Answer:2.5e-9
Step-by-step explanation:
El concepto de interes compuesto quiza no sea muy familiar, pero se trata de algo relativamente simple: cada vez que un capital genere intereses estos se añadirán obteniendo asi un monto más grande, que producirá mayores intereses.
¿Qué capital obtendria una persona en 30 años al invertir un peso a una tasa de interes compuesto del 5% mensual?
Investing οne pesο at a mοnthly cοmpοund interest rate οf 5% fοr 30 years results in apprοximately 30.1267 pesοs.
What is the tοtal amοunt οbtained after investing οne pesο at a mοnthly cοmpοund interest rate οf 5% fοr 30 years?Tο calculate the tοtal amοunt οf mοney that sοmeοne wοuld have after 30 years οf investing οne pesο at a mοnthly cοmpοund interest rate οf 5%, we wοuld need tο use the fοllοwing fοrmula:
[tex]A = P(1 + r/n)^{(nt)[/tex]
Where:
A = the tοtal amοunt οf mοney at the end οf the investment periοd
P = the principal amοunt invested (in this case, οne pesο)
r = the annual interest rate (in this case, 5%)
n = the number οf times the interest is cοmpοunded per year (since the interest is cοmpοunded mοnthly, n = 12)
t = the number οf years οf the investment periοd (in this case, 30)
Plugging in these values, we get:
[tex]A = 1(1 + 0.05/12)^{(12*30)[/tex]
[tex]A = 1.05^{(360)[/tex]
[tex]A = 30.1267[/tex]
Therefοre, after 30 years οf investing οne pesο at a mοnthly cοmpοund interest rate οf 5%, the tοtal amοunt οf mοney that wοuld be οbtained is apprοximately 30.1267 pesοs.
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Complete Question:
The concept of compound interest may not be very familiar, but it is something relatively simple: each time a capital generates interest, it will be added, thus obtaining a larger amount, which will produce higher interest.
What capital would a person obtain in 30 years by investing a peso at a compound interest rate of 5% per month?
The histogram shows information about
the heights of all the plants (in cm) that
Brian is growing in his garden.
Frequency density
2
1.5
0.5
0
0
20
40
60
80
Height (cm)
100
120
140
160
What fraction of the plants are 100 cm
or more?
180
Answer: To find the fraction of the plants that are 100 cm or more, we need to look at the histogram and add up the frequency density values for all the bars that correspond to heights of 100 cm or more.
Looking at the histogram, we can see that the bar for the 100-120 cm range has a frequency density of 0.5, and the bar for the 120-140 cm range has a frequency density of 1.5. This means that there are:
0.5 + 1.5 = 2.0 frequency density units for plants that are 100 cm or more
To convert this to a fraction, we need to divide by the total frequency density for all the plants, which we can find by looking at the entire histogram.
We can see that the area of each bar in the histogram represents its frequency density, and that the total area of the histogram is 1. So, to find the total frequency density, we need to add up the areas of all the bars.
To estimate the area, we can multiply the height of each bar by its width. For example, the area of the first bar (for the 80-100 cm range) is approximately:
0.5 x 20 = 10
Doing this for all the bars, we get:
10 + 10 + 20 + 25 + 5 = 70
So the total frequency density for all the plants is 70.
Finally, we can find the fraction of the plants that are 100 cm or more by dividing the frequency density units for plants that are 100 cm or more by the total frequency density:
2.0 / 70 = 0.0286
So approximately 2.86% of the plants are 100 cm or more.
Step-by-step explanation:
18-a>25
Will give Brain liest and solving for a
I got the answer but it doesn’t seem right so please hl m
Answer:
a < -7
Step-by-step explanation:
18 - a > 25
-a > 7
*divide by -1 and flip sign*
a < -7
:) hope i explained it
Answer: 18-a>25
We can solve the inequality for 'a' by isolating it on one side of the inequality symbol (>).
Starting with:
18 - a > 25
Subtracting 18 from both sides:
a > 7
Dividing by -1 (which changes the direction of the inequality):
a < -7
So the solution to the inequality is a value less than -7.
The *girl* above me did a great job :D
After giving 1/3 of his money to his wife and 1/4 of it to his mother, Jake still had $600 left. How much money did he give to his mother?
Jake had $1200 of money initially, and he gave $200 to his mother.
What is Algebraic expression ?
In mathematics, an algebraic expression is a combination of variables, constants, and mathematical operations, such as addition, subtraction, multiplication, and division, that represents a quantity or a relationship between quantities.
Let's assume that Jake had M dollars of money initially.
According to the problem, Jake gave 1÷3 of his money to his wife, which means he has (2÷3)M dollars left.
Then he gave 1/4 of this remaining money to his mother, which means he has (3÷4) * (2÷3)M = (1÷2)M dollars left.
Since we are given that Jake had $600 left after giving the money to his wife and mother, we can set up the following equation:
(1÷2)M = 600
Solving for M, we get:
M = 2 * 600 = 1200
Therefore, Jake had $1200 of money initially, and he gave (1÷4) * (2÷3)M = (1÷4) * (2÷3) * 1200 = $200 to his mother.
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Does the relation shown below define a function? ((-2,1), (-3,- 6), (3, 4), (3,5)} Yes -
Answer:
No.
Step-by-step explanation:
To be a function, there must be a unique output for each input. That being said, the same input should result in the same output every time. Because the points (3, 4) and (3, 5) have the same x-coordinate but different y-coordinates, the set of points do not define a function.
DUE TODAY PLEASE HELP NOW!!!!20 POINTS
Here is another triangle similar to DEF found in the lesson section labeled “Shrinking Triangles”.
• Label the triangle D”E”F”.
• What is the scale factor from triangle DEF to triangle D”E”F”?
• What are the coordinates of F”? Explain how you know.
• What are cos(D”), sin(D”), and tan(D”)?
The dilation has a scale factor of 0.075 and the coordinates of point F" are (0.9, 0.375).
Label the triangle D”E”F”.An attachment is added to this solution to include the label of the triangle.
Calculating the scale factorAccording to the given information, the length DE is equal to 12 units.
Additionally, the length of D"E" is 0.9 units.
Using this information, we can calculate the scale factor of dilation by dividing the length of D"E" by DE.
i.e. 0.9/12 = 0.075
Thus, the scale factor is 0.075.
Calculating the coordinates of F"The solution can be expressed as follows:
We compute F by multiplying the scale factor with F.
By substituting the values, we get
F" = 0.075 * (12, 5)
F" = (0.9, 0.375)
So, the coordinates of F" are (0.9, 0.375)
Calculating the trigonometry ratiosTo find the values of sine, cosine, and tangent, we use the following formulas:
sin(D") = EF/DFcos(D") = DE/DFtan(D") = EF/DEUsing these formulas and the given values, we find that:
sin(D") = 0.375/1 = 0.375
cos(D") = 0.9/1 = 0.9
tan(D") = 0.375/0.9 = 0.416
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Find the volume of a 1 km2 body of water in mº, and select the correct units.
The volume is
The volume of the 1 km² body of water is 10,000,000 cubic meters (m³). The correct unit for volume is m³.
A measurement of three-dimensional space is volume. It is frequently expressed quantitatively using SI-derived units, as well as several imperial or US-standard units.
The area of the body of water is given as 1 km². To find the volume, we need to know the depth of the water. Let's assume the average depth of the body of water is 10 meters.
The volume of the body of water is:
Volume = Area x Depth
Volume = 1 km² x 1000 m/km x 10 m
Volume = 10,000,000 m³
Therefore, the volume of the 1 km² body of water is 10,000,000 cubic meters (m³). The correct unit for volume is m³.
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A theme park has a ride that is located in a sphere. The ride goes around the widest circle of the sphere which has a circumference of 496.12yd . What is the surface area of the sphere? Use 3.14 for .
We can start by using the formula for the circumference of a circle to find the radius of the circle that the ride goes around:
C = 2πr
where C is the circumference and r is the radius.
Plugging in the given circumference, we get:
496.12 = 2πr
Solving for r, we get:
r = 496.12 / (2π) ≈ 78.97 yards
Now, we can use the formula for the surface area of a sphere:
A = 4πr^2
where A is the surface area and r is the radius.
Plugging in the value of r that we found, we get:
A = 4π(78.97)^2 ≈ 78,460.92 square yards
Therefore, the surface area of the sphere is approximately 78,460.92 square yards.
What is the answer for this question?
Answer:
Step-by-step explanation:
Angle p is supplementary to the angle that measures 127 because they are same side interior. So angle p measures 180 - 127 = 53 degrees. Angle and angle p are congruent because they are alternate exterior, so angle also measures 53 degrees.
the answer is 53° for both p and r
Write a quadratic function to represent the data in the table.
x y
1 55
2 65
3 71
4 73
5 71
Answer:
Step-by-step explanation:
x y
1 55
2 65
3 71
4 73
5 71
f(x) = -x^2 + 16x + 55
Steps:
Steps:
1. Calculate the average rate of change (slope) for each pair of points:
(65-55)/(2-1) = 10
(71-65)/(3-2) = 6
(73-71)/(4-3) = 2
(71-73)/(5-4) = -2
2. Use the average rate of change to calculate the y-intercept:
y-intercept = y - (slope x x)
y-intercept = 73 - (2 x 5) = 63
3. Use the y-intercept and the average rate of change to calculate the quadratic equation:
f(x) = ax2 + bx + c
f(x) = (slope x x) + bx + y-intercept
f(x) = (-2 x x) + bx + 63
4. Use the first point to calculate the value of b and c:
f(1) = (-2 x 1) + b(1) + 63
f(1) = -2 + b + 63
f(1) = 55
55 = -2 + b + 63
b = 16
5. Substitute the value of b in the quadratic equation to get the final equation:
f(x) = -x^2 + 16x + 63
At Nation Office Supply, pens are $1.65 per dozen and notepads are $4.25 per dozen. Madison purchases
11 dozen pens.
Using the equation 1.65(11) + 4.25x = 39.40, determine how many dozens of notepads she can purchase
if her total is $39.40.
Therefore, Madison can purchase 5 dozen notepads if her total is $39.40.
What does a mathematical equation mean?When an expression depicts the relationship between two other expressions and has equality on both sides of the equal to sign, it is referred to be a mathematical equation. As an illustration, consider the equation 3y = 16.
We can use the given equation 1.65(11) + 4.25x = 39.40 to determine how many dozens of notepads Madison can purchase.
First, we can simplify 1.65(11) to find the cost of 11 dozen pens:
1.65(11) = 18.15
Substituting this value into the original equation, we have:
18.15 + 4.25x = 39.40
Next, we can isolate the variable x (representing the number of dozens of notepads Madison can purchase) by subtracting 18.15 from both sides of the equation:
4.25x = 21.25
Then, we can solve for x by dividing both sides by 4.25:
x = 5
Therefore, Madison can purchase 5 dozen notepads if her total is $39.40.
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Sylvie needs $110 for a concert ticket. She already has $16 and she can earn the rest by working 10 hours at her job. If h represents her hourly earnings, select all the equations that can be solved to find Sylvie’s hourly earnings.
[tex]110 = 16 + 10h[/tex]
[tex]110 - 16 = 10h[/tex]
She needs $110 for a concert ticket.
she already has $16 . She can earn the rest by working 10 hours at her job.
[tex]\bold{h = hourly \ rate}[/tex]
she needs to work 10 hours to add to the $16 she already has to get a total of $110 required for the concert ticket.
Therefore, Her hourly rate can be solved with the following equation
110 = 16 + 10h110 - 16 = 10hWhat are the measures of ∠A and ∠B?
Answer:
A = 51
B = 51
Step-by-step explanation:
ANGLE A
angle D= 180 - 98 = 82
angle C 180-102-31 = 47
angle D (82) + angle C (47) = 129 degrees
180 - 129 = 51
ANGLE B
angle D = 98
angle C = 31
98 + 31 = 129
180 - 129 = 51
The table shows median annual earnings for women and men with various levels of education. As a percentage, how much more does a man with a bachelor's degree earn than a woman with a bachelor's degree? Assuming the difference remains constant over a 40-year career, how much more does the man earn than the woman? High School Only Associate's degree Only Bachelor's degree Only Professional Degree Women $ 21 comma 481 21,481 $ 39 comma 537 39,537 $ 49 comma 314 49,314 $ 80 comma 181 80,181 Men $ 40 comma 195 40,195 $ 50 comma 759 50,759 $ 66 comma 612 66,612 $ 119 comma 456 119,456 A man with a bachelor's degree earns nothing % more annually than a woman with a bachelor's degree. (Round to the nearest whole number as needed. ) Over a 40-year career, a man with a bachelor's degree earns $ nothing more than a woman with a bachelor's degree. (Round to the nearest whole number as needed. ) Enter your answer in each of the answer boxes
A man with a bachelor's degree earns 34% more annually than a woman with a bachelor's degree. Over a 40-year career, a man with a bachelor's degree earns approximately $1,068,480 more than a woman with a bachelor's degree.
To find the percentage difference in earnings between a man and a woman with a bachelor's degree, we need to calculate the difference between their median annual earnings and divide it by the median annual earnings of a woman with a bachelor's degree.
Percentage difference = ((median annual earnings of a man with a bachelor's degree - median annual earnings of a woman with a bachelor's degree) / median annual earnings of a woman with a bachelor's degree)) x 100
= ((66,612 - 49,314) / 49,314) x 100
= 34%
Therefore, a man with a bachelor's degree earns 34% more annually than a woman with a bachelor's degree.
To find the difference in earnings over a 40-year career, we need to multiply the annual difference by 40.
Difference in earnings over 40 years = (66,612 - 49,314) x 40
= $657,480
Therefore, a man with a bachelor's degree earns approximately $657,480 more than a woman with a bachelor's degree over a 40-year career.
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Suppose you want to test whether the injury type depends on the position played by football players. What will be the alternative hypothesis for this test?
The alternative hypothesis for this test is that the injury type depends on the position played by football players, suggesting that different positions have different levels of risk associated with them.
The alternative hypothesis for this test is that the injury type depends on the position played by football players. This hypothesis suggests that the position played by players has an effect on the types of injuries they sustain. It is possible that different positions have different levels of risk associated with them and this could lead to different types of injury. This hypothesis could be tested by comparing the types of injuries sustained by players in different positions. If the types of injuries sustained by players in different positions are significantly different, then the alternative hypothesis would be supported.
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2. Choose all ordered pairs that correspond to the input-output pairs for the function y= 3x - 8
(2,-2)
(2, 24)
(1, -11)
(-1,-11)
The correct answers would be (2,-2) and (-1, 11) so a and d.
In order to find this fill in x with the first number in the ordered pair. For example 3x = 3 x 2. This gives you 6 then subtract 8 from 6. (6-8). This gives you -2 since -2 is the second number in the ordered pair this one is correct! Good luck and have a blessed day!!
Show how you can use approximation to check that your answer is of the right order of magnitude.
An exponential change exceeding plus or minus 1 there in amount of a quantity or unit is defined as an order of magnitude. The phrase is typically used in connection with scientific notation with powers of 10.
Explain about the order of magnitude?The usage of orders of magnitude helps people understand and have a better grasp on the size of numbers and some other quantities. It typically serves as an approximation of a comparison between two numbers.
How to Estimate an Order of Magnitude?
Step 1: Set the number in scientific notation as a first step.Step 2: Rounding up to the nearest integer times the power of ten or power of ten.Step 3: Apply these estimations to your computations.Step 4: If feasible, compare to the exact response.The Sun's circumference, for instance, would be stated as being multiple orders of magnitude greater than just the Earth's if the two were compared to one another.
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on a certain farm, the baling machine produces small hay bales whose weights can be modeled by a normal distribution with mean 100 pounds and standard deviation 6 pounds. (a) find the probability that a randomly selected small hay bale weighs between 90 and 110 pounds. round your answer to 4 decimal places. leave your answer in decimal form. (b) what is the 99th percentile of the distribution of weight for these small hay bales? round your answer to 2 decimal places.
a) The probability that a randomly selected small hay bale weighs between 90 and 110 pounds is approximately 0.9044.
b) The 99th percentile of the distribution of weight for these small hay bales is approximately 113.96 pounds.
(a) Given that the distribution of weights follows a normal distribution with a mean of 100 pounds and a standard deviation of 6 pounds, we can standardize the values using z-scores.
The z-score formula is given by:
z = (x - μ) / σ
For 90 pounds:
z₁ = (90 - 100) / 6 = -1.6667
For 110 pounds:
z₂ = (110 - 100) / 6 = 1.6667
Using a standard normal distribution table, we can find the cumulative probability associated with z₁ and z₂:
P(90 ≤ X ≤ 110) = P(-1.6667 ≤ Z ≤ 1.6667) ≈ 0.9044
(b)
Using a standard normal distribution table, we can find the z-score associated with a cumulative probability of 0.99:
z = 2.3263
Now, we can use the z-score formula to find the corresponding value, x:
x = μ + z × σ
x = 100 + 2.3263 × 6
x ≈ 113.96
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which of the ten basic functions in our toolkit have end behaviour?
(A) ln(x), |x|, x (B) X^2, cos (x), e^x
(C) 1/x, sin (X), x^3 (D) 1/x, cos(x), sin(x)
The fundamental οperatiοns in οur tοοlbοx with end behaviοur are (B) x², cοs(x), and ex. 1/x, sin(x), and x³ (C). As x gets clοser tο pοsitive οr negative infinity, these functiοns exhibit variοus end behaviοurs.
A οne-οne functiοn: what is it?A mathematical functiοn with individuality knοwn as an injective functiοn, injectiοn, οr οne-οne functiοn never translates discrete cοmpοnents οf its dοmain tο equivalent elements οf its cοdοmain.
What dοes functiοn mean in math class 12?A relatiοnship that indicates that there shοuld οnly be οne οutput fοr each input is called a functiοn. A set οf οrdered pairs that adheres tο the rule that each y-value shοuld οnly be related tο οne οther y-value is a special type οf relatiοn.
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Statistics
Benson, Ra'Niyah
Pen
Pencil
Total
Students at a school are surveyed about preferences for school supplies. The table shows the results.
Loose-leaf Notebook Spiral-bound Notebook
O 26.7%
O 39.4%
O 41.9%
40
48
88
Calculator
26
36
62
00
Total
66
84
150
1 of 10
If a student prefers pens, what is the approximate probability the student also prefers spiral-bound notebooks?
O 17.3%
New Tab
HOW MY M
2 3
The probability that the student will choose a pen and prefers a spiral bound notebook is 17.3%.
What do you mean by probability?The idea of probability can be said to describe the possibility of an event happening. We frequently have to make forecasts about the future in real life. We may or may not be aware of the outcome of an event. When this happens, we declare that there is a chance the event will take place.
Using the probability formula, one can determine the likelihood of an event by dividing the favorable number of possibilities by the total number of options. Since the favorable number of outcomes can never be greater than the entire number of outcomes, the likelihood of an event happening can range from 0 to 1. As a result, 0 cannot represent the percentage of successful outcomes.
Here in the question,
Total no. of students in the school are 150.
Students choosing a pen along with spiral bound notebook = 26
Now probability of a student choosing a pen along with a spiral bound notebook will be:
P = 26/150
= 0.1733
= 17.3%
Therefore, the probability of a student choosing a pen and prefers a spiral bound notebook is 17.3%.
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The complete question is:
Statistics
Benson, Ra'Niyah
Pen
Pencil
Total
Students at a school are surveyed about preferences for school supplies. The table shows the results.
Loose-leaf Notebook Spiral-bound Notebook
O 26.7%
O 39.4%
O 41.9%
40
48
88
Calculator
26
36
62
00
Total
66
84
150
1 of 10
If a student prefers pens, what is the approximate probability the student also prefers spiral-bound notebooks?
O 17.3%
New Tab
HOW MY M
2 3
Consider the exponential function f(x) represented by values in the table.
f(x)
-1.25
-5
-20
-80
-320
X
-1
0
1
2
3
What best describes f(x) on the interval 5 ≤ x ≤ 8 ?
A. negative and decreasing
B. negative and increasing
C. positive and decreasing
D. positive and increasing
f(x) is negative and decreasing on the interval 5 ≤ x ≤ 8, since the values of f(x) are negative and continue to decrease as x increases. The best answer is A. negative and decreasing.
Describe Function?In mathematics, a function is a rule that assigns each element from one set, called the domain, to a unique element in another set, called the range. A function is often denoted by a symbol, such as f(x), where "x" represents the input value and "f(x)" represents the output value.
The domain of a function is the set of all possible input values, and the range is the set of all possible output values. For example, the function f(x) = x^2 has a domain of all real numbers and a range of all non-negative real numbers.
Functions can be represented in various ways, such as through equations, tables, graphs, or diagrams. They can be linear or nonlinear, continuous or discontinuous, and one-to-one or many-to-one.
To determine the behavior of f(x) on the interval 5 ≤ x ≤ 8, we need to look for a pattern in the values of f(x) as x increases from 3 to 8.
From the given table, we can see that f(x) is an exponential function with a base between 4 and 5, since each value of f(x) is approximately 4 or 5 times the previous value.
Using this information, we can estimate the value of f(4) to be approximately -1280, and the value of f(5) to be approximately -5120.
Therefore, we can conclude that f(x) is negative and decreasing on the interval 5 ≤ x ≤ 8, since the values of f(x) are negative and continue to decrease as x increases.
Thus, the best answer is A. negative and decreasing.
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What is the tangent ratio of an obtuse angle 7/25
Answer:
Step-by-step explanation:
In a right-angled triangle, the tangent ratio of an acute angle = the ratio of the length of the opposite side to the length of the adjacent side.
Lets say angle A= 150 degrees (obtuse)
to find its corresponding acute angle, we need to subtract 150 from 180 degrees, that is, 180-150= 30 degrees.Considering a right triangle where angle B=30 degrees. now assuming that the opposite side of angle B has a length of 7 while the adjacent side has a length of 25.So, the tangent ratio of angle B= the ratio of the length of the opposite side to the length of the adjacent side.
So far we have:
tan B = opposite/adjacent = 7/25and because angle A is obtuse, its tangent ratio is the negative of the tangent ratio of its corresponding acute angle.
So, tan A = -tan 30 = -1/√3 or approximately -0.577.Step-by-step explanation:
first of all
tan(x) = sin(x)/cos(x)
that is the tangent ratio.
so, the question is also, what happens to sine and cosine for obtuse angles.
remember the trigonometric triangle inside the circle.
sine is the up/down leg (up = positive, down = negative), cosine is the left/right leg (and extension of the leg; of left from the center = negative, if right from the center = positive).
so, for an obtuse angle (90° < angle <= 180°) sine is still up and therefore positive, but cosine is left from the center and therefore negative.
for that reason tan(angle) = sin(angle)/cos(angle) is negative.
in fact, it is -tan(180 - angle).
The area of an isosceles triangular land whose base side length 10m is 60 square metre find its remaining sides
Answer:
We can use the formula for the area of a triangle to solve for the height of the isosceles triangle, which will then allow us to find the lengths of the other two sides.
Let h be the height of the isosceles triangle, and let s be the length of each of the two equal sides. Then the area of the triangle is given by:
A = (1/2)bh = (1/2)(10m)(h) = 5h
We also know that the area of the triangle is 60 square meters, so we can set these two expressions equal to each other and solve for h:
5h = 60
h = 12
Now that we know the height of the triangle is 12 meters, we can use the Pythagorean theorem to find the length of each of the other two sides:
s^2 = h^2 + (1/2b)^2
s^2 = 12^2 + (5^2)
s^2 = 169
s = sqrt(169)
s = 13
Therefore, the lengths of the other two sides of the isosceles triangle are both 13 meters.
EASY PROOFS PLEASE HELP !!
Please answer questions 7 and 8 i will provide as many points possible ! Easy! Complete the proofs using the most
7. Given: ZBAC ZEDC, BC = EC
Prove: AABC = ADEC
The completed table that proves the congruence of the triangles are presented as follows;
Statement [tex]{}[/tex] Reasons
1. ∠BAC ≅ ∠EDC [tex]{}[/tex] 1. Given
[tex]\overline{BC}[/tex] ≅ [tex]\overline{EC}[/tex] [tex]{}[/tex]
2. ∠ACB ≅ ∠DCE [tex]{}[/tex] 2. Vertical angles theorem
3. ∠ABC ≅ ∠DEC [tex]{}[/tex] [tex]{}[/tex] [tex]{}[/tex] 3. Angle sum property of triangle
4. ΔABC ≅ ΔDEC [tex]{}[/tex] 4. ASA congruence rule
8. Statement [tex]{}[/tex] Reasons
1. [tex]\overline{JK}[/tex] ≅ [tex]\overline{LM}[/tex] 1. Given
2. ∠JKM ≅ ∠LMK [tex]{}[/tex] 2. Given
3. [tex]\overline{MK}[/tex] ≅ [tex]\overline{KM}[/tex] [tex]{}[/tex] 3. Reflexive property
4. ΔJMK ≅ ΔLKM [tex]{}[/tex] 4. SAS congruence rule
What are congruent triangles?Triangles are congruent if they have the same size and shape.
The details of the reasons used to prove the congruence of the triangles are as follows;
Vertical angles theorem;
The vertical angles theorem states that the vertically opposite angles formed by two intersecting straight lines are always congruent.
Angle sum property of a triangle
The angle sum property of a triangle states that the sum of angles in a triangle is 180°.
Therefore, if two angles are known in a triangle, the third angle can be calculated as the difference between 180° and the sum of the two known angles.
ASA congruence rule
The ASA (which is an acronym for Angle-Side-Angle) congruence rule states that if two angles and the included side of one triangle are congruent to two angles and the included side of another triangle, then the two triangles are congruent.
Reflexive property of congruence
The reflexive property states that a segment is congruent to itself
SAS congruence rule
The SAS (Side-Angle-Side) congruence rule states that if two sides and the included angle in one triangle are congruent to two sides and the included angle in another triangle, then the two triangles are congruent.
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Please help meee!!!!
Find the value of the unknown in the figure below
The value of unknown c in the given triangle is 16.57 cm.
What is Pythagoras Theorem?The right-angled triangle's three sides are related according to Pythagoras' theorem, sometimes referred to as the Pythagorean theorem. The Pythagorean theorem states that the hypotenuse square of a right-angled triangle equals the sum of the squares of the other two sides. The right-angled triangle's sides are referred to as Pythagorean triplets.
The triangle is divided into two parts, the smaller triangle and larger triangle.
Using the Pythagoras Theorem for the larger triangle we have:
c² = a² + b²
(24.9)² = (15.6)² + b²
b = 19.40
Now, the value of the base of the smaller triangle is:
base = 19.40 - 13.80
base = 5.6
Applying Pythagoras Theorem:
c² = (15.6)² + (5.6)²
c = 16.57 cm
Hence, the value of unknown c in the given triangle is 16.57 cm.
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Many banks require customers who use the automated teller machine (ATM) to enter a four-digit password before they begin a transaction. (a) How many possible four-digit passwords are there? (b) How many four-digit passwords contain no 3 s?
There are 6561 fοur-digit passwοrds that cοntain nο 3s.
What is cοmbinatiοn?A cοmbinatiοn is a chοice made in mathematics frοm a grοup οf different elements when the οrder οf the chοices is irrelevant (unlike permutatiοns). Fοr instance, if three fruits, such as an apple, an οrange, and a pear, are supplied, there are three pοssible pairings οf the twο: an apple and a pear.
Fοrmally speaking, a k-cοmbinatiοn οf a set S is a subset οf S's k unique cοmpοnents. In οther wοrds, twο cοmbinatiοns are the same if and οnly if they have the same members. (It is nοt impοrtant hοw the individuals in each set are arranged.) The quantity οf k-cοmbinatiοns fοr a set with n cοmpοnents
Tο cοunt the number οf fοur-digit passwοrds that cοntain nο 3s, we need tο cοnsider the chοices fοr each digit. Since we cannοt use the digit 3, there are οnly 9 pοssible chοices fοr each digit. Therefοre, the tοtal number οf fοur-digit passwοrds that cοntain nο 3s is:
9 × 9 × 9 × 9 = 6561
Sο, there are 6561 fοur-digit passwοrds that cοntain nο 3s.
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a high school has 28 players on the football team. the summary of the players' weights is given in the box plot. approximately, what is the percentage of players weighing greater than or equal to 172 pounds?
Approximately 29% of players weighing greater than or equal to 172 pounds.
To determine the percentage of players weighing greater than or equal to 172 pounds:
The box plot given summarizes the weights of players in the high school football team where the :
minimum weight is 134 pounds,
maximum weight is 189 pounds,
the median weight is 159 pounds,
the first quartile (Q1) is 148 pounds, and
the third quartile (Q3) is 174 pounds
We need to find the upper fence and calculate the percentage of values greater than or equal to the upper fence.
Upper fence = Q3 + 1.5(IQR) where IQR is the interquartile range,
which is the difference between Q3 and Q1.
IQR = Q3 - Q1IQR = 174 - 148IQR = 26
Upper fence = 174 + 1.5(26)
Upper fence = 212
Percentage of players weighing greater than or equal to 172 pounds
Number of players weighing greater than or equal to 172 pounds
= 28 - 12 = 16 (from the box plot)
Percentage of players weighing greater than or equal to 172 pounds
= (number of players weighing greater than or equal to 172 pounds / total number of players) × 100
Percentage of players weighing greater than or equal to 172 pounds
= (16 / 28) × 100
Percentage of players weighing greater than or equal to 172 pounds = 57.1%
However, the upper fence is at 212 pounds, which is greater than the maximum weight of 189 pounds in the box plot.
Therefore, we cannot include any value greater than 189 pounds in our calculation of the percentage of players weighing greater than or equal to 172 pounds.
Thus, we need to count only the number of players whose weight is between 172 and 189 pounds (inclusive).
From the box plot, we know that 4 players weigh between 174 and 189 pounds, and 12 players weigh between 159 and 174 pounds.
Therefore, the total number of players weighing between 159 and 189 pounds is 4 + 12 = 16.
Out of these, 4 players weigh between 172 and 189 pounds (inclusive)
Therefore, the percentage of players weighing greater than or equal to 172 pounds is:
Percentage of players weighing greater than or equal to 172 pounds
= (number of players weighing between 172 and 189 pounds / total number of players) × 100
Percentage of players weighing greater than or equal to 172 pounds
= (4 / 28) × 100
Percentage of players weighing greater than or equal to 172 pounds
= 14.3%
Rounded to the nearest whole number, the percentage of players weighing greater than or equal to 172 pounds is approximately 29%
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Can someone explain this to me and how can I find unknown angles in geometric figures please tell me everything about it I am really confused and I don’t no how to do it so please help *
The value of the missing angles of the diagram are:
1) ∠ADC = 134°
2) ∠AEB = 84°
∠EBC = 92°
How to find the missing angles?1) We are told that ABD is an Isosceles Triangle. Thus:
If ∠BAD = 32°, then we know that the two base angles are equal and as such if the sum of the angles of a triangle is 180 degrees, then we have:
∠ABD ≅ ∠ADB = (180 - 32)/2
= 74°
All equilateral triangles have each of their interior angles as 60°. Thus:
∠ADC = 74 + 60
= 134°
2) The two base angles of an Isosceles triangle are equal and as such:
∠BAE = ∠ABE = 48°
∠AEB = 180 - 2(48)
= 84°
By the concept of Alternate angles, we know that:
∠DEA = ∠BAE = 48°
Sum of angles on a straight line is 180 degrees. Thus:
∠BEC = 180 - (84 + 48)
∠BEC = 48°
∠EBC = 180 - (40 + 48) = 92°
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Let us make a table of values following the rule that she saves twice as much as she save the day before
The table that follows the rule that she saves twice as much as she save the day before is illustrated below.
Now, let's look at the rule you provided: "she saves twice as much as she saved the day before." To create a table of values using this rule, we need to start with an initial value. Let's say that on the first day, she saves $1. We can use this value as our starting point.
Using the rule, we can then determine how much she saves on the second day. Since she saves twice as much as she saved the day before, we take her first day's savings of $1 and multiply it by 2 to get $2. So, on the second day, she saves $2.
We can continue this process to fill out the table of values. To find out how much she saves on the third day, we take her second day's savings of $2 and multiply it by 2 to get $4. On the fourth day, we take her third day's savings of $4 and multiply it by 2 to get $8. And so on.
We can organize this information into a table, with the days listed in the left-hand column and the corresponding savings amounts listed in the right-hand column:
Day Savings
1 $1
2 $2
3 $4
4 $8
5 $16
6 $32
7 $64
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