A quadrilateral with 90 degree angles is shown. The lengths of the left and right sides are 10 and 2 y + 4. The lengths of the top and bottom sides are 18 and 10 + 2 x. What is the value of x? 3 4 6 8

Answer:

5

Step-by-step explanation:

(a + (1/a)2 =  a2 + (1/a2) + 2

⇒ (a + (1/a))2 = 23 + 2

⇒ (a + (1/a))2 = 25

⇒ a + (1/a) =

⇒ a + (1/a) = 5

a3+b3=

(a+b)

(a2−ab+b2)

where  a=a

and b=1/a.

so sum it up u get -1

The area of triangle RST is approximately 94.77 square centimeters.

We have,
To find the area of a triangle RST, we can use the formula for the area of a triangle:

Area = (1/2) x base x height

In this case, we have the lengths of two sides of the triangle (TR = 14 cm and SR = 9 cm) and the measure of an angle (∠SRT = 81 degrees). However, we do not have the height of the triangle directly.

To find the height, we can use trigonometry.

We know that the sine of an angle is equal to the ratio of the length of the side opposite the angle to the length of the hypotenuse.

In triangle RST, the side opposite angle ∠SRT is SR, and the hypotenuse is TR.

sin(∠SRT) = SR / TR

sin(81) = 9 / 14

Now, we can solve for the height (h) using the sine ratio:

h = TR x sin (∠SRT)

h = 14 x sin (81)

Using a calculator, we find h ≈ 13.71 cm (rounded to two decimal places).

Now, we can calculate the area of triangle RST:

Area = (1/2) x base x height

Area = (1/2) x TR x h

Area = (1/2) x 14 cm x 13.71 cm

Area = 94.77 cm² (rounded to two decimal places)

Therefore,

The area of triangle RST is approximately 94.77 square centimeters.

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Table C shows perfect relationship between kilograms and pounds.

The approximation we use for kilograms (kg) to pounds (lb) is 1 kg = 2.2 lb. To convert from kilogram to pound, we multiply by 2.2. To convert from pound to kilogram, we divide by 2.2.

Here, 1 kg = 2.2 pounds

         2 kg = 4.4 pounds

         4 kg = 8.8 pounds

         6 kg = 13.2 pounds

         8 kg = 17.6 pounds

Thus, Table C shows perfect relationship between kilograms and pounds.

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A plot of the residuals of the regression versus the dose can reveal the following information:

1. Pattern of Residuals: It can help identify any systematic patterns in the residuals, such as a linear trend, curvature, or clustering around specific dose values. This can indicate whether the linear regression model is appropriate for the data or if there are non-linear relationships that need to be considered.

2. Homoscedasticity: It can show whether the variability of the residuals is constant across different levels of the dose. If the spread of the residuals remains roughly constant as the dose changes, it suggests that the assumption of homoscedasticity is met. However, if the spread of the residuals widens or narrows as the dose increases or decreases, it indicates heteroscedasticity, which may require additional model adjustments.

3. Outliers: Residual plots can help identify any extreme values or outliers in the data. Outliers are data points that do not follow the general trend of the data and can significantly impact the regression model's performance. A plot of residuals can visually highlight any unusual or influential observations that need further investigation.

4. Independence of Errors: A random pattern in the residuals indicates that the errors or residuals are independent of each other. If a clear pattern or structure is observed in the residuals, it suggests that there may be some correlation or systematic error present in the model.

Overall, a plot of the residuals can provide valuable insights into the goodness of fit of the regression model, the presence of any outliers or influential observations, and the assumptions underlying the regression analysis.

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Answer:

\(6 \times \frac{3}{4} \)

Step-by-step explanation:

4 in 27 is 6 and it remains 3.

There is only one way to paint such a cube, as each face must be a different color. So, the answer is one.

When it comes to creating art, there is no denying the importance of color. It is one of the most powerful tools an artist has at their disposal, as it can be used to convey a wide range of emotions, ideas, and messages. Even a simple object such as a cube can be transformed into a work of art with the right colors. This essay will explore the potential of painting a cube with a variety of colors, and why it's important to use a variety of colors in artwork.

When it comes to painting a cube, one must choose colors that will create a harmonious yet interesting look. The colors should be chosen carefully because they will be the focus of the piece. A cube painted with only one color would be too dull and boring, while a cube painted with an array of colors will make it more visually appealing. To create a successful painting of a cube, one should use colors that contrast and complement each other. For example, a cube can be painted so that one face is blue, two faces are red, and three faces are green.

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The slope of the line that divides the region bounded by the parabola \(y=5x-3x^2\)and the x-axis into two regions with equal area is 5.

To find the slope of the line that divides the region into two equal areas, we need to determine the point of intersection between the parabola and the x-axis. Since the line passes through the origin, its equation will be y = mx, where m represents the slope.

Setting the equation of the parabola equal to zero, we find the x-values where the parabola intersects the x-axis. By solving the equation\(5x - 3x^2 = 0\), we get x = 0 and x = 5/3.

To divide the region into two equal areas, the line must pass through the midpoint between these x-values, which is x = 5/6. Plugging this value into the equation of the line, we have y = (5/6)m.

Since the areas on both sides of the line need to be equal, we can set up an equation using definite integrals. By integrating the equation of the parabola from 0 to 5/6 and setting it equal to the integral of the line from 0 to 5/6, we can solve for m. After performing the integration, we find that m = 5.

Therefore, the slope of the line that divides the region into two equal areas is 5.

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The matrix must have pivot columns. Otherwise, the equation Ax = 0 would have a free variable, in which case the columns of A would not span R5. Therefore, the correct answer is C.

A pivot column is a column of the matrix that has a non-zero entry in the pivot position and all entries below the pivot are zero. In row echelon form, every row below a pivot column has a zero in the corresponding position. The pivot columns correspond to the linearly independent columns of the original matrix and the number of pivot columns determines the rank of the matrix.

The rank of a matrix is defined as the number of linearly independent columns or rows in the matrix. If the columns of a matrix span Rn, then the rank of the matrix must be equal to n. This means that the matrix must have n linearly independent columns. To ensure that the columns of A span R5, A must have at least 5 pivot columns. If A had fewer pivot columns, then the equation Ax = 0 would have a non-trivial solution, meaning that the columns of A would not be linearly independent and would not span R5.

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The missing word is "modulus". The statement should read: Twelve is congruent to 60 (modulus 8) because both 12 and 60 have 4 as a remainder when divided by 8.

The modulus function, also known as the modulo operation or mod function, is a mathematical operation that returns the remainder when one integer is divided by another. The modulo operation is a quick and efficient way to find the remainder of a division. For example, if we want to know the remainder when 23 is divided by 5, we can simply compute 23 % 5, which equals 3. The symbol "%" is often used to represent the modulo operation in computer programming, while "mod" is used in mathematical notation to indicate congruence. In either case, the statement means that 12 and 60 leave the same remainder when divided by 8.

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Answer:

0.035

Step-by-step explanation:

Since all of them find a job, the probability is

\(51\%\times51\%\times51\%\times51\%\times51\%\\\\=(51\%)^5\\\\=0.035\)

(rounded to the nearest thousandth)

Based on the information we can infer that the sentence that uses the parallel structure correctly is You can be a little fish in a big pond, or you can be a big fish in a little pond (option A).

To identify the sentence that uses the parallel structure correctly we must read the options and analyze if they classify in the parallel structure. In this case, it should be noted that this structure is characterized by aligning two syntactic units, sentences or words by means of conjunctions or punctuation marks.

Based on the above, the option "You can be a little fish in a big pond, or you can be a big fish in a little pond" is correct because it uses a comma and a conjunction.

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Answer:

1 quart = 2 pints

Jack made 10 quarts = 10 x 2 = 20 pints

No of pints Jackie made = 5

Total pints = 25

Step-by-step explanation:

Answer:

255

Step-by-step explanation:

Mark Me Brainliest Please

Answer:

f(x)= -2/3x+490

Step-by-step explanation:

The graph of the function represents the amount of money Sal has, as a function of the number of sandwich lunch specials he sells.

Answer:

1. slope intercept form is y=mx+b, where m is the slope and b is y-intercept. To write this in slope intercept form we must isolate the y. 

2x+3y=1470

2x+3y-2x=1470-2x( subtraction will cancel the positive 2x on the left side)

3y=-2x+1470 ( since they are not like terms we can not combine them, we leave them separate)

3y/3=-2/3x+1470/3( cancel the 3 by dividing, EVERYTHING IN THE EQUATION gets divided to keep it equal) 

So, y=2/3x+490 in other words the slope of the equation is -2/3 and the y-intercept is 490.

2. To graph this equation plot 490 on the y-axis first, seeing it is the y-intercept. Then count over to the right 3 and down 2, to find your next point and do this for every other point. 

.3. In function notation this would look like this : f(x)=-2/3x+490. This function shows how the profit on wrap specials has changed as the number of sandwich specials sold increases

5. The next month Sals profit increased. The function changes because the y-intercept changes. The slope will stay the same.

Step-by-step explanation:

Answer:

0.5

Step-by-step explanation:

CMOS logic gates can be implemented using transistors where the input signal is applied to the gate terminal of MOSFET (Metal Oxide Semiconductor Field Effect Transistor) and output is taken from the drain terminal of MOSFET.

Given: Logical function OUT = c + AB using CMOS logic (Switch-Switch)

We need to draw the truth table and the corresponding diagram for the given logical function using CMOS logic.

CMOS (Complementary Metal Oxide Semiconductor) technology is used to implement digital circuits with high speed and high noise immunity. It is widely used in VLSI technology.

The given logical function using CMOS logic is as follows.

OUT = c + (AB)

CMOS logic gates can be implemented using transistors where the input signal is applied to the gate terminal of MOSFET (Metal Oxide Semiconductor Field Effect Transistor) and output is taken from the drain terminal of MOSFET.

In CMOS technology, MOSFETs are used in pairs to implement logic gates as shown below:

Truth table for the given logical function using CMOS logic (Switch-Switch):

The truth table can be obtained by following the below steps:

Let c= 0 (open switch) then the expression becomes OUT = AB

Let A = 0 and B = 0, then OUT = 0+0=0

Let A = 0 and B = 1, then OUT = 0+0=0

Let A = 1 and B = 0, then OUT = 0+0=0

Let A = 1 and B = 1, then OUT = 0+1=1

Let c= 1 (closed switch) then the expression becomes OUT = 1+AB

Let A = 0 and B = 0, then OUT = 1+0=1

Let A = 0 and B = 1, then OUT = 1+0=1

Let A = 1 and B = 0, then OUT = 1+0=1

Let A = 1 and B = 1, then OUT = 1+1=1

The truth table is as follows:

Diagram for the given logical function using CMOS logic (Switch-Switch):

The corresponding circuit diagram for the given logical function using CMOS logic is as follows:

Therefore, the diagram for the given logical function using CMOS logic is as shown above.

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Answer:

12

Step-by-step explanation:

3 4's

3+3+3+3=12

Hope that helps :)

the derivative of the function y = (ln(x + 4))x using logarithmic differentiation is given by y' = (ln(x + 4))x * [ln(ln(x + 4)) + (1/ln(x + 4)) * (1/(x + 4))].

To find the derivative of the function y = (ln(x + 4))x using logarithmic differentiation, we can follow these steps:

Step 1: Take the natural logarithm of both sides of the equation:

  ln(y) = ln((ln(x + 4))x)

Step 2: Use the logarithmic property ln(a^b) = b ln(a) to simplify the right-hand side of the equation:

  ln(y) = x ln(ln(x + 4))

Step 3: Differentiate both sides of the equation implicitly with respect to x:

  (1/y) * y' = ln(ln(x + 4)) + x * (1/ln(x + 4)) * (1/(x + 4))

Step 4: Simplify the expression on the right-hand side:

  y' = y * [ln(ln(x + 4)) + (1/ln(x + 4)) * (1/(x + 4))]

Step 5: Substitute the original expression of y = (ln(x + 4))x back into the equation:

  y' = (ln(x + 4))x * [ln(ln(x + 4)) + (1/ln(x + 4)) * (1/(x + 4))]

Therefore, the derivative of the function y = (ln(x + 4))x using logarithmic differentiation is given by y' = (ln(x + 4))x * [ln(ln(x + 4)) + (1/ln(x + 4)) * (1/(x + 4))].

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Answer:

Number of boys = 12

Number of girls = 36

Step-by-step explanation:

Number of boys = x

Number of girls = 3*x = 3x

Total students = 48

x + 3x = 48

   4x = 48

    x = 48/4

    x = 12

Number of boys = 12

Number of girls = 3*12 = 36

Answer:

volume of cylinder= πr²h

Step-by-step explanation:

volume of cylinder = πr²h

hope it is helpful to you

a) To find g(-6), we can estimate the value of g(-6) by finding the equation of the line that passes through the points (-5,0) and (-3,-2). To do this, we can use the slope-intercept formula:

y - y1 = m(x - x1)

where m is the slope of the line and (x1, y1) is one of the points on the line.

m = (y2 - y1) / (x2 - x1) = (-2 - 0) / (-3 - (-5)) = -1/2

Using the point-slope formula with (x1, y1) = (-5, 0), we get:

y - 0 = (-1/2)(x - (-5))

y = (-1/2)x + 5/2

Therefore, g(-6) is approximately equal to g(-5), which we can find by substituting x = -5 into the equation:

g(-5) = (-1/2)(-5) + 5/2 = 5/2

So, g(-6) is approximately equal to 5/2.

b) To find g(4), we look for the value of y when x is 4. From the table, we can see that when x is 4, g(x) is equal to -6. Therefore, g(4) = -6.

c) To find the value of x when g(x) is 0, we look for the row where g(x) is 0. From the table, we can see that when x is -5, g(x) is equal to 0. Therefore, x = -5 when g(x) = 0.

Answer:

A rational number is any number that can be written as a fraction, where both the numerator (the top number) and the denominator (the bottom number) are integers, and the denominator is not equal to zero.

Step-by-step explanation:

In other words, a rational number can be expressed as p/q, where p and q are both integers and q ≠ 0.

An integer is a number that is not a fraction. So basically, a whole number.

Hope this helped!

Any integer that can be expressed in the form p/q, with q≠0, is referred to as a rational number in mathematics.

What are integers?

The Latin word "Integer," which means entire or intact, is where the word "integer" initially appeared. Zero, positive numbers, and negative numbers make up the specific class of numbers known as integers.

Any number that can be expressed as a fraction and has an integer denominator that is not zero and both the numerator and the numerator are integers is considered to be rational.

To put it another way, a rational number can be written as p/q, where p and q are both integers and q≠0.

Hence, rational number is any integer that can be expressed in the form p/q, with q≠0.

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Answer:

K = -14

Step-by-step explanation:

Subtract 5 on both sides

Answer:

dilation

Step-by-step explanation:

Dilation is the only one of the options in which the figure can change size. The angles stay the same

The solution is: Dilation is the transformation which preserves angle measures, but not segment lengths.

Here, we have,

we know that,

Transformation is the movement of objects in coordinate plane.

A function f will map a set X to itself. f:X→X.

Dilation is a transformation that produces an image of the same shape as the original but of different size.

In dilation angle measures are preserved where as lengths of segments are not preserved.

so, we get,

Dilation is the only one of the options in which the figure can change size. The angles stay the same.

Hence, The solution is: Dilation is the transformation which preserves angle measures, but not segment lengths.

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Hi student, let me help you out!

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

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

Perpendicular lines have slopes that are opposite inverses of each other.

The opposite inverse of 2 is \(\mathrm{-\cfrac{1}{2}}\).

Now let's stick in this number into the equation \(\mathrm{y=mx+b}\):

\(\mathrm{y=-\cfrac{1}{2}x+b}\).  Let's carry out several operations to determine the y intercept.

First, let's stick in -2 for x and y (Do you remember that the line passes through (-2,-2)? We're given that piece of information.)

\(\mathrm{-2=-\cfrac{1}{2}\times(-2)+b}\).

You are probably thinking, "Why did you do that and just complicate things?" Wait for it! ^-^

Upon simplifying this, we obtain: \(\mathrm{-2=1+b}\). See, it's nice and smooth now.

One last operation remains. We need to subtract 1 from both sides: \(\mathrm{-3=b}\).

∴, the equation of the line is: \(\mathrm{\underline{\boxed{y=-\cfrac{1}{2}-3}}}\)

Hope this helped you out, ask in comments if any queries arise.

Best Regards!

\(\star\bigstar\underline{\underline{\overline{\overline{\bold{Reach\:Far.\:Aim\:high.\:Dream\:big.}}}}}\bigstar\star\)

\(\underline{\rule{300}{3}}\)

Answer:

86cm^2

Step-by-step explanation:

1. Find area of sqaure

10*11=110

2.Find area of triangle

1/2(8)(6)=24

3.Subtract triangle from square

110-24=86

Make sure to sqaure it to show area.

the number of Red sweets=14

Let the probability of getting a red sweet be = P(R)

Let the probability of getting a Blue sweet be = P(B)

Let the probability of getting an orange sweet be = P(O)

Let the probability of getting a yellow sweet be = P(Y)

Let the number of Red sweets be represented as = n(R)

Let the number of Yellow sweets be represented as = n(Y)

Let the number of Orange sweets be represented as = n(O)

Let the number of Blue sweets be represented as = n(B)

Let the total number of sweets in the jar be represented as = n(T)

P(B) = 0.5

P(E) = 0.2

P(R) = 2 x P(O)

The formula of probability =

Number of the Sweets of a color/Total number of sweets in the jar

then,

P(B)=n(B)/ n(T)

P(B)=0.5 (Given in question)

n(B)=20 (Given in question)

So,

0.5 = 20/n(T)

5/10 = 20/n(T)

5/10 x 1/20 = 1/n(T)

cross multiplying

n(T)=10/5 x 20

dividing 10 by 5 =2

n(T) = 2 x 20

n(T) = 40

P(Y)=0.2 (Given in question)

Applying the formula of probability

P(Y) = n(Y)/n(T)

putting values

0.2=n(Y)/40

2/10=n(Y)/40

2/10 x 40 =n(Y)

Dividing 40 by 10 = 4

n(Y)= 2 x 4

n(Y)= 8

P(R)=2P(O)

Applying the formula of probability

n(R)/n(T)=2n(O)/n(T)

Cancelling out n(T) with n(T)

So,

n(R)=2 x n(O) -(i)

n(T) = n(O)+n(R)+n(B)+n(Y)

putting values

40=n(O)+n(R)+20+8

40=n(O)+n(R)+28

40-18=n(O)+n(R)

From -(i)

22=2n(O)+n(O)  

22=3n(O)

n(O)=22/3

Since,

n(R)=2xn(O)

n(R)=2x22/3

n(R)=44/3

n(R)=14.6

the number of Red sweets=14.6

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Answer:

4739 CDs

Step-by-step explanation:

Given the function that models the rate at which the disc is sold expressed as;

R(t)=20,000e^−0.12t

t is the number of weeks since the CD was first released

We are to look for the number of CDs that are expected to be sold during the first 12 weeks after the release. To do this, you will simply substitute t = 12 into the modeled function and get R(12) as shown;

R(t)=20,000e^−0.12t

R(12)=20,000e^−0.12(12)

R(12)=20,000e^−1.44

R(12)=20,000(0.2369)

R(12) = 4738.56

Hence the total number of CDs expected to be sold to nearest thousand is 4739 CDs

Answer:

127,000

Step-by-step explanation:

you take the integral from 0 to 12 of R(t)

Answer:

x=》18

Step-by-step explanation:

steps:

1:write the question nicely.

2: u should remove 3 because it is far from "x".so u should use opposite operation.

3: -1x《-6×3 so u should solve -6×3=-18.

4: divide -1 on both side and cancel -1.

5: remember when we solving inequalities equations.... we should change the sign when we divided it with negative number.