Determine whether the triangles can be proved similar. If they are similar, write a similarity statement. If they are not similar, explain why.

Answer:

[tex]\frac{FH}{RX} =\frac{HG}{XS} =\frac{FG}{RS}[/tex]

Step-by-step explanation:

The order of the letters matters in any similarity theorem.

When triangle FHG is similar to triangle RXS, the lengths of FH must be similar to RX.

When 2 similar lines are divided, that number is the factor by which one triangle can be dilated to match the other.

That being said, each of these proportion statements can be read as individual division expressions that equal the next division expression.

This means [tex]FH\div RX = HG\div XS = FG\div RS[/tex].

If you look at it this way, you can see that the sides you need to fill in must be the corresponding similar sides, so that you end up with the factor for the dilation of the 2 triangles.

There are 24 ways in which 5 guys can sit if arranged from oldest to youngest.

We have,

Five guys.

Now,

We know that,

Total number of ways to arranged around a table (n) = (n-1)!

So,

For n = 5,

I.e.

(n - 1)! = (5 - 1)! = 4!

So,

Total number of ways to arranged Five guys rom oldest to youngest (n) = (n-1)!

i.e.

= (5 - 1)! = 4!

We get,

= 4 × 3 × 2 × 1

i.e.

Total number of ways to arranged Five guys rom oldest to youngest (n) = 24.

Hence we can say that there are 24 ways in which 5 guys can sit if arranged from oldest to youngest.

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The value is 52. 674

We have;

4(3) / 4(8) +.9(7.8 x 7.45)

From BODMAS, we have that we must must open up the bracket

= [tex]\frac{12}{32} + 0. 9 (58. 11)[/tex]

Divide the fraction to get decimals

= [tex]0. 375 + 52. 299[/tex]

Add the decimals

= [tex]52. 674[/tex]

Thus, the value is 52. 674

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The inequality of the graph that is given is: y < 2x - 3.

First find the slope (m) = rise / run of the line.

Rise = 2 units

Run = 1 unit

Slope (m) = 2/1 = 2

Y-intercept (b) = -3.

Since the shaded side is at the left, we are going to use the ">" sign. Substitute m = 2 and b = -3 into y < mx + b.

y < 2x - 3

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Answer:

24 combinations

Step-by-step explanation:

To get to this answer, I multiplied 6 x 4, since there are 6 shirts and 4 pairs of jeans, there will be a total of 24 combinations. For combinations of two different things, you can just multiply the amount of each item by the other item. hope this helps :)

Answer: The height of the ball at time t is given as h = -16t² + 14t + 6 while the height of the receiver hand at time t is given as h = -16t² + 10t + 8

What is an equation?

An equation is an expression that shows the relationship between two or more variables and numbers.

A quarterback throws a football toward a receiver from a height of 6 ft. The initial vertical velocity of the ball is 14 ft/s. At the same time that the ball is thrown, the receiver raises his hands to a height of 8 ft and jumps up with an initial vertical velocity of 10 ft/s.

The height of the ball at time t is given as h = -16t² + 14t + 6 while the height of the receiver hand at time t is given as h = -16t² + 10t + 8

Answer:

6

10

8

Step-by-step explanation:

Answer:

0.42

Step-by-step explanation:

The sum of areas of circle C and circle D exists 98 square units.

Given: Radius of circle = 7 units

Area of circle [tex]=\pi r^2[/tex] ..............(1)

Where, r be the radius of circle

The radius of circle C, r = 7 units

(1) becomes

Area of circle, C [tex]= \pi 7^2[/tex] square units

[tex]= 49\pi[/tex] units²

Area of circle, D [tex]= \pi 7^2[/tex] square units

[tex]= 49\pi[/tex] units²

Sum of areas of circles C and D,

= Area of circle C + Area of circle D

= 49 + 49

= 98 units²

The sum of areas of circles C and D exist 98 units².

Therefore, the correct answer is option d) 98 units².

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Answer:

6y^2 + 18y

Step-by-step explanation:

2y (3y + 9)=

6y^2 + 18y

[2y (3y becomes 6y^2]

[2x(      + 9) becomes 18y]

Add them to obtain 6y^2 + 18y

The probability of randomly getting first a red marble and then a blue marble is:

P = 0.083

There are:

For a total of 9 marbles.

The probability of getting a red marble is equal to the quotient between the number of red marbles and the total, so:

P(red) = 2/9

Then the probability of getting a blue marble is equal to the quotient between the number of blue marbles and the total, but because we already took one marble, now the total is 8.

P(blue) = 3/8

The joint probability is given by the product:

P = (2/9)*(3/8) = 0.083

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The lowest score you can earn and still be eligible for employment is 85.6925.

Problems of normally distributed samples can be solved using the z-score formula.

In a set with mean  and standard deviation , the zscore of a measure X is given by:

The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the pvalue, we get the probability that the value of the measure is greater than X.

In this question, we have that:

Top 5%.

At least the 100-5 = 95th percentile.

The 95th percentile is X when Z has a pvalue of 0.95. So X when Z = 1.645.

x-75 = 1.645*6.5

x = 85.692

Thus the lowest score you can earn and still be eligible for employment is 85.6925.

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The area of the square increasing at 30 [tex]\frac{cm^{2} }{sec}[/tex]

The rate of change function is defined as the rate at which one quantity is changing with respect to another quantity. In simple terms, in the rate of change, the amount of change in one item is divided by the corresponding amount of change in another

Let the side of a square be x.

So,

Area of square = [tex]x^{2}[/tex]

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

Differentiating with respect to time we get,

dA/dt = 2x dx/dt

When area = 9 [tex]cm^{2}[/tex] the side becomes 3 cm

At x = 3cm and dx/dt = 5 cm/s (Given)

dA/dt = 2.3.5 = 30 [tex]\frac{cm^{2} }{sec}[/tex]

Thus the area of the square increasing at 30 [tex]\frac{cm^{2} }{sec}[/tex]

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Answer:

Option 1

Step-by-step explanation:

Find 2 numbers that multiply to give 16 and sum to give +8 :

These numbers are 4 and 4

Now split +8x into +4x and +4x and factor each part :

x²+4x+4x+16 = 0

x(x+4)+4(x+4) = 0

Keep 1 bracket and the terms outside the brackets make their own :

(x+4)(x+4) = 0

(x+4)²  = 0

Therefore answer will be Option 1

Hope this helped and have a good day

The function for the given graph is f(x) = (x - 4)(x + 2)(x + 4).

In the given graph,

The points that lie on the x-axis are (-4, 0), (-2, 0), and (4, 0) where y-coordinate is 0 and the x coordinates are -4, -2, and 4.

On solving the given functions,

Option A:

f(x) = (x - 4)(x + 2)(x + 4)

Since y = 0 consider f(x) becomes 0

So,

(x - 4)(x + 2)(x + 4) = 0

According to the zero product rule,

x - 4 = 0, x + 2 = 0, and x + 4 = 0

⇒ x = 4, x = -2 and x = -4.

Thus, option A represents the function of the given graph.

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Disclaimer: The question given on the portal was incomplete. Here is the complete question.

Question:

Select the correct answer. which equation could represent the graphed function (given in the figure below)?

Answer:

width = 9 inches

Step-by-step explanation:

let width be w then length is w + 12

the perimeter ( P) is calculated as

P = 2( width + length )

here P = 60 , then

2(w + w + 12) = 60 ( divide both sides by 2 )

2w + 12 = 30 ( subtract 12 from both sides )

2w = 18 ( divide both sides by 2 )

w = 9

that is the width of the rectangle is 9 inches

No, this not plagiarism .You can use generally accepted facts without citing them.

What defines self-plagiarism?

Self-plagiarism is defined as a type of plagiarism in which the writer republishes a work in its entirety or reuses portions of a previously written text while authoring a new work.

What is considered general knowledge in plagiarism?

How to Avoid plagiarism common knowledge?

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Question 2

1) [tex]\overline{PR} \perp\overline{QS}, \overline{PQ} \cong \overline{PS}[/tex] (given)

2) [tex]\overline{PR} \cong \overline{PR}[/tex] (reflexive property)

3) [tex]\angle PRQ, \angle PRS[/tex] are right angles (perpendicular lines form right angles)

4) [tex]\triangle PRQ, \triangle PRS[/tex] are right triangles (a triangle with a right angle is a right triangle)

5) [tex]\triangle PRQ \cong \triangle PRS[/tex] (HL)

Question 3

1) [tex]\angle C[/tex] is a right angle, [tex]\overline{AC} \cong \overline{AE}, \overline{DE} \perp \overline{AB}[/tex] (given)

2) [tex]\angle DEA[/tex] is a right angle (perpendicular lines form right angles)

3) [tex]\triangle ACD, \triangle DAE[/tex] are right triangles (a triangle with a right triangle is a right angle)

4) [tex]\overline{AD} \cong \overline{AD}[/tex] (reflexive property)

5) [tex]\triangle ACD \cong \triangle AED[/tex] (HL)

6) [tex]\angle CAD \cong \angle DAE[/tex] (CPCTC)

7) [tex]\overline{AD}[/tex] bisects [tex]\angle BAC[/tex] (if a segment splits an angle into two congruent parts, it is an angle bisector)

Answer:

88

Step-by-step explanation: make me brainliest if it is correct

The given analytical tools:

a. The single sample z-test analysis is appropriate for the data where the sample size is large and all data points are independent. Where the standard deviation is given(known).

b. The single sample t-test analysis is appropriate for the data where the sample size is small and the population variation or standard deviation is unknown.

This is a type of hypothesis test where the sample means and the population means are compared when the population variance or the standard deviation are given(known).

z = (X - μ)/(σ/√n)

Where X - sample mean, μ - population mean, σ - population standard deviation, and n - sample size.

Here the sample size is large and all data points are independent.

This is a type of parametric hypothesis test where the sample means and the population means are compared when the population variance or the standard deviation are not given(unknown).

t = (X - μ)/(s/√n)

Where X - sample mean, μ - population mean, s - sample standard deviation, and n - sample size.

Here the sample size is small.

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Answer:

B 6.5

Step-by-step explanation:

The area of a whole circle is

a = [tex]\pi[/tex][tex]r^{2}[/tex]  A whole circle is 360 degrees.  We only have part of a circle.  We were also given the diameter and we need the radius.  The radius is half of the diameter.

a = [tex]\frac{30}{360} \pi 5^{2}[/tex]

a= 6.5 rounded.

A whole circle exists 360 degrees. The radius exists half of the diameter.

[tex]$$a = (30/360) $\pi 5^2[/tex]

a = 6.5 rounded.

The area to the nearest tenth of a square centimeter, of the sector formed by the 30° angle exists at 6.5 rounded.

The diameter of the circle exists double the radius of the circle. Therefore the area of the circle formula utilizing the diameter exists equivalent to π/4 times the square of the diameter of the circle. The formula for the area of the circle, utilizing the diameter of the circle

π/4 × [tex]$$diameter^2[/tex].

Given: diameter of the circle = 10 cm

then the radius of the circle is half of the diameter

Radius of the circle  = 10/2 = 5 cm

Area of circle = [tex]$$\pi $r^2[/tex]

Where r be the radius of the circle

A whole circle exists 360 degrees. The radius exists half of the diameter.

[tex]$$a = (30/360) $\pi 5^2[/tex]

simplifying the above equation we get

[tex]$$a = 25$\pi$ /$12[/tex]

a = 6.5 rounded.

The area to the nearest tenth of a square centimeter, of the sector formed by the 30° angle exists at 6.5 rounded.

Therefore, the correct answer is option (B) 6.5

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The function equality that represents the point where f(x) = g(x) is; A: f(0) = g(0) and f(2) = g(2)

From the question, the curved red line represents g(x) while the straight blue line represents f(x).

Now, the equality of functions f(x) = g(x)  is represented as a common function between their curves. Thus, we will just need to find a common point for both. This is;

f(x) has points (0, 4) and (2, 0).

g(x) has points (0,4) and (2,0).

It is pertinent to note that both functions have the same y-value for x=0 and x = 2. Thus, we can say that;

f(2) = g(2) and f(0) = g(0)

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maths questions can be solved using unitary method.

Answer:

(a) The total number of girls in the class are 48

(b) The total number of students that like maths are 80

(c) The total number of boys like maths are 45

Solution:

According to the question, [tex]\frac{3}{5}[/tex] of total students are boys

number of boys = [tex]\frac{3}{5}[/tex] × 120 = 72

Also, According to the question, [tex]\frac{2}{3}[/tex] of total students like maths

number of students = [tex]\frac{2}{3}[/tex] × 120 =80

(a) The total number of girls in the class = total number of students - total number of boys

total number of girls in the class = 120 - 72 = 48

(b) The total number of students that like maths are 80

(c) The total number of boys like maths = total number of students that like maths - total number of girls that like maths

total number of boys like maths = 80 - 35 = 45

What is unitary method?

The unitary approach is a strategy for problem-solving that involves first determining the value of a single unit, then multiplying that value to determine the required value.

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Answer:

Step-by-step explanation:

Area = h/2 (b_1+b_2)

[tex]\sf\cfrac{7}{2}\:(22+34)[/tex]

Add 22 and 34 = 56

[tex]\sf \cfrac{7}{2} \times 56[/tex]

Let's express 7/2 * 56 as a single fraction:-

[tex]\sf \cfrac{7\times 56}{2}[/tex]

Multiply 7 and 56 = 392

[tex]\sf \cfrac{392}{2}[/tex]

Divide

[tex]\sf 196[/tex]

Therefore, the area of the trapezoid is 196cm².

_______________________

9 hundredths is greater than 8 thousandths by 82 thousandths

From the question, we are to determine how much greater 9 hundredths is than 8 thousandths

9 hundredths = 9/100 = 0.09

8 thousandths = 8/1000 = 0.008

Then,

0.09 - 0.008 = 0.082

= 82/1000

≡ 82 thousandths

Hence, 9 hundredths is greater than 8 thousandths by 82 thousandths

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Answer:

1

Step-by-step explanation:

This is the only problem that could be answered with this equation, because you would add the bracelets he made (2+4) then times that number by the days he made them, 5, then divide by the number of groups, 6. Which equals 5 x ( 2 + 4 ) divided by 6.

I hope this helps!

The system of linear equations can be used to find the number of nickels, n, and the number of quarters, q, yolanda used is n + q = 28

n + q = 280.05n + 0.25q = 4

n + q = 28

0.05n + 0.25q = 4

n = 28 - q

0.05n + 0.25q = 4

0.05(28 - q) + 0.25q = 4

1.4 - 0.05q + 0.25q = 4

- 0.05q + 0.25q = 4 - 1.4

0.20q = 2.6

q = 2.6 / 0.20

q = 13

Substitute into

n + q = 28

n + 13 = 28

n = 28 - 13

n = 15

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196 36 correct answer is 232

Answer:

728 cm²

Step-by-step explanation:

the surface area is the area of the 6 faces.

the opposite rectangular faces are congruent , then

SA = front/ back + sides + top/ bottom

     = 2(14 × 14) + 2(6 × 14) + 2(14 × 6)

     = 2 × 196 + 2 × 84 + 2 × 84

     = 392 + 168 + 168

     = 728 cm²

Answer: y=8x+6

Step-by-step explanation:

The slope is

[tex]\frac{70-54}{8-6}=\frac{16}{2}=8[/tex]

So, the slope is 8.

Since the y-intercept is 6, the equation is y=8x+6.

Answer:

Step-by-step explanation:

This is a geometric means problem where the height (length AC of 4) is the geometric mean between the base BC and the base DC. The proportion is

[tex]\frac{12.8}{4} =\frac{4}{CD}[/tex] . Cross multiply to get

12.8CD = 16 and divide both sides by 12.8 to get that

CD = 1.25

That means that the length of the whole thing, BD, is

12.8 + 1.25 = 14.05