find the value of x,y in the given figure with reasons.​

Check the picture below.

now hmmm let's observe, hmmmm 11 has two digits, and low and behold, the 2 is right in the middle, then 1 and 1 on flanking it.

let's check 111 hmmmm has three digits and has a 3 right in the middle as well, and low and behold, is flanked by a regressing count, namely an "outwards" count.

let's check 1111 and 11111, same happens, one has a digit of 4 in the middle and the other 5, and yes, the "outwards" count on each, outwards count towards 1 each time btw.

so, if we were to take that pattern, we can say that eight 1's, namely 11111111 x 11111111, will have an 8 in the middle, and will look like 1234567   8   7654321.

Triangle QRS was translated to form triangle TUV, hence both triangles have the same shape, same size and are congruent.

Transformation is the movement of a point from its initial location to a new location. Types of transformations are reflection, translation, rotation and dilation.

Rigid transformation preserves the shape and size of the figure. Reflection, translation, rotation are rigid transformations.

Triangle QRS was translated to form triangle TUV, hence both triangles have the same shape, same size and are congruent.

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Answer: All of the above

Step-by-step explanation:

I did the test

(a) We want to find a scalar function [tex]f(x,y,z)[/tex] such that [tex]\mathbf F = \nabla f[/tex]. This means

[tex]\dfrac{\partial f}{\partial x} = 2xy + 24[/tex]

[tex]\dfrac{\partial f}{\partial y} = x^2 + 16[/tex]

Looking at the first equation, integrating both sides with respect to [tex]x[/tex] gives

[tex]f(x,y) = x^2y + 24x + g(y)[/tex]

Differentiating both sides of this with respect to [tex]y[/tex] gives

[tex]\dfrac{\partial f}{\partial y} = x^2 + 16 = x^2 + \dfrac{dg}{dy} \implies \dfrac{dg}{dy} = 16 \implies g(y) = 16y + C[/tex]

Then the potential function is

[tex]f(x,y) = \boxed{x^2y + 24x + 16y + C}[/tex]

(b) By the FTCoLI, we have

[tex]\displaystyle \int_{(1,1)}^{(-1,2)} \mathbf F \cdot d\mathbf r = f(-1,2) - f(1,1) = 10-41 = \boxed{-31}[/tex]

[tex]\displaystyle \int_{(-1,2)}^{(0,4)} \mathbf F \cdot d\mathbf r = f(0,4) - f(-1,2) = 64 - 41 = \boxed{23}[/tex]

[tex]\displaystyle \int_{(0,4)}^{(2,3)} \mathbf F \cdot d\mathbf r = f(2,3) - f(0,4) = 108 - 64 = \boxed{44}[/tex]

The statement that demonstrates the correct calculation for simple interest is " A principal balance of $10,000 at 5% interest earns $500 each year as interest.

Simple interest is based on the principal amount of a loan or the first deposit in a savings account.

Simple interest does not compound interest on an interval basis. For instance quarterly, semi annually, annually etc. This are carried out in the case of compound interest.

Compound interest is the addition of interest to the principal sum of a loan or deposit, or in other words, interest on principal plus interest.

Hence base don the explanation above, the statement that demonstrates the correct calculation for simple interest is " A principal balance of $10,000 at 5% interest earns $500 each year as interest.

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The child is 59.4 inches tall, assuming the length from the coach's shoulder to his head cap is approximately 10 inches.

Height refers to the vertical distance between the top and bottom of something.

Height measures the length of some objects or persons vertically to determine whether it is high or low, according to some ascertained criteria.

Baseball coach's height = 70 inches

Coach's shoulder to head = 10.6 inches

Height of the child standing slightly below the coach's shoulder = 59.4 inches (70 - 10.6)

Thus, the child standing slightly below the coach's shoulder is 59.4 inches tall.

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Assume that the height of the coach from his shoulder to the head is 10.6 inches.

Step-by-step explanation:

Let's solve for the first one,

[tex]R.H.S. = Cos²A + cos²A.cot²A[/tex]

Step 1- Take Cos²A common,

[tex] = Cos²A( 1+ cot²A)[/tex]

[tex] \small \sf \: Now \: we \: know \: that \\ \small (1 + Cot^{2} \theta = Cosec^{2} \theta)[/tex]

Step 2 - Substituting above value in step 1,

[tex] = Cos^{2} A(Cosec^2A)[/tex]

[tex] \small \sf \: We \: know \: that \: Cosec \theta= \frac{1}{Sin \theta} [/tex]

Step 3 - Substitute Cosec²A with 1/Sin²A

[tex] = \frac{Cos^2A}{Sin^2A} [/tex]

[tex] \small \sf \: Now \: the \: basic \: trigonometric \: function \: is \\ \small \frac{Cos\theta}{Sin \theta} = Cot\theta[/tex]

Step 4 - Replacing the product of step 3 with above function,

[tex] = {Cot}^{2} A[/tex]

Hence proved,

[tex]R.H.S = L.H.S[/tex]

﹌﹌﹌﹌﹌﹌﹌﹌﹌﹌﹌﹌﹌﹌﹌﹌﹌

Now let's prove the second relation,

[tex](1-sin²A)(1+cot²A)=cot²A[/tex]

Let's solve for R.H.S.,

[tex]R.H.S.= (1-sin^{2} A)(1+cot^{2} A)[/tex]

As I told above,

[tex]\small(1+cot^{2} \theta) = cosec^{2} \theta[/tex]

Another important relation is,

[tex] \small sin^2\theta + cos^2\theta= 1 \: or \: \\ \small cos^2\theta = 1 - sin^2\theta[/tex]

Replacing both the above brackets with this relation we get,

[tex] = Cos^2A \cdot Cosec^2A [/tex]

Now follow the step 3 and step 4 of first question and you will get,

[tex]R.H.S. = L.H.S.[/tex]

﹌﹌﹌﹌﹌﹌﹌﹌﹌﹌﹌﹌﹌﹌﹌﹌﹌

Some important trigonometric relations that you must learn,

[tex]Sin^2\theta + Cos^2\theta = 1 \\ 1 + Cot^2\theta = Cosec^2\theta \\ 1+Tan^2\theta = Sec^2\theta[/tex]

[tex] \small\sf \: Thanks \: for \: joining \: brainly \: community! [/tex]

Kayla made two errors which are as follows :-

How to Graph a Linear Inequality

First, graph the "equals" line, then shade in the correct area.

There are three steps:

Rearrange the equation so "y" is on the left and everything else on the right. Plot the "y=" line (make it a solid line for y≤ or y≥, and a dashed line for y< or y>)Shade above the line for a "greater than" (y> or y≥)

       or below the line for a "less than" (y< or y≤).

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The statements with their correct matches in relation to 0 are:

When a building is 37 feet tall, it means that if 0 feet was the ground level, the building would be 37 higher than 0. This is the same for the basement which will be -13.7 in relation to a ground level of 0.

Erica jumping 2.5 feet above the ground is 2.5 in relation to 0feet and the scuba driver is -37 by the same relation to 0 feet.

Oliver owes his sister $25 which means that in relation to a state of no debt or $0, Oliver is -25 deep in debt.

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[tex] \qquad \qquad \bf \huge\star \: \: \large{ \underline{Answer} } \huge \: \: \star[/tex]

The side opposite to the largest angle is the longest side of a triangle.

[tex] \qquad \large \sf {Conclusion} : [/tex]

hence, we can conclude that longest side is e

( since it's opposite angle is the largest, i.e 86° )

The explicit rule for this sequence is [tex]a_{n} =7-3n[/tex].

The explicit rule for this sequence:

The obvious rule for an arithmetic sequence is given as follows:

[tex]a_{n}=a_{1} +(n-1)d[/tex]

The first term = [tex]a_{1}[/tex].

The number of terms = n.

The common difference for two consecutive terms = d.

A recursive rule for an arithmetic sequence: [tex]a_{1} =4[/tex].

[tex]a_{n} =a_{n-1}-3[/tex]

The arithmetic sequence is given by:

[tex]a_{n} =a_{n-1}+d[/tex]

We get: d = -3

Substitute the given values:

[tex]a_{n} =4+(n-1)(-3)[/tex]

[tex]a_{n} =4-3n+3[/tex]

=7-3n

The explicit rule for this sequence is [tex]a_{n} =7-3n[/tex].

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The explicit rule for the given arithmetic sequence is [tex]a_n=7-3n[/tex].

Given the recursive formula for an arithmetic sequence: [tex]a_1=4, a_n=a_{n-1}-3[/tex].

Thus, the first term of the arithmetic sequence is [tex]a=a_1=4[/tex]. using the recursive formula, we can get the 2nd term by putting [tex]n=2[/tex], [tex]a_2=a_1-3=4-3=1[/tex].

So, the common difference of the given arithmetic sequence is [tex]d=a_2-a_1=1-4=-3[/tex].

Thus, the nth term of the arithmetic sequence is given by [tex]a_n=a+(n-1)d\\\Longrightarrow a_n=4+(n-1)\times(-3)\\\Longrightarrow a_n=7-3n[/tex]

Therefore, the explicit rule for the given arithmetic sequence is [tex]a_n=7-3n[/tex].

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The lists of the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9 that are possible is; 256

We are told that the last digit has to be either a one (1) or nine (9), then are two (2) options (>,<) for the remaining eight digits, so there are 2⁸ = 256 arraignments where each digit is either greater than or less than the preceding digits. This can be confirmed as below;

Numbers beginning with 1 = 8C0 = 1

Numbers beginning with 2 = 8C1 = 8

Numbers beginning with 3 = 8C2 = 28

Numbers beginning with 4 = 8C3 = 56

Numbers beginning with 5 = 8C4 = 70

Numbers beginning with 6 = 8C5 = 56

Numbers beginning with 7 = 8C6 = 28

Numbers beginning with 8 = 8C7 = 8

Numbers beginning with 9 = 8C8 = 1

Total lists of numbers possible = 1 + 8 + 28 + 56 + 70 + 56 + 28 + 8 + 1 = 256

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[tex] \qquad \qquad \bf \huge\star \: \: \large{ \underline{Answer} } \huge \: \: \star[/tex]

[tex]\textsf{ \underline{\underline{Steps to solve the problem} }:}[/tex]

[tex] \qquad❖ \: \sf \: - 2( {b}^{2} - 5c)[/tex]

( put the values )

[tex] \qquad❖ \: \sf \: - 2 \{( - 3) {}^{2} - 5( - 1) \}[/tex]

[tex] \qquad❖ \: \sf \: - 2(9 - (- 5))[/tex]

[tex] \qquad❖ \: \sf \: - 2(9 + 5)[/tex]

[tex] \qquad❖ \: \sf \: - 2 \times 14[/tex]

[tex] \qquad❖ \: \sf \: - 28[/tex]

[tex] \qquad \large \sf {Conclusion} : [/tex]

Answer:

400 km

Step-by-step explanation:

Distance = rate times time

Distance = 80(5)

Distance = 400

Answer:

the answer will be 6 centimeter

The line segment that has the same measure as TQ is TR

The figure that completes the question is added as an attachment

From the figure, we have the following properties:

The above implies that the line segment that has the same measure as TQ is TR

Hence,  the line segment that has the same measure as TQ is TR

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Answer:

It's TR

Step-by-step explanation:

did it on edgenuidy

Answer:

x = 4

Step-by-step explanation:

You can solve for "x" by rearranging the equation and getting the "x" by itself on one side. Remember, whatever you do to one side of the equation, you must do to the other side.

-6 + x = -2                         <----- Original equation
+6         +6                        <----- Add 6 to both sides to isolate "x"

0 + x = 4                           <----- After the addition

x = 4                                 <----- Rewrite

Answer:

None of the above (x = 4) [tex] \sf {} [/tex]

Step-by-step explanation:

Now we have to,

→ find the required value of x.

The equation is,

→ -6 + x = -2

Then the value of x will be,

→ -6 + x = -2

→ x = -2 + 6

→ [ x = 4 ]

Hence, the value of x is 4.

Answer:

5

Step-by-step explanation:

46/9.2 = 5

The types of study that we have hereare the

2. The question here would be

3. The answer that would be answered here would be

4. The question would be

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Answer:

8.64 hours, so

8 hours, 38 mins, 24 seconds

Just find that 27% you have left, then find how much that 27% is in terms of time.

It might be wrong so double check it please.

Answer:

8.64 hours

which is 8hrs 38mins and 24secs

Step-by-step explanation:

If you've completed 73% then you have 27% left to go still. (100-73 = 27)

27% of 32

= .27×32

= 8.64 hours left

That is 8hrs and .64 of an hour .64×60=38.4 mins

which is 38 mins and .4 of a minute.

.4×60 = 24secs

Probably you will just round this answer.

The reason why we used plus or minus when taking the square root is because; The square root of terms separated by addition and subtraction cannot be calculated individually.

The general formula for a quadratic equation is;

ax² + bx + c = 0

Now, the steps to derive quadratic formula to find the roots of this equation are as follows;

Step 1; Divide both sides of the equation by a to get;

x² + (b/a)x + c/a = 0

Step 2; Transpose the quantity c/a to the right side of the equation to get; x² + (b/a)x =  -c/a

Step 3; Complete the square by adding b²/4a² to both sides of the equation to get; x² + (b/a)x + b²/4a² =  -c/a + b²/4a²

Step 4; Factor the left side and combine the right side to get;

(x + (b/2a))² = (b² - 4ac)/(4a²)

Step 5:  Extract the square-root of both sides of the equation to get;

x + (b/2a) = ±(√(b² - 4ac))/2a

The reason why we used plus or minus when taking the square root is because The square root of terms separated by addition and subtraction cannot be calculated individually.

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Answer:

gradient = [tex]\frac{5}{3}[/tex]

Step-by-step explanation:

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope/gradient and c the y- intercept )

given

3y = 5x - 6 ( divide through by 3 )

y = [tex]\frac{5}{3}[/tex] x - 2 ← in slope- intercept form

with gradient = [tex]\frac{5}{3}[/tex]

The sample proportion [tex]$\hat{p}=0.22+0.033=0.253$[/tex].

We know that the confidence interval for sample proportion exists estimated as;

90% confidence interval = Sample proportion  Margin of Error

Here, let [tex]$\hat{p}[/tex] = sample proportion

Level of significance = 1 - 0.90 = 0.[tex]$(0.22,0.28)=\hat{p} \pm 1.645 \times \sqrt{\frac{\hat{p}(1-\hat{p})}{n}}$[/tex]10 or 10% Critical value of z at 5% (two-sided) level of significance exists 1.645.

So, 90% confidence interval [tex]$=\hat{p} \pm 1.645 \times \sqrt{\frac{\hat{p}(1-\hat{p})}{n}}$[/tex]

[tex]$0.22=\hat{p}-1.645 \times \sqrt{\frac{\hat{p}(1-\hat{p})}{n}} \ldots(1)$[/tex]

[tex]$0.28=\hat{p}+1.645 \times \sqrt{\frac{\hat{p}(1-\hat{p})}{n}} \ldots (2)[/tex]

From (1) and (2) , we get;

[tex]$&0.22+1.645 \times \sqrt{\frac{\hat{p}(1-\hat{p})}{n}}=0.28-1.645 \times \sqrt{\frac{\hat{p}(1-\hat{p})}{n}} \\[/tex]

Simplifying the equation, we get

[tex]$&1.645 \times \sqrt{\frac{\hat{p}(1-\hat{p})}{n}}+1.645 \times \sqrt{\frac{\hat{p}(1-\hat{p})}{n}}=0.28-0.22 \\[/tex]

[tex]$&2 \times 1.645 \times \sqrt{\frac{\hat{p}(1-\hat{p})}{n}}=0.06 \\[/tex]

[tex]$&\sqrt{\frac{\hat{p}(1-\hat{p})}{n}}=\frac{0.06}{2 \times 1.645} \\[/tex]

[tex]$&\sqrt{\frac{\hat{p}(1-\hat{p})}{n}}=0.02[/tex]

Now, squaring both sides, we get;

[tex]$\frac{\hat{p}(1-\hat{p})}{n}=0.0004 \\[/tex]

[tex]$n=\frac{\hat{p}(1-\hat{p})}{0.0004}[/tex]

Now, putting value of n in (1), we get;

[tex]$0.22=\hat{p}-1.645 \times \sqrt{\frac{\hat{p}(1-\hat{p})}{n}}$[/tex]

[tex]$0.22=\hat{p}-1.645 \times \sqrt{\frac{\hat{p}(1-\hat{p})}{\hat{p}(1-\hat{p})} \times 0.0004}$[/tex]

Simplifying the equation, we get

[tex]$0.22=\hat{p}-1.645 \times \sqrt{0.0004}$[/tex]

[tex]$0.22=\hat{p}-(1.645 \times 0.02)$[/tex]

[tex]$0.22=\hat{p}-0.033$[/tex]

[tex]$\hat{p}=0.22+0.033=0.253$[/tex].

The sample proportion [tex]$\hat{p}=0.22+0.033=0.253$[/tex].

Therefore, the correct answer is option D. 0.25.

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Did not understand "full working pliz".

Answer:

86.9 km/h

Step-by-step explanation:

54 mph = 86.9046

Full number: 86.9046 km/h

According to the data, it can be inferred that Lin is faster than Andre because she is going at 0.3 km/min speed while he is going at 0.25 km/min speed.

To calculate who goes faster we must divide the time into the distance traveled by each character as shown below:

According to the above, the point K of each would be equal to the distance that each of them travels in one minute. As shown in the graph, after 5min (Lin) and 8min (Andre), each one reaches their respective destination located 1.5km and 2km away, respectively, taking the point (0,0) as the starting point.

The graph is attached.

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Answer:

x² + 6x + 9

Step-by-step explanation:

(x + 3)²

= (x + 3)(x + 3)

each term in the second factor is multiplied by each term in the first factor , that is

x(x + 3) + 3(x + 3) ← distribute parenthesis

= x² + 3x + 3x + 9 ← collect like terms

= x² + 6x + 9 ← in standard form

Given the measure of angle B, side b and side, the measure of angle C to the nearest whole number is 43 degrees.

From the Rule of Sine;

sinA/a = sinB/b = sinC/c

Where A,B and C are the angles of the triangle and a, b and c are the corresponding opposing sides.

Given that;

Using the rule of sine.

sinB/b = sinC/c

We substitute the given values into the equation

sin( 18° )/9 = sinC/20

We solve for C.

sin( 18° ) × 20 = sinC × 9

0.309016994 × 20 = sinC × 9

6.18033988 = sinC × 9

Divide both sides by 9

6.18033988/9 = (sinC × 9)/9

sinC = 0.686704431

C = sin⁻¹( 0.686704431 )

C = 43.3697°

C = 43°

Given the measure of angle B, side b and side, the measure of angle C to the nearest whole number is 43 degrees.

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