Rick is building a sandbox for his cousins in the shape of a parallelogram. When drawn on a coordinate plane, the sandbox has vertices at (-4,0), (-2,6), (4,0), and (2,-6). If every unit represents a foot, what area does the sandbox cover?

~a.) 24ft²
~b.) 36ft²
~c.) 48ft²
~d.) 64ft²

The correct statement regarding the null hypothesis is: the null hypothesis claims the opposite of what the researcher believes.

The null hypothesis is the claim that no relationship exists between two sets of data or variables being analyzed. The

null hypothesis is that any experimentally observed difference is due to chance alone, and an underlying causative

relationship does not exist, hence the term "null".

In research, the null hypothesis is a statement of no effect or no relationship between variables, while the alternative

hypothesis represents the effect or relationship the researcher is interested in demonstrating.

The purpose of statistical testing is to determine whether there is enough evidence to reject the null hypothesis in

favor of the alternative hypothesis.

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Since they can't rent for a fraction of a day, the maximum number of days they can rent the small car with insurance is 10 days.

The total cost of renting a small car with insurance is:

$465 = $25x + $21x

Simplifying and solving for x, we get:

$465 = $46x

x = 10.11

Since they can't rent for a fraction of a day, the maximum number of days they can rent the small car with insurance is 10 days.

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Answer:

The amplitude is 1/2, the period is 2π/4 = π/2, and the phase shift is π/2.

Step-by-step explanation:

The given function is:

f(t) = -1/2(4t - 2π)

We can rewrite this function in the form:

f(t) = A cos(B(t - C)) + D

where A is the amplitude, B is the period, C is the phase shift, and D is the vertical shift.

Comparing this with the given function, we can see that:

A = 1/2

B = 4

C = π/2

D = 0

Therefore, the amplitude is 1/2, the period is 2π/4 = π/2, and the phase shift is π/2.

Note that the negative sign in front of the function does not affect the amplitude, period, or phase shift. It simply reflects the function across the x-axis.

The coin makes approximately 16.53 turns when rolled on its edge for 1.34 m.

The circumference of the coin can be calculated as follows to determine the number of turns it makes:

C = πd

where C is the circumference, d is the diameter, and π is the mathematical constant pi (approximately equal to 3.14159).

So, for the given $2 coin with a diameter of 25.75 mm, the circumference is:

C = πd = 3.14159 x 25.75 mm ≈ 80.926 mm

Divide the distance traveled by the coin's circumference to determine the number of turns it makes when rolled on its edge for 1.34 meter:

Number of turns = distance traveled / circumference of the coin

Number of turns = 1.34 m / 0.080926 m

Number of turns ≈ 16.53

Therefore, the coin makes approximately 16.53 turns when rolled on its edge for 1.34 m.

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The bigger engine is larger than the smaller one by 235.4724 cubic centimeters.

We know that 1 inch=2.54 centimeters

Then 1 cubic inches-(2.54)^3 cubic centimeters

We have that:

⇒ 1 cubic inches=(2.54)3 = 16.3870 cubic centimeters

⇒350 cubic inches= 350 x 16.3870 = 5735.4724 cubic centimeters

Since, the other displaces 5,500 cubic centimeters  and 5735.4724< 5500. The difference between them is:

= 5735.4724 - 5500

= 235.4724

Hence, the bigger engine larger than the smaller one by 235.4724 cubic centimeters.

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The total number of non-empty subsets s of[tex]{1, 2, 3, . . . , 8}[/tex] such that the product of the elements of s is at most 200 is:
[tex]255 - (127 + 63 + 31) + 2 = 36.[/tex]
So, there are 36 such subsets.

Number of non-empty subsets s of[tex]{1, 2, 3, . . . , 8}[/tex] such that the product of the elements of s is at most 200, we can use a method called inclusion-exclusion principle.
First, we need to count the total number of non-empty subsets of the given set.

Since each element can either be included or excluded, there are [tex]2^8 - 1 = 255[/tex] non-empty subsets.
Next, we need to count the number of subsets whose product is greater than 200.

We can start by considering the subsets that contain 8, since 8 is the largest element in the set.

There are only two such subsets: {8} and {1, 8}.

Both of these subsets have a product greater than 200. Similarly, we can consider subsets that contain 7, and so on. We find that there are[tex]2^7 - 1 = 127[/tex] subsets that contain 7, and each of these subsets has a product greater than 200. Similarly, there are [tex]2^6 - 1 = 63[/tex] subsets that contain 6, and each of these subsets has a product greater than 200.
Double-counted the subsets that contain both 6 and 7, as well as those that contain both 6 and 8, and those that contain both 7 and 8.

Subtract the number of subsets that contain both 6 and 7, both 6 and 8, and both 7 and 8.

There are [tex]2^5 - 1 = 31[/tex] subsets that contain both 6 and 7, and each of these subsets has a product greater than 200.

Similarly, there are[tex]2^5 - 1 = 31[/tex] subsets that contain both 6 and 8, and each of these subsets has a product greater than 200.

Finally, there are [tex]2^5 - 1 = 31[/tex] subsets that contain both 7 and 8, and each of these subsets has a product greater than 200.
However, we have subtracted too much, since we have now excluded subsets that contain all three of 6, 7, and 8. There are only two such subsets: {6, 7, 8} and {1, 6, 7, 8}. Both of these subsets have a product greater than 200.

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To find the number of non-empty subsets s of {1, 2, 3, . . . , 8} such that the product of the elements of s is at most 200, we can use the concept of power set and combinatorics. By analyzing the pattern, we can determine that there are a total of 120 subsets whose product is at most 200.

To find the number of non-empty subsets s of the set {1, 2, 3, . . . , 8} such that the product of the elements of s is at most 200, we can use the concept of power set and combinatorics. The power set of a set is the set of all its subsets. We know that the number of elements in the power set of a set with n elements is 2n. In this case, we have 8 elements in the set, so the power set will have 28 = 256 subsets. However, we need to find the number of subsets with a product at most 200.

We can analyze the products of all subsets to determine the count.

By analyzing the pattern, we can determine that there are a total of 120 subsets whose product is at most 200. This can be calculated by summing the total number of subsets for each number of elements (1-element subsets + 2-element subsets + 3-element subsets + ... + 8-element subsets).

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Answer:  the answer is A. 14.

Step-by-step explanation: In each trial of the reenactment, Scott chooses one card from the stack and records its digit. Based on the given data, a digit of or 1 speaks to a objective scored, and a digit of 2 through 9 speaks to a missed endeavor.

Out of the 5 endeavors per amusement, on the off chance that Scott scores precisely 2 objectives, it implies he missed 3 endeavors. Subsequently, the likelihood of this occasion can be calculated as:

P(exactly 2 objectives) = (0.2)²(0.8)³ = 0.008192

This likelihood can be utilized to discover the anticipated number of diversions in which Scott scores precisely 2 objectives, by duplicating it by the overall number of diversions reenacted:

Anticipated number of recreations = P(exactly 2 objectives) × Add up to number of recreations = 0.008192 × 84 ≈ 0.68

Adjusting to the closest entire number, we get that Scott is anticipated to score precisely 2 objectives in 1 diversion out of the 84 recreated diversions.

Here are the given expressions and their respective variables and coefficients:

12s + 4t | Variables: s, t | Coefficients: 12, 4

46rs + 10x | Variables: r, s, x | Coefficients: 46, 10

12q + 14x | Variables: q, x | Coefficients: 12, 14

10x + 10y | Variables: x, y | Coefficients: 10, 10

17rs + 32x | Variables: r, s, x | Coefficients: 17, 32

5x + 7y - 12z | Variables: x, y, z | Coefficients: 5, 7, -12

36ab + 70m | Variables: a, b, m | Coefficients: 36, 70

3r + 19a + 10m | Variables: r, a, m | Coefficients: 3, 19, 10

7k + 16m | Variables: k, m | Coefficients: 7, 16

8r + 5s | Variables: r, s | Coefficients: 8, 5

9h + 120m | Variables: h, m | Coefficients: 9, 120

12k + m | Variables: k, m | Coefficients: 12, 1

7g + 15h + w | Variables: g, h, w | Coefficients: 7, 15, 1

4c - 8d + 12f | Variables: c, d, f | Coefficients: 4, -8, 12

6t + 17r - 35j | Variables: t, r, j | Coefficients: 6, 17, -35

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The radius of the water bottle which is in cylindrical shape is approximately 2.12 cm.

A cylinder is a three-dimensional shape that consists of two congruent, parallel circular bases that are connected by a curved lateral surface. The lateral surface of the cylinder is formed by a rectangle that is wrapped around the circular bases.

A cylinder can be thought of as a circular prism, where the bases are circles and the lateral surface is curved. The height of a cylinder is the perpendicular distance between the two bases, and the radius is the distance from the center of the base to the edge of the circular base.

The formula for the volume of a cylinder is V = πr^2h, where V is the volume, r is the radius, and h is the height. We can rearrange this formula to solve for the radius:

r = √(V/πh)

Substituting the given values, we have:

r = √(150/π(8.9))

r ≈ 2.12 cm (rounded to two decimal places)

Therefore, the radius of the water bottle is approximately 2.12 cm.

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Answer: 4545 yards

Step-by-step explanation:

We can use similar triangles to solve this problem. Let's represent the height of the flagpole with the variable "x".

Using the triangle formed by Carla's line of sight, the height of the apartment building, and the top of the flagpole, we can set up the following proportion:

x / (x + 1515) = 15 / 20

Simplifying this proportion, we get:

4x = 3(x + 1515)

4x = 3x + 4545

x = 4545

Therefore, the height of the flagpole is 4545 yards.

The answer is A. Evaluation researchers encounter more logistical problems than other researchers because evaluation research occurs in the context of real life.

Evaluation research often takes place in real-world settings, which can present logistical challenges such as accessing participants, coordinating schedules, and dealing with unexpected events. Additionally, evaluation research often involves multiple stakeholders and requires collaboration and communication among various groups, which can further complicate logistical issues. While evaluation research may also involve longer timelines, higher costs, measurement problems, and examination of multiple variables, these factors do not necessarily contribute to greater logistical challenges.

This means that evaluation researchers have to navigate complex, real-world situations, adapt to unforeseen challenges, and work with various stakeholders, making the research process more logistically challenging compared to controlled laboratory settings or theoretical research.

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Evaluation research is a type of research that focuses on assessing the effectiveness, efficiency, and impact of programs, policies, or interventions in real-life settings.

The correct answer is A. occurs in the context of real life.

This often involves evaluating the outcomes and impacts of interventions in complex and dynamic environments, such as organizations, communities, or systems. As a result, evaluation researchers may encounter more logistical problems compared to other types of researchers because they need to navigate real-life contexts, deal with multiple stakeholders, collect data from diverse sources, and address issues such as ethics, confidentiality, and validity in the evaluation process. Logistical problems may include challenges related to data collection, measurement, sample selection, data quality, and managing time and resources.

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Answer:

To determine which ratio is proportional to 80:60, we need to simplify the ratio by dividing both terms by their greatest common factor. In this case, the greatest common factor of 80 and 60 is 20, so:

80/20 = 4

60/20 = 3

Therefore, the simplified ratio is 4:3.

Now we can compare this ratio to the given options to see which one is proportional to 4:3:

16:15 is not proportional

16:12 is proportional (since 16/4 = 4 and 12/3 = 4)

18:15 is not proportional

18:12 is proportional (since 18/3 = 6 and 12/2 = 6)

Therefore, the ratio that is proportional to 80:60 is 16:12.

The distance between the two points can be found to be, and the number that goes beneath the radical symbol is 80.

To find the distance between two points in a plane, you can use the distance formula derived from the Pythagorean theorem. The distance formula is:

d = √[(x₂ - x₁)² + (y₂ - y₁)²]

where (x₁, y₁) and (x₂, y₂) are the coordinates of the two points.

In this case, the coordinates of the two points are (-4, 1) and (4, 5). So, x₁ = -4, y₁ = 1, x₂ = 4, and y₂ = 5.

Now, apply the distance formula:

d = √[(4 - (-4))² + (5 - 1)²]

d = √[(8)² + (4)²]

d = √(64 + 16)

d = √80

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a) Any value outside of Q1 - 1.5(IQR) and Q3 + 1.5(IQR) can be considered a potential outlier.

b) This will give us a visual representation of the distribution of income among the full-time students.

c) It is important to analyze outliers carefully to ensure that they are not artificially skewing the results of our analysis.

(a) To check for outliers in the data set, we can use the box-and-whisker plot or the z-score method. However, since we do not have the exact data, we cannot use these methods. One way to identify potential outliers is to calculate the quartiles (Q1, Q2, and Q3) and the interquartile range (IQR).

(b) To draw a histogram of the data, we can use the frequency distribution table given in the question. The x-axis should represent the income ranges (e.g. $0-$100, $100-$200, etc.) and the y-axis should represent the frequency (i.e. the number of students who earned income within each range).

(c) If there are any outliers in the data set, we need to investigate them further to determine the reason for their unusual values. Possible reasons for outliers could be data entry errors, extreme values due to high- or low-income jobs, or unique situations such as unexpected windfalls or emergencies.

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As likely as not (assuming the bag contains an equal number of magnets for each letter in the alphabet).

Probability is a measure of the likelihood or chance that a particular event will occur. It is expressed as a number between 0 and 1, with 0 indicating that the event is impossible and 1 indicating that the event is certain to occur.

In probability theory, the probability of an event is calculated by dividing the number of ways that the event can occur by the total number of possible outcomes. This is known as the probability formula:

probability = Number of favorable outcomes / Total number of possible outcomes

Probability is used in a wide range of fields, including statistics, finance, physics, and engineering, to model and analyze uncertain situations and make predictions.

B. Likely (assuming the bag contains an equal number of magnets for each letter in the alphabet, and that there are more consonants than vowels in the alphabet).

C. Unlikely (assuming the deck contains an equal number of red and black cards).

D. Impossible (assuming the deck contains only standard playing cards with 52 cards, including 13 cards for each of the four suits).

E. Unlikely (assuming the deck contains only standard playing cards with 52 cards, including 4 cards for each number or face value).

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The distance of the base of the tower and the airplane is 348.5 ft,  and the right option is 4. 348.5 ft.

Distance is the length between two points.

To calculate the distance of the base of the tower and the airplane, we use the formula below.

Formula:

Where:

From the diagram,

Given:

SUbstitute these values into equation 1 and solve for A

Hence, the right option is 4. 348.5 ft.

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Given statement: The rule of thumb for estimating the time of completion is 1.5 times what you originally think it will be.

Given statement is True.

The reason for this rule of thumb is that tasks often take longer than initially estimated due to unforeseen challenges, dependencies, and other factors that can cause delays.

By estimating the time of completion as 1.5 times the original estimate, you are accounting for these potential delays and allowing for a more realistic timeline.

This rule of thumb is not a hard and fast rule, and there will be cases where tasks take less or more time than 1.5 times the original estimate. However, it can be a helpful guideline for project planning and resource allocation, as it helps to ensure that sufficient time and resources are allocated to complete tasks within a realistic timeframe.

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The goal of the data analysis stage is to figure out how information is currently flowing and why it isn't flowing properly. The statement is True.

The basic purpose of data analysis is to obtain meaningful insights and information from data by examining it. While knowing how information progresses is an important part of this process, the ultimate goal is to get a better knowledge of the data itself, as well as any patterns or correlations that may exist within it.

The process of troubleshooting and problem-solving is more directly tied to determining why information is not flowing properly. This may entail examining the data to discover any abnormalities, mistakes, or inconsistencies that may be interfering with information flow. Once these concerns have been recognized, efforts may be made to fix them and enhance information flow.

Therefore, the statement is true, the goal of the data analysis stage is to figure out how information is currently flowing and why it isn't flowing properly.

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TRUE. In the data analysis step, the focus is on examining and evaluating data to identify patterns, trends, and insights. The goal is to pinpoint any issues or inefficiencies in the way information flows and to determine the root cause of these problems.

By analyzing the data, organizations can gain a better understanding of their processes and identify areas for improvement.
 In the data analysis step, the goal is to examine and understand the current flow of information. This involves analyzing the data to identify patterns, trends, and any potential issues. By pinpointing the reasons why the information is not flowing properly, you can then work towards implementing solutions to improve the efficiency and effectiveness of the data management process.

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The scientist used 0.786 liters of the liquid for the experiment.

Unit conversion is the process of converting a quantity expressed in one unit of measurement to an equivalent quantity expressed in a different unit of measurement.

To convert between different units of measurement, we need to use conversion factors, which relate to the two units.

In this case, the conversion factor is 1 liter = 1000 milliliters, which allows us to convert from milliliters to liters by dividing by 1000.

Here we have

A scientist used 786 millimeters  

To convert milliliters to liters, we need to divide by 1000 since there are 1000 milliliters in one liter.

So, to convert 786 milliliters to liters, we divide by 1000:

786 milliliters ÷ 1000 = 0.786 liters

Therefore,

The scientist used 0.786 liters of the liquid for the experiment.

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Complete Question:

A scientist used 786 milliliters of a liquid for an experiment. How many liters of the liquid did the scientist use for this experiment?

In a standard additions method workup the information from the linear regression that is most closely related to the unknown concentration is this:  the intercept of the linear regression line.

In the standard additions method workup, the information that is most closely related to the unknown concentration is the intercept of the linear regression line.

The reason why this is the case is that the intercept represents the y-value of the regression line where the line crosses the y-axis. This y-axis is the value of the dependent variable when the independent variable or concentration is zero. So, by solving for the intercept, we can determine the concentration of the unknown sample.

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The expression that gives the area as a function of the width is 4w²+3w.( option B)

The area of a shape is the space occupied by the boundary of a plane figures like circles, rectangles, and triangles.

The area of a rectangle is expressed as ;

A = l×w, where l is the length and w is the width.

Since the length is 3 inches more than four times the width, then;

l = 3+4w

Representing 3+w for l in the area formula, then we have;

A = (3+4w)(w)

A = 4w²+3w

therefore the expression that represents the area is 4w²+3w

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The relative frequency of the given students surveyed and prefer to go to Cook Middle School and Energy Flow is equal to 0.4 or 40%.

The relative frequency of all students surveyed who go to Cook Middle School and prefer Energy Flow

= (Number of students go to Cook Middle School and prefer Energy Flow) /( total number of students surveyed)

From the given table,

The number of students who go to Cook Middle School and prefer Energy Flow is  equal to 20.

The total number of students surveyed is equal to 50.

The relative frequency of all students surveyed who go to Cook Middle School and prefer Energy Flow is,

= 20/50

= 0.4

Therefore, the relative frequency of all students surveyed going to the Cook Middle School and prefer Energy Flow is equal to 0.4 or 40%.

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The above question is incomplete, the complete question is :

Some students at Cook Middle School and Elm Middle School participated in a survey. They were asked which sports drink they prefer: Gym Juice or Energy Flow. The two-way table shows the results.

                       Gym Juice        Energy Flow   Total

Cook                   15                     20                    35

Elm                       5                     10                     15

Total                    20                     30                     50

What is the relative frequency of all students surveyed who go to Cook Middle School and prefer Energy Flow?

The percentage of the original area of wetlands currently left in the United States is approximately 50%. So, the correct

option is 50% (option 3).

Percentages are a way of expressing a proportion or a fraction as a part of 100. It is denoted by the symbol "%".

According to the United States Environmental Protection Agency (EPA), it is estimated that about 50% of the original

wetlands in the contiguous United States have been lost since the 1600s due to human activities such as agriculture,

development, and urbanization. Therefore, the correct answer to the question is 50%.

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The percentage of the original area of wetlands currently left in the United States is approximately 50%.

Wetlands are regions of land where the soil is continually or intermittently soaked with water. Wetlands have a particular hydrology, soil, and vegetation mix that results in specialised ecosystems that offer a variety of ecological functions.

There are many different types of habitats where wetlands can be found, such as coastal locations, interior regions, and high-altitude mountain regions. They come in a variety of shapes, such as marshes, swamps, bogs, fens, and estuaries, and can be freshwater, brackish, or saline.

Wetlands are significant for several reasons. For species, such as migrating birds, amphibians, and fish, they offer crucial habitats. They also aid in removing contaminants from water, lessen the effects of flooding, and give people access to recreational activities. Wetlands are crucial for carbon sequestration as well.
Based on the information provided, the question is asking for the approximate percentage of the original area of wetlands currently left in the United States. The answer is approximately 50%.

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Answer:

f(x) is the blue graph, g(x) is the red graph.

x^2 - 3x + 17 - (2x^2 - 3x + 1) = 16 - x^2

16 - x^2 = 0 when x = -4, 4

So the area between these two graphs is (using the TI-83 graphing calculator):

fnInt (16 - x^2, x, -4, 4) = 85 1/3

Sampled 200 delinquent credit card accounts instead of 100, the margin of error would decrease.

Sampled 200 delinquent credit card accounts, the margin of error for the sample mean at a 95% confidence level would be $80.164.

Smaller than the margin of error we found earlier for a sample size of 100.

The margin of error for the sample means at a 95% confidence level, we need to use the formula:
[tex]Margin of error = z\times (standard deviation / square root of sample size)[/tex]
[tex]z\times[/tex] is the z-score for the 95% confidence level, which is 1.96.
So, plugging in the given values, we get:
[tex]Margin of error = 1.96 \times  (578 / \sqrt 100)[/tex]
[tex]Margin of error = 1.96 \times 57.8[/tex]
Margin of error = 113.008
Therefore, the margin of error for the sample mean at a 95% confidence level is $113.008.
Repeated samples of 100 delinquent credit card accounts and computed the sample mean each time, we would expect the true population mean to be within $113.008 of our sample mean about 95% of the time.
The margin of error is inversely proportional to the square root of the sample size. So, as the sample size increases, the margin of error decreases.
To see this, let's plug in the new sample size into the margin of error formula:
[tex]Margin of error = 1.96 \times (578 / \sqrt 200)[/tex]
[tex]Margin of error = 1.96 \times 40.9[/tex]
Margin of error = 80.164

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Answer:

5x

6xy

2x3y

hope it's helpful

Answer:√2/2

Step-by-step explanation:

Let's label the sides of the right triangle as follows:

The side adjacent to the angle θ (cosine is adjacent/hypotenuse): 6

The hypotenuse (the longest side): 6√2

The side opposite to the angle θ (sine is opposite/hypotenuse): 6√3

Using the Pythagorean theorem, we can find the length of the missing side:

a² + b² = c²

6² + (6√3)² = (6√2)²

36 + 108 = 72

144 = 72

√144 = √72

12 = 6√2

Now that we know the length of all three sides, we can use the cosine ratio to find the value of cos(θ):

cos(θ) = adjacent/hypotenuse = 6/6√2 = √2/2

Therefore, the value of cos(θ) in the right triangle with sides of 6, 6√2, and 6√3 is √2/2.

The estimated regression equation for the given data is y = -30.7 + 3.409x

To develop an estimated regression equation for the given data, we need to use the method of least squares.

The formula for the slope of the regression line is given by:

b = ∑(xi - x)(yi - y) / ∑(xi - x)²

where xi and yi are the individual values of the two variables, x and y are their respective means.

The formula for the intercept of the regression line is given by:

a = y - b × x

where a is the intercept and b is the slope.

Using the given data, we can calculate the values of x, y, b, and a as follows

x = (6 + 11 + 15 + 18 + 20) / 5 = 14

y = (7 + 9 + 12 + 21 + 30) / 5 = 15.8

∑(xi - x)(yi - y) = (6 - 14)(7 - 15.8) + (11 - 14)(9 - 15.8) + (15 - 14)(12 - 15.8) + (18 - 14)(21 - 15.8) + (20 - 14)(30 - 15.8) = 306.8

∑(xi - x)² = (6 - 14)² + (11 - 14)² + (15 - 14)² + (18 - 14)² + (20 - 14)² = 90

b = ∑(xi - x)(yi - y) / ∑(xi - x)² = 306.8 / 90 = 3.409

a = y - b × x = 15.8 - 3.409 × 14 = -30.7

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The given question is incomplete, the complete question is:

Given are data for two variables, x and y. Develop an estimated regression equation for these data.

Therefore, the solution is equation (x, y) = (52/7, -10/7).

To solve the system of equations by elimination, we need to eliminate one of the variables. We can do this by multiplying one or both equations by a constant to create opposite coefficients for one of the variables. Then, we can add or subtract the equations to eliminate that variable and solve for the other variable. Here's how to solve the given system of equations:

Multiply the first equation by 3 and the second equation by 2 to create opposite coefficients for y:

[tex]3(x - 2y = 12) - > 3x - 6y = 36[/tex]

[tex]2(-5x + 3y = -44) - > -10x + 6y = -88[/tex]

Add the equations to eliminate y:

[tex]3x - 6y + (-10x + 6y) = 36 + (-88)[/tex]

[tex]-7x = -52[/tex]

Solve for x by dividing both sides by -7:

[tex]x = 52/7[/tex]

Substitute x = 52/7 into either equation to solve for y. Using the first equation:

[tex]52/7 - 2y = 12[/tex]

[tex]-2y = 12 - 52/7[/tex]

[tex]-2y = 72/7 - 52/7[/tex]

[tex]-2y = 20/7[/tex]

[tex]y = -(10/7)[/tex]

Check the solution by substituting the values of x and y into both equations:

[tex]x - 2y = 12 - > 52/7 - 2(-10/7) = 12 (true)[/tex]

[tex]-5x + 3y = -44 - > -5(52/7) + 3(-10/7) = -44 (true)[/tex]

Therefore, the solution is (x, y) = (52/7, -10/7).

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Step-by-step explanation:

rotate the triangle in your mind (or as actual picture on your phone or computer), so that the right angle is the bottom right or bottom left, and C being the opposite bottom angle.

then we see

28 = cos(C) × 35

21 = sin(C) × 35

and so,

sin(C) = 21/35 = 3/5

cos(C) = 28/35 = 4/5

tan(C) = sin(C)/cos(C) = 3/5 / 4/5 = 3/4