Every rhombus is a rectangle. true or false

The correct answer is (b) all real numbers except odd multiples of π/2. The domain of validity for cscθ (cosecant) is restricted because cosecant is undefined when the sine of an angle is zero.

In the trigonometric identity cscθ = 1/sinθ, the denominator sinθ becomes zero at odd multiples of π/2 (such as π/2, 3π/2, 5π/2, etc.), resulting in a division by zero error. Therefore, the cosecant function is not defined for these values of θ.

For all other real numbers θ, the sine function is non-zero and well-defined, allowing us to calculate the reciprocal of the sine and determine the value of the cosecant. Hence, the domain of validity for cscθ is all real numbers except odd multiples of π/2, as stated in option (b).

It's important to note that in trigonometry, the domain of validity is determined by avoiding any values that would lead to undefined expressions or division by zero errors.

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The domain of validity for csc θ = 1/sin θ is all real numbers except multiples of π, because at these points the sine function equals zero, and division by zero is undefined.

In mathematics, the cosecant function (csc), is defined as the reciprocal of the sine function, or 1/sinθ. The domain of a function are all the possible input values that will yield real numbers (output). For the csc function, its domain includes all real numbers except where the denominator is zero because division by zero is undefined.

In the unit circle context, sine equals zero at 0, π, 2π, ..., and the negative counterparts. Basically, these are the multiples of π. Thus, for the csc function, the domain is all real numbers except multiples of π, which matches option d in your choices.

The domain of validity for csc θ = 1/sin θ is all real numbers except multiples of π.

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Answer:

Value of x: 110

Step-by-step explanation:

5+5=10

120-10=110

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The required scale factor is :

Answer:

40°, 43°, 60°

Step-by-step explanation:

In each triangle, you are given the measures of two angles. Subtract those two measures from 180° to find the measure of the third angle.

Triangle A:

c = 180° - 90° - 50°

c = 40°

Triangle B:

c = 180° - 112° - 25°

c = 43°

Triangle C:

c = 180° - 70° - 50°

c = 60°

The expected value of a gamble can be calculated by multiplying the probability of winning by the amount you could win and subtracting the probability of losing multiplied by the amount you could lose.

In this case, we are given that if a red card is drawn from a standard 52-card deck, you win $1200, and if a black card is drawn, you lose $1200.

First, let's determine the probability of drawing a red card from a standard 52-card deck. In a standard deck, there are 26 red cards (13 hearts and 13 diamonds) and 26 black cards (13 spades and 13 clubs). So the probability of drawing a red card is 26/52, which simplifies to 1/2 or 0.5.

Next, let's calculate the probability of losing, which is the probability of drawing a black card. Similarly, the probability of drawing a black card is also 26/52 or 1/2.

Now, we can calculate the expected value using the formula:
Expected value = (probability of winning * amount won) - (probability of losing * amount lost)

Expected value = (0.5 * $1200) - (0.5 * $1200)
Expected value = $600 - $600
Expected value = $0

Therefore, the expected value of the gamble is $0. This means that, on average, you neither win nor lose money in the long run by playing this gamble.

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Answer:

Formula 1 Racing

Step-by-step explanation:

(a) To find the predicted value of exam grade (Grd) for the student that was absent 5 times:Grd = 86.3 - 5.4 * Abs (regression equation)

Substitute Abs = 5:Grd = 86.3 - 5.4 * 5Grd = 86.3 - 27Grd = 59.3Therefore, the predicted exam grade for the student that was absent 5 times is 59.3% to 1 decimal place.

(b) To find the residual for the observation where a student was absent 9 times and got 42% on the exam:Grd = 86.3 - 5.4 * Abs (regression equation)Substitute Abs = 9:Grd = 86.3 - 5.4 * 9Grd = 86.3 - 48.6Grd = 37.7The predicted exam grade for the student that was absent 9 times is 37.7%.The residual is the difference between the predicted exam grade and the actual exam grade. Residual = Actual exam grade - Predicted exam gradeSubstitute the actual exam grade and the predicted exam grade:Residual = 42 - 37.7Residual = 4.3Therefore, the residual for the student that was absent 9 times is 4.3% to 1 decimal place.

(c) The slope of the regression equation is -5.4, which means that for every additional absence, the predicted exam grade decreases by 5.4%. In other words, there is a negative linear relationship between the number of absences and the exam grade. As the number of absences increases, the exam grade is predicted to decrease.

(d) The intercept of the regression equation is 86.3, which means that if a student had no absences during the semester, their predicted exam grade would be 86.3%. In other words, the intercept represents the predicted exam grade when the number of absences is zero.

(e) Yes, the interpretation of the intercept is meaningful in context. It provides a baseline or starting point for the predicted exam grade when there are no absences. It also helps to interpret the slope by providing a reference point.

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The linear correlation between the given two variables be,

4.5y + 5.2x = 168.34

Given, data for a classroom of students who measured each (approximately) in inches.

Femur Length 18.7 14.2 20.5 15.9 16.2 13.1 15.0 12.4 19.0 16.2 21.3

Tibia Length  15.8 21.0 16.2 14.3 12.1 15.8 13.0 18.8 14.3 18.7 13.8

we have to find a linear correlation between the two variables,

linear correlation be,

(y - 15.8)/(x - 18.7) = (15.8 - 21.0)/(18.7 - 14.2)

(y - 15.8)/(x - 18.7) = (- 5.2)/4.5

4.5y - 71.1 = -5.2x + 97.24

4.5y + 5.2x = 168.34

So, the linear correlation between the given two variables be,

4.5y + 5.2x = 168.34

Hence, the linear correlation between the given two variables be,

4.5y + 5.2x = 168.34

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(a)Probability that a person could give up cell phone = 0.48

(b)Probability that a person who could give up her cell phone also could give up television is 0.65

(c) Probability that a person who could not give up a cell phone could give up television is 0.73

What is Probability?

Calculating the likelihood of experiments happening is one of the branches of mathematics known as probability. We can determine everything from the likelihood of receiving heads or tails when tossing a coin to the likelihood of making a research blunder, for instance, using a probability. It is crucial to grasp this branch's most fundamental concepts in order to fully comprehend it, including the formula for computing probabilities in equiprobable sample spaces, the likelihood of two events joining together, the probability of the complementary event, etc.

According to  the given question:

a. Probability that a person could give up cell phone = 0.48

b. Probability that a person who could give up her cell phone also could give up television

= P(give up cell phone and TV)/p(give up cell phone)

= 0.31/0.48

= 0.6458

= 0.65

c. Probability that a person who could not give up a cell phone could give up television is

= P(could not give up cellphone and could give up TV)/P(could not give up cell phone)

= 0.38/0.52

= 0.73

d. The probability a person could give up television is higher for persons who couldn't give up cell phones than for those who could give up their cell phones.

Hence,

(a)Probability that a person could give up cell phone = 0.48

(b)Probability that a person who could give up her cell phone also could give up television is 0.65

(c) Probability that a person who could not give up a cell phone could give up television is 0.73

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Answer:

49$ on Friday night

105$ on Saturday night

77$ Sunday Afternoon

$231 during the weekend

Step-by-step explanation:

7$ perdog just mean multiplication so

7*7=49

7*15=105

7*11=77

Now for the whole weekend we have to add so 49+105+77= 231$ in total

Answer:

x/y=2/9

y = 9/2 x

Step-by-step explanation:

The constant of proportionality in the equation is 9/2

Answer: C)9/2

Answer:

uh

Step-by-step explanation:

Answer:

postulates, common notions, and axioms

The geometric features of objects are the objects features that are constructed by the aid of elements of geometry

The definition of the geometrical features are as follows

Based on the above definitions, the values in the table are as follows;

\(\begin{array}{lcl} \mathbf{Feature}&& \mathbf{Denoted \ in \ diagram (s)}\\ \\Ray&&\\\\Vertex&&\\\\Angle&&\\\\Parallel \ lines &&\\\\Parallel \ planes &&\\\\Coplanar \ points&&\mathbf{C, \ F, A, N, B}\\\\Collinear \ points&&\mathbf{A, N, B}\\\\Segment \ addition \ postulate&&\mathbf{AN + NB} = AB\\\\Perpendicular \ lines&&\end{array}\right]\)

The features in the diagram are;

Coplanar points: C, F, A, N, B

Collinear points: A, N, B

Segment addition postulate: AN + NB = AB

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The perimeter of one face of the cube is given by the option (A) a/4.


The surface area of a cube is given by the formula 6a^2, where a is the length of one side of the cube. In the given expression 6(a/4)^2, we can simplify it as follows:
6(a/4)^2 = 6(a^2/16) = (6/16) * a^2 = 3/8 * a^2

We know that the perimeter of a square is equal to 4 times the length of one side. In this case, we have a cube, and each face of the cube is a square. Therefore, the perimeter of one face of the cube is 4 times the length of one side.

Hence, the correct option is (A) a/4, as it represents the perimeter of one face of the cube.

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In the graph of the simple linear regression equation, the parameter ß1 is the slope of the true regression line.

The simple linear regression equation represents a linear relationship between a dependent variable and an independent variable. It can be written as y = ß0 + ß1x, where ß0 is the intercept and ß1 is the slope of the regression line.

The slope (ß1) determines the rate of change in the dependent variable (y) for each unit change in the independent variable (x). It represents the steepness or inclination of the regression line. The sign of ß1 indicates whether the line has a positive or negative slope, indicating the direction of the relationship between the variables.

Thus, in the context of the simple linear regression equation, the parameter ß1 is the slope of the true regression line.

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Answer:

57.77% out of 100

john's father would pick pink because pink is in less number

Answer:

25%

Step-by-step explanation:

20 divided by 8 times 100 take away the zero

percentage = part/whole x 100

A. Up

Parabolas are graphs that make U-shapes and are formed from quadratic equations.

Vertical Parabolas

There are 2 different types of parabolas: vertical and horizontal.

If the x-value is squared, then the parabola is vertical. So, this graph must open up or down.

Positive A-Value

The a-value is the coefficient before the squared term. In a vertical parabola, the graph opens up if the a-value is positive. On the other hand, the graph opens down when the a-value is negative.

In this case, the graph is a vertical parabola that opens up. This means that the range will have a minimum value but no maximum.

Answer:  see below

Step-by-step explanation:

42)   11 < 3y + 2 < 20

      -2         -2    -2  

       9  <  3y      < 18

     ÷3   ÷3         ÷3  

      3 <    y      <  6

Graph:   o----------o

             3            6

44)   36 ≥ 1 - 5z >  -21

       -1     -1           -1    

       35 ≥     -5z >  -22

    ÷ -5 ↓  ÷ -5 ↓ ÷ -5

        7  ≤        z <  4.4

Graph:   o------------ ·

            4.4            7

46) 6b + 3 < 15    or    4b - 2 > 18

            -3   -3                 +2    +2

      6b       < 12           4b      > 20

    ÷6           ÷6         ÷4         ÷4  

         b      <  2    or     b     >   5

Graph:   ←--------o   o---------→

                        2    5

48)   8d < -64    and    5d > 25

      ÷8     ÷8                ÷5     ÷5

        d < -8      and       d > 5    

 there is no number that is both less than - 8 and greater than 5

                 No Solution

Graph:   (empty)

50)  15x > 30    and    18x < -36

    ÷15     ÷15           ÷18     ÷18  

         x >   2      and       x < -2  

 there is no number that is both less than - 2 and greater than 2

                 No Solution

Graph:   (empty)

Answer:

n = 6

Step-by-step explanation:

(n - 9) + 10 = 7

(n - 9) = 7 - 10

n - 9 = -3

n = -3 +9

n = 6

If "Ten is more than the quotient of a number and 9 is 7​, the obtained value will be -27.

The number being divided is referred to as the dividend, and the number being divided by it is referred to as the divisor. The quotient is the outcome of the division.

Suppose the given number is n.

From the given condition, "Ten is more than the quotient of a number, and 9 is 7​

We have to form the equation for the given condition,

10+ n/9= 7

We have to apply the arithmetic operation in which we do the addition of numbers, subtraction, multiplication, and division. It has basic four operators that are +, -, ×, and ÷.

n/9=7-10

n/9= -3

n= -27

Thus, if "Ten is more than the quotient of a number and 9 is 7​, the obtained value will be -27.

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Answer:

4x + (x + 1) / (x^2 + 1)

Explanation:

We perform the long division

The result of the above long division tells is that

If we now divide both sides by x^2 + 1, we get

Hence,

Therefore, the first choice from the options is the correct answer!

Without specific information about the data set, it is not possible to determine which equation is the best fit.

To determine the linear function equation that best fits the data set, we need more information about the data set itself. Without the data points or any other details, we cannot accurately determine which linear function equation is the best fit.

However, I can provide a general explanation of the four options:

y = -2x + 5: This is a linear equation with a negative slope of -2. It represents a line that decreases as x increases. The y-intercept is 5.

y = 2x + 5: This is a linear equation with a positive slope of 2. It represents a line that increases as x increases. The y-intercept is 5.

y = -1/2x + 5: This is a linear equation with a negative slope of -1/2. It represents a line that decreases at a slower rate as x increases. The y-intercept is 5.

y = 1/2x - 5: This is a linear equation with a positive slope of 1/2. It represents a line that increases at a slower rate as x increases. The y-intercept is -5.

Without specific information about the data set, it is not possible to determine which equation is the best fit. The best fit would depend on how well the equation aligns with the actual data points.

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Answer:

\(m=\frac{-4}{5}\)

Step-by-step explanation:

Slope Formula: \(m=\frac{y_2-y_1}{x_2-x_1}\)

Simply plug in 2 coordinates into the slope formula to find slope m:

(-3, 1)

(2, -3)

\(m=\frac{-3-1}{2-(-3)}\)

\(m=\frac{-4}{2+3}\)

\(m=\frac{-4}{5}\)

Answer:

It is not possible to have a scale factor of -4 as a scale factor is always a positive number. However, assuming that the scale factor is 4 and that shape ABCD is being enlarged with center (1,2), we can use the following formula to find the coordinates of the image shape A'B'C'D':

(x', y') = (h + 4(x - h), k + 4(y - k))

where (h, k) is the center of enlargement and (x, y) are the coordinates of the original point.

Using this formula, we can find the coordinates of A' and B' as follows:

For point A:

The original coordinates of A are (1, 1)

Plugging in the values, we get:

(x', y') = (1 + 4(1 - 1), 2 + 4(1 - 2)) = (1, -2)

Therefore, the coordinates of A' are (1, -2)

For point B:

The original coordinates of B are (3, 1)

Plugging in the values, we get:

(x', y') = (1 + 4(3 - 1), 2 + 4(1 - 2)) = (9, -2)

Therefore, the coordinates of B' are (9, -2)

The length of CD in the circle is 16 / 9 π units.

In the circle m∠CBD = 160 degrees. The area of the shaded sector is 16 / 9 π. The length of CD can be found as follows:

Therefore, let's find the radius,

area of sector = ∅ / 360 × πr²

where

Therefore,

area of sector = 160 / 360 × r²π

16 / 9 π = 160πr² / 360

cross multiply

5760π = 1440πr²

divide both sides by 1440π

r² = 4

r = √4

r = 2 units

Therefore,

length of CD = ∅ / 360 × 2 π × 2

length of CD = 160 / 360 × 4π

length of CD = 640 / 360 π = 160π / 90 = 16 / 9π

length of CD = 16 / 9 π units

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Light travels at a constant speed of approximately 3 x 10⁸ meters per second in a vacuum, which is also known as the speed of light.

The speed of light is a fundamental constant in physics and is denoted by the symbol "c". In a vacuum, such as outer space, light travels at a constant speed of approximately 299,792,458 meters per second, which is equivalent to 3 x 10⁸ meters per second (to three significant figures).

In the question, we were given the distance that light travels in one year (9.45 x 10¹⁵ meters) and the number of seconds in one year (3.15 x 10⁷ seconds). To find how far light travels per second, we simply divided the distance per year by the time per year.

To find how far light travels per second, we need to divide the distance it travels in a year by the number of seconds in a year:

Distance per second = Distance per year / Time per year

Distance per second = 9.45 x 10¹⁵ meters / 3.15 x 10⁷ seconds

Distance per second = 3 x 10⁸ meters per second (approx.)

Therefore, light travels approximately 3 x 10⁸ meters per second, which is also known as the speed of light.

It is worth noting that the speed of light is an extremely important quantity in physics and has many implications for our understanding of the universe. For example, the fact that the speed of light is constant in all reference frames is a key component of Einstein's theory of relativity. Additionally, the speed of light plays a crucial role in astronomy and cosmology, as it allows us to measure the distances between celestial objects and study the behavior of light over vast distances.

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The statement, When two events are disjoint, they are also independent is false.

In a sample space, we can use probability laws to determine the probabilities of these events and how they relate to each other. Disjoint Events: Two events are non-overlapping or mutually exclusive if they have no common outcome. Mathematically, this can be written as, P(B ∩ A) = 0 --(1)

Independent Events: Events are independent when they do not "affect" the probability of another event occurring. Mathematically written as:

P(B/A) = P(B) P(A and B)

=> P(B ∩ A) = P(B) × P(A) --(2)

(1) ) and (2) events cannot be independent unless they overlap. That is, if events do not overlap, they are also dependent. Hence, disjoint events are not independent that means the above statement is false.

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Answer:

Step-by-step explanation:

1. First you need your let statement which is mostly the answer to the question:  Let x = the amount of points on the test

2. Then make your proportion.

x/90 = 90/100. This is because 90% is 90/100.

Your answer is: x over 90 = 90/100 (make sure they are fractions. The / is the fraction bar.

When a single arithemetic / logic unit (alu), which does the math in a processor, is given 2 independent register sets so that it can quickly alternate between running 2 separate threads, we call it simultaneous multithreading.

Simultaneous multithreading, or "SMT," is the term used when a single Arithmetic/Logic Unit (ALU) is given two independent register sets to swiftly switch between operating two distinct threads.

SMT is a technique used in processor design to improve overall performance by allowing multiple threads to be executed concurrently on a single physical processor core. It enables the ALU to switch between different threads, or sets of instructions, rapidly, providing the illusion of simultaneous execution and effectively utilizing the available resources.

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