sorry mistake

Answer:

12

Explanation: I just counted them! :) and there was 6 in the middle and on the outside so 6 + 6 = 12! :)

Using the laws of indices , 4⁵ ÷ 4² can rewritten as 4³.

Given the expression; 4⁵ ÷ 4²

To perform the division operation, we use one of the laws of indices;

[tex]n^a/n^b = n^{a-b}[/tex]

Given that;

Now, we apply the laws of indices ;

4⁵ ÷ 4² = 4⁵⁻² = 4³

Therefore, using the laws of indices, 4⁵ ÷ 4² can rewritten as 4³.

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The illustration to determine whether side-side-angle (SSA) is a valid means for establishing triangle congruence is given below.

Congruence of triangles means that two triangles are said to be congruent if all three corresponding sides are equal and all the three corresponding angles are equal in measure.

In this case, these triangles can be slides, rotated, flipped and turned to be looked identical. If repositioned, they coincide with each other.

To illustrate the question, this will be:

Step 1: Draw  a line segment AB

Step 2:Draw an acute angle (let's say 45° ) at A  as AX

Step 3: From B draw an altitude on AX     BY ⊥ AX

Step 4  Using suitable compass width and taking  Y as center cut AX  on both sides  at C and D

Now BC = BD   as  BY is perpendicular bisector

Now compare ΔABC and ΔABD. Using suitable compass width and taking B as center cut AX at 2 points C & D  directly  so BC = BD.

This can illustrate that SSA is not a valid  means for establishing triangle congruence.

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Answer:

Below is an example to show whether side-side-angle (SSA) is a legitimate method for proving triangle congruence. How should the information be illustrated? Triangle congruence refers to the property that two triangles are congruent if their three corresponding sides and their three corresponding angles are both equal in size. In this instance, the triangles can be moved around, rotated, flipped, and turned to have a same appearance. They are in alignment with one another when moved. This can serve as an example of why SSA cannot be used to prove triangle congruence.

Step-by-step explanation:

The weighted mean grade for the semester is 8.22

It is calculated by dividing the total number of values in a set of data, such as measurements or numbers, by the total number of values.

No. of credits for Spanish, History and English = 6

No. of credits for Statistics = 8

Grade points for A = 4

Grade points for B = 3

Grade points for C = 2

Weighted mean = (6 * 2 + 6 * 3 + 8 * 4 + 6 * 2) / 9

Weighted mean = (12  + 18 + 32 + 12) / 9

Weighted mean = 74 / 9 = 8.22

Hence, the weighted mean grade for the semester is 8.22.

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No this does not indicate that the population proportion of women athletes who graduate from the university is now less than 67%.

Given long term graduation rate of 67%, sample size of 36  and the women athletes graduated is 23.

We have to find whether  the given information shows  that the population proportion is less than 67%.

First we have to create hypothesis for this :

[tex]H_{0}[/tex]:P=0.67

[tex]H_{1}[/tex]:P<0.67

Under null hypothesis the test statistic is

z=p bar-p/[tex]\sqrt{p(1-p)/n}[/tex]

where p bar=23/36

=0.638

z=(0.638-0.67)/[tex]\sqrt{0.67(1-0.67)/36[/tex]

=-0.032/[tex]\sqrt{0.67*0.33/36}[/tex]

=-0.032/[tex]\sqrt{0.0064}[/tex]

=-0.032/0.078

=-0.41

Now we have to find the left tailed critical at 0.01 significance level using z table.

z=-2.33

Since the z value does not fall in the critical region,therefore we fail to reject the null hypothesis. So we can conclude that there is not sufficient evidence to say that the population proportion of women athletes who graduate from the university is now less than 67%.

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Question is incomplete as it should specify the signficance level of 0.01 to be used.

The distance between the helicopter and the first home is 369. 87 m

The distance between the helicopter and the first home can be found using sine law,

Hence,

180 - 72 - 49 = 59 degrees.

Therefore,

420 / sin 59 = A / sin 49°

where

cross multiply

420 sin 49 = A sin 59°

A = 420 sin 49 / sin 59

A = 316.978023694 / 0.8571673007

A = 369.869339199

A = 369. 87 m

Therefore, the distance between the helicopter and the first home is 369. 87 m

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The statement (inequality) which best describes all possible values of m is: -12 < m < 4.

An inequality is a mathematical relation that compares two (2) or more integers and variables in an equation based on any of the following:

The table indicates two local extremes or potential turning points at x = 1 and x = -1. Thus, the value of m can't exceed f(-3) = -12.

In conclusion, the statement (inequality) which best describes all possible values of m is: -12 < m < 4.

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Answer:

A

Step-by-step explanation:

using the rule of logarithms

[tex]log_{b}[/tex] x = n ⇒ x = [tex]b^{n}[/tex] , then

[tex]log_{2}[/tex] 8 = 3 ⇒ 2³ = 8

Answer:

A

Step-by-step explanation:

loga(b)=x

a^x=b

since the answer to log2(8)=3

a^3=8

b=8

a=2

so 2^3=8

I hope this helped!

The equation will be like this,

6.89 + t = 8.00

t = 8 - 6.89

t = 1.11

tips = $1.11

6.89 + t = 8.00

To sum up the total amount of cash and coins you have, first, sort each invoice and coin by denomination. Create a separate stack for each denomination and count how many denominations or coins you have.

For each denomination of banknotes and coins, multiply the number you have by the denomination. For example, if you have 4 out of $ 10, multiply by 4x10 to get $ 40. If you have three $ 5 bills, multiply by 3x5 to get $ 15.

Sum the totals to calculate the total amount.

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The option which makes more sense for Jake to choose is option (1) He can accept the tie, and the game is over.

The complete question is added as an attachment

From the complete question, the probability in part D is

Probability = 33.5%

The options to choose one from are:

The calculated probability is less than 0.5.

This means that Jake is more likely to lose than win

So, the best option for Jake is option (A) walk away

Hence, the option which makes more sense for Jake to choose is option (1) He can accept the tie, and the game is over.

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Answer:

[tex]y = \sqrt{ \frac{\pi \: x - A {}^{} }{\pi} } [/tex]

Step-by-step explanation:

To make y subject of formular, we place y in terms of other variables.

[tex] A = \pi \: x {}^{2} - \pi \: y {}^{2} \\ making \: y \: subject \\ A + \pi \: y {}^{2} = \pi \: x {}^{2} \\ \pi \: y {}^{2} = \pi \: x {}^{2} - A \\ Dividing \: bothsides \: by \: \pi \\ y {}^{2} = \frac{\pi \: x { - A}^{} }{\pi} \\ Squarerooting \: bothsides \\ y = \sqrt{ \frac{\pi \: x - A {}^{} }{\pi} } [/tex]

The equation of the parallel line is  2y-x=-7

A parallel line will have the same slope, but different intercept. Let's assume C in the intercept of this parallel line. Therefore, equation of the parallel would be,

2y-x=C, coefficients of x and y remain the same, since parallel lines.

This line passes through (3, -2). Therefore, substituting those values, we will get value of C.

2.(-2) -3=C

C=(-7)

The equation of the parallel line is therefore 2y-x=-7

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Given that (p - 1/p) = 4, the value of p² + 1/p² is 18. Detail below

(p - 1/p) = 4

Square both sides

(p - 1/p)² = (4)²

(p - 1/p)² = 16 ....(1)

Recall

(a - b)² = a² + b² - 2ab

Thus,

(p - 1/p)² = p² + 1/p² - (2 × p × 1/p)

(p - 1/p)² = p² + 1/p² - 2

From equation (1) above,

(p - 1/p)² = 16

Therefore,

p² + 1/p² - 2 = 16

Rearrange

p² + 1/p² = 16 + 2

p² + 1/p² = 18

Thus, the value of p² + 1/p² is 18

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