Prove: AFDC is an isosceles triangle.
Step
2
3
4
5
6
7
and
8
Statement
AD
BC
AC BD
DC DC
ADCA ACDB
Type of Statement
LF LF
AFCA AFDB
FD FC
AFDC is an isosceles triangle
A
Reason
Given
Reflexive Property
SSS
Reflexive Property
AAS
Corresponding Parts of Congruent Triangles are Congruent
(CPCTC)
The triangle has two congruent sides
B

Answer: 4s place

Also could you mark my answer as brainliest? It helps and doesnt hurt

Labor laws in Europe impose stricter regulations on laying off or firing current workers compared to labor laws in the U.S. As a result, the natural rate of unemployment in Europe is likely to be higher than the natural rate of unemployment in the U.S.

Labor laws vary across countries and can significantly impact employment practices and labor market dynamics. In Europe, labor laws generally provide stronger interest for workers, making it more challenging for employers to lay off or fire current employees. These laws often include stricter requirements for severance pay, notice periods, and legal justifications for termination.

As a consequence, the higher level of job security and legal protections for workers in Europe may create higher barriers for employers to adjust their workforce according to economic conditions. This can lead to reduced flexibility in the labor market, making it more difficult for employers to adapt to changing business needs or economic downturns.

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Answer:

The real-life distance to the nearest mile between Tampa and Orlando is 88 miles

Step-by-step explanation:

String distance between Fort Myers and Miami = 7 inches

A real life distance between Fort Myers and Miami = 154 miles

So, 7 inches = 154 miles

\(1 inch = \frac{154}{7}=22 miles\)

Scale : 1 inch = 22  miles

String distance between Tampa and Orlando = 4 inches

Using scale

The real-life distance to the nearest mile between Tampa and Orlando = \(4 \times 22 = 88 miles\)

Hence The real-life distance to the nearest mile between Tampa and Orlando is 88 miles

Answer:

n=11.5

Step-by-step explanation:

....................

pls mark as brainliest :)

isolate the variable by dividing each side by factors that don't contain the variable

Blake should invest $6,000 at 4% interest and the remaining $5,000 (11000 - 6000) at 5% interest to earn exactly $490 at the end of 1 year.

Let's denote the amount of money Blake invests at 4% interest as "x" (in dollars) and the amount he invests at 5% interest as "11000 - x" (since the total investment is $11,000).

To earn interest, we can use the formula: Interest = Principal × Rate × Time

For the 4% interest account, the interest earned is:

0.04x × 1 (1 year) = 0.04x

For the 5% interest account, the interest earned is:

0.05(11000 - x) × 1 (1 year) = 550 - 0.05x

According to the problem, the total interest earned is $490. Therefore, we can set up the equation:

0.04x + (550 - 0.05x) = 490

Simplifying the equation:

0.04x + 550 - 0.05x = 490

-0.01x + 550 = 490

-0.01x = -60

x = 6000

Blake should invest $6,000 at 4% interest and the remaining $5,000 (11000 - 6000) at 5% interest to earn exactly $490 at the end of 1 year.

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The point on the line y = 5x + 3 that is closest to the origin is (0, 3). This is obtained by minimizing the distance between the origin and any point on the line.

To find the point on the line y = 5x + 3 that is closest to the origin, we need to minimize the distance between the origin (0, 0) and any point on the line.

The distance between two points (x1, y1) and (x2, y2) is given by the distance formula: √((x2 - x1)^2 + (y2 - y1)^2).

In this case, we want to minimize the distance between (0, 0) and any point on the line y = 5x + 3.

Substituting y = 5x + 3 into the distance formula, we get: √(x^2 + (5x + 3)^2).

To minimize this distance, we need to find the x-value that minimizes the expression inside the square root. Taking the derivative of this expression and setting it equal to zero, we find x = 0.

Therefore, the point on the line y = 5x + 3 that is closest to the origin is when x = 0, which gives us the point (0, 3).

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4/5

This is because there are 5 rectangles in total, but only 4 out of the 5 rectangles are colored.

Answer:

Step-by-step explanation:

The boxes filled in green represent the numerator: 4

The total number of boxes represent the denominator: 5

Therefore the picture represents 4 out of 5 boxes full, or 4/5.

False. Each triangle in the STL file is defined by the vertices, but not necessarily by the inward pointing surface normal vector. The surface normal vector is often calculated based on the vertex positions.

False. The STL file is a mesh representation of the CAD model, and it does not contain all the information needed to fully reconstruct the original CAD model. It lacks information such as parametric features, assembly relationships, and design intent, making it difficult to recreate the exact original model.

The option "Increasing the heat exchange area for a heat exchanger" is NOT an advantage of using a lattice structure. Lattice structures are known for their lightweight properties, material-saving benefits, and simplified design and manufacturing processes.

However, increasing the heat exchange area for a heat exchanger is not typically associated with lattice structures. Heat exchangers usually rely on other design considerations, such as fin arrays or extended surfaces, to enhance heat transfer efficiency, rather than lattice structures.

Therefore, increasing heat exchange area is not a direct advantage of lattice structures.

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Answer: -6

Step-by-step explanation:

From the question, Elsa pumped 18 gallons of water out of her pool and this was done over a period of 3 minutes at a constant rate. Since it is done at a content rate, to get the change in the amount of water in the pool each minute, we divide 18 gallons by 3. This can be written mathematically as:

= 18 gallons ÷ 3

= 6 gallons

Change = -6

The change in the amount of water in the pool each minute will be -6gallons

The measure of QD in quadrilateral QUAD is 22

To find the measure of QD in quadrilateral QUAD, which is circumscribed about a circle, we can use the properties of a circumscribed quadrilateral.

Step 1: Recall that in a circumscribed quadrilateral, opposite sides sum up to the same value. That is, QU + AD = UA + QD.

Step 2: Substitute the given values: QU = 19, UA = 12, and AD = 15. So, 19 + 15 = 12 + QD.

Step 3: Simplify and solve for QD: 34 = 12 + QD.

Step 4: Subtract 12 from both sides: QD = 34 - 12.

Step 5: Calculate QD: QD = 22.

The measure of QD in quadrilateral QUAD is 22.

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Answer: 55mph

Step-by-step explanation:

660/12=55 simple math don't be scared of word problems

Answer:

55 miles per hour

Step-by-step explanation:

Speed =Distance divided by time

Based on the rating factor of 75%, the normal time for the job element would be 11.19 seconds.

When given the rating factor, the normal time can be found as:

= Average time for the job element x Rating factor

Average time for the job factor is:

= [(10 x 18) + (15 x 25) + (20 x 17)] / (18 + 25 + 17)

= 14.92 seconds

The normal time for the job element is therefore:

= 14.92 x 0.75

= 11.19 seconds

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The first car has a higher miles per gallon rating with 27.03

The miles per gallon (mpg) rating for a car, we can use the formula

mpg = 100 / (gallons per 100 miles)

For the first car with a rating of 3.7 gallons per 100 miles

mpg = 100 / 3.7 ≈ 27.03 mpg

For the second car with a rating of 4.3 gallons per 100 miles

mpg = 100 / 4.3 ≈ 23.26 mpg

Comparing the two mpg ratings, we find that the first car has a greater mpg rating of 27.03 mpg compared to the second car with a rating of 23.26 mpg. Therefore, the first car has a higher mpg rating.

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Answer:

option c

Step-by-step explanation:

Answer:

its A

Step-by-step explanation:

because in the end QP go together so it either A or B and it A because thats how the triabgle goes

Answer:

Step-by-step explanation:

There are 2 directions Ali can walk along the line g ⊥ f .

≡ Ali can walk in NE direction and stop at point with coordinates (10, 11) ;

≡ Ali can walk in SW direction and stop at point with coordinates (- 2, - 5) .

Radius of the circle equal to CE

It will take Cindy and Latasha and average of 24.44 years to have equal salary

Equivalent equations are algebraic equations having identical solutions or roots. In this question, we would use x to represent the number of years it will take to earn or have equal amount.

The equation can be written as

\(40000 + 3300x = 62000 + 2400x \\\)

Each side of the equation represents the increase in salary per year of each person

Lets collect like terms and solve for x

\(62000-40000 = 3300x - 2400x\\22000 = 900x\\x = \frac{220}{9}\\x = 24.444\)

It will take 24.44 years for them to have equal amount of salary.

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The proof demonstrates the validity of the sequent -AVB, -BVC, -DVEA&DE&C. It uses rules such as Simplification, Disjunctive Syllogism, and Contradiction Introduction to derive a contradiction, which indicates the validity of the sequent.

The proof for the sequent AB, B+C FAC without using the Hypothetical Syllogism (HS) rule:

Given: AB, B+C FAC

AB (Given)

B+C (Given)

A (Simplification, from 1)

B (Simplification, from 2)

C (Disjunction Elimination, from 2 and 4)

A & C (Conjunction Introduction, from 3 and 5)

FAC (Conjunction Introduction, from 6)

The proof above demonstrates the validity of the sequent AB, B+C FAC without using the Hypothetical Syllogism rule. It employs basic rules such as Simplification, Disjunction Elimination, and Conjunction Introduction to derive the final conclusion.

The proof for the sequent AB, B-C, DEA&DE&C:

Given: AB, B-C, DEA&DE&C

AB (Given)

B-C (Given)

DEA&DE&C (Given)

DE (Simplification, from 3)

A (Simplification, from 1)

B (Addition, from 5)

-C (Modus Tollens, from 2 and 6)

DE & -C (Conjunction Introduction, from 4 and 7)

The proof above demonstrates the validity of the sequent AB, B-C, DEA&DE&C. It uses rules such as Simplification, Addition, Modus Tollens, and Conjunction Introduction to derive the final conclusion.

The proof for the sequent -AVB, -BVC, -DVEA&DE&C:

Given: -AVB, -BVC, -DVEA&DE&C

-AVB (Given)

-BVC (Given)

-DVEA&DE&C (Given)

-DV (Simplification, from 3)

A (Disjunctive Syllogism, from 1 and 4)

-BV (Disjunctive Syllogism, from 1 and 4)

-VC (Simplification, from 2)

V (Disjunctive Syllogism, from 6 and 7)

Contradiction: V & -V (Contradiction Introduction, from 8 and 5)

The proof above demonstrates the validity of the sequent -AVB, -BVC, -DVEA&DE&C. It uses rules such as Simplification, Disjunctive Syllogism, and Contradiction Introduction to derive a contradiction, which indicates the validity of the sequent.

Please note that for the remaining sequents (4 to 10), it seems like the sequents are incomplete or contain formatting errors. Could you please provide the complete and properly formatted sequents so that I can assist you further with the proofs?

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$3.879-$3.529=$0.35

hope this helps, ily!!! byesies have a nice day yar

Answer:

Step-by-step explanation:

Given the sets of side lengths of a triangle:

To verify whether each set of side lengths could be the sides of a right triangle, we use the Pythagorean Theorem. Note that the longest side is always taken as the hypotenuse.

In the set of side lengths 10.5 cm, 20.8 cm, 23.3 cm

\(23.3^2=20.8^2+10.5^2\\542.89=432.64+110.25\\542.89=542.89\)

Clearly these satisfies the required theorem and thus are side lengths of a right triangle.

In the set of side lengths 6 cm, 22.9 cm, 20.1 cm

\(22.9^2=20.1^2+6^2\\524.41\neq 440.01\)

Clearly these does not satisfy the required theorem and thus are not side lengths of a right triangle.

Answer:

-0.5

-0.3

0.5

0.3

0.44

1.2

1.5

1.8

1.9

-0.9999888575

-0.344

0.5533

0.232

0.974

0.777

1.2222

The inequality which can be used to represent the situation can be given as x + 5 < 18.

Number of paints sets Mr Huan needs for his art class = 18

Number of paints set Mr Huan has = x

Additional number of paints sets he has = 5

The inequality

Number of paints set Mr Huan has + Additional number of paints sets he has less than Number of paints sets Mr Huan needs for his art class

x + 5 < 18

x < 18 - 5

x < 13

Therefore, the number of paints sets Mr Huan has is less than 13

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In programming, a loop is a control structure that allows us to execute a block of code repeatedly. A for loop is a type of loop that is commonly used when we need to repeat a set of instructions for a specific number of times.

In this case, we want to print the integers 0 through 39, each value on a separate line.

Here's an example of a for loop in Python that accomplishes this:

for i in range(40):

   print(i)

In this loop, the variable `i` takes on the values 0 through 39, one at a time, on each iteration of the loop. The range(40) function generates a sequence of integers from 0 to 39, which is used to control the loop.

The print() function outputs the value of `i` to the console on each iteration, followed by a newline character which creates a new line for each value.

To break this down further, the 'for' keyword initiates the loop and the `in` keyword specifies the range of values for the loop. The `range()` function generates a sequence of integers starting at 0 and ending at 39.

The `print()` function outputs each value to the console followed by a newline character which creates a new line for each value. This loop will execute a total of 40 times, printing each value on a separate line.

In summary, the for loop is a powerful and flexible tool in programming that allows us to automate repetitive tasks. In this example, we used a for loop to print the integers 0 through 39, each on a separate line, in a concise and efficient manner.

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Answer:

I'm pretty sure it is the second one because > means it won't be filled in and it means greater than so greater than 2

Let the number of brussel sprouts that were on John's plate be x. Given that John's parents asked him to eat 75% of the brussel sprouts on his plate at dinner.

So the percentage of brussel sprouts John eats is 75%.

Therefore, the number of brussel sprouts John eats is 75% of x which can be expressed mathematically as 0.75x.

The number of brussel sprouts John eats is 9, from the problem statement.Using the above information, the equation can be formed as:0.75x = 9Dividing both sides by 0.75, we get:x = 12

Therefore, the number of brussel sprouts on John's plate to start was 12 brussel sprouts.

Hence, we can conclude that there were 12 brussel sprouts on John's plate to start.

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Answer:

10

Step-by-step explanation:

TV=TL-VL. TL=5x+3 and VL=5x-7. (5x+3)-(5x-7)=5x+3-5x+7=3+7=10. TV=10.

Answer: 10?

Step-by-step explanation:

The statistical procedure that should be used to answer this research question is one-sample t-test for means

Since we are interested in comparing here the mean heart rate for Canadians who participated in this fitness program, to that of the national average,

We have to have to conduct a hypothesis test here for sample mean

Since we are not trying to find the true population mean based on the sample mean, we do not have to construct a confidence interval

As the sample size,

n=26 Canadians<30,

Therefore we will use the t-test instead of the z-test,

Thus, one-sample t-test for means is the statistical procedure that should be used.

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Answer:

hh

Step-by-step explanation:

If x/y = 2/3, then all we have to do is multiply x/y by 6. Another way to look at this (the same thing) would be to see 6 as 6/1, so 6 is multiplied by x, and y is multiplied by 1.

But, all the same, you multiply 6 by x/y and you get (2·6)/3 = 12/3 = 4

_____________________________________________________

\(4+2\times (-4)+8\times (-1)\)

_____________________________________________________

\(4-2\times 4+8\times (-1)\)

\(4-2\times 4-8\)

______________________________________________________

\(4-8-8\)

______________________________________________________

\(-4-8\)

\(-12\)

I hope this helps you

:)

Answer:

10

Step-by-step explanation: