It would take the apprentice alone 11 hours to complete a kitchen island, the same amount of time it took the cabinet maker and apprentice together.
When the cabinet maker and apprentice work together, they are able to complete the kitchen island in 8 hours. This implies that the apprentice is able to do their portion of the work in 3 hours, while the cabinet maker does their portion in 8 hours. Therefore, if the apprentice were to work on the kitchen island alone, it would take them 11 hours to complete it, the same amount of time it took the cabinet maker and apprentice together. This is because the apprentice does not have the same level of experience and expertise as the cabinet maker, so they are not able to complete the same amount of work in the same amount of time as the cabinet maker. The cabinet maker is able to work faster and more efficiently, which is why they are able to complete the kitchen island in 8 hours, while the apprentice would need 11 hours to complete the same task.
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An arithmetic sequence starts at 0 and each successive number equals the previous number plus 6. Thus a1=0 and the distance d=6 What is the sum of the first 36 terms?
Answer:
228
Step-by-step explanation:
sum of the first n term = (n/2) [ 2a +(n-1)d]
sum of the first 36 terms =(36/2)[ 2×0+ (36-1)6]
= 228
A company that explores for oil in the ocean is considering two new sites, A and B. The exploration will take the entire year. The company estimates the probability of finding oil is 0. 25 at site A and 0. 36 at site B. The sites are far enough apart so that whether or not oil is found at one site, is independent of its being found at the other. Rounding your answer to two decimal places, find the probability that the company will find oil at both sites Correct only one of the sites neither of the sites Correct least one of the sites
Thus, a. 0.09 and b. 0.43 are the correct answers to this question. We must study a bit about set theory in order to understand this.
How to find out Union and intersection?A and B are the two sites that are accessible. As A and B are both distinct entities, they are both exploring oil at different locations.
Oil is discovered at the site
A with a probability of P(A) = 0.25, and oil is discovered at the site
B with a probability of P(B) = 0.36.
In two iterations of the experiment, when they are separate entities, they do not change the likelihood that others will happen.
a. Probability of oil found at both the sites = P(A ∩ B)
P(A ∩ B)=[tex]P(A)*P(B)=0.25*0.36=0.09[/tex]
b. Now if A finds oil in site A and not in site B and B finds oil in site B and does not find oil in site A,
[tex]P(A')=1-P(A)=1-0.25=0.75[/tex]
[tex]P(B')=1-P(b)=1-0.36=0.64[/tex]
P(A ∩ B') ∪ (A' ∩ B)=P(A ∩ B')+P(A' ∩ B)
=[tex][P(A)*P(B')][/tex] + [tex][P(A')*P(B)][/tex]
=[tex](0.25*0.65)+(0.75*0.37)[/tex]
=0.16+0.27=0.43
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the probability of bill serving an ace in tennis is 0.15, and the probability that he double faults is 0.25. what is the probability that bill does not serve an ace or a double fault? a. 0.5 b. 0.15 c. 0.4 d. 0.9 e. 0.6
The probability that Bill does not serve an ace or a double fault is 0.6.Option E (0.6) is the correct answer.
The probability of bill serving an ace in tennis is 0.15, and the probability that he double faults is 0.25. The probability that Bill does not serve an ace or a double fault is 0.6.What is probability?Probability refers to the chance that an event or circumstance will happen. It's the likelihood of something happening. Probability is usually expressed as a fraction or percentage. In many everyday situations, probability is used to make informed decisions. A probability of 1 indicates that an event is guaranteed to happen, while a probability of 0 indicates that an event is impossible to occur. A probability of 0.5 or 50% implies that an event is equally likely to happen or not. Probabilities can range from 0 to 1.What is the probability that Bill does not serve an ace or a double fault?The probability of Bill serving an ace is 0.15. The probability that he double faults is 0.25. The probability that he serves neither an ace nor a double fault is therefore 1 - (0.15 + 0.25) = 0.6Therefore, the probability that Bill does not serve an ace or a double fault is 0.6.Option E (0.6) is the correct answer.
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HELPPP.
Create a table to represent the following situation: Gina is 5 years older than Sam. Gina’s age in years is x + 5, where x is Sam’s age, in years
Sam is 10 years old, and Gina is 15 years old.
Here's a table to represent the situation:
Person ║ Age
Sam ║ x
Gina ║ x+5
In this table, the first column lists the two people in the situation, Sam and Gina. The second column shows their ages in years. According to the problem statement, Gina is 5 years older than Sam, so we can represent Gina's age as x + 5, where x is Sam's age.
To find the solution, we need to use the information given in the problem statement to solve for x, which represents Sam's age. We know that Gina's age is x + 5, so we can set up an equation:
Gina's age = Sam's age + 5
x + 5 = x + 5
Simplifying the equation, we can see that x cancels out:
x + 5 - x = 5
5 = 5
This equation is always true, which means that there are infinitely many possible solutions. However, we can find a specific solution if we are given additional information. For example, if we are told that Gina is 15 years old, we can substitute x + 5 = 15 into the equation and solve for x:
x + 5 = 15
x = 10
Therefore, Sam is 10 years old, and Gina is 15 years old.
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Determine the approximate value of x
The approximate value of x is 5.89.
We need to utilise trigonometric functions to estimate the value of x. The tangent of the angle opposite the side of length x in the right triangle in the diagram is represented by:
tan(26°) = x/12
When we multiply both sides by 12, we obtain:
x ≈ 12 × tan(26°) ≈ 5.89
Hence, x has a rough value of 5.89.
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Two forces are each applied to an area of 0. 09 m2. The first is applied with a pressure of 90 N/m2, and the second with a pressure of 70 N/m2. Find the difference between the size of the forces
There is a 1.8 N difference between the two forces
To find the difference between the size of the forces applied to two areas with different pressures, we need to use the formula:
Force = Pressure x Area
For the first force, with a pressure of 90 N/m² and an area of 0.09 m², the force can be calculated as:
Force1 = 90 N/m² x 0.09 m² = 8.1 N
For the second force, with a pressure of 70 N/m² and the same area of 0.09 m², the force can be calculated as:
Force2 = 70 N/m² x 0.09 m² = 6.3 N
Therefore, the difference between the size of the two forces is:
Force1 - Force2 = 8.1 N - 6.3 N = 1.8 N
So, the difference between the two forces is 1.8 N. The force with the higher pressure applies a larger force to the area, resulting in a larger force being applied overall.
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Calculate the area of triangle of PQR correct to 3 significant figure if P=8. 5 cm and Q=6. 8 and R=68. 4°
The area of triangle PQR, rounded to 3 significant figures, is approximately 29.6 square centimeters.
How to find the area of triangle PQR?To find the area of triangle PQR, we can use the formula:
Area = 1/2 * PQ * QR * sin(R)
where PQ and QR are the lengths of sides PQ and QR, and R is the angle between them in degrees.
Substituting the given values, we get:
Area = 1/2 * 8.5 cm * 6.8 cm * sin(68.4°)
Using a calculator, we can find that:
sin(68.4°) ≈ 0.933
So, the area of the triangle is:
Area ≈ 1/2 * 8.5 cm * 6.8 cm * 0.933
Area ≈ 29.63 cm²
Rounding this to 3 significant figures, we get:
Area ≈ 29.6 cm²
Therefore, the area of triangle PQR, rounded to 3 significant figures, is approximately 29.6 square centimeters.
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3. Find the constant proportionality for the table and writ in the form
of y=mx.
Boxes of Candy (x)
9
10
Pieces of Candy (y) 150 135
2
6
3
30 90 45
a. Figure the slope/rate and put it in the formula where slope/rate
goes.
b. Why would you need to know the rate of pieces of candy per
box? Make up a job or reason you would need to know this rate
and write in complete sentences.
The constant proportionality is 15, which means that for every box of candy, there are 15 pieces of candy. The equation is 15x.
What is constant and variable?A variable in mathematics is a sign that denotes a value that may vary, as opposed to a constant, which is a set number that never changes. Variables are used to represent unknown or changing quantities, such as time (t) or the distance (d) travelled by an item, whereas constants are used to represent fixed numerical values, such as pi or the speed of light (c). In contrast to variables, which are often represented by lowercase letters, constants are typically represented by capital letters. In mathematical equations and formulae, the distinction between constants and variables establishes which values are fixed and which values are subject to change.
The slope of line is given as:
m = (change in y) / (change in x)
Substitute the values from the table:
m = (135 - 150) / (9 - 10) = -15/-1 = 15
For the equation to be of the form y = mx we have:
y = mx + b
150 = 15(10) + b
b = 0
Substituting the values the equation is:
y = 15x
Hence, the constant proportionality is 15, which means that for every box of candy, there are 15 pieces of candy. The equation is 15x.
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PLEASE HELP THANK YOU
The steps below can be used to show that the angles in a triangle sum to 180°. Which angle facts should replace A, B and C to complete the steps? I have attached the picture of A,B and C.
These are the angle facts you need to choose from:
Corresponding angles are equal
Vertically opposite angles are equal
Alternate angles are equal
Angles around a point sum to 360°
Angles which make a straight line sum to 180°
Co-interior angles sum to 180°
Answer:
A=Alternate angles are equal
B=Alternate angles are equal
C=Angles which make a straight line sum to 180°
Step-by-step explanation:
A and B: if two lines are parallel and are intersected by a line then the angles on the opposite sides are equal to each other
C: a flat line is equal to 180 degrees
Answer:
X. Alternate angles are equal.
Y. Alternate angles are equal
Z. Angles on a straight line add up to 180°
Completely factor the expression below. 4x^2 + 14x + 10
Answer:
[tex]2(x+1)(2x+5)[/tex]
Step-by-step explanation:
First, factor out 2:
[tex]2(2x^2+7x+5)[/tex]
Consider [tex]2(2x^2+7x+5)[/tex]. Factor the expression by grouping. First, the expression needs to be rewritten as [tex]2x^2+ax+bx+5[/tex]. To find a and b, set up a system to be solved:
[tex]a + b = 7[/tex]
[tex]ab = 2 * 5 = 10[/tex]
Since ab is positive, a and b have the same sign. Since a + b is positive, a and b are both positive. List all such integer pairs that give product 10:
[tex]1, 10[/tex]
[tex]2, 5[/tex]
Calculate the sum for each pair:
[tex]1 + 10 = 11[/tex]
[tex]2 + 5 = 7[/tex]
The solution is the pair that gives sum 7:
[tex]a = 2[/tex]
[tex]b = 5[/tex]
Rewrite [tex]2x^2+7x+5[/tex] as [tex](2x^2+2x)+(5x+5):[/tex]
[tex](2x^2+2x)+(5x+5)[/tex]
Factor out 2x in the first and 5 in the second group:
[tex]2x(x+1)+5(x+1)[/tex]
Factor out common term x + 1 by using distributive property:
[tex](x+1)(2x+5)[/tex]
Rewrite the complete factored expression:
[tex]2(x+1)(2x+5)[/tex]
Solve for vertex algebraically -x^2-6x-5
Answer:
To find the vertex algebraically for the quadratic function -x^2 - 6x - 5, we can use the formula x = -b/2a to find the x-coordinate of the vertex, and then substitute it into the function to find the y-coordinate.
Here, a = -1 and b = -6, so x = -(-6)/(2*(-1)) = 3. Substituting x = 3 into the function, we get:
-y = -(3)^2 - 6(3) - 5 = -22
y = 22
Therefore, the vertex is at (3, 22).
The angle measures of $\triangle ABC$ are $A=54\degree$ , $B=38\degree$ , and $C=88\degree$. List the sides of the triangle in order from shortest to longest
The triangle's sides are b, a, and c, listed from shortest to longest.
The side of triangle ABC opposite angle A is indicated by the letter a.
The letter b stands for the side opposite angle B.
The letter c stands for the side that faces angle C.
The triangle inequality theorem, states that, in order to establish the order of the sides from smallest to longest,
The largest side is the one opposite the largest angle and vice versa.
Hence, we have
B = 38 degrees, thus b.
a = 54 degrees from A
c from C equals 88 degrees.
As a result, the sides are arranged in the following order: b a c.
In other words, the side across from angle B is the smallest, followed by the side across from angle A, and the side across from angle C is the longest.
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(2t + 7) (2t -5) solve using identities
Answer:
[tex]4t^{2}+4t-35[/tex]
Step-by-step explanation:
[tex](2t+7)(2t-5)\\4t^{2}-10t+14t-35\\4t^{2}+4t-35[/tex]
why does the decimal point always have to move when you rewrite a percent as a decimal and when you rewrite a decimal as a percent?
Answer:
When you rewrite a percent as a decimal, you need to move the decimal point two places to the left because a percent is a ratio that compares a number to 100. For example, 50% is the same as 50/100 or 0.5. To convert 50% to a decimal, you need to divide 50 by 100, which gives you 0.5. Moving the decimal point two places to the left achieves the same result.
Similarly, when you rewrite a decimal as a percent, you need to move the decimal point two places to the right because a percent expresses a number as a fraction of 100. For example, 0.75 is the same as 75/100 or 75%. To convert 0.75 to a percent, you need to multiply it by 100, which gives you 75. Moving the decimal point two places to the right achieves the same result.
Step-by-step explanation:
How do I do this?I already know the answer I just don’t know how to do it
triangles are similar, angles are all the same or congruent.
Check the picture below.
Après avoir factorisé le nombre de gauche,résoudre l'équation ci-dessous
x²+(5+4x)x=0
ce site est anglais frère
Answer:
5
Step-by-step explanation:
0+(5+4*0) (* signifie multiplier)
0+5
5
Help please what is the cosine of (B)
The value of cos B in proper fraction is 12 / 35.
What is the value of cos B?
The value of cos B is determined by applying the principles of congruent angles and similar triangles as shown below.
Congruent angles are angles that have the same measure in degrees or radians. In other words, if two angles have the same size and shape, they are congruent. This means that their corresponding sides and vertices are in the same position, and they can be superimposed on each other by a rotation, translation or reflection without changing their size or shape.
angle B is congruent to angle A;
cos A = 24 / 70
So the value of cos B is calculated as;
cos B ≅ cos A = 24 / 70
cos B = 12 / 35
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A company orders 27 boxed lunches from a deli for $245. 70. If each boxed lunch costs the same amount, what is the unit cost of each boxed lunch?
A company pays $245.70 for 27 boxed lunches from a deli. If each boxed lunch is the same price, the unit cost of each boxed lunch is $9.10.
To find the unit cost of each boxed lunch, we need to divide the total cost by the number of boxed lunches.
Total cost of 27 boxed lunches = $245.70
Unit cost of each boxed lunch = Total cost / Number of boxed lunches
Unit cost of each boxed lunch = $245.70 / 27
Unit cost of each boxed lunch = $9.10 (rounded to two decimal places)
Therefore, the unit cost of each boxed lunch is $9.10.
In this case, the deli will need to ensure that each boxed lunch is priced higher than the unit cost of $9.10 to make a profit. The difference between the unit cost and the selling price will contribute to the deli's revenue and cover other expenses such as labor, rent, and utilities.
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Solve for x and z:
a+bz/a+b=c+dz/d+c
if bc=ad
When we solve for x and z if bc =ad, We can start by cross-multiplying to get rid of the denominators: d(a+bz) = b(c+d)z + ac, then the linear equation has infinitely many solutions for any values of x and z.
Multiplying both sides by (a + b)(d + c) to remove the denominators, we get:
(a + bz)(d + c) = (c + dz)(a + b)
If z = 0, then we can substitute back into the original equation and solve for x:
a/b = (c - 1)/(1 - c).
thus, the solutions are:
If bc =ad, then the equation has infinitely many solutions for any values of x and z.
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(6x + 5 - 3x + 16)/3 x 15/5
The solution to the given expression [tex]\frac{6x + 5 - 3x + 16}{3} \cdot \frac{15}{5}[/tex] when simplified is 3x + 21.
How to simplify the expressionTo simplify the expression [tex]\frac{6x + 5 - 3x + 16}{3} \cdot \frac{15}{5}[/tex],
We can first combine like terms in the numerator to get [tex]\frac{3x + 21}{3}[/tex]
We can then simplify this further by dividing both the numerator and denominator by 3, which gives us x + 7 in the numerator.
Next, we can simplify the fraction 15/5 by dividing both the numerator and denominator by 5, which gives us 3
So, we have
[tex]\frac{6x + 5 - 3x + 16}{3} \cdot \frac{15}{5} = \frac{3x + 21}{3} \cdot 3[/tex]
[tex]\frac{6x + 5 - 3x + 16}{3} \cdot \frac{15}{5} = 3x + 21[/tex]
Hence, [tex]\frac{6x + 5 - 3x + 16}{3} \cdot \frac{15}{5}[/tex] simplifies to 3x + 21.
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Complete question
Simplify (6x + 5 - 3x + 16)/3 * 15/5
I need a solution please
The gradient at the given point (1, 1/2) is the one in option B; -1/8.
How to find the gradient?To find the gradient at the given point, we need to find the derivative and evaluate it in x = 1.
The rational function is:
y = 2/(x + 3)
And the derivative of the rational function is the following:
y' = -2/(x + 3)²
Evaluating this in x = 1 (replace the variable by the correspondent number) will give us:
y' = -2/(1 + 3)² = -2/16
y' = -1/8
That is the gradient of the rational function at the point (1, 1/2).
The correct option is B.
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for classroom use.
2. Place each of the following expressions into the two
categories of "whole number" and "not a whole
number" based on whether or not the product is
a whole number.
314
W|N
X 7
x 35
15. NE
7
×
x 15
x 100
Whole Number
67
9×
x 210
مانة
x 26
Not a Who
Here are the expressions and their respective categories:
The Expressions and their Categories314: Whole Number
7: Whole Number
35: Whole Number
10.5: Not a Whole Number (because 7 x 1.5 = 10.5, which is not a whole number)
7 x 1.5: Not a Whole Number (for the same reason as above)
100: Whole Number
67: Whole Number
9 x 210: Whole Number
26: Whole Number
To determine whether a product is a whole number or not, we can multiply the two factors and check if the result is an integer (i.e., a whole number). If it is, then the product is a whole number; otherwise, it's not.
For example, in the case of 10.5, it's not a whole number because after the product has been gotten, it is found to contain decimals which makes it a fraction.
On the other hand, when we multiply 9 and 210, we get 1890, which is a whole number.
Therefore, we can classify the expressions into two categories: "Whole Number" and "Not a Whole Number," depending on whether their product is a whole number or not.
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Polygon
�
FF has an area of
36
3636 square units. Aimar drew a scaled version of Polygon
�
FF and labeled it Polygon
�
GG. Polygon
�
GG has an area of
4
44 square units.
What scale factor did Aimar use to go from Polygon
�
FF to Polygon
�
GG?
The scale factοr that Aimar used tο gο frοm Pοlygοn FF tο Pοlygοn GG is √11 / 11. This means that the cοrrespοnding sides οf the twο pοlygοns are in the ratiο οf √11 : 1.
What is a pοlygοn?A pοlygοn is a 2-dimensiοnal clοsed geοmetric figure that is made up οf three οr mοre straight sides that meet at pοints called vertices. Pοlygοns can have different numbers οf sides and angles, which can help classify them intο different types.
Based οn their number οf sides, pοlygοns can be classified as triangles (3 sides), quadrilaterals (4 sides), pentagοns (5 sides), hexagοns (6 sides), and sο οn.
Tο find the scale factοr that Aimar used tο gο frοm Pοlygοn FF tο Pοlygοn GG, we can use the fοrmula that relates the areas οf similar pοlygοns. Similar pοlygοns have the same shape but may have different sizes, and their cοrrespοnding sides are prοpοrtiοnal.
Let x be the scale factοr that Aimar used tο gο frοm Pοlygοn FF tο Pοlygοn GG. Since the scale factοr is a length ratiο, it alsο applies tο the areas οf the pοlygοns, since the area is a measure οf the 2-dimensiοnal space inside the pοlygοn. Therefοre, we have:
Area οf Pοlygοn GG = (scale factοr)² * Area οf Pοlygοn FF
Substituting the given values, we get:
4/44 = x² * 36/36
Simplifying, we get:
4/44 = x²
Dividing bοth sides by 4, we get:
1/11 = x²
Taking the square rοοt οf bοth sides, we get:
x = sqrt(1/11)
x = 1/√11
Ratiοnalizing the denοminatοr, we get:
x = √11 / 11
Therefοre, the scale factοr that Aimar used tο gο frοm Pοlygοn FF tο Pοlygοn GG is √11 / 11. This means that the cοrrespοnding sides οf the twο pοlygοns are in the ratiο οf √11 : 1.
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Deon removed 40 fish from his pond over a period of 4 days. He removed the same number of fish each day. What was the change in the number of fish in the pond each day?
The average rate of change in the number of fish in the pond each day is given as follows:
-10 fish per day.
How to obtain the average rate of change?The average rate of change of a function is given by the change in the output of the function divided by the change in the input of the function. Hence we must identify the change in the output, the change in the input, and then divide then to obtain the average rate of change.
The parameters in the context of this problem are given as follows:
Change in the output: -40 fish in the pond.Change in the input: 4 days.Hence the average rate of change in the number of fish in the pond each day is obtained as follows:
-40/4 = -10 fish a day.
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Which correctly reWhich correctly represents the statement, “the product of 4 and a number, n, subtracted from 10”? Responsespresents the statement, “the product of 4 and a number, n, subtracted from 10”? Responses
The expression that correctly represents the statement "the product of 4 and a number, n, subtracted from 10" is 10 - 4n.
What is statement ?In general, a statement is a declarative sentence that is either true or false. It is a sentence that makes a claim or assertion about something, and it can be either a simple statement or a complex one.
According to given information:The statement "the product of 4 and a number, n, subtracted from 10" is an example of a mathematical expression that involves a variable, which is represented by the letter "n". In this expression, we are asked to find the difference between the number 10 and the product of 4 and the variable "n".
To simplify this expression, we can use the order of operations, which tells us to perform the multiplication before subtraction. Therefore, we first multiply 4 and n to get the product of 4n. Then, we subtract that product from 10 to get the final expression:
[tex]$10 - 4n$[/tex]
This expression represents the result of subtracting the product of 4 and the variable "n" from the number 10. We can evaluate this expression for different values of "n" to find the corresponding result. For example, if we substitute "n" with 2, we get:
[tex]$10 - 4(2) = 10 - 8 = 2$[/tex]
This means that when "n" is equal to 2, the result of subtracting the product of 4 and "n" from 10 is equal to 2. Similarly, we can substitute different values of "n" into the expression to find their corresponding results.
Therefore, The expression that correctly represents the statement "the product of 4 and a number, n, subtracted from 10" is 10 - 4n.
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Question 3
In the figure below, if AB = 1964, what is BC?
The length of BC is 19/8.
Describe Right Angle Triangle?A right triangle, also known as a right-angled triangle, is a triangle in which one of its angles measures exactly 90 degrees (a right angle). The other two angles are acute angles, which means they measure less than 90 degrees.
The side opposite the right angle is called the hypotenuse, and it is the longest side of the triangle. The other two sides are called legs, and they form the right angle.
We can start by using the Pythagorean theorem in each of the triangles to find the lengths of the sides.
In triangle ABE, we have:
AB² = AE² + BE²
AB² = (2BE)² + BE² (since AE = 2BE, as angle AEB = 60 degrees)
AB² = 5BE²
BE = AB/√5
In triangle BED, we have:
BE² = BD² + DE²
AB²/⁵ = BD² + (BD/√2)² (since BE = AB/√5 and angle EBD = 45 degrees)
AB²/5 = 3BD²/2
BD = AB/√(10/3)
In triangle BCD, we have:
BC² = BD² + CD²
BC² = (AB/√(10/3))² + (AB/2)² (since angle BCD = 30 degrees and BD = AB/√(10/3))
BC² = (19/4)² * (1/10 + 1/4)
BC² = (19/4) * (3/20)
BC² = (361/80)
BC = √(361/80)
Therefore, BC = (19/4) * √(1/80) * √361 = (19/4) * (19/40) * √361 = 19/8. So the length of BC is 19/8.
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100 points please help!!
Answer - −2x^2(x+7)(x+10)
A 124- inch board is cut into two pieces. One piece is three times the length of the other. Find the lengths of the tow pieces
The length of the longer piece is 93 inches.
Let x be the length of the shorter piece in inches.
Then the length of the longer piece is 3x inches.
The sum of the lengths of the two pieces is equal to the length of the board, which is 124 inches:
x + 3x = 124
Simplifying the left-hand side:
4x = 124
Dividing both sides by 4:
x = 31
So the length of the shorter piece is 31 inches.
The length of the longer piece is three times this length:
3x = 3(31) = 93
So the length of the longer piece is 93 inches.
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A sample of 18 widgets has a mean of 34.800 and standard
deviation of 9.050. At 99% confidence, the upper limit with 3
decimal places is
upper limit with 3
To obtain the upper limit with 3 decimal places, use the following formula for the confidence interval with a population mean.In this case, n = 18, sample mean = 34.8, sample standard deviation = 9.05, and confidence level = 99%. {z }_{\frac{\alpha}{2}}=\frac{\text{critical value}}{\sqrt{n}}Therefore, 99% confidence interval is {34.8 ± 3.053}. The upper limit of the confidence interval is obtained as 34.8 + 3.053 = 37.853 (rounded to three decimal places). Therefore, the upper limit with three decimal places is 37.853.A confidence interval is an estimated range of scores or values used to estimate the true population value. A confidence interval provides a range of values within which the true value is expected to fall with a certain degree of confidence. In the given question, we have to find the upper limit with 3 decimal places.
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HELP ME!!!!! THIS IS DUE TODAY( answer only question 18)
The correct proportion for corresponding sides is option C.
Describe Corresponding Sides?In geometry, corresponding sides are sides of two or more geometric figures that are in the same relative position, shape, and orientation. More specifically, corresponding sides are sides that are opposite or facing each other in congruent or similar figures. Corresponding sides have the same length and are parallel to each other. For example, if we have two congruent triangles, the corresponding sides of each triangle are the sides that are opposite to the same angle in both triangles. Similarly, if we have two similar polygons, the corresponding sides of each polygon are the sides that have the same relative position, shape, and orientation in both polygons. Corresponding sides can be used to determine whether two figures are congruent or similar, as well as to find the length of unknown sides in geometric figures using proportions.
For example, consider two similar triangles ABC and DEF. The sides of triangle ABC are AB, BC, and AC, while the corresponding sides of triangle DEF are DE, EF, and DF. The side AB corresponds to the side DE, the side BC corresponds to the side EF, and the side AC corresponds to the side DF. The ratios of the lengths of corresponding sides are equal:
AB/DE = BC/EF = AC/DF
This property of corresponding sides is important in solving problems involving similar figures, such as finding missing side lengths or areas. By setting up and solving ratios of corresponding sides, we can determine the relationship between the sizes of the figures and their corresponding parts.
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