Please answer ASAP I will brainlist

Answer:

Step-by-step explanation:

Remember PEMDAS (Parentheses, Exponents, Multiplication, Division, Addition, and Subtraction)

35 - 12 : 2 + 8² =

35 - 6 + 64 =

93

Circle 1 (-6, 2) with a radius of 8 cm can be transformed into Circle 2 (-1, -4) with a radius of 6 cm through translation, scaling, and translation, proving their similarity.

To prove that two circles are similar, we need to find a sequence of transformations that maps one circle to another circle. In this case, we need to find a sequence of transformations that map Circle 1 to Circle 2. Circle 1 has a center (-6, 2) and a radius of 8 cm. Circle 2 has a center (-1,-4) and a radius of 6 cm.

Let's write the equations of the two circles:C1: (x + 6)² + (y - 2)² = 64C2: (x + 1)² + (y + 4)² = 36Step 1: TranslationWe can translate Circle 1 by (-5,-6) to obtain a new circle with center at the origin. The equation of the translated circle is C1': (x + 11)² + (y - 4)² = 64Step 2: Scale

We can scale the translated Circle 1' by a factor of 3/4 to obtain a circle with a radius of 6.

The equation of the scaled circle is C1'': (x + 11)² + (y - 4)² = 36Step 3: TranslationWe can translate the scaled Circle 1'' by (2,-4) to obtain a new circle with center at (-1,-4). The equation of the translated circle is C1''': (x - 1)² + (y + 4)² = 36The transformations applied to Circle 1 to obtain Circle 2 are:

Translation by (-5,-6)

Scale by 3/4

Translation by (2,-4)

Therefore, we can say that Circle 1 and Circle 2 are similar. Circle 1 can be transformed into Circle 2 by translation, scale, and translation.

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Answer:

a. Measure of skewness

Step-by-step explanation:

Skewness is a measure of the asymmetry of a probability distribution. It quantifies the extent to which a dataset's values deviate from a symmetric distribution. Various measures of skewness exist, including the Pearson's skewness coefficient, the Bowley skewness coefficient, and the moment coefficient of skewness. These measures provide a numerical indication of the skewness present in the dataset.

The main answer is that the confidence intervals for the population proportion of subjects with syncope or near syncope who also have cardiovascular disease, at 90%, 95%, and 99% confidence levels, are as follows:

90% Confidence Interval: Approximately 51.84% to 70.53%

95% Confidence Interval: Approximately 49.77% to 72.60%

99% Confidence Interval: Approximately 46.48% to 76.89%

In the study, out of the 136 subjects with syncope or near syncope, 75 reported having cardiovascular disease.

To construct the confidence intervals, we can use the formula for a proportion's confidence interval. The formula is based on the normal distribution assumption when sample size is large enough, which is satisfied here.

By plugging in the sample proportion (75/136) and the appropriate critical values based on the desired confidence level (1.645 for 90%, 1.96 for 95%, and 2.576 for 99%), we can calculate the lower and upper bounds for each confidence interval.

These confidence intervals provide an estimate of the likely range within which the true population proportion lies.

For example, with 95% confidence, we can say that we are 95% confident that the true proportion of subjects with syncope or near syncope who also have cardiovascular disease falls between approximately 49.77% and 72.60%.

The wider the confidence interval, the lower the precision of the estimate, but the higher the level of confidence.

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Answer:

The valid prediction about the continuous function f(x) is : f(x) ≥ 0 over the interval [5, ∞).

Step-by-step explanation:

The equation that represents the hyperbola shown in the graph is (y - 3)²/4 - (x + 2)²/25 = 1.

From the given options, the equation that represents the hyperbola shown in the graph is (y - 3)²/4 - (x + 2)²/25 = 1.

To determine the equation of a hyperbola, we examine the standard form:

For a hyperbola centered at (h, k), with vertical transverse axis, the standard form is:

(y - k)²/a² - (x - h)²/b² = 1

From the given graph, we can observe that the center of the hyperbola is (-2, 3). This corresponds to the values of (h, k) in the standard form.

Next, we need to determine the values of a and b, which are the lengths of the transverse and conjugate axes, respectively. Looking at the graph, we see that the transverse axis has a length of 2a = 4, so a = 2. The conjugate axis has a length of 2b = 10, so b = 5.

Plugging these values into the standard form, we obtain:

(y - 3)²/4 - (x + 2)²/25 = 1

The equation that represents the hyperbola shown in the graph is (y - 3)²/4 - (x + 2)²/25 = 1.

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The correct equation representing the hyperbola shown in the graph is:

(x + 2)²/25 - (y - 3)²/4 = 1.

The equation that represents the hyperbola shown in the graph is:

(x + 2)²/25 - (y - 3)²/4 = 1

Let's analyze the options provided:

(x - 2)²(v + 3)² = 1:

This equation is not a valid representation of a hyperbola because it contains a term (v + 3)², which is not consistent with the variable used in the graph.

(x + 2)²/25:

This equation represents a horizontal parabola, not a hyperbola.

(x - 2)²/25:

This equation represents a horizontal parabola, not a hyperbola.

(y - 3)²/1:

This equation represents a vertical line, not a hyperbola.

(y - 3)²/4:

This equation represents a hyperbola with a vertical transverse axis and a conjugate axis length of 2b = 4 (b = 2).

The equation is in the standard form for a hyperbola with a vertical transverse axis.

The equation is provided as a standard form assuming the given coordinates and graph match the standard form representation of a hyperbola.

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An estimate of 20 people took longer than 325 minutes to complete the race.

To estimate the number of people who took longer than 325 minutes to complete the race, we need to use the cumulative frequency distribution.

The cumulative frequency of a class interval is obtained by adding up the frequencies of all the class intervals up to and including that interval. The sum of the frequencies for each class interval is known as the cumulative frequency.In this case, the cumulative frequency distribution is given as follows:

Class Interval  |  Frequency  |  Cumulative Frequency250 - 200  |  5  |  5200 - 150  |  12  |  12150 - 100  |  18  |  30100 - 50  |  11  |  4050 - 0  |  4  |  44Total: 50

Now, to estimate the number of people who took longer than 325 minutes to complete the race, we need to look at the cumulative frequency that corresponds to 325 minutes.

From the table, we can see that the cumulative frequency of the class interval 300-400 minutes is 30. This means that 30 people took between 100 and 400 minutes to complete the race.

Therefore, the number of people who took longer than 325 minutes is the difference between the total number of people who took between 100 and 500 minutes and the number of people who took between 100 and 325 minutes. This can be calculated as follows:50 - 30 = 20.

Hence, an estimate of 20 people took longer than 325 minutes to complete the race.

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The probable question may be:

Estimate the number of people who took longer than 325 minutes to complete the race, given the following cumulative frequency distribution:

Cumulative frequency:

250-

200-

150-

100-

50-

0

Time to complete a race:

100 200 300 400 500

Time (minutes).

Therefore, the combined volume of the carton of milk and the box of cookies is 232 cubic inches.

To find the combined volume of the carton of milk and the box of cookies, we need to calculate the volume of each object and then add them together.

The volume of an object can be found by multiplying its length, width, and height. Let's calculate the volume for each item:

   Carton of milk:

   Volume = Length × Width × Height

   = 6 inches × 4 inches × 8 inches

   = 192 cubic inches

   Box of cookies:

   Volume = Length × Width × Height

   = 5 inches × 4 inches × 2 inches

   = 40 cubic inches

Now, we can find the combined volume by adding the volumes of the carton of milk and the box of cookies:

Combined Volume = Volume of Carton of milk + Volume of Box of cookies

= 192 cubic inches + 40 cubic inches

= 232 cubic inches

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The present value of the stream of savings estimates is approximately $200,256.

To determine whether the firm should make the investment in new software, we need to calculate the present value of the stream of savings estimates and compare it to the cost of the software.

The present value (PV) of the savings estimates can be calculated using the formula:

[tex]PV = C1/(1+r)^1 + C2/(1+r)^2 + ... + Cn/(1+r)^n[/tex]

Where C1, C2, ..., Cn represent the savings in each year, r is the minimum annual return required (8% or 0.08), and n is the number of years (5).

Given the savings estimates in the table, we have:

C1 = $35,000

C2 = $45,000

C3 = $50,000

C4 = $55,000

C5 = $60,000

Plugging these values into the present value formula and using the minimum annual return rate of 8% (0.08), we can calculate:

[tex]PV = 35000/(1+0.08)^1 + 45000/(1+0.08)^2 + 50000/(1+0.08)^3 + 55000/(1+0.08)^4 + 60000/(1+0.08)^5[/tex]

Evaluating this expression, we find that the present value of the stream of savings estimates is approximately $200,256.

Since the present value of the savings estimates is greater than the cost of the software ($172,395), the firm should make this investment. The investment is expected to provide a return greater than the minimum required annual return of 8%.

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The present value of the stream of savings estimates is $149,622.

To determine if the firm should make the investment, we need to calculate the present value of the stream of savings estimates and compare it to the initial cost of the software.

The present value (PV) of the savings estimates can be calculated using the formula:

PV = C1/(1+r)¹ + C2/(1+r)² + ... + Cn/(1+r)ⁿ

Where:

PV = Present value

C1, C2, ..., Cn = Cash flows in each period

r = Discount rate (minimum annual return)

Given the savings estimates in the table over a 5-year period and a minimum annual return of 8% (0.08), we can calculate the present value as follows:

PV = $15,000/(1+0.08)¹ + $35,000/(1+0.08)² + $50,000/(1+0.08)³ + $45,000/(1+0.08)⁴ + $40,000/(1+0.08)⁵

PV = $13,888.89 + $30,864.20 + $41,152.46 + $34,682.34 + $29,034.09

PV = $149,621.98 (rounded to the nearest dollar)

The present value of the savings is higher than the initial cost of the software ($172,395), the firm should make this investment if it requires a minimum annual return of 8% on all investments.

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The approximate age of the rock outcrop is 1.2 billion years.

To approximate the age of the rock outcrop, we can use the concept of radioactive decay and the half-life of the U-238 isotope.

The half-life of U-238 is 4.5 billion years, which means that after each half-life, the amount of U-238 remaining is reduced by half.

We are given that the rock outcrop has 89.00% of its parent U-238 isotope remaining.

This means that the remaining fraction is 0.8900.

To find the number of half-lives that have elapsed, we can use the following formula:

Number of half-lives = log(base 0.5) (fraction remaining)

Using this formula, we can calculate:

Number of half-lives = log(base 0.5) (0.8900)

≈ 0.1212

Since each half-life is 4.5 billion years, we can find the approximate age of the rock outcrop by multiplying the number of half-lives by the half-life duration:

Age of the rock outcrop = Number of half-lives [tex]\times[/tex] Half-life duration

≈ 0.1212 [tex]\times[/tex] 4.5 billion years

≈ 545 million years

Therefore, the approximate age of the rock outcrop is approximately 545 million years.

Based on the answer choices provided, the closest option to the calculated value of 545 million years is 757 million years.

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The inclusion of the arc length function in the definition of curvature provides a consistent and intrinsic measure of the rate of deviation from a straight line.

Incorporating arc length allows for the calculation of various geometric properties associated with curvature, such as the radius of curvature or the osculating circle.

The definition of curvature in terms of arc length is used to describe the rate at which a curve deviates from being a straight line. By incorporating the arc length function, denoted as 's(t)', into the definition, we can measure the curvature at different points along the curve.

Curvature, represented by 'k', is defined as the derivative of the unit tangent vector 'T' with respect to the arc length 's'. This definition has several advantages.

Firstly, it eliminates the dependency on the parametrization of the curve. Different parametrizations can yield the same curve, but their tangent vectors may differ. By using arc length as the parameter, we obtain an intrinsic measure of curvature that remains consistent regardless of the chosen parametrization.

Secondly, arc length provides a natural way to measure distance along the curve. By considering the derivative of the tangent vector with respect to arc length, we obtain a measure of how quickly the curve is turning per unit distance traveled.

Lastly, incorporating arc length allows for the calculation of various geometric properties associated with curvature, such as the radius of curvature or the osculating circle. These properties provide insights into the shape and behavior of the curve.

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The given statement proposition is a that suggests that if x is an inductive element, defined in terms of the set X as described, then it follows that every non-zero natural number can be expressed as the successor of some other natural number.

The given statement is a logical proposition involving the concept of induction. Let's break it down and analyze its components.

"If x is inductive..."

This implies that x is a concept or object that possesses the property of being inductive. In mathematics, the term "inductive" typically refers to the property of being a natural number or belonging to the set of natural numbers.

"...then so is (x ∈ X : x = Ф or x = y ∪ {y} for some y)"

Here, we have a set X that consists of elements satisfying a certain condition. The condition states that an element x in X can either be equal to the empty set (Ф) or the union of a set y with itself ({y}). This construction represents a recursive definition, where each element in X is defined in terms of a base case (Ф) and a recursive step ({y}).

"...hence each n ≠ 0 is m + 1 for some m."

This conclusion states that for every natural number n that is not equal to 0, there exists another natural number m such that n can be expressed as m + 1. In other words, any non-zero natural number is the successor of some other natural number.

Overall, the given statement is a proposition that suggests that if x is an inductive element, defined in terms of the set X as described, then it follows that every non-zero natural number can be expressed as the successor of some other natural number.

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Answer:

y= -4

Step-by-step explanation:

To find the value of y when x = 6, we can substitute x = 6 into the equation and solve for y:

4(6) + y = 20

24 + y = 20

y = 20 - 24

y = -4

Therefore, when x = 6, y is equal to -4.

Answer:

[tex]\frac{1}{72}[/tex]

Step-by-step explanation:

[tex]2^{-3}\cdot 3^{-2}=\frac{1}{2^3}\cdot\frac{1}{3^2}=\frac{1}{8}\cdot\frac{1}{9}=\frac{1}{72}[/tex]

Answer:

m∠BEC + m∠CED = m∠BED; Angle Addition Postulate

Step-by-step explanation:

You need to show that <BED is made up of angles BEC and CED by the Angle Addition Postulate.

m∠BEC + m∠CED = m∠BED; Angle Addition Postulate

The coordinate of the fourth vertex is (9,11)

Any of a set of numbers used in specifying the location of a point on a line, on a surface, or in space is called coordinate

For example (6,3) is a coordinate on a plane where 6 represent the value on x axis and 3 represent the value on y axis.

Since the shape is parallelogram;

√ -3-1)² + 8-0)² = √ x-5)² + y-3)²

= √4² +8² = √ x-5)² + y -3)²

therefore, relating the two values;

4 = x-5 and 8 = y -3

x = 4+5 = 9

y = 8+3 = 11

Therefore the coordinate of the fourth vertex = ( 9,11)

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Answer:

h = 12 units

Step-by-step explanation:

The formula for the area of a parallelogram is given by:

A = bh, where

Thus, the base is 6 units.  We can find the height by dividing the area by 6:

A = bh

72 = 6h

72/6 = h

12 = h

Thus, the height of the parallelogram is 12 units.

Answer:

B only

Step-by-step explanation:

Triangles A and C are similar, but not congruent to each other. Similar triangles have proportional sides and congruent angles, while congruent triangles have congruent sides and congruent angles.

Therefore, only B is correct

The question is asking for pairs of congruent triangles but lacks key information needed to accurately answer this, such as lengths or angles. Congruent triangles are identified in geometry based on either side-lengths or angles.

The question is about congruent triangles, which in mathematics means triangles that have the same size and shape. But to accurately answer which pairs show two congruent triangles, we need more information. The options provided include 'A', 'B', and 'C' but without knowing more about these elements (for example their lengths or angles), it is impossible to determine which are congruent. Congruent triangles are identified in geometry based on either side lengths (SSS: Side-Side-Side, SAS: Side-Angle-Side, ASA: Angle-Side-Angle) or angles (AAS: Angle-Angle-Side, HL: Hypotenuse-Leg for right triangles). Without this vital information, we cannot definitively answer the question. Be sure to verify all the properties required to prove two triangles congruent.

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Answer:

Part A: Answer: D.

Part B:

true

false

true

Step-by-step explanation:

Part A:

Use a tree.

Round 1                 Round 2                   Round 3

W                               W                                W

W                               W                                L

W                               L                                 W

W                                L                                 L

L                                 W                               W

L                                 W                               L

L                                 L                                W

L                                 L                                L

All possibilities are:

WWW, WWL, WLW, WLL, LWW, LWL, LLW, LLL

Answer: d.

Part B:

Winning 3 games is WWW.

WWW, WWL, WLW, WLL, LWW, LWL, LLW, LLL

Out of the 8 possible outcomes shown above, only 1 of them is WWW.

p(WWW) = 1/8

Answer: true

Winning exactly 2 games happens when there are exactly 2 W's:

WWW, WWL, WLW, WLL, LWW, LWL, LLW, LLL

p(exactly 2 wins) = 3/8

Answer: false

Wining at least 2 games means winning exactly 2 or exactly 3 times.

WWW, WWL, WLW, WLL, LWW, LWL, LLW, LLL

p(winning at least 2 games) = 4/8 = 1/2

Answer: true

The perimeter of PQRS would depend on the lengths of the tangent segments and the lengths of the intercepted arcs. Without specific measurements, we cannot determine the precise perimeter.

To determine the perimeter of quadrilateral PQRS, we need more information about the lengths of the sides or the relationship between the sides and angles. Without specific measurements or additional details, we cannot calculate the exact perimeter of the quadrilateral.

However, we can provide some general information.Since PQ¯ is tangent to circle R at point Q, it is perpendicular to the radius drawn from the center of the circle to point Q. Similarly, PS¯ is tangent to circle R at point S, so it is perpendicular to the radius drawn to point S.

The quadrilateral PQRS is formed by the tangents PQ¯ and PS¯ along with the two arcs intercepted by these tangents on the circle R.

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Domain: (-∞, ∞) - all real numbers Range: (-∞, 2] - all real numbers less than or equal to 2.

To find the domain and range of the function 2 - |x - 5|, we need to consider the possible values for the input variable (x) and the corresponding output values.

Domain:

The domain of a function represents the set of all possible input values for which the function is defined. In this case, the function 2 - |x - 5| is defined for all real numbers. There are no restrictions or limitations on the values that x can take. Therefore, the domain is (-∞, ∞), which means that the function is defined for all real numbers.

Range:

The range of a function represents the set of all possible output values that the function can produce. To determine the range, we consider the possible values of the function for different input values.

The expression |x - 5| represents the absolute value of the quantity (x - 5). The absolute value function always produces non-negative values. So, |x - 5| will always be non-negative or zero.

When we subtract |x - 5| from 2, we have 2 - |x - 5|. The resulting values will range from 2 to negative infinity (2, -∞).

Therefore, the range of the function 2 - |x - 5| is (-∞, 2].

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Note the complete questions is

Find the domain and range of function 2 - |x - 5| ?

Answer:

A. 6

Step-by-step explanation:

You have 3 molecules of H2SO4, each molecule has two atoms of H and you have 3 molecules, so 3*2=6 atoms of H

The missing value in the table is 64 miles.The correct answer is option C.

To determine the missing value in the table, we can observe the pattern in the given data. Looking at the time values, we can see that they are increasing by a constant interval of 2 hours: 2, 4, 6, 8, 10. The corresponding distances traveled are 16, 32, 48, ?, 80.

By examining the distances, we can see that they are increasing by a constant interval of 16 miles. The first distance is 16 miles when the time is 2 hours, and it increases by 16 miles for every 2-hour increment.

To find the missing value, we need to determine the distance traveled at 8 hours. Since the interval is 16 miles for every 2 hours, the distance traveled at 8 hours can be calculated by multiplying the interval by the number of 2-hour increments from the first data point: 16 miles * (8 hours / 2 hours) = 16 miles * 4 = 64 miles.

Therefore, the missing value in the table is 64 miles, which corresponds to option C.

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The probable question may be:

The table shows how the distance traveled by a dogsled is changing over time.

Time (in hours) :- 2,4,6,8,10.

Distance Traveled (In miles) :- 16,32,48,?,80.

What value is missing from the table?

A. 50.

B. 68.

C. 64.

D. 60.

Answer:

See below

Step-by-step explanation:

To solve for "a", you would first isolate ab on the right-hand side by adding "c" on both sides:

[tex]ab-c=d\\ab-c+c=d+c\\ab=d+c[/tex]

Next, you would divide both sides by "b" to isolate "a":

[tex]ab=d+c\\ab\div b=(d+c)\div b\\a = \frac{d+c}{b}[/tex]

The solution is:

Work/explanation:

To solve the given expression for a, we should isolate it by using basic algebraic operations.

The first step is to add c to each side:

[tex]\sf{ab-c=d}[/tex]

[tex]\sf{ab=d+c}[/tex]

Now, divide each side by b:

[tex]\sf{a=\dfrac{d+c}{b}}[/tex]

I have solved the equation for a.

Answer:

The correct answer is

A.    [tex]pq^4r^4[/tex]

Step-by-step explanation:

Answer:

m = 5

n = 12

Step-by-step explanation:

The parallel sides of a parallelogram are equal.

m +1 = 6 so m = 6 -1 = 5, and n = 12

Answer:

m = 5 , n = 12

Step-by-step explanation:

the opposite sides of a parallelogram are congruent , then

m + 1 = 6 ( subtract 1 from both sides )

m = 5

and

n = 12