Can 10 18 10 make a triangle

Answer: el enunciado cinco veces la diferencia de un numero y 3 es 17

Step-by-step explanation:

Answer:

ATQ, 5( x -3 ) = 17

5 x - 15 = 17

5x = 17 + 15

x = 32 /5

x = 6.4 ,

Kevin's error is that he incorrectly identified the vertex of the parabola as (3, 2) instead of (2, 3), which resulted to the parabola opens downward. The correct vertex is at (2, 3) and the parabola opens upward.

You are correct that the vertex of the parabola can be determined using the equation f(x) = a(x - h)² + k, where the vertex is at (h, k). In this case, we have f(x) = -(x-2)² + 3, so the vertex can be found by setting x - 2 = 0, which gives x = 2. Plugging this value into the equation,

we get f(2) = -(2-2)² + 3 = 3, so the vertex is at (2, 3).

However, your reasoning for why h is positive is not correct. The expression x - h represents the horizontal distance from the vertex to any point on the parabola. So if x is greater than h, then the expression x - h will be positive, and if x is less than h, then the expression x - h will be negative. In this case, the vertex is at (2, 3), so we have h = 2. This means that any point to the right of the vertex will have a positive value of x - h, while any point to the left of the vertex will have a negative value of x - h.

Therefore, the correct explanation of Kevin's error is that he incorrectly identified the vertex as (3, 2) instead of (2, 3), and as a result, he also incorrectly concluded that the parabola opens downward. In fact, the parabola opens upward because the coefficient of the x² term, -1, is negative.

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The answer is option B, 1(1/2) yards.

How to determine the total amount?

We apply the following total sales calculation to get the total sales amount.

Total sales = original price + original price * sales tax rate

To find out how many yards of cloth remain, we need to subtract the amount used for making curtains from the total amount provided:

Total amount of cloth provided = 5(3/4) yards

Amount of cloth used for curtains = 4(1/4) yards

Remaining amount of cloth = Total amount of cloth provided - Amount of cloth used for curtains

= 5(3/4) - 4(1/4) yards

= 5 yards + 0.75 yards - 4 yards - 0.25 yards

= 1(1/2) yards

Therefore, the answer is option B, 1(1/2) yards.

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The solution is, the correct option is, A.

Function, in mathematics, an expression, rule, or law that defines a relationship between one variable (the independent variable) and another variable.

here, we have,

The translation of a sin function can be modeled by the form: P(t)=Asin(Bx+C)+D

Where:

A = the curve's amplitude (highest and lowest points)

The period = (2[pi])/ |B|

The phase shift (horizontal shift) = (-C)/B

D = vertical shift

By looking at the function we are given: P(t)=30sin(2[pi]t)+100,

We can see that the amplitude (the curve's highest and lowest points) = 30.

The phase shift (C) or in this case 't' = 0 (so there is no horizontal shift)

The period = 1

And D (the vertical shift) = 100

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From the arithmetic sequence, the last row has 47 seats, and the auditorium has 15 rows.

We can solve this problem by recognizing that the number of seats in each row forms an arithmetic sequence. Let's call the first term of the sequence (the number of seats in the first row) "a" and the common difference between terms (the number of seats added for each subsequent row) "d".

Using this notation, we have:

a = 8

a + d = 11

a + 2d = 14

We can solve for a and d by subtracting the first equation from the second and the second equation from the third:

d = 3

a = 5

Therefore, the arithmetic sequence that describes the number of seats in each row is:

5, 8, 11, 14, ...

To find the number of seats in the last row, we need to find the nth term of this sequence, where n is the number of rows in the auditorium. We can use the formula for the nth term of an arithmetic sequence:

an = a + (n - 1)d

Since we don't know n, we need to find it first. We can use the formula for the sum of an arithmetic sequence to find the number of rows:

Sn = n/2(2a + (n - 1)d)

We know that there are 435 seats in total, so we can set Sn equal to 435 and solve for n:

435 = n/2(2(5) + (n - 1)(3))

435 = n/2(3n + 7)

870 = n(3n + 7)

3n^2 + 7n - 870 = 0

(n - 15)(3n + 58) = 0

Since n cannot be negative, we have n = 15.

Now that we know there are 15 rows, we can find the number of seats in the last row by plugging n = 15 into the formula for the nth term:

an = a + (n - 1)d

a15 = 5 + (15 - 1)(3)

a15 = 5 + 42

a15 = 47

Therefore, the last row has 47 seats, and the auditorium has 15 rows.

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Translation:

Inside an auditorium there are 435 seats, in such a way that in the first row there are 8 seats, in the second row there are 11, in the third there are 14, and so on, an arithmetic sequence is formed. How many chairs are in the last row? How many rows does that auditorium have?

commission percentage = 2.18%

Percentage is a way of expressing a proportion or a fraction as a fraction of 100. It is denoted by the symbol "%". For example, if there are 50 red marbles out of 100 marbles in a jar, the percentage of red marbles in the jar would be 50%.

To find the salesperson's commission as a percent of the total monthly sales, we first need to calculate the total monthly sales for September and October combined:

Total monthly sales = September sales + October sales

Total monthly sales = $85,460 + $74,570

Total monthly sales = $160,030

Next, we can divide the commission earned by the total monthly sales and multiply by 100 to get the commission as a percentage:

Commission percentage = (Commission earned / Total monthly sales) x 100

Commission percentage = ($3,485 / $160,030) x 100

Commission percentage = 2.18%

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A number greater than 5 is: P(odd or greater than 5) = 1/2 + 1/6 = 2/3

It depends on the context of the probability question. Here are a few possibilities:

If you're rolling a fair six-sided die, then the probability of rolling an odd or a number greater than 5 on a single roll is:

P(odd or greater than 5) = P(odd) + P(greater than 5) - P(odd and greater than 5)

P(odd) = 3/6 = 1/2 (because there are three odd numbers out of six possible outcomes)

P(greater than 5) = 1/6 (because there is only one number greater than 5)

P(odd and greater than 5) = 0 (because there is no number that is both odd and greater than 5)

So, the probability of rolling an odd or a number greater than 5 is:

P(odd or greater than 5) = 1/2 + 1/6 = 2/3

If you're dealing with a continuous random variable (like the height of people), then the probability of a value being odd or greater than 5 doesn't make sense. However, if you're dealing with a discrete random variable with a known distribution (like the number of customers who enter a store), you can calculate the probability of this event based on the distribution.

In general, it's important to define the context of the probability question and the underlying probability distribution to answer the question properly.

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The solution is, the required z-score is, 0.25.

In statistics, the standard score is the number of standard deviations by which the value of a raw score is above or below the mean value of what is being observed or measured. Raw scores above the mean have positive standard scores, while those below the mean have negative standard scores.

here, we have,

Given that :

Mean score, μ = 69

Standard deviation, σ = 4

Score, x = 64

The standardized score, Zscore can be obtained using the formular :

Zscore = (x - μ) / σ

Zscore = (69 - 68) / 4

Zscore = 1 / 4

Zscore = 0.25

Hence, The solution is, the required z-score is, 0.25.

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Answer:

The values of x are 1, 13, -29, and 42.

Answer:

X=4.5, or X=4 1/2

Step-by-step explanation:

Answer:

Step-by-step explanation

The bottle had 20 ounces that before and 8 ounces after

8+x=20

20-x=8

20-8=x

20-8=12

The value of the integral is π(540)^2.

We can change the order of integration as follows:

∫^(∞)(0)∫540∫9y6e−x2+zdxdydz = ∫^(540)(0)∫^∞_0∫^√(9y^6)_(−∞)e−x^2dzdxdy

The limits of z are from −∞ to ∞, but the integrand is an even function of z, so we can simplify the integral by taking the absolute value of the integrand and multiplying it by 2:

∫^(540)(0)∫^∞_0∫^√(9y^6)(−∞)e−x^2dzdxdy = 2∫^(540)_(0)∫^∞_0∫^√(9y^6)_0 e−x^2dzdxdy

We can now evaluate the integral with respect to z:

2∫^(540)_(0)∫^∞_0[√π/2 - √π/2erf(−√x^2+z)/2]|^√(9y^6)_0 dxdy

where erf is the error function.

Substituting the limits of integration and simplifying, we get:

2∫^(540)_(0)∫^∞_0[√π/2 - √π/2erf(−3y^3/√2x)/2]dxdy

Next, we can evaluate the integral with respect to x:

2∫^(540)_(0)[√π/2(x - √2/3y^3erf(−3y^3/√2x))]|^∞_0 dy

Since the limits of integration with respect to x are from 0 to ∞, the first term in the square brackets evaluates to ∞, and the second term evaluates to √π/2. Therefore, the integral reduces to:

2∫^(540)_(0)√π/2 dy = π(540)^2

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Point-slope form: y - (-2) = -4(x - 2)

Slope-intercept form: y = -4x - 6

Own integers:

Point-slope form: y - 2 = -2(x - 4)

Slope-intercept form: y = -2x - 6

Point slope form is a type of linear equation that describes the relationship between two points on a line. It is written in the form: y - y1 = m(x - x1), where m is the slope of the line and (x1, y1) is a point on the line. Point slope form is used to find the equation of a line when given its slope and one point on the line. It can also be used to find the slope of the line when given two points on the line.

For example, if the point (2, 3) is given and the slope is 4, the point-slope form of the equation would be y - 3 = 4(x - 2).

The point-slope form of an equation of a line is an equation of the form y - y1 = m(x - x1), where (x1, y1) is a point on the line and m is the slope of the line. In this equation, (x1, y1) = (2, -2) and m = -4, so the point-slope form of the equation is y - (-2) = -4(x - 2).

The slope-intercept form of an equation of a line is an equation of the form y = mx + b, where m is the slope of the line and b is the y-intercept of the line. In this equation, m = -4 and b = -6, so the slope-intercept form of the equation is y = -4x - 6.

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Answer:

In the given triangle.

Base= 3

Perpendicular=4

Hypotenuse=5

Step-by-step explanation:

CosB = B/H

=3/5

Sin B = P/H

= 4/5

Tan B = P/B

= 4/3

The amplitude, period and frequency are 1, 2π and 1/2π

From the question, we have the following parameters that can be used in our computation:

f(x) = sin(x - π/2) - 2

A sinusoidal function is represented as

f(x) = Asin(B(x + C)) + D

Where

Amplitude = A

Period = 2π/B

So, we have

A = 1

Period = 2π/1

Period = 2π

For the frequency, we have

frequency = 1/Period

frequency  = 1/2π

Hence, the frequency is 1/2π

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Answer:

2.7 cm

Step-by-step explanation:

We have the relationship
tan 56 = 4/z

Therefore z = 4/ (tan 56) = 4/1.48256 = 2.698
= 2.7 cm correct to one decimal place

The length of CF is solved to be 12

In the figure the value of CF is solved using the vertical angle theorem and sum of angles in a triangle

In triangle GBC

angle C = 180 - 90 - 45

angle C = 45

Using vertical angle theorem

angle DCB = angle DCF

Using trigonometry relation we have

cos 45 = CF / 12√2

CF = cos 45 * 12√2

CF = 12

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The probability of a rejected part, knowing that it came from a known shift can be calculated as follows:

Shift 1: (51/600) x 100% = 8.5%

Shift 2: (72/850) x 100% = 8.5%

Shift 3: (50/650) x 100% = 7.7%

Shift 4: (57/510) x 100% = 11.2%

The probability that a randomly selected part is defective is (1287/19500) x 100% = 6.6% (rounded to one decimal place).

The probability that a randomly selected part is not defective is (18213/19500) x 100% = 93.4% (rounded to one decimal place).

The probability that a part came from Factory A is (3500/19500) x 100% = 17.9% (rounded to one decimal place).

The probability of a defect, knowing the part came from Factory A is (120/3500) x 100% = 3.4% (rounded to one decimal place).

The probability of a defect, knowing the part came from Factory B is (125/2700) x 100% = 4.6% (rounded to one decimal place).

The probability of a defect, knowing the part came from Factory C is (210/5000) x 100% = 4.2% (rounded to one decimal place).

The probability of a defect, knowing the part came from Factory D is (712/4700) x 100% = 15.1% (rounded to one decimal place).

The probability of a defect, knowing the part came from Factory E is (120/3600) x 100% = 3.3% (rounded to one decimal place).

Based upon these probabilities, Factory D should be investigated more as it has the highest probability of a defective part among all the factories.

The probability of a defect for the flagged factory is (230/2610) x 100% = 8.8% (rounded to one decimal place).

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The value of x when we solve the equation 6/ -4.5 = 8/4x is x = - 1.5.

A mathematical equation is a formula that uses the equals symbol (=) to connect two expressions and express their equality. Another well formula consisting of two expressions linked by an equals sign is considered to be an equation in English, but the word's equivalents in other languages may have slightly different definitions. For instance, an équation is defined as having one or more variables in French.

The given equation is:

6/ -4.5 = 8/4x

Using the method of cross multiplication or butterfly method of multiplication we have:

6(4x) = (8)(-4.5)

24x = -36

x = -1.5

Hence, the value of x for the equation 6/ -4.5 = 8/4x is x = - 1.5.

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The circumference of a circle with a radius of 14 feet is 88 feet.

Every point in the surface of a circle, which is a circular, two-dimensional object, is evenly separated from the centre. All lines that cross the circle join together to produce the line of reflected symmetry. Each angle has axis of symmetry around the centre, in addition. Monitoring a linear interpolation in a surface while keeping a fixed distance from some other point will result in the closed shape of a circle. The English term circle derives from the Greek word curriculum provides students, which also means hoop or ring.

When we find the circumference, we obtain:

The  circumference( C) of a circle is 2πr.

C=2πr

⇒C=2×[tex]\frac{22}{7}[/tex]×14=88 feet.

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Answer:

v=0.32

Step-by-step explanation:

Multiplying a whole number by a proper fraction results in a product which is lesser than the whole number.

Proper fractions are fractions in which the value of the numerator is less than the value of the denominator.

For example, 1/4, 3/4, 3/8, are all proper fractions.

4/3, 5/2, are all improper fractions.

So, from the definition, it is clear that, proper fractions are all less than 1.

When a whole number is multiplied by 1, we get the number itself.

So logically, when we multiply an whole number with fractions less than 1, then the resulting number will always be less than the whole number.

For example, consider 3 × [tex]\frac{3}{4}[/tex]

Multiplication of fraction is by multiplying numerators together and the denominators together.

3 × [tex]\frac{3}{4}[/tex] = [tex]\frac{3}{1}[/tex] × [tex]\frac{3}{4}[/tex] = [tex]\frac{9}{4}[/tex] = 2.25 < 3

Hence the multiplication of a whole number with a proper fraction is always less than the whole number.

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The snowstorm resumes at a consistent rate of 2 inches per hour after 5 hours. Draw a second diagonal line with a slope of 2 as a result. Points 7 and 10 should be the beginning and finish of this line, respectively (14,18).

The resulting graph should include a horizontal line at y=10 from (0,4) to (2,10), a diagonal line with a slope of 2 from (7,10) to (0,4), and a horizontal line at y=3 from (0,4) to (0,10). (14,18).

Graphs are visual representations of data that show how any two variables relate to one another. Without requiring a lot of words, they are frequently used to communicate complex and large amounts of data. A specific amount of data must be gathered through surveys or experiments before a graph may be created.

To create the graph of the snow on the ground over time, we can follow these steps:

Start with a point at (0,4) since at the beginning of the storm there were 4 inches of snow on the ground.

From this starting point, draw a diagonal line with a slope of 3, representing the constant rate of snowfall of 3 inches per hour. This line should have a y-intercept of 4 and an x-intercept of 2 (since 6 inches of snow fell in 2 hours).

After the 6 inches of snow have fallen, the snowstorm stops for 5 hours. During this time, the snow on the ground remains the same. So, draw a horizontal line at the y-value of 10 (since there are 10 inches of snow on the ground after the first 6 inches fall).

After 5 hours, the snowstorm starts again at a constant rate of 2 inches per hour. So, draw another diagonal line with a slope of 2. This line should start at the point (7,10) and end at the point (14,18).

The resulting graph should have a diagonal line with a slope of 3 from (0,4) to (2,10), a horizontal line at y=10 from (2,10) to (7,10), and a diagonal line with a slope of 2 from (7,10) to (14,18).

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The solution of the given problem of Test statistic comes out to be Using a table or calculator with 98 degrees of freedom, we find the value to be approximately 0.06.

The test statistic for anything akin to a Z-test has been the Z-statistic, which shows the ordinary normal neutral hypothesis is correct. Suppose you perform a 2 different X y test with a 0.05 threshold of significance and, based on your data, you obtain a 2.5 R t (also referred as a Z-value). 0.0124 is the value for the this Z-value.

Here,

: un - ud <= 0 (the mean GPA of night students is less than or equal to the mean GPA of day students)

H: un - ud > 0 (the mean GPA of night students is greater than the mean GPA of day students)

We will use a significance level of 0.05.

The test statistic is calculated as:

t = (xn - xd - 0) / √(s²/n + s²/n)

where xn and xd are the sample means, s and s are the sample standard deviations, and n is the sample size.

Plugging in the values from the problem, we get:

t = (2.91 - 2.87 - 0) / √0.08²/50 + 0.06²/50) = 1.57

The degrees of freedom for the t-distribution is

f = n₁ + n₂ - 2 = 50 + 50 - 2 = 98 (assuming equal variances).

Using a table or calculator with 98 degrees of freedom, we find the

value to be approximately 0.06.

Since the value (0.06) is greater than the significance level (0.05), we fail to reject the null hypothesis. There is not enough evidence to support the claim that the mean GPA of night students is larger than the mean GPA of day students at the 0.05 significance level.

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The solution to the inequality is x ≤ 1.

Inequality in mathematics is when two values are not equal. It can be expressed using symbols such as >, <, ≥ and ≤. This can be used to compare two values, express a range of values, or indicate that one value is greater or less than another. Inequality is a powerful tool for solving mathematical problems, as it can be used to deduce relationships between different variables.

To solve this inequality, we must first perform the operations on the left side of the equation to get an expression equal to 4. We can start by simplifying the fraction on the left side of the equation. We can multiply both the numerator and denominator by x, which will give us 5x - 3 = x + 2x. We can then add 3 to both sides to get 5x = 3 + 2x, which can then be simplified to 3x = 3. Finally, we can divide both sides by 3 to get x = 1. Therefore, the solution to the inequality is x ≤ 1.

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We can use the formula for compound interest to find the time it will take to reach the target amount:

FV = PV * (1 + r)^t

where FV is the future value (target amount), PV is the present value (amount you have today), r is the interest rate, and t is the time (in years).

Substituting the given values, we get:

230000 = 31000 * (1 + 0.045)^t

Simplifying and solving for t, we get:

t = log(230000/31000) / log(1 + 0.045)

t ≈ 14.09

Therefore, it will take approximately 14.09 years to save enough to buy the Ferrari.

Answer:

x = -7.8

Step-by-step explanation:

Solve for x:

[tex]x-(-3.9)=-3.9[/tex]

Simplify

[tex]x+3.9=-3.9[/tex]

Subtract 3.9 on both sides

[tex]x=-7.8[/tex]

If x represents the number of apples purchased and y represents the number of mangos we can set up the following:

Kayden has $20, so can spend up to this amount:

He must buy a minimum of 16 apples and mangos altogether:

Also, he must buy no less than 16 apples:

We also need to consider y can't be negative, hence add one more inequality:

Plot all four inequalities and see what is the zone of intersection.

The solution is the set of whole coordinates for x and y within the triangle with vertices at (16, 0), (16, 4) and (26.67, 0).

One possible solution is (20, 2) another one (24, 1).

See attached.

Answer:

New value =

56 - Percentage decrease =

56 - (14% × 56) =

56 - 14% × 56 =

(1 - 14%) × 56 =

(100% - 14%) × 56 =

86% × 56 =

86 ÷ 100 × 56 =

86 × 56 ÷ 100 =

4,816 ÷ 100 =

48.16

56 decreased by 14% = 48.16

Absolute change (actual difference):

48.16 - 56 = - 7.84

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The solution is, y = 2x + 5+4 when graph would shift by 4 unit.

An equation is a mathematical statement that is made up of two expressions connected by an equal sign.  In its simplest form in algebra, the definition of an equation is a mathematical statement that shows that two mathematical expressions are equal. For instance, 3x + 5 = 14 is an equation, in which 3x + 5 and 14 are two expressions separated by an 'equal' sign.

here, we have,

Given  : y = 2x + 5 .

To find :

If you wanted to shift the graph up what would be equation .

Solution : We have given that y = 2x + 5 .

BY the transformation rule ;

if f(x) +k then graph would shift up by k units .

Then to shift the graph of y = 2x + 5 up we need to add something in 5

Like   y = 2x + 5+4

Then graph would shift by 4 unit.

Therefore,   y = 2x + 5+4 graph would shift by 4 unit.

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