HELPPPP
Refer to this diagram for the next five statements (Questions 1-5). Write the correct postulate,
theorem, property, or definition that justifies the statement below the diagram.

Answer: 13. 30

Step-by-step explanation:

13. Area = 18x * 10y = 180xy

Length = 6th

With ?

180xy = 6xy x width

180 x/6xy

Width = 30

14. 3^(9-5)= 3^4 = 81 the truck weighs 81 times as the driver

3^5

Answer:

what is heck you said "Literary equivalent of the word wire"

In mathematics, an expression or mathematical expression is a finite combination of symbols that is well-formed according to rules that depend on the context. We can write the values of AB and BC as -AB = 6 units,AC = 8 units

Mathematical symbols can designate numbers (constants), variables, operations, functions, brackets, punctuation, and grouping to help determine order of operations and other aspects of logical syntax.

Given is that -

{B} is between {A} and {C}. Also : AB = 2x, BC = 3x - 1, AC = 14.

We can write -

AC = AB + BC

14 = 2x + 3x - 1

5x = 15

x = 3

So -

AB = 2 x 3 = 6

AC = 3 x 3 - 1 = 8

Therefore, we can write the values of AB and BC as -

AB = 6 units

AC = 8 units

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Answer:

3:4:5( by cancelling by 6)

Step-by-step explanation:

please mark me as brainlest

Answer:

3 : 4 : 5

Step-by-step explanation:

18 : 24 : 30 ( divide each part by 6 )

= 3 : 4 : 5

The percentage of $898.01 billion that is spent on $161.4 billion​ is equal to 17.97%.

In Mathematics, a percentage simply refers to any number that is expressed as a fraction of hundred (100). This ultimately implies that, a percentage indicates the hundredth parts of any given number.

In order to determine the percentage, we would use the following mathematical expression:

Percentage = 161.4/898.01 × 100

Percentage = 0.1797 × 100  

Percentage = 17.97%

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Answer: The question seems unclear on what answer is actually wanted however I'll try showing some steps which make the inequality true but in reversed manner.

y > x2 + 3x – 4
y+4 > x2 + 3x
y + 4 - 3x > x2
4 - 3x > x2 - y
- 3x > x2 - y - 4
x < (x2 - y - 4)/-3

The above ways are some inequalities which can show the inequality true

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Answer:

\(\sqrt{67}\:\mathrm{feet}\)

Step-by-step explanation:

The area of a square with side length \(s\) is given by \(s^2\).

Therefore,

\(s^2=67,\\s=\fbox{$\sqrt{67}$}\).

Total number of children = 28

number of children that take Spanish = 12

the fraction of children that took Spanish =  12/28 = 3/7

What is Fraction?

An element of a whole is a fraction.

The number is represented mathematically as a quotient, where the numerator and denominator are split.

What is percentage?

To determine the percentage, we have to divide the value by the total value and then multiply the resultant by 100.

Given that,

28 children total.

12 children are enrolled in Spanish classes;

therefore, 12/28, or 3/7, after simplification, is the percentage of students that took Spanish (divided the denominator and numerator by 4).

As a result, \(\frac{3}{7}{th}\) of the kids studied Spanish.

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Catherine rolls a standard 6-sided die five times, and the product of her rolls is 300. The task is to determine the number of different sequences of rolls that could have resulted in this product.

To find the number of different sequences of rolls that could result in a product of 300, we need to consider the prime factorization of 300. The prime factorization of 300 is 2^2 * 3 * 5^2. Now, let's break down the problem into cases based on the number of factors of each prime number in the factorization.

1. Number of 2s: Since the prime factorization of 300 contains 2^2, there must be either 0, 1, or 2 rolls that resulted in a 2. This gives us three possibilities.

2. Number of 3s: The prime factorization contains 3^1, so there must be either 0 or 1 roll that resulted in a 3. This gives us two possibilities.

3. Number of 5s: The prime factorization contains 5^2, so there must be either 0, 1, or 2 rolls that resulted in a 5. This gives us three possibilities.

By multiplying the possibilities for each prime factor together (3 * 2 * 3), we find that there are 18 different sequences of rolls that could have resulted in a product of 300.

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A dependent variable that maintains constant measurements throughout an experiment will be depicted by a straight, horizontal line in a graph.

In an experiment, the dependent variable is the variable being measured, and it is expected to change in response to changes in the independent variable. However, if the dependent variable remains constant throughout the experiment, it indicates that it is not affected by the independent variable.

When such a situation arises, the data points for the dependent variable will be located at the same level or value, resulting in a horizontal line in the graph.

This straight, horizontal line represents the constant measurements of the dependent variable, and it can provide valuable insights into the nature of the relationship between the independent variable and the dependent variable.

A dependent variable that maintains constant measurements throughout an experiment may indicate a flaw in the experimental design, such as an incorrect assumption about the nature of the relationship between the independent variable and the dependent variable, or an uncontrolled confounding variable.

Therefore, it is important to carefully analyze the data and the experimental design to identify and address any potential issues.


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Answer:

The obtained value must be compared against the critical value. Hence, the correct option is b.

In hypothesis testing, the critical value is a threshold or cutoff point that is determined based on the chosen significance level (alpha level) and the distribution of the test statistic. It helps in determining whether to reject or fail to reject the null hypothesis.

After calculating the test statistic (such as z-score or t-statistic) from the observed data, it is compared to the critical value associated with the chosen significance level.

If the test statistic exceeds the critical value, it falls into the critical region, leading to the rejection of the null hypothesis.

If the test statistic is less than or equal to the critical value, it falls into the non-critical region, resulting in a failure to reject the null hypothesis.

Therefore, the obtained value must be compared against the critical value to make a decision in hypothesis testing. Hence, the correct answer is option b.

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The pencil was reduced by 1/6 of its original length. Hence, the correct option is Option C.

To calculate the fraction, you must divide the remaining length (15 cm) by the original length (18 cm). In order to get a fraction, you have to divide it by their highest common factor, which in this case is 3.

= \frac{15}{18}

= \frac{5}{6}

This is the length of the pencil left at the end of the day. To find the fraction used, you have to subtract this fraction from its whole.

= 1 - \frac{5}{6}

= \frac{5}{6} - \frac{5}{6}

= \frac{6-5}{6}

= \frac{1}{6}

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Part 1: The solution to the inequality -3(x - 2) ≤ 0 is x ≥ 2.

Part 2: The solution to the inequality is any value of x that is greater than or equal to 2.

Part 3: Verifying the solution, we substitute x = 2 and x = 3 into the original inequality and find that both values satisfy the inequality.

Part 1:

To solve the inequality -3(x - 2) ≤ 0, we need to isolate the variable x.

-3(x - 2) ≤ 0

Distribute the -3:

-3x + 6 ≤ 0

To isolate x, we'll subtract 6 from both sides:

-3x ≤ -6

Next, divide both sides by -3. Remember that when dividing or multiplying by a negative number, we flip the inequality sign:

x ≥ 2

Therefore, the solution to the inequality is x ≥ 2.

Part 2:

A verbal statement describing the solution to the inequality is: "The solution to the inequality is any value of x that is greater than or equal to 2."

Part 3:

To verify the solution, we can substitute two elements of the solution set into the original inequality and check if the inequality holds true.

Let's substitute x = 2 into the inequality:

-3(2 - 2) ≤ 0

-3(0) ≤ 0

0 ≤ 0

The inequality holds true.

Now, let's substitute x = 3 into the inequality:

-3(3 - 2) ≤ 0

-3(1) ≤ 0

-3 ≤ 0

Again, the inequality holds true.

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The mistake is that since a=9, the 2a in the denominator should be 2x9 and not 2

To find a function that satisfies the given criteria, we can start by determining the requirements for its derivative, f'(x).

Let's break down the given properties and find the corresponding requirements for f'(x): f(x) is decreasing at x = -6: This means that the slope of the function should be negative at x = -6. Therefore, f'(-6) < 0. f(x) has a local minimum at x = -3: At a local minimum, the slope changes from negative to positive. Thus, f'(-3) = 0. f(x) has a local maximum at x = 3: At a local maximum, the slope changes from positive to negative. Hence, f'(3) = 0.

Now, let's integrate f'(x) to obtain f(x): Integrating f'(x) = -6 < x < -3 will give us a decreasing function on that interval. Integrating f'(x) = -3 < x < 3 will give us an increasing function on that interval. Integrating f'(x) = 3 < x < 6 will give us a decreasing function on that interval. To simplify the process, let's assume that f'(x) is a quadratic function with roots at -6, -3, and 3. We can represent it as: f'(x) = k(x + 6)(x + 3)(x - 3), where k is a constant that affects the steepness of the curve. By setting f'(-3) = 0, we find that k = -1/18.

Therefore, f'(x) = -1/18(x + 6)(x + 3)(x - 3). Integrating f'(x) will give us f(x): f(x) = ∫[-6,x] -1/18(t + 6)(t + 3)(t - 3) dt. Evaluating this integral is a bit complicated. Let's denote F(x) as the antiderivative of f(x): F(x) = ∫[-6,x] -1/18(t + 6)(t + 3)(t - 3) dt. Now, we can find f(x) by differentiating F(x): f(x) = d/dx[F(x)]. To get an explicit equation for f(x), we need to calculate the integral and differentiate the resulting antiderivative. Once you have the equation for f(x), you can plot it on the provided graphing option to verify that it matches the criteria mentioned in the question.

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Answer:

1. x = 10

2. 10.6

Step-by-step explanation:

Apply the compound interest formula:

A = P (1 + r/n )^nt

Where:

A = value of investment + interest

P = principal amount = $6,200

r= interest rate ( in decimal form) = 4.9/100 = 0.049

n= number of compounding periods

t= number of years

Replacing:

1 year = 12 months

11 months = 0.92 years

a. 11 months

A = 6,200 (1 + 0.049/12 ) ^ 12 x 0.92

A = 6,200 ( 1.004083333)^ 11

A = $6,484.24

b.For 6 years

A = 6,200 (1 + 0.049/12)^12 x 6

A = $8,314.08

Answer:

i need the answer to pleasee... asnwer this question

The initial age of 10 years and the spaceship speed of 0.60•c, gives the Andrea's age at the end of the trip as 18 years.

The time dilation using the Lorentz transformation formula is presented as follows;

\(t' = \frac{t}{ \sqrt{1 - \frac{ {v}^{2} }{ {c}^{2} } } } \)

From the question, we have;

The spaceship's speed, v = 0.6•c

∆t = Rest frame, Courtney's time, change = 10 years

Therefore;

\(\delta t' =\delta t \times \sqrt{1 - \frac{ {(0.6 \cdot c)}^{2} }{ {c}^{2} } } = 8\)

The time that elapses as measured by Andrea = 8 years

Andrea's age, A, at the end of the trip is therefore;

A = 10 years + 8 years = 18 years

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The length of the movie screen at the local cinema is 37188552  feet.

Let's assume the width of the rectangle movie screen is represented by 'w' feet. According to the given information, the length of the screen is 303030 feet longer than the width. Therefore, the length can be expressed as 'w + 303030' feet.

The perimeter of a rectangle is given by the formula: 2(length + width). In this case, the perimeter of the movie screen is 148148148 feet. We can set up the equation as follows:

2(w + (w + 303030)) = 148148148.

Simplifying the equation, we have:

2(2w + 303030) = 148148148.

4w + 606060 = 148148148.

4w = 147542088.

Dividing both sides by 4, we get:

w = 36885522.

Therefore, the width of the screen is 36885522 feet. Since the length is 303030 feet longer than the width, we can calculate the length as:

Length = Width + 303030 = 36885522 + 303030 = 37188552 feet.

Hence, the length of the movie screen is 37188552  feet.

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Answer:

Step-by-step explanation:

t=3

If  a deadly disease infected the hummingbird population, what would most likely happen to the plants option (b) They would become endangered

If a deadly disease infected the hummingbird population, it would most likely lead to a decrease in the pollination of plants that rely on hummingbirds for pollination. Without the hummingbirds to transfer pollen between flowers, these plants would have a reduced rate of successful pollination, which would result in a decrease in their ability to reproduce.

However, it is unlikely that the plants would die within hours or become endangered immediately, nor would they need to migrate. The effect of the loss of hummingbird pollinators on the plants would depend on the specific plant species, their pollination requirements, and the availability of alternative pollinators. Some plants may be more adaptable to using alternative pollinators, while others may suffer more severe consequences. It is also possible that the loss of hummingbirds could lead to a decline in the populations of other animals that depend on the plants, creating a ripple effect in the ecosystem.

Therefore, the correct option is (d) They would become endangered

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In the "Sum of Minterms" form of the function F = xy + xz + yz, the terms that are part of this form are: x'y'z', xy'z, x'yz', and xyz.

x'y'z' is part of the "Sum of Minterms" form because it represents the minterm where x', y', and z' are complemented (negated).

xy'z is also part of the "Sum of Minterms" form because it represents the minterm where x, y', and z are complemented.

x'yz' is included in the form as it represents the minterm where x', y, and z' are complemented.

Lastly, xyz is part of the "Sum of Minterms" form because it represents the minterm where x, y, and z are not complemented.

These terms represent the individual minterms that are summed together to express the function F in the "Sum of Minterms" form. Each term corresponds to a specific combination of input variables (x, y, and z) where the function evaluates to true.

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Answer: it is 29.36

Step-by-step explanation:

Determine the y-intercept of the equation -x + 2y = 10

a. 1

b.-10

C. 5

d. 2

__________________________________________

y-intercept is (0, b)

y = mx +b

-x + 2y = 10

2y = x +10

y = 1/2 x + 5

______________

if x= 0

y= 1/2 *0 +5

y= 5

____________________

The y-intercept is (0, 5 )

The answer is c

Answer:

∠ 4 = 130°

Step-by-step explanation:

The exterior angle of a triangle is equal to the sum of the 2 opposite interior angles.

∠ 4 is an exterior angle of the triangle , so

∠ 4 = ∠ 1 + ∠ 2 ( substitute values )

11x + 9 = 6x + 6 + 4x + 14 , that is

11x + 9 = 10x + 20 ( subtract 10x from both sides )

x + 9 = 20 ( subtract 9 from both sides )

x = 11

Then

∠ 4 = 11x + 9 = 11(11) + 9 = 121 + 9 = 130°

your friend may have only calculated ∠ 1

∠ 1 = 6x + 6 = 6(11) + 6 = 66 + 6 = 72°

The probability that a student who can drive is a college student is 0.2771 or 27.7%

It will be sooved using Baye's theorem -

P(college) = P(C) / 1/5 = 0.2

P(high school students) = P(H) = 4/5 = 0.8

P(college drives) = 0.23

P(high school drives) = 0.15

We have to find, probability that a student who drives is a college student.

That is, we have to find P(C/D).

P(C/D) = P(C ∩ S)/P(S)

Since P(C ∩ S) is an independent event.

P(C ∩ S) = P(C) × P(S)

P(C ∩ S) = 0.2 × 0.23

= 0.046

Using bayes's theorem, we will get

P(C/D) = 0.2771 or 27.7%

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The speed of the object, which is moving at 6 feet per day, can be expressed as approximately 0.00114 miles per year. To calculate this, we convert the feet to miles and the days to years.

To convert feet to miles, we divide the distance in feet by the number of feet in a mile. Since there are 5,280 feet in a mile, we divide 6 feet by 5,280 feet/mile, which gives us 0.00113636 miles.

Next, we convert the speed from per day to per year. Since there are approximately 365.25 days in a year (accounting for leap years), we multiply the speed in miles per day by 365.25 days/year. Multiplying 0.00113636 miles/day by 365.25 days/year gives us 0.41475 miles/year.

Rounding this answer to the nearest hundredth, we get approximately 0.41 miles per year.

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