Help I need help with this now

a.) The value of each angle when 5 is substituted for X would be ;

Y = 55°

Y = 55°W = 75°

Y = 55°W = 75°Z = 45°

b). Chelsea is wrong in her calculation because the total internal angle of a triangle should be 180° and not 175°.

For angle Y;

11x = 11(5) = 55°

For angle W;

15x = 15(5) = 75°

For angle Z;

(8x+5) = 8(5) +5

= 45°

The total angles = 55+75+45 = 175°

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Hey!

For any graphing calculator problems I would recommend using desmos if your teacher allows it or getting a graphing calculator such as a ti-nspire :)

This way, it will be able to graph and get the answers quicker!

The answers to this question is (37.5,15) and (0,60). To find your answers when you graph always look for where the lines intersect. If the lines do not intersect then it is not one of your answer choices. (examples are below).

The cost of one hour of television each day is $1.

We have,

The average electricity bill reduced to $130 to $40.

Number of days in month= 30 days

So, the cost of one hour of television is

= (130- 40) /30

= 90 /30

= $30

Thus, the cost of one hour of television is $ 30.

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The x and y values in the triangle are:

x = 58°

y = 26°

Trigonometry deals with the relationship between the ratios of the sides of a triangle with its angles.

To find the x and y values in the triangle, check the attached image for labeling.

In the image:

Triangle ABC is isosceles. Thus,

t = 61° (base angles of isosceles triangles are equal)

x + t + 61 = 180  (sum of angles in a triangle is 180°)

x + 61 + 61 = 180

x = 180 - 61 - 61

x = 58°

x + v = 180 (sum of angles on a straight line is 180°)

58 + v = 180

v = 180 - 58

v = 122°

In triangle ACD:

32 + v + y = 180  (sum of angles in a triangle is 180°)

32 + 122 + y = 180

y = 180 - 32 - 122

y = 26°

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The order of steps of constructing an inscribed circle of a triangle:

Commence the process by sketching a line that cuts one angle of the triangle in two and intersects the opposing side at some point. Through this action, a pair of miniature triangles with congruent figures materialize.

Subsequently, draft an additional bisector for another angle of the triangle. The second dividing line needs to meet the side opposite to the situated angle at a specific location.

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The expression is simplified to √5

From the information given, we have that;

logₐ x = 3

logₐ y = 4

logₐ z = 5

Given that the expression is;

logₐ [tex]\sqrt[4]{\frac{y^3z^6}{x^4z^-^2} }[/tex]

Now, we have to substitute the value of the logarithm into the expression.

We have;

[tex]\sqrt[4]{\frac{4^35^6}{3^45^-^2} }[/tex]

Find the value of the index forms and substitute;

[tex]\sqrt[4]{\frac{64(625)}{81(1/25)} }[/tex]

Multiply the values and expand the bracket

3(5)/3(5^⁻²/4)

multiply the values

15/3(5^-1/2)

Find the square root of the denominator, we have

15/3(√5)⁻¹

5/√5

Rationalize the surd form, we get;

5√5/5

Then, we have;√5

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The new mean annual wage is; $ 43,149.82.

Given that the initial mean weekly wage is $ 2.117.

The growth rate is 4.75%.

We need to find a new annual wage.

Consider the equation, A be the new annual wage.

Here R is the growth rate and P is the initial mean weekly wage and T is the number of weeks in a year.

The number of weeks in a year = 52 weeks.

Substitute P= 2,117, R =4.75% = 0.0475and T =52 in the equation.

A = 2.117 x 52(1 + 0.0475)

A = 43,149.82

The new mean annual wage is; $ 43,149.82.

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The equivalent radian to 300 degree is 5π/3.

The given angle measures 300 degree.

We know that, formula used to convert degrees is Radians = Degrees × π / 180

Here, Radians = 300×π/180

= 30 ×π/18

= 10π/6

= 5π/3

Therefore, the equivalent radian to 300 degree is 5π/3.

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The implementing of subtraction as a money lesson need a starting with concrete examples and building students' understanding of the concept in scenarios.

As a mathematical concept, subtraction is useful in real-life scenarios including managing money. To implement it, we must note that it important to start with concrete examples that students can relate to like making purchases or earning an allowance.

We can provide the students with a set amount of money and ask them to subtract the cost of various items from it to determine how much they have left. For example, if a student has $10 and wants to buy a $3 toy, they would need to subtract $3 from $10 to determine that they have $7 remaining.

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A table representing the transactions based on the question prompt is given below:

Date Transaction Type Check No. Description Debit (-) Credit (+) Balance

10/01 Starting Balance - - - - $1,863.90

10/03 Check 621 Telephone Company $71.10 - $1,792.80

10/07 Check 622 Banner Reality (Rent) $500.00 - $1,292.80

10/08 Check 623 Electric Company $51.12 - $1,241.68

10/10 Check 624 Cathy Santoro (Piano) $25.00 - $1,216.68

10/15 Deposit - Paycheck - $650.00 $1,866.68

10/16 Check 625 Don's Day Camp $200.00 - $1,666.68

10/18 Check 626 Ed's Sporting Goods $90.00 - $1,576.68

10/21 Check 627 Maple Place Garage $49.00 - $1,527.68

11/15 Deposit - Paycheck - $400.00 $1,927.68

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10 times will the smaller gear turn.

The ratio can be defined as the number that can be used to represent one quantity as a percentage of another. Only when the two numbers in a ratio have the same unit can they be compared. Ratios are used to compare two objects.

Since the smaller gear has 10 teeth and the bigger gear 20, the smaller gear will turn twice for every rotation of the larger gear (20/10=2).

Therefore, if the larger gear rotates five times, the smaller gear will rotate two times five times, or ten times. The smaller gear will thus rotate 10 times.

So, if the bigger gear turns around 5 times, the smaller gear will turn around 5 x 2 = 10 times.

Therefore, the smaller gear will turn 10 times.

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The discriminant is positive for all values of k, thus, the roots are always real.

For a quadratic equation:

0 = ax^2 + bx +c

The discriminant is defined as:

D = b^2 - 4ac

If the discriminant is positive, then the roots are real.

Here we have:

x^2 +(1-k)x+k-3

Then:

a = 1

b = (1 - k)

c = k - 3

The discriminant is:

D = (1 - k)^2 - 4(k - 3)

D = 1^2 - 2k + k^2 - 4k + 12

D = k^2 - 6k + 13

Now notice that the vertex of this quadratic is at:

k = 6/2 = 3

Evaluating there we get:

D = 3^2 - 6*3 + 13

D = 9 - 18 + 13 = 4

So the discriminant is positive for all values of k, meaning that all the roots are real.

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The polar coordinates in rectangular coordinates are (3√2, 2√6)

Given are polar coordinates (6√2, 7π/3), we need to convert it into, rectangular coordinates.

so, (r, θ) = (6√2, 7π/3)

x = rcosθ

y = rsinθ

r = 6√2, θ = 7π/3

x = 6√2 cos 7π/3 = 3√2

y = 6√2 sin 7π/3 = 2√6

Hence, the polar coordinates in rectangular coordinates are (3√2, 2√6)

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To find the variability in the distribution of the means, we need to calculate a measure of spread, such as the standard deviation. We can use the dot plot to estimate the standard deviation of the distribution.

From the dot plot, we see that the range of the means is from 0 to 150 bags of dog food sold per day. The midpoint of this range is 75, which we can use as an estimate of the population median. We can estimate the standard deviation by calculating the distance between the median and the quartiles.

From the dot plot, we can see that the lower quartile (Q1) is around 60, and the upper quartile (Q3) is around 110. Therefore, the interquartile range (IQR) is:

IQR = Q3 - Q1 = 110 - 60 = 50

We can use the IQR to estimate the standard deviation by assuming that the distribution is approximately normal and using the empirical rule, which states that:

Approximately 68% of the data falls within one standard deviation of the mean.

Approximately 95% of the data falls within two standard deviations of the mean.

Approximately 99.7% of the data falls within three standard deviations of the mean.

Since the IQR is about half of the range, we can estimate the standard deviation as:

SD ≈ IQR / 1.35 ≈ 50 / 1.35 ≈ 37

Therefore, an appropriate estimate of the standard deviation of the distribution of means is 37, rounded to the nearest whole number.

Interpretation: The variability in the distribution of means is relatively large, with a standard deviation of approximately 37 bags of dog food sold per day. This means that the mean number of bags sold per day can vary by as much as 37 bags from one sample to another.

The set of ordered pairs which represents a function among the given answer choices is; {(1, 2), (-6, 2), (3,9), (5,3)}.

By definition, a function is a special kind of relation in which case, each input value is assigned not more than one output value.

On this note, by evaluation of the given sets of ordered pairs; the set {(1, 2), (-6, 2), (3,9), (5,3)} represents the relation which is a function.

Ultimately, the answer choice which represents a set of ordered pairs that represents a function is; {(1, 2), (-6, 2), (3,9), (5,3)}.

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We raise the fraction to the power of 4/3.

To evaluate the expression:

\left( \frac{16}{9} \right)^{2/3} \cdot \left( \frac{4}{3} \right)^{4/3} \cdot \left( \frac{9}{16} \right)^{2/3} \cdot \left( \frac{3}{4} \right)^{4/3},

we can simplify each term within the parentheses before multiplying them together.

Let's simplify each term step by step:

\left( \frac{16}{9} \right)^{2/3}:

To simplify this term, we raise the fraction to the power of 2/3.

\left( \frac{16}{9} \right)^{2/3} = \left( \left( \frac{2^4}{3^2} \right)^{1/3} \right)^2 = \left( \frac{2^{4 \cdot 1}}{3^{2 \cdot 1}} \right)^2 = \left( \frac{2^4}{3^2} \right)^2 = \left( \frac{16}{9} \right)^2 = \frac{16^2}{9^2} = \frac{256}{81}

\left( \frac{4}{3} \right)^{4/3}:

Similarly, we raise the fraction to the power of 4/3.

\left( \frac{4}{3} \right)^{4/3} = \left( \left( \frac{2^2}{3^1} \right)^{1/3} \right)^4 = \left( \frac{2^{2 \cdot 1}}{3^{1 \cdot 1}} \right)^4 = \left( \frac{2^2}{3^1} \right)^4 = \left( \frac{4}{3} \right)^4 = \frac{4^4}{3^4} = \frac{256}{81}

\left( \frac{9}{16} \right)^{2/3}:

We raise the fraction to the power of 2/3.

\left( \frac{9}{16} \right)^{2/3} = \left( \left( \frac{3^2}{2^4} \right)^{1/3} \right)^2 = \left( \frac{3^{2 \cdot 1}}{2^{4 \cdot 1}} \right)^2 = \left( \frac{3^2}{2^4} \right)^2 = \left( \frac{9}{16} \right)^2 = \frac{9^2}{16^2} = \frac{81}{256}

\left( \frac{3}{4} \right)^{4/3}:

We raise the fraction to the power of 4/3.

\left( \frac{3}{4} \right)^{4/3} = \left( \left( \frac{3^1}{2^2} \right)^{1/3} \right)^4 = \left( \frac{3^{1 \cdot 1}}{2^{2 \cdot 1}} \right)^4 = \left( \frac{3^1}{2^2} \right)^4 = \left( \frac{3}{4} \right)^4 = \frac{3^4}{4^4} = \frac{81}{256

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Answer: 1/5

Step-by-step explanation:

In this case, you multiple the exponents together because you are raising a power to a power:

25^(-3/2 * 1/3)

25^(-3/6)

25^(-1/2)

Next, when the power is negative, we can get rid of it by changing the whole number to its reciprocal (divide the number by one):

1/(25^(1/2))

Now, when an exponent is a fraction, the numerator is what the base is raised to and the denominator is what the base is rooted to:

1/(sqrt(25))

Now, simplify:

1/5

Applying the triangle sum theorem, the value of x in the image given is:

x = 33°;   x = 45°

Recall that according to the triangle sum theorem, all three interior angles of a triangle is equal to 180 degrees.

a. x + 21 + (180 - 54) = 180 [triangle sum theorem]

x + 147 = 180

x = 180 - 147

x = 33°

b. (180 - 102) + x + 57 = 180 [triangle sum theorem]

x + 135 = 180

x = 180 - 135

x = 45°

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The solution to the given expression by using distributive law is 114

The distributive property posits that an expression that is provided in the form of A (B + C) can be further expressed as A × (B + C) = AB + AC. This distributive law is also useful for subtraction and is expressed as, A (B - C) = AB - AC. This implies that operand A is distributed between the other two operands.

From the given information, we are to expand 19 × 6 using the distributive law. The first step would be to expand 19 into two integers.

Let the two integers be 10 and 9.

So, we can have can express this by using the addition distributive law: A(B+ C)

Mathematically, we have:

= 6(10 + 9)

= 6(19)

= 114

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The percentage of saline solution in brand B is 3%.

Let x be Percentage of saline solution in brand B

We know that the overall volume of saline solution in the combination is 18% of 6 gallons plus x% of (18 - 6) gallons since Danielle blended brands A and B to make a total of 18 gallons of 8% saline solution.

Then the equation is given as,

0.18(6) + 0.01x(18 - 6) = 0.08(18)

Simplifying and solving for x, we get:

1.08 + 0.12x = 1.44

0.12x = 0.36

x = 3

Therefore, the percentage of saline solution in brand B is 3%.

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Car Make and Model that i choose is Toyota RAV4

The Cost of this car as of today is about $27,000

To know the value of car after one year will be:

20% of $27,000

= $5,400.

So the car  value will be:

$27,000 - $5,400

= $21,600 after year 1

3.  Value of car after second year of ownership:

15% of $27,000

= $4,050.

So, the car  value will be:

$21,600 - $4,050

= $17,550 after year 2.

4 The Exponential Function If the car continues to decrease in value by 15% each yea will be

V(x) = 27,000 x (0.85)ˣ

V(5) = 27,000 x (0.85)⁵

= 27,000  x  0.44370

= $11979.9

Therefore, the value of the car after owning it for five years is  $11979.9

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See text below



Car Value: Exponential

1. Pick a car that you would be interested in buying someday. Research the cost of buying this car.

Car Make and Model:

Cost of this car as of today:

2. Cars depreciate in value over time, which means they lose a certain percent of their value each year. A car typically decreases in value by 20% within the first year. If the car you picked above decreased in value by 20% in its first year, how much will it be worth one year after owning it?

Value of car after one year:

3. Each year after the first year, a car typically decreases around 15% in value. How much will your car be worth after owning it for 2 years?

Value of car after second year of ownership:

4. If your car continues to decrease in value by 15% each year, write the equation of the exponential function that models its value x years after you purchased it.

Exponential Function:

Use your exponential function to calculate the predicted value of your car after you own it for five years.

Value after five years of ownership:

The approach employed in this specific instance is a non-probability sampling technique labeled as convenience sampling.

It involves selecting the participants based on convenience or, in other words, selecting those who are readily available to take part in the study. Hence the school district has decided to dispatch the survey to all parents whose children have access to the online questionnaire.

The selected sample principally arises from considerations of the ease with which it can be attained, thus making convenience rather than randomness the dominant factor informing the selection process.

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A school district sends an online survey to all parents of students in the district asking for feedback on props educational changes on recent tax cuts

What is the sampling method used here

The function f(x)* = 1 + x^2 is defined for all real numbers x, so the domain is all real numbers, or (-∞, ∞).

In determining the function's output values, one must consider its collection of feasible results to extract the range. Reviewing f(x)* exhibits a minimum value of 1 due to x^2 being perpetually non-negative, while adding another factor merely preserves positivity.

Concurrently as x skyrockets, so too does the value of f(x)* given that approaching infinity generates infinitely larger powers than any constant coefficient subordinated by it. Consequently, the overall range of f(x)* becomes [1, ∞), enwrapping all feasible solutions equivalent or superior to 1.

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Figure C shows only a line segment highlighted in red.

Figure C has four line segments connected to form a square, with the bottom line segment colored red.

The other three line segments in the figure are not colored, and only the bottom line segment is highlighted in red.

This means that only a line segment is shown in red, which is what the question is asking for.

Hence, figure C shows only a line segment highlighted in red.

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The Subtraction property of equality justifies the conclusion based on the given information.

The subtraction property of equality states that when the same number is subtracted from both sides of an equality, then the two sides of the equation still remain equal. In simple words, we can say that when a number is subtracted from one side of an equation, the same number must be subtracted from the other side of the equality.

if a = b

then;

a-c = b-c

We have:

If x + 5 = 15

By subtraction property of equality:

Subtract 5 from both sides we have;

x = 10

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The indicated probability for the given mean and standard deviation for  P(7 ≤ x ≤ 10) is equal to 0.6915 approximately.

Mean = 8

Standard deviation = 2

Standardize the distribution using the formula,

z = (x - μ) / σ

where μ is the mean and σ is the standard deviation.

Substituting the given values, we get,

z = (x - 8) / 2

We want to find P(7 ≤ x ≤ 10),

which is the same as finding the probability that z is between,

z = (7 - 8) / 2

  = -0.5

and

z = (10 - 8) / 2

  = 1

Using a standard normal table .

Find the area under the standard normal distribution curve between -0.5 and 1.

P(-0.5 ≤ z ≤ 1) ≈ 0.6915

Attached table.

This implies,

P(7 ≤ x ≤ 10) ≈ 0.6915.

Therefore, the probability that x is between 7 and 10 is approximately 0.6915.

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The above question is incomplete, the complete question is:

Assume that x has a normal distribution with the specified mean and standard deviation. Find the indicated probability. (Enter a number. Round your answer to four decimal places.)

μ = 8; σ = 2

P(7 ≤ x ≤ 10) =

A polynomial function f(x) of degree 3 with given zeros, 2, -3 , 5 and condition f(3)=6 is given by f(x) = -1/2 (x-2)(x+3)(x-5).

Degree of the polynomial function is equal to 3.

Zero's of the polynomial function is equal to 2, -3 , 5 .

And f(3) = 6

If 2, -3, and 5 are zeros of f(x), then we can write function as,

f(x) = a(x-2)(x+3)(x-5)

where a is some constant.

To determine the value of a, we can use the fact that f(3) = 6.

Substituting x = 3 into the equation above, we get,

f(3) = a(3-2)(3+3)(3-5)

     = -12a

Here we have,

f(3) = 6, so we can set these two expressions equal to each other and solve for a,

⇒ -12a = 6

⇒ a = -1/2

Now we can substitute this value of a back into the equation for f(x) that we found earlier,

⇒ f(x) = -1/2 (x-2)(x+3)(x-5)

Therefore, a polynomial function f(x) of degree 3 with zeros 2, -3, 5, and f(3) = 6 is equal to f(x) = -1/2 (x-2)(x+3)(x-5).

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The preceding polynomial equation has three solutions: z = 0, z = 3/4, and z = -1/5.

First, we can factor out a common factor of z:

z(20z² - 11z - 3) = 0

Now we need to factor the quadratic expression in the parentheses.

We can use the quadratic formula or factor by grouping to do this. Factoring by grouping yields:

z(20z² - 11z - 3) = 0

z(4z - 3)(5z + 1) = 0

Setting each of the factored terms equal to zero, we have:

z = 0, 3/4, -1/5

Therefore, the solutions to the given polynomial equation are z = 0, z = 3/4, and z = -1/5.

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