Find the measure of each angle indicated
50°
A) 65°
C) 50°
B) 45°
D) 46°

Answer:

b

Step-by-step explanation:

easyyyyy

Answer:

y = 28 x= 37

Step-by- step explanation:

Answer:

So, the probability of selecting a number from 1 to 100 that is divisible by 5 or 7 is 0.32.

Hope this helped!

Answer:

B

Step-by-step explanation:

Answer:

Hey mate....

Step-by-step explanation:

This is your answer....

Yes, because a equilateral triangle has 3 equal angles. The 3 angles of a triangle equal 180°. So if the angles are all equal in an equilateral triangle, we do 60 times 3 which equals 180°.

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(a) We can represent Kristin's height above the ground (in meters) when she has traveled 24.9 meters around the Ferris wheel as f(24.9).

(b) We can represent Kristin's height above the ground (in meters) when she has traveled 49.71 meters around the Ferris wheel as f(49.71).

(a) We have to determine how can we represent Kristin's height above the ground (in meters) when she has traveled 24.9 meters around the Ferris wheel.

We can create the a table and function to describe that statement but F(24.9) is the best representation of Kristin's height above the ground (in meters) when she has traveled 24.9 meters around the Ferris wheel.

(b) We have to determine how can we represent Kristin's height above the ground (in meters) when she has traveled 49.71 meters around the Ferris wheel.

We can create the a table and function to describe that statement but F(49.71) is the best representation of Kristin's height above the ground (in meters) when she has traveled 49.71 meters around the Ferris wheel.

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The complete question is:

In the previous modules we developed formulas, tables, and graphs to represent how two varying quantities change together. For example, we considered how Kristin's height above the ground changed as her total distance traveled increased while riding a Ferris wheel.

We even assigned letters to represent the possible varying values each quantity can assume.

• Let d represent the distance Kristin has traveled (in meters) around the Ferris wheel starting at the bottom.

• Let h represent Kristin's height above the ground (in meters).

Note that the way we are thinking about this relationship is that we vary Kristin's distance traveled and observe what happens to her height above the ground.

What if you want to communicate information about her position after she traveled some number of feet? You could write it out in words, like "Kristin was 16.3 meters above the ground when she had traveled 23.7 meters around the Ferris wheel". However, that's a lot to have to write out, especially if you want to talk about multiple values. You could also draw a table or create a graph, but mathematicians developed a tool called function notation to help them represent values in a covarying relationship.

[Note: We will define the exact meaning of "function" later in this investigation. For now, just think of "function" as meaning the same thing as "relationship".]

First, we pick a letter to represent the name of the relationship. Let's call this relationship "f". Now, instead of saying "the relationship between Kristin's height above the ground (in meters) and her total distance traveled (in meters)" we can simply say "relationship f".

Also, we can use f(d) to represent values of Kristin's height above the ground (values of h). We read this as "f of d", and the parentheses here are just part of the notation. They do NOT indicate multiplication.

For example, f(13) represents Kristin's height above the ground (in meters) when she has traveled 13 meters around the Ferris wheel.

a. How can we represent Kristin's height above the ground (in meters) when she has traveled 24.9 meters around the Ferris wheel?

(Hint: you should use function notation.) Preview syntax error Enter an algebraic expression (more..]

b. How can we represent Kristin's height above the ground (in meters) when she has traveled 49.71 meters around the Ferris wheel? x Preview

Triangle properties include triangle inequality, angle sum, congruence, exterior angle theorem, and isosceles triangle theorem.

1. Triangle Inequality: The sum of the lengths of any two sides of a triangle must be greater than the length of the third side.

2. Angle Sum of a Triangle: The sum of the angles of a triangle is always equal to 180°.

3. Congruence of Triangles: If two triangles have all three sides equal, then they are congruent (the same size and shape).

4. Exterior Angle Theorem: The measure of an exterior angle of a triangle is equal to the sum of the measures of the two interior angles that are not adjacent to it.

5. Isosceles Triangle Theorem: If two sides of a triangle are equal in length, then the angles opposite those sides are also equal in measure.

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The five properties of triangle is listed below.

The term triangle is defined as the polygon with three angle, sides and vertices.

Here we have to list down the properties of triangle.

The basic five properties of triangle are as follows:

1) in geometry, total amount of space inside the triangle is called the area of a triangle. And it is measured by square units.

2) The property of perimeter of a triangle is equal to the sum of all three sides of the triangle.

3) And the another property states that sum of the length of the two sides of a triangle is greater than the length of the third side.

4) according to the angle, the property states that sum of the angles of a triangle is always 180 degrees.

5) If angles of an equilateral triangle are equal and has a measure of 60⁰ each.

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Answer:

A. Sample space = 6

B. 0.17

C. No

D. Yes

Step-by-step explanation:

A. The sample space of an experiment is the set of all possible outcomes of that experiment.

since there are three colours and 2 outcomes for a coin toss,

sample space = 3 * 2 = 6

B. Probability of picking a green first = 4/12 = 1/3

probability of a tail = 1/2

Probability of a green and a tail, P(A) = 1/3 * 1/2 = 0.17

C. No.

Considering the two events;

A; green card is picked first

C ; a green or red card is picked

There is an intersection point for the two events.  Therefore, they are not mutually exclusive.

D. Yes.

Considering the two events;

A; green card is picked first

B ; a blue or red card is picked

There is no intersection point for the two events. Therefore, they are mutually exclusive.

(a) The statement assumes that the population mean of radon in New Brunswick houses (β) is equal to the EPA cutoff of 4.

The null hypothesis can be written as:

H0: β = 4

(b) The alternative hypothesis can be written as:

Ha: β ≠ 4

This statement suggests that the population mean of radon in New Brunswick houses (β) is not equal to the EPA cutoff of 4.

(c) When testing this null hypothesis, a two-tailed test is used. This is because the alternative hypothesis does not specify a direction (greater than or less than), but instead allows for the possibility that the population mean can differ from the EPA cutoff in either direction.

(d) To test the null hypothesis, we need to use an estimator of β. In this case, the sample mean (x) will serve as the estimator of β. The formula for the variance of this estimator, assuming simple random sampling, is:

Var(x) = σ²/n

Here, σ represents the population standard deviation and n is the sample size. To estimate this variance formula, we need the sample standard deviation (s). The estimated variance formula becomes:

Var(x)≈ s²/n

To obtain a standard error for the estimator of β, we take the square root of the estimated variance:

SE(x) ≈ √(s²/n)

4. To test the null hypothesis using a t-test, we will compute the t-statistic using the formula:

t = (x-β) / (SE(x))

In this case, since β is known (4), the formula simplifies to:

t = (x- 4) / (SE(x))

To carry out the test at the 5% significance level (α = 0.05), we will compare the computed t-statistic to the critical value(s) from the t-distribution with appropriate degrees of freedom. The rejection rule is as follows: If the absolute value of the computed t-statistic is greater than the critical value(s), we reject the null hypothesis; otherwise, we fail to reject the null hypothesis.

The result of the test will indicate whether there is sufficient evidence to reject the null hypothesis or not.

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Answer:

it is false as the sum of the degrees of the triangle should be 180 but here it is 188 so it is false

The property of the average of any two odd integers being odd is true for all integers.

This is because the sum of any two odd integers is always an even integer. For example, if we take any two odd integers, say 3 and 7, then the sum of these two is 10, an even integer. Therefore, the average of 3 and 7, which is (3 + 7)/2, is also an even integer, in this case, 5.

Since all even integers are divisible by 2, the average of any two odd integers must be an odd integer.

Therefore, the property is true for all integers.


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To form a polynomial with given zeros and degree, we need to use the fact that if a polynomial has a zero of x = a, then it can be factored as (x - a) times some other polynomial.

This means that if we know the zeros of a polynomial, we can write it in factored form, and then multiply out the factors to get the polynomial in standard form.

The degree of the polynomial tells us how many factors are necessary. For example, if the degree is 3, we know that the polynomial can be factored into three linear factors, one for each zero.

To illustrate this process, let's say we want to form a polynomial of degree 4 with zeros of x = 2, x = -1, and x = 3. We would start by writing the polynomial in factored form as:

f(x) = (x - 2)(x + 1)(x - 3)(ax + b)

Since the degree is 4, we need to include one more factor. We can use the coefficients a and b to determine this factor. To do so, we can either use the value of the leading coefficient (which is a in this case) or a point on the polynomial (i.e., a value of x and f(x)).

Once we have determined the value of a, we can solve for b by setting a point on the polynomial equal to a known value.

Finally, we can multiply out the factors to get the polynomial in standard form:

f(x) = (x - 2)(x + 1)(x - 3)(2x - 4)

f(x) = 2x^4 - 8x^3 - 13x^2 + 22x - 12

In conclusion, to form a polynomial with given zeros and degree, we need to use the fact that a polynomial can be factored as (x - a) times some other polynomial if it has a zero of x = a.

We can write the polynomial in factored form, determine the missing factor(s) using the degree and coefficients, and then multiply out the factors to get the polynomial in standard form.

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12 terms are in an arithmetic sequence.

What comprises an arithmetic series?

A group of integers that are arranged in a particular order and share a difference between each term is known as an arithmetic sequence.

            For instance, the common difference between the numbers 3, 9, 15, 21, and 27 in mathematics is 6. The term "arithmetic progression" can refer to an arithmetic sequence.

a = 6,

d = -3,

last term, l = -45

a + (n - 1)*d

45 = a + (n - 1)d

45 = 6 + (n -1)-3

45 - 6 = -3(n - 1)

39 = -3(n - 1)

-3(n - 1) = 39

n - 1 = -39/3

n - 1 = -13

n = -13 + 1

n = - 12

There are 12 terms.

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Answer:

5 pounds

Step-by-step explanation:

the volume of the container = 2*1.5*3.5= 10.5cubic foot.

Density of the content = 0.49 pound per cubic foot.

As already know,

Density = mass/ volume.

therefore, mass = density * volume.

mass of the content = 0.49 * 10.5 =5 pounds approximately

The  coordinate of A is (-10, 10).

We have,

Point B has coordinates (2, 1).

x coordinate of A is -10.

and, distance between point A and point B is 15 units.

Using Distance Formula

d= √(-10-2)² + (y - 1)²

15² =  12² + (y-1)²

225 - 144 = (y - 1)²

(y -1)² = 81

y - 1 = 9

y = 9 + 1

y= 10

Thus, the coordinate of A is (-10, 10).

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Answer: F

Step-by-step explanation:

A square is always positive:

\((x-3)^2 \geq 0\\\\g(x)=(x-3)^2+1 \geq 1\\\\answer\ F\\\)

Answer:

F.

Step-by-step explanation:

The expression (x - 3)^2 is always >= 0.

The minimum value of g occurs when x = 3 :- that is (3-3)^2 + 1 = 1.

The range of g(x) is all real numbers >=  1.

Answer:

227

Step-by-step explanation:

nth term = a₁ + (n - 1)d

where a1 = first term , n = # of terms and d = common difference.

here we need to solve for the common difference so we can find the missing term, we do so by plugging in what we are given and solving for d

here we are given an nth term, 456 and we are given the first term, -2.

and from what we see there are 3 terms

So we have nth term = 456 , a1 = -2 and n = 3

==> plug these values into the formula

456 = -2 + (3-1)d

==> add 2 to both sides

458 = (3-1)d

==> subtract 1 from 3

458 = 2d

==>divide both sides by 2

d = 229

We then add the common difference to the term before the missing term to get the missing term

-2 + 229 = 227

The value for m in the equation 1.7m = 0.85 is B. 0.50.

A mathematical equation is the statement that illustrates that the variables given. In this case, two or more components are taken into consideration to describe the scenario.

From the information given, 1.7m = 0.85

Divide through by 1.7

1.7m / 1.7 = 0.85 / 1.7

m = 0.5

The correct option is C.

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Answer:

10 out of 20

Step-by-step explanation:

Red is 6 add the 4 green all of the marbles added is 20 so 10 out of 20

The functions f(x) and g(x) are different functions

The function f(x) is a cubic function, while the function g(x) is a logarithmic function.

The common feature in both functions is their range

According to the statement

we have given that the some functions and we have to justify these functions.

The functions are given as:

f(x) = x³ + x² - 2x + 3 and g(x) = log(x) + 2

This means that the function f(x) is a cubic function, while the function g(x) is a logarithmic function.

The common key features of the functions

To do this, we plot the graphs of both functions

From the attached graph, we have the following features:

Function f(x)

Domain: -∞ < x < ∞

Range: -∞ < y < ∞

y - intercept = 3

x - intercepts = -2.37

Function g(x)

Domain: x > 0

Range: -∞ < y < ∞

y - intercept = None

x - intercepts = 0.01

By comparing the key features above, we can conclude that the common features in both functions is their range.

The functions f(x) and g(x) are different functions

The function f(x) is a cubic function, while the function g(x) is a logarithmic function.

The common feature in both functions is their range

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Answer: p = 4.9

Step-by-step explanation:

2,5 + 3(5-2.1p) = -13,37

2,5 + 3(5-2.1p) - 2,5 = -13,37 - 2,5

3(5-2.1p) = -15,87

3(5-2.1p) / 3= -15,87 /3

5-2.1p = -5.9

5+5.29 = 2.1p

(5+5.29 ) /2.1 = 2.1p /2.1

4.9 = p

Answer

the last one(4 and 1 over 2)

Step-by-step explanation:

i hope this is right tell me if its wrong

Answer:

D

Step-by-step explanation:

f(x)=x-14     g(x)=x^2+14

fog=f(g(x)

=f(x^2-+14)

=f(x^2+14)-14

fog(x)=x^2

The actual percentage of female people with ppd is more than 12%.

Many women experience postpartum depression (commonly known as PPD), which is a medical disorder. After giving delivery, there are intense emotions of sadness, anxiety (concern), and exhaustion that persist for a long time. You may find it challenging to care for both you and your infant as a result of these feelings. PPD can occur at any point following childbirth. Within 1 to 3 weeks of giving birth, it frequently begins. To get better, it need treatment.

And that's basically what TS% is. A measure of scoring efficiency based on the number of points scored over the number of possessions in which they attempted to score. The actual TS% formula multiplies the denominator by 2 to put the number into a percentage scale, but it's the same result on a different scale

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Answer:

the answer is yes

Step-by-step explanation:

the answer is yes

The equation of the line which passes through the point (-5, 3) and is parallel to the equation 3x -5y = 30 is; 3x -5y = 30.

Since the line is parallel to the given line; 3x -5y = 30 whose slope is; 3/5.

Hence, since the two lines have equal slopes;

3/5 = (y-3)/(x-(-5))

3/5 = (y-3)/(x+5)

5y -15 = 3x +15

3x -5y = 30

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When  (a, b) appears on a graph, it is said to be symmetric around the x-axis if (a ,b) also appears there at the same time. A graph that is symmetric around the x-axis is shown in the following illustration. A graph is said to be symmetric around the y-axis if and only if (a ,b) and (a, b) are both present on it.

We replace all the x's with -x and check to see if we get an equivalent formula to determine algebraically whether a graph is symmetric with regard to the y axis. Example: A) To make y = x2 symmetric with regard to the y axis, we substitute y = (-x)2 = x2 for y = x2.

Ordered pairs (x, y) and and exist in equations or functions that are symmetric to the origin (-x, y). The original equation is symmetric with respect to the origin if you swap -x for x and -y for y in the equation and simplify.

If we reflect a function's graph about the y-axis, we will get the same graph since some functions might be symmetrical about the y-axis. We may reflect various functions about the x- and y-axis and obtain the same graph. These two symmetry kinds are known as even and odd functions.

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Answer:

A. (x+8)(x+8)

Step-by-step explanation:

F: x*x=x^2

O: x*8=8x

I: 8*x=8x

L: 8*8=64

x^2+8x+8x+64 = x^2+16x+64