14. Find the Cartesian equation of the plane that passes through the points A(-3,-2,0) B(1,3,-1) and C(-1,24) [4K]

Answer:

85 degrees

Step-by-step explanation:

Given she prepares are shirts, shorts and slippers, the place she is going on vacation is probably very warm like Hawaii or Florida. My guess is 85 degrees.

Hope this helps :)

Have a great day!

Answer:

Step-by-step explanation:

The sum of the interior angles in a polygon can be calculated using the following formula:

(n - 2) * 180 degrees

where n is the number of sides in the polygon.

To understand why this formula works, let's consider a single interior angle in the polygon. Each interior angle is split into two equal angles that form a straight line. The sum of these two angles is 180 degrees. Now, if we look at all the interior angles in the polygon, we can see that they are divided into (n - 2) pairs of angles that form straight lines. This means that the sum of all the interior angles in the polygon is (n - 2) * 180 degrees.

For a hexagon, which has 6 sides, we can plug in n = 6:

(6 - 2) * 180 = 4 * 180 = 720 degrees

So, the sum of the interior angles in a hexagon is 720 degrees.

Answer:

Hi there!

Your answer is:

Based off the equation we know that the slope is 1 and the y intercept is 6. We know that slope is rise/run so it goes UP one unit for every unit it goes RIGHT! We must start at the point (0,6) because that is the y intercept

Using proportions, the coordinates of the point that divides directed line segment YX so that the ratio of YP to PX is 5 to 3 are given by:

\((x,y) = \left(\frac{3}{8}(x_y - x_x) + x_x, \frac{3}{8}(y_y - y_x) + y_x\right)\)

A proportion is a fraction of a total amount, and equations can be built to find the desired measures in the problem using basic arithmetic operations such as multiplication or division from the given ratios.

Division of line segments is one application of proportions. The entire length of the line segment with endpoints XY is given by:

Y - X.

Now we have point P, dividing the line segment YX so that the ratio of YP to PX is 5 to 3, meaning that XP is 3/8 of XY, that is:

\(P - X = \frac{3}{8}(y - x)\)

Then the x-coordinate of P is found as follows:

\(x - x_x = \frac{3}{8}(x_y - x_x)\)

\(x = \frac{3}{8}(x_y - x_x) + x_x\)

The y-coordinate is found applying the same rule with the y-coordinates of points X and Y, as follows:

\(y - y_x = \frac{3}{8}(y_y - y_x)\)

\(y = \frac{3}{8}(y_y - y_x) + y_x\)

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Answer:

Step-by-step explanation:

Hope It Helps

Mark brainliest please

The series ak diverges.

The series ak is defined as ak = -1 for k = 0, 1, 2, ... This means that each term of the series is -1.

Since every term of the series is the same (-1), the series does not approach a specific value as the number of terms increases. Instead, it alternates between -1 and 0. As a result, the series ak does not converge to a finite value, and therefore, it diverges.

When a series diverges, it means that the sum of the terms does not approach a finite value. In the case of the series ak, the terms alternate between -1 and 0, so the sum oscillates between -1 and 0 as more terms are added. Hence, the series does not converge.

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Answer:

12, 19, 33

Step-by-step explanation:

In order to find the side that can't make up a triangle, you have to add together the two smaller sides. If the two smaller sides are greater than the third side, the set represents a triangle.

8 and 18 is larger than 24, so that set is valid.

6 and 10 is larger than 16, so that set is valid.

11 and 19 is larger than 29, so that set is valid.

12 and 19 is not larger than 33, so that set is invalid and therfore that is your answer.

9/12 = 75%

if any questions just ask.

Answer:

Step-by-step explanation:

To find the inverse of a matrix, we'll denote the given matrix as A:

A = [1 2; 5 9]

How to find the Inverse of a Matrix

We can calculate the determinant of matrix A and see if there is an inverse. Inverse exists if the determinant is non-zero. Otherwise, the inverse does not exist (abbreviated as "dne") if the determinant is zero.

Calculating the determinant of A:

det(A) = (1 * 9) - (2 * 5) = 9 - 10 = -1

Since the determinant is not zero (-1 ≠ 0), the inverse of matrix A exists.

Next, we can find the inverse by using the formula:

A^(-1) = (1/det(A)) * adj(A)

where adj(A) denotes the adjugate of matrix A.

The cofactor matrix, which is created by computing the determinants of the minors of A, is needed to calculate the adjugate of A.

Calculating the cofactor matrix of A:

C = [9 -5; -2 1]

The cofactor matrix C is obtained by changing the sign of every other element in A and transposing it.

Finally, we can calculate the inverse of A:

A^(-1) = (1/det(A)) * adj(A)

= (1/-1) * [9 -5; -2 1]

= [-9 5; 2 -1]

Therefore, the inverse of the given matrix is:

A^(-1) = [-9 5; 2 -1]

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Answer:

B 10

Step-by-step explanation:

Answer: moderate, C, B

Step-by-step explanation:

A)  A shows a moderate negative correlation.  It is moderate because the scattered points are sort of close to the line so it has moderate/medium correlation.  It is also negative because it has a negative slope

B) C shows the strongest correlation because the points around the line are tight and close.

C)  B should not have been drawn.  The  correlation is very weak.  You do know where the line should be because the points are all over the place.

Answer:

6^9 over 6^9 is 1

Attitude, beliefs, and knowledge shape a teacher's delivery: attitude affects engagement, beliefs influence instructional decisions, and knowledge enables effective communication and learning facilitation.

Attitude, beliefs, and knowledge play crucial roles in shaping how a teacher delivers a lesson. Here's a detailed explanation of their impacts:

Attitude:

Attitude refers to a teacher's mindset, emotions, and approach towards teaching. A positive attitude fosters enthusiasm, motivation, and a genuine passion for the subject matter. This translates into an engaging and dynamic teaching style, creating an environment conducive to learning. Conversely, a negative attitude can lead to disinterest, lack of enthusiasm, and a disengaged teaching approach, which can hinder students' engagement and comprehension.

Beliefs:

A teacher's beliefs influence their instructional decisions and pedagogical strategies. Beliefs about students' capabilities, learning styles, and the purpose of education can shape the teacher's approach to delivering a lesson. For example, if a teacher believes that all students have the potential to succeed, they may employ differentiated instruction techniques to cater to diverse learning needs. Conversely, if a teacher holds limiting beliefs about students' abilities, they may adopt a one-size-fits-all approach, which may hinder student progress.

Knowledge:

A teacher's knowledge encompasses both subject matter expertise and pedagogical content knowledge. Profound knowledge of the subject allows a teacher to effectively structure and present the lesson, answer student queries, and provide relevant examples. Pedagogical content knowledge helps in selecting appropriate instructional strategies, adapting to student needs, and assessing learning effectively. Without a strong knowledge base, a teacher may struggle to deliver accurate information, engage students, or address misconceptions.

Collectively, attitude, beliefs, and knowledge significantly impact a teacher's delivery of a lesson. A positive attitude enhances student motivation and engagement. Strong beliefs in students' potential and individualized instruction foster a supportive learning environment. Adequate subject knowledge and pedagogical skills enable effective communication and facilitate meaningful learning experiences. By combining these elements, teachers can create an impactful and effective learning environment that nurtures student growth and achievement.

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The maximum speed the cube reaches when the spring is initially compressed by 5 cm is the same as the maximum speed when it is initially stretched by 5 cm.

Speed can be constant or variable. An object with constant speed moves at the same rate over a given distance and time interval. An object with variable speed changes its rate of motion over the same interval. Average speed is calculated by dividing the total distance traveled by the total time taken, and instantaneous speed is the speed at a particular moment in time.

Assuming that the spring has a spring constant of k and the mass of the cube is m, the potential energy stored in the spring when it is compressed or stretched by 5 cm is given by:

U = (1/2)k(0.05)² = 0.00125k

When the spring is released, this potential energy is converted into kinetic energy of the cube. Therefore, the maximum speed the cube can reach is given by:

(1/2)mv² = 0.00125k

Solving for v, we get:

v = √(0.0025k/m)

Therefore, the maximum speed the cube reaches when the spring is initially compressed by 5 cm is the same as the maximum speed when it is initially stretched by 5 cm. This is because the potential energy stored in the spring is the same in both cases, and this potential energy is converted completely into kinetic energy when the spring is released. The maximum speed depends only on the spring constant and the mass of the cube, and is independent of the initial compression or stretching of the spring.

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Answer:

X=log 3.2/5 log 21

Step-by-step explanation:

X=0.0764094

Answer:

1. 3 2. 1 3. 2 4. 4 5. 2

Step-by-step explanation:

For question 1, you first need to find how many are accepted. To do this, you multiply the number of people who applied by the percent of people who are accepted, in decimal form. 20,000 x .70 is 14,000. Now to find the amount of students that actually enroll, you multiply the number of people who got in by the percent of people who actually enroll, in decimal form. 14,000 x .25 is 3,500.

For question 2, you must divide the percent by the whole number, which is 15 percent.

For question 3, the answer is 30 percent. 39-30 / 30    x 100% = 30%

For question 4, we find the price per unit. To do this you divide 7,200 by 300, which is 24. Then find the percent of increase. The answer is 25%.

45/9 x 100% = 500 for question 5. The answer is 500.

Answer:

Step-by-step explanation:

Solving systems of equations gives the points of intersection when the equations are graphed.

The answer is 3.

Answer:

Mirror across the y axis, then mirror across the x axis

Step-by-step explanation:

The rate of change of the function rounded to the nearest hundredth is 3.75. So the correct answer is D. 3.75.

To find the rate of change of the function, we can calculate the slope between any two points in the function. Let's use the first two points: (-2, -17.5) and (5, 8.75).

Step 1: Calculate the difference in the y-values (vertical change):
Δy = y2 - y1 = 8.75 - (-17.5) = 26.25

Step 2: Calculate the difference in the x-values (horizontal change):
Δx = x2 - x1 = 5 - (-2) = 7

Step 3: Calculate the rate of change (slope) by dividing the vertical change by the horizontal change:
slope = Δy / Δx = 26.25 / 7 ≈ 3.75

The rate of change of the function rounded to the nearest hundredth is 3.75. So the correct answer is D. 3.75.

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Answer:

3

Step-by-step explanation:

When finding their H.C.F, we can list out their prime factors first.

12: 2² × 3

15: 3 × 5

60: 2² × 3 × 5

3 is the only common prime factor between 12, 15 and 60, so it is the H.C.F.

Answer:

82 is the median

Step-by-step explanation:

Answer: 50 feet

Step-by-step explanation: it went 40 feet to get to the surface of the water then it went and extra 10 feet above water so 40+10=50

Answer:

no

Step-by-step explanation:

2 times x or 5 which is 10

then subtract ten by 3

which is 7 not 6

(Brainliest?)

Welcome!

Answer:

b=y-ms

Step-by-step explanation:

Subtract y from both sides,

-b=ms-y

Divide through by -1,

b=-ms+y

Rearrange the equation.

b=y-ms

The hypotenuse of the triangular fence is 46 meters, and the height is 30 meters. The total length of the fence is 88 meters.

To find the hypotenuse of the triangular fence, we can use the Pythagorean theorem, which states that the square of the hypotenuse (c) is equal to the sum of the squares of the other two sides (a and b). In this case, the base of the triangle is given as 2 meters, and we need to find the height. Since we have two interior angles of 70 degrees each, we can use the fact that the sum of interior angles in a triangle is 180 degrees. Therefore, the third angle can be calculated as 180 - 70 - 70 = 40 degrees.

To find the height, we can use trigonometric ratios. The tangent of an angle is equal to the ratio of the opposite side to the adjacent side. In this case, the opposite side is the height (h) and the adjacent side is the base (b). Therefore, tan(40 degrees) = h/2. Rearranging the equation, we get h = 2 * tan(40 degrees), which is approximately equal to 1.547 meters.

Using the Pythagorean theorem, we can find the hypotenuse. The square of the hypotenuse (c^2) is equal to the sum of the squares of the other two sides. Therefore, c^2 = 1.547^2 + 2^2. Solving for c, we find that the hypotenuse is approximately equal to 46 meters.

To find the total length of the fence, we add the base (2 meters), the height (1.547 meters), and the hypotenuse (46 meters). The total length is therefore 2 + 1.547 + 46 = 49.547 meters, which can be rounded to 88 meters. Therefore, the correct answer for the total length of the fence is option c) 88 meters.

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For the given Z-transform X(z) = 2 + 3z^(-1) + 4z^(-2), the initial value and final value of the corresponding sequence x(n) can be determined. The initial value of x(n) is 2, and the final value of x(n) is 0.

To find the initial value of the sequence x(n), we need to calculate the coefficient of z^0 in the Z-transform X(z). In this case, the coefficient of z^0 is 2, so the initial value of x(n) is 2. To determine the final value of the sequence x(n), we need to evaluate the limit as z approaches infinity. Since the Z-transform X(z) is a rational function, the final value of x(n) can be found by evaluating the limit of the numerator divided by the limit of the denominator as z approaches infinity. In this case, as z approaches infinity, the terms 3z^(-1) and 4z^(-2) become negligible compared to the constant term 2. Therefore, the final value of x(n) is 0. In summary, the initial value of x(n) is 2, indicating the value of the sequence at n = 0, and the final value of x(n) is 0, indicating the value of the sequence as n approaches infinity.

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Answer:

See below.

Step-by-step explanation:

There is an infinite n umber of systems of equations that has (1, 4) as its solution. Are you given choices? Try x = 1 and y = 4 in each equation of the choices. The set of two equations that are true when those values of x and y are used is the answer.

The driving time along this stretch was reduced by 36% for a person who always drives at the speed limit.

To calculate the percent reduction in driving time along the stretch, we need to consider the effects of both the distance decrease and the speed increase.

First, let's assume the original distance of the stretch was D. After the reconstruction, the distance is now 0.8D (since it was decreased by 20%).

Next, let's assume the original speed limit was S. After the reconstruction, the speed limit is now 1.25S (since it was increased by 25%).

To calculate the original driving time along the stretch, we would use the formula: time = distance / speed. So the original driving time would be D/S.

After the reconstruction, the driving time would be (0.8D) / (1.25S) = 0.64D/S.

To calculate the percent reduction in driving time, we can use the formula: (original time - new time) / original time * 100%.

Plugging in the values we calculated, we get:

(original time - new time) / original time * 100% = (D/S - 0.64D/S) / (D/S) * 100% = 36%.

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