Determine and state the equation of the line perpendicular to the line 5x-4y = 10 and passing through the
point (5,12). (2 points)

Answer:

\(K=20\)

Step-by-step explanation:

\(\frac{1}2K=10\)

Times both sides by 2

\(K=20\)

Answer: As soon as possible

Step-by-step Explanation: You just say ASAP for As soon as possible

Answer:

Hey mate....

Step-by-step explanation:

This is ur answer....

an attribute of a shape or relation; exact reflection of form on opposite sides of a dividing line or plane.

Hope it helps!

Brainliest pls!

Follow me! :)

Answer:

The definition of correspondence is the act of conforming or agreeing with someone or something else. An example of correspondence is when a person acts in the same way she appears to think.

In simple terms, it means communication, generally looking at two things and identifying stuff about them

Hope that helps. x

Velocity is not constant over time and can be influenced by a variety of factors. Changes in velocity can have implications for the relationship between changes in the money supply and the price level, highlighting the complexity of monetary dynamics in an economy.

According to the quantity equation (MV = PQ), changes in the money supply (M) will lead directly to changes in the price level (P) if velocity (V) and real GDP (Q) remain constant. However, velocity is not necessarily constant over time and can be influenced by various factors.

Velocity represents the rate at which money circulates in the economy, indicating how quickly money is used to facilitate transactions. It is influenced by factors such as changes in consumer and business behavior, technological advancements, financial innovation, and shifts in confidence and trust in the economy.

Changes in velocity can occur due to several reasons. For example:

Changes in Transaction Patterns: Shifts in consumer preferences or business practices can alter the frequency and speed of transactions, affecting how money circulates and influencing velocity.

Financial Innovation: Advancements in payment systems, such as the rise of electronic transactions, online banking, or mobile payments, can potentially impact the velocity of money by facilitating faster and more efficient transactions.

Confidence and Economic Stability: Changes in economic conditions, inflation expectations, or financial stability can influence people's willingness to hold money, affecting velocity.

Monetary and Fiscal Policies: Changes in monetary policy, such as interest rate adjustments or changes in the money supply, can indirectly affect velocity by influencing borrowing and spending behavior.

While changes in velocity can occur independently of changes in the money supply, they can also be related. For instance, if the money supply increases without a corresponding increase in the demand for money (velocity decreases), it can put upward pressure on prices. On the other hand, if velocity increases due to changes in transaction patterns or increased economic activity, it can offset the impact of changes in the money supply on prices.

Overall, velocity is not constant over time and can be influenced by a variety of factors. Changes in velocity can have implications for the relationship between changes in the money supply and the price level, highlighting the complexity of monetary dynamics in an economy.

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Answer:

3

Step-by-step explanation:

27 ÷ 3(3)

3(3) is equal to 3 * 3, which is 9.

27 ÷ 9 = 3.

Answer:

12

Step-by-step explanation:

Answer:

Yes, the bacteria in the Petri dish culture *are* duplicating.

Step-by-step explanation:

Answer:

Step-by-step explanation:for the triangle GIF, angle g = 80

angle f = 42 since angle FBA = 138

so angle i = 180 - 42 - 80

                 = 58

The expression cos x/cot x simplifies to sin x by utilizing trigonometric identities and canceling out the common cosine terms in the numerator and denominator.

To simplify the expression cos x/cot x, we need to utilize trigonometric identities. Cotangent (cot x) is the reciprocal of the tangent function, so we can rewrite cot x as 1/tan x.

Now, substituting 1/tan x for cot x in the expression cos x/cot x, we have:

cos x / (1/tan x)

To divide by a fraction, we multiply by its reciprocal. Therefore, multiplying cos x by tan x, we get:

(cos x)(tan x)

Using the identity tan x = sin x / cos x, we can substitute sin x / cos x for tan x:

(cos x)(sin x / cos x)

The cos x term in the numerator and denominator cancels out, leaving us with:

sin x

Therefore, the simplified expression for cos x / cot x is sin x.

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Answer:

51.1 centimeters or to be exact 51.15 centimeters

Answer:

D. 51.1 centimeters

Step-by-step explanation:

Correct answer for plato users

Answer:

Given that the vertices of quadrilateral PQRS are P(6,3), Q(4,2), R(2,4) and S(4,5) and the quadrilateral is dilated with a scale factor of 2, about the origin.

Now, let's find the new vertices of the dilated image:

Vertex P is dilated by a scale factor of 2, its new coordinates will be (2 × 6, 2 × 3) = (12, 6). Therefore, the new vertex P' is at (12, 6).

Vertex Q is dilated by a scale factor of 2, its new coordinates will be (2 × 4, 2 × 2) = (8, 4). Therefore, the new vertex Q' is at (8, 4).

Vertex R is dilated by a scale factor of 2, its new coordinates will be (2 × 2, 2 × 4) = (4, 8). Therefore, the new vertex R' is at (4, 8).

Vertex S is dilated by a scale factor of 2, its new coordinates will be (2 × 4, 2 × 5) = (8, 10). Therefore, the new vertex S' is at (8, 10).

Therefore, the coordinates of the vertices of the final image are P’(12, 6), Q’(8, 4), R’(4, 8), and S’(8, 10).So, the correct option is D. P’(12, 6), Q’(8, 4), R’(4, 8), and S’(8, 10).

Step-by-step explanation:

Hope this helps you!! Have a good day/night!!

Answer:

The area of the shaded region is 3.

Step-by-step explanation:

Since point E lies halfway between AB and BC, the area of the shaded region (As) consists of two identical triangles with base equal to AB and height equal to half the measure of BC:

\(A_s=2 * A_t\)

Where At is the area of each triangle.

\(\displaystyle A_t=\frac{AB*BC/2}{2}\)

\(\displaystyle A_t=\frac{AB*BC}{4}\)

We know AB=3 and BC=2, thus:

\(\displaystyle A_t=\frac{3*2}{4}=\frac{6}{4}\)

Simplifying:

\(\displaystyle A_t=\frac{3}{2}\)

Finally:

\(\displaystyle A_s=2 * \frac{3}{2}\)

\(A_s=3\)

The area of the shaded region is 3.

Note the area of the shaded region is half the area of the rectangle.

SOH CAH TOA

Opposite is 7

Y is the hypotenuse - longest side

So, x is the adjacent

Find y first, we've got opposite & hypotenuse

=> SOH or Sin

Sin(30) = o/h

Sin(30) = 7/h

x h

h x sin(30) = 7

÷ Sin(30)

H = 14

Pythagoras' Theorem: a^2 + b^2 = c^2

(which I've already rearranged, to find value of x)

Square root of 14^2 - 7^2 = 7 root 3.

Thus, the missing lengths should be 14 and 7 root 3.

The answer is:

y = 14

x = 7 root 3

(root => a square root)

Hope this helps!

Answer:

x = 2

Step-by-step explanation:

√(x + 7) − 1 = x

√(x + 7) = x + 1

x + 7 = (x + 1)²

x + 7 = x² + 2x + 1

0 = x² + x − 6

0 = (x + 3) (x − 2)

x = -3 or 2

Check for extraneous solutions:

√(-3 + 7) − 1 = -3

√4 − 1 = -3

2 − 1 = -3

1 = -3

x ≠ -3

√(2 + 7) − 1 = 2

√9 − 1 = 2

3 − 1 = 2

2 = 2

x = 2

Eli's statement is incorrect. Since $10 is greater than $5, we cannot round $110 to $100 when rounding to the nearest 10.  

To determine if Eli is correct, we need to add the amount of cash he has with the value of his gift card;      

$38 + $72 = $110

Since Eli says that he has about a $100 when he rounds to the nearest 10, we need to check whether $110 rounds to $100 or not. To round to the nearest 10, we look at the last digit of the number, which is 0 in this case. If the last digit is 5 or greater, we round up to the next multiple of 10. If the last digit is less than 5, we round down to the previous multiple of 10.

Since the last digit of $110 is 0, we don't need to round up or down. $110 is already a multiple of 10. Therefore, Eli is incorrect in saying that he has about a $100 when he rounds to the nearest 10. He actually has $110.  

Alternatively, we can check if $110 is within $5 of $100, which is the threshold for rounding to the nearest 10.

$110 - $100 = $10

Therefore, Eli's statement is incorrect.

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Answer:

  2) clarity and precision

Step-by-step explanation:

One of the advantages of the "scientific" approach is that it brings clarity and  precision to the study and description of relationships in nature. One way such clarity is achieved is by making use of operational definitions.

__

Comment on the "scientific" approach

One of the disadvantages of seeking clarity and precision through operational definitions is that the line can be drawn so tightly around cause-effect relationships that additional causes are excluded, hence given no thought or credibility. For example, even though experimenter bias has been repeatedly demonstrated to affect experimental outcomes, the double-blind study is still considered the 'gold standard' in study methodology. The double-blind study is simply defined as excluding experimenter bias (even though it doesn't).

The "placebo effect" is another case where the definition gets in the way of serious study as to why that effect exists.

84.13% of the printing jobs will be acceptable.

The new standard deviation required to achieve a minimum of 95% of jobs acceptable is 0.121.

The darkness of the print is measured quantitatively using an index. If the index is greater than or equal to 2.0 then the darkness is acceptable. Anything less than 2.0 means the print is too light and not acceptable. The machines print at an average darkness of 2.2 with a standard deviation of 0.20.

The mean of the darkness of the print is µ = 2.2 and the standard deviation is σ = 0.20.Therefore, the z-score can be calculated as; `z = (x - µ) / σ`.The index required for acceptable prints is 2.0. Thus, the percentage of prints that are acceptable can be calculated as follows;P(X ≥ 2.0) = P((X - µ)/σ ≥ (2.0 - 2.2) / 0.20)P(Z ≥ -1) = 1 - P(Z < -1)Using the standard normal table, P(Z < -1) = 0.1587P(Z ≥ -1) = 1 - 0.1587= 0.8413.

To find the new standard deviation, we can use the z-score formula.z = (x - µ) / σz = (2.0 - 2.2) / σz = -1Therefore, P(X ≥ 2.0) = 0.95P(Z ≥ -1) = 0.95P(Z < -1) = 0.05Using the standard normal table, the z-score value of -1.645 corresponds to a cumulative probability of 0.05. Hence,z = (2.0 - 2.2) / σ = -1.645σ = (2.0 - 2.2) / -1.645= 0.121.

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Answer:

Westbound = x;

Eastbourne = x-20;

So they will have the common rate: 360/2 = 180;

x+x-20 = 180

2x = 200;

x = 100;

So Eastbourne will be 100-20 = 80 miles per an hour;

Answer:

Height is 135 ft

Step-by-step explanation:

Notice that wire, pole, and ground form a right angle triangle, for which we name h = height of the pole one of the legs (the horizontal leg) is h - 51. The wire (which is the hypotenuse of the right angle triangle is: h + 24.

Then we can use the Pythagorean theorem to solve for the height (h):

h^2 + (h - 51)^2 = (h + 24)^2

h^2 + h^2 -102 h + 2601 = h^2 + 48 h + 576

grouping all terms on the left of the equal sign, we get:

h^2 -150 h + 2025 = 0

This gives two possible answers:

h = 135

and

h = 15

We opt for h = 135, because the other solution will render a negative leg for the triangle.

The required value of the given sum is given as 4.8. Option B is correct.

Given that,
To estimate the sum of 3.62 + 1.16 by rounding each addend to the nearest tenth.

In mathematics, it deals with numbers of operations according to the statements. There are four major arithmetic operators, addition, subtraction, multiplication, and division,

The rounding of values is superseding a number with an inexact value that has a more ephemeral, more uncomplicated, or more direct representation.

Here,
Given expression,
= 3.62 + 1.16
Round the values to the nearest tenth,
= 3.6 + 1.2
= 4.8

Thus, the required value of the given sum is given as 4.8. Option B is correct.

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The sample variance is 2.976 , which means it's lesser than 6.25. We calculate this using the standard method.

Given:

Sample data is 0.05

The sample size is 20.

And ,

The hypotheses are:

H0: sigma^2 = 6.25 (>=)

Ha: sigma^2 < 6.25

The critical value is 10.117. If the test statistic is less than this value, we'll reject the null hypothesis. We Reject the null hypothesis when the p-value is less than or equal to your significance level. Your sample data favor the alternative hypothesis, which suggests that the effect exists in the population. For a mnemonic device, remember—when the p-value is low, the null must go.

The test statistic is:

2.976 * 19 / 6.25 = 9.047.

So we reject the null hypothesis. The variance is not 6.25, which means it is lesser then 6.25

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a We are given the following radical equation

To solve this equation we need to square both sides of the equation

Apply the squares formula on right-hand side of the equation

So the equation will become

So we are left with a quadratic equation.

The standard form of a quadratic equation is given by

Comparing the standard equation with our equation we get the following coefficients

a = 1

b = -10

c = 9

Now recall that quadratic formula is given by

The property you are referring to is called the associative property of multiplication. According to this property, when multiplying three numbers, the grouping of the numbers does not affect the result. In other words, you can change the grouping of the factors without changing the product.

In the equation you provided: 3x(5x7) = (3x5)7

The associative property allows us to group the factors in different ways without changing the result. So, whether we multiply 5 and 7 first, or multiply 3 and 5 first, the final product will be the same.

The required vector is -i+j in component form.

Initial point = (-4,-3)
Terminal point = (-5, -2)

Vector quantity is define as the subject has both magnitude and direction.

Here,
Vector component = (x2-x1)i + (y2-y1)j
                             =  (-5+4)i + (-2+3)j
                             =   -i + j

Thus, the required vector is -i+j in component form.

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The total number of students in the class given the percentage of unhappy students is 263 students.

Percentage of unhappy students= 7.23%

Number of unhappy students= 19

Total number of students in class= x

Number of unhappy students = Percentage of unhappy students × Total number of students in class

19 = 7.23% × x

19 = 0.0723 × x

19 = 0.0723x

divide both sides by 0.0723

x = 19/0.0723

x = 262.7939142461964

Approximately,

x = 263 students

Therefore, there are 263 students in the class.

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