Combine the like terms to create an equivalent expression for −5j+(−2j)+3

If boat is heading towards a lighthouse, whose beacon-light is 142 feet above the water, the distance from point A to point B is approximately 226.6 feet.

To find the distance from point A to point B, we can use the tangent function. Let x be the distance between point A and the lighthouse, and let y be the distance between point B and the lighthouse. We can then set up two equations based on the angles of elevation:

tan(13°) = 142/x

tan(20°) = 142/y

Solving for x and y, we get:

x = 142/tan(13°) ≈ 627.8 feet

y = 142/tan(20°) ≈ 401.2 feet

The distance between point A and point B is the difference between x and y:

x - y ≈ 226.6 feet

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Complete question is:

A boat is heading towards a lighthouse, whose beacon-light is 142 feet above the water. From point A, the boat’s crew measures the angle of elevation to the beacon, 13 degree, before they draw closer. They measure the angle of elevation a second time from point B at some later time to be 20 degrees . Find the distance from point A to point B. Round your answer to the nearest foot if necessary.

The dimensions of the garden that minimize the cost are approximately 8.67 feet by 21.68 feet.

Let's assume the length of the rectangular garden is L and the width is W. Then the area of the garden is:

A = L * W = 188

We want to minimize the cost of enclosing the garden, which is given by:

C = 20L + 10(2L + W) = 20L + 20L + 10W = 40L + 10W

We can use the equation for the area of the garden to express one of the dimensions in terms of the other. For example, we can solve for W:

W = A / L = 188 / L

Substituting this expression for W into the cost equation, we get:

C = 40L + 10(A / L)

Taking the derivative of this expression with respect to L and setting it equal to zero to find the critical point(s):

dC/dL = 40 - 10(A / L^2) = 0

Solving for L, we get:

L^2 = A * 4/10 = 75.2

L ≈ 8.67 feet

Substituting this value of L back into the expression for W, we get:

W ≈ 21.68 feet

Therefore, the dimensions of the garden that minimize the cost are approximately 8.67 feet by 21.68 feet.

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The statement that best proves that <XWY ≅ <ZYW is that two parallel lines are cut by a transversal, then the alternate interior angles are congruent

To determine the correct statement, we need to know the properties of a parallelogram.

These properties includes;

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Answer:

The correct is the little (B) 0.76

The size of the angle 'x' is 117°

An external angle of a triangle is an angle formed by extending one side of the triangle and intersecting with the extension of another side.

In a triangle, the measure of an external angle is equal to the sum of the measures of the two opposite interior angles.

Here we have  a triangle

Let the ABC be the triangle as given in the picture

=> ∠A = 38°  

From the baseline BC

=> Measure of B = 180° - 101° = 79°

As we know

In a triangle, the measure of an external angle is equal to the sum of the two opposite interior angles

=> x = ∠A + ∠C

=> x = 38° + 79°

=> x = 117°  

Therefore,

The size of the angle 'x' is 117°

Therefore,

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Given the following question:

Where the trapezoid is...

6ft by 9ft

Find the area:

The solution of the inequality is x ≤ 8

The graph of the solution is shown on the number line in the diagram below

From the question we are to solve the given inequality

The given inequality is

3 ≥ x - 5

Solving the inequality

3 ≥ x - 5

Add 5 to both sides of the equation

3 + 5 ≥ x - 5 + 5

8 ≥ x

∴ x ≤ 8

The graph of the solution is shown on the number line in the diagram below

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These real-world applications help young learners see the practical applications of geometry and develop a deeper understanding of geometric concepts while making learning more engaging and meaningful.

Relevance: Connecting math to real-world applications helps students see the practical value and relevance of the concepts they are learning. It provides a meaningful context and motivation for learning.

Engagement: Real-world applications make math more interesting and engaging for students. It brings concepts to life and helps students see how math is used in everyday life.

Deep understanding: By applying math concepts to real-world situations, students develop a deeper understanding of the concepts and their connections. It promotes critical thinking, problem-solving skills, and the ability to apply mathematical knowledge in different contexts.

Transferability: Real-world applications help students see how math concepts can be transferred and applied to various situations. It promotes the ability to apply learned concepts to new and unfamiliar problems.

Some real-world applications of geometry that would be appropriate for young learners include:

Measurement: Young learners can apply geometric concepts to measure and compare the lengths, areas, and volumes of objects in their environment. For example, measuring the length of a room, comparing the sizes of different shapes, or estimating the volume of a container.

Navigation and Maps: Young learners can use geometry to understand maps, directions, and spatial relationships. They can learn about reading maps, understanding coordinates, and finding distances between locations.

Architecture and Construction: Exploring geometric shapes, angles, and symmetry can help young learners understand the principles of architecture and construction. They can design and build simple structures using different shapes and understand the importance of stability and balance.

Art and Design: Geometry plays a significant role in art and design. Young learners can explore symmetry, patterns, and shapes in various art forms. They can create tessellations, explore rotational symmetry, or design patterns using geometric shapes.

Everyday Objects: Geometry is present in everyday objects around us. Young learners can identify and classify shapes in their environment, such as identifying spheres, cubes, cylinders, and cones in objects like balls, boxes, cups, and ice cream cones.

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The antenna designer obtained a probability density function (PDF) for analyzing the signal distribution in a parabolic satellite dish, aiding in performance evaluation and optimization

A probability density function (PDF) is a mathematical function that describes the probability distribution of a continuous random variable. In this case, the PDF obtained by the antenna designer provides information about the probability distribution of signal strengths received by the satellite dish. It helps in understanding the range and likelihood of different signal strengths.

By analyzing the PDF, the antenna designer can assess the performance of the satellite dish. They can determine the average signal strength, the most probable signal strength, and the range of signal strengths that occur with different probabilities. This information is valuable in designing and optimizing the antenna system to ensure efficient and reliable signal reception.

Additionally, the PDF can be used for various statistical analyses, such as calculating the expected value, variance, and other properties of the signal strengths. It provides a quantitative understanding of the signals received by the satellite dish, aiding in the assessment and improvement of the antenna system's performance.

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Answer: The person above me is correct. Here is a picture if you still dont get it..

Step-by-step explanation:

Answer:

A. No

B. No

C. Yes

D. Yes

Step-by-step explanation:

Answer:

11. 9. 4.

Step-by-step explanation:

Since BD bisects ABC, angle ABD = angle CBD.

(13x - 56) = (7x + 10)

6x = 66

x = 11.

Again for the next question BD bisects ABC.

(x + 15) = (4x - 12)

3x = 27

x = 9.

For the last question,

(9x + 9) = (12x - 3)

3x = 12

x = 4.

Answer:8,976

Step-by-step explanation:

Since there are seventeen racks and 528 books on each you do 17 times 528 which gives you 8,976

Answer:

15 apples in total

Step-by-step explanation:

Therefore, the total distance Gabe will paddle is 2x + 400 meters. The exact value of x depends on the width of the river, which is not provided in the given information.

To find the total distance Gabe will paddle, we need to consider the distance he will travel from Q to P, then from P to R, and finally from R back to Q.

First, let's consider the distance from Q to P. Since Gabe will paddle in a diagonal line across the river, this distance can be calculated using the Pythagorean theorem.

The length of the bridge (PR) is given as 400 meters, which is the hypotenuse of a right triangle. The width of the river can be considered as the perpendicular side, and the distance Gabe will paddle from Q to P is the other side. Let's call this distance x.

Using the Pythagorean theorem, we have:

x^2 + (width of the river)^2 = PR^2

Since the width of the river is not given, we'll represent it as w. Therefore:

x^2 + w^2 = 400^2

Next, let's consider the distance from P to R. Gabe will paddle along a route beside the bridge, which means he will travel the length of the bridge (PR) again. So, the distance from P to R is also 400 meters.

Finally, Gabe will paddle back from R to Q along the shore. Since he will follow the shoreline, the distance he will paddle is equal to the distance from Q to P, which is x.

To find the total distance, we add up the distances:

Total distance = QP + PR + RQ

= x + 400 + x

= 2x + 400

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Step-by-step explanation:

given

2x + y = 13

turning to y = ax + b we get

y = - 2x + 13

hope it helps :)❤

Note: I am assuming you meant to say:

Answer:

Zoey needs 51 more beads to make 5 bangles.

Step-by-step explanation:

Total number of beads Zoey currently has = 99 beads

Beads need to make one bangel = 30 beads

so

Beads need to make 5 bangles = 30 × 5 = 150 beads

Since she has already 99 beads.

So, all we need s to subtract 99 beads from 150 beads.

Therefore,

The number of beads Zoey needs = 150 - 99

                                                          = 51 beads

Thus, Zoey needs 51 more beads to make 5 bangles.

Answer:

3x^4-x^3+6x^2+7x-3

Step-by-step explanation:

(x^2-x+3)(3x^2+2x-1)

3x^4-3x^3+9x^2+2x^3-2x^2+6x-x^2+x-3

3x^4-3x^3+2x^3+9x^2-2x^2-x^2+6x+x-3

3x^4-x^3+6x^2+7x-3

The seismograph reading of the earthquake is approximately 1.99526.To determine the seismograph reading of the earthquake with a magnitude of 3.3 on the Richter scale, we can use the formula M(I) = log(I/0.001), where M(I) represents the magnitude and I represents the intensity of the earthquake.

In this case, we are given the magnitude of 3.3. Let's substitute this value into the formula and solve for I:

3.3 = log(I/0.001)

To isolate I, we need to convert the equation into exponential form:

10^(3.3) = I/0.001

Simplifying the equation, we have:

I = 10^(3.3) * 0.001

Using a calculator, we find that 10^(3.3) is approximately 1995.26.

So, the seismograph reading of the earthquake is:

I = 1995.26 * 0.001

≈ 1.99526.

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The four fundamental subspaces of a matrix are the row space, column space, null space, and left null space.(a) A basis for the row space of A is {{1,2,3}, {2,3,4}}. The row rank of A is 2.(b) A basis for the column space of A is {{1,2}, {2,3}, {3,4}}.

(c) A basis for the null space of A is {{-1,1,0}, {1,-2,1}, {0,1,-1}}. The nullity of A is 3.

(d) A basis for the null space of At is {{1,-1,0}, {-1,1,1}, {0,-1,-1}}. The nullity of At is 3.The four fundamental subspaces of a matrix are the row space, column space, null space, and left null space. The row space is the set of all linear combinations of the rows of the matrix, and its dimension is the row rank. The column space is the set of all linear combinations of the columns of the matrix, and its dimension is the column rank. The null space is the set of all vectors that are solutions to the system of equations Ax = 0, and its dimension is the nullity. The left null space is the set of all vectors that are solutions to the system of equations A^T x = 0, and its dimension is the nullity.

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Answer:

Step-by-step explanation:

The triangles can not be proven congruent.

We have AAA theorem ⇒ given triangles are similar for sure.

Answer:

You graph each equation, then you find the intercepting point. the location of that point is the answer. You can also do it in equation form.

The answers are 24.50, 8.50, 23.50 respectively.

Given that we are to forecast for week 3, find the error for week 4, and make a final prediction for week 7. We are to use the moving average method with k = 2.The calculation of the moving average is shown belowWeek Time Series Moving average Error 1 30 _____ _____ 2 19 _____ 5.5 3 30 24.50 -6.50 4 16 24.50 8.50 5 21 23.00 -2.00 6 25 18.50 6.50 7 Prediction -> 23.50 -2.50The forecast for week 3 is 24.50, error for week 4 is 8.50 and final prediction for week 7 is 23.50. Thus, the answers are 24.50, 8.50, 23.50 respectively.

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The weakest correlation is represented by the value of c. 0.11.

The weakest correlation is represented by the value that is closest to zero, as it indicates a weaker relationship between the variables. In this case, the answer is: c. 0.11

A correlation coefficient of 0.11 is closer to zero than the other options provided, indicating a weaker correlation compared to the rest. The negative values (-0.75 and -0.27) represent negative correlations, but their magnitudes are larger than 0.11, making them stronger correlations (although still considered weak in general). The positive value of 0.54 represents a moderate positive correlation.

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Answer:

1 pennant is 1.25, 1 pom is 2

Answer:

Sam can do the job in 20 min. So he can do the whole job at the rate of 1 job in 20 minutes.

So he does 1/20 of the job per minute.

.

Rob can do the job in 30 min. His rate is 1/30 of the job per minute.

.

Working together how does it take?

.

1/20*x + 1/30*x = 1 job done

, where x = minutes.

.

Step-by-step explanation:

Answer:

i think its a

Step-by-step explanation:

Answer:

I think its D

Step-by-step explanation: