3.6y = 1.6y + 24
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The construction steps for bisecting an angle are similar to those for bisecting a line segment as both involve using a compass and straightedge, but the former creates an angle with a specific degree measure while the latter divides a line segment into two equal parts.

The construction steps for constructing and bisecting an angle are similar to the steps for constructing and bisecting a line segment in that they both involve using a compass and straightedge to create geometric constructions.

However, the steps are different in that constructing and bisecting an angle involves creating an angle with a specific degree measure, whereas constructing and bisecting a line segment involves dividing a line segment into two equal parts.

To construct and bisect an angle, the compass is used to create congruent arcs on either side of the angle, and the straightedge is used to connect the intersections of those arcs to create the angle. To bisect a line segment, the compass is used to create arcs of equal length from the endpoints of the segment, and the straightedge is used to connect the intersection of those arcs to the midpoint of the segment.

So while both constructions involve the use of similar tools and techniques, the specific steps required for each are unique.

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Answer:

Fraction                            Percentage                                  Decimal

    ¹/₅                                        20%                                           0.2

    ¹/₄                                        25%                                         0.25

    ¹/₂                                        50%                                           0.5

    ²/₃                                      66.6%                                        0.6

Fraction;

25/100 = 1/4

66.6/100 = 2/3

Percentage

1/5 * 100 = 20%

1/2 * 100 = 50%

Decimal

1/5 = 0.2

25/100 = 0.25

1/2 = 0.5

Answer:

27

Step-by-step explanation:

1 yard = 3 feet

8 x 3 = 24

24 + 3 = 27

The graph of the cubic equation, f(x) = x³ - 10x² + 16x, is shown below

From the question, we are to determine graph of the given cubic equation.

The given cubic function is

f(x) = x³ - 10x² + 16x

To graph the equation, we will determine the value of f(x) for certain values of x

When x = 0

f(x) = x³ - 10x² + 16x

f(x) = (0)³ - 10(0)² + 16(0)

f(x) = 0

When x = 2

f(x) = x³ - 10x² + 16x

f(x) = (2)³ - 10(2)² + 16(2)

f(x) = 0

When x = 5

f(x) = x³ - 10x² + 16x

f(x) = (5)³ - 10(5)² + 16(5)

f(x) = -45

When x = 8

f(x) = x³ - 10x² + 16x

f(x) = (8)³ - 10(8)² + 16(8)

f(x) = 0

When x = 10

f(x) = x³ - 10x² + 16x

f(x) = (10)³ - 10(10)² + 16(10)

f(x) = 160

Using the determined points above, the graph of the cubic equation is shown below

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Answer:

153

Step-by-step explanation:

Angle AFE is 63 and Angle DFE is a 90 degree angle add them both up and you get 153

For a two tailed hypothesis evaluating a Pearson correlation, the null hypothesis  states that :

The population correlation is zero.

Null hypothesis:

H0 : ρ = 0

Alternative hypothesis:

Ha : ρ ≠ 0

Thus,

The population correlation is zero.

What does the term "null hypothesis" mean?

The null hypothesis is a common statistical theory that asserts that there is no statistical relationship or significance between any two sets of observed data and measured phenomena for any given single observed variable.

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Answer:

Are you asking for the selling price? If yes the answer should be $50 x (1+25%) = $62.5

Answer:

eemo

Step-by-step explanation:

b

The percentage of the students who wore a silly hat is 64 %.

The percentage is defined as a ratio expressed as a fraction of 100.

We have been given that Last Tuesday was a silly hat day at Aaron's school. 64 students wore a silly hats and 36 students did not.

We have to determine the percentage of the students who wore a silly hat

The total number of students = 64 students wore silly hats and 36 students did not.

The total number of students = 64 + 36 = 100

We have to determine the percentage of the students who wore a silly hat

The percentage of the students wore a silly hat = (64/ 100) × 100

The percentage of the students wore a silly hat = 0.64 × 100

The percentage of the students wore a silly hat = 64 %

Thus, the percentage of students who wore silly hats is 64 %.

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The set that is equal to: 3, 5, 7, 9, 11, 13 is {x∈Z:3rd ≤ x ≤ 13th, x is odd}.Option (c) is correct.

Given set is {3, 5, 7, 9, 11, 13}.

We can write the set in the roster notation as {3, 5, 7, 9, 11, 13}.

It is not a finite set and the elements in the set are consecutive odd numbers.

Let A be the set defined by {x∈Z:3rd ≤ x ≤ 13th, x is odd}.

Here, 3rd element is 3 and 13th element is 13 and all the elements in the set are odd.

Hence, the set that is equal to 3, 5, 7, 9, 11, 13 is {x∈Z:3rd ≤ x ≤ 13th, x is odd}.

Therefore, option (c) is correct.

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Answer:

-----------------

Find each area and then find their difference.

The difference is:

The expression that is equivalent to (4 - 2x)(4 + 2x) is equal to 16 - 4x^2 approximately.

To simplify the expression (4 - 2x)(4 + 2x), we can use the FOIL method, which stands for First, Outer, Inner, Last. This method involves multiplying each term in the first factor by each term in the second factor and then combining like terms.

Using the FOIL method, we get:

(4 - 2x)(4 + 2x) = 4 × 4 + 4 × 2x - 2x × 4 - 2x × 2x

Simplifying the expression, we get:

16 + 8x - 8x - 4x^2

The two middle terms cancel each other out, leaving us with:

16 - 4x^2

We can also check our answer by factoring the simplified expression back to the original expression. If we factor 16 - 4x^2, we get:

16 - 4x^2 = 4(4 - x^2)

We can then use the difference of squares formula, which states that a^2 - b^2 = (a + b)(a - b), to factor further:

4(4 - x^2) = 4(2 + x)(2 - x)

This gives us back the original expression, (4 - 2x)(4 + 2x), confirming that 16 - 4x^2 is equivalent to (4 - 2x)(4 + 2x).

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Answer:

Step-by-step explanation:

Since this is a trapezoid, then we have TS is parallel to QR

so we have:

\(\angle T+\angle Q = 180^\circ\\\angle S + \angle R = 180^\circ\)

since\(\angle T = 91^\circ, \angle R = 27^\circ\)

The  measure of angle Q is 89 degree

The measure of angle S is 153 degree

The given mathematical program can be transformed into a regular linear programming problem that can be solved using the Simplex method. The objective is to maximize the summation of cj * xj, subject to the constraint ∑aij * xj ≤ bj for each row j.

To convert this into the standard form, we introduce non-negative slack variables, denoted as sj, for each constraint. The constraints then become ∑aij * xj + sj = bj, where sj ≥ 0. This ensures that all the constraints are expressed as equations rather than inequalities.

Next, we rewrite the objective function as a maximization problem by introducing non-negative surplus variables, denoted as yj, for each decision variable xj. The objective function is transformed into max ∑cj * xj - ∑Mj * yj, where Mj is a large positive constant.

By introducing the slack variables and surplus variables, we convert the original mathematical program into a standard linear programming problem that can be solved using the Simplex method. The objective is to maximize the transformed objective function, subject to the constraints in the form of equations. The Simplex method can then be applied to find the optimal solution.

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They will both have worked 140 hours when Jared has worked for 28 more days and Clementine has worked for 28 days.

Let's start by defining some variables. Let j represent the total number of hours Jared has worked so far, and let c represent the total number of hours Clementine has worked so far. We can then write two equations based on the information given:

j = 70 + 2.5d where d is the number of days Jared plans to work in the future

c = 5d where d is the number of days Clementine plans to work in the future

To find when they will have worked the same number of hours, we need to solve for d in both equations and set them equal to each other:

70 + 2.5d = 5d

Simplifying this equation:

70 = 2.5d

d = 28

Therefore, it will take Jared 28 more days of working 2.5 hours each day to have worked the same number of hours as Clementine, who plans to work 5 hours per day. We can find the total number of hours they will have worked by substituting d = 28 into either equation:

j = 70 + 2.5(28) = 140

c = 5(28) = 140

So they will both have worked 140 hours when Jared has worked for 28 more days and Clementine has worked for 28 days.

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The given information is as follows:A random sample of 150 teachers in an​ inner-city school district found that​ 72% of them had volunteered time to a local charitable cause within the past 12 months.

The formula for calculating the standard error of sample proportion is given as:$$Standard\(\ error=\frac{\sqrt{pq}}{n}$$\)where:p = proportion of success in the sampleq = proportion of failure in the samplen = sample sizeGiven:Sample proportion, p = 72% or 0.72Sample size, n = 150

The proportion of failure in the sample can be calculated as:q = 1 - p= 1 - 0.72= 0.28Substituting the known values in the above formula, we get:\($$Standard \ error=\frac{\sqrt{pq}}{n}$$$$=\frac{\sqrt{0.72(0.28)}}{150}$$$$=0.0372$$\)Rounding off to the nearest thousandth, we get the standard error of sample proportion as 0.037

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Answer:

C) w squared is equal to 34

Step-by-step explanation:

w² = w × w

so

w² = 34

is

w × w = 34

The probability of a value in the sample space being anywhere from 5 to 20 is given as follows:

0.6 = 60%.

The parameters that are needed to calculate a probability are given as follows:

A probability is then calculated as the division of the number of desired outcomes by the number of total outcomes.

The uniform distribution means that each outcome is equally as likely, hence the number of total outcomes is given as follows:

25 - 0 = 25.

The number of desired outcomes is given as follows:

20 - 5 = 15.

Hence the probability is given as follows:

p = 15/25

p = 3/5

p = 0.6

p = 60%.

The density graph is given by the image presented at the end of the answer.

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Answer:

"BOB" gave back 1000 that would be 928439 - 1000 = 927439(BOB has)

"BOB" gave back 1000 to Milly.. 29924827134702 + 1000 = 2.9924827(MILLY has)

Step-by-step explanation:

well, first, if "BOB" gave back 1000 that would be 928439 - 1000 = 927439, so "BOB" now has 27439. and now, "BOB" gave back 1000 to Milly sooo now it is 29924827134702 + 1000 = 2.9924827 (e+13) soooo ya thats it

hope this helped LOL

Answer:

The rate of change for the rounds is the same.

Step-by-step explanation:

I think that is the answer. If it is incorrect, then the correct answer for your question would be The rate of change between rounds 1 and 2 is greater than between rounds 2 and 3. Hope it helps!

Answer:

The answer I got was 86.

Step-by-step explanation:

This is called the central angle theorem. This means that the central angle, which in this case is QOR (let the origin (middle) be O), is twice the size of the inscribed angle, which is QPR.

That means: 2 x  QPR = QOR

→ 2 * (x-33) = x + 20

→ 2x - 66 = x + 20

Collect the like terms

→ 2x - x = 20 + 66

x = 86

I will have to reject the offer of the rival company since it's lesser than $40560.

From the information, the person works a basic week of 40 hours and the basic rate is $19.50 per hour. It should be noted that there are 52 weeks in a year. The total amount will be:

= 40 × 19.50 × 52

= $40560

The rival company offers you an annual salary is $36000.

I'll reject the rival company's offer since it's lower.

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Complete question

You work a basic week of 40 hours and your basic rate is $19.50 per hour. A rival company offers you an annual salary is $36.000. Except for the pay, everything is identical between the conpanies. Do you accept or reject the rival company's offer, and why?

we cannot determine the acceptance of hm, 0100i and hm, mi in arex and eqdfa respectively due to lack of information.

a. To determine if hm, 0100i ∈ adfa, we need to follow the transitions of the DFA M. Starting from the start state, let's assume it is q0, we read the input symbol 0 and transition to state q1. Then, we read the input symbol 1 and transition to state q0. Next, we read the input symbol 0 and transition to state q0. Finally, we read the input symbol 0 and transition to state q0. After reading all the input symbols, we are left in state q0. Since q0 is not a final state, hm, 0100i is not accepted by adfa.
b. Following the same steps as above, we see that hm, 011i is accepted by adfa. After reading the input symbols, we end up in state q2, which is a final state. Therefore, hm, 011i ∈ adfa.
c. To check if hmi ∈ adfa, we need to consider the transitions of M. Assuming the input string hm, we start at the start state q0. However, since we do not have any input symbols to read, we remain in state q0. As q0 is not a final state, hmi is not accepted by adfa.
d. For hm, 0100i to be accepted by arex, we need to follow the transitions of the DFA Rex. Unfortunately, the terms "arex" and "hm" are not defined in the question, so we cannot determine whether hm, 0100i ∈ arex or not.
e. Similar to part c, hmi is not accepted by edfa. As we have no input symbols to read, we remain in the start state q0, which is not a final state.
f. To check if hm, mi ∈ eqdfa, we need to compare the input string hm with the current state of the DFA. However, the question does not provide any details about the states and transitions of eqdfa, so we cannot determine whether hm, mi ∈ eqdfa or not.

In conclusion, hm, 0100i is not accepted by adfa, hm, 011i is accepted by adfa, hmi is not accepted by adfa or edfa, and we cannot determine the acceptance of hm, 0100i and hm, mi in arex and eqdfa respectively due to lack of information.

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Answer:

\( {(x - y)}^{2} = (x - y)(x - y) \\ = ( {x}^{2} - xy - xy + {y}^{2} ) \\ = ( {x}^{2} - 2xy + {y}^{2} )\)

After six​ months, the​ subjects' symptoms are studied and compared. Answer parts​ are given below.

An assumption or concept is given as a hypothesis for the purpose of debating it and testing if it might be true.

Given:

A pharmaceutical company wants to test the effectiveness of a new allergy drug.

The company identifies 250 females​ 30–35 years old who suffer from severe allergies.

The subjects are randomly assigned into two groups.

One group is given the new allergy drug and the other is given a placebo that looks exactly like the new allergy drug.

After six​ months, the​ subjects' symptoms are studied and compared.

Here, 30-35 year-old girls are used to test the new allergy medication's effects.

(a)

Females between the ages of 30 and 35 who are the test subjects are the experimental units.

The new allergy medication, whose results are being studied, is the remedy.

It's best to choose C.

(b)

A bias may develop if a researcher or patient knows whether subjects received a medication or a placebo.

In this case, choice B is preferable.

(c)

If neither the researcher nor the subject knew whether they were receiving a medicine or a placebo, the study would be considered double-blind.

In this case, choice A is preferable.

Therefore, all the correct choices are given above.

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The complete question is given in the image.

Answer:

x=0.4

perimeter of rectangle and perimeter of triangles is 7.6 each

Step-by-step explanation:

2(7x-1.8)+2(4x+1.2)=perimeter of rectangle

6x+0.4+4x+6x+0.08=perimeter of triangle

since the perimeters are equal then

2(7x-1.8)+2(4x+1.2)=6x+0.4+4x+6x+0.8

14x-3.6+8x+2.4=16x+1.2

22x-1.2=16x+1.2

22x-16x-1.2+1.2=16x-16x+1.2+1.2

6x=2.4

x=0.4

n is the number of the term you need.

Using the rule, replace n with 8 and solve:

k = 1/8(8)

k = 1/8 x 8/1 = 8/8 = 1

The eight term = 1

Answer:

n is the number of the term you need.

Using the rule, replace n with 8 and solve:

k = 1/8(8)

k = 1/8 x 8/1 = 8/8 = 1

The eight term = 1

copy cat ----

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Answer:

x intercept

Step-by-step explanation:

please give brainliest

Answer:

Step-by-step explanation:

P(A/B)=(P(A∩ B))/P(B)=(1/5)/(5/8)=8/25=0.32

Step-by-step explanation:

since there is no graph it's a bit hard to answer this question, but I'll try. I can help solve the equation that represents the ratio of the two numbers:

(x + 1/2)/y = 1/3

This can be simplified to:

x + 1/2 = y/3

To graph this equation, you would need to plot points that satisfy the equation. One way to do this is to choose a value for y and solve for x. For example, if y = 6, then:

x + 1/2 = 6/3

x + 1/2 = 2

x = 2 - 1/2

x = 3/2

So one point on the graph would be (3/2, 6). You can choose different values for y and solve for x to get more points to plot on the graph. Once you have several points, you can connect them with a line to show the relationship between x and y.

(Like I said, it was a bit hard to answer this question, so I'm not 100℅ sure this is the correct answer, but if it is then I hoped it helped.)