You reflect the triangle below over the x-axis.

Answer:

11.2 or 11 1/5

Step-by-step explanation:

multiply it ez

Answer: Use a=wl, 13.3

Step-by-step explanation:

a=wl

4.75*2.8=13.

Answer: car a must be meet to cannot be so your aner is a

Step-by-step explanation:

Answer:

3

Step-by-step explanation:

9/3 = 3

b is 3 times more than a

The solution are-

(a) lim h (x) = -2

   x → -2⁻

(b) lim h (x) = -2

   x → -2⁺

(c) lim h (x) = -2

   x → -2

A limit describes the value which a function approaches as its inputs get increasingly closer to a certain number.

The concept of a limit is at the heart of all calculus.

(a) lim h (x) = -2

   x → -2⁻

Put x = 2 at the place of x in h(x).

This limit is called the left hand limit of the function as there is negative sign over 2.

(b) lim h (x) = -2

   x → -2⁺

Put x = 2 at the place of x in h(x).

This limit is called the right hand limit of the function as there is positive sign over 2.

(c) lim h (x) = -2

  x → -2

Put x = 2 at the place of x in h(x).

This limit exists just at x = 2.

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Answer:

See below

Step-by-step explanation:

g (h(6))   :

   h (6) =  3 ( 6^2) + 2 = 110

   then g (110) =   sqrt (110)

h (g(5))

    g(5) = sqrt 5

        then h( sqrt5) = 3 ( sqrt5)^2 + 2 = 17

Refer to the image for the graph of the lines.

The common form of the equation of a line is y = mx + c, where m is the slope of the line and c is a constant.

We need to draw any line with a slope m = 2, and

another line with a slope m = -2.

Disclaimer: Let us assume that the constant c = 0.

Then the equation to the line with a slope of "positive" 2 is given by

y = 2x

Then the equation to the line with a slope of "negative" 2 is given by

y = -2x

Refer to the attached image for the graph of the lines with the slope of "positive" 2 and "negative" 2.

f: green line indicates a line with a slope of "positive" 2.

g: blue line indicates a line with a slope of "negative" 2.

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Answer: Determine the mid-point.

Determine the slope between the two points.

The slope of perpendicular is negative reciprocal

Use slope and mid-point is point slope form.

Step-by-step explanation:

Answer: -118

Step-by-step explanation:

49^((1)/(2))- 25^((3)/(2))=

49^(1/2) -25^(3/2)=

7-25^((2+1)/2)=

7-25^((2/2)+(1/2))=

7-25^(1+1/2)=

7-25^(1) *25^(1/2)=

7-(25*5)=

7-125=-118

Answer:6,299,406

Step-by-step explanation:

The number of the sheets in a ream of paper is a 500 sheets.

According to the statement

We have to find that the number pf paper sheets in a one ream.

So, For this purpose, we know that the

The standard form of a number is a way of writing the number in a form that follows certain rules.

From the given information:

A standard ream of paper plus another half ream of paper contains 750 sheets of paper.

It means

total number of sheets = 750 sheets

Then

one full ream + half ream = 750 sheets

Let x be a number of sheets

then

x + x/2 = 750

2x+x /2 = 750

3x/2 = 750

3x = 1500

x = 1500/3

x = 500.

So, The number of the sheets in a ream of paper is a 500 sheets.

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Using Chebyshev's Theorem, the minimum proportion of scores that fall within 1.8 standard deviations on both sides of the mean is 69.14%.

When the distribution is unknown, Chebyshev's Theorem is used. It states that:

For this problem, we have that k = 1.8, hence the percentage is:

[tex]P = 100\left(1 - \frac{1}{1.8^{2}}\right) = 69.14[/tex]

The minimum proportion of scores that fall within 1.8 standard deviations on both sides of the mean is 69.14%.

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The value of x is 27°, m∠=PQY=101° and m∠RQY=79°.

Given that, m∠PQY= 4x-7 and m∠RQY = 2x+25 are linear pairs of angles.

Linear pairs of angles are formed when two lines intersect each other at a single point. The angles are said to be linear if they are adjacent to each other after the intersection of the two lines. The sum of angles of a linear pair is always equal to 180°.

Now, m∠PQY+m∠RQY=180°

⇒4x-7+2x+25=180°

⇒6x+18=180°

⇒6x=162

⇒x=27°

So, m∠=PQY=4x-7

=101°

and m∠RQY=2x+25

=79°

Therefore, the value of x is 27°, m∠=PQY=101° and m∠RQY=79°.

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Answer:

27

Step-by-step explanation:

The equation can be summarized as; p = $50 + 3($100 ). Hence William was paid $350.

A linear equation is an equation that has the variable of the highest power of 1. The standard form of a linear equation is of the form Ax + B = 0.

Let p represents the paycheck.

William  paid her parents $50 for rent. After paying the rent he evenly divided the rest of the amount into three parts.

He puts $ 100 into her savings account. It means that he also puts $100 into checking account and $ 100 into retirement fund

If we put the parts together, the equation we get is;

p = $50 +$100 +$100 +$100

The equation can be summarized as;

p = $50 + 3($100 )

Now we can easily find how much was William  paid;

p = $50 + 3($100)

p = $50 +$300

p = $350

Hence William was paid $350.

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The mean of the data given 4, 8,5, 13, 3, 4, 1, 10 shows number of shark attacks over 8 different states is 6.

As given,

Number of different states 'n'= 8

Number of sharks attacks for 8 different states

[tex]x_{i}[/tex] = 4, 8,5, 13, 3, 4, 1, 10

Mean = [tex]\frac{\sum x_{i} }{n}[/tex]

         = (4+ 8+ 5 + 13 + 3 + 4 + 1 + 10) /8

         =48 /8

         =6

Therefore, the mean of the data given 4, 8,5, 13, 3, 4, 1, 10 shows number of shark attacks over 8 different states is 6.

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Answer: 16.0 is the correct answer

Step-by-step explanation:

Answer:

Each pencil costs $2

Step-by-step explanation:

3p + 6 = 12

3p = 6

p = 2

3 pencils for 2 dollars is 6 dollars, plus the 6 dollars he spent on a notebook, equals the 12 dollars he spent total.

Mr. Price deposited a $10 bill for $50, a $5 bill for $75, and a $1 bill for $45.

Arithmetic operations can also be specified by adding, subtracting, dividing, and multiplying built-in functions.

We have been given that the number of $5 bills was 3 times the number of $10 bills

Let the number of $10 bills would be x

As per the given condition,

$10 = x

$5 = 3x

$1 = 3x+30

Since he deposited $170 in his bank.

So 10x + 5(3x) + 1(3x+30) = 170

⇒ 25x+3x+30=170

⇒ 28x=140

⇒ x = 5

Therefore, $10 for $50

So 3x = 15, $5 for $75

So 3x+30 = 45, $1 for $45

Hence, he deposited a $10 bill for $50, a $5 bill for $75, and a $1 bill for $45.

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[tex]2(x-3)\geqslant -3(-3+x)\implies 2x-6\geqslant 9-3x\implies 2x\geqslant 15-3x \\\\\\ 5x\geqslant 15\implies x\geqslant \cfrac{15}{5}\implies x\geqslant 3[/tex]

Answer:

the AED450

Step-by-step explanation:

I don't know what to say about my answer but I think it's just the best way to anwers

The value of z = 2.25

Given that z is a standard normal random variable.

Now the area under a standard normal curve between two z -values gives the probability of z lying between these two z-values.

Given that the area to the right of z = 0.0122

That is probability that the standard normal random variable lies after z = 0.0122

Total probability = 1

Therefore half the area under the standard normal curve = 0.5

Therefore, 0.5 - 0.0122 = 0.4878

We will find the corresponding z-value for this probability value from the normal tables. This is because normal tables gives area between two standard normal variables.

The table value corresponding to 0.4878 = 2.25

Therefore, z -value = 2.25

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Answer:

72

Step-by-step explanation:

7(10) + 2

70 + 2

72

The solution set of the inequality is the set of all real numbers larger than 5, written in interval form as (5, ∞)

Here we have a simple inequality:

x - 2 > 3

To solve this we need to isolate x in one side of the inequality.

Now, remember that we can do the same operation in both sides of the inequality. So, if we add in both sides the same number, then the truth value of the inequality does not change.

Then if we add 2 in both sides of the inequality we get:

x - 2 + 2 > 3 + 2

x  > 5

Then the solution set of the inequality is the set of all real numbers larger than 5, written in interval form as (5, ∞).

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Answer:

5729627829263#wyyeiwyuwityeioe

There are 5354 people were in the arena.

Percentage:

The term percentage is referred as a number or ratio that can be expressed as a fraction of 100. If we have to calculate percent of a number, divide the number by the whole and multiply by 100.

The formula for calculating the percentage is,

Percentage = (Actual value/Total value) x 100

Given,

Here we have that, 4550 men in the arena comprised 85% of the people in the arena.

Now we need to find how many people were in the arena.

Let p be the number of people in Arena.

So, based on the percentage formula,

It can be written as,

=> 85% = (4550 / p) x 100

=> 85/100 = 4550 /p

=> 0.85 = 4550/p

=> 4550/0.85 = p

=> p = 5354

Therefore, there are 5354 people were in the arena.

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The six trigonometric functions of theta for the point (-4, -4) is

sin Θ = -1/√2

cos Θ = -1/√2

tan Θ = 1

cosec Θ = -√2

sec Θ = -√2

cot Θ = 1

Trigonometric Functions:

Trigonometric functions are defined as the functions of an angle of a triangle. It means that the relationship between the angles and sides of a triangle.

The six trigonometric functions are,

Sin Θ =Opposite/Hypotenuse

Cos Θ = Adjacent/Hypotenuse

Tan Θ = Opposite/Adjacent

Sec Θ =  Hypotenuse/Adjacent

Cosec Θ  = Hypotenuse/Opposite

cot Θ  = Adjacent/Opposite

Given,

Let (-4,-4) be a point on the terminal side of theta in standard position.

Here we need to find the exact values of six trigonometric functions.

Here the give point (-4,-4) represents the values of (opposite, adjacent).

So, the opposite = -4

and adjacent = -4

Now we have to find the hypotenuse of the point,

For that, we have to use the Pythagoras theorem,

hypotenuse = √oppostie² + adjacent²

Therefore,

=> hypotenuse = √(-4)² + (-4)²

=> hypotenuse = √16 + 16

=> hypotenuse = √32

it can be written as,

=> hypotenuse = √2 x 16

=> hypotenuse = 4√2

Now the six trigonometric functions are based on the formula,

sin Θ = -4/4√2 => sin Θ = -1/√2

cos Θ = -4/4√2 => cos Θ = -1/√2

tan Θ = -4/-4 => tan Θ = 1

cosec Θ = 4√2/-4 => cosec Θ  = -√2

sec Θ = 4√2/-4 =>  sec Θ  = -√2

cot Θ = -4/-4 => cot Θ = 1

So, all the six trigonometric values are identified.

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      Of all of the common assumptions that we discussed in class, I think one of the most common is the idea that a children’s text should in some way teach the reader something.  We of course talked about the term didactic, and how a didactic book strongly pushes a lesson onto the reader, telling them that they should believe this or that.  Many times a reason for that lesson isn’t even given, as though the young person reading the book should just accept that lesson because they are told to, because the other knows better.  As I was reading Cat in the Hat by Dr. Seuss, the book I selected for the assignment, I was hoping that it wouldn’t be as didactic as most other children’s books, and that it would be as playful and exciting as I remember as a child.  On the last two pages of the book, however, the absent mother returns home, the cat has disappeared, the children are behaving nicely, sitting in chairs, and it is pretty obvious that even though they got into mischief they are still good children after all.  Nothing really has changed at the end of the book.  Although all sorts of things got played with, and the children broke the rules I am sure they know about (like, “Don’t fly kites in the house”), major boundaries were never crossed.

           We talked about how the opposite of a didactic book might be an ambiguous book, or a book that encourages the reader to think about issues, to make decisions for themselves.  In that kind of book, the author usually wants to the reader to think for her or himself, to understand that some things are difficult, even for adults.  The author may present a problem and ask you what you think, or might just never come around to saying exactly what you are supposed to believe.  The last page of Cat in the Hat ends with the narrator saying, referring to the mother, “Should we tell her about it? / Now what SHOULD we do? / Well . . . / What would YOU do / If your mother asked you?” (61).  In some ways, this is probably a pretty ambiguous ending.  The author asks the reader that if your mother left, if someone wanted you to do what you weren’t supposed to, if you did it anyway, and if you didn’t get caught, then would you tell your mother or father what happened?  Most adults wouldn’t tell what happened themselves, but the question is there anyway, and it seems to be really asking children what they believe.

           But it doesn’t seem really that ambiguous.  If the book were really ambiguous it would be breaking the Typical Case Prototype of children’s books, and in almost every other way the book keeps to those prototypes.  As Nodelman describes it, children’s books are typically bright, colorful, funny, entertaining, and maybe sometimes rhyming.  Children’s books portray children as the way adults typically think of them, as crazy kids who aren’t serious like adults, or innocent angels who would never really do any harm when they play.  Dr. Suess portrays typical kids, bored by the rain, wanting to do something wild.  Although Seuss’s style is strange, the children even look like the sort of standard white children that appear in most books, the girl in a dress and ribbon in her hair.  We saw in class how these children are a lot like the standard one’s in Cassie’s history textbook  And although strange things happen in the book – a talking cat, a couple of strange Things, a lot of things getting thrown around – it is the kind of play we come to expect in children’s lives, especially in the sorts of standard things shown on television and in movies.

           In fact, the children never quite seem to trust the Cat, and they always just sort of watch him play.  The children never really do anything that crazy themselves.  The Fish, who sounds a lot like an adult, is always there to warn them, and in the end everything gets cleaned up.  Of course the book is fun and playful, and is obviously one of the most famous and liked picture books ever made, but it is still pretty straightforward.  Cat in the Hat reinforces and demonstrates almost all of the typical assumptions about childhood, and it fulfills all of the typical case prototypes of children’s books.  Examining it made me think about how the book might have changed in recent years, especially since children are rarely bored when they are at home any more (with all of the stuff they own to play with).  But more than that, it made me think about why we expect all children’s books to be like this, why it is always considered one of the best books for children.  Although I like typical children’s books, it makes me also interested in books that don’t do what we expect.  The book was written 1957, and in so many ways children’s books have become so incredibly different since then.  But in a lot of other ways, some good, some bad, they haven’t changed at all.    

The equation of the line through (3,-5) and perpendicular to -3x + 2y = 12 in slope-intercept form is y =  -2/3x + 1

The equation of a line is expressed as;

y = mx + b

m is the slope

b is the y-intercept

Given the equation -3x + 2y = 12

2y = 3x + 12

y = 3/2x + 6

From the equation, the slope that is perpendicular to the slope is -2/3

Determine the equation

y-(-5) = -2/3(x-3)

y+5 = -2/3x + 6

y =  -2/3x + 6 - 5

y =  -2/3x + 1

Hence the equation of the line through (3,-5) and perpendicular to -3x + 2y = 12 in slope-intercept form is y =  -2/3x + 1

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