A scalene triangle whose angles are all congruent possible or impossible

Answer:

BE=64

Step-by-step explanation:

AE=116 and AB= 52

subtract 52 from 116  116-52= 64

hope this helps!

If the expression AXB is defined, and A is a 3X5 matrix, then the dimension of B could be 5XN.

“N” could be the any number as in order to do any multiplication, the number of columns of first matrix and the number of rows of second matrix should be same in order to perform the multiplication between those matrices.

A matrix is a collection of integers that are organized in rows and columns to form a rectangular array. The numbers are referred to as matrix elements or entries. If the matrix has m rows and n columns, it is referred to as a "m by n" matrix, abbreviated "mXn."

A matrix A multiplied by a matrix B yields a matrix C only when the number of columns in the first matrix A equals the number of rows in the second matrix B. To find the element cij, which is in the product's ith row and jth column, multiply the first element in the ith row of A by the first element in the jth column of B, the second element in the row by the second element in the column, and so on until the last element in the row is multiplied by the last element in the column; the sum of all these products yields the element cij.

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Margie needs 0.75 or approximately three-quarters of a tile to cover the remaining portion of the collage.

To find the number of tiles Margie needs to cover the collage, we first need to calculate the area of the collage. Since the center photo is a square with tiles of area 0.0625 square feet, we can calculate the length of one side of the center square by taking the square root of the area:

Side length of center square = √(0.0625) = 0.25 feet

The area of the center square is then:

Area of center square = (0.25)^2 = 0.0625 square feet

Next, we need to determine the area of the remaining portion of the parallelogram-shaped collage. Since the center square has an area of 0.0625 square feet, the area of the remaining portion is:

Area of remaining portion = 0.25 - 0.0625 = 0.1875 square feet

To cover this area, Margie will need tiles with an area of 0.25 square feet. We can calculate the number of tiles by dividing the area of the remaining portion by the area of each tile:

Number of tiles = Area of remaining portion / Area of each tile = 0.1875 / 0.25 = 0.75

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This is the answer of your question

The slope of the tangent line to the polar curve r = 1/θ at the point θ = π is equal to 1/π.

The slope of the tangent line to the polar curve r = 1/θ at the point θ = π can be calculated using the formula m = (dθ/dr)|θ=π.

In this formula, the partial derivative of θ with respect to r is calculated at the given point of θ = π. This derivative can be calculated using the chain rule of differentiation as follows:

dθ/dr = (dθ/dx) * (dx/dr).

Here, x is equal to the expression 1/θ, so we can find the partial derivatives of θ and x with respect to r as follows:

dθ/dr = -1/(r2) * (dx/dr)
and
dx/dr = -θ2/r2.

Substituting these partial derivatives into the original formula and substituting θ = π, we get
m = (-1/(π2)) * (-π2/12) = 1/π.

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A. The number of red balls he had was 8  at the beginning.

Duke's starting red ball total can be found by setting up a system of equations. First, let x represent the number of red balls and y represent the number of blue balls.

After 5 days, the equation is x-15=y+10. This equation states that after 5 days, the number of red balls (x) minus 15 will equal the number of blue balls (y) plus 10. After 9 days, the equation is x-27=2y+20.

This equation states that after 9 days, the number of red balls (x) minus 27 will equal twice the number of blue balls (y) plus 20. To solve for x, both equations can be set equal to each other and solved. This results in x=8. Therefore, Duke had 8 red balls at the beginning.

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The following are the zeros for the function h (x) = x2 + 3x - 8: - x= -4 and x=2.

Given a collection of inputs X (domain) and a set of potential outputs Y (codomain), a function is more technically defined as a set of ordered pairings (x,y) where xX and yY with the caveat that there can only be one ordered pair with the same value of x. The function notation f:XY can be used to express that f is a function from X to Y.

The function's zero is a value of x that makes it equal to zero. In other words, the equation f(x) = 0 leads to a zero.

By putting h(x) equal to zero and figuring out x, we may determine the zeroes for the function h(x) = x2 + 3x - 8.

h(x) = x² + 3x - 8 = 0

We may factor the left side of the equation to find x:

x² + 3x - 8 = (x-2)(x+4) = 0

We set each factor to zero and solve for x to discover the zeroes:

x-2 = 0 or x+4 = 0

x = 2 or x = -4

Consequently, the function's zeros are x = 2 and x = -4.

So, A is the right response. x = -4 and x = 2

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The complete question is

What are the zeros of the function h (x) = x² + 3x - 8?

A. x = -4 and x = -2

B. x= -8 and x = 2

C. x = -2 and x = 8

D. x = 2 and x = 8

1.the most accurate answer is UVT-RQS.

We say this by the vector form in which the values ​​move within the triangle and the corresponding direction for which they take.

Answer:

10,000 cm² in 1 m²

1,000,000 cm³ in 1 m³

Step-by-step explanation:

There are 100 cm in 1 m

Therefore, to find how many square cms are in 1 square meter, we need to square 100:  100² = 100 x 100 = 10,000

Therefore, there are 10,000 cm² in 1 m²

Therefore, to find how many cubic cms are in 1 square meter, we need to cube 100:  100³ = 100 x 100 x 100 = 1,000,000

Therefore, there are 1,000,000 cm³ in 1 m³

Answer:

1m^2 = 10,000cm^2 (10 thousand square centimeters)

1m^3 = 1,000,000cm^3 (1 million cubic centimeters)

Step-by-step explanation:

x^2 is the same as x × x

There are 100 sm in a meter, so in this case x = 100

100^2 = 100 × 100 = 10,000

x^3 is the same as x × x × x

100^3 = 100 × 100 × 100 = 1,000,000

The root of the equation \(\(f(x) = x^3 - 3x - 1\)\) between -1 and 1, after the second iteration of the False Position method, is approximately -1.

The False Position method involves finding the x-value that corresponds to the x-intercept of the line passing through \(\((a, f(a))\)\) and \(\((b, f(b))\),\)where (a) and (b) are the endpoints of the interval.

Let's begin the iterations:

Iteration 1:

\(\(a = -1\), \(f(a) = (-1)^3 - 3(-1) - 1 = -3\)\)

\(\(b = 1\), \(f(b) = (1)^3 - 3(1) - 1 = -3\)\)

The line passing through (-1, -3) and (1, -3) is (y = -3). The x-intercept of this line is at (x = 0).

Therefore, the new interval becomes [0, 1] since the sign of f(x) changes between\(\(x = -1\) and \(x = 0\).\)

Iteration 2:

\(\(a = 0\), \(f(a) = (0)^3 - 3(0) - 1 = -1\)\)

\(\(b = 1\), \(f(b) = (1)^3 - 3(1) - 1 = -2\)\)

The line passing through\(\((0, -1)\) and \((1, -2)\) is \(y = -x - 1\)\). The x-intercept of this line is at (x = -1).

After the second iteration, the new interval becomes [-1, 1] since the sign of f(x) changes between (x = 0) and (x = -1).

Therefore, the root of the equation \(\(f(x) = x^3 - 3x - 1\)\) between -1 and 1, after the second iteration of the False Position method, is approximately -1.

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Answer:

1- 80%

2- 210%

3- 65%

4- 105%

Step-by-step explanation:

The percentage of the goal achieved by them:

1). 80%

2). 210%

3). 65%

4). 105%

1). Goal of push-ups = 20

No. of push-ups done by Elena = 16

Percentage = 16/20 × 100

= 80%

2). Goal of push-ups = 20

No. of push-ups done by Jada = 42

Percentage = 42/20 × 100

= 210%

3). Goal of push-ups = 20

No. of push-ups done by Lin = 13

Percentage = 13/20 × 100

= 65%

4). Goal of push-ups = 20

No. of push-ups done by Andre = 21

Percentage = 21/20 × 100

= 105%

Thus, the above answers are correct.

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Answer:

m∠ ACB = 60°

Step-by-step explanation:

If AB║CD  if m∠

The common difference of the arithmetic sequence is 15.

The correct option is (a)

An arithmetic sequence (also known as an arithmetic progression) is a sequence of numbers in which the difference between consecutive terms is always the same.

The arithmetic sequence is defined as

x:   1     2    3    4    5

y: 8   23   38  53  68

The common difference of the arithmetic sequence is

\(d=\frac{y_2-y_2}{x_2-x_1}\)

Let us take any two points: (1,8) and (2,23)

Then, d = \(\frac{23-8}{2-1}\)

          d= 15

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Answer:

The original price of the suit was $900

Step-by-step explanation:

Let p be the original price of the suit.  If the sales price is $603, we can work backwards to (1 - 0.33)p = $603, which simplifies to 0.67p = $603.  Dividing both sides by 0.67 yields the original price, p:  p = $603/0.76 = $900

The square root of 0.36

= \(\sqrt{0.36}\)  = 0.6

ans: 0.36

Happy to help!

Answer:

∠ C = 100°

Step-by-step explanation:

since 2 sides of the triangle are congruent then the triangle is isosceles with base angles congruent.

consider the angle inside the triangle to the left of 140°

this angle and 140° are a linear pair and sum to 180°

angle + 140° = 180° ( subtract 140° from both sides )

angle = 40°

then the angle on the left of the triangle = 40° ( base angles congruent )

the sum of the angles in a triangle = 180° , so

∠ C + 40° + 40° = 180°

∠ C + 80° = 180° ( subtract 80° from both sides )

∠ C = 100°

Answer:

10 : 3 , 1 : 3 , 12 : 1

Step-by-step explanation:

before simplifying the ratios both must be in the same units of measure.

(a)

1 litre = 1000 ml

2 litres : 600 ml

= 2000 ml : 600 ml ( divide both parts by 200 )

= 10 : 3

(b)

1 day = 24 hours

8 hr : 1 day

= 8 hr : 24 hr ( divide both parts by 8 )

= 1 : 3

(c)

1 Km = 1000 m

3 Km : 250 m

= 3000 m : 250 m ( divide both parts by 250 )

= 12 : 1

Given :

Three roots , \(\sqrt{7},\ -\sqrt{7},\ -4\) .

To Find :

A cubic function with the given zeros.

Solution :

Equation of polynomial of 3 zeroes is given by :

\((x-a_1)(x-a_2)(x-a_3)=0\\\\(x-\sqrt{7})(x+\sqrt{7})(x+4)=0\\\\( x^2-7)(x+4)=0\\\\x^3+4x^2-7x-28=0\)

Therefore, the cubic function of given zeroes is \(x^3+4x^2-7x-28=0\).

Hence, this is the required solution.

\(\huge\text{Hey there!}}\)

\(\large\text{The law this is apart of the \boxed{\textsf{\bf distributive property}} because it multiplied}}\\\large\text{7 within the parentheses on the RIGHT SIDE of the 2}\rm{^{nd}}\large\text{ equation}\)

\(\huge\textsf{Equation \#1}\\\large\textsf{7(5 + 2)}\\\large\textsf{= 7(5) + 7(2)}\\\large\textsf{= 35 + 14}}\\\large\textsf{= 49}\\\\\huge\text{Equation \#2}\\\large\text{7}\times\large\text{5 + 7}\times\large\text{2}\\\large\text{= 35 + 14}}\\\large\text{= 49}\\\huge\boxed{\bullet \textsf{ Questions answer is: \underline{\underline{14}} because both equations}}\\\huge\boxed{\textsf{are equivalent to each other!}}\huge\checkmark\)

\(\huge\boxed{\bullet\text{ Overall answer: \bf \underline{\underline{Distributive Property}}}}\huge\checkmark\)

\(\huge\text{Good luck on your assignment \& \textsf{enjoy your day!}}\)

~\(\frak{Amphitrite1040:)}\)

The simplified version of (sec a - cosec a) / (sec a + cosec a)  is cosec 2a(cosec 2a - 2) / (sec²a - cosec²a).

The study of correlations between triangles' side lengths and angles is known as trigonometry. The field was created in the Hellenistic era in the third century BC as a result of the use of geometry in astronomical research.

Given:

(sec a - cosec a) / (sec a + cosec a)

Multiply the numerator and denominator by (sec a - cosec a)

(sec a - cosec a) / (sec a + cosec a)  × (sec a - cosec a)

(sec²a + cosec²a -2sec a cosec a) / (sec²a - cosec²a)

As we know,

\(sec^2a + cosec^2a = sec^2a \ cosec^2a\)

sec² a cosec² a - 2sec a cosec a /  (sec²a - cosec²a)

sec a cosec a (sec a cosec a - 2) / (sec²a - cosec²a)

cosec 2a(cosec 2a - 2) / (sec²a - cosec²a)

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Answer:

5 units (you are right!)

Step-by-step explanation:

The triangles ABD and BCD are similar.

Therefore,

\(\frac{x}{10}=\frac{10}{4x} \\4x^{2}=100\\x^{2}=25\\x=5\)

I hope this helped!

Answer:

12

Step-by-step explanation:

9/24 = 0.375 (how many peeled per minute)

0.375 x 32 = 12

Answer:

12 oranges

Step-by-step explanation:

Step 1:

9/24 = x/32        Equation

Step 2:

24x = 288        Multiply

Step 3:

x = 288 ÷ 24        Divide

Answer:

x = 12

Hope This Helps :)

The part in the steering column that allows for changes in the angle between the upper and lower shafts is the universal joint.

The universal joint, also known as a U-joint or Cardan joint, is a mechanical device that enables changes in the angle between two shafts that are not in a straight line. In the context of a steering column, the upper and lower shafts are connected by a universal joint.

As the steering wheel is turned, it exerts rotational force on the upper shaft of the steering column. The universal joint allows for the transmission of this rotational motion while accommodating changes in the angle between the upper and lower shafts. It provides flexibility and compensates for any misalignment between the two shafts, ensuring smooth and continuous rotation of the steering column.

The universal joint typically consists of two yokes connected by a cross-shaped component with needle bearings. These bearings allow for rotation in multiple axes, allowing the steering column to handle variations in the angle between the upper and lower shafts during steering movements.

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The factor that does NOT control the stability of a slope is the angle of repose for intact bedrock. The angle of repose refers to the steepest angle at which a pile of loose material remains stable without sliding. It is mainly applicable to loose materials like soil and granular substances, not intact bedrock.

Bedrock stability depends on factors such as its strength, fracturing, and geological properties, rather than the angle of repose. Factors that control the stability of a slope include whether the slope is rock or soil. Rock slopes tend to be more stable than soil slopes due to the cohesive nature of intact rock.

The amount of water in the soil also affects slope stability, as excessive water can increase pore pressure and reduce the shear strength of the soil, leading to slope failure. Additionally, the orientation of fractures, cleavage, and bedding in the rock can influence slope stability by creating planes of weakness or strength.

To summarize, while the angle of repose is a significant factor in slope stability, it is not applicable to intact bedrock. The stability of a slope is influenced by the type of material (rock or soil), the presence of water, and the orientation of fractures and bedding.

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The possible values of the solutions to the inequality 5x + 5 ≥ −9 are: I, II, and III.

To find the possible values of the solution to a given inequality, solve the inequality given using the properties of equality to isolate the variable.

Given the inequality:

5x + 5 ≥ −9

Subtract 5 from both sides:

5x + 5 - 5 ≥ −9 - 5 [subtraction property of inequality]

5x ≥ -14

Divide both sides by 5

5x/5 ≥ -14/5

x ≥ -2.8

This means that all the possible values of x are greater than or equal to -2.8.

1, 4, and 6 are greater than -2.8, therefore, the values of the solutions are: I, II, and III.

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If 7/9 of the box is green counters, and there are 24 yellow counters in the box, then there are 84 green counters .

Let's assume that the total number of counters in the box is x.

We are given that 7/9 of the box is filled with green counters, which means that the remaining 2/9 of the box must be filled with yellow counters. We are also given that there are 24 yellow counters in the box.

We can set up an equation to represent the relationship between the number of yellow counters and the total number of counters:

2/9 x = 24

To solve for x, we can multiply both sides of the equation by the reciprocal of 2/9, which is 9/2:

(2/9) x * (9/2) = 24 * (9/2)

x = 108

This means that there are a total of 108 counters in the box. To find out how many of these are green counters, we can use the fact that 7/9 of the box is filled with green counters:

(7/9) * 108 = 84

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A price floor is a law that limits the minimum price at which a good, service, or factor of production can be sold while a price ceiling is a regulation that limits the maximum price at which a good, service, or factor of production can be sold

Price floors are commonly implemented to support producers, while price ceilings are typically put in place to protect consumers from higher prices that might result from shortages or monopolies.

Example of Price Floor:Agricultural subsidies are a common example of price floors. Government price floors ensure that farmers receive a minimum price for their crops.

If the market price of wheat falls below the government-established price floor, the government may buy the excess supply at the guaranteed price, ensuring that farmers are able to make a profit. If there is a price floor, the minimum price is set above the equilibrium price.

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Statistical power is a measure of the ability to reject the null hypothesis when it is false. It represents the probability of correctly identifying a true effect or relationship in a statistical hypothesis test.

A high statistical power indicates a greater likelihood of detecting a significant result if the null hypothesis is indeed incorrect. The power of a statistical test depends on several factors, including the sample size, the effect size (the magnitude of the true effect or difference), the chosen significance level (often denoted as α), and the variability or noise in the data. Increasing the sample size or effect size generally increases the statistical power, while a lower significance level or higher variability decreases it.

Power analysis is commonly used to determine an appropriate sample size for a study, ensuring that it is adequately powered to detect the desired effect. A higher power is desirable as it reduces the chances of a Type II error (failing to reject the null hypothesis when it is false) and increases the chances of correctly detecting real effects or relationships.

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