In the diagram below AB = BC and BCD = 110 find A with justification

Answer:

It should be C

Step-by-step explanation:

Because the slope of AB is longer then the Slope of AD

Answer:

13

Step-by-step explanation:

i answered this for someone else a little bit ago and i got a thanks on it and i chose that answer because 13 is already on the triangle and n is too small to match up with the 13cm

Using a system of linear equation, the cost of each shirt and pant is $9 and $11 respectively.

A system of linear equations is a collection of one or more linear equations that contain two or more variables. The goal of solving a system of linear equations is to find the values of the variables that satisfy all of the equations in the system.

A linear equation is an equation that can be written in the form of ax+by=c, where x and y are variables, and a, b, and c are coefficients.

In this problem, we need to define our variables and the solve the equations.

Let;

x + 2y = 31 ...eq(i)

3x + y = 38 ...eq(ii)

Solving both equations

x = 9, y = 11

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Answer:

The value of 8x - 30 is 74 when solved.

Step-by-step explanation:

Subtract 12 on both sides to get 13 as your x value.  Plug in 12 on the x value of 8x to get 104 when multiplied.  Subtract 30 to get 74 as your result.

Answer:

No

Step-by-step explanation:

It is not properly done.

Answer:

204 mi

Step-by-step explanation:

First we need to find the value of a using the Pythagorean theorem

a^2 + b^2 = c^2

a^2 + 68^2 = 85^2

a^2 +4624=7225

a^2 = 7225-4624

a^2 =2601

Take the square root of each side

sqrt(a^2) =sqrt(2601)

a =51

P = sum of all three sides

P = 51+68+85

  =204

The first step is to subtract $500 from $2000 and then you end up with $1500 which you then divide by 5.

Each payment will have to be $300

Answer:

420 flowers

Step-by-step explanation:

20 minutes = 240 flowers

1 minute =240/20 flowers

35 minutes = (240*35)/20 flowers

          The answer is 420 flowers.

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Helen can collect 240 flowers in 20 minutes.

You need to find the number of flowers she can collect in 35 minutes.

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1: Find the unit rate of Helen collecting flowers. To find the unit rate, just divide 240 by 20, to see how many flowers she can collect per minute.

2: Multiply the number of flowers Helen can collect in 1 minute by 35 (since 1 times 35 is 35).

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1: 240 divided by 20 is 12. Helen can collect 12 flowers per minute. The unit rate of Helen collecting flowers is 12 flowers per minute.

2: Since Helen can collect 12 flowers per minute, you need to find out how many she can collect in 35 minutes. To get from 1 minute to 35 minutes, you multiply 1 by 35. So you need to multiply 12 by 35 as well. 12 times 35 is 420. So Helen can collect 420 flowers in 35 minutes.

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Answer:

I dont know

Step-by-step explanation:

There are 120 unique orders in which five items (a, b, c, d, e) can be arranged. Correct option is D.

The number of unique orders in which five items (a, b, c, d, e) can be arranged is a classic example of a permutation problem. Permutation refers to the arrangement of objects, where the order of the objects is important. For example, if we have 5 objects A, B, C, D, and E, there are 5! = 5 × 4 × 3 × 2 × 1 = 120 unique arrangements or permutations.

To solve this problem, we can use the formula for permutations, which is given by:

n! / (n - r)!

where n is the total number of objects and r is the number of objects in each permutation.

In this case, we have 5 objects and we want to arrange them all, so r = 5. Therefore, the number of unique orders in which five items (a, b, c, d, e) can be arranged is:

5! / (5 - 5)! = 5! / 0! = 5 × 4 × 3 × 2 × 1 = 120

Therefore, the answer is (d) 120.

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Answer:1 cup of peanut and 2 cup of oats

Step-by-step explanation:

Peanut: 3/3=1

Oats:6/3=2

I

Answer:

5

Step-by-step explanation:

18*x=90

x/18=90/18

x=5

Considering a proportional relationship, it is found that:

A direct proportional relationship is a function in which the output variable is given by the multiplication of the input variable and the constant of proportionality represented by k, in the case of a direct relationship, as presented below:

y = kx

In this problem, the cost of each pizza is of $7, hence the constant is of k = 7 and the equation is:

y = 7x.

Then the cost for 12 pizzas is found calculating the numeric value at x = 12, that is, replacing the lone instance of x in equation by 12 as follows:

y = 7(12) = $96.

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The blue line represents rise and red line run.

The slope of the line is 3/7.

Given,

The graph.

The rise and the run are terms used to describe changes in height between two points. Rise divided by Run is what determines the slope: slope =rise/  run . By examining the rise and run, you can infer the slope of a line from its graph.

We have to find the line representing rise and the line representing run of the line. And also slope of the line.

Here,

Blue line in 3 grids represents rise.

Red line in 7 grids represents run.

Now,

Slope of the line = rise / run

Slope of the line = 3/7.

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The correct trigonometric function cos²47° = (1 + cos94°)/2 thus, option (A) is correct.

The fundamental 6 functions of trigonometry have a range of numbers as their result and a domain input value that is the angle of a right triangle.

The trigonometric function is very good and useful in real-life problems related to the right-angle triangle.

It is known that,

cos2x = 2cos²x - 1

2cos²x = 1 + cos2x

cos²x = (1 + cos2x)/2

Put x = 47°

cos²47° = (1 + cos94°)/2

Hence "The correct trigonometric function cos²47° = (1 + cos94°)/2".

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Answer:

No, the student is not correct. The correct expression is 9(n+13).

Step-by-step explanation:

"9 times the sum of a number and 13" means you must multiply 9 by the sum, not just by the number. 9n + 13 would be "the sum of 9 times a number and 13." Slightly different wording.

Answer:

Sample Response: The student is not correct. He should use parentheses like this 9(n+13). Without the parentheses, it means nine times n plus 13, but should be the sum of n plus 13 multiplied by 9.

The program is an illustration of loops

Loops are program statements that are used to perform repetition

The program written in Python, where comments are used to explain each line is as follows:

#This initializes sum to 0

summ = 0

#This gets input for the first number

num = int(input())

#This is repeated while num is not -1

while num!= -1:

   #This calculates the sum

   summ+=num

   #This gets input for the num

   num = int(input())

#This prints the sum

print(summ)

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Answer:

B.

Step-by-step explanation:

Answer:

B.

StartFraction 4 over 3.28 EndFraction

Step-by-step explanation:

The probability of the message being "hi" given the ciphertext "st" is 0.

Consider a shift cipher with three possible messages, with a distribution of probabilities. The three possible messages are as follows:

Pr[M=‘hi’] = 0.3,

Pr[M=‘no’] = 0.2, and

Pr[M=’in’] = 0.5.

To solve this problem, we can use Bayes' theorem. We want to find the probability of the message being "hi" given the ciphertext "st".

Using Bayes' theorem, we have:

Pr[M=‘hi’ | C=‘st’] = Pr[C=‘st’ | M=‘hi’] * Pr[M=‘hi’] / Pr[C=‘st’]

We can break this down into three parts:

Pr[C=‘st’ | M=‘hi’]:

This is the probability that the ciphertext is "st" given that the message is "hi".

To find this probability, we need to encrypt the message "hi" using the shift cipher. If we shift each letter in "hi" by one (i.e., a becomes b, h becomes i, and i becomes j), we get the ciphertext "ij". Since "ij" does not contain the letter "s", we know that Pr[C=‘st’ | M=‘hi’] = 0.Pr[M=‘hi’]:

This is the probability of the message "hi", which is given as 0.3.Pr[C=‘st’]:

This is the probability of the ciphertext "st". We can find this probability by considering all the possible messages that could have been encrypted to produce "st".

There are three possible messages: "hi", "no", and "in". To encrypt "hi" to "st", we need to shift each letter in "hi" by two (i.e., a becomes c, h becomes j, and i becomes k). This gives us the ciphertext "jk".

To encrypt "no" to "st", we need to shift each letter in "no" by five (i.e., n becomes s and o becomes t). This gives us the ciphertext "st". To encrypt "in" to "st", we need to shift each letter in "in" by three (i.e., i becomes l and n becomes q). This does not give us the ciphertext "st", so we can ignore it.

Therefore, Pr[C=‘st’] = Pr[C=‘st’ | M=‘hi’] * Pr[M=‘hi’] + Pr[C=‘st’ | M=‘no’] * Pr[M=‘no’] = 0 + 0.2 * 1 = 0.2

Now we can plug in the values we have found:

Pr[M=‘hi’ | C=‘st’] = 0 * 0.3 / 0.2 = 0

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Answer:

Its

helpful

90 degree angles

Attitude, beliefs, and knowledge shape a teacher's delivery: attitude affects engagement, beliefs influence instructional decisions, and knowledge enables effective communication and learning facilitation.

Attitude, beliefs, and knowledge play crucial roles in shaping how a teacher delivers a lesson. Here's a detailed explanation of their impacts:

Attitude:

Attitude refers to a teacher's mindset, emotions, and approach towards teaching. A positive attitude fosters enthusiasm, motivation, and a genuine passion for the subject matter. This translates into an engaging and dynamic teaching style, creating an environment conducive to learning. Conversely, a negative attitude can lead to disinterest, lack of enthusiasm, and a disengaged teaching approach, which can hinder students' engagement and comprehension.

Beliefs:

A teacher's beliefs influence their instructional decisions and pedagogical strategies. Beliefs about students' capabilities, learning styles, and the purpose of education can shape the teacher's approach to delivering a lesson. For example, if a teacher believes that all students have the potential to succeed, they may employ differentiated instruction techniques to cater to diverse learning needs. Conversely, if a teacher holds limiting beliefs about students' abilities, they may adopt a one-size-fits-all approach, which may hinder student progress.

Knowledge:

A teacher's knowledge encompasses both subject matter expertise and pedagogical content knowledge. Profound knowledge of the subject allows a teacher to effectively structure and present the lesson, answer student queries, and provide relevant examples. Pedagogical content knowledge helps in selecting appropriate instructional strategies, adapting to student needs, and assessing learning effectively. Without a strong knowledge base, a teacher may struggle to deliver accurate information, engage students, or address misconceptions.

Collectively, attitude, beliefs, and knowledge significantly impact a teacher's delivery of a lesson. A positive attitude enhances student motivation and engagement. Strong beliefs in students' potential and individualized instruction foster a supportive learning environment. Adequate subject knowledge and pedagogical skills enable effective communication and facilitate meaningful learning experiences. By combining these elements, teachers can create an impactful and effective learning environment that nurtures student growth and achievement.

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Answer:

they are -7 points away. it would be a negative if you're going down and positive if going up that's how I was explained :D

Step-by-step explanation:

According to the given data we have the following relation:

{(-2,5),(-1, 1), (3, 1).(-1, -2)

The relation expressed as a table would be as follows:

The relation expressed as a map would be as follows:

The answer is (D), the function has at least one zero in the set of complex numbers, is correct.

What is the polynomial function?

A polynomial function is defined as a function in which the highest power of the independent variable is finite. The degree of a polynomial function is equal to the highest power of the independent variable.

In this case, the highest power of x is x^5, so the degree of the function is 5.

Therefore, the answer is (D), the function has at least one zero in the set of complex numbers, is correct.

All polynomial functions have at least one zero in the set of complex numbers by the Fundamental Theorem of Algebra. The other answers (A), (B), and (C) are incorrect.

Hence, the answer is (D), the function has at least one zero in the set of complex numbers, is correct.

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Answer:

I think its 16

Step-by-step explanation:

Answer:

\( \frac{8}{2} (2 + 2) = 16\)

The equation that would help the mathematician model the surface area of a square piece of paper as it was repeatedly cut is \(y = 36 \times \frac{1}{2}^x\)

Option D is the correct answer.

We have,

In this equation, the variable x represents the number of times the square is cut in half, and y represents the surface area of the square.

As x increases, the exponent of 1/2 decreases, causing the value of y to decrease.

This exponential decay accurately represents the idea that the surface area becomes less and less but never reaches zero units²

Thus,

The equation that would help the mathematician model the surface area of a square piece of paper as it was repeatedly cut is \(y = 36 \times \frac{1}{2}^x\).

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The correct equation that would help model the surface area of a square piece of paper as it is repeatedly cut in half is:  \(\(y=36(\frac{1}{2})^x\)\)

As the square is cut in half, the side length of the square is divided by 2, resulting in the area being divided by \(\(2^2 = 4\)\).

Therefore, the equation \(y=36(\frac{1}{2})^x\)\)accurately represents the decreasing surface area of the square as it is repeatedly cut in half.

and, \(\(y=x^2+4x-16\)\)is a quadratic equation that does not represent the decreasing nature of the surface area.

and, \(\(y=-25x^2\)\) is a quadratic equation with a negative coefficient.

and, \(\(y=9(2)^x\)\)represents exponential growth rather than the decreasing nature of the surface area when the square is cut in half.

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Answer:

30°

Step-by-step explanation:

complementary angles sum to 90°

then the complement of 60° = 90° - 60° = 30°

Imagine that a survey of randomly selected people finds that people who used sunscreen were more likely to have been sunburned in the past year.

There are several possible explanations for the finding that people who used sunscreen were more likely to have been sunburned in the past year.

However, without additional context or data, it is difficult to determine the most likely explanation definitively. Here are a few possible explanations to consider:

1. Ineffective or improper use of sunscreen: It is possible that the individuals who reported using sunscreen did not apply it correctly or did not reapply it as recommended.

Inadequate application or failure to follow proper sunscreen usage guidelines could result in insufficient protection from the sun's harmful rays, leading to sunburn.

2. Self-selection bias: It is possible that individuals who have previously experienced sunburns may be more likely to use sunscreen. They may be more aware of the potential risks and take precautions, including using sunscreen.

This could create an association between sunscreen use and sunburn, even though sunscreen itself is intended to prevent sunburn.

3. Recall bias: The survey responses may be subject to recall bias, where individuals may inaccurately remember or report their sunscreen use and sunburn experiences.

Memory limitations or subjective perceptions of sunburn severity could influence the reported data and the observed association between sunscreen use and sunburn.

4. Confounding factors: There may be other factors or variables at play that are related to both sunscreen use and sunburn. For example, individuals who engage in activities that increase sun exposure or who have certain skin types may be more likely to both use sunscreen and experience sunburn.

It is important to note that further investigation, including more detailed surveys, data collection and statistical analysis, would be necessary to determine the most likely explanation for the observed association between sunscreen use and sunburn.

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Answer:

Yah i think i remember doing this question once, it looks correct, i hope you do well on the test

Have a nice day!! :)