04.04 match the term with the definition
i need the terms and definitions to answer this-
Given 1 || m ||
|| n, find the value of x.
(x-6)⁰
60⁰
1
m
n
The value of x in the lines is 126 degree
We are given that;
Three parallel line and one intersecting line
Angles= (x-6) and 60
Now,
By supplementary angles property
Angle 1 + Angle 2 = 180 degree
Substituting the values of angles
x-6 + 60 = 180
x + 54 = 180
x = 180-54
x = 126
Therefore by supplementary angles answer will be 126 degree.
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Find the product of an expression and its conjugate. (Simplify your answer completely) 7+^3
EXPLANATION
Given the expression 7 + √3, the conjugate is as follows:
\(\text{Conjugate: 7-}\sqrt[]{3}\)\(\text{Product:}(7+\sqrt[]{3})(7-\sqrt[]{3})=49-7\sqrt[]{3}+7\sqrt[]{3}-3=49-3=46\)Hence, the conjugate is 7 - √3 and the product 46.
(sec^2 theta-1)(csc^2 theta-1)
Answer:
1
Step-by-step explanation:
\(( { \sec}^{2} \theta - 1)( { \csc}^{2} \theta - 1) \\ \\ = { \tan}^{2} \theta. { \cot}^{2} \theta \\ \\ = 1\)
Find the maximum and minimum points of the function y = –2 cos (x + π/2) + 1.
The maximum and minimum points of the function are (a) (3π/2, -1) (-π/2, -1), (π/2, 3)
How to determine the maximum and minimum points of the function?From the question, we have the following function that can be used in our computation:
y = –2 cos (x + π/2) + 1.
Calculating the maximum
Here, we have
y = –2 cos (x + π/2) + 1.
Next, we plot the graph of the function
From the graph of the function, we have the maximum points to be (π/2, 3)
Calculating the minimum
Here, we have
y = –2 cos (x + π/2) + 1.
Next, we plot the graph of the function
From the graph of the function, we have the minimum points to be
(3π/2, -1) (-π/2, -1)
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the filer middle school soccer team of 27 students is riding to an out of town game. if 6 students can ride in a van, how many vans will be needed?
how many more grains of rice are in a fifty-pound bag of valencia rice than in a fifty pound bag of basmati rice
Fifty-pound bag of valencia rice has 3.2 * 10⁵ grains more than fifty pound bag of basmati rice
What is an equation?An equation is an expression that shows the relationship between two or more numbers and variables.
A fifty pound bag of basmati rice has 1.1 * 10³ grains in each ounce of 8 * 10² ounce and fifty pound bag of valencia rice has 1.2 * 10⁶ grains
Difference in number of grains = 1.2 * 10⁶ grains - (1.1 * 10³ grains * 8 * 10² ounce) = 3.2 * 10⁵ grains
Fifty-pound bag of valencia rice has 3.2 * 10⁵ grains more than fifty pound bag of basmati rice
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In.a two - digit number, the units digit is twice the tens digit. If the number is doubled, it will be 12 more than the number reversed. Find the number
The number is 48.
Let's represent the two-digit number as 10x + y, where x is the tens digit and y is the units digit.
According to the given information, the units digit is twice the tens digit. So we have the equation:
y = 2x
If the number is doubled, it will be 12 more than the number reversed. When we double the number, we get 2(10x + y), and the number reversed is 10y + x.
Therefore, we can write the equation as:
2(10x + y) = 10y + x + 12
Simplifying this equation, we get:
20x + 2y = 10y + x + 12
19x = 8y + 12
19x - 8y = 12
We have two equations now:
y = 2x
19x - 8y = 12
Substituting the value of y from the first equation into the second equation, we get:
19x - 8(2x) = 12
19x - 16x = 12
3x = 12
x = 4
Now we can substitute the value of x back into the first equation to find y:
y = 2x
y = 2(4)
y = 8
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Let p, q, r be logical statements. Use truth tables to determine whether the following statements are tautologies.
a. [(p ^ q) -> r] <-> [p -> (q -> r)]
b. [(p Ë… q) ^ (~ q)] -> p
Truth tables are utilized to decide redundancies by assessing reality an incentive for every single imaginable mix. Both [(p ^ q) - > r] <-> [p - > (q - > r)] and [(p ∧ q) ^ (~q)] - > p were viewed as repetitions.
a. We should assemble reality table for [(p ^ q) - > r] <-> [p - > (q - > r)].
p | q | r | (p ^ q) - > r | p - > (q - > r) | [(p ^ q) - > r] <-> [p - > (q - > r)]
T | T | T | T | T | T, T | T | F | F | F | F, T | F | T | T | T | T, T | F | F | T | T | T,
F | T | T | T | T | T, F | T | F | T | T | T, F | F | T | T | T | T, F | F | F | T | T | T
Since every one of the qualities in the last segment are "T", the assertion [(p ^ q) - > r] <-> [p - > (q - > r)] is a redundancy.
b. We should construct reality table for [(p ∧ q) ^ (~q)] - > p.
p | q | ~q | (p ∧ q) ^ (~q) | [(p ∧ q) ^ (~q)] - > p
T | T | F | F | T, T | F | T | T | T, F | T | F | F | T, F | F | T | F | T
Since every one of the qualities in the last section are "T", the assertion [(p ∧ q) ^ (~q)] - > p is a repetition.
A repetition is a coherent explanation that is in every case valid, no matter what reality values doled out to its singular parts. To decide whether an assertion is a repetition, we can utilize a reality table which records generally potential blends of truth values for the parts and assesses reality worth of the whole assertion. In the event that reality worth of the assertion is generally "Valid" for every conceivable mix, then, at that point, the assertion is a redundancy. In the models given, the two explanations [(p ^ q) - > r] <-> [p - > (q - > r)] and [(p ∧ q) ^ (~q)] - > p were viewed as repetitions through truth tables.
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Nancy has eight books. Three of them are nonfiction. Write a portion of Nancy’s book that are non-fiction decimal form.
Carmen has 12 loaves of pumpkin bread. She cuts each loaf into 1/8 pieces and gives one piece to each of her friends. How many friends can Carmen give a piece of pumpkin bread?
12 loaves of pumpkin bread.
Each loave is cut into 1/8 pieces.
So, there are 8 pieces per loaf:
8 pieces per loaf x 12 loaves = 96 pieces
If she gives one piece to each friend she can give it to 96 friends:
96 pieces / x friends = 1 per friend
96/x =1
96 = x(1)
96= x
Find the set A U U.
U=(a, b, c, d, e, f, g, h)
A={c, d, g, h)
Select the correct choice below and, if necessary, fill in the answer box to complete your choice.
OA. AUU={__} (Use a comma to separate answers as needed.)
OB. AUU =Ø
The set A U U is:
A U U = {a, b, c, d, e, f, g, h}
How to find the set A U U?A set is a collection or grouping of distinct objects, which are called elements or members of the set. These objects can be anything: numbers, letters, shapes, or even other sets.
We have:
A= {c, d, g, h}
U= {a, b, c, d, e, f, g, h}
A U U is the set of all elements (letters) that appear in both A and U. Thus, we can say:
A U U = {a, b, c, d, e, f, g, h}
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solve the inequality:8x+3>2x-15
8x + 3 > 2x - 15
8x - 2x > -15 - 3
6x > -18
x > -3
Answer:
x > -3
Step-by-step explanation:
8x + 3 > 2x - 15
Add -3 and -2x on both sides.
8x - 2x > -15 - 3
6x > -18
Divide 6 into both sides.
x > -18/6
x > -3
. Where is the vertex of the graph that represents y=(x−2)2−8 ? Type the answers in the boxes below. ( , ) b. Where is the y -intercept? Type the answers in the boxes below.
The vertex of the given equation is (0,12) and (1, -10). The value of y-intercept will be -12.
Given equation :
y=(x−2)2−8
y = 2x - 4 - 8
= 2x - 12
The final equation is y = 2x - 12.
Compare this equation with slope and y-intercept formula :
y = mx+c
So that c = -12
The value of y-intercept according to the solution is -12.
To find the vertex. Let's assume x=0; Substitute in the equation
y = 2(0) -12
y = -12
The first vertex will be (0, -12)
If x = 1; y = 2(1) -12
y = -10
Then the second vertex will be (1, -10).
Hence, the vertex of the given equation is (0,12) and (1, -10). The value of y-intercept will be -12.
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Someone help I don’t understand
Answer:
2052
Step-by-step explanation:
19 times 18=342
342 times 6=2052
What is the median of these figure skating ratings?
6.0 6.0 7.0 7.0 7.0 8.0 9.0
Answer:
The median would be 7.0.
Step-by-step explanation:
The median of a set of numbers means it is the middle number. since this set has 7 numbers you would need to find the number that is in the middle of the set. This would be the 4th number since it is in the middle. 7.0 is your answer.
Ugh I’m going insane trying to do this. Please help.
Answer:
y(x)=6^(x)-3
Step-by-step explanation:
Let the exponential function be y(x) = ab^(x) but since the graph is translated 3 units down, y(x) = ab^(x)-3. Now, y(0)=-2=a*b^(0)-3. a=1. The equation is nearly complete but we need b, we can find it by using the point y(1)=3. y(x)=b^(x) - 3. y(1)=3=b-3, b=6. The equation of the function is y(x)=6^(x)-3
Answer:
I agree with the first one
Students in a high school statistics class wanted to see if the distribution of the colors of a popular candy was different in the bags for different types of candies the company manufactures. The students purchased several large bags of regular candies, tropical-flavored candies, and sour-flavored candies. For each type of candy, the students took a random sample of 100 candies and recorded how many of each color (red, green, yellow, or blue) were in the sample. The students verified the conditions for inference and calculated a chi-square test statistic of 12.59 with a corresponding p-value of 0.05. Which of the following is the correct interpretation of the p-value in the context of the test?
A The hypothesis test has a significance level of a = 0.05.
B There is a 5 percent chance that the distribution of colors is different for the different types of candies.
C There is a 5 percent chance that the distribution of colors is the same for the different types of candies.
D Assuming that the distribution of colors for the different types of candies is the same, there is a 5 percent chance of finding a test statistic of 12.59 or larger.
E Assuming that the distribution of colors for the different types of candies is different, there is a 5 percent chance of finding a test statistic of 12.59 or larger.
Answer:
C There is a 5 percent chance that the distribution of colors is the same for the different types of candies.
Step-by-step explanation:
The null hypothesis ; H0 : there is no difference in distribution of color for the different types of candies
Alternative hypothesis ; H1 : there is difference in the distribution of color for the different types of candies
When the Pvalue is < or = α ; we reject the null;
Here, the Pvalue and α = 0.05 ; hence, we reject the null.
A Pvalue of 0.05 means that there is only a 5% chance that the null is correct. That is ; There is only a 5 percent chance that the distribution of colors is the same for the different types of candies
Answer:
Assuming that the distribution of colors for the different types of candies is the same, there is a 5 percent chance of finding a test statistic of 12.59 or larger.
Step-by-step explanation:
The null hypothesis is that there is no difference in the distribution of colors. Under the assumption that the null hypothesis is true, a p-value of 0.05 means that there is a 5 percent probability of obtaining a test statistic value as extreme as, or more extreme than, 12.59.
What do you multiply 6 by in order to get -3
Answer:
-1/2
Step-by-step explanation:
How can you redraw this graph so it appears that Phil's hits have quadrupled since last year. a. Use the same scale and make the top bar twice as thick as the bottom bar. b. Alter the scale so the top bar appears four times as long as the bottom bar. c. Both a and b. d. Neither a or b.
Option C is correct. Both a and b are valid options, but altering the scale to make the top bar appear four times as long as the bottom bar would be the more accurate representation of Phil's hits quadrupling.
To show that Phil's hits have quadrupled since last year, we need to compare the number of hits he received this year with the number of hits he received last year.
a. Using the same scale and making the top bar twice as thick as the bottom bar does not accurately represent the quadrupling of Phil's hits. It only shows that he received more hits this year than last year.
b. Altering the scale so that the top bar appears four times as long as the bottom bar would accurately represent the quadrupling of Phil's hits. This would show that Phil's hits have increased fourfold from last year to this year.
c. Option C is correct. Both a and b are valid options, but altering the scale to make the top bar appear four times as long as the bottom bar would be the more accurate representation of Phil's hits quadrupling.
d. Option D is incorrect because at least one of the options a or b is correct.
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find the value of a so that a line passes throght (-5,a) and (1,-10) has a slope of -4/3
\((\stackrel{x_1}{-5}~,~\stackrel{y_1}{a})\qquad (\stackrel{x_2}{1}~,~\stackrel{y_2}{-10})\)
\(\stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{-10}-\stackrel{y1}{a}}}{\underset{\textit{\large run}} {\underset{x_2}{1}-\underset{x_1}{(-5)}}} ~~ = ~~\stackrel{\stackrel{\textit{\small slope}}{\downarrow }}{\cfrac{-4}{3}}\implies \cfrac{-10-a}{1+5}=\cfrac{-4}{3}\implies \cfrac{-10-a}{6}=\cfrac{-4}{3} \\\\\\ -30-3a=-24\implies -30=-24+3a \\\\\\ -6=3a\implies \cfrac{-6}{3}=a\implies -2=a\)
Simplify open parentheses x to the two fifths power close parentheses to the 3 sevenths power.
Answer:
x^(6/35)
Step-by-step explanation:
The applicable rule of exponents is ...
(a^b)^c = a^(bc)
__
\((x^{\frac{2}{5}})^{\frac{3}{7}}=x^{\frac{2\cdot 3}{5\cdot 7}}=\boxed{x^{\frac{6}{35}}=\sqrt[35]{x^6}}\)
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Answer:
250
Step-by-step explanation:
8×6×5
times all of them together to get the volume
Step-by-step explanation:
v = l w h
v = 6x8x5 = 240cm ^3
3/2 p - 14 = p + 13
Please help
Answer:
p=54 hope this helps
Step-by-step explanation:
Kevin has a coin collection. He keeps 5 of the coins in his box, which is 25% of the collection. How many total coins are in his collection?
Answer:
20 coins
Step-by-step explanation:
\(\frac{5}{\frac{25}{100} }\) = 20
Answer:
\(\huge\boxed{\sf Total\ collection = 20\ coins}\)
Step-by-step explanation:
25% of the collection = 5 coins
Total collection = 100%So,
100% = 25% + 25% + 25% + 25%
100% = 5 + 5 + 5 + 5
100% = 20 coins
Total collection = 20 coins\(\rule[225]{225}{2}\)
What equation correctly applies the quadratic formula?
Answer:
the second option from the top
Step-by-step explanation:
remember that the quadratic formula is \(\frac{-b+-\sqrt{b^2-4ac}}{2a}\)
and the standard format of a quadratic is \(ax^2+bx+c=0\)
Find the area of a trapezoid with:
Base 1: 8
Base 2: 5
Height: 8
Area =
Answer:
52
Step-by-step explanation:
8+5=13
13x8=104
104/2=52 (divided)
Answer:
52
Step-by-step explanation:
I took the test
Consider the ODE: (a) To solve, differentiate both sides of the equation and rearrange. Find the general solution (i.e. the one-parameter family of solutions, parameterized by a constant C) and the singular solution (a solution that is not included in the general solution form). (b) Plot the general solution for many values of C. How does the singular solution relate to this plot?
So the points (a, b) are of the form: (a, 1/(9/4 - a))
Differentiation
Differentiation is a method of finding the derivative of a function. Differentiation is a process, in Math's, where we find the instantaneous rate of change in function based on one of its variables. The most common example is the rate change of displacement with respect to time, called velocity.
Solve the differential equation:
a) y = 1/(k - x)
b) y = 0
c) (a, 1/(9/4 - a))
Solve the differential equation are
So
\(\frac{dy}{dx} = y^{2}\)
a) if define:
y = 1/(k - x)
And derivate that,-
\(y^{'} = \frac{1}{(k - x){2} } = y^{2}\)
So that is the general solution.
b) A singular solution that is not included in the general form, use something like:
y = 0 we get:
dy/dx = 0 = 0^2
This is a trivial singular solution.
c) y(a) = b, then:
\(y = \frac{1}{k - a} = b\)
\(\frac{1}{(k - 2){2} } = 4* \frac{1}{k - 2}\)
\(\frac{1}{k - 2} = 4\\\)
(k - 2) = 1 / 4
k = 2 + 1/4 = 9/4
Then
\(y = \frac{1}{9/(4 - a)} = b\)
So the points (a, b) are of the form: (a, 1/(9/4 - a))
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What is the arc length of a segment of a circle with a central angle of 165° and a radius of 3 inches?
Answer:
11π/4 (radians) or 495° (degrees)
Step-by-step explanation:
Convert 165° to radians:
165 * π/180 = 165π/180 = 11π/12
s = r/Ф
arc length = 3(11π/12) = 33π/12 = 11π/4
Convert back to degrees if asked to:
11π/4 * 180/π = 495° (Note that this is 165° * 3, see the pattern?)
Solve for x round to the nearest tenth of a degree if necessary. HURRYYYY TY
The value of x is 58.51 degree.
We have,
Perpendicular= 8
Base = 4.9
Using trigonometry
tan x = Perpendicular/ Base
tan x = 8/4.9
tan x= 1.63265306122449
x = 58.51253064
Thus, the value of x is 58.51 degree.
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