Find the area of the kite

For this case we must indicate the result of the following expression:

[tex]\frac {2x ^ 3-3x + 5} {x + 3}[/tex]

We must build a quotient that, when multiplied by the divisor, eliminates the terms of the dividend until it reaches the remainder.

It must be fulfilled that:

Dividend = Quotient * Divider + Remainder

Answer:

See the attached image

Option A

Answer: Choice A

Step-by-step explanation:

Because line BD goes through the center of the circle Angle A is a right angle which equals 90 degrees.

Set the equation for A to equal 90 and solve for x:

3x-6 = 90

Add 6 to each side:

3x = 96

Divide both sides by 3:

x = 32

Now we have a value for x , use that to solve for angle b:

B = x +9 = 32 + 9 = 41 degrees.

Now we know A and B, we can solve for D.

The three inside angles of a triangle need to equal 180.

D = 180 - 90 - 41 = 49 degrees.

The answer is D) 49

A. You would just get a lot of names back from people, thinking they have the most time playing instruments.

B. This question is not a statistically accurate question if you would like statistical answers back.

Statistical question definition:

A statistical question is one that can be answered by collecting data and where there will be variability in that data. For example, there will likely be variability in the data collected to answer the question,

The question to ask to get statistical answers back would be: How many hours do you play the instrument a day?

Each student would answer and you would see who has the most hours.

Final answer:

Minnie should collect quantitative data on the hours spent playing instruments by her classmates to determine who spends the most time. The original survey question is not statistical because it does not allow for analysis of a group trend, but changing the question to inquire about the typical number of hours spent by students each week would make it statistical.

Explanation:

Part A: Expected Data Collection

The data Minnie would expect to collect from her survey question would consist of quantitative information. Specifically, she should gather the number of hours each classmate spends playing musical instruments per week. This data allows her to determine which student spends the most time practicing.

Part B: Statistical Question Analysis

The question, "Which student spends the most time playing musical instruments?" is not a statistical question because it seeks a singular answer rather than understanding a trend, variation, or distribution within a group. To make it statistical, the question could be modified to: "How many hours do students typically spend playing musical instruments each week?" This revised question allows for the collection, analysis, and interpretation of data, which can lead to conclusions about the musical habits of Minnie's classmates.

Answer:

Step-by-step explanation:

Let the first number = x

Let the second number = y

x + y = 24

7x - y = 16                     Add these two equations      

8x = 40                          Divide by 8

8x/8 = 40/8

x = 5

The smaller number will be 5

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

5 + y = 24

y = 19

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

Proof

7*5 - 19 = 16

35 - 19 = 16

Answer:

Desiree and Justin have the same ratio, Justin's is just simplified.

Step-by-step explanation:

Take Desiree's ratio and divide both sides by 5

24:6

24/6 : 6/6

4:1

This is the same ratio as Justin

Both ratio's are the same

Answer:

Both are correct

Step-by-step explanation:

Answer:

see explanation

Step-by-step explanation:

Given

2x² + 7x = 15 ( subtract 15 from both sides )

2x² + 7x - 15 = 0 ← in standard form

To factorise the left side

Consider the factors of the product of the coefficient of the x² term and the constant term which sum to give the coefficient of the x- term

product = 2 × - 15 = - 30 and sum = + 7

The factors are + 10 and - 3

Use these factors to split the x- term

2x² + 10x - 3x - 15 ( factor the first/second and third/fourth terms )

2x(x + 5) - 3(x + 5) ← factor out (x + 5) from each term

(x + 5)(2x - 3) ← in factored form

Answer:

9/56

Step-by-step explanation:

[tex] \frac{1}{2} + \frac{2 }{7} - \frac{5}{8 } = \frac{9}{56} [/tex]

The rule for nth term will  be   [tex]\rm a_n = 2\times 4^{n-1}[/tex] and the 14th term of the sequence is 134217728.

The series which can be written in the form of  

[tex]\rm a_n = a_1 \times r^{n-1}[/tex]

nth term, a₁ is the first term, and r is the common ratio.

is called geometric series/

It is given in the question that

The first term of a geometric series is 2 and the common ratio is 4.

The rule for nth term will  be

[tex]\rm a_n = 2\times 4^{n-1}[/tex]

To find the 14th term of the sequence. ​

[tex]\rm a_{14} = 2\times 4^{14-1}\\\\\rm a_{14} = 2\times 4^{13}\\\\a_{14}= 2 \times67108864 \\\\\\a_{14}= 134217728[/tex]

Therefore the 14th term of the sequence is 134217728.

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To find the nth term of a geometric series with first term 2 and common ratio 4, the formula [tex]a * r^(n-1)[/tex] is used.

For the 14th term, apply 2 * [tex]4^(13)[/tex] to get 134,217,728.

The student has asked for the rule to find the nth term of a geometric series and for the 14th term specifically. The first term is given as 2, and the common ratio is 4.

In a geometric series, the nth term is found using the formula[tex]a * r^(n-1)[/tex], where a is the first term and r is the common ratio. To find the 14th term, we would use the formula [tex]2 * 4^(14-1)[/tex].

Let's calculate the 14th term:

Therefore, the 14th term of the sequence is 134,217,728.

Answer:

[tex]\large\boxed{m=\dfrac{5}{2}}[/tex]

Step-by-step explanation:

[tex]\text{Let}\\\\k:y=m_1x+b_1\\\\l:y=m_2x+b_2\\\\l\ \perp\ k\iff m_1m_2=-1\to m_2=-\dfrac{1}{m_1}\\\\l\ \parallel\ k\iff m_1=m_2\\\\===================================\\\\\text{We have the equation of a line:}\ y=-\dfrac{2}{5}x+\dfrac{4}{5}\to m_1=-\dfrac{2}{5}.\\\\m_2=-\dfrac{1}{m_1}\to m_2=-\dfrac{1}{-\frac{2}{5}}=\dfrac{5}{2}[/tex]

Answer:

[tex]-\dfrac{1}{2}[/tex]

Step-by-step explanation:

In the given graph of straight line to find the slope of the line.

First we choose two points on line and then using formula to find the slope.

Formula:

[tex]m=\dfrac{y_2-y_1}{x_2-x_1}[/tex]

Point on line from graph: (2,-1)  and (-2,1)

[tex]x_1\rightarrow 2[/tex]

[tex]y_1\rightarrow -1[/tex]

[tex]x_2\rightarrow -2[/tex]

[tex]y_2\rightarrow 1[/tex]

Substitute the points into formula

[tex]m=\dfrac{1+1}{-2-2}[/tex]

[tex]m=-\dfrac{1}{2}[/tex]

Hence, The slope of the line is [tex]-\dfrac{1}{2}[/tex]

The slope (m) of the line passing through the points (-2, 1) and (2, -1) is -1/2.

The slope of a line is a measure of its steepness or incline. It determines how much the line rises or falls for each unit of horizontal change. Mathematically, the slope is defined as the ratio of the vertical change (the difference in y-coordinates) to the horizontal change (the difference in x-coordinates) between any two points on the line.

The slope is typically denoted by the letter "m" and can be calculated using the formula:

m = (y2 - y1) / (x2 - x1)

where (x1, y1) and (x2, y2) are any two distinct points on the line.

The slope can be positive, negative, zero, or undefined. A positive slope indicates that the line is upward-sloping from left to right, a negative slope indicates a downward-sloping line, a zero slope indicates a horizontal line and an undefined slope indicates a vertical line. The magnitude of the slope represents the steepness of the line.

To find the slope (m) of a line passing through two points (x1, y1) and (x2, y2), you can use the formula:

m = (y2 - y1) / (x2 - x1)

In this case, the points are (-2, 1) and (2, -1). Let's substitute the values into the formula:

m = (-1 - 1) / (2 - (-2))

= (-2) / (2 + 2)

= (-2) / 4

= -1/2

Therefore, the slope (m) of the line passing through the points (-2, 1) and (2, -1) is -1/2.

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Answer:

215.6 m²

Step-by-step explanation:

The area (A) of a regular polygon is

A = [tex]\frac{1}{2}[/tex] perimeter × apothem

perimeter = 7 × 7.7 = 53.9 m, hence

A = 0.5 × 53.9 × 8 = 215.6 m²

Answer:

215.6 meters squared

Step-by-step explanation:

Answer:

x | y

-2| -4

-1 | -2

0 |0

1  | 2

2 | 4

Step-by-step explanation:

Answer:

Step-by-step explanation: The most important step to do is to simplify the equations down. We do this by finding common variables.

Common Variables are pairs such as 12x and 32x, and not 12x and 32y or 12 and 32.

1. [tex]12 -3y - 2x + x + 2x = 12 - 3y + x[/tex]

2. [tex]3x + 2y - 2x + y + 12 = 12 + 3y + x[/tex]

3. [tex]x + 3y + 2x - 3x + 7 + 5 = 12 + 3y[/tex]

4. [tex]12+ 3y[/tex] cannot be simplified any further.

5. [tex]12-3y+x[/tex] cannot be simplified any further.

6. [tex]5 + 2y + 7x - 4x + 3y - 17 = -12 + 5y + 3x[/tex]

7. [tex]4y + 3y + 3x - 6y - 10 - 2= -12+3x+y[/tex]

8. [tex]-12 +  3x + y[/tex] cannot be simplified any further.

9. [tex]12+ 3y + x[/tex] cannot be simplified any further.

Now, we start to match the equations.

Equation 1 is the same as Equation 5

Equation 2 is the same as Equation 9

Equation 3 is the same as Equation 4

Equation 6 is the same as none of them.

Equation 7 is the same as Equation 8.

And there you are have it!

Answer:

A-B-D-B

Step-by-step explanation:

volume of a circular spa : v = πr²h

v= 3.14 x 6 x 6 x 3.5 = 395.64

The volume of a cylinder is equal to the product of the area of the circular base and the height of the cylinder. The volume of a cylinder is measured in cubic units.

To the formula for finding the area of a circle, A = πr2.[6] Just plug the radius you found into the equation. Here's how to do it:

A = π x 12

A = π x 1

A = π

Since π is normally rounded to 3.14, you can say that the area of the circular base is 3.14 in.2

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Answer:

3 - [tex]\sqrt{11}[/tex]

Step-by-step explanation:

Radical roots occur in conjugate pairs.

3 + [tex]\sqrt{11}[/tex] is a root then so is 3 - [tex]\sqrt{11}[/tex]

Answer:

[tex]3-\sqrt{11}[/tex]

Step-by-step explanation:

The function [tex]f(x)[/tex] has a grade of 4, becaus it has 4 roots.

Now, if one of its roots is [tex]3+\sqrt{11}[/tex], it means there fourth is [tex]3-\sqrt{11}[/tex], because square roots have two results, one positive and one negative.

So, the function cannot have a positive square root solution and not have a negative root solution.

Therefore, the right answer is [tex]3-\sqrt{11}[/tex].

The equation which is correct for the given function is:

           D.   [tex]y+2=2(x+3)^2[/tex]

By looking at the graph we observe that the graph of the function passes through the point (-4,0) , (-2,0)  , (-3,-2)

A)

         [tex]y=(x+4)(x+2)[/tex]

when x= -3 we have:

[tex]y=(-3+4)(-3+2)\\\\y=1\times (-1)\\\\y=-1\neq -2[/tex]

Hence, option: A is incorrect.

B)

     [tex]y=x^2+3x-2[/tex]

when x= -2 we have:

[tex]y=(-2)^2+3\times (-2)-2\\\\y=4-6-2\\\\y=-4\neq 0[/tex]

Hence, option: B is incorrect.

C)

    [tex]y+2=-2(x+3)^2[/tex]

when x= -2 we have:

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

[tex]y=-4\neq 0[/tex]

Hence, option: C is incorrect.

D)

   [tex]y+2=2(x+3)^2[/tex]

We see that the graph of this equation matches the given graph of the function.

Answer:

D. y + 2 = 2(x+3)^2

Step-by-step explanation:

Hi,

x - 3 = 7

x = 7 + 3

x = 10

Answer:

no it is not a function

Step-by-step explanation:

it has no sequence and in order for a table to be a function it needs a sequence. look at X it goes from 1, 5, 7, then back down to 2 it has no correlation.

Answer:

no its not a function and ill explain why

Step-by-step explanation:

it has no sequenceand in order for a table to be a functionit needs a sequence. look at Xit goes from 1, 5, 7, then back down to 2 it has no correlation.

Answer:

C. √xy\y

Step-by-step explanation:

Multiply the denominator and the numerator by the conjugate of the numerator to arrive at your answer.

1 pound

Step-by-step explanation:

15+10=25

25÷6=24.1

Answer:

last choice

Step-by-step explanation:

So the y-intercept is -2 and the slope is -2/3

The only choices I'm going to look at is first and last because they go through -2 on y-axis.

Now -2/3 is the slope that means the graph should be going down reading it left to right so the last choice,

Answer:

C

Step-by-step explanation:

Given the similarity ratio, then the

linear ratio of sides = linear ratio of perimeters.

Hence

ratio of perimeters = [tex]\frac{9}{4}[/tex]

Answer:

Part 1) The amount invested at 4% was $2,000

Part 2) The amount invested at 9% was $3,000

Step-by-step explanation:

we know that

The simple interest formula is equal to

[tex]I=P(rt)[/tex]

where

I is the Final Interest Value

P is the Principal amount of money to be invested

r is the rate of interest  

t is Number of Time Periods

Let

x------> the amount invested at 4%

5,000-x ----> the amount invested at 9%

in this problem we have

[tex]t=1\ year\\ P=\$5,000\\I=\$350\\r1=0.04\\r2=0.09[/tex]

substitute in the formula above

[tex]350=x(0.04*1)+(5,000-x)(0.09*1)[/tex]

[tex]350=0.04x+450-0.09x[/tex]

[tex]0.05x=450-350[/tex]

[tex]0.05x=100[/tex]

[tex]x=2,000[/tex]

so

[tex]5,000-x=5,000-2,000=3,000[/tex]

therefore

The amount invested at 4% was $2,000

The amount invested at 9% was $3,000

Answer: %150

Step-by-step explanation:

Percent increase = New Value - original value/ original value * 100

15 - 6/6 * 100

9/6 * 100

1.5 * 100

150

Answer:

Yes, this is a good statistical question because a variety of answers are given.

Step-by-step explanation:

A question can be called a good statistical question because of the variety of the answers it can bring to data. The answers to the same question will be different for different people.

Hence,

Yes, this is a good statistical question because a variety of answers are given ..

Answer:

C

Step-by-step explanation:

Did Unit Test Review B)

Answer:

no

Step-by-step explanation:

The sum of the angles of a triangle must add to 180 degrees

115+55+20 = 190

This is not equal to 180 so it is not a triangle.

Answer:

No

Step-by-step explanation:

115°,55°, and 20° = 190° degrees and a triangle can only be 180° .