Two points are:

A. always collinear and always coplanar.

B. always collinear and sometimes coplanar.

C. sometimes collinear and sometimes coplanar.

D. sometimes collinear and never coplanar.

Answer:

A. 2

Step-by-step explanation:

First divide the 400 toys by the 5 people to see how many each did:

400 toys/5 people = 80 toys/person

Next let's see how many hours were worked by multiplying the hours per day by the number of days worked:

5 days x 8 hours/day

40 hours

Now to find how many toys were assembled per hour per person, let's divide the toys/person by the number of hours they each worked:

[tex]\frac{80 toys/person}{40 hours}[/tex]=2 toys/person/hour

The average number of toys per person per hour is 2.

Ratio is defined as a relationship between two quantities, it is expressed one divided by the other.

Total number of toys assembled = 400

Total days of work = 5  

Each person work daily for = 8 hrs

Total number of people = 5

Then, the total toys assembled per day

400/5= 80

The number of hours worked by the 5 workers per day = 8 × 5= 40

So, the number of toys assembled per person per hour = 80 / 40= 2

Hence, the average number of toys per person per hour is 2.

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Answer:

[tex]3x \leqslant 5 + 7 \\ 3x \leqslant 12 \\ x \leqslant 4[/tex]

Step-by-step explanation:

hope it helps

Answer:

see explanation

Step-by-step explanation:

(a)

the sum of the 3 angles in the triangle = 180° , then

∠ A = 180° - 90° - 48° = 180° - 138° = 42°

(b)

using the tangent ratio in the right triangle

tan48° = [tex]\frac{opposite}{adjacent}[/tex] = [tex]\frac{y}{10}[/tex] ( multiply both sides by 10 )

10 × tan48° = y , then

y ≈ 11.1 units ( to the nearest tenth )

(c)

using the cosine ratio in the right triangle

cos48° = [tex]\frac{adjacent}{hypotenuse}[/tex] = [tex]\frac{10}{x}[/tex] ( multiply both sides by x )

x × cos48° = 10 ( divide both sides by cos48° )

x = [tex]\frac{10}{cos48}[/tex] ≈ 14.9 units ( to the nearest tenth )

Answer:

12.04

Step-by-step explanation:

add 8 and 9 by the power of two: 8^2+9^2

that equals to 145

find the square root of 145 and that equals to 12.04

The correct answer is option c. Which is the function is increasing when x is greater than zero.

A function in mathematics set up a relationship between the dependent variable and independent variable. on changing the value of the independent variable the value of the dependent variable also changes.

In the graph, we can see that at the origin the graph becomes zero. When the graph proceeds rightwards the value of the function is increasing as the value of x is increasing.

Therefore the correct answer is option c. Which is the function is increasing when x is greater than zero.

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Answer:

[tex]x =\sqrt 2[/tex]

Step-by-step explanation:

Answer:

a. equation

Step-by-step explanation:

The LHS is equal to the RHS

Two or more expressions with an Equal sign is called as Equation. Hence Equation is the relationship of 5x+3=7.

Two or more expressions with an Equal sign is called as Equation.

The given is 5x+3=7

It is a equation because the left hand side is equal to the RHS side

It has a equal sign.

Where as in expressions there will be no equal sign.

Expression has only numbers, operators and variables.

5x+3=7 is not a function as it has no y variable or other variable.

Hence equation is the relationship of 5x+3=7.

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Answer:

y=3 x=4

Step-by-step explanation:

4x - 2y = 10

4x + y = 19

    -3y=-9

the 4x canceled out.

y=3

plug in y into one of the equations

4x + 3 = 19

4x=16

x=4

Hope this helps!

If not, I am sorry.

Answer:

(4, 3 )

Step-by-step explanation:

4x - 2y = 10 → (1)

4x + y = 19 → (2)

subtract (1) from (2) term by term

(4x - 4x) +y - (- 2y) = 19 - 10

0 + y + 2y = 9

3y = 9 ( divide both sides by 3 )

y = 3

substitute y = 3 into either of the 2 equations and solve for x

substituting into (2)

4x + 3 = 19 ( subtract 3 from both sides )

4x = 16 ( divide both sides by 4 )

x = 4

solution is (4, 3 )

Answer:

B. g(x) = 3/4|x|

Step-by-step explanation:

Multiplying the function by a number in front will stretch, compress, and/or reflect the function over the x-axis.

So if the number in front is negative that will flip it upside down, over the x-axis.

If the number is greater than 1, the function will be vertically stretched, narrower, slimmer, skinnier, taller.

In this case, the graph is vertically compressed, making it flatter, fatter, wider smashed. In this case is where the number multiplied in front of the parent function is LESS than one.

g(x) = 3/4 |x|

The amount of time that Lila spent at Yoga and Ballet are approximately equal to 26 hours and 13 hours respectively.

First of all, we would calculate the amount of time that Lila spent at Yoga by multiplying the total time spent by the percentage of time spent on Yoga as follows:

Yoga time = 92 × 28/100

Yoga time = 92 × 0.28

Yoga time = 25.76 ≈ 26 hours.

Next, we would calculate the amount of time that Lila spent at Ballet by multiplying the total time spent by the percentage of time spent on Ballet as follows:

Ballet time = 92 × 14/100

Ballet time = 92 × 0.14

Ballet time = 12.88 ≈ 13 hours.

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Complete Question:

The circle graph shows how Lila spent her after-school time during the month of October. Lila’s Activities Part A If Lila spent a total of 92 hours on these activities in the month of October, estimate the amount of time she spent at Yoga, to the nearest hour.

Part B. Estimate the amount of time she spent at Ballet, to the nearest hour.

The probability of a flowering plant bearing flowers in January if it is a tulip is 68%.

From the attached table, we see the respective probabilities of each flower bearing flowers in January as;

Tulip = 68%

Anemon = 81%

Manzanita = 77%

Peony = 70%

Fuschia Flowering currant = 74%

Total = 76%

Thus, it is clear that the probability of a flowering plant bearing flowers in January if it is a tulip is 68%.

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Answer: insufficient data

Step-by-step explanation: Plato 100% right

im not sure I'd need to see the figure

Hi student, let me help you out! :)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . .

We are asked to evaluate [tex]\pmb{|98|}[/tex].

[tex]\triangle~\fbox{\bf{KEY:}}[/tex]

The absolute value of a number is its distance from zero.

Absolute value is always positive; distances can't be negative, right?

So we need to find the absolute value of 98, which is:

[tex]\star~\star\mathrm{98}~\star~\star[/tex]

[tex]\ddot\bigstar[/tex] Remember this...

[tex]\fbox{The\;absolute\;value\;is\;a\;number's\;distance\;from\;zero}[/tex]

Hope it helps you out! :D

Ask in comments if any queries arise.

#StudyWithBrainly

~Just a smiley person helping fellow students :)

To isolate x , multiply both the sides by   ( 5/23 )

An equation is formed when two algebraic expressions are equated using an equal sign.

The given equation is

(3/5)(x-10) = 18-4x-1

(3/5)x - 6 = 18-4x-1

(3/5)x - 6 = 17-4x

(3/5)x = 23 -4x

(23/5)x = 23

Step 5 says To isolate x , multiply both the sides by (5/23)

x = 5

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The equation we can use to find the value of x in the diagram given is: B. (5x + 30) + 5x = 90.

Angles that give a sum of 90 degrees when added are referred to as complementary angles.

The angles, (5x + 30) and 5x are complementary angles, since the sum of both gives a right angle (90 degrees).

Therefore, the equation that we can use to find x in the diagram is: B. (5x + 30) + 5x = 90.

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Andy's equation is incorrect and the correct equation of the line is y + 2= 3/4(x - 3)

The given parameters are:

Slope, m = 3/4

Point, (x,y) = (3,-2)

The equation of the line is calculated using:

y - y1 = m(x - x1)

Substitute the known parameters

y + 2= 3/4(x - 3)

From the question;

Andy's equation is y + 2 = 3/4(x - 9/4)

The above equation is different from the actual equation y + 2= 3/4(x - 3)

Hence, Andy's equation is incorrect and the correct equation of the line is y + 2= 3/4(x - 3)

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Answer:

Behold! Try using Desmos or something

#PlatoAccuracyMatters

#WhaddyaMeanPlatoLives?

Step-by-step explanation:

The functions and their matching properties are:

To do this, we start by plotting the graphs of the functions h(x), j(x) and g(x)

Next, we list out the properties from the graphs

From the graphs of the functions (see attachment), we have the following highlights:

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Answer:

(a) (i) y-intercept = 3

    (ii) Represents that the team won 3 matches without any practice.

(b) (i) Equation: y = 1.8x + 3,  

    (ii) 26 matches won

The approximate y-intercept can be determined by seeing when the best fit line crosses the y axis.

Here the best line crosses the y-axis when y = 3. So coordinates: (0, 3)

Take two best points touching the line: (0,3), (5, 12)

[tex]\sf slope \ (m) = \dfrac{y_2 - y_1}{x_2 - x_1} = \dfrac{12-3}{5-0} = 1.8[/tex]

Equation:

y - y₁ = m(x - x₁)

y - 3 = 1.8(x - 0)

y = 1.8x + 3

So, after 13 months of practice: y = 1.8(13) + 3 = 26.4 ≈ 26 matches won.

#1

The y intercept should represent how much matches the team won without practice

Here its 3

#2

Slope

Equation in point slope form

After 13 months

Approximately 26matches

There 1,32,600 possibilities to withdrawn 3 different sequence of playing cards from 52 cards.

A permutation of a set is, loosely speaking, an arrangement of its members into a sequence or linear order, or if the set is already ordered, a rearrangement of its elements.

Here, total number of cards = 52

         Number of Withdrawn cards = 3

Possibilities of different sequences of 3 playing cards = 52 X 51 X 50

                                                                                          = 132600

Thus, there 1,32,600 possibilities to withdrawn 3 different sequence of playing cards from 52 cards.

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Answer:

132,600

Step-by-step explanation:

To determine the number of different sequences of 3 playing cards from a 52-card deck, we can use the formula for permutations, which is given by:

P(n, k) = n! / (n-k)!

Where n is the total number of items (in this case, the number of cards in the deck) and k is the number of items chosen (in this case, 3 cards).

Plugging in the values:

n = 52 (total number of cards in the deck)

k = 3 (number of cards chosen)

P(52, 3) = 52! / (52-3)!

Calculating the factorial terms:

52! = 52 x 51 x 50 x ... x 3 x 2 x 1

(52-3)! = 49! = 49 x 48 x ... x 3 x 2 x 1

Simplifying the equation:

P(52, 3) = 52 x 51 x 50

P(52, 3) = 132,600

Therefore, there are 132,600 different sequences of 3 playing cards that can be formed from a single 52-card deck.

Answer:

3/20

Step-by-step explanation:

0.15 = 15/100

This is not simplified though :

15/100 ÷ 5/5 = 3/20

This is simplified

Hope this helped and brainliest please.

The what is the volume of a cube if the diagonal of one side is 5sqrt(2) is V = 125 cubic units

A square is a shape with 4 sides

Let the side of the square be x units. If the length of the diagonal is 5√2, the value of x can be expressed using the pythagoras theorem as shown;

x² + x² = (5√2)²

2x²  = 25(2)

x² = 25

x = 5 units

Determine the volume

V = x³

V = 5³

V = 125 cubic units

Hence the what is the volume of a cube if the diagonal of one side is 5sqrt(2) is V = 125 cubic units

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Answer:

-5 or 5

Step-by-step explanation:

the absolute value of -5 is 5. The absolute value of 5 is also 5.

Hope this helps :)

Step-by-step explanation:

6x² - 24x - 3x + 2

6x² - 27x + 2

Answer:

y = -2x-3

Step-by-step explanation:

Answer:

72

Step-by-step explanation:

54/2(3)−3^2

= 54/2(3)−3^2

=72

The expected number of votes for Miss Frizzle in the election is 4725

The data that completes the question is as follows:

Miss Frizzle = 45

Miss Reynolds = 75

The expected number of votes for Frizzle is:

Frizzle = 45/120 * 12600

Evaluate

Frizzle = 4725

Hence, the expected number of votes for Miss Frizzle in the election is 4725

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Answer:

D

Step-by-step explanation:

A function input can only have ONE output value

so the number 5 can't output two different numbers

Answer:

8/3

Divide both sides by the GCF, 4.

32 ÷ 4 = 8

12 ÷ 4 = 3

The inequality sign can be used when referring to two quantities that are not the same size.

An inequality is used to express a condition whereby the two quantities are not the same.

For instance, if we have the same number of students inside and outside a classroom, we can use the equality sign. In a case where we do not have the same number of students inside and outside the classroom, we can use the inequality sign.

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Answer:

The answer would be 4+0.15d.

Step-by-step explanation:

I hope this helps! :) I am so sorry if this is not right!