. Draw a unit circle. A unit circle is a circle whose radius is 1 and whose center is located at the origin of a rectangular coordinate system. On this unit circle let θ be the angle measured from the positive x‐axis to the point P = (x, y). Label the angles 0, 6  , 4  , 3  , 2  ,  , 2 3 , 2 and the coordinates of the points on the unit circle that correspond to each of these angles. 2. Plot the point         2 3 , 2 1 . How can you check that the point is on the unit circle? (Hint: recall the equation of the unit circle). Plot the points symmetric to it with respect to the y-axis, to the x-axis, and to the origin. Label the coordinates of the points you found. Find positive angles (expressed in radians) which correspond to the points. 3. Explain how symmetry can be used to find the coordinates of points on the unit circle for angles whose terminal sides are in quadrants II, III, and IV. 4. If   x, y is a point on the unit circle in quadrant I and if 2 3 x  , what is y ? 5. Find two negative and three positive angles, expressed in ra

The sample space of the experiment is {Yes 18-34, No 18-34, Not sure 18-34, Yes 35-49, No 35-49, Not sure 35-49, Yes 50 and older, No 50 and older, Not sure 50 and older}

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

Event 1: Yes, No, Not sure

Event 2: 18-34, 35-49, 50 and older

To determine the sample space of the experiment, we simply take one of the entries in event 1 and combine it with one of the entries in event 2

Using the above as a guide, we have the following:

Sample space = Yes 18-34, No 18-34, Not sure 18-34, Yes 35-49, No 35-49, Not sure 35-49, Yes 50 and older, No 50 and older, Not sure 50 and older

The above represents the sample space

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Complete question

A probability experiment consists of recording a response to the survey statement on the right and the age (18-34, 35-49, 50 and older) of the respondent.

Yes, No, Not sure

Determine the sample space

y=-2x+5 is the slope-intercept equation for a line that goes through the point (4,-3) and 5 is the value of b.

The slope of the line is the ratio of the rise to the run, or rise divided by the run. It describes the steepness of line in the coordinate plane.

The slope intercept form of a line is y=mx+b, where m is slope and b is the y intercept.

The slope of line passing through two points (x₁, y₁) and (x₂, y₂) is

m=y₂-y₁/x₂-x₁

We have to find the slope-intercept equation for a line that goes through the point (4,-3)--with a slope of -2

m=-2

Now let us find the y intercept

-3=-2(4)+b

-3=-8+b

-3+8=b

5=b

Hence, y=-2x+5 is the slope-intercept equation for a line that goes through the point (4,-3) and 5 is the value of b.

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Answer:

2

Step-by-step explanation:

2x2/2 is 2, with a triangle you half it, but lxw/2 hope this helps

the area of a triangle = 1/2 × base × height

so the equation will be

so when we multiply the answer is ...

really hope that helps :))

Answer:

0.4 or 2/5

Step-by-step explanation:

Answer:

2/5

Step-by-step explanation:

Rise(up or down) 2 and run(right or left) 5

The whole equation would be y=2/5x+1

Answer:

If you mean 1.5 * 1.5^2 then the answers 3.375

Step-by-step explanation:

Answer:

Nioio

Step-by-step explanation:

Answer:

yess thir correct answer

A. Can the relationship between the price and the number of avacados be described with a constant rate? Explain

The relationship between the number of avocados and their price can be described as a constant rate because there is a direct proportionality between the price and the number of avocados.

To get the value of the ratio we have to find that constant number among all the values in the table, for that we divide the value of the price by the number of avocados, If this value is the same for all values, the ratio is constant:

Then the ratio between the price and the number of avocados is 1.25 and is constant.

B. Can the relationship between the weight and the number of avacodos be described with a constant rate? Explain

Following the explanation of the previous problem, we are going to divide the weight of the avocados by the number of avocados to verify what the ratio is and thus be able to determine if it is constant or not.

As we can see, the ratio for each of the measures is different, this happens because the sizes of the avocados are never the same. For this there cannot be a constant rate

Answer:

Linear.

Step-by-step explanation:

The function is linear because it has a constant rate of change.

Answer:

CAB is 37 degrees

Step-by-step explanation:

90 + 53 = 143

180 - 143 = 37

we use the pythagorean theorem

1)

and

2)

and

c)

and

Answer:

To calculate 2 3/4 of 500 grams, follow these steps:

1. Convert the mixed number to an improper fraction:

2 3/4 = (2 x 4 + 3)/4 = 11/4

2. Multiply the improper fraction by 500:

11/4 x 500 = (11 x 500)/4 = 2,750/4

3. Simplify the fraction by dividing the numerator and denominator by their greatest common factor, which is 2:

2,750/4 = (2 x 1,375)/(2 x 2) = 1,375/2

Therefore, 2 3/4 of 500 grams is equal to 1,375/2 grams or 687.5 grams.

Step-by-step explanation:

Answer:

240

Step-by-step explanation:

According to law of exponential growth,

\(y=y_0e^{kt}\)

Here, \(y_0\) denotes the initial amount and k is the rate constant of the equation.

Now, the initial population is 240 bacteria.

Put \(y_0=240\)

So,

\(y=240e^{kt}\)

The population after 12 hours is double the population after 1 hour.

\(y(12)=2y(1)\)

\(240e^{12k}=240e^{k} \\e^{12k}=e^{k} \\e^{12k-k}=1\\e^{11k}=1\\11k=log 1=0\\k=0\)

(Formulae used: \(\frac{e^x}{e^y}=e^{x-y}\,,\,log 1=0\))

So,

\(y=240e^{0}=240\\y=240\)

Therefore,

Number of bacteria after 3 hours = 240

There is a 60% probability that a randomly selected student from the class scored either an A or B in Biostatistics.

To calculate the probability that a randomly selected student scored either an A or B in Biostatistics, we need to consider the number of students who scored A and B and divide it by the total number of students in the class.

Given that there are 25 students in the class, 5 of them scored an A and 10 scored a B. To calculate the probability, we add the number of students who scored A (5) to the number of students who scored B (10):

Number of students who scored A or B = Number of students who scored A + Number of students who scored B = 5 + 10 = 15.

Therefore, the probability that a randomly selected student scored A or B

in Biostatistics is:

Probability = Number of students who scored A or B / Total number of students = 15 / 25 = 0.6 or 60%.

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Since my friend says that all multiples of 3 are also multiples of 6. My response is Yes, My friend is correct because all multiples of 3 are also multiples of 6.

For every multiple of 3, one will find the multiple of 6. The fact remains that students will need to known that all multiples of 6 can also be said to multiples of 3 due to the fact that 3 is seen and is a factor of 6.

The multiples of 3 are: 3,6,9,12,15,18,21,24,27,30.

The multiples of 6 are: 3,6,9,12,15,18,21,24,27,30.

Therefore, based on the fact that my friend says that all multiples of 3 are also multiples of 6. My response is that my friend is correct because all multiples of 3 are also multiples of 6.

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Answer:

Step-by-step explanation:

So in y=mx+b form

m is slope

b is y intercept

y=1/2x+b

solve for the y intercept

and

Ur done

EDIT:

m is the slope

so m is 1/2

b is y-intercept

and since the line passes through (2,6) and the line has a slope of 1/2 that means the y-intercept is (0,5).

replace in equation.

y=1/2x+5

Answer:

y=1/2x+5

Step-by-step explanation:

m is the slope so m is 1/2 and b is y-intercept and since the line passes through (2,6) and the line has a slope that means the y-intercept is (0,5).

Marcel can set a goal of purchasing the house in 5 years. The timeframe Factor enables Marcel to work towards his financial goal within a specified period.

Marcel's financial goal is to purchase a house. To make Marcel's financial goal of purchasing a house a specific goal, he can identify the following factors:

Specificity: Marcel should specify the type of house he wants to purchase. This includes the size of the house, the number of rooms, the location, the neighborhood, and the amenities he wants in the house. For instance, Marcel can specify that he wants to purchase a 3-bedroom bungalow house located in a suburban area.

Measurability: Marcel should identify how much money he needs to purchase the house. This means that he should set a financial target that he wants to achieve to be able to purchase the house. For instance, Marcel can set a target of saving $100,000 in 3 years to purchase the house. The measurability factor enables Marcel to track his progress toward achieving his financial goal.

Attainability: Marcel should set a financial goal that is achievable based on his income and financial situation. For instance, if Marcel's current income cannot enable him to save $100,000 in 3 years, he can adjust his financial goal to suit his financial situation.

Realistic: Marcel should set a realistic financial goal that he can achieve given his resources and time frame. For instance, Marcel should not set a financial goal that is too high that he cannot achieve it or too low that it does not challenge him.

Time-bound: Marcel should set a timeframe within which he wants to achieve his financial goal. This means that Marcel should set a specific date by which he wants to purchase the house.

For instance, Marcel can set a goal of purchasing the house in 5 years. The timeframe factor enables Marcel to work towards his financial goal within a specified period.

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The savings plan balance (future value), after 4 years with an APR of 4% and monthly payments of ​$100, is $5,213.28.

The future value is the compounded amount of monthly payments after four years of monthly savings.

The future value can be computed using an online finance calculator.

N (# of periods) = 48 months (4 x 12)

I/Y (Interest per year) = 4%

PV (Present Value) = $0

PMT (Periodic Payment) = $100

Results:

Future Value (FV) = $5,213.28

Sum of all periodic payments = $4,800 ($100 x 48)

Total Interest = $413.28

Thus, in 4 years, the savings plan will have a future value of $5,213.28.

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Answer:

B) a local beach.

At a local beach, you might find quiet a few different perspective from people who like or don't like swimming, whether going to a swimsuit store, you most likely will find people buying the swimsuit because they enjoy it, and plan on swimming in it.

Step-by-step explanation:

Hope it helps! =D

To make sure the flip is in unison after 4  seconds should the flip occur, as given by option C: 4 seconds.

We have given that,

Two gymnasts are running toward each other in a floor routine, and they plan to precisely time a flip to stay synchronized for the audience.

Synchronized motion is a motion of two or more system which goes in synchronization with each other.

For this case, the flip will occur such that both gymnasts are synchronized and the flip is in unison (simultaneous).

For that, we need the time(x) and the height (y) same.

Since the motion paths are:

\(y=-(x-5)^2+3\)

\(y=-3(x-3)^2+x+1\)

Therefore, we need to find the values of x for which the same y comes as output.

Let x =  t be the time for which the height y is the same, then:

\(-(t-5)^2+3=-3(t-3)^2+t+1\) = height achieved by both gymnasts.

Solving it further:

\(-(t-5)^2+3=-3(t-3)^2+t+1\)

t=4,t=1/2

Assuming they planned to do a flip after an integral number of time in seconds, the correct option is t = 4 seconds.

Thus, to make sure the flip is in unison after 4  seconds should the flip occur, as given by the option C: 4 seconds.

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Only the first statement is false. The rest are true statements about the Central Limit Theorem.

The Central Limit Theorem (CLT) is a fundamental theorem in probability and statistics which states that, given a sufficiently large sample size from a population with a given mean and standard deviation, the sampling distribution of the mean will be nearly normal, regardless of the shape of the original population distribution.

It is important to note that the first statement presented is false. Taking more samples from the population will not necessarily result in a more normal sampling distribution. The CLT does not guarantee that the sampling distribution will be normally distributed, only that it is more likely to be so as the sample size increases.

The second statement is true. If the population distribution is normal, the sampling distribution of the mean will also be nearly normal, regardless of the sample size. The third statement is also true. As the sample size increases, the sampling distribution of the mean is more likely to be nearly normal, regardless of the shape of the original population distribution.

Finally, the fourth statement is also true. The CLT states that the sampling distribution will be centered at the true population parameter. This means that the mean of the sampling distribution will be equal to the mean of the population.

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Answer:

false

Step-by-step explanation:

false

Answer:

x = 1/2 , x = -1/2

Step-by-step explanation:

Given equation;

169x² - 42.25

Find:

Solution of equation using square root

Computation:

169x² - 42.25

We know that 13² = 169 and 6.5² = 42.25

So,

[13x]² - [6.5]²

a² - b² = (a + b)(a - b)

So,

[13x]² - [6.5]² = [13x + 6.5][13x - 6.5]

So,

13x + 6.5 = 0 , 13x - 6.5 = 0

x = 6.5 / 13 , x = -6.5 / 13

x = 1/2 , x = -1/2

The true statements about the polynomial function graphed are:

Its leading coefficient is positive.

It has an odd degree.

None of the zeroes have even multiplicity.

From the given options, the true statements about the polynomial function graphed are:

Its leading coefficient is positive.

It has an odd degree.

None of the zeroes have even multiplicity.

Let's analyze each statement:

Its leading coefficient is positive:

The leading coefficient of a polynomial is the coefficient of the term with the highest degree.

From the graph, if the polynomial is going upwards on the right side, it indicates that the leading coefficient is positive.

It has an odd degree: The degree of a polynomial is the highest power of the variable in the polynomial expression.

If the graph has an odd number of "turns" or "bumps," it indicates that the polynomial has an odd degree.

None of the zeroes have even multiplicity:

The multiplicity of a zero refers to the number of times it appears as a factor in the polynomial.

In the given graph, if there are no repeated x-intercepts or no points where the graph touches and stays on the x-axis, it implies that none of the zeroes have even multiplicity.

The other statements (its leading coefficient is negative, it has an even degree, it has exactly two real zeroes, it has exactly three real zeroes, and none of the zeroes have odd multiplicity) cannot be determined based solely on the information given.

Therefore, the true statements about the polynomial function graphed are:

Its leading coefficient is positive.

It has an odd degree.

None of the zeroes have even multiplicity.

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I'm not sure. Don't be angry but this is my first time on this app but it helps a lot and i would also like to help but it seems that I'm the one who needs help.

The probabilities of picking the real numbers are 0.52 and 0.88, respectively

The probabilities in this case, is the area covered by each region

Using the above as a guide, we have the following:

Real number between 3 and 5

Here, we have the area to be

Region B

The area of region B is 0.56

So, we have

Probability = 0.56

Real number between 3 and 7

Here, we have the area to be

Region B and Region C

The areas of these regions are 0.56 and 0.32

So, we have

Probability = 0.56 + 0.32

Probability = 0.88

Hence, the probability is 0.88

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Answer:

aob and boc are supplementary

angles 1 and 3 are adjacent .

Step-by-step explanation:

Answer:

Step-by-step explanation:

complimentary angles=90

∠R+∠T=90

3x+2x=90

5x=90

x=90/5

Answer:

Step-by-step explanation:

Step-by-step explanation:

you just have to put that value in place of x in the function.

don't be so lazy you a hole do it yourself

Answer:

30

Step-by-step explanation:

9 + 9 + 6 + 5 + 1 = 30