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If the length of the model airplane is 12 inches, then the length of the actual airplane is 18 feet.

Rob collects model planes. One of his planes uses a scale in which 1 inch represents 1. 5 feet.

We will use unitary method to find the length of airplane in inches.

This means according to the model,

1 inch in the model = 1.5 feet of the actual

Therefore, if the length of the model airplane is 12 feet

12 inches of the model airplane = 1.5 × 12

                                                     = 18 feet

so, the actual length of airplane is 18 feet.

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Answer:     212  +-  360 n    

Step-by-step explanation: Everytime you go full circle (360 degrees  )    either positive or negative you will land back at the 212 degree mark.

Answer: If a 21.0 kg rock rests on the edge of a cliff 32.0 m high, the gravitational potential energy gained by the rock would be 6585.6 Joules.

Step-by-step explanation:

Mechanical energy is the combination of all the energy in motion represented by total kinetic energy and the total stored energy in the system which is represented by total potential energy.

As given in the problem a 21.0 kg rock rests on the edge of a cliff 32.0 m high, then we have to calculate the potential energy gained by the rock,

The potential energy of the rock = 21 × 9.8 × 32

                                                     = 6585.6 Joules.

Thus ,If a 21.0 kg rock rests on the edge of a cliff 32.0 m high, the gravitational potential energy gained by the rock would be 6585.6 Joules.

Hope this helps.

Answer:

21.0 kg

Step-by-step explanation:

By making and solving the respective equation x + 4x + 3 = 63, we can conclude that the age of Adam is 12 years.

According to a mathematical equation, two amounts or values are equivalent to a meaningful term, for example, 6 x 4 = 12 x 2.

When two or more factors must be taken into account together in order to comprehend or describe the entire situation, an equation is used.

So, we know that:

Jeff is 3 years older than four times of Adam.

Now, let Adam be x and Jeff be 4x + 3.

Then, the equation will be:

x + 4x + 3 = 63

5x + 3 = 63

5x = 63 - 3

5x = 60

x = 60/5

x = 12

Adam: = x = 12 years

Therefore, by making and solving the respective equation x + 4x + 3 = 63, we can conclude that the age of Adam is 12 years.

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The addition of the fractions, -3/4 + -5/8 = -11/8.

To add fractions together, ensure you find the common denominator of the fractions you are adding together.

Given the fractions, -3/4 + -5/8, add the fractions as explained below:

-3/4 - 5/8 (i.e. minus times plus is equal to minus)

The common denominator is 8, therefore:

[2(-3) - 1(5)] / 8

(-6 - 5) / 8

= -11/8

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The equation y = 3^x represents the relationship between two variables, x and y, where y is equal to 3 raised to the power of x. The value of y is determined by the value of x.

The equation that represents these ordered pairs is likely to be of the form y = a * b^x, where a and b are constants. To determine the values of a and b, we can use the given ordered pairs:

(0,1): 1 = a * b^0 => a = 1

(1,3): 3 = a * b^1 => b = 3

So, the equation is y = 1 * 3^x.

This can also be written as y = 3^x.

For example, when x = 0, y = 3^0 = 1. When x = 1, y = 3^1 = 3. When x = 2, y = 3^2 = 9. And so on. The ordered pairs (0,1), (1,3), (2,9), (3,27) are solutions to this exponential equation because they satisfy the equation. For each ordered pair, the x value is plugged into the equation, and the corresponding y value is obtained. The obtained y values match the y values in the ordered pairs, which means that the equation is a correct representation of the relationship between x and y.

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Answer:

Step-by-step explanation:

a^2+b^2=c^2

c^2-b^2=a^2

2^2-1^2=c^2

c^2=3

c=[tex]\sqrt{3}[/tex]

espero que esto te ayude, pero no se si esta correcto lo siento

The option for the first box is segment addition and the option for the second box is AC does not equal XZ.

Two or more figures are congruent if the dimensions of the one figure is equal to the dimension of the other figure.

Proof of the congruence of two lines are given using the contradiction method.

Given that AC ≅ XZ and BC ≅ XY.

It is proving AB ≅ YZ.

We get by following some steps,

AB + BC ≠ YZ + XY

We know that, AB and BC are the segments joining to form the line AC.

AB + BC = AC

Similarly, YZ and XY are the segments joining to form the line XZ.

YZ + XY = XZ

Substituting in AB + BC ≠ YZ + XY, we get AC ≠ XZ.

So here we are using the segment addition to write AC ≠ XZ

Hence applying segment addition to AB + BC ≠ YZ + XY, AC ≠ XZ

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Answer: y= -3/2

Step 1: Move the terms

Step 2: Collect like terms and Calculate

Step 3: Divide both sides

The steps with the problem is on the png below.

If only rate and amount are given, interest can be calculated by multiplying the amount and the rate.

Interest can be found by the formula :

= Interest rate x Amount

This means that finding the interest simply requires multiplying the given interest rate by the amount in question.

For instance:
If you have $100 as the principal, an interest rate of 5% (or 0.05 as a decimal), and a time period of 1 year, the interest would be calculated as follows:

= 100 x 5 %

= $ 5

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The number of model of cars Eleni has in terms of R is E = R / 2 - 3.

A mathematical definition of an equation is a claim that two expressions are equal when they are joined by the equals sign ("="). For illustration, 2x - 5 = 13. Two expressions are combined in an equation using an equal symbol ("="). The "left-hand side" and "right-hand side" of the equation are the two expressions on either side of the equals sign. Typically, we consider an equation's right side to be zero.

Let us suppose the model of cars with Ridhi = R.

Andrea thus has:

A = R / 2

Eleni has three fewer model cars that Andrei. Thus,

E = R / 2 - 3

Hence, the number of model of cars Eleni has in terms of R is E = R / 2 - 3.

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Answer:

x is undefined

Step-by-step explanation:

[tex]\ln[/tex] is the Natural Logarithm.

The natural log of a negative number is undefined.

The point (1, 1) does not satisfy the given inequality system.

Given is the inequality system as -

y < 2x - 1

y > x - 1

Refer to the graph of the inequalities attached. The points in the shaded region represents the solution coordinates for the given system of equations. The point (1, 1) lies on the dotted line. So, this does not satisfy the given inequality system.

Therefore, the point (1, 1) does not satisfy the given inequality system.

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The value of x is given as follows:

x = 39.3.

Similar triangles share these two features listed as follows:

The equivalent side lengths on the proportional triangles are given as follows:

Hence the proportional relationship relating the side lengths is given as follows:

25/35 = x/55

Applying cross multiplication, the value of x is obtained as follows:

35x = 55(25)

x = 55(25)/35

x = 39.3.

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Each shoe costs 20 dollars.

Let us assume that the cost of each pair of shoe is m dollars.

Jane buys five pairs of shoes.

so, the cost of five pairs of shoes would be 5 × m = 5m dollars

Let us assume that S represents the total amount of money she spend on the shoes and C be the total cost

C = S + tax

227.75 =  S + 27.75

S = 227.75 - 27.75

S = 200 dollars

The cost of 5 pairs of shoes (without tax) = $200

Using unitary method the cost of each pair of shoes would be,

m = 200/5

m = 40 dollars

This means that the cost of a pair of shoes is 40 dollars

Thus, the cost of each shoe = 40/2

                                             = 20 dollars

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Tthe the number of smallmouth bass Chelsie caught = 37

and the number of salmon she caught = 15

Here, x represents the number of smallmouth bass Chelsie caught. and y represents the number of salmon she caught.

Chelsie caught 52 fish today.

So we get an equation,

x + y = 52        

Also, for smallmouth bass, she caught seven more than 2 times the amount of salmon she caught.

So we get an equation,

x = 7 + 2y  

So, we get a system of equations:

x + y = 52                      ..........(1)

x = 7 + 2y                .......(2)

Substitute above value of x in equation (1)

(7 + 2y) + y = 52      

7 + 3y = 52

3y = 45

y = 15

Substitute above value of y in equation (2),

x = 7 + 2(15)

x = 37

Therefore, she caught 37 smallmouth bass and 15 salmon.

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The radius of the cylinder will be 1.6 inches. Then the correct option is A.

Let r be the radius and h be the height of the cylinder. Then the volume of the cylinder will be given as,

V = π r²h cubic units

Patty is using a cylinder shape container to hold 48 in³ of liquid. The height of container is 6 inches tall. Then the radius of the circle is given as,

V = π r²h

48 = 3.14 x r² x 6

r² = 2.5477

r = 1.596

r ≈ 1.6 inches

The radius of the cylinder will be 1.6 inches. Then the correct option is A.

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Answer:

E 1/4 (-8y+6x+7)

Step-by-step explanation:

Answer:

Step-by-step explanation:

9.5 678 then ada 9.76

Answer:

Option 4

Explained below

Step-by-step explanation:

A relationship is a function if and only if one value of the input does not result in more than one value of the output

In other words, for a function f(x), for a value of x there should only be one value for y

Looking at the figure, we see that in option 4 for the value 2 there are two resultant mappings, A and B

Hence the relation in option 4 is NOT a function

We can use the number -5 as:

1. Temperature: If a temperature is measured below 0 degrees Celsius (the freezing point of water), it can be expressed as a negative number. For example, if the temperature is -5 degrees Celsius, it means that it is 5 degrees below the freezing point.

The temperature of 82 degrees above zero is a positive number, and we write it as 82, whereas the temperature of 5 degrees below zero is a negative number, and we write it as -5.

2. Money: In transactions of money, a negative number can be used to represent a debt, or an amount owed. For example, if someone's account balance is -$5, it means they owe $5.

3. Coordinate System: In coordinate system, a point can be located using two numbers, representing its x and y coordinates. If the point has an x coordinate of -5, it means that it is 5 units to the left of the origin (0,0).

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Note that the tools are matched against the alphabet are given as follows:

A. Drill index - Box that drill bits are stored in

B. Fender cover - Used to protect the vehicle's finish

C. Impact driver - Hand tool that is used to loosen fasteners that are very tight

D. Speed handle - Fits between a socket and a ratchet

F. Flare nut wrench - Tool used to loosen and tighten fuel line fittings

J. Stubby screwdriver - What a very short screwdriver is called

K. 6-point socket - Can be used on a 6-point fastener head

L. 12-point socket - Used on square drive fastener heads

N. Impact driver - An air-powered tool used to remove fasteners

O. Impact socket - Used with air tools

P. Slide hammer - Puller that uses a heavy weight that is slid against its handle

Q. Bearing separator - Used with a puller to pull a bearing from a shaft

R. Torque wrench - Measures the turning effort applied to a fastener

S. Chisel - Hand tool used for quickness when assembling parts

T. Dead blow hammer - A soft-faced hammer that has metal shot in its head

U. Creeper - Used to move around under vehicles

V. Hex wrench/ViseGrips - Commonly called Allen wrenches/Pliers that can be locked to a part

W. Safety goggles - Worn whenever working in the shop

X. Crowfoot wrench/Extension - Wrench used with a ratchet

Y. Coarse tooth hacksaw blade - Hacksaw blade that is the best choice for cutting thick steel

Z. Fine tooth hacksaw blade - Hacksaw blade that is the best choice for cutting Sheet Metal.

The above tools can be classified as hand tools and power tools used in various mechanical and automotive applications.

Their importance lies in their ability to make repair and maintenance tasks efficient and precise, ensuring the proper functioning of machinery and vehicles.

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The number of students who drink coffee with cream is 1800.

Expression in maths is defined as the collection of numbers variables and functions by using signs like addition, subtraction, multiplication, and division.

Numbers (constants), variables, operations, functions, brackets, punctuation, and grouping can all be represented by mathematical symbols, which can also be used to indicate the logical syntax's order of operations and other features.

Given that in a recent survey of college students, it was determined that 4 out of 5 students drink coffee. Of those students who drink coffee, 1 out of 8 students adds cream. If a college campus has 18000 students.

The number of students who drink coffee with cream is calculated as:-

Number = ( 4 / 5 ) x ( 1 / 8 ) x 18000

Number = 1800

Therefore, there are 1800 students who like their coffee with cream.

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The classification of the statements are

From the question, we have the following parameters that can be used in our computation:

f(x) = 4(x - 2)³ + 2

First, we calculate the inverse

So, we have

x = 4(y - 2)³ + 2

This gives

4(y - 2)³ = x - 2

Divide by 4

y - 2 = (x - 2)/4

Take the cube roots and add 2

f-1(x) = 2 + ∛[(x - 2)/4]

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Answer:

Step-by-step explanation:

(a) To find the height that represents the 90th percentile, we would need to use a standard normal distribution table and a Z-score. We need to first find the Z-score corresponding to the 90th percentile by solving for Z using the formula:

Z = (x - μ) / σ

Where x is the height at the 90th percentile, μ is the mean height (64.7 inches), and σ is the standard deviation (2.9 inches).

Z = (x - 64.7) / 2.9

Since the 90th percentile corresponds to a Z-score of 1.28, we can use the above formula to find x:

x = μ + Zσ

x = 64.7 + (1.28)(2.9)

x = 68.9 inches

So, the height that represents the 90th percentile is 68.9 inches.

(b) To find the first quartile (25th percentile), we would use a Z-score of -0.67.

x = μ + Zσ

x = 64.7 + (-0.67)(2.9)

x = 62.3 inches

So, the height that represents the first quartile is 62.3 inches.

The percent of the square shaded is 37.5 without including the % sign.

The square is divided into 4 equal parts

1/4 of the square is fully shaded

The other 1/4 is shaded half

Hence,

When the square is divided into 8 equal parts, 3 parts are shaded

Percent of square shaded= Parts shaded/ Total parts × 100

= 3/8 × 100

= 0.375 × 100

= 37.5%

Ultimately, 37.5 is the percent of the square shaded.

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If you were to make a quadrilateral by rotating triangle RST 180 degrees about U, a Rhombus would form.

A Rhombus is a type of quadrilateral that is defined by its unique properties. The most distinctive characteristic of a Rhombus is the presence of two pairs of congruent and adjacent sides. These sides create a symmetrical figure that is easily recognizable. The other key property of a Rhombus is the presence of two pairs of equal, opposite angles. When a triangle, such as RST, is rotated 180 degrees about a central point, such as U, it creates a Rhombus. The sides of the triangle become the sides of the Rhombus, while the rotation creates the diagonal lines that connect the vertices. This rotation also ensures that the Rhombus has the desired properties of two pairs of congruent sides and two pairs of equal, opposite angles.

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Correct option is C, A triangle can be formed with these side lengths since 8 cm, which is greater than the third side's 7 cm, is possible.

A right triangle's hypotenuse is its longest side, its "opposite" side is the one that faces a certain angle, and its "adjacent" side is the one that faces the angle in question. To describe the sides of right triangles, we utilize specific terminology.

Straight angle refers to the angle that is 180 degrees in length.

The side length combinations that can result in a triangle include

2, 7, and 6 centimeters; 2 meters; 5, and 7 meters

6, 6, and 12 feet

According to the triangle inequality theorem, the third side of a triangle is greater than or equal to the sum of any two of its sides.

In other words, in a triangle with sides a, b, and c,

a + b ≥ c

When examining the sets of provided side lengths,

2 cm, 7 cm, and 6 cm in a triangle,

2 + 6 = 8,

Thus, a triangle can be formed with these side lengths since 8 cm, which is greater than the third side's 7 cm, is possible.

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The two equations, y = 53x + 10 and y = 55x, represent the cost of x tickets for option 1 and option 2, respectively.

The equation y = 53x + 10 represents the cost of x tickets for option 1, which includes a ticket cost of $53 per ticket plus a shipping fee of $10. So, if Mrs. Curtis buys 1 ticket, the cost would be 53 * 1 + 10 = 63. If she buys 2 tickets, the cost would be 53 * 2 + 10 = 116, and so on.

The equation y = 55x represents the cost of x tickets for option 2, which includes a ticket cost of $55 per ticket and free shipping. So, if Mrs. Curtis buys 1 ticket, the cost would be 55 * 1 = 55. If she buys 2 tickets, the cost would be 55 * 2 = 110, and so on.

By comparing the values of y for different values of x in these two equations, Mrs. Curtis can determine the cost-effective option for buying the tickets.

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A teacher has 60 students in her class and wants to form equal groups for a project. To determine the different groups she can form, we need to find the divisors of 60. The divisors of 60 are the numbers that divide evenly into 60.

The divisors of 60 are:

1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, and 60.

These divisors represent the different numbers of students the teacher can form into groups. For example, she could form 60 students into 1 group, 30 students into 2 groups, 20 students into 3 groups, 15 students into 4 groups, and so on.

The teacher could also form more unusual groupings, such as 10 students into 6 groups, 12 students into 5 groups, or 6 students into 10 groups. The important factor is that the number of students must be divisible by the number of groups to ensure that each group has an equal number of students.

In conclusion, a teacher with 60 students in her class can form groups with the following number of students: 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, and 60. These groupings allow her to balance the workload and provide equal opportunities for students to participate in the project. The choice of grouping size will depend on the specific requirements of the project and the teacher's preferences.

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