Find the value of x and y in the parallelogram below.

The provided parallelogram has angles of 45 degrees and 45 degrees, as well as 48 degrees and 48 degrees.

A parallelogram is a basic quadrilateral with two pairs of parallel sides in Euclidean geometry. A parallelogram's opposing or facing sides are of equal length, and its opposite angles are of equal measure. A parallelogram is a quadrilateral with opposing sides that are parallel and equal. It has equal interior opposite angles. In addition, the angles on the same side of the transversal add up to 180 degrees or are additive to each other.

Here,

A parallelogram has two pairs of opposite angles that are equal.

Since one angle of the parallelogram is 48 degrees, its opposite angle must also be 48 degrees.

The other two angles must add up to 90 degrees (since they form a right angle), so they must each be equal to 180 - 90 = 90 degrees / 2 = 45 degrees.

So, the other angles of the parallelogram are 45 degrees and 45 degrees.

The angles of given parallelogram are 45 degrees and 45 degrees as well as 48 degrees and 48 degrees.

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The area of the triangle is calculated to be equal to 7.5 square inches.

For any triangle, the area is calculated as half the base multiplied by the height of the triangle, that is;

Area of triangle = 1/2 × base × height

we have the base of the triangle to be 6 inches and the height as 2.5 inches, so we solve for the area as follows:

1/2 × 6 inches × 2.5 inches

6 inches can be divided by 2 to give;

3 inches × 2.5 inches

7.5 square inches

Therefore, the area of the triangle is calculated to be equal to 7.5 square inches

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Answer:

1) 2/5

2) 4/13

3) 1/8

4) 25/4 or 6 + 1/4

Step-by-step explanation:

1) 5/2 * x = 1

x = 1 / (5/2)

x = 2/5

2) (3 + 1/4) * x = 1

13/4 * x = 1

x = 1 / (13/4)

x = 4/13

3) 8 * x = 1

x = 1/8

4) (2/5)^2 * x = 1

2^2 / 5^2 * x = 1

4/25 * x = 1

x = 1 / (4/25)

x = 25/4

x = 6 + 1/4

The table for the values when x = 0,5,8,10, will be:

x (minutes) y (altitude in feet)

0                                    1500

5                                1450

8                                1420

10                                1400

30                                  1200

An equation simply has to do with the statement that illustrates the variables given. In this case, it is vital to note that two or more components are considered in order to be able to describe the scenario.

When x = 0, y will be:

-10x + 1500

= -10(0) + 1500

= 1500

When x = 5 y will be:

= -10(5) + 1500

= 1500 - 50

= 1450

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1.) The "(≠)" means that all of the points on the line will satisfy the inequality.

2.) The solution set for the inequality is the entire region (shaded or unshaded portion) shown in the graph. The shaded region represents the set of all points that satisfy the inequality, while the unshaded region represents the set of all points that do not satisfy the inequality.

What is linear inequality?

A linear inequality is an equation that represents a linear relationship between two variables and is used to describe a region of the coordinate plane that satisfies a given set of conditions.

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Answer: The expression that represents the amount of money John has collected is:

5 * m

This expression calculates the amount of money John collects by multiplying the number of members (m) by the amount of money collected per member ($5).

Step-by-step explanation:

In multiple regression, we have 4 assumptions listed and explained below. They are valid.

Following are assumptions for multiple regression model:

1. Linear connection: Each predictor variable and the responder variable have a linear relationship.

Making a scatter plot of each predictor variable and the response variable is the simplest technique to check if this premise is true.

2. Lack of Multicollinearity: There is no significant correlation between any of the predictor variables.

Calculating the VIF value for each predictor variable is the quickest approach to see if this premise is true.

3. Independence: Each observation has its own validity.

The Durbin-Watson test, a formal statistical test that informs us whether or not the residuals (and consequently the observations) exhibit autocorrelation, is the easiest approach to find out if this assumption is true.

4. Homoscedasticity: At every point in the linear model, the residuals' variance is constant.

The simplest technique to check if this premise is true is to plot the standardized residuals against the expected values.

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Answer:

[tex]\frac{1}{-6x}[/tex]

Step-by-step explanation:

[tex]\frac{1}{-6x}[/tex]  To get a positive exponent, put the expression over 1.

Answer: ez ahh question, the answer is (4,-5)

Step-by-step explanation:

AO in terms of P and/or Q is OA = Q = Q

OB in terms of P and/or Q is OB = P =Q

EB in terms of P and/or Q is EB = 2P =2Q

A hexagon, also known as a sexagon, is a six-sided polygon that forms the shape of a cube in geometry. Any basic hexagon has a total internal angle of 720°.

In a regular hexagon, all sides are equal

Which means:

AB= BC

5p + q -5p = 6p-5p

q = p

So, every side of the hexagon is p = q

Which means that AB = BC = CD = DE = EF = FA = p =q

Recall that at the center, each side forms an angle

There are six sides in a hexagon.

Total angle = 360°

6x= 360°

x= 60°.

By the symmetry of regular hexagon, OA = OB

<OAB = <OBA

<AOB = x = 60°

Sum of all angles in a triangle is 180°

We add the values

<OAB = 60°.

<OAB is an equilateral triangle, thus every side is equal

Hence,

a. OA = Q = Q

b. OB = P =Q

c. EB = 2P =2Q.

From the figure, <BOE= 180° which makes it a straight line.

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5- Perimeter of the new rectangle is 48 cm.

6- Area of the new triangle is 9 cm².

5- A rectangle that has a perimeter of 16 cm has been dilated with a scale factor of 3. To find the perimeter of the new shape, we need to multiply the original perimeter by the scale factor:

16 cm * 3 = 48 cm

So the perimeter of the new shape is 48 cm.

6- A triangle that has an area of 36 squared cm has been dilated with a scale factor of 0.5. To find the area of the new triangle, we need to multiply the original area by the square of the scale factor:

36 cm² * (0.5)²

= 36 cm² * 0.25

= 9 cm²

So the area of the new triangle is 9 cm².

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The test is determined whether the population variance is less than 7.

The hypothesis formulation-

‘H0: σ² ≥ 7’

‘H1: σ² < 7’

Now let us solve this question options-wise:

Option a is incorrect because we should always contain the ‘=’ or ‘≥’ or ‘≤’ sign, and in the null hypothesis, and also this option denotes the standard deviation, not the variance.

Option b is correct because it contains a ‘≥’ sign and it is the right complement to the alternative hypothesis.

Option c is incorrect because it measures the standard deviation instead of the variance.

Option d is incorrect because it has the lower limit of the variance as 49 instead of 7

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full question:

We are interested in testing to see if the variance of a population is less than 7. The correct null hypothesis is

a. σ< 7.

b.σ^2≥7.

c. σ< 49.

d.σ^2≥ 49

Based on the information below, a statement which is true include the following: C. the number of female students in School A is more than the number of male students in School B.

In Mathematics, a pie chart is sometimes referred to as a circle graph and it can be defined as a type of graph that is used for the graphical representation of the proportion relationship between each part or unit to a whole, especially by dividing a circle into various sectors or sections.

By critically observing the pie chart shown in the image attached below, we can reasonably infer and logically deduce that the total number of male students in School A is less than the total number of female students in School B.

In conclusion, School A has more female students than male students.

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The area of the piece of paper left after cutting out the circle is 29.76 in².

Area of a figure:

The amount of unit squares that completely encircle the surface of a closed figure is its area. Area is measured in square units like cm² and m². A shape's area is a two-dimensional measurement. The term “area” refers to the space inside the boundary or perimeter of a closed shape.

You need to first determine the rectangle's area.

8x10=80 in²

determine the circle's overall area.

The diameter is 8 in so you would use 4 as the radius

A=πr²

A=3.14x4²

A=3.14x16

A=50.24 in²

The area of the circle must then be subtracted from the area of the rectangle.

80-50.24=29.76

The area of the piece of paper is 29.76 in ².

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Answer:

Below

Step-by-step explanation:

y varies directly with  x  means

y = k x

now with y = -93 and x = -3

   -93  =  k (-3)      shows k =  30

so   y = 30 x

now with x = -2

    y = 30 (-2) = -60

Step-by-step explanation:

jaubslsjsolqmaiBaokmaalo

Answer:

Nov 27 at 14:24 hours

Step-by-step explanation:

57.6 days equates to 57 days, 14 hours, 24 minutes (using a calculator)

Adding to Oct 1 at 12:00:00 we get this as Nov 27 at 14:24 hours

Answer:

33 containers

Step-by-step explanation:

total gallons needed=8×30=240

gallons in 15 containers=15×5=75

gallons needed=240-75=165

no. of containers needed to buy=165÷5=33

The highest number obtainable by multiplying the numbers 1-9 is 40,320. To obtain this result, you need to arrange the numbers in a specific order.

The problem is to find the highest number that can be obtained by multiplying the numbers 1-9, where each number can only be used once. To obtain the highest possible number, it's important to arrange the numbers in a specific order. One possible arrangement is 9 × 8 × 7 × 6 × 5 × 4 × 3 × 2 × 1. This arrangement results in the highest product of 40,320. It's worth mentioning that different arrangements of the numbers may result in different products, but the arrangement mentioned above gives the highest possible product. Understanding the order of operations and how to manipulate the numbers is key to solving this problem and finding the highest number.

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Answer:

  (a)  -1/2x +3 = 3x -4

Step-by-step explanation:

Given a graph of two lines, you want to know which equation it is showing the solution for.

The blue line has a slope of -3/6 = -1/2, and a y-intercept of +3, so its slope-intercept equation is ...

  y = -1/2x +3

This expression is seen on the left side of the equal sign for the first choice, and is not seen anywhere else.

By way of confirmation, the red line has slope 3/1 = 3 and a y-intercept that is a negative value less than -2. It is reasonable to say its slope-intercept equation is ...

  y = 3x -4

This expression matches the right side of the equal sign for the first choice.

The solution to the system of these two equations might reasonably be found by equating the expressions for y:

  -1/2x +3 = 3x -4

Arithmetic overflow error converting numeric to data type numeric can be solved by increasing the precision and the scale, storing number in different data type or use user-defined datatype.

An "arithmetic overflow error converting numeric to data type numeric" error occurs when you try to store a number in a numeric column that is too large to be represented by the specified precision and scale. To resolve this error, you have a few options:

Increase the precision and scale of the numeric column, you can increase the precision and scale of the numeric column so that it can store larger numbers.

If you don't need the precision and scale of a numeric column, you can store the number in a different data type, such as float or big int.

 If the number is too large to be represented in the numeric column, you can round it to a smaller value before inserting it into the database.

 If the number is still too large to be represented in a numeric column or a different data type, you can create a custom data type in SQL Server to store the number.

It's important to choose the right solution based on your requirements and the specific use case. You may also need to consider the performance implications of each solution, especially if the data being stored is very large or complex.

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The functions that we have are;

1) y = 2.2x + 104

2) y =5.06e^-0.011t

3) The dependent variable is the number of organisms while the independent variable is the time in years.

4) This is an exponential decay

5) The decay rate is 1.1%

We know that an equation is often used to show a function. The equation is a mathematical rule that is used to express the particular situation that we have.

In the case of the problems that we have here, there is a mathematical function that can be used in the representation of each of the cases that have been shown as we can see above.

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Value of expression 5 - 3 is 2

Subtraction is the process of taking away a number from another. It is a primary arithmetic operation that is denoted by a subtraction symbol (-) and is the method of calculating the difference between two numbers.

Given expression,

5 - 3 = ?

we need the difference of 5 and 3

5 - 3 = 2

Hence, 2 is value of expression 5 - 3

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The values for g and f for the length of sides of the trapezium are 8 and 6 respectively.

Given the area of trapezium = 60 cm², then:

1/2 × (g + 4g) × f = 60 cm²

by simplification

f(g + 2) = 60 cm²...(1)

for the area of ABCD = 48 cm², then:

f × g = 48 cm²

f = 48/g...(2)

put 48/g for f in equation (1) to get g;

48/g(g + 2) = 60

60g = 48g + 96 {cross multiplication}

60g - 48g = 96 {collect like terms}

12g = 96

g = 96/11 {divide through by 11}

g = 8

put 8 for g in equation (2) to get f;

f = 48/8

f = 6.

Therefore, the values for g and f for the length of sides of the trapezium are 8 and 6 respectively.

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Answer:

Below

Step-by-step explanation:

6 C 2  =   6! /(4! 2!) = 15 outcomes

Work Shown:

If cos(x) = 8/17, then sin(x) = 15/17. Use the identity [tex]\sin^2(\text{x}) + \cos^2(\text{x}) = 1[/tex] to determine this.

If cos(y) = 3/5, then sin(y) = 4/5 using that same identity.

So,

sin(x-y) = sin(x)cos(y) - cos(x)sin(y)

sin(x-y) = (15/17)*(3/5) - (8/17)*(4/5)

sin(x-y) = 45/85 - 32/85

sin(x-y) = (45 - 32)/85

sin(x-y) = 13/85

The correct answers is (a). False (b). False (c). False (d).True

(A). False

If Mrs. Smith and Mr. Smith drive 80 miles each, then the total miles they drive is 80 + 80 = 160 miles. That means James will have to drive 240 - 160 = 80 miles, which is 1/3 of the round-trip distance, not 13/3.

(B). False

If Mrs. Smith and Mr. Smith drive 90 miles each, then the total miles they drive is 90 + 90 = 180 miles. That means James will have to drive 240 - 180 = 60 miles, which is [tex](\frac{1}{4})[/tex] of the round-trip distance, not [tex]\frac{12}{4}[/tex].

(C). False

If Mrs. Smith drives 90 miles and Mr. Smith drives 50 miles, then the total miles they drive is 90 + 50 = 140 miles. That means James will have to drive 240 - 140 = 100 miles, which is [tex](\frac{1}{2} )[/tex] of the round-trip distance, not [tex](\frac{5}{12} )[/tex].

(D). True

If Mrs. Smith drives 60 miles and Mr. Smith drives 120 miles, then the total miles they drive is 60 + 120 = 180 miles. That means James will have to drive 240 - 180 = 60 miles, which is [tex](\frac{7}{12} )[/tex] of the round-trip distance.

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Answer:

Your answer should be: TRUE FALSE TRUE FALSE