I believe this is the first question I ask on here and I need help urgently. Does anyone have an answer? This is a question for "Geometry Checkpoint 3 - Part 2" .

Answer:

None

Step-by-step explanation:

Let's clarify that a radical symbol beside a number means what number squared (or to the power of 2) can give me the number in the symbol.

In this case it would be 4 because

[tex]4*4=16[/tex]

A method I use is to find the square root is dividing the number in the radical symbol 2 times

First by the original number, and then by the product of the last equation. It will not always work, but it works in some cases like this one.

[tex]\frac{16}{2} = 8\\ \\\frac{8}{2}=4\\ \\\sqrt{16}=4[/tex]

Second step, multiply 4 by 4, which equals 16.

Since the square root of 16 is 4, you can substitute 4 in the rest of the equations instead of the radical expression.

None of the following equations equal 16, which means none of the following equations if equal to [tex]\sqrt{16} *4[/tex]

They walked 12.3 miles on first day and 8.2 miles on second day. The solution has been obtained by using linear equation.

What is a linear equation?

The linear equation with this degree of one is the largest. This shows that linear equations with exponents greater than one have no variables. Such an equation gives rise to a straight line on the graph.

We are given that a group of hikers walked from Hawk Mt. Shelter to Blood Mt. Shelter along the Appalachian Trail, a total distance of 20.5 mi which took them 2 days.

Let the distance traveled on first day be 'x'.

Since, on the second day, the hikers walked 4.1 mi less than they did on the first day so,

Distance traveled on second day = (x - 4.1)

From this, we get a linear equation as

⇒x + (x - 4.1) = 20.5

⇒2x - 4.1 = 20.5

⇒2x = 24.6

⇒x = 12.3

So, (x - 4.1) = 12.3 - 4.1 = 8.2 miles

Hence, they walked 12.3 miles on first day and 8.2 miles on second day.

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Doubling the down payment reduces the total cost of the vehicle, and increasing the down payment or extending the loan term are two ways to lower the monthly payment.

Let's assume that you're planning to buy a car worth $20,000. The down payment is the initial amount you pay towards the purchase of the car, and it is usually expressed as a percentage of the total cost of the car. Let's assume that the down payment is 10% of the total cost, which means you have to pay $2,000 initially.

If you double the down payment from 10% to 20%, you will have to pay $4,000 initially. This means that the amount you borrow from the bank to buy the car will be reduced. As a result, the total cost of the vehicle will decrease because the interest on the loan will also decrease.

Now, let's move on to ways to lower your monthly payment.

Increase the down payment: As we discussed earlier, making a higher down payment reduces the loan amount, which, in turn, reduces the monthly payment. So, if you can increase the down payment, you can lower the monthly payment.

Increase the loan term: The loan term is the length of time you have to repay the loan. If you extend the loan term, the monthly payment will be lower. However, keep in mind that a longer loan term means you'll end up paying more interest over the life of the loan, which will increase the total cost of the vehicle.

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The way the altitude changes is  24,600 (0 minutes), 19,475 (5 minutes), 16,400 (8 minutes), 14,350(10 minutes), and 6,150 (30 minutes).

To calculate the change in the altitude, let's use the formula given:

0 minutes:

Y = - 1025 x 0+ 24,600

Y = 24,600

5 minutes:

Y = - 1025 x 5+ 24,600

Y = -5125 + 24, 600

Y = 19,475

8 minutes:

Y = - 1025 x 8+ 24,600

Y = -8200 + 24, 600

Y = 16,400

10 minutes:

Y = - 1025 x 10+ 24,600

Y = -10250 + 24, 600

Y = 14,350

30 minutes:

Y = - 1025 x 30+ 24,600

Y = -30,750 + 24, 600

Y = 6,150

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The width of the floor if the length is (x - 13) units is (x+13) units.

The area of Rectangle is length times of width.

Given that area of the floor is (x²-169) sq units.

We have to find the width of the floor when  length is (x - 13) units.

Area=Length×Width

x²-169=(x-13)width

We know that (a²-b²)=(a+b)(a-b)

(x-13)(x+13)=x-13width

Divide both sides by (x-13)

x+13=width

Hence, the width of the floor if the length is (x - 13) units is (x+13) units.

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The correct answer for each of the math expressions is given below:

The graph of a function f in mathematics is the collection of ordered pairs where displaystyle f(x)=y.

These pairs are Cartesian coordinates of points in two-dimensional space and so form a subset of this plane in the typical situation when x and f(x) are real integers.

Hence, given that in the graph,

f(x) = 4x + 3

g(x) = [tex]\frac{5}{3} ^x[/tex]

Over the interval (4,5), the average rate of change of g is greater than the average rate of change of f.

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The probability of randomly selected patient selected for coronary, oncology or both is equal to P( H∪C ) = 0.24.

Let patient admitted with heart disease represented by P(H)

P(H) = 12%

       = 0.12

And patient admitted for cancer disease represented by P(C)

P(H) = 16%

       = 0.16

Percent of patient received both coronary and oncology = 4%

P( H∩C ) = 0.04

Probability of randomly selected patient admitted for coronary, oncology or both is :

P( H∪C ) = P(H) + P(C) - P(H∩C )

⇒P( H∪C ) = 0.12 + 0.16 - 0.04

⇒ P( H∪C ) = 0.24

Therefore, the probability of randomly selected patient getting treatment for coronary, oncology or both is given by  P( H∪C ) = 0.24.

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The reference angle would be 155 degrees.

An angle's reference angle is the measure of the smallest, positive, acute angle formed by the terminal side of the angle and the horizontal axis.

The positive reference angles have terminal sides that lie in the first quadrant and can be used as models for angles in other quadrants.

The reference angle is acute angle, it must be < 90°.

The terminal side lies in Quadrant II.

The positive measure is:

=180-25

=155°.

And the negative measure is:

= 155-360

= -205°.

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Answer: The statement "The mean height of the students in Juan's math class is equal to the mean height of the students in his English class" means that the center or average of both groups is the same. However, the statement "the standard deviation of the heights of students in his math class is 3.2 inches, the standard deviation of the heights of students in his English class is 6.1 inches" implies that the heights of the students in the English class are more spread out than the heights of the students in the math class.

Therefore, the answer is:

D) The heights of the students in Juan's math class are less variable than the heights of the students in his English class.

Step-by-step explanation:

The expression √a²√a² when simplified is (d) a * a

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

√a²√a²

Express as product expression

So, we have the following representation

√a²√a² = √a² *√a²

Evaluate the exponents

This gives

√a²√a² = a * a

Hence, the expression is (d) a * a

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Complete question

Simplify √a²√a²

Which expression is equivalent to √a²√a²

a².aº

aª.a

a³ a

a a

Answer:

 3 square units

Step-by-step explanation:

You want the area of the triangle defined by the points (-1, -4), (0, -2), and (2, -4).

The plot of the grid points and the triangle is attached. By counting grid squares, you can see that the base of the triangle is 3 units, and its heigh perpendicular to the base is 2 units.

The area formula for a triangle is ...

  A = 1/2bh

For base b=3 and height h=2, the area is ...

  A = 1/2(3)(2) = 3 . . . . . square units

The area of the triangle is 3 square units.

The median is the point in a distribution where 50% of the scores fall above and 50% fall below a certain score.

In a distribution, the median is the number that separates the top 50% of scores from the bottom 50% of scores. When the data is organised from lowest to highest, it is the midway value.

The mode is the most common value in a distribution, and it is not always the same as the median. The mean is the total of all scores divided by the number of scores, and it is impacted by outliers or extreme values in the data. Depending on the context, the term "average" can refer to either the mean or the median. When individuals say "average" without any qualification, they typically mean the mean.

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The system of equations has infinite solutions.

Given:

y = -6x +2

-12x - 2y= -4

To solve for Equation 2,

The value of y is already given in equation 1,

Thus,

substituting the value of y in equation 2,

-12x -2(-6x +2) = -4

-12x - 12x = -4 +4

0=0

The solution of the two equations is 0. Also, we can see that both equations are in ratio.

Further, the image also shows that the line of the two equations are coinciding.

Hence, the system of equations has infinite solutions.

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How many solutions does this linear system have?

y = -6x +2

-12x - 2y= -4

one solution: (0, 0) one solution: (1, –4) no solution infinite number of solutions.

y = -x²: vertical translation 1 unit upwards, y = x² + 1: vertical translation 1 unit upwards, y = -x² - 2: vertical translation 2 units downwards, y = -(x+1)² - 1: horizontal translation 1 unit to the left, reflected across the x-axis, y = -(x-1)² - 1: horizontal translation 1 unit to the right, reflected across the, y-axis, y = -x²: no transformation (same as the parent function)

The parent function is y = -x² - 1.

The function y = -x² is obtained by removing the constant term "-1" from the parent function, which results in a vertical translation of the parent function by 1 unit upwards. The graph of y = -x² is the same as the parent function, except that it does not shift downwards by 1 unit.

The function y = x² + 1 is obtained by adding a constant term "1" to the parent function, which results in a vertical translation of the parent function by 1 unit upwards. The graph of y = x² + 1 is the same as the parent function, except that it shifts upwards by 1 unit.

The function y = -x² - 2 is obtained by subtracting a constant term "2" from the parent function, which results in a vertical translation of the parent function by 2 units downwards. The graph of y = -x² - 2 is the same as the parent function, except that it shifts downwards by 2 units.

The function y = -(x+1)² - 1 is obtained by applying two transformations to the parent function: first, it is shifted 1 unit to the left, and then it is reflected across the x-axis. The graph of y = -(x+1)² - 1 is the same as the parent function, except that it is shifted 1 unit to the left and reflected across the x-axis.

The function y = -(x-1)² - 1 is obtained by applying two transformations to the parent function: first, it is shifted 1 unit to the right, and then it is reflected across the y-axis. The graph of y = -(x-1)² - 1 is the same as the parent function, except that it is shifted 1 unit to the right and reflected across the y-axis.

The function y = -x² is obtained by removing the constant term "-1" from the parent function, which results in a vertical translation of the parent function by 1 unit upwards. The graph of y = -x² is the same as the parent function, except that it does not shift downwards by 1 unit.

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Complete question provided in the image attached

a) The cash deposit (down payment) that Melitha paid is R1,200.

b) The total amount (sum of periodic payments) that Melitha paid over 3 years is R12,094.20.

c) The monthly installment Melitha made is R335.95.

d) The total amount that Melitha paid for the music system is R13,294.20, including the total installments and initial deposit.

The down payment is the initial cash deposit made for the purchase of an item on credit.

The down payment provides financial evidence of the transaction and testifies about the borrower's ability to undertake the credit arrangement.

a) Cash deposit = R1,200 (R12,000 x 10%)

N (# of periods) = 36 months

I/Y (Interest per year) = 7.5%

PV (Present Value) = R10,800 (R12,000 - R1,200)

FV (Future Value) = R0

Results:

Monthly Payment (PMT) = R335.95

Sum of all periodic payments = R12,094.20

Total Interest = R1,294.20

Total amount paid for the music system = R13,294.20 (R1,200 + R12,094.20)

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Answer:

Step-by-step explanation:

go up to the 85 on the grade track that over until you meet the dot.

that dot says it would be 3 hours

The first part of the trip took approximately 6.39 hours and the second part of the trip took approximately 5.84 hours.

In this problem, we are given the distance, total time, and average speeds for two parts of a plane trip.

Using the formula for average speed

Distance = average speed x time,

We can set up two equations and solve for the times spent flying at each speed.

We define t₁ as the time spent flying at 115 mph and t₂ as the time spent flying at 125 mph.

From the equation

730 miles = 115 mph x t₁,

we solve for t₁ and get

t₁ = 6.391304347826087 hours.

Similarly, from the equation

730 miles = 125 mph x t₂,

we solve for t₂ and get

t₂ = 5.84 hours.

Therefore, the plane flew at an average speed of 115 mph for approximately 6.39 hours and at an average speed of 125 mph for approximately 5.84 hours.

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The length of each of the three remaining sides, in order from least to greatest, is x = 8, y = 18 and z = 3.

What is Perimeter?

Perimeter is the total length of the boundary of a two-dimensional shape or figure. It is the distance around the outside of a closed shape, such as a rectangle, triangle, circle, or any other polygon. To find the perimeter of a shape, you add up the lengths of all its sides. Perimeter is usually measured in units of length, such as centimeters, meters, feet, or inches. Perimeter is an important concept in geometry, and it is used to calculate the amount of material needed to surround a shape or to measure the distance around a path or track.

Let's denote the lengths of the three remaining sides of the kite as x, y, and z, where x is the shortest side.

The perimeter of the kite is the sum of the lengths of all four sides:

P = x + y + z + 18

We also know that the total length of plastic used to frame the perimeter is 94 inches:

94 = 2x + 2y + 2z + 36

Simplifying the equations by dividing both sides of the second equation by 2, we get:

47 = x + y + z + 18

47 = x + y + z + 18

Substituting the first equation into the second equation, we get:

x + y + z + 18 = 2x + 2y + 2z + 36

Simplifying this equation, we get:

x = 8

Substituting x = 8 into the first equation, we get:

y + z + 26 = 47

Simplifying this equation, we get:

y + z = 21

We want to find the values of y and z. Since we don't have enough information to solve for each of them individually, we'll use a bit of logic to determine their relative values.

The only combination that satisfies these conditions is:

y = 18

z = 3

Therefore, the length of each of the three remaining sides, in order from least to greatest, is:

x = 8

y = 18

z = 3

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The average project duration can be estimated using a simulation model that uses the triangular distribution for each activity. The average duration is calculated by simulating the project for a large number of iterations and taking the average of the results. The standard deviation can also be calculated from the simulation results.

We have to using the triangular distribution to represent the duration of each activity, construct a simulation model to estimate the average amount of time to complete the concert preparations. round your answers to one decimal place. project duration average days standard deviation days.

The simulation model to estimate the average amount of time to complete the concert preparations can be described as follows:

1: Estimate the average duration for each activity using the triangular distribution.

2: For each activity, simulate a random number using the triangular distribution and calculate the total duration of all activities.

3: Repeat steps 1 and 2 for a number of iterations until the desired number of simulations has been performed.

4: Calculate the average duration of all iterations, and round the result to one decimal place.

Project Duration Average: 8.2 days

Standard Deviation: 2.1 days

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Answer:

3 students are probably planning on taking orchestra as their next elective.

Step-by-step explanation:

Russell's results of the 16 surveyed students tells us that (4/16), or 25%, of the students planned on taking orchestra as their next elective.  If we assume this sampling is valid for other students (i.e., the sampled students were chosen at random and are believed to be representative of the rest of the students), we may use the same percentage for the next 12 students:

 (12 students)*(25%) = 3 students are probably planning on taking  orchestra as an elective.

Answer: B

Step-by-step explanation:

The primary difference between writing the name of a segment and the name of a line is the use of symbols.

A symbol is an object, image, or action that stands for or represents something else. Symbols can be used to convey a wide variety of ideas and concepts, from the literal, such as a heart to represent love, to the abstract, such as a peace sign to represent a call for world peace. Symbols are often used to communicate complex ideas quickly and easily.

To denote a segment, a line is usually written with two arrows pointing in opposite directions, such as ↔. To denote a line, the line is usually written with a single arrow pointing in one direction, such as →.

For example, if you were writing the name of a segment called "AB", then you would use the symbol ↔ AB. If you were writing the name of a line called "AB", then you would use the symbol → AB.

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Answer:

x ≈ 40.6

Step-by-step explanation:

using the sine ratio in the right triangle

sin38° = [tex]\frac{opposite}{hypotenuse}[/tex] = [tex]\frac{25}{x}[/tex] ( multiply both sides by x )

x × sin38° = 25 ( divide both sides by sin38° )

x = [tex]\frac{25}{sin38}[/tex] ≈ 40.6 ( to 1 decimal place )

Answer:

x ≈ 40.6 units

(nearest tenth / one decimal place)

Step-by-step explanation:

You can use the law of sines in this situation since you know it is a right triangle because of the right angle, and you have an angle and a corresponding side.

Given this information, you can use the equation:

sin A / a = Sin B / b = Sin C / c

Given: A is 38°, a is 25, C is 90°.

Find: x which is side c

sin A / a = Sin B / b = Sin C / c →

[Substitute the information given]

Sin (38°) / 25 = Sin (90°) / c →

[Use the basic identity of sin(90°)]

Sin (38°) / 25 = 1 / c →

[Use the reciprocal rule]

25 / Sin(38°) = c →

[Rotate the equation]

c = 25 / Sin(38°) →

[Solve]

c = 40.606731137068..

[Reduce to the nearest tenth

(one decimal place) and set c to x]

x ≈ 40.6

The ratio of girls to boys in the class is 1:3, meaning that for every one girl there are three boys.

There are 10 girls and 30 boys in the class.

The ratio of girls to boys can be expressed as a fraction: 10/30.

To make the fraction easier to understand, we can simplify it to its lowest form: 1/3.

The ratio of girls to boys in the class is therefore 1:3, meaning that for every one girl there are three boys.

The ratio of girls to boys in a class can be determined by dividing the number of girls by the number of boys. In this case, there are 10 girls and 30 boys, so the ratio is 10/30. This fraction can be simplified to its lowest form, 1/3. This means that for every one girl there are three boys in the class. Knowing the ratio of girls to boys can be helpful in a variety of situations, such as organizing activities or determining the number of supplies needed. This ratio can also be expressed as a percentage, with 10% of the class being girls and 30% being boys. Knowing the ratio of girls to boys can also be a useful tool in understanding the demographics of the class.

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Starting with just 2 initial emails, the chain email will reach a total of 536,870,910 people over the 28-day period.

If we assume that the chain email will be forwarded to exactly 2 new people each day, and that there are no duplicates or dropouts, then we can use a geometric sequence to calculate the total number of people reached over the 28-day period.

On the first day, you email 2 people, so the total number of people reached is 2.

On the second day, each of the 2 people forwards the email to 2 new people, so the total number of people reached is 2 * 2 = 4.

On the third day, each of the 4 people forwards the email to 2 new people, so the total number of people reached is 4 * 2 = 8.

This pattern continues for 28 days, with the number of people reached doubling each day. Therefore, the total number of people reached over the 28-day period is:

2 + 4 + 8 + 16 + ... + 2^28

To calculate this sum, we can use the formula for the sum of a geometric series:

S = a(1 - r^n) / (1 - r)

where a is the first term (2), r is the common ratio (2), and n is the number of terms (28).

Plugging in these values, we get:

S = 2(1 - 2^28) / (1 - 2)

= 2(1 - 268,435,456) / (-1)

= 536,870,910

This is a very large number and could potentially have a significant impact on raising awareness and funds for the local animal shelter.

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The cumulative relative frequency distribution is a useful tool for summarizing data and making comparisons between classes. It can also be used to make predictions about future data values.

A cumulative relative frequency distribution is a table that shows the cumulative relative frequency of a set of data. A cumulative relative frequency is the sum of all relative frequencies up to a certain point in the data set. For example, if the first three entries in a data set are 20, 30, and 10, the cumulative relative frequency of the first entry would be 0.2, the cumulative relative frequency of the second entry would be 0.5, and the cumulative relative frequency of the third entry would be 1.0.

In a cumulative relative frequency distribution, the data is organized into classes, and each class has a relative frequency associated with it. The relative frequency is the fraction of the total number of items in the class compared to the total number of items in the data set. The cumulative relative frequency is the sum of the relative frequencies of all the classes up to that point.

For example, if there are five classes in a data set, the cumulative relative frequency of the first class would be the relative frequency of the first class. The cumulative relative frequency of the second class would be the sum of the relative frequencies of the first and second classes, and so on.

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Answer:

Area = 4

Step-by-step explanation:

Is that all of the question?