Identify the converse of the statement "A → B: If x = 3, then x + 8 = 11."

A) ∼A → ∼B: If x ≠ 3, then x + 8 ≠ 11.

B) ∼A → B: If x ≠ 3, then x + 8 = 11.

C) B → A: If x + 8 = 11, then x = 3.

The solution of the given system of equations is (1, 2.5)

From the graph attached, it van be seen that two intersecting lines represent the system of equations.

And the solution of the system of equations is a common point where these lines intersect.

The graph shows both the line are intersecting each other at (1, 2.5).

Therefore, the solution of the given system of equations will be (1, 2.5).

Learn more about equations on

https://brainly.com/question/2972832

#SPJ1

Answer:

Step-by-step explanation:

According to the information, Sandra charges $2.25 for each necklace. So the correct option would be A.

To find the answer to this problem we must identify the information that the function raises. In this case we must replace the n by a number (in this case it will be 5) to find the value of P as shown below:

Once we identify how much 5 necklaces are worth, we divide that value by 5 to find the unit value.

Learn more about functions in: https://brainly.com/question/12431044

#SPJ1

Step-by-step explanation:

To solve the inequality:

-3 > 5 - b

We can start by isolating the variable b on one side of the inequality. We can do this by subtracting 5 from both sides of the inequality:

-3 - 5 > -b

Simplifying the left-hand side of the inequality, we get:

-8 > -b

To isolate b, we can multiply both sides of the inequality by -1. When we do this, we need to reverse the inequality sign:

8 < b

So the solution to the inequality is:

b > 8

This means that b must be greater than 8 for the inequality to be true.

The statement "1+1 is the hardest problem in the world" is generally meant to be taken as a joke or a humorous exaggeration.

The phrase may be used ironically to emphasize the difficulty of a seemingly simple task or to highlight the importance of attention to detail. For example, a complex mathematical proof may require multiple steps and involve intricate calculations, but the simplest mistake, such as an error in basic arithmetic, could render the entire proof invalid.

In this context, the phrase "1+1 is the hardest problem in the world" could be used to underscore the importance of checking and double-checking even the most basic assumptions and calculations in complex problem-solving.

Find out more on phrases at https://brainly.com/question/28523628

#SPJ1

Answer:

d=23,000-500u

Step-by-step explanation:

im doing the test

Answer: √2/2

Step-by-step explanation: Starting from the positive x-axis (angle 0), we rotate the ray counterclockwise by 45 degrees, or π/4 radians. Since the point on the unit circle corresponding to 45 degrees lies on the line y = x, its coordinates are (cos(45), sin(45)) = (√2/2, √2/2).

14 students excel in all three subjects.

Let's use the Principle of Inclusion-Exclusion to solve this problem.

Let A be the set of students excelling in Arts, B be the set of students excelling in Science, and C be the set of students excelling in Mathematics.

|A| = 24, |B| = 16, |C| = 13

|A ∩ B| = 16, |B ∩ C| = 13, |A ∩ C| = 12

Let x be the number of students who excel in all three subjects.

|A ∩ B ∩ C| = x

We are given that 2 students excel in none of the subjects.

So, |A ∪ B ∪ C| = 52 - 2 = 50

Using the Principle of Inclusion-Exclusion:

|A ∪ B ∪ C| = |A| + |B| + |C| - |A ∩ B| - |B ∩ C| - |A ∩ C| + |A ∩ B ∩ C|

Substituting the given values, we get:

50 = 24 + 16 + 13 - 16 - 13 - 12 + x

Solving for x, we get:

50 = 24 - 12 + x

x = 38 - 24

x = 14

So, 14 students excel in all three subjects.

Read more about Venn Diagram here:

https://brainly.com/question/24713052

#SPJ1

The number of bacteria present at 5 hours is 148.413. The Option B is correct.

In exponential growth, a population's growth rate stays the same regardless of population size which makes the population grow faster and faster as it gets larger.

To get number of bacteria present at 5 hours, we need to evaluate the function [tex]f(5) = e^5.[/tex]

Using a calculator, we get:

[tex]f(5) = e^5\\f(5) = 148.413159103\\f(5) = 148.413.[/tex]

Read more about Exponential

brainly.com/question/2456547

#SPJ1

The expression 0 + 10 = 10 is an examle of the identity property of 0

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

The list of options

The identity property of 0 states that

A number added to 0 equals to the number

Mathematically, we have

a + 0 = 0

The options are not clear

So, I will give another example of this property

The expression 0 + 10 = 10 is an examle of the identity property of 0

Read more about identity property at

https://brainly.com/question/549862

#SPJ1

Answer:

Step-by-step explanation:

a

Answer:

21 and 42

Step-by-step explanation:

Lets say x and y are our numbers. x is the smaller number, y is the larger.

We can construct the equations:

x = 0.5y

x + y = 63

Substitute 0.5y for x in the second equation.

0.5y + y = 63

1.5y = 63

y = 42.

Plug y into the first equation.

x = 0.5 * 42

x = 21.

Your numbers are 21 and 42.

Answer:

A is incorrect because points are: (length [x], height [y])

B is correct because a point is not a size, it is a position, and they have no dimensions, as they are a dot.

C is incorrect, as I explained above.

D is incorrect, also as I explained above.

Select the bolded answers, as the question asks which are false

Imma get that brainliest ;)

Answer:

It's has to be D) because it says it depends on their dimensions.

Step-by-step explanation:

a) says they have no length or high which is almost the same thing as B).

Cuz B) they have no size or dimension

which that means that if you have to check if they all apply they all have to be the same thing in different words.

C) says their size variety which variety means it could be different types it could be without dimension it could be tall or etc

And D) says their size depends on their dimension all the others say don't have size or dimension. I hope this helps you

The percentage increase in the number of water bottles from February to April is 19%.

A company manufactures water bottles. The list describes the amount of water bottles manufactured in three months.

Therefore,

Therefore,

Number of water bottles in march = 4100 + 7% of 4100

Number of water bottles in march =4100 + 7 / 100 × 4100

Number of water bottles in march = 4100 + 287

Number of water bottles in march =  4387

Hence,

Number of water bottles manufactured in April = 4387 + 500 = 4887

Therefore,

percentage increase from February to April = 4887 - 4100 / 4100 × 100

percentage increase from February to April = 787 / 4100 × 100

percentage increase from February to April = 78700 / 4100

percentage increase from February to April = 19.1951219512

percentage increase from February to April = 19%

learn more on percent increase here: https://brainly.com/question/29978614

#SPJ1

Answer:

B. AB = CD = sqrt(13); DA = BC = sqrt(17)

This is because in a parallelogram, opposite sides are equal in length. In this statement, AB is equal to CD and DA is equal to BC, so opposite sides are equal. The values of AB, CD, DA, and BC are given as the square root of 13 and the square root of 17, which matches the condition of the statement.

In statement A, all sides are equal in length, which means the shape is a rhombus, not necessarily a parallelogram.

To decide how the whole could look, I used the information given in the statement that Angela drew a square representing 2/2 of a whole. This tells me that Angela's square represents the entire whole.

If Angela drew a square that shows 2/2 of a whole, it means that the square represents the entire whole.

To show how the whole could look, we can draw a larger square around Angela's square. This larger square would represent the whole, and Angela's square would be a part of it.

Based on this information, I determined that the whole could be represented by a larger square that encompasses Angela's square. The size of the larger square would be such that the area of Angela's square is equal to 1 whole unit, since Angela's square represents 2/2 or 1 whole unit of the whole.

Therefore, I drew a larger square that has the same area as 1 unit and enclosed Angela's square within it. This larger square represents the entire whole, and Angela's square is a part of it. (Image attached)

Read more about square  here:

https://brainly.com/question/25092270

#SPJ1

a) Approximately 84% of the people are at least 26.5 years old. So, about 3528 people (0.84 * 4200).

b) Approximately 16% of the people are less than 26.5 years old. So, about 672 people (0.16 * 4200).

a) 26.5 years is 1.5 years (18 months) less than the mean (28 years). This is 1 standard deviation (18 months) below the mean.

The 68-95-99.7 Rule states that 68% of the data falls within 1 standard deviation of the mean. So, 100% - 68% = 32% is outside 1 standard deviation.

Since it's symmetrical, one-half of that 32% (16%) is less than 26.5 years, and the other half (16%) is older than 29.5 years.

Consequently, 100% - 16% = 84% is over 26.5 years old. If you multiply 0.84 by 4200, you get 3528 people.

b) As calculated earlier, 16% of the people are less than 26.5 years old. 0.16 * 4200 = 672 people.

Read more about confidence interval here:

https://brainly.com/question/15712887

#SPJ1

Answer:

To write the Hindu-Arabic numeral 872 as a Babylonian numeral using the symbols I and <, we need to break it down into its place values:

The digit 8 is in the hundreds place.

The digit 7 is in the tens place.

The digit 2 is in the ones place.

To represent 800 in the hundreds place, we use 8 symbols <. To represent 70 in the tens place, we use 7 symbols < followed by 1 symbol I. To represent 2 in the ones place, we use 2 symbols I.

Putting these symbols together, we get the Babylonian numeral:

<<<<< <<<< <<<< <<<< IIII

So, the Babylonian numeral equivalent of the Hindu-Arabic numeral 872 is <<<<< <<<< <<<< <<<< IIII.

Answer:

[tex](6x-2)(8x+4)° \\ = 6x(8x + 4) - 2(8x + 4) \\ = 48x {}^{2} + 24x - 16x - 8 \\ = 48x {}^{2} + 8x - 8 \\ [/tex]

hope it helps

Answer:

Triangle P has been rotated clockwise by 90° about the point (0,0).

PLEASE MARK IT THE BRAINLIEST!!!!

Answer:

D. its a two dimensional object

Answer:

A. It is a polygon

C. It is a one-dimensional object

The shape is a polygon in two dimensions since a polygon must have at least three straight sides.

Therefore, the slope of line s is equal to (d + b) / (a - c).

In mathematics, the slope is a measure of the steepness of a line. It is defined as the ratio of the vertical change (rise) between two points on the line to the horizontal change (run) between those same two points. In other words, the slope is the change in the y-coordinate divided by the change in the x-coordinate. If the slope is positive, the line is increasing from left to right and has an upward direction. If the slope is negative, the line is decreasing from left to right and has a downward direction. If the slope is zero, the line is horizontal. If the slope is undefined, the line is vertical. The concept of slope is important in various fields of mathematics, science, and engineering, as it helps to describe the relationship between two variables and make predictions based on that relationship. It is also used in calculus to find the rate of change of a function, and in geometry to find the equation of a line or the angle between two lines.

Here,

Since line s is parallel to line t, it has the same slope as line t. The slope of a line passing through two points (x₁, y₁) and (x₂, y₂) can be calculated using the formula:

slope = (y₂ - y₁) / (x₂ - x₁)

In this case, the points on line t are (a, -b) and (-c, d), so the slope of line t is:

slope of t = (d - (-b)) / (-c - a)

slope of t = (d + b) / (a - c)

Since line s is parallel to line t, it has the same slope as line t:

slope of s = (d + b) / (a - c)

To know more about slope,

https://brainly.com/question/29184253

#SPJ1

Answer: 25/546 chance

Step-by-step explanation:

total is 15 chocolates.

Five are milk, so chance of getting milk is 1/3. second is dark, so 5/14 chance. Then white, so 5/13 chance

1/3*5/14*5/13=25/546

After 4 years, the investment of $700 at 4% compounded daily results in a future value of $821.45.

The future value represents the present value or investment compounded at an interest rate periodically for a certain number of years.

The future value can be determined using the FV formula or an online finance calculator.

N (# of periods) = 1,460 days (4 years x 365)

I/Y (Interest per year) = 4%

PV (Present Value) = $700

PMT (Periodic Payment) = $0

Results:

Future Value (FV) = $821.45

Total Interest = $121.45

Learn more about the future value at https://brainly.com/question/24703884.

#SPJ1

Therefore, the usefulness of stigma in society depends on how it is applied and the context in which it is used.

Durkheim, one of the founding fathers of sociology, saw deviance as a normal and necessary aspect of society. According to Durkheim, deviance serves several important functions. Firstly, it reinforces social norms by defining what is acceptable and unacceptable behavior. Deviance also provides a sense of unity and reinforces social solidarity within a society by creating a common enemy for people to rally against. Additionally, deviance can facilitate social change by highlighting areas where social norms may be outdated or ineffective.

The labeling theory of deviance suggests that deviance is not a characteristic of the individual but rather a product of the social reaction to their behavior. The process of labeling a person as deviant can have a significant impact on their self-identity and can lead to further deviant behavior. Primary deviance refers to the initial act of deviance, whereas secondary deviance refers to the subsequent behavior that occurs after a person has been labeled as deviant.

Stigma, or the negative social label attached to deviant behavior, can have both positive and negative consequences for society. On the one hand, stigma can help to reinforce social norms and discourage deviant behavior. However, it can also lead to discrimination and marginalization of individuals who are labeled as deviant, which can have negative impacts on their life chances and well-being. Therefore, the usefulness of stigma in society depends on how it is applied and the context in which it is used.

To know more about deviance:

https://brainly.com/question/12478798

#SPJ1

An equation that models the trigonometric graph is:

y = 4 sin 4x

The general form for an equation that models a wave is this:

±a (sin/cos) (2π(x - p)/T)

where:

a is the amplitude

p is the phase shift

T is the period.

The ±ve will turn into +ve if the graph tends to start from the positive direction, and then turns -ve if it the graph tends to start from the negative direction.

The (sin/cos) will definitely become sine if the graph starts at 0 before it is being shifted. Then, it becomes cosine if the graph begins at the amplitude.

In this problem, we see that the graph begins as positive, and then at the amplitude with no phase shift, we see that the ±ve becomes +ve, (sin/cos) becomes sin, and p becomes zero. Plugging in the given values  in the problem, we see that a = 4 and T = π/2.

We see that this equation becomes:

y = 4sin(2πx/(π/2)).

y = 4 sin 4x

Read more about trigonometric graph at: https://brainly.com/question/24329125

#SPJ1

Answer:

number 1111q

Step-by-step explanation:

the answer is 1

By using the corresponding angles, vertically opposite angles, alternate interior angles, and linear pair theorems, the measure of the angles are:

m ∠1 = 39°

m ∠2 = 141°

m ∠3 = 141°

m ∠4 = 39°

m ∠5 = 39°

m ∠6 = 141°

m ∠7 = 39°

From the question, we are to calculate the measure of the unknown angles in the given diagram

By the Linear pair theorem,

We can write that

m ∠5 + 141° = 180°

Thus,

m ∠5 = 180° - 141°

m ∠5 = 39°

Likewise

m ∠7 + 141° = 180°

m ∠7 = 180° - 141°

m ∠7 = 39°

By the vertical angles theorem,

We can write that

m ∠6 = 141° (Vertically opposite angles)

By the corresponding angles theorem,

We can write that

m ∠2 = 141° (Corresponding angles)

m ∠2 = m ∠3 (Vertically opposite angles)

Therefore,

m ∠3 = 141°

m ∠4 = m ∠5 (Alternate interior angles)

m ∠4 = 39°

m ∠1 = m ∠4 (Vertically opposite angles)

Therefore,

m ∠1 = 39°

Hence,

The measure of angle 1 is 39°

Learn more on Calculating the measure of angles here: https://brainly.com/question/28769265

#SPJ1