Mr. Mole's burrow lies 5 meters below the ground. He started digging his way deeper into the ground,
descending 3 meters each minute.
Graph the relationship between Mr. Mole's elevation relative to the ground (in meters) and time (in
minutes)
Elevation (meters)

P(8) = [tex]\frac{12}{50}[/tex] = [tex]\frac{24}{100}[/tex] = 24%

Answer:

No, the distance from (0, 0) to (2, √6) is not 3 units.

Step-by-step explanation:

In the figure attached, the problem is shown clearly.

Distance formula:

√[(x2 - x1)² + (y2 - y1)²]

Distance between (0, 0) and (3, 0)

√[(3 - 0)² + (0 - 0)²] = 3

Then, a point lies on the circle shown if the distance between it and center is 3.

Distance between (0, 0) and (2, √6)

√[(2 - 0)² + (√6 - 0)²] = √[4 + 6] = √10 ≠ 3

Answer:

The vertices are 4 units to the left and right of the center.

The foci are units to the left and right of the center on the major axis.  

The directrices are vertical lines.

Step-by-step explanation:

The statements 2, 3 and 4 are correct. The ellipse graph shows that the foci are units to the left and vertices are 4 units to the left. The center os the ellipse is not at the origin (0,0) so the statement 1 is not correct. Ellipse is an oval shape with 2 other points known as foci. The foci of the ellipse are at left and right axis marked from the center.

Answer:

3 4 5

Step-by-step explanation:

Answer:

67/1 or about 67% of a book per month

Step-by-step explanation:

Volume is usually h*b*w. It depends on the shape you are using. Do you have a specific example you need help with?

Answer:

Step-by-step explanation:

ur mom

Answer:

4

Step-by-step explanation:

[tex]y=mx+b[/tex]

[tex]m=slope[/tex]

[tex]b=y-intercept[/tex]

[tex]y=4x+3[/tex]

4 is your slope.

Answer: 4

Step-by-step explanation:

Answer:

[tex]\frac{1}{2}[/tex] ( cos40° + isin40°)

Step-by-step explanation:

To divide

[tex]\frac{r_{1(cosx_{1}+isinx_{1}) } }{r_{2}(cosx_{2}+isinx_{2}) }[/tex]

= [tex]\frac{r_{1} }{r_{2} }[/tex] [ cos(x₁ - x₂) + isin(x₁ - x₂)

Given

[tex]\frac{2(cos90+isin90}{4(cos50+isin50)}[/tex]

= [tex]\frac{2}{4}[/tex] ( cos(90 - 50)° + isin(90 - 50)°

= [tex]\frac{1}{2}[/tex] ( cos40° + isin40° )

Answer:

isn't it A

Step-by-step explanation:

Answer:

B) Obtuse

Step-by-step explanation:

Answer:

D) Scalene

Step-by-step explanation:

Answer:

80 units.

Step-by-step explanation:

If it is a rectangular prism, then it is 5×2×8, which is 10, from the 5×2 and 8. 10×8 is 80. So the final answer is 80 units cubed. Hope this helps! If you are still confused, please comment so I can help you!

Rectangular Prism: 80 units^3

V = lwh = 5(2)(8) = 80 units^3

Triangular Prism: 40 units^3

V = [tex]\frac{bhl}{2}[/tex] = [tex]\frac{5(2)(8)}{2}[/tex] = [tex]\frac{80}{2}[/tex] = 40 units^3

Answer:

Step-by-step explanation:

The regular price, r of the ingredients before the discount is $40.

Percentage is defined as the parts of a number per fraction of 100. We have to divide a number with it's whole and then multiply with 100 to calculate the percentage of any number. So the percentage actually means a part per 100.

Percentage is usually denoted by the symbol '%'.

Amount spent by Matias' stepmother to buy the ingredients for huevos rancheros = $28

This is the discounted price after a 30% off discount.

Let the regular price be x.

x - (30% of x ) = 28

x - (0.3 x) = 28

0.7x = 28

x = 28 / 0.7

x = 40

Hence the original price of the items is $40.

To learn more about Percentage, click on the link given below :

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First, we need to find 8% of 1,575. To do so we have to divide 8 by 100, then multiply the quotient by 1,575.

8% ⇒ 0.08

1,575 × 0.08 = 126

Now add the 8% increase to the original cost.

1,575 + 126 = 1,701

Option 1: $1,701.

I hope this helps :)

Answer:

[tex]P(X<29.1)=P(\frac{X-\mu}{\sigma}<\frac{29.1-\mu}{\sigma})=P(Z<\frac{29.1-29}{0.1})=P(z<1)[/tex]

And we can find this probability using the normal standard distribution, excel or a calculator and we got:

[tex] P(z<1) =0.8413[/tex]

And if we convert this into percent we got 84.13% rounded to the nearest percent would be:

84%

Step-by-step explanation:

Let X the random variable that represent the circumferences of a population, and for this case we know the distribution for X is given by:

[tex]X \sim N(29,0.1)[/tex]  

Where [tex]\mu=29[/tex] and [tex]\sigma=0.1[/tex]

We are interested on this probability

[tex]P(X<29.1)[/tex]

And the best way to solve this problem is using the normal standard distribution and the z score given by:

[tex]z=\frac{x-\mu}{\sigma}[/tex]

If we apply this formula to our probability we got this:

[tex]P(X<29.1)=P(\frac{X-\mu}{\sigma}<\frac{29.1-\mu}{\sigma})=P(Z<\frac{29.1-29}{0.1})=P(z<1)[/tex]

And we can find this probability using the normal standard distribution, excel or a calculator and we got:

[tex] P(z<1) =0.8413[/tex]

And if we convert this into percent we got 84.13% rounded to the nearest percent would be:

84%

Answer:

we need the triangle to answer that...

Step-by-step explanation:

I'm sorry

Answer:

14

Step-by-step explanation:

-2x^3 - 2x^2 - 4x-2

Let x = -2

-2 (-2)^3 - 2 (-2)^2 -4(-2) -2

Exponents first

-2 (-8) -2 (4) -4(-2) -2

Then multiply

16 -8 +8 -2

Then add and subtract

14

Answer:

Yes

Step-by-step explanation:

Final answer:

To construct three-dimensional figures from different views, one must employ orthographic drawing techniques, which include selecting a vanishing point and systematically drawing construction lines to create depth.

Explanation:

Constructing three-dimensional figures from different views is a skill often associated with orthographic drawings. This process allows you to visualize an object as if you were viewing it from multiple perspectives, ultimately creating a three-dimensional representation. The steps to follow are quite systematic:

Begin by drawing one face of the cube. Select a suitable vanishing point.

Draw faint construction lines from each corner of the cube face to the vanishing point to establish depth.

Next, draw horizontal and vertical lines for the back face of the cube, ensuring that each corner connects with the corresponding construction line.

Finally, outline the shape of the cube with darker lines to make it distinct.

With practice, you'll develop the ability to 'see' the three dimensions in the drawing. Visualizing three-dimensional figures can also be enhanced by using models or multiple photographs, as not all details can be captured from a single angle. Three-point perspective, where vanishing points are placed above and below the horizon line, can also aid in this visualization process.

Answer:

2/6

Step-by-step explanation:

since there is no number cube, you eliminate that from the problem. 0/6. then you count the 2s there are two "2's" out of the 6 numbers on the spinner. so 2 out of 6, or  2/6

Answer:

Any graph with the same slope but with different y intercepts is parallel to that. For example in y = mx + b form the equation will be

y = 4x - 15

So, some equations that will be parallel

y = 4x

y = 4x - 16

y = 4x +3

Hoped this helped ya :)

Answer:

y=4x-5

Step-by-step explanation:

First step is to turn the given equation into slope intercept form y=mx+b.

The goal is to isolate y: first subtract 8x from both sides and to completely simplify the equation divide by -2 on both sides:

8x-2y=30

-2y=-8x+30

y= -8/-2x + 30/-2

y=4x-15

** when adding a negative, it's the same as subtracting, so I just changed it

Now you have your equation, we want to focus on the slope. If two equations have the same slope, they won't ever intersect bc they grow at the the same rate.

Use this equation: y=4x+b and bc you're trying to find the equation of another line, pick an ordered pair (it doesn't matter what it is) and plug it into x and y to solve for b (the y-intercept) in order to fulfill y=mx+b

I'm using (2,3):

3=4(2)+b

3=8+b

-5=b

Now you have b, plug it back into y=4x+b (omit the coordinates you put in) and you'll get:

y=4x-5 as your answer

Answer:

f(x) = 6/x

f'(x) = -6/x²

f'(-2) = -6/4 = -3/2

Answer:

-32

Step-by-step explanation:

Subtract 6 to get next term.

Answer:

-32

Step-by-step explanation:

I'm saying this is the answer because if you look at the pattern of numbers, it keeps decreasing by 6. If you continue this sequence, you will find that you will just have to follow the same pattern of decreasing by 6. This will lead you to get -32 as your next number in your arithmetic sequence.

(Hope this helped you)

Answer:

In order for his sample to be representative of all middle school students Leo: C) Should also take a sample from each of the other history classes in all of the other grades in the middle school.

What is sample?

Sample can be defined as the data that is randomly collected by a researcher so as to reach or draw a conclusion.

Since only one grade is being surveyed which is Mr. Barnes’s eighth-grade history classes, he should as well carryout the survey on Ms. Lopez and Mrs. Frank history class.

In conclusion he should also take a sample from each of the other history classes in all of the other grades in the middle school.

Final answer:

Leo should improve his survey method by sampling students from all eighth-grade history classes, including those of Ms. Lopez and Mrs. Frank, to ensure that each student has an equal chance of being selected and to obtain a representative sample of the middle school population.

Explanation:

Leo aims to determine the average number of texts middle school students send in a day. To ensure his sample is representative of the entire middle school student population, he should consider the sampling method. While he randomly surveyed students from Mr. Barnes’s eighth-grade history classes, only selecting students from a single teacher's classes might not guarantee a representative sample.

Thus, Leo should extend his survey to include students from Ms. Lopez’s and Mrs. Frank’s classes, which will give every student an equal chance of being chosen. This is important because it would include a wider range of perspectives and reduce the chance of sample bias. If Leo's goal is to understand the average texting behavior of all middle school students, and not just those in eighth grade, he should ideally sample students from other grades as well. However, if his focus is specifically on eighth graders, then sampling from all eighth-grade history classes should suffice.

Answer:

13.1%

Step-by-step explanation:

Answer:

see explanation

Step-by-step explanation:

There is a common difference d between consecutive terms in the sequence, that is

9 - 5 = 5 - 1 = 1 - (- 3) = 4

This indicates the sequence is arithmetic with n th term

[tex]a_{n}[/tex] = a₁ + (n - 1)d

where a₁ is the first term and d the common difference

Here a₁ = - 3 and d = 4, thus

[tex]a_{n}[/tex] = - 3 + 4(n - 1) = - 3 + 4n - 4 = 4n - 7 ← explicit formula

Thus

[tex]a_{80}[/tex] = 4(80) - 7 = 320 - 7 = 313

The shown triangle is scalene and right, so the correct options are C and F.

First, we can see that the 3 sides have different measures. So the triangle is Scalene (and we discard options A and E).

We also can see that one of the angle is 90°, which means that we have a right triangle. So option C is correct. (And we discard B and D).

Concluding, we have a scalene right triangle. So the correct options are C and F.

If you want to learn more about triangles:

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Answer:

Right and Scalene

Step-by-step explanation:

Final answer:

The dimensions of the poster are 15 inches in length and 12 inches in width.

Explanation:

The area of a wall covered by a rectangular poster is 180 square inches, and the length is 1.25 times longer than the width. To determine the dimensions of the poster, we will let the width be w inches. Therefore, the length would be 1.25w inches. The area of a rectangle is given by the formula length × width. Substituting our expressions for length and width into the formula for area gives us the equation 1.25w × w = 180. Simplifying this equation will help us find the value of w.

1.25w^2 = 180
w^2 = 180 / 1.25
w^2 = 144
w = √144
w = 12 inches (width)

Now that we have the width, we can find the length:
Length = 1.25 × 12 = 15 inches

The dimensions of the poster are:

Length: 15 inches

Width: 12 inches

Final answer:

Using the quadratic formula, the exact solutions of the equation x² + 7x - 4 = 0 are x = (-7 + √65) / 2 and x = (-7 - √65) / 2.

Explanation:

To solve the quadratic equation x2 + 7x − 4 = 0 using the quadratic formula, we first identify the coefficients as a = 1, b = 7, and c = -4. The quadratic formula is x = [tex]\frac{-b \pm \sqrt{b^2 - 4ac}}{2a}[/tex]. Substituting the values we have:

x = [tex]\frac{-(7) \pm \sqrt{7^2 - 4(1)(-4)}}{2(1)}[/tex]

x = [tex]\frac{-7 \pm \sqrt{49 + 16}} {2}[/tex]

x = (-7 ± √65) / 2

Therefore, the exact solutions for x are x = (-7 + √65) / 2 and x = (-7 - √65) / 2.

The exact solutions of [tex]\(x^2 + 7x - 4 = 0\) are \(x = \frac{-7 + \sqrt{65}}{2}\)[/tex] and [tex]\(x = \frac{-7 - \sqrt{65}}{2}\).[/tex]

To find the exact solutions of the quadratic equation [tex]\( x^2 + 7x - 4 = 0 \)[/tex] using the Quadratic Formula, we start with the standard form of a quadratic equation [tex]\( ax^2 + bx + c = 0 \)[/tex] and apply the formula:

[tex]\[ x = \frac{-b \pm \sqrt{b^2 - 4ac}}{2a} \][/tex]

In the equation [tex]\( x^2 + 7x - 4 = 0 \)[/tex], the coefficients are:

[tex]- \( a = 1 \)[/tex]

[tex]- \( b = 7 \)[/tex]

[tex]- \( c = -4 \)[/tex]

Now, substitute these values into the Quadratic Formula:

1. Calculate the discriminant [tex]\[ b^2 - 4ac = 7^2 - 4(1)(-4) = 49 + 16 = 65 \][/tex]

 [tex]\[ b^2 - 4ac = 7^2 - 4(1)(-4) = 49 + 16 = 65 \][/tex]

2. Substitute [tex]\( b \), \( a \)[/tex], and the discriminant into the formula:

[tex]\[ x = \frac{-7 \pm \sqrt{65}}{2(1)} \][/tex]

 [tex]\[ x = \frac{-7 \pm \sqrt{65}}{2} \][/tex]

So, the exact solutions of the equation [tex]\( x^2 + 7x - 4 = 0 \)[/tex] are:

[tex]\[x = \frac{-7 + \sqrt{65}}{2} \quad \text{and} \quad x = \frac{-7 - \sqrt{65}}{2}\][/tex]

Answer:

P( Z <= -1) = 0.1587

Step-by-step explanation:

ok, mean u = 79

s = 7

find  P( x <=  72)

P( (x - 79)/7  <=   (72 - 79)/7 )  = ?

P( Z <= -1) = 0.1587   from Z-scores table