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statuscvo [17]
3 years ago
15

ANSWER FAST PLEASE 25 PTS

Mathematics
2 answers:
adell [148]3 years ago
6 0
The 3rd selection describes similar figures.

<span>Polygons ABCD and EFGH have the same shape and are sometimes different sizes.</span>
Tom [10]3 years ago
5 0
Polygons abcd and efgh have the same and are sometimes different sizes.
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How do i solve 4g + 2 ≥ - 14
Kryger [21]

Answer:

g ≥ -4

Step-by-step explanation:

4g + 2 ≥ - 14

      -2      -2   Subtract 2 from both sides

4g ≥ -16

g ≥ -4      Divide both sides by 4

5 0
3 years ago
Write four numbers that round to 700,000 when rounded to the nearest hundred thousand
Tanya [424]
690000
650000
670000
680000
6 0
3 years ago
Read 2 more answers
Please help! I cannot figure this out, I have no idea what to do.
joja [24]

3. First you should identify which line corresponds to which equation.

x + 2y = -8   ⇒   y = -x/2 - 4

is the line with slope -1/2 and intercept (0, -4), so the first inequality refers to the lower line in the graph.

For the inequality itself, the solution set that satisfies it is either the region above or below it. To decide which, pick any point in the plane and plug its coordinates into the inequality. The origin is a natural choice, since it's not on the line and working with 0s is easy.

In the first inequality, we have

x = 0 and y = 0   ⇒   0 + 2•0 = 0 < -8

which is not true. So (0, 0) is not in the solution set, and it stands to reason that any point in the same region will not be a solution. In other words, the region above the line x + 2y = -8 does not satisfy the inequality, while the one below it does.

In the second inequality,

x = 0 and y = 0   ⇒   2•0 + 0 = 0 ≥ -1

which is true. This means the region containing (0, 0) above the upper line solves the second inequality.

The solution to the system of inequalities is then the intersection of these two regions. (See attached; I've labeled the solution to the first inequality in blue, the solution to the second one in red, and the solution to both in green.)

All this work is kind of overkill for this particular question, though. All you really need to do is check if the given point satisfies the inequalities:

• (-5, 5) :

x = -5 and y = 5   ⇒   -5 + 2•5 = 5 < -8   ⇒   NO

• (2, -5) :

x = 2 and y = -5   ⇒   -2 + 2•5 = 8 < -8   ⇒   NO

• (-4, -6) :

x = -4 and y = -6   ⇒   -4 + 2•(-6) = -16 < -8   ⇒   MAYBE

x = -4 and y = -6   ⇒   2•(-4) + (-6) = -14 < -8   ⇒   YES

• (5, -7) :

x = 5 and y = -7   ⇒   5 + 2•(-7) = -9 < -8   ⇒   MAYBE

x = 5 and y = -7   ⇒   2•5 + (-7) = 3 < -8   ⇒   NO

4. x is the number of candy boxes with chocolates and y is the number of boxes without chocolates. Each of the x boxes cost $27.50, so if you have x boxes, their total cost is $27.5x. Each of the y boxes cost $25.00, so y boxes cost $25y. The sponsor doesn't want to order more than 100 boxes total, so

x + y < 100

but wants to raise at least $2000, so

27.5x + 25y ≤ 2000

Now do the same thing as before; plug in the listed x- and y-coordinates and pick the point that satisfies both inequalities. You will find that (50, 30) is the correct choice.

5. Consult the "overkill" part of problem 3. The line y = -3x + 6 has a negative slope, so it's the downward sloping one. Check if the origin satisfies the inequality:

x = 0 and y = 0   ⇒   0 ≤ -3•0 + 6   ⇒   0 ≤ 6   ⇒   YES

This means Regions II and III solve the first inequality.

Do the same with the other inequality:

x = 0 and y = 0   ⇒   0 ≥ 1/2•0 + 1   ⇒   0 ≥ 1   ⇒   NO

This tells us that Regions I and II solve the second inequality.

The intersection of these regions is of course Region II.

6. One of the plotted lines is apparently y = x + 4, which has a positive slope, so this must be the upper line. The shaded region below it corresponds to the solution of either y < x + 4 or y ≤ x + 4 and we eliminate B.

The other line has negative slope, which eliminates A and D since

3x - 4y = 20   ⇒   y = 3/4x - 5

has positive slope. This leaves D.

6 0
2 years ago
Gary has enough money to buy at most 5.5 pounds of potatoes. How much money does Gary have?
inn [45]
First I need to know is the price of each potato.. Once I know the price it will be simple to find the answer.
3 0
3 years ago
Read 2 more answers
PLZ HELP
mr Goodwill [35]

Answer:When planning your writing, it is important to consider the best way to communicate information to your audience, especially if you plan to use data in the form of numbers, words, or images that will help you construct and support your argument.  Generally speaking, data summaries may take the form of text, tables or figures. Most writers are familiar with textual data summaries and this is often the best way to communicate simple results. A good rule of thumb is to see if you can present your results clearly in a sentence or two. If so, a table or figure is probably unnecessary. If your data are too numerous or complicated to be described adequately in this amount of space, figures and tables can be effective ways of conveying lots of information without cluttering up your text. Additionally, they serve as quick references for your reader and can reveal trends, patterns, or relationships that might otherwise be difficult to grasp.

So what’s the difference between a table and a figure anyway?

Tables present lists of numbers or text in columns and can be used to synthesize existing literature, to explain variables, or to present the wording of survey questions. They are also used to make a paper or article more readable by removing numeric or listed data from the text. Tables are typically used to present raw data, not when you want to show a relationship between variables.

Figures are visual presentations of results. They come in the form of graphs, charts, drawings, photos, or maps.  Figures provide visual impact and can effectively communicate your primary finding. Traditionally, they are used to display trends and patterns of relationship, but they can also be used to communicate processes or display complicated data simply.  Figures should not duplicate the same information found in tables and vice versa.

Using tables

Tables are easily constructed using your word processor’s table function or a spread sheet program such as Excel. Elements of a table include the Legend or Title, Column Titles, and the Table Body (quantitative or qualitative data). They may also include subheadings and footnotes. Remember that it is just as important to think about the organization of tables as it is to think about the organization of paragraphs. A well-organized table allows readers to grasp the meaning of the data presented with ease, while a disorganized one will leave the reader confused about the data itself, or the significance of the data.

Title: Tables are headed by a number followed by a clear, descriptive title or caption. Conventions regarding title length and content vary by discipline. In the hard sciences, a lengthy explanation of table contents may be acceptable. In other disciplines, titles should be descriptive but short, and any explanation or interpretation of data should take place in the text. Be sure to look up examples from published papers within your discipline that you can use as a model. It may also help to think of the title as the “topic sentence” of the table—it tells the reader what the table is about and how it’s organized. Tables are read from the top down, so titles go above the body of the table and are left-justified.

Column titles: The goal of column headings is to simplify and clarify the table, allowing the reader to understand the components of the table quickly. Therefore, column titles should be brief and descriptive and should include units of analysis.

Table body: This is where your data are located, whether they are numerical or textual. Again, organize your table in a way that helps the reader understand the significance of the data. Be sure to think about what you want your readers to compare, and put that information in the column (up and down) rather than in the row (across). In other words, construct your table so that like elements read down, not across. When using numerical data with decimals, make sure that the decimal points line up. Whole numbers should line up on the right.

Other table elements

Tables should be labeled with a number preceding the table title; tables and figures are labeled independently of one another. Tables should also have lines demarcating different parts of the table (title, column headers, data, and footnotes if present). Gridlines or boxes should not be included in printed versions. Tables may or may not include other elements, such as subheadings or footnotes.

Quick reference for tables

Tables should be:

Centered on the page.

Numbered in the order they appear in the text.

Referenced in the order they appear in the text.

Labeled with the table number and descriptive title above the table.

Labeled with column a

Step-by-step explanation:

8 0
3 years ago
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