In the diagram below, D E ‾ DE is parallel to A B ‾ AB . If D E DE is 5 5 less than D C DC, A C = 56 AC=56, and A B = 48 AB=48, find the length of D C ‾ DC . Figures are not necessarily drawn to scale. State your answer in simplest radical form, if necessary.

Answer:

Step-by-step explanation:

2/3 - 5/9 = 1/

9

≅ 0.1111111

Answer: 1/9

Step-by-step explanation:

The probability that Kyle will pass all 15 tests if he does not study for them is approximately 0.0017.

This is because the probability of passing each individual test without studying is 0.45, and the probability of passing all tests without studying is equal to 0.45 multiplied by itself 15 times, which is 0.0017. This means that the odds of Kyle passing all 15 tests without studying are very slim.

Even if he has a good understanding of the material and has been able to recall the information without studying, it is very unlikely that he will be able to do so for all 15 tests. It is therefore recommended that Kyle studies for his tests in order to increase his chances of passing them.

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The probability of winning the game, given t tails, is equal to [tex]0.5^t[/tex] .It's important to note that the outcome of each flip is independent.

The probability of winning the game in which you have flipped t tails and need to flip t consecutive heads can be calculated as follows:

Each flip of the coin has a probability of 0.5 of landing heads and 0.5 of landing tails. So, for the first flip, the probability of flipping a head is 0.5. For the second flip, the probability of flipping two heads in a row is

[tex]0.5 * 0.5 = 0.25[/tex]

For the third flip, the probability of flipping three heads in a row is

[tex]0.5 * 0.5 * 0.5 = 0.125[/tex]  , and so on.

Therefore, the probability of winning the game, given t tails, is equal to 0.5^t. For example, if you have flipped 2 tails, the probability of winning the game by flipping 2 consecutive heads is

[tex]0.5 * 0.5 = 0.25.[/tex]

It's important to note that the outcome of each flip is independent, so the probability of winning the game given t tails is constant regardless of the number of tails flipped prior to the current flip.

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We can use (A) V = 16lw as a volume function.

Because the volume of a rectangular box is given by the product of its length, width, and height. In this case, the height is fixed at 8 cm, so the volume would be calculated as V = 16 x l x w, where l = 2w.

A three-dimensional space's volume is measured. t is frequently expressed numerically using units derived from SI (such the cubic Meter and litre) or by different imperial or US customary units (such as the gallon, quart, cubic inch). Volume and length (cubed) are related concepts.

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The interest on the loan is: $375.44

The maturity value is: $4,775.44.

Maturity value and interest on a loan can be calculated as follows:

Maturity value: it is the amount of the loan plus the interest charged on it. It can be calculated using the formula:

MV = P + I

where MV is the maturity value, P is the principal (original loan amount), and I is the interest charged on the loan.

Interest: it is the amount charged by the lender for the use of their money. It can be calculated using the formula:

I = P * r * t

where I is the interest, P is the principal, r is the interest rate, and t is the term of the loan (in years or days).

Therefore:

Exact interest: 4,400 * 6% * 172/365 = $375.44

Maturity value: 4,400 + 375.44 = $4,775.44

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Answer:

the number of children on the trip=31

The number of adult=9

Step-by-step explanation:

Let's call the number of adults on the trip "a" and the number of children on the trip "c".

We know that:

a + c = 40 (the total number of people on the trip)

And:

3a + 2c = 89 (the total number of sandwiches given out)

We can use the first equation to solve for one variable in terms of the other:

a = 40 - c

And substitute this into the second equation:

3(40 - c) + 2c = 89

Expanding and simplifying:

120 - 3c + 2c = 89

120 - c = 89

Subtracting 120 from both sides:

-c = -31

So c = 31, the number of children on the trip.

And the number of adults on the trip, a = 40 - c = 40 - 31 = 9.

Answer:

Perimeter 18.42

Area 20.13

Step-by-step explanation:

Perimeter:

This is the distance around the figure.

The distance around the triangle is 9.

The distance around the 1/2 circle

c= 2[tex]\pi[/tex]r

c [2(3.14)(3)]/2

c = 9.42

9.42 + 9 = 18.42

Area:

triangle

a = 1/2(bh)

a - 1/2 (3)(4)

a = 6

circle

a = 1/2([tex]\pi r^{2}[/tex])

a = 1/2(3.14)(9)

a = 14.13

6 + 14.13 = 20.13

Answer:

x-6y=-24

Step-by-step explanation:

do it

Answer:

Step-by-step explanation:

The slope-intercept form of a linear equation is given by y = mx + b, where m is the slope and b is the y-intercept.

To find the slope and y-intercept of the equation 2x - 6y = 24, you can first isolate y by adding 6y to both sides and then dividing both sides by -6. This gives you: y = (-1/3)x + 4

So, the slope is -1/3 and the y-intercept is 4.

The sequence is neither arithmetic nor geometric.

Informally, a sequence in mathematics is a list of items that are in some order (or events). It possesses members, much like a set (also called elements, or terms). The length of the series is the number of ordered elements in the sequence, which could be unlimited.

Also, Arithmetic sequences, geometric sequences, quadratic sequences, and special sequences are the four primary categories of distinct sequences you need to be familiar with.

Squares, rectangles, circles, cones, cubes, and other shapes that can be created using geometry are known as geometric forms. In structural, civil, and architectural engineering, geometric forms are frequently used.

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The sequence from response to question 1 is neither arithmetic nor geometric.

The sequence in mathematics is the order of value of items or events. Usually, it contains a number or a series of numbers with a length of series that can be unlimited.

If the sequence has common differences from one value to another it can be considered as an arithmetic sequence, for example, 2,4,6,8. If the sequence has common ratios from one value to another it can be considered as a geometric sequence, for example, 2,4,8,16.

Since the response in question 1 doesn't have either common differences or common ratios, so it is neither arithmetic nor geometric.

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y = k asymptotically stable critical point because f'(k) < 0 and f'(0) > 0. So y = 0 is an an asymptotically unstable critical point.

The Gompetz equation is dy/dt = ry In(K/y).

In order to find critical points equate dy/dt equal to zero

dy/dt = 0

ry In(k/y) = 0

Here, k and r are constants

y In(k/y) = 0

y = 0

In (k/y) = 0

Eliminating In

k/y = e^0

k/y = 1

Multiply by y on both side, we get

k = y

y = 0 and y = k

The critical points are 0 and k

Since zero is a critical point

dy/dt = f(y)

dy/dt = ry In(k/y)

Differentiation on both side

f'(y) = ry In(k/y) - ry × y/k × k/[tex]y^2[/tex]

f'(y) = r In(k/y) - r

f'(k) = r In(k/k) - r

f'(x) = -r < 0

So that, y = k asymptotically stable critical point because f'(k) < 0

f'(0) > 0

That means y=0 is asymptotically unstable critical point.

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Using the given fractions, we can see that for the stew they use (27/10) pints and for the rice (18/10) pints.

We know that the carton has a volume of:

(4 + 1/2) pints of chicken stock.

He uses 3/5 of the carton to make a stew, so he uses:

(3/5)*(4 + 1/2) pints = (12/5 + 3/10) pints

                               = (27/10) pints.

And the rest, (2/5) of the carton, is used to make rice, then:

(2/5)*(4 + 1/2) pints  = (8/5 + 2/10) pints = (18/10) pints.

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The rule for the translation is (-3, -4).

Graph is a mathematical representation of a network and it describes the relationship between lines and points.

A translation is a movement of the graph either horizontally parallel to the -axis or vertically parallel to the -axis.

JKL is the original figure.

J'K'L' is the transformed figure after applying cetain rule.

We obtain J'K'L' by translating the original image left 3 units and down by 4 units.

The rule should be (-3, -4)

Hence,  the rule for the translation is (-3, -4).

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The linear system of equations in the question are resolved as follows;

Question 4

The true statements are;

Question 6

A linear system consists of two or more linear equations that operate simultaneously.

Question 4;

The system of equations is presented as follows;

Equation 1: 10·x - 2·y = 15

Equation 2: 4·x + y = 6

Plugging in the values of x = 1.5, y = 0, we get;

10 × 1.5 - 2 × 0 = 15

4 × 1.5 + 0 = 6

The point (1.5, 0), satisfies both equations in the system of equations, therefore, the point (1.5, 0) is a solution of the system of equations.

The true statements are therefore;

Question 6;

The linear system of equation is presented as follows;

-4·x - 8·y = 5

x = 4·y + 7

The substitution method can be used by plugging in the value of x = 4·y + 7, in equation (1) as follows;

-4·x - 8·y = 5

-4·(4·y + 7) - 8·y = -24·y - 28 = 5

Adding 28 to both sides, we get;

-24·y - 28 + 28 = 5 + 28

-24·y + 0 = 5 + 28 = 33

-24·y = 33

y = 33/(-24) = -11/8

y = -11/8 = -1.375

x = 4 × (-11/8) + 7

x = -11/2 + 7 = (-11 + 14)/2 = 3/2

x = 3/2 = 1.5

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The lowest necessary yield strength for the axle material is 113.88 M/mm^2.

Torsional moment of Mv = 2×10^7 Nmm.

Bending moment of Mb = 1×10^7 Nmm

Axial force = 10^3 kN

Axial Stress = Axial Force/(πd^2/4)

Axial Stress = 10^3 × 10^3/(π(100)^2/4)

Axial Stress = 4 × 10^6/3.14 × 10^4

Simplifying

Axial Stress = 1.274 × 10^2

Axial Stress = 127.4

The combined tension of a torsional moment and a bending moment is known as shear stress.

τ = 16/πd^3√(Mv^2 + M^2)

τ = 16/π(100)^3√[(2×10^7)^2 + (1×10^7)^2]

τ = 16/π(10)^6√[4×10^14 + 10^14]

τ = 16/π(10)^6√[5×10^14]

After solving, we get

τ = 113.88 M/mm^2

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The complete question is:

The figure shows a circular axial made of steel that is loaded by a torsional moment of Mv=2×10^7 Nmm, a bending moment of Mb = 1×10^7 Nmm and an axial force of 10^3 kN. If a safety factor against yielding of 1,5 is required, what is the lowest necessary yield strength for the axle material?

Answer:

Step-by-step explanation:

A sequence can be generated by using an=an−1+17, where a1=15 and n is a whole number greater than 1. The first 5 terms in the sequence are:

a2 = a1 + 17 = 15 + 17 = 32

a3 = a2 + 17 = 32 + 17 = 49

a4 = a3 + 17 = 49 + 17 = 66

a5 = a4 + 17 = 66 + 17 = 83

So the first 5 terms in the sequence are:

15, 32, 49, 66, 83

The x-axis should contain the independent variable (also known as the "explanatory variable"), and the y-axis should contain the dependent variable (also known as the "response variable").

Definition of X and Y Graph?

The x-axis and the y-axis, which together make up a graph's coordinate plane, can be used to define an x and y graph.

The y-axis and the x-axis each stand in for one of the two axes: the horizontal or horizontally oriented. The origin, or point of reference for the plane, is the intersection of the x- and y-axes.

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The x-axis (horizontal line) of the graph should have the independent variable, and the y-axis should have the dependent variable (vertical line). At the origin, the location of the coordinates, the x and y axes intersect (0,0).

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Answer:

Step-by-step explanation:

How to solve a quadratic equation using the Quadratic Formula.

Write the quadratic equation in standard form, ax2 + bx + c = 0. Identify the values of a, b, c.

Write the Quadratic Formula. Then substitute in the values of a, b, c.

Simplify.

Check the solutions.

The four methods for solving a quadratic issue are the quadratic formula, using square roots, factoring, and completing the square.

A quadratic equation in algebra is any equation that can be written in standard form as where x stands for an unknown value, a, b, and c stand for known numbers, and where a ≠ 0.

Problems involving squares and quadrangles and quadratic equations are closely related. In actuality, the word quadratic comes from the Latin word quadratus, which means square.

The quadratic formula, using square roots, factoring, and completing the square are the four ways to solve a quadratic problem. An overview of all the many approaches to solving a quadratic equation is what I'd want to discuss right now.

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Answer: 75.2 °F

Step-by-step explanation: (24°C × 9/5) + 32 = 75.2°F

The calculation would be (24 x 9/5) + 32 = 75.2°F.

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The selling price of the house that Laurie sold was $562,000.

The selling price is the amount paid by the customer to purchase the goods. The actual selling price is the amount paid by the customer for a product or service. This is the price that is more than the cost of products and includes a proportion of profit.

The cost price of an item is the amount spent to buy it or the price at which it is manufactured.

Let's call the selling price of the house "P".

The commission fee of 2.5% on the selling price of the house is equal to 0.025 * P.

Since Laurie made a commission of $14,050, we can set up the following equation:

0.025 * P = 14050

Dividing both sides by 0.025:

P = 14050 / 0.025 = 562000

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If there is a pattern 1 tree then 2 bead.  If there are a total of 42 tree and bead, then 84 bead is needed to complete the pattern as 42 tree and 84 bead.

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All the given statements does not make sense by the definition of dot product.

(a) (dot product)(a): The dot product is a mathematical operation and doesn't take any arguments or values, so this expression doesn't make sense as written.

(b) u\bullet(v\bulletw): The dot product is associative, meaning that u\bullet(v\bulletw) = (u\bullet v)\bullet w. However, the expression itself is not well defined, since the inner expression v\bullet w doesn't specify what values v and w represent.

(c) (u\bullet v) + w: The dot product is an scalar product, meaning it results in a scalar value, and adding a scalar to a vector does not make sense mathematically.

(d) k\bullet(u+v): The dot product is between two vectors, and the expression k\bullet(u+v) implies that the dot product is between a scalar (k) and a vector (u+v). This does not make mathematical sense, as the dot product is only defined between two vectors of the same dimension.

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The polynomial -3x^3 + 2 has only one turning point.

A turning point is a point on a curve where the curve changes direction, either from going up to going down or vice versa. In other words, it is a point where the first derivative of the curve changes sign.

For the polynomial -3x^3 + 2, the first derivative is given by:

d/dx (-3x^3 + 2) = -9x^2

Since the first derivative is a monotonically decreasing function (that is, its slope is always negative), the polynomial -3x^3 + 2 has only one turning point.

Slope of first derivative

d²(-3x^3 + 2)/dx² = -18x

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a) Juan, 2 kg de encima

b) Mario, 2 kg por debajo

c) Pedro, 5 kg por encima

d) Alfredo, Tiene el peso preciso

Operaciones aritméticas incluyen suma, resta, multiplicación y división

La diferencia en matemáticas es una operación aritmética de resta entre dos números grandes con un número pequeño para que el resultado sea siempre positivo.

La diferencia en matemáticas es también la diferencia de valor entre dos números

a) la edad de Dewi = 25 años

edad de Adi = 51 años

entonces

Diferencia de edad entre A y B

= (51 – 25) años

= 26 años

Entonces la diferencia en sus edades es 26 años

b) El dinero de A = IDR 13,000.00

Dinero de B = IDR 10,500.00

entonces diferencia en su dinero es

= 13.000,00 IDR – 10.500,00 IDR

= 2.500,00 IDR

Entonces, la diferencia o la diferencia en su dinero es IDR 2,500.00

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The required measure of supplementary angle ∠ABE is 137°.

Orientation of the one line with respect to the horizontal or other respective line is known as a measure of orientation and this measure is known as the angle.

The measure of a supplementary angle to an angle with measure x is defined as 180°-x. Therefore, the measure of the supplementary angle ∠ABE to an angle with a measure 43° is:

∠ABE = 180° - 43° = 137°

Thus, the required measure of supplementary angle ∠ABE is 137°.

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0.453592 kilograms are in a pound.

How many kilograms are in a pound?

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The truth about the end behavior of the graph is

The end behavior of function typically says the characteristics of the function at the ends

Examining the given graph it can be deduced that end behavior is  described as

x ⇒ -∞ f(x) ⇒ ∞

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Answer:

Step-by-step explanation:

The truth about the end behavior of the graph is

D. As the x-values go to negative infinity, the function's values go to positive infinity.

If Jackson invested $320 in an account paying an interest rate of 3. 2% compounded continuously, assuming no deposits or withdrawals are made, it would take: 3.37 years

for the value of the account to reach $410

To solve this problem, we can use the formula for continuously compounded interest:

where A is the final amount, P is the initial amount (320), r is the interest rate (3.2%), and t is the time in years.

Solving for t, we get:

Plugging in the values, we get:

Approximating this, we get:

So it would take about 3.4 years for the value of the account to reach $410.

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The best surface tolerance and finish would be gotten if all inside vertical corners had a fillet radius of (b) > 0.125 inches.

The choice of fillet radius is an important factor in determining the surface tolerance and finish of a machined part. A fillet radius is a rounded corner between two flat surfaces. A fillet radius that is too small can result in a rough surface, while a fillet radius that is too large can weaken the part.

In this scenario, a 1/4 inch diameter mill is being used, so the best surface tolerance and finish would be achieved if the fillet radius is greater than 0.125 inch, but less than 0.25 inch. This will ensure that the part is not weakened and the surface is smooth. The exact value of the fillet radius will depend on the specific requirements of the machining process.

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Complete Question:

If you must use a 1/4 inch diameter mill, then the best surface tolerance and finish would be gotten if all inside vertical corners had a fillet radius with the minimum requirement of:

(a) < 0.25 inch

(b) > 0.125 inch

(c) > 0.25 inch

(d) = 0.25 inch

(e) = 0.125 inch

(f) < 0.125 inch