i need the answer loololololololol

Answer: This triangle is isoscele

Step-by-step explanation:

Answer:

The comparison that is not correct is:

C. -8 > -6

This is not correct because -8 is actually less than -6. Therefore, the correct comparison would be -8 < -6.

The other comparisons are correct:

A. 1 > -9 (true, because 1 is greater than -9)

B. 3 < 6 (true, because 3 is less than 6)

D. -3 < 4 (true, because -3 is less than 4)

Out of a group of ten men & eight women, there are 1320 possible ways to form a committee of two men and one woman.

Numbers are mathematical units of measurement and labelling. It is a sign or collection of symbols that are used to represent a quantity, usually a real or integer number.

Out of a group of ten men & eight women, there are 1320 possible ways to form a committee of two men and one woman. The idea of combination can be used to arrive to this number.

Calculating the number of possible combinations of a given number of things is done mathematically using the concept of combination. C(n,r) = n! / (r! (n - r)!), where n is the total number of items and r is the number of things to be picked at a time, is the formula used to compute it. In this instance, r is the number of persons to be picked, which is 3, and n is the total number of people to be chosen from the group, which is 18, consisting of 10 males and 8 women.

As a result, there are a total of 10 ways for men and 8 ways for women to form a committee of two men and one woman C(18,3) = 18! / (3! (18 - 3)!) = 18! / (3! 15!) = 1320.

Thus, there are 1320 different methods to create a committee of two men and one woman out of a group of ten men and eight women.

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As a result, the mean would be approximately **15.87** inches. The solution is **B**.

The mean would decrease in value to about 17.1 inches.

The mean in mathematics is a measurement of a set of numbers' central tendency. The average is another name for it. A set of numbers are added together to determine the mean, which is then divided by the total number of values in that set.

The sum of a collection of integers divided by the total number of values in the set yields the mean of the set.

12 + 14 + 15 + 15 + 16 + 16 + 17 + 18 + 18 + 19 + 20 + 22 + 25 = **225** is the total height of the 14 plants.

Rounding to two decimal places, the mean height of these plants is 225/14, or **16.07** inches.

The revised sum of heights would be **238** if an additional plant with a height of 13 inches were to be included in the data.

238/15 = **15.87** inches (rounded to two decimal places) would be the new mean height.

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Impactation in the mean is B)The mean would decrease in value to about 17.1 inches.

Defining Mean?

The mean in mathematics is a measurement of a set of numbers' central tendency. The average is another name for it. A set of numbers are added together to determine the mean, which is then divided by the total number of values in that set.

The sum of a collection of integers divided by the total number of values in the set yields the mean of the set.

=>12 + 14 + 15 + 15 + 16 + 16 + 17 + 18 + 18 + 19 + 20 + 22 + 25 = **225** is the total height of the 14 plants.

Rounding to two decimal places, the mean height of these plants is

=> 225/14, or **16.07** inches.

The revised sum of heights would be **238** if an additional plant with a height of 13 inches were to be included in the data.

=> 238/15 = **15.87** inches (rounded to two decimal places) would be the new mean height.

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Equations are used to solve different types of problems in mathematics and in the real world.The five types of equation are 2x = 8,2y/2 = 8/2, (1/2)x + 2 = 3,3(x+4)= 21,0.4x + 1.2 = 2.6.

What is Equations Portfolio?

Equations are an essential part of mathematics and have various applications in real-world problems. In this portfolio, we will cover different types of equations and solve them step by step. This portfolio will cover one-step equations, equations with fractions, equations with the distributive property, and equations with decimals.

One-step equations are equations that can be solved in one step. For example, if we have the equation 2x = 8, we can solve it by dividing both sides by 2. Let's solve two one-step equations,

3x = 15

Dividing both sides by 3

3x/3 = 15/3

x = 5

Again,

2y = 8

Dividing both sides by 2

2y/2 = 8/2

y = 4

Equations with fractions are equations that contain fractions. To solve these equations, we need to clear the fractions by multiplying both sides of the equation by the least common multiple (LCM) of the denominators. Let's solve two equations with fractions:

(1/2)x + 2 = 3

Subtracting 2 from both sides

(1/2)x = 1

Multiplying both sides by 2 (LCM of 1/2)

(1/2)x × 2 = 1 × 2

x = 2

(2/3)y - 1 = 3

Adding 1 to both sides

(2/3)y = 4

Multiplying both sides by 3 (LCM of 2/3)

(2/3)y × 3 = 4 × 3

y = 6

Equations with distributive property are equations that involve distributing a number or a variable to the terms inside the parentheses. Let's solve an equation with the distributive property,

3(x + 4) = 21

Distributing 3 to (x + 4)

3x + 12 = 21

Subtracting 12 from both sides

3x = 9

Dividing both sides by 3

x = 3

Equations with decimals are equations that contain decimal numbers. To solve these equations, we need to clear the decimals by multiplying both sides of the equation by a power of 10. Let's solve an equation with decimals,

0.4x + 1.2 = 2.6

Subtracting 1.2 from both sides

0.4x = 1.4

Multiplying both sides by 10 (power of 10 for one decimal place)

0.4x × 10 = 1.4 × 10

4x = 14

Dividing both sides by 4

x = 3.5

Now let's solve a real-world problem using an equation,

Sarah has $500 in her bank account. She wants to buy a dress for $120 and save the rest of the money. How much money will Sarah save?

Let x be the amount of money Sarah saves.

Total money = $500

Money spent on the dress = $120

Money saved = Total money - Money spent on the dress

x = 500 - 120

x = 380

Therefore, Sarah will save $380.

In conclusion, equations are used to solve different types of problems in mathematics and in the real world.

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The five types of equation are  2x = 8,2y/2 = 8/2,(1/2)x + 2 = 3,3(x + 4) = 21,0.4x + 1.2 = 2.6.

Equations are an essential part of mathematics and have various applications in real-world problems. In this portfolio, we will cover different types of equations and solve them step by step. This portfolio will cover one-step equations, equations with fractions, equations with the distributive property, and equations with decimals.

One-step equations are equations that can be solved in one step. For example, if we have the equation 2x = 8, we can solve it by dividing both sides by 2. Let's solve two one-step equations,

3x = 15

Dividing both sides by 3

3x/3 = 15/3

x = 5

Again,

2y = 8

Dividing both sides by 2

2y/2 = 8/2

y = 4

Equations with fractions are equations that contain fractions. To solve these equations, we need to clear the fractions by multiplying both sides of the equation by the least common multiple (LCM) of the denominators. Let's solve two equations with fractions:

(1/2)x + 2 = 3

Subtracting 2 from both sides

(1/2)x = 1

Multiplying both sides by 2 (LCM of 1/2)

(1/2)x × 2 = 1 × 2

x = 2

(2/3)y - 1 = 3

Adding 1 to both sides

(2/3)y = 4

Multiplying both sides by 3 (LCM of 2/3)

(2/3)y × 3 = 4 × 3

y = 6

Equations with distributive property are equations that involve distributing a number or a variable to the terms inside the parentheses. Let's solve an equation with the distributive property,

3(x + 4) = 21

Distributing 3 to (x + 4)

3x + 12 = 21

Subtracting 12 from both sides

3x = 9

Dividing both sides by 3

x = 3

Equations with decimals are equations that contain decimal numbers. To solve these equations, we need to clear the decimals by multiplying both sides of the equation by a power of 10. Let's solve an equation with decimals,

0.4x + 1.2 = 2.6

Subtracting 1.2 from both sides

0.4x = 1.4

Multiplying both sides by 10 (power of 10 for one decimal place)

0.4x × 10 = 1.4 × 10

4x = 14

Dividing both sides by 4

x = 3.5

Now let's solve a real-world problem using an equation,

Sarah has $500 in her bank account. She wants to buy a dress for $120 and save the rest of the money. How much money will Sarah save?

Let x be the amount of money Sarah saves.

Total money = $500

Money spent on the dress = $120

Money saved = Total money - Money spent on the dress

x = 500 - 120

x = 380

Therefore, Sarah will save $380.

In conclusion, equations are used to solve different types of problems in mathematics and in the real world.

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The simulation that represents the context is given as follows:

A probability is calculated as the division of the desired number of outcomes by the total number of outcomes in the context of a problem/experiment.

In the context of this problem, we have an equal number of gold rings, silver rings and black rins, thus each outcome should have the same probability, which is represented by the last option.

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The area of the garden which is same as the shape of an octagon would be = 101.2in².

To calculate the area of an octagon the formula that can be used is given below;

Area of an octagon = (number of sides × length of one side × apothem)/2

For an octagon = 8 sides

apothem = 5.5in

Length of one side = 4.6in

Area = 8×4.6×5.5/2

= 202.4/2

= 101.2in²

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Rounding to the nearest hundredth, the arc length of one slice is approximately 53.67 feet.

Arc length is the distance along the curved line or arc of a circle, measured in linear units such as centimeters, feet, or meters. It is calculated as the product of the radius of the circle and the angle subtended by the arc at the center of the circle, expressed in radians.

Here,

Since the circle is divided into eight equal slices, each slice is 360/8 = 45 degrees. The arc length of one slice can be calculated using the formula:

Arc length = (angle/360) x 2πr

where angle is the central angle in degrees, r is the radius of the circle, and π is the constant pi.

In this case, the diameter of the circle is 137 feet, so the radius is half of that, or 68.5 feet.

Substituting the given values into the formula, we get:

Arc length = (45/360) x 2 x 3.14 x 68.5

Arc length = 0.125 x 2 x 3.14 x 68.5

Arc length = 0.785 x 68.5

Arc length = 53.67 feet

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The product of two terms gives the walkway's area around the garden: 15x+13.5.

A rectangle is a four-sided polygon with two pairs of parallel and congruent sides, and four right angles. The opposite sides of a rectangle are equal in length and parallel to each other, while the adjacent sides are perpendicular to each other.

Area of garden = 4(4.5x + 3.5) = 18x+14

The combined area of the garden and the walkway = 5.5​(6x+5​) =33x+27.5

The area of the walkway (Aw) around the garden is the result of subtracting the total area minus the inner area:

Aw=combined area -Area of garden

=33x+27.5-18x-14

=15x+13.5

Thus, we can say that the area of the walkway around the garden is the sum of two terms: 15x+13.5.

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a) Classroom:

Perimeter = 2(length + breadth) = 2(10m + 8m) = 36m

Area = length x breadth = 10m x 8m = 80m^2

Volume = length x breadth x height = 10m x 8m x 3m = 240m^3

b) Box:

Perimeter = 2(length + breadth) = 2(40cm + 25cm) = 130cm

Area = 2(length x breadth + length x height + breadth x height) = 2(40cm x 25cm + 40cm x 30cm + 25cm x 30cm) = 41500cm^2

Volume = length x breadth x height = 40cm x 25cm x 30cm = 30000cm^3

c) Cabinet:

Perimeter = 2(length + breadth) = 2(80cm + 70cm) = 300cm

Area = 2(length x breadth + length x height + breadth x height) = 2(80cm x 70cm + 80cm x 2m + 70cm x 2m) = 12640cm^2

Volume = length x breadth x height = 80cm x 70cm x 2m = 112000cm^3

Note: It's important to use consistent units in calculations. In this case, I converted the dimensions to a common unit (meters or centimeters) before performing the calculations.

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The value of x for the intersecting chords is derived to be 1.9 and the segment FS is equal to 18

The property of intersecting chords states that in a circle, if two chords intersect, the product of the lengths of the segments of one chord is equal to the product of the lengths of the segments of the other chord.

UF × FS = VF × FT

8(10x - 1) = 9 × 16

80x - 8 = 144

80x = 144 + 8 {collect like terms}

80x = 152

x = 152/80 {divide through by 80}

x = 1.9

FS = 10(1.9) - 1 = 18

Therefore, the value of x for the intersecting chords is derived to be 1.9 and the segment FS is equal to 18

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The two column proof is written as follows

Statement                                                           Reason

MA = XR                                           given (opposite sides of rectangle)

MK = AR                                           given (opposite sides of rectangle)

arc MA = arc RK                               Equal chords have equal arcs

arc MK = arc AK                               Equal chords have equal arcs

An arc is a portion of the circumference of a circle, and a chord is a line segment that connects two points on the circumference.

If two chords in a circle are equal in length, then they will cut off equal arcs on the circumference. This is because the arcs that the chords cut off are subtended by the same central angle.

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Answer:

1

Step-by-step explanation:

First of all we use the "law of sines"

to get the measure/length we need the opposing angle of it of the side, now in this case the missing side is x

and its opposing angle is missing so using common sense, the sum of angles in the triangle is 180°

180°=70°+51°+ x

x = 180°-121°

=59°

Using law of sines:

(sides are represented by small letters/capital letters are the angles)

a/sinA= b/sinB= c/sinC

We have one given side which is "9"

so,

9/sin70= x/sin59

doing the criss-cross method,

9×sin59=sin70×x

9×sin59/sin70=x

x=8.2 (answer 1)

I hope this was helpful <3

Translate the solid circle 2 units to the left and 2 units down and dilate the solid circle by a scale factor of 2. and the circles are similar

(a) To move the solid circle exactly onto the dashed circle, we need to perform the following transformations:

Therefore, the blank spaces should be filled as follows:

Translate the solid circle 2 units to the left and 2 units down.

Dilate the solid circle by a scale factor of 2.

(b) Yes, the original solid circle and the dashed circle are not similar, because they have different radii.

This is because all circles are similar

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The current in the circuit when the resistance is 12 ohms is 40 amps.

What is fraction?

A fraction is a mathematical term that represents a part of a whole or a ratio between two quantities.

We can use the inverse proportionality formula to solve this problem, which states that:

current (in amps) x resistance (in ohms) = constant

Let's call this constant "k". We can use the information given in the problem to find k:

24 amps x 20 ohms = k

k = 480

Now we can use this constant to find the current when the resistance is 12 ohms:

current x 12 ohms = 480

current = 480 / 12

current = 40 amps

Therefore, the current in the circuit when the resistance is 12 ohms is 40 amps.

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To find an expression for the width of the rectangle, we can use the formula for the area of a rectangle, which is:

Area = length x width

In this case, we know that the area is given by the expression +7x² + 11x + 2 and the length is given by the expression (x + 2). So we can substitute these values into the formula and solve for the width:

+7x² + 11x + 2 = (x + 2) x width

Expanding the right-hand side, we get:

+7x² + 11x + 2 = xwidth + 2width

Rearranging terms, we get:

+7x² + 11x + 2 - xwidth - 2width = 0

Factoring out the width, we get:

width*(x - 2) + 2*(x - 1) = 0

Dividing both sides by (x - 2), we get:

width = -2*(x - 1)/(x - 2)

Therefore, an expression for the width of the rectangle is:

width = -2*(x - 1)/(x - 2)

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with 4 df.

The correct answer is d. Two-sample t test with 9 df.

Answer:

135.07 mm2

Step-by-step explanation:

height = 10.39 mm

area = 135.07 mm2

Even though the first student scored 150, the expected average IQ score for the remaining four students is still 100.

Explain average

The average is a statistical measure that represents the central tendency of a set of values. It is calculated by adding up all the values and dividing them by the total number of values. The average provides a single value that represents the typical value in the set and is often used to compare different sets of data or to summarize large amounts of data.

According to the given information

Let X be the random variable representing the IQ score of an individual student. Then, the sample mean of the five students, denoted by Y, can be expressed as:

Y = (X1 + X2 + X3 + X4 + X5) / 5

Given that the first student scored 150, the expected value of the sample mean of the remaining four students, denoted by E(Y|X1=150), can be calculated as follows:

E(Y|X1=150) = E((X2 + X3 + X4 + X5) / 4 | X1 = 150)

Since X1 = 150 is an observed value, we can treat it as a constant and apply the linearity of expectation:

E((X2 + X3 + X4 + X5) / 4 | X1 = 150) = (E(X2 | X1 = 150) + E(X3 | X1 = 150) + E(X4 | X1 = 150) + E(X5 | X1 = 150)) / 4

Now, since the sample is random, the remaining four IQ scores are also independent and identically distributed as X, with the same mean of 100. Therefore, we have:

E(X2 | X1 = 150) = E(X3 | X1 = 150) = E(X4 | X1 = 150) = E(X5 | X1 = 150) = E(X)

Thus, we can simplify the expression as:

E(Y|X1=150) = (4E(X) / 4) = E(X) = 100

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* Kendra and her family used:

** 4 liters of fuel on day 1

*** 3 liters of fuel on day 2

**** 2 liters of fuel on day 3

***** 4 liters of fuel on day 4

So in total they used:

4 + 3 + 2 + 4 = 13 liters of fuel

Therefore, the amount of fuel they used in all is:

13 liters

The range is the best measure of variability for this data, and it equals 8.

In statistics, the range is a measure of variability that describes the difference between the largest and smallest values in a dataset. It is the simplest measure of variability and is calculated by subtracting the smallest value in the dataset from the largest value.

The range is a measure of variability that tells us the spread of the data, i.e., how far apart the minimum and maximum values are. It is calculated by subtracting the smallest value in the dataset from the largest value.

In the given line plot, the horizontal axis represents the number of rose bouquets purchased per day, and the vertical axis represents the frequency (i.e., how many times that particular number of rose bouquets was purchased). Based on the plot, we can see that the lowest number of rose bouquets purchased in a day is 1, and the highest number is 9. Therefore, the range is 9 - 1 = 8.

In contrast, the IQR (interquartile range) is a measure of variability that gives us an idea of how spread out the middle 50% of the data is. It is calculated by subtracting the 25th percentile (Q1) from the 75th percentile (Q3). Since we do not have the values for Q1 and Q3, we cannot calculate the IQR for this dataset.

Therefore, the range is the best measure of variability for this data, and it equals 8.

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The probability that exactly 5 of Pete's friends will pass the CPA exam is approximately 0.275

This problem can be solved using the binomial distribution. We know that the probability of passing the CPA exam for a graduate of Pete's College of Business is p = 0.71.

We also know that there are eight friends taking the exam, so the number of trials (n) is 8. We want to find the probability that exactly 5 of them will pass.

The formula for the probability mass function of the binomial distribution is

P(X = k) = (n choose k) × p^k × (1-p)^(n-k)

where X is the random variable representing the number of successes (i.e., the number of Pete's friends who pass), k is the number of successes we want to find (i.e., 5), (n choose k) is the binomial coefficient, which represents the number of ways to choose k successes out of n trials, and p is the probability of success (i.e., 0.71).

Plugging in the numbers, we get

P(X = 5) = (8 choose 5) × 0.71⁵ × (1-0.71)³

= 56 × 0.71 × 0.29³

≈ 0.275

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Answer:

y int: (0, -23)

Step-by-step explanation:

first you find the slope by taking two points and substituting it in rise over run ([tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex])

I used 25-13/-72+54 which eventually simplified to -2/3

You then use point slope form and plug in one pair of points

I used (-36,1) since it seemed the easiest

y-1=[tex]\frac{-2}{3}[/tex](x+36)   point slope form: [tex]y-y_{1}=m(x-x_{1} )[/tex]

y-1= [tex]\frac{-2}{3} x-\frac{72}{3}[/tex]

y-1=[tex]\frac{-2}{3} x-24[/tex]

y=[tex]\frac{-2}{3} x-23[/tex]

the number without the variable is always y int regardless of the numbers in the equation

therefore, the y int is (0,-23)

Answer:

the outlier is 37 but for 43 are they asking for the upper and lower quartiles or the lowest and highest number

To subtract (c-3d-e) from the sum of (4c+d-e) and (2c-3d+2e), we can first find the sum of the two polynomials, which is (4c+d-e) + (2c-3d+2e) = 6c - 2d + e. Then, we can subtract (c-3d-e) from this sum by changing the signs of the terms in (c-3d-e) and adding the resulting polynomial to 6c - 2d + e. This gives us:

(4c+d-e) + (2c-3d+2e) - (c-3d-e) = 5c + d + 4e

Therefore, the answer is 5c + d + 4e.

From the given information, you can deduce that triangle QTR is equilateral and equiangular (all angles are 60 degrees)

b, c, d, and f are true

The opposite angles of a parallelogram are congruent (b)

If 2 parallel lines are cut by a transversal, then the corresponding angles are congruent (d)

Angle RQT is congruent to angle QRT, and angle QRT is congruent to angle S. By the transitive property, angle RQT is congruent to angle S (c)

Transitive property, like c (f)