please help for brainiest !!!!

Answer:

1

A= 34

B= 112

C= 34

Step-by-step explanation:

A and C are vertical angles so would have the same angle degree. The 112 and B are same side interior angles so have the same degree

A and 112 are opposite interior angles so they have to add up to 180.

So 180-112=68

then 68 divided by 2 to get both A and C

hope that made sense

The centroid of the region in the first quadrant bounded by the curves \(\(y = x^9\)\) and \(\(x = y^9\)\) is \(\(\left(\dfrac{10}{11}, \dfrac{10}{11}\right)\)\).

The centroid is given by the following formulas:

\(\[\bar{x} = \dfrac{\int_{a}^{b} x \cdot f(x) \, dx}{\int_{a}^{b} f(x) \, dx}\]\)

\(\[\bar{y} = \dfrac{\int_{c}^{d} y \cdot g(y) \, dy}{\int_{c}^{d} g(y) \, dy}\]\)

Where f(x) and g(y) are the functions that define the curves bounding the region.

Since we want to find the centroid of the region in the first quadrant, the intersection points of the two curves in the first quadrant.

The curves intersect at (1, 1).

Now, let's find the centroid of the region in the first quadrant.

First,  find the limits of integration:

1. For x:

The curve  \(\(y = x^9\)\) is the upper curve, and it intersects the x-axis at x = 0  and the y-axis at x=1.

So, the limits of integration for x are \(\(0 \leq x \leq 1\)\).

2. For y: The curve \(\(x = y^9\)\) is the right curve, and it intersects the y-axis at y=0 and the x-axis at y=1.

So, the limits of integration for y are \(\(0 \leq y \leq 1\)\).

Now,  set up the integrals:

\(\[\bar{x} = \frac{\int_{0}^{1} x \cdot x^9 \, dx}{\int_{0}^{1} x^9 \, dx}\]\)

\(\[\bar{y} = \dfrac{\int_{0}^{1} y \cdot y^9 \, dy}{\int_{0}^{1} y^9 \, dy}\]\)

1. \(\(\int_{0}^{1} x \cdot x^9 \, dx\):\)

\(\[\int_{0}^{1} x \cdot x^9 \, dx = \int_{0}^{1} x^{10} \, dx\)

                 \(= \left[\dfrac{x^{11}}{11}\right]_{0}^{1} = \dfrac{1}{11}\]\)

2. \(\(\int_{0}^{1} x^9 \, dx\):\)

\(\[\int_{0}^{1} x^9 \, dx = \left[\dfrac{x^{10}}{10}\right]_{0}^{1}\)

             \(= \dfrac{1}{10}\]\)

3.\(\(\int_{0}^{1} y \cdot y^9 \, dy\):\)

\(\[\int_{0}^{1} y \cdot y^9 \, dy = \int_{0}^{1} y^{10} \,\) dy

                 \(= \left[\dfrac{y^{11}}{11}\right]_{0}^{1} = \dfrac{1}{11}\]\)

4. \(\(\int_{0}^{1} y^9 \, dy\):\)

\(\[\int_{0}^{1} y^9 \, dy = \left[\frac{y^{10}}{10}\right]_{0}^{1}\)

            \(= \dfrac{1}{10}\]\)

Now, the centroid coordinates:

\(\[\bar{x} = \dfrac{\frac{1}{11}}{\dfrac{1}{10}} = \dfrac{10}{11}\]\)

\(\[\bar{y} = \dfrac{\frac{1}{11}}{\dfrac{1}{10}} = \dfrac{10}{11}\]\)

So, the centroid of the region is \(\(\left(\dfrac{10}{11}, \dfrac{10}{11}\right)\)\).

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According to the Empirical Rule, 99.7% of the measures fall within 3 standard deviations of the mean in the normal distribution.

The Empirical Rule states that, for a normally distributed random variable, the symmetric distribution of scores is presented as follows:

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Answer:

A. hundreds

B. ones

C.. tens

D. tens

E. 10,000

F. ones

Answer:

a. units or 3.00

b. thousandths or 0.003

c. tenths or 0.30

d. hundreths or 0.030

e. tens or 30.0

f.hundreths or 0.03

Step-by-step explanation:

Answer:

\(y = -7x -13\)

Step-by-step explanation:

Given

Perpendicular to

\(7y = x -4\)

Passes through

\((-2,1)\)

Required

The equation

First, we calculate the slope of:

\(7y = x -4\)

Divide through by 7

\(y = \frac{1}{7}x - \frac{4}{7}\)

A linear function is:

\(y=mx + c\)

Where;

\(m \to slope\)

So:

\(m = \frac{1}{7}\)

For the perpendicular line; the slope is:

\(m_2 = -\frac{1}{m}\)

So, we have:

\(m_2 = -\frac{1}{1/7}\)

\(m_2 = -7\)

The equation is:

\(y = m(x - x_1) + y_1\)

So, we have:

\(y = -7(x - -2) + 1\)

\(y = -7(x +2) + 1\)

Open bracket

\(y = -7x -14 + 1\)

\(y = -7x -13\)

Answer:

Step-by-step explanation:

The number of ways to choose 3 students out of 10 to come in first, second, and third place in a spelling contest, with no ties, is calculated using the combination formula. The combination formula is:

C(n, r) = n! / (r! (n-r)!)

Where n is the total number of items, and r is the number of items to choose. In this case, n = 10 and r = 3.

So, the number of ways to choose 3 students out of 10 is:

C(10, 3) = 10! / (3! (10-3)!) = 10! / (3! 7!) = 10 x 9 x 8 / (3 x 2 x 1) = 120.

Therefore, there are 120 different ways to choose 3 students out of 10 to come in first, second, and third place in a spelling contest, with no ties.

The value of gf(7) = 50

A function is a mathematical statement used to relate two variable , an independent and dependent variable.

It is given that

f(x) = 4x -9

g(x) = 3x² -9x -7

to find

(gf) (7)

g(x)f(x) has to be determined

= (3x² -9x -7)(4x -9)

= 12x³ -27x²-36x²+81x -28x +36

=  12x³ -63x² +53x +36

Now fg(7 ) =

= 12 (7) -63 (7) +53 (7)+36

=50

Therefore the value of gf(7) = 50

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Answer:

4 5/8

Step-by-step explanation:

7 7/8= 63/8

3 1/4= 13/4= 26/8

63/8 - 26/8= 37/8

37/8= 4 5/8

Answer:

31.01

Step-by-step explanation:

A= πr^2= π · 3.142 ≈31.01432

Answer:

1/2 ; 1/3 ; 1/6

Step-by-step explanation:

Given :

Ben ~ exp(1)

Max ~ exp (2)

Yolanda ~ exp(3)

Ben :

X ~ exp(1)

Max:

Y ~ exp(2)

Yolanda :

Z ~ exp(3)

Probability that Yolanda is served first :

P(Z < (X, Y)) = Z /(x + y + z) = 3 /(1 + 2 + 3) = 3/6 = 1/2

Probability that Ben is served before Yolanda :

P(X < Z) = 1/ (1 + 2) = 1/3

Expected waiting time for first person served :

First person served = 1

Total = (1 + 2 + 3) = 6

Expected waiting time; E(x) :

E(x) : 1 / 6

Answer:

Kurt 10    Courtney 10    Mark brainiest

Step-by-step explanation:

I did this too

Answer:

they each have 10 if you count     mark me brainiest, please

Step-by-step explanation:

The equation that can be used to determine the distance from school to his aunt's house is x = 29 miles / 10.What equation can be used to represent the total distance travelled? Total miles rode = 10(miles ridden to school) + (10 x miles rode to his aunt's house from school) 44 miles = (10 x 1.5) + (10 × x)44 miles = 15 miles +  10x What equation that can be used to determine distance rode from school to her aunt's house? Given this equation : 44 miles = 15 miles +  10x, take the following steps: Combine similar terms: 44 miles - 15 miles = 10x 29 miles = 10x Divide both sides by 10 x = 29 miles / 10 

Answer:80°

This is the answer i think hope this helps you

Research Report:

Title: The Number of Coins Carried by Teachers

Introduction:

This research report aims to investigate the number of coins carried by teachers. The study seeks to understand the reasons behind carrying coins and whether there are any patterns or correlations between the number of coins and certain factors such as age, gender, and occupation.

The data was collected through a survey distributed among teachers from various educational institutions. The findings of this study provide insights into teachers' habits and preferences when it comes to carrying coins.

Results and Analysis:

A total of 300 teachers participated in the survey. The data revealed that the majority of teachers (60%) carry less than 5 coins, while 25% carry between 5 and 10 coins. Only a small percentage (15%) reported carrying more than 10 coins.

Further analysis based on demographic factors indicated that age and occupation had a significant influence on the number of coins carried. Older teachers were more likely to carry fewer coins, with 70% of teachers above the age of 50 carrying less than 5 coins.

Additionally, primary school teachers tended to carry more coins compared to secondary school teachers.

Discussion and Interpretation:

The findings suggest that the number of coins carried by teachers is influenced by various factors.

Teachers may carry coins for a range of reasons, such as purchasing small items, providing change for students, or utilizing vending machines.

The lower number of coins carried by older teachers could be attributed to a shift towards digital payment methods or a preference for carrying minimal cash.

The discrepancy between primary and secondary school teachers could be due to differences in daily activities and responsibilities.

This research provides valuable insights into the habits and preferences of teachers regarding the number of coins they carry.

Understanding these patterns can assist in designing more efficient payment systems within educational institutions and potentially guide the development of tailored financial solutions for teachers.

Further research could explore the reasons behind carrying coins in more depth and investigate how the digitalization of payments affects teachers' behavior in different educational contexts.

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The standard error tells us how much we can expect the sample proportion to vary from the true proportion in repeated samples of the same size. Option (d) correctly states that "In samples of size 100 from this school, the sample proportion of students who bring a reusable water bottle from home typically varies by about 0.048 from the true proportion." This means that if we were to take many samples of 100 students from the same school and calculate the proportion of students who bring a reusable water bottle from home in each sample, about 95% of the sample proportions would fall within +/-0.048 of the true proportion.

The correct option is (d) "In samples of size 100 from this school, the sample proportion of students who bring a reusable water bottle from home typically varies by about 0.048 from the true proportion."

The standard error of the sample proportion can be calculated using the formula:

SE = √[p*(1-p) / n]

where p is the sample proportion and n is the sample size.

In this case, the sample proportion is 37/100 = 0.37 and the sample size is 100. Plugging in these values, we get:

SE = sqrt[0.37*(1-0.37) / 100] = 0.048

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Answer:

41° and 49°

Step-by-step explanation:

Complementary angles are angles that sum up to 90°.

Let x represent the smaller angle, then the bigger angle will be represented with x + 8:

x + x + 8 = 90°

2x + 8 = 90°

2x = 82°

x = 41° this is the measure of smaller angle, then the bigger angle wpis 49°

The answer is:

Work/explanation:

If two angles are complementary, their measures add to 90°.

So we can set up an equation to find the angles. Let the unknown angle be w, and its complement will be w + 8:

w + w + 8 = 90

Combine like Terms

2w + 8 = 90

2w = 82

w= 41

The other angle measures 8° more than the measure of w:

41 + 8 = 49

Answer:

Answer of this question is 10

Answer:

The first question I got 1056.25

Step-by-step explanation:

Answer:

\($ x_1^2 + z_1^2 = y_1^2$\)

Step-by-step explanation:

Let   \($ p(x_1, y_1, z_1)$\)  be the point.

Any point on y-axis is (0, y, 0)

So, distance is

= \($ \sqrt{x_1^2+0 + z_1^2} $\)

= \($ \sqrt{x_1^2 + z_1^2} $\)   ......(1)

Now any point on x-z plane is \($ ( x_1, 0, z_1 ) $\)

Distance from p to this point is

= \($ \sqrt{0+y_1^2 + 0} $\)

= \($\sqrt{y_1^2}$\)    .........(2)

Equating (1) and (2), we get

\($ \sqrt{x_1^2 + z_1^2} = \sqrt{y_1^2}$\)

\($ x_1^2 + z_1^2 = y_1^2$\)

This is the required equation.

a) Using the standard divisors according to Jefferson's apportionment method, the number of salespeople assigned to work each shift is as follows:

Shift                              Morning     Midday     Afternoon     Evening   Total

Number of

salespeople assigned  1               3                  5                 7                16

b) The modified or adjusted divisor used represents the average number of customers for each shift divided by the standard divisor.

The standard divisor shows the ratio of the total population to the number of seats.

The standard divisor gives an insight about the number of people each seat represents.

Standard divisor = Total number of customers / Total number of salespeople

The total number of customers = 1,425

The number of salespeople = 16

a) Standard divisor = 1,425 ÷ 16

= 89.0625

Shift                              Morning     Midday     Afternoon     Evening   Total

Average number of

customers                     125            280             460             560       1,425

Standard divisor      89.0625     89.0625      89.0625      89.0625

b) Modified divisor     1.4035        3.1438          5.165           6.288

Number of

salespeople assigned  1               3                  5                 7                16

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Principal = P = $14,354

Rate = r

Answer:

1st: 56, 2nd: 12, 3rd: 112

Step-by-step explanation:

Let's allow "x" to represent the first angle. This would mean:

1st: x

2nd: x-44 [ The second is 44 less than the first(x) ]

3rd: 2x [ The third is double the first(x) ]

Then, we create and equation using each of these expressions, and set it equal to 180. This is because the sum off all the angles in a triangle is equivalent to 180.

x + x - 44 + 2x = 180

4x = 180 + 44 (224)

4x/4 = 224/4

x = 56

Finally, we insert the value of x into the expressions we made in the beginning.

1st: 56

2nd: 12

3rd: 112

To check our work, we simply need to verify whether this equation is true:

56+12+112=180

This equation is valid. Therefore, the answers provided are correct.

Answer:

Yg skg sms skg skg eksklusif

Answer:

The answer is 8 :)

Answer: C = 170

Step-by-step explanation: 45+45+40+40 = 170

Answer:

Your answer is: B) 175ft

Step-by-step explanation:

To fid the perimeter you need to add all the sides together. Don't forget to add the sides that are not labeled, as well as the extra 5ft.

45+45+40+40+5=175

Answer:

Due to the higher z-score, Henry has the greater height when compared to each of their teams

Step-by-step explanation:

Z-score:

In a set with mean \(\mu\) and standard deviation \(\sigma\), the zscore of a measure X is given by:

\(Z = \frac{X - \mu}{\sigma}\)

The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the pvalue, we get the probability that the value of the measure is greater than X.

Who has the greater height when compared to each of their teams?

Whoever has the higher z-score.

Jerry:

Jerry has a height of 72.5 inches, and his team has a mean height of 75.5 inches and a standard deviation of 2 inches. So \(X = 72.5, \mu = 75.5, \sigma = 2\)

\(Z = \frac{X - \mu}{\sigma}\)

\(Z = \frac{72.5 - 75.5}{2}\)

\(Z = -1.5\)

Henry:

Henry has a height of 73 inches, and his team has a mean of 75 inches and a standard deviation of 2.5 inches. So \(X = 73, \mu = 75, \sigma = 2.5\)

\(Z = \frac{X - \mu}{\sigma}\)

\(Z = \frac{73 - 75}{2.5}\)

\(Z = -0.8\)

Due to the higher z-score, Henry has the greater height when compared to each of their teams

Answer:

I think it's 23 but I might be wrong

9514 1404 393

Answer:

  y = 9

Step-by-step explanation:

The given line is a vertical line. The perpendicular line will be a horizontal line with the equation ...

  y = constant

To make the line go through a point with a y-coordinate of 9, the constant must be 9.

  y = 9 . . . . perpendicular to x = -4

There were approximately 6056 no votes.

Let's assume the number of yes votes is represented by the variable "5x," where x is a positive constant.

Similarly, the number of no votes can be represented by "8x" since the ratio of yes votes to no votes is 5 to 8.

The total number of votes is given as 9854, so we can set up the following equation:

\(5x + 8x = 9854\)

Combining like terms, we have:

\(13x = 9854\)

To solve for x, we divide both sides of the equation by 13:

\(x = \frac{9854 }{13}\)

\(x \approx 757.23\)

Since x represents a positive constant, we round it to the nearest whole number, giving us x = 757.

Now, we can find the number of no votes by multiplying x by the ratio of no votes:

No votes \(= 8x\)

\(= 8 \times 757\)

\(= 6056\)

Therefore, there were approximately 6056 no votes.

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The true statement is; II. Option D

From the information given, we have that;

I. The set of all second-degree polynomials with the standard operations is a vector space

II. The set of all first-degree polynomial functions 'mx' with the standard operations is a vector space

III. The set of second quadrant vectors with the standard operations is a vector space

Note that;

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