2π + 5π= 7π proposition or not?

The missing statements and reasons in the two column proof are;

1. AOC and BOD.

2. All radii of a circle are congruent

3. SAS congruency theorem

4. CPCTC

A two-column proof is defined as a geometric proof consists of a list of statements, and the reasons that we know those statements are true.

The two column proof of the angles is;

Statement 1: Central angles ∠AOC and ∠BOD are congruent

Reason 1: Given

Statement 2: The segments AO, CO, BO, and DO are congruent

Reason 2: All radii of a circle are congruent

Statement 3: Triangle AOC is congruent to triangle BOD

Reason 3: SAS congruency theorem

Statement 4: Chord AC is congruent to chord BD

Reason 4: CPCTC (Corresponding Parts of Congruent Triangles are Congruent)

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Answer: 34

Step-by-step explanation:

The first step is if you multiply 8x4 you get 32

And then if you add 32+2 you get 34

According to PEMDAS

P=Parenthesis

E=Exponents

M=Multiplication

D=Division

A=Addition

S=Subtraction

Thus, you have to multiply, then add. If not you will get a way off answer. Also, because M comes before A.

Answer:

34

Step-by-step explanation:

To evaluate the expression 2 + 8m when m = 4, we can simply substitute 4 for m in the expression and simplify:

2 + 8m = 2 + 8 * 4

= 2 + 32

= 34

So, when m = 4, the value of the expression 2 + 8m is 34.

1) All boys: Probability = 1/16 , 2) All girls: Probability = 1/16, 3) Exactly 3 boys: Probability = 5/16, 4) At least 1 boy: Probability = 15/16, 5) At most 3 girls: Probability = 15/16.

1) All boys: There are 16 possible combinations of 4 children, with each gender combination having an equal probability of 1/16. Therefore, the probability of all boys is 1/16.

2) All girls: Similarly, the probability of all girls is also 1/16.

3) Exactly 3 boys: To find the probability of exactly 3 boys, we need to consider all the cases with 3 boys and 1 girl. There are 4 possible combinations of 3 boys and 1 girl, so the probability of exactly 3 boys is 4/16, or 5/16.

4) At least 1 boy: To find the probability of at least 1 boy, we need to consider all the cases with 1, 2, 3, or 4 boys. There are 15 possible combinations with at least 1 boy (1 boy, 2 boys, 3 boys, and 4 boys), so the probability of at least 1 boy is 15/16.

5) At most 3 girls: To find the probability of at most 3 girls, we need to consider all the cases with 0, 1, 2, or 3 girls. There are 15 possible combinations with at most 3 girls (0 girls, 1 girl, 2 girls, and 3 girls), so the probability of at most 3 girls is 15/16.

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The value of the x in the circle is 17.

'

The angle measure of the central angle is congruent to the measure of the intercepted arc.

Therefore, let's find the value of x.

Hence,

180 - 3x(angle on a straight line) = 7x + 10

180 - 3x = 7x + 10

add 3x to both side of the equation

180 - 3x = 7x + 10

180 - 3x + 3x = 7x + 3x + 10

180 = 10x + 10

180 - 10 = 10x

170 = 10x

x = 170 / 10

x = 17

Therefore,

x = 17

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The square of the monomial 0.16x^2y^2 can be expressed as:

(0.16x^2y^2)^2 = 0.16^2 * x^2 * y^2 * x^2 * y^2 = 0.0256x^4y^4

hope it helps

The probability that Jacob makes both free throws is approximately 0.1924 or 19.24%.

The probability that Jacob makes the first free throw is 0.37, and the probability that he misses it is 0.63.

If he makes the first free throw, the probability that he makes the second free throw given that he made the first is 0.52, which means the probability that he misses the second free throw given that he made the first is 0.48.

So, the probability that Jacob makes both free throws is:

P(both made) = P(made first) [tex]\times[/tex] P(made second | made first)

= 0.37 [tex]\times[/tex] 0.52

= 0.1924

Therefore, the probability that Jacob makes both free throws is approximately 0.1924 or 19.24%.

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The length of the line QR is 3 units. Options A

The properties of a pentagon is expressed as;

From the image shown, we have that;

The point from Q to R are (-8, -5)

To determine the distance, we have that;

-8-(-5)

-8 + 5

Add the values

-3

Hence, the number  is 3

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Answer:

23:15 as a decimal and 23 3/20

Step-by-step explanation:

Just divide by 100 to get decimal. For the fraction divide by 100 and simplify

The probability of Y is greater than or equal to 1 given that X is equal to 2 i.e. P(Y ≥ 1 | X = 2) is 2/3.

To find P(Y ≥ 1 | X = 2), we will calculate the conditional probability of Y being greater than or equal to 1 given that X is equal to 2.

First, let us find the probability of X = 2, which is the number of 2 tickets in the box divided by the total number of tickets as follows -

P(X = 2) = 3/9

Next, let us find the probability of Y ≥ 1 and X = 2, which is the number of tickets with Y greater than or equal to 1 and X equal to 2 divided by the total number of tickets as follows -

P(Y ≥ 1, X = 2) = 2/9

Finally, using the formula for conditional probability to find P(Y ≥ 1 | X = 2) we get -

P(Y ≥ 1 | X = 2) = P(Y ≥ 1, X = 2) / P(X = 2)

P(Y ≥ 1 | X = 2) = (2/9) / (3/9)

P(Y ≥ 1 | X = 2) = 2/3

Therefore, the probability of Y is greater than or equal to 1 given that X is equal to 2 is 2/3.

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Considering the descriptions, angle CEB is found to be 93 degrees

Angle CEB is calculated by investigating the sketch attached

From the sketch, angle CEB and angle AEC are supplementary angles

and angle AEC is given to be 87 degrees.

Supplementary angles are angles that have their sum equal to 180 degrees.

hence In the problem, we have that

angle CEB + angle AEC = 180 degrees

where

angle AEC = 87.

substituting the value into the equation will result to

angle CEB + 87 = 180

angle CEB = 180 - 87

angle CEB = 93 degrees

We can therefore say that angle CEB = 93 degrees

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The maximum number of students the school can add if it wants to maintain a ratio of student to teachers 20 : 1 is 210.

Ratio defines the relationship between two quantities where it tells how much one quantity is contained in the other.

The ratio of a and b is denoted as a : b.

Given that,

Ratio of student to teachers now = 150 : 18

Ratio of student to teachers to maintain = 20 : 1

For 1 teacher , number of students needed = 20

For 18 teachers, number of students needed = 20 × 18 = 360

Present number of students for 18 teachers = 150

Maximum number of students who can be added = 360 - 150 = 210

Hence school can add a maximum of 210 students in order to maintain a ratio of student to teachers 20:1.

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As a result, any real number higher than or equal to 12 or less than or equal to -12 is a solution to the inequality, implying that the answer is any real integer.

An inequality is a mathematical statement that compares two values and indicates whether they are equal, greater than, or less than each other. Inequalities are represented using symbols such as <, >, ≤, and ≥, which stand for "less than", "greater than", "less than or equal to", and "greater than or equal to", respectively. For example, the inequality 2 < 5 means that 2 is less than 5, and the inequality 3 ≥ 1 means that 3 is greater than or equal to 1. Inequalities are often used to describe the range of possible values for a variable, and to represent constraints in mathematical models and real-world problems. The solution of an inequality is the set of values that make the inequality true.

Here,

To solve this inequality, we first need to evaluate the expression inside the absolute value. If x is positive, then |x| = x, so the inequality becomes:

6x ≥ 72

Dividing both sides by 6, we get:

x ≥ 12

If x is negative, then |x| = -x, so the inequality becomes:

6(-x) ≥ 72

Expanding the absolute value, we get:

-6x ≥ 72

Dividing both sides by -6, we get:

x ≤ -12

Therefore, all real numbers greater than or equal to 12 or less than or equal to -12 are solutions of the inequality, meaning the solution is all real numbers.

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Answer:

5

Step-by-step explanation:

6/1.2=5

[tex]D(x)=\frac{f(x)}{g(x)}[/tex]

[tex]D'(x)=\frac{f'(x)g(x)-g'(x)f(x)}{(g(x))^{2} }[/tex]

Quotient rule in calculus is method finding the derivative of the differentiable functions which are in the division form

There are different methods to prove the quotient rule formula, given as,

Here, we are using implicit differentiation method to solve this quotient rule,

Let us take a differentiable function ,

[tex]D(x)=\frac{f(x)}{g(x)}[/tex]--------(1)

So, [tex]f(x)={D(x)}*{g(x)}[/tex]

Using the product rule we get,

[tex]f'(x)= D'(x).g(x)+g'(x).D(x)[/tex] solving for [tex]D'(x)[/tex] we get,

[tex]\frac{f'(x)-g'(x).D(x)}{g(x)} = D'(x)[/tex]------(2)

substitute for D(x) sub (1) in (2)

[tex]D'(x) =\frac{f'(x)-g'(x).\frac{f(x)}{g(x)} }{g(x)}[/tex]

⇒[tex]D'(x) =\frac{f'(x)g(x)-g'(x){f(x)} }{(g(x))^{2} }[/tex]

Hence,[tex]D'(x)=\frac{f'(x)g(x)-g'(x)f(x)}{(g(x))^{2} }[/tex] proved.

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Equating the mathematical expressions, we can determine that the siblings need to sell 12 bags of cookies for them to raise the same amount of money.

Mathematical expressions are the combination of variables, constants, numbers, and values using mathematical operands like addition and subtraction.

Mathematical expressions are also described as algebraic expressions.

The initial amount that you have = $24

Your selling price per bag of cookies, c, = $3

The total amount you will make is given by Expression 1: 24 + 3c

Your sister's selling price per bag of cookies, c, = $5

The total amount your sister will generate is given by Expression 2: 5c

To determine the number of bags of cookies you must sell to raise the same amount of money between the two siblings, we equate the two expressions as follows:

24 + 3c = 5c

24 = 2c

12 = c

Check:

5c = 60 (5 x 12)

24 _ 3c = 60 (24 + 36)

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The simplified expression of p^8/p^7 is given as follows:

p.

The expression for this problem is defined as follows:

p^8/p^7.

When two terms with the same base and different exponents are divided, we keep the base and subtract the exponents, hence the subtraction of the exponents is given as follows:

8 - 7.

Meaning that the simplified expression of p^8/p^7 is given as follows:

p.

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The distribution of the indicator function Z, which denotes the probability of S being greater than T, can be expressed in terms of the marginal density and the cumulative distribution function of the independent random variables S and T.

In probability theory, a random variable is a variable whose value depends on the outcome of a random event. The distribution of a random variable describes the probability of the variable taking on different values.

Now, let's consider the two independent random variables S and T with common continuous density f. We define X as the minimum of S and T, and Y as the maximum of S and T.

The indicator function Z is defined as the probability of the event {S > T}. In other words, Z takes on the value of 1 if S is greater than T, and 0 otherwise.

To find the distribution of Z, we need to consider the joint probability distribution of S and T. Since S and T are independent, their joint distribution is given by the product of their marginal distributions:

f(S,T) = f(S) * f(T)

Now, let's consider the event {S > T}. This event occurs when S is on the right side of the diagonal line T=S in the (S,T) plane. The probability of this event can be obtained by integrating the joint density over this region:

P(S > T) = ∫∫ {S > T} f(S,T) dS dT

We can simplify this integral by changing the order of integration:

P(S > T) = ∫∞-∞ ∫S∞ f(S,T) dT dS

= ∫∞-∞ f(S) ∫S∞ f(T) dT dS

= ∫∞-∞ f(S) (1 - F(S)) dS

where F(S) is the cumulative distribution function of the random variable T, which gives the probability that T is less than or equal to S.

Thus, we have obtained the distribution of Z as a function of the marginal density f and the cumulative distribution function F:

P(Z=1) = ∫∞-∞ f(S) (1 - F(S)) dS

P(Z=0) = ∫∞-∞ f(S) F(S) dS

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Complete Question:

Let X be the minimum and Y the maximum of two independent random variables S and T with common continuous density f, i.e X = min{S,T}, Y = max{S, T}, and let Z =>t denote the indicator function of the event {S > T}.

What is the distribution of Z?

Answer:10%

Step-by-step explanation:

For number one its a decrease equaling 10%

(a) A distance r from the cylinder axis is pr/2∈₀ and (b) expression for E when r > R is πR²lρ/2πϵ₀

(a) Consider a Gaussian surface in the form of a cylinder with radius r and length A, coaxial with the charged cylinder. An “end view” of the Gaussian surface is shown as a dashed circle. The charge enclosed by it is

q = ρV = πr²lp

V = volume of cylinder

If ρ is positive, the electric field lines are radially outward, normal to the Gaussian surface, and distributed uniformly along with it. Thus, the total flux through the Gaussian cylinder is  Φ = E(2πrl). Now, Gauss’ law leads to :

2π∈₀rlE = πr²lp

E = pr/2∈₀

(b) ) Next, we consider a cylindrical Gaussian surface of radius r > R. If the external field [tex]E_{ext}[/tex] then the flux is  Φ=2πϵ₀[tex]E_{ext}[/tex]

​ The charge enclosed is the total charge in a section of the charged cylinder with length A. That is,  q=πR²lρ. In this case, Gauss’ law yields :

2πϵ₀[tex]E_{ext}[/tex] = πR²lρ

[tex]E_{ext}[/tex] = πR²lρ/2πϵ₀

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The process that will create a congruent figure is a translation of four units up, followed by a rotation (option B).

A figure is said to be congruent with another if they both have the same shape and the dimensions are the same. This means the figures are almost identical, although it is allowed that they are a reflection or that they are placed in the opposite direction.

Based on this, to create a congruent figure you need to translate the original figure and rotate it but not change its size (option B).

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The solution is, the nth term of the arithmetic sequence 4,7,10,13 is 1 + 3n.

An arithmetic progression or arithmetic sequence is a sequence of numbers such that the difference between the consecutive terms is constant.

For instance, the sequence 5, 7, 9, 11, 13, 15.. . is an arithmetic progression with a common difference of 2.

The nth term of AP : a_n = a + (n – 1) × d

here, we have,

the arithmetic sequence 4,7,10,13

so. we get,

1st term = 4 = a

common difference = 3 = d

i.e.  the nth term of the arithmetic sequence is, a_n = 4+(n-1)3

                                                                                      =1+3n

Hence, The solution is, the nth term of the arithmetic sequence 4,7,10,13 is 1 + 3n.

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The true statement is that

The equation of the two line is written by

The slope, m of the lines is calculated the formula

m = (y₀ - y₁) / (x₀ - x₁)

where

m = slope

x₂ and x₁ = points in x coordinates

y₂ and y₁ = points in y coordinates

The slope, m of the linear function is calculated using  the points (10, 6) and (2, 15)

m = (y₀ - y₁) / (x₀ - x₁)

m = (6 - 15) / (10 - 2)

m = (-9) / (8)

m = -9/8

equation passing through point (2, 15)

(y - y₁) = m (x - x₁)

y - 15 = -9/8(x - 2)

y - 15 = -9x/8 + 9/4

y = -9x/8 + 9/4 + 15

y = -9/8 x + 17.25

For line B

The slope, m of the linear function is calculated using  the points (5, 9)

and (14, -1)

m = (9 + 1) / (6 - 14)

m = (-10) / (8)

m = -5/4

equation passing through point (5, 9)

y - 9 = -5/4(x - 5)

y - 9 = -5x/4 + 25/4

y = -5x/4 + 25/4 + 9

y = -5/4 x + 15.25

plotting the lines shows the line intersects at a point

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To choose that a matrix is neither a diagonal matrix and are not scalar multiples of each other. The matrices will be as:

A = [ 2 1 ; 1 2 ]

B = [ -2 1 ; 1 2 ]

The matrices shown above can be used to find invertible matrices. The sum of A and B is [0 2; 2 4], which has a non-zero determinant and is therefore invertible. This choice of A and B satisfies the given conditions because they have different eigenvalues, ensuring they are not scalar multiples of each other, and are also not diagonal matrices.

The key idea behind this choice was to use matrices with the same trace and determinant, which guarantees that their sum will have the same determinant as well. This method allows us to construct examples of invertible matrices that satisfy the given conditions.

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Answer:Angle 6 and Angle 5, Angle 3 and Angle 2

100% correct don't worry ;)

Step-by-step explanation:

There are 120 possibilities for the top three positions.

Combinations are a way to calculate the total outcomes of an event where order of the outcomes does not matter.

To calculate combinations, we will use the formula nCr = n! / r! * (n - r)!, where n represents the total number of items, and r represents the number of items being chosen at a time.

Given:

Six teammates are competing for first, second, and third place in a race.

Total number of teammates= 6

Now, we need to find the number of possibilities for the top three positions

Possibility for 1st position = 6

Possibility for 2nd position = 5

Possibility for 3rd position = 4

So total number of possibilities

= 6x 5 x 3

= 120

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Using the sketch, the possible range of values of x for which 2x² + 3x - 2≤0 is [-2, 0.5].

The domain of a function is a possible set of values of the independent variable. Based on the domain of a function, the codomain and range are determined.

Take the inequality as 2x²+3x-2≤0.

Solve the inequality.

2x²+3x-2≤0

(2x-1)(x+2)≤0

→ -2≤x≤0.5

The inequality is sketched in the graph and the area is also shaded for which 2x²+3x-2≤0. The range values of x mean the set of all points in the inequality -2≤x≤0.5, that is, [-2, 0.5].

Therefore, the obtained answer is [-2, 0.5].

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The length of JL is 9x + 22.

What are properties of rectangle?

A rectangle is a four-right-angle quadrilateral. It can also be classified as an equiangular quadrilateral because all of its angles are equal; or a parallelogram with a right angle. A square is a rectangle with four equal-length sides.

In a rectangle, opposite sides are equal in length. So, JL is equal to KM.

We have the expressions for the lengths of JN and NM. Using this information and the fact that JKLM is a rectangle, we can set up an equation:

JN + NM = JL + KM

Substituting the given expressions, we get:

(13x - 10) + (5x + 54) = JL + KM

Simplifying the left side, we get:

18x + 44 = JL + KM

But we know that JL = KM, so we can replace both JL and KM with JL:

18x + 44 = 2JL

Now we can solve for JL:

2JL = 18x + 44

JL = (18x + 44)/2

JL = 9x + 22

Therefore, The length of JL is 9x + 22.

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