Which statement is true about figures ABCD and A'B'C'D?

The distance between the point P and the line ℓ is 24 / √(74) units.

To find the distance between a point P and a line ℓ, we need to use the coordinates of both the point and the line. In this case, we have the coordinates of the point P, which is (−1, 1), and two points on the line ℓ, which are (11, −1) and (−3, −11).

The first step is to find the equation of the line ℓ. We can use the two points on the line to find the slope of the line, which is:

m = (y₂ - y₁) / (x₂ - x₁)

where (x₁, y₁) and (x₂, y₂) are the coordinates of the two points on the line. Substituting the given coordinates, we get:

m = (-11 - (-1)) / (-3 - 11) = -10 / (-14) = 5 / 7

Now we can use the point-slope form of the equation of a line to find the equation of line ℓ:

y - y₁ = m(x - x₁)

where (x₁, y₁) is any point on the line. We can choose either of the given points, let's choose (11, −1):

y - (-1) = (5 / 7)(x - 11)

Simplifying this equation, we get:

y = (5 / 7)x - 36 / 7

So, the equation of line ℓ is y = (5 / 7)x - 36 / 7.

Now we can use the formula for the distance between a point and a line:

distance = |ax + by + c| / √(a² + b²)

where a, b, and c are the coefficients of the equation of the line, and x and y are the coordinates of the point. In this case, the coefficients of the equation of line ℓ are a = 5 / 7, b = -1, and c = -36 / 7. Substituting the coordinates of the point P, we get:

distance = |(5 / 7)(-1) - 1 + (-36 / 7)| / √((5 / 7)² + (-1)²)

Simplifying this equation, we get:

distance = 24 / √(74)

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Answer:

They could both be 70

Step-by-step explanation:

The reason why is because if you subtract 40 from 180 you get 140 and that can be evenly split in 2 ways by 70.

An isosceles triangle is one with two equal-length sides. The possible measures for ∠B and ∠C are 70°.

An isosceles triangle is one with two equal-length sides. It is sometimes stated as having exactly two equal-length sides, and sometimes as having at least two equal-length sides, with the latter form containing the equilateral triangle as a particular case.

Since in an isosceles triangle the measure of any two angles is equal to each other. Therefore, assuming that ∠B and ∠C are those equal angles.

Now, given that the measure of ∠A is 40°. Therefore, the sum of the measure of all the angles of the triangle can be written as,

∠A + ∠B + ∠C  = 180°

40° + ∠B + ∠C = 180°

40° + ∠B + ∠B = 180°

2 ∠B = 180° - 40°

2 ∠B = 140°

∠B = 140°/2

∠B = 70°

∠B = ∠C = 70°

Hence, the possible measures for ∠B and ∠C are 70°.

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Answer:

L=165 W=135

Step-by-step explanation:

I plugged in numbers till I found the right fit or you could use the equation P=L+W

Answer: Length of one side: 165  Width of one side: 135

Step-by-step explanation: hope this helps

The polar coordinate of the point is (4.941, 16.65°).

Given the Cartesian coordinates of a point in the xy plane is (-4.7, -1.4). Find the polar coordinates of the point.

Polar coordinates:

Polar coordinates of a point is of the form (r,θ) where r is the radial distance from the origin to the point, and θ is the angle formed between the line joining the origin and the point, and the positive x-axis.

Now, we have to find the value of r and θ.

Let us first find the value of r.r = sqrt(x^2 + y^2)

where x = -4.7, y = -1.4r = sqrt((-4.7)^2 + (-1.4)^2)r = sqrt(22.45 + 1.96)r = sqrt(24.41)r = 4.941

Now, to find the value of θ, we use the formulaθ = tan-1(y/x)

where x = -4.7, y = -1.4θ = tan-1(-1.4/-4.7)θ = tan-1(0.2979)θ = 16.65°

Therefore, the polar coordinate of the point is (4.941, 16.65°).

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Answer:

its c =0.48+12p..... i did the math on a piece of paper

The subshell designated by each set of quantum numbers is as follows:

a) n=3, l=1 -> 3p subshell

b) n=4, l=2 -> 4d subshell

c) n=2, l=0 -> 2s subshell

d) n=5, l=3 -> 5f subshell

In the electron configuration of an atom, each electron is described by a set of four quantum numbers, which includes the principal quantum number (n), the angular momentum quantum number (l), the magnetic quantum number (m), and the spin quantum number (s). The second quantum number (l) determines the shape of the subshell, which in turn influences the energy level and chemical behavior of the atom. The letter designation for each subshell is based on the value of the angular momentum quantum number (l): s (l=0), p (l=1), d (l=2), f (l=3), and so on. Therefore, for a given set of quantum numbers, we can determine the subshell designation by identifying the value of l.

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Answer:

The answer of that questions is B: 9

To find the three numbers, we need to use the information given about their mean, median, and range. Since the median is 18, we know that the middle number of the three must be 18. Also, since the mean is 20, the sum of the three numbers must be 3 times 20, which is 60. So, the 3 numbers are 16, 18, and 26.

Let's call the smallest number x, then the largest number must be x+10 since the range is 10.
Now we can set up an equation to solve for x. We know that the sum of the three numbers is 60, so we can write:
x + 18 + (x+10) = 60
Simplifying this equation gives:
2x + 28 = 60
Subtracting 28 from both sides gives:
2x = 32
Dividing by 2 gives:
x = 16

Therefore, the three numbers are 16, 18, and 26.
Given the information provided, we know the following:
1. Mean of 3 numbers is 20.
2. Median of the 3 numbers is 18.
3. Range (largest - smallest) is 10.
Since there are 3 numbers and the median is 18, the middle number is 18. Let's call the smallest number "x" and the largest number "y". We can now write two equations:
1. (x + 18 + y) / 3 = 20
2. y - x = 10
We can simplify the first equation to find the sum of the 3 numbers:
x + 18 + y = 60
Now, we can solve for x in the second equation:
x = y - 10
Substituting the value of x in the first equation:
(y - 10) + 18 + y = 60
Solving for y:
2y = 52
y = 26
Now, we can find the value of x:
x = 26 - 10
x = 16
So, the 3 numbers are 16, 18, and 26.

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Answer:

x+(x+6)=60

Step by Step Explanation:

Since the greater number is six more than the smaller number, the variable value will be of the smaller number. And since the bigger number is six more than the smaller number, it needs to be in parantheses as x plus six. But, since the value of both the numbers is sixty, the equation will finally become x+(x+6)=60

Answer:

*helps*

Step-by-step explanation:

done (:P)

Answer:The graph will pass through the origin. The graph will not pass through 0,0.

Step-by-step explanation:

Have a nice day

Answer:

-3

Step-by-step explanation:

Step 1: Solve (-2+(-1))^2/3 3

           1. -2+(-1) = -3

           2. (-3)^2 = 9

           3. 9/3 = 3

Step 2: Solve (-4)^2-17 -1

           1. 3/-1

Step 3: Simplify 3/-1 = -3. I hope this helped and please don't hesitate to reach out with more questions!

yes, 2x + 3 = 5 is a linear equation.

A linear equation is an algebraic equation of the form y=mx+b, where m is the slope and b is the y-intercept, and only a constant and a first-order (linear) component are included. The variables in the preceding equation are y and x, and it is occasionally referred to as a "linear equation of two variables." If a linear equation contains two variables, it is referred to as a linear equation in two variables, and so on.

Non-linear equations are those that do not produce a straight line. It has a changeable slope value and resembles a graphed curve.

Given that,

2x + 3 = 5

or, 2x = 5 - 3

or, 2x = 2

or, x = 2/2

x = 1

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Answer:

not enough information

Answer:

Rosie is 10 years old

Step-by-step explanation:

A)

Rosie is x years old

Rosie's age (R) = x

R = x

Eva is 2 years older

Eva's age (E) = x + 2

E = x + 2

Jack is twice Rosie’s age

Jack's age (J) = 2x

J = 2x

B)

R + E + J = 42

x + (x + 2) + (2x) = 42

x + x + 2 + 2x = 42

4x + 2 = 42

4x = 42 - 2

4x = 40

\(x = \frac{40}{4} \\\\x = 10\)

Rosie is 10 years old

There is a taxi driver Aiden and he uses M(n) model to determine the money he earned from each drive. As n stands for the drive number, the statement  M(8)<M(4) means that Aiden's fee for the  \(8^t^h\) drive is less than for his \(4^t^h\)  drive.

We know that Aiden is a taxi driver and he uses his M(n) model to find the amount he earned from each drive. In his M(n) model n signifies the drive number.

Given that M(8)<M(4):

In the above statement, M(8) stands for the \(8^t^h\) drive of Aiden, and M(4) stands for the \(4^t^h\) drive of Aiden.

By using his M(n) model, we can conclude the statement  M(8)<M(4) that Aiden earned more money for his \(4^t^h\) drive than he earned for his \(8^t^h\) drive.

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The complete question is:

Aiden is a taxi driver.

M(n) models Aiden's fee (in dollars) for his \(n^t^h\)drive on a certain day.

What does the statement M(8)<M(4), mean?

Answer : 25%

Step-by-step explanation : If a coin was tossed 80 times and it landed 60 times, 80 - 60 = 20 so 20/80 were tails, let's convert that into % so 20 is 1/4 of 80 so 25%.

Answer:

15/32 cm²

Step-by-step explanation:

Area of rectangle = l × b

=> 3/4 × 5/8

=> 15/32

Therefore,

Area of rectangle is 15/32 cm²

Answer:

15/32 cm^2 = 0.458 cm^2

Step-by-step explanation:

The formula for finding the area of a rectangle is -

(1) .....A = L × W

The length given in this figure is the side that looks taller than the base.

thus- L = 3/4 cm , W = 5/8 cm

now multiply L by W as granted in the formula (1).

A = L × W = 3/4 cm × 5/8 cm = 15/32 cm^2

-Extra-

Divide the numerator (15) by the denominator (32) if the answer is required in decimals.

. 15 ÷ 32 = 0.458cm ^2.

Answer:

the answer is 54.6/1 i really im not sure

Step-by-step explanation:

The probability of reaching into a box and randomly drawing a specific chip, such as chip 107, is calculated as the number of favorable outcomes (in this case, one chip) divided by the total number of possible outcomes (the total number of chips in the box).

If only one chip numbered 107 in the box, then the probability of randomly drawing that chip would be 1/N, where N is the total number of chips in the box. If there are multiple chips numbered 107, the probability would be the number of chips numbered 107 divided by the total number of chips in the box.

So, if there is only one chip numbered 107 in the box, and the total number of chips in the box is N, the probability of randomly drawing that chip would be 1/N. If we don't know the value of N, we can't calculate the probability exactly.

It's worth noting that probabilities are always between 0 and 1, inclusive, where 0 means an impossible event, and 1 means a certain event.

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The calculated value of x is 3 given that f(x) = 2x - 1 and f(x) = 5

From the question, we have the following parameters that can be used in our computation:

f(x) = 2x - 1

f(x) = 5

To find x, we can use the formula of the given function:

f(x) = 2x - 1

And substitute f(x) = 5:

5 = 2x - 1

Add 1 to both sides:

6 = 2x

Divide both sides by 2:

x = 3

Therefore, the value of x is 3.

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Step-by-step explanation:

The  six different iterated triple integrals for the volume of the tetrahedron cut from the first octant by the plane 6x + 3y+ 2z = 8 are ,

dxdydz : 8-2z 8-3y-2z

dydxdz : 8-2z 8-6x-2z

dxdzdy : 8-4y 8-3y-2z

dzdxdy : 8-3y 8-6x-3y

dydzdx : 8-6x-2z

dzdydx : 8-6x-3y

The tetrahedron cut from the first octant by the plane 6x + 3y + 2z = 1 has vertices at (1/6, 0, 0), (0, 1/3, 0), (0, 0, 1/2), and (0, 0, 0). Here are six different iterated triple integrals for the volume of this tetrahedron:

\(\int_0^{1/2} \int_0^{2-4z/3}\int_0^{1-3y/2-2z/3} dx \, dy \, dz\)

\(\int_0^{1/6} \int_0^{1-6x}\int_0^{1-3y/2-2z/3} dy \, dz \, dx\)

\(\int_0^{1/6} \int_0^{1/3-2x/3}\int_0^{1-3y/2-6x/3-2z/3} dz \, dy \, dx\)

\(\int_0^{1/2} \int_0^{1/6-3z/2}\int_0^{1-6x-3y/2-2z/3} dy \, dx \, dz\)

\(\int_0^{1/3} \int_0^{1/2-2y}\int_0^{1-3y-2z-6x} dx \, dz \, dy\)

\(\int_0^{1/3} \int_0^{1/6-3y/2}\int_0^{1-6x-3y/2-2z/3} dz \, dx \, dy\)

Note that the order of integration doesn't affect the final result, as long as the limits are set up correctly.

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Answer: 10 days

Step-by-step explanation:

Answer:

\(y = {x}^{2} - 11x + 30\)

9+?=14

?=14-9

9=14-?

all others do not work

part c:

100-3t = 64

100-64 = 3t

36 = 3t

t = 12

part d:

1/2 (x-5) = 9

x-5 = 9 / (1/2)

x-5 = 18

x = 23

The graph representing the interaction between meditation. Scull’s prediction that engaging in both activities does not produce any more benefit than either activity alone was wrong.

The interaction between exercise and meditation is more pronounced, indicating that it is necessary to engage in both activities to achieve better grades. Students who meditate and exercise regularly received better grades than those who did not meditate or exercise at all. According to the table of means, students who exercised but did not meditate had a mean of 3.6, students who meditated but did not exercise had a mean of 3.5, students who did not meditate or exercise had a mean of 2.5, and students who meditated and exercised had a mean of 3.8.

The mean score for the group who exercised but did not meditate was lower than the mean score for the group who meditated but did not exercise. The mean score for the group that neither meditated nor exercised was the lowest, while the group that meditated and exercised had the highest mean score.

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Answer:

I have to show the work gimme a sec

Step-by-step explanation: