find the unknown angle
Answer:
y= 75
x= 53
Step-by-step explanation:
y= 75
Vertically opposite angles
x=53
75 + 52 = 127
angles in a triangle add up to 180
180 - 127 = 53
Hope this helps!
♣ GIVEN ♣
A triangle is given to us.In that triangle two sides are produced.Two angles are given as variables and one of the angle is 52°.The angle formed by two produced sides is 75°.♣ TO FIND ♣
The two unknown angles.♣ SOLUTION ♣
In the given figure y = 75° , since y and 75° are Vertically opposite angles and vertically opposite angles are equal to each other.
Now , we know that the angle sum property of a ∆ is 180°, i.e. sum of all interior angles of a triangle is equal to 180°.
So , in the given ∆ ,
=> x + y + 52° = 180° .
=> 75° + 52° + x = 180°.
=> 127° + x = 180° .
=> x = (180 - 127)°.
☞ x = 53° .
Hence ,
x = 53°.y = 75°.please help me asap!!:)
Answer:
Hey there!
Basically, you are either going to North Dakota, New Hampshire, New Jersey, New York, New Mexico or North Carolina, as those are the only two word states beginning with N.
Thus, the chance of picking one of those is 6/50, or 3/25.
You have to choose one state, so this is Mutually Exclusive.
Let me know if this helps :)
An is mathematical sentence that compares expression that are not equal
Answer:
Inequality
Step-by-step explanation:
An inequality is mathematical sentence that compares expression that are not equal.
Instead of using an equal sign = , you use an inequality symbol (>, <, ≥, ≤, ≠) with an inequality.Solve for s
y = SV - Sk^4
Answer:
S = y / (V - k⁴) where V ≠ k⁴
Step-by-step explanation:
y = SV - Sk⁴
y = S(V - k⁴)
S = y / (V - k⁴) where V ≠ k⁴
large cheese pizzas cost $5 each and large one topping pizzas cost $6 each. write an equation that represents the total cost, T , of c large cheese pizzas and d large one-topping pizzas.
Answer:
T = 5c +5d, where unit of the equation is $.
Step-by-step explanation:
Cost of 1 large cheese pizza = $5
No. of large cheese pizza = c
therefore
cost of c large cheese pizza = c*Cost of 1 large cheese pizza = $5c
Cost of 1 large one topping pizza = $6
No. of large one topping pizza = d
therefore
cost of d large one topping pizza = d*Cost of 1 large one topping pizza = cost of d large one topping pizza = $6d
Total cost of c large cheese pizza and cost of d large one topping pizza
= $5c +$6d
total cost is represented by T
thus, T = $5c +$5d Answer
Cindy measured and recorded the temperature of a liquid for an experiment. She used a poorly calibrated thermometer and noted the temperature as 100.5 degrees Fahrenheit. The actual temperature of the liquid was 95 degrees Fahrenheit. The percent error in her calculation is:______.
a. -5.79%.
b. 4.08%.
c. 4.08%.
d. 5.79%.
Answer:
5.79%
Step-by-step explanation:
The percentage error in the measurement is obtained by;
|measured temperature - actual temperature|/actual temperature ×100
actual temperature= 95°F
measured temperature= 100.5°F
|100.5 - 95|/95×100
%error= 5.79%
the remains of an ancient ball court include a rectangular playing alley with a perimeter of about 64 M. the length of the alley is 2 times the width. find the length and the width of the playing alley
Answer:
The length is 21.3 metersThe width is 10.6 metersStep-by-step explanation:
This problem is on the mensuration of flat shapes, a rectangular shape
we are required to solve for the length and width of the rectangular ball court
we know that the perimeter is expressed as
[tex]P= 2(L)+2(W)[/tex]
let the width be x
hence the length is 2x
Given data
perimeter = 64 meters
length l= 2x
width w= x
Substituting our data and solving for x we have
[tex]64= 2(2x)+2(x)\\\\64= 4x+2x\\\\64= 6x[/tex]
Dividing both sides by 6 we have
[tex]x=\frac{64}{6}\\\\ x= 10.66[/tex]
Hence the width is 10.66 meters
The length is 2x= 2(10.66)= 21.33 meters
6-7 Please help BRAINLEST!
Answer:
18
Step-by-step explanation:
25=7+r 25-7=18 7-7=0
r=18 Do you understand? I really hoped I helped. I was in your position when i was learning that.
(2x-3)^2 - (3x-2)^2
Answer:
im Pretty sure x
Step-by-step explanation: Distribute:
=4x2+−12x+9+−9x2+12x+−4
Combine Like Terms:
=4x2+−12x+9+−9x2+12x+−4
=(4x2+−9x2)+(−12x+12x)+(9+−4)
=−5x2+5
Answer: −5x2+5
The amount of garbage, G, produced by a city with population p is given by G = f(p). G is measured in tons per week, and p is measured in thousands of people.
The town of Tola has a population of 40,000 and produces 13 tons of garbage each week. Express this information in terms of the function f.
Explain the meaning of the statement f(5) = 2.
Answer:
the expression of the information in terms of function f is:
13 = f(40)
The town of Tola has a population of 5000 persons and produces 2 tons of garbage each week.
Step-by-step explanation:
suppose G and p are the two unknowns variables.
where;
G is measured in tons per week and:
p is measured in thousands of people.
∴
The relation between the amount of garbage produced by a city with population p can be expressed as:
G = f(p)
However;
The town of Tola has a population of 40,000 and produces 13 tons of garbage each week.
The objective is to express the information in terms of the function f.
So, if there is a population of 40,000 person in the town,
since p is measured in person per thousand and the value of garbage produced is 13 tons per week.
∴ the expression of the information in terms of function f is:
13 = f(40)
Explain the meaning of the statement f(5) = 2.
The given statement implies that
P which is measured in thousand people = 5
and the value of the garbage produced is 2.
SO , we can say that;
The town of Tola has a population of 5000 persons and produces 2 tons of garbage each week.
If
4²+3²/4²−3² =7/4
, find the value of
24−11⁴/24+11⁴
Solve using PEMDAS for the numerator and denominator.
24-11^4/24+11^4
24-14641/24+14641
-14617/14665
Best of Luck!
A supply company sells packs of paper by the box. Each box contains the same number of packs of paper, P. Which equation could be used to find the total number of packs of paper , T that would be in B boxes ordered?
Answer:
T = BP
Step-by-step explanation:
Boxes = B
Pack of paper in each box = P
Total number of packs = T
T = BPIs the equation for total number of packs of paper
Two statistics teachers both believe that each has the smarter class. To put this to the test, they give the same final exam to their students. A summary of the class sizes, class means, and standard deviations is given below:n1 = 47, x-bar1 = 84.4, s1 = 18n2 = 50, x-bar2 = 82.9, s2 = 17Is there evidence, at an ?=0.04 level of significance, to conclude that there is a difference in the two classes? Carry out an appropriate hypothesis test, filling in the information requested.How do I find the standardized test statistic and the p-value?Your decision for the hypothesis test: A. Do Not Reject H0. B. Do Not Reject Ha. C. Reject H0. D. Reject Ha.
Answer:
We conclude that there is no difference between the two classes.
Step-by-step explanation:
We are given that two statistics teachers both believe that each has a smarter class.
A summary of the class sizes, class means, and standard deviations is given below:n1 = 47, x-bar1 = 84.4, s1 = 18n2 = 50, x-bar2 = 82.9, s2 = 17
Let [tex]\mu_1[/tex] = mean age of student cars.
[tex]\mu_2[/tex] = mean age of faculty cars.
So, Null Hypothesis, [tex]H_0[/tex] : [tex]\mu_1=\mu_2[/tex] {means that there is no difference in the two classes}
Alternate Hypothesis, [tex]H_A[/tex] : [tex]\mu_1\neq \mu_2[/tex] {means that there is a difference in the two classes}
The test statistics that will be used here is Two-sample t-test statistics because we don't know about the population standard deviations;
T.S. = [tex]\frac{(\bar X_1-\bar X_2)-(\mu_1-\mu_2)}{s_p \times \sqrt{\frac{1}{n_1}+\frac{1}{n_2} } }[/tex] ~ [tex]t_n_1_+_n_2_-_2[/tex]
where, [tex]\bar X_1[/tex] = sample mean age of student cars = 8 years
[tex]\bar X_2[/tex] = sample mean age of faculty cars = 5.3 years
[tex]s_1[/tex] = sample standard deviation of student cars = 3.6 years
[tex]s_2[/tex] = sample standard deviation of student cars = 3.7 years
[tex]n_1[/tex] = sample of student cars = 110
[tex]n_2[/tex] = sample of faculty cars = 75
Also, [tex]s_p=\sqrt{\frac{(n_1-1)\times s_1^{2}+(n_2-1)\times s_2^{2} }{n_1+n_2-2} }[/tex] = [tex]\sqrt{\frac{(47-1)\times 18^{2}+(50-1)\times 17^{2} }{47+50-2} }[/tex] = 17.491
So, the test statistics = [tex]\frac{(84.4-82.9)-(0)}{17.491 \times \sqrt{\frac{1}{47}+\frac{1}{50} } }[/tex] ~ [tex]t_9_5[/tex]
= 0.422
The value of t-test statistics is 0.422.
Now, the P-value of the test statistics is given by;
P-value = P([tex]t_9_5[/tex] > 0.422) = From the t table it is clear that the P-value will lie somewhere between 40% and 30%.
Since the P-value of our test statistics is way more than the level of significance of 0.04, so we have insufficient evidence to reject our null hypothesis as our test statistics will not fall in the rejection region.
Therefore, we conclude that there is no difference between the two classes.
A child gets 20 heads out of 30 tosses of a coin. If he declared the chance of getting a head with that coin were 2/3, that would be an example of probability.
Answer: Experimental probability
Step-by-step explanation:
There are two kinds of probability: Theoretical probability and Experimental probability.
To calculate theoretical probability we divide favorable outcomes by total outcomes.
To calculate experimental probability we divide number of times an event occurs by the total number of trials or times the activity is performed.
Here, A child gets 20 heads out of 30 tosses of a coin. If he declared the chance of getting a head with that coin were 2/3, which is dependent on the activity he performed, thus it is an experimental probability.
what are the domain and range of this function y=(x+3)^2 -5
a. domain: (-∞, ∞) range: (-5, ∞)
b. domain: (-∞, ∞) range: (-∞, ∞)
c. domain: (-5, ∞) range: (-5, ∞)
d. domain: (-5, ∞) range (-∞, ∞)
Answer: Choice A
Note: the range should be [tex][-5, \infty)[/tex]. See explanation below.
===================================================
We can plug in any real number for x to get some output for y. The domain is the set of all real numbers in which we say [tex](-\infty, \infty)[/tex] which is interval notation. It represents the interval from negative infinity to positive infinity.
The range is the set of possible outputs. The smallest output possible is y = -5 which occurs at the vertex (3,-5). We can get this y value or larger. So we can describe the range as the set of y values such that [tex]y \ge -5[/tex] and that translates to the interval notation [tex][-5, \infty)[/tex].
The square bracket says "include this endpoint" while the curved parenthesis says to exclude the endpoint. Your teacher mistakenly wrote [tex](-5, \infty)[/tex] for choice A, when they should have written [tex][-5, \infty)[/tex]
I think either your teacher made a typo or somehow the formatting messed up. Either way, choice A is the closest to the answer.
Option A is the correct choice .
Domain will be → all real numbers .
Range will be → y belongs to R : y greater than or equal to -5 .
→ (x+3)^2 It means 0 to infinity
So (x+3)^2-5= (-5, infinity)
→ Range = (-5, infinity )
Simplify. This algebraic expression y-3/3+12
Answer:
y-11
Step-by-step explanation:
First you divide 3 by 3 to get one. Then you add 12 to -1 to get 11. Then you will have y-11. PEMDAS saves lives.
Answer:
y = - 11
Step-by-step explanation:
Let y - 3/3 + 12 = 0
Multiply through by 3, we have as follow:
3y - 3 + 36 = 0
3y + 33 = 0
3y = - 33
y = -33/3 = -11
If f(x)=1-x^2+x^3, then f(-1)=
Answer:
Well, we know that there exists a function f(x) such that f(x-1) is a direct transformation of its parent function. First we want to set x=x-1. Conceptually, it might be easier just to annotate one of the x’s as a completely different variable, because we know that x doesn’t equal x-1. So let’s rewrite as x=y-1 and solve for y.
We now have y=x+1 where y(x) is actually our parent function and y(x)=f(x+1). So take our equation f(x-1) and substitute each x with (x+1). So f(x)=2(x+1) + 3
f(x)= 2x + 5. We can check this by finding f(x-1) because it should equal 2x+3.
f(x-1)= 2(x-1) + 5
f(x-1)= 2x + 3.
Hoped I helped
Evaluate the given integral by changing to polar coordinates. 8xy dA D , where D is the disk with center the origin and radius 9.
Answer:
0
Step-by-step explanation:
∫∫8xydA
converting to polar coordinates, x = rcosθ and y = rsinθ and dA = rdrdθ.
So,
∫∫8xydA = ∫∫8(rcosθ)(rsinθ)rdrdθ = ∫∫8r²(cosθsinθ)rdrdθ = ∫∫8r³(cosθsinθ)drdθ
So we integrate r from 0 to 9 and θ from 0 to 2π.
∫∫8r³(cosθsinθ)drdθ = 8∫[∫r³dr](cosθsinθ)dθ
= 8∫[r⁴/4]₀⁹(cosθsinθ)dθ
= 8∫[9⁴/4 - 0⁴/4](cosθsinθ)dθ
= 8[6561/4]∫(cosθsinθ)dθ
= 13122∫(cosθsinθ)dθ
Since sin2θ = 2sinθcosθ, sinθcosθ = (sin2θ)/2
Substituting this we have
13122∫(cosθsinθ)dθ = 13122∫(1/2)(sin2θ)dθ
= 13122/2[-cos2θ]/2 from 0 to 2π
13122/2[-cos2θ]/2 = 13122/4[-cos2(2π) - cos2(0)]
= -13122/4[cos4π - cos(0)]
= -13122/4[1 - 1]
= -13122/4 × 0
= 0
How can you move just one number to a different
triangle to make the sum of the numbers in each
triangle equal? (Hint: There do not have to be
exactly 3 numbers in each triangle.)
Answer:
Remove 9 from triangle B to A
Step-by-step explanation:
Given
Three Triangles
A: 1,2,3
B: 7,8,9
C: 4,5,6
Required
Make their sum equal
First, we need to calculate the sum in each triangles;
[tex]A = 1 + 2 + 3[/tex]
[tex]A = 6[/tex]
[tex]B = 7 + 8 + 9[/tex]
[tex]B = 24[/tex]
[tex]C = 4 + 5 + 6[/tex]
[tex]C = 15[/tex]
Remove 9 from triangle B to A
[tex]A = 6 + 9[/tex]
[tex]A = 15[/tex]
[tex]B = 24 - 9[/tex]
[tex]B = 15[/tex]
At this point, we have:
[tex]A = 15[/tex] [tex]B = 15[/tex] [tex]C = 15[/tex]
Hence, the solution is to remove 9 from B to A
Find the equation of the line graphed below. Write the equation in the form y=mx+b and identify m and b.
Answer:
m = 1/2 and b = 1.
Step-by-step explanation:
The y intercept (b) is at y = 1 so we have
y = mx + 1 so b = 1
The m is the slope of the line.
The graph passes through the point (4, 2)
From the graph, the slope = 2/4 = 1/2.
So it is y = 1/2x + 1.
Select the correct answer.
Write an expression to represent the sum of three times the square of a number and -7.
In your expression, what is the value of the constant?
O A 1
B. 2
Oc.
w
OD
-7
Reset
Next
Answer:
D. -7
Step-by-step explanation:
Sum of three times the square of a number and -7.
If we call the number x, then the expression is:
3x² - 7Here - 7 is constant, x is variable, 3 is coefficient
Correct answer choice is: D. -7
PLEASE HELP ME, I DON'T UNDERSTAND!
Answer:
c
Step-by-step explanation:
We need to divide [tex]9x^2-6x+2[/tex] by 3x -1
we know that 2 = 1+1 so
[tex](9x^2-6x+1)+1[/tex]
if you notice the thing that it's inside the parenthesis it's a perfect square
[tex]((3x)^2-2(3x)+1)+1\\=(3x-1)^2+1\\[/tex]
if we divide this by 3x -1 we get
[tex]\frac{(3x-1)^2+1}{3x-1} \\\\=\frac{(3x-1)^2}{3x-1}+\frac{1}{3x-1} \\\\=3x-1 + \frac{1}{3x-1}[/tex]
so answe is c
You reflect triangle PQR, with vertices P(-2, -4), Q(-3, -1), and R(-4, -4), across the y-axis to get triangle P′Q′R′. What are the coordinates of triangle P′Q′R′?
A.
P′(-2, 4), Q′(-3, 1), R′(-4, 4)
B.
P′(2, -4), Q′(3, -1), R′(4, 4)
C.
P′(-2, 4), Q′(-3, 1), R′(4, -4)
D.
P′(2, -4), Q′(3, -1), R′(4, -4)
Answer:
D. (2, -4),(3, -1), (4, -4)
Step-by-step explanation:
Hello!
When you reflect over the y-axis you reverse the x.
Negatives become positives and positives become negatives
(-2, -4) turns into (2, -4)
(-3, -1) turns into (3, -1)
(-4, -4) turns into (4, -4)
look for the answer that has (2, -4),(3, -1), and (4, -4)
The answer is D
Hope this helps!
Answer:
the answer is D
Step-by-step explanation:
because i said so
19=7X+3-3x
Solve equation
Answer:
x=4
Step-by-step explanation:
19=7X+3-3x
Combine like terms
19 = 4x +3
Subtract 3 from each side
19-3 = 4x+3-3
16 = 4x
Divide each side by 4
16/4 = 4x/4
4 =x
. The number of parking tickets handed out at BCCC was twice the number of tickets handed out last year. The number of tickets handed out this year was what percent of the number handed out last year
Answer:
200% of tickets handed out this year
Step-by-step explanation:
Let
Tickets handed out last year=x
Tickets handed out this year=2x
The number of tickets handed out this year was what percent of the number handed out last year
Last year was x%
Then, this year would be 200x%
200% tickets was handled out this year
What are the steps for using integer tiles to evaluate the expression 45 divided by 15
Answer:
45 / 15 = 3
Step-by-step explanation:
Required
Steps to divide 45 by 15 using integer tiles
Step 1: We start by writing out 45 items;
See attachment 1 where I used 45 boxes as illustration
Step 2: Then, we group these 45 items into groups (15 per groups)
See attachment 2 for illustration
Step 3: Count the number of groups
There are 3 groups;
Hence, 45 / 15 = 3
Answer:
The answer is B
Step-by-step explanation:
bc its 45/15 :)
can someone solve this for me????? (10−523)⋅(−2)+x=823
Answer:
the answer is -203 i got 100%
Step-by-step explanation:
Suppose tire pressure is a normally distributed random variable with a standard deviation equal to 3 psi. If the car’s average tire pressure is on target, what is the probability that the TPMS will trigger a warning?
Answer:
0.0075
Step-by-step explanation:
According to the given situation, the calculation of the probability that the TPMS will trigger a warning is shown below:-
The tire pressure which is 26% below the target pressure is
[tex]= 26\% \times 28[/tex]
= 7.28
Therefore, Tire pressure monitoring systems warn at below is
= 28 - 7.28
= 20.72
Now we will assume tire pressure be x
So,
[tex]P(X<20.72) = P(\frac{X-\mu}{\sigma}<\frac{20.72-28}{3} )[/tex]
After solving the above equation we will get
= [tex]P(X<20.72) = P(Z<-2.43)[/tex]
we will get
= 0.0075
For which of these reasons would you create a scatterplot between two variables?
a. To get an initial sense of whether the means of the groups are different from each other.
b. To determine if your research hypothesis has been proven.
c. To determine if the relationship is bi-directional.
d. To see if the relationship is positive or negative.
The answer should be c) To determine if the relationship is bi-directional.
What is a scatterplot?
Scatterplot is a type of plot or mathematical diagram using Cartesian coordinates to display values for typically two variables for a set of data. If the points are coded, one additional variable can be displayed
To get an initial sense of whether the means of the groups are different from each other. scatterplot is used to show relation between the two variables. So option a is wrong.
To determine the research hypothesis has been proven. Scatterplot is no where related to research hypothesis. so option b is wrong
determine if the relationship is bi-directional. Scatterplot is used to determine that the variables are dependent or not i.e they have a relation or not ,option c is correct
To see if the relationship is postive or negative . Scatterplot is used to show dispersed data, it can't be used to show positive or negative.So option d is wrong
Therefore, option c is correct
Learn more about scatterplot.
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Will give brqinlist if correct
Answer:
7 + 8x
Step-by-step explanation:
-11 + 2 (4x -1) + 6
=> -11 + 8x -2 + 6
=> -13 + 8x + 6
=> -7 + 8x
So, the simplified expression is 7 + 8x.