Find x in the diagram below. T 1 35.4° 20.2° 252​

Answer: 33.42

Step-by-step explanation: i learned this

Answer:

The correct answer is:

D. Action: Divide both sides by 4.

E. Property: Division property of equality.

Answer:

y=3

Step-by-step explanation:

y + 3 = - y + 9

y + y = 9 - 3

2y = 6

y = 6/2

y =3

A. The null hypothesis H₀ and the alternative hypothesis H₁ are:

H₀: μ = 35 minutes       H₁: μ > 35 minutes

B. If the consultant decides not to reject the null hypothesis, she might be making a Type II error.

C. A Type II error would be failing to reject the hypothesis that μ is = to 35 minutes when, in fact, μ is 43 minutes.

A Type II error occurs when the null hypothesis is false, but the test does not reject it.

In this case, the consultant would be concluding that the mean shopping time is 35 minutes, when in fact it is greater than 35 minutes.

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The equations solved for the variables T₁ and P₁ are:

We start with the equation:

(P₁*V₁)/T₁ = (P₂*V₂)/T₂

And we want to solve this for T₁, we can multiply both sides by T₁ and divide both sides by the expression in the right side.

(P₁*V₁) = T₁*[ (P₂*V₂)/T₂]

(P₁*V₁)*[T₂/(P₂*V₂)] = T₁

That is the equation solved for T₁.

34: Now we have the same equation but we want to solve it for P₁, to do so, just multiply both sides by T₁/V₁

We will get:

(T₁/V₁)*(P₁*V₁)/T₁= (T₁/V₁)*(P₂*V₂)/T₂

P₁ = (T₁/V₁)*(P₂*V₂)/T₂

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Ali's strategy is essentially the same as Mary's strategy. Both strategies estimate the HST as 15% of the price. However, Mary's strategy involves taking half of 10% of the price.

Mary suggests estimating the HST in Ontario as finding 10% of the price, taking half of this answer and adding the two. Ali proposes finding 10% of the price, then 5% of the price and adding the two answers.

Their strategies differ in the way they approach finding the estimate, but both methods can be used to arrive at the same result.

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The HST in Ontario is 13%, which can be estimated using 15%. Mary tells Ali that it can be estimated as: find 10% of the price, take a half of this answer and add the two. Ali tells Mary that he thinks they should find 10% of the price, then 5% of the price and add the two answers. Compare their strategies.

\(\huge{ \mathfrak{  \underline{ Answer} \:  \:  ✓ }}\)

\( \boxed{ \mathrm{length \: \: of \: \: arc = \dfrac{ \theta}{360 \degree} \times 2\pi r}}\)

_____________________________

\(\mathrm{ ☠ \: TeeNForeveR \:☠ }\)

Length of arc AB on circle is 30.72 m.

A circular arc is an arc between two different points. If the two points are not diametrically opposed, one of these arcs, the minor arc, forms an angle of less than π radians (180 degrees) with the center of the circle. The other circular arc, the main arc, makes an angle greater than π radians. An arc is defined as a portion or segment of the circumference. A straight line connecting the two ends of an arc is called a chord. If the arc length is exactly half the circle, it is called a half arc.  

Given,

Circle with center O

Radius of circle OA = OB = 8m

Angle made by minor arc AB on center of circle α = 140°

then angle made by main arc AB = 360° - 140° = 220°

π = 180°

1° = π/180°

220° = 220°π/180°

220° = 11π/9

220° = 3.84 Rad

Length of arc on circle

= Radius of circle × angle made by the arc on center of circle in radians
= 8 × 3.84

= 30.72 m

Hence, 30.72 m is length of the arc AB.

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Answer:

I think the answer is the sequence is arithmetic because the term have a common difference

The correct option is The sequence is not arithmetic because the terms do not have a common difference.

An arithmetic sequence is a sequence where each term increases by adding/subtracting some constant k.

This is in contrast to a geometric sequence where each term increases by dividing/multiplying some constant k called the common difference.

Given is graph, we need to conclude the true about the graph,

Finding the common difference,

4-1 = 3    

9-4 = 5

16-9 = 7

25-16 = 9

Clearly from the set of values that are given in the graph we could observe that the function that is formed using these set of values is:

y=f(n)=n² where n=1,2,3,4,5,.....

That mean, the following sequence is not an arithmetic sequence as the common difference is different.

Hence, the correct option is The sequence is not arithmetic because the terms do not have a common difference.

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Answer:

2

Step-by-step explanation:

2

Answer:

Step-by-step explanation:

7 + b

Hope that helps... I couldn't really figure out what you were asking :)

The probability of a student taking AMDM given they are taking Physics is 39.51%.

Since a school counts the number of students taking AMDM and find 225 students taking AMDM, and they also count the number of students taking Physics and find 248 students taking the Physics, and when they compare the two lists they find 98 student taking AMDM and Physics, to determine what is the probability of a student taking AMDM given they are taking Physics, the following cross multiplication calculation must be performed:

Therefore, the probability of a student taking AMDM given they are taking Physics is 39.51%.

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Answer:

To determine the possible degree(s) of a function from the graph alone, you need to examine the behavior of the graph at the extremes (far left and far right) and consider the number of turning points or changes in direction. Here's a step-by-step approach:

Look at the far left side of the graph: Determine the behavior of the graph as it approaches negative infinity. Does the graph approach a specific value, such as a horizontal line (asymptote) or the x-axis? If the graph approaches a horizontal line, it suggests a polynomial function of even degree. If the graph approaches the x-axis, it indicates a polynomial function of odd degree or possibly a function with a root of multiplicity greater than one.

Look at the far right side of the graph: Determine the behavior of the graph as it approaches positive infinity. Similar to step 1, observe if the graph approaches a specific value or a horizontal line. The behavior at the far right side should be consistent with the behavior at the far left side. This can help you identify if the function is even or odd degree.

Examine the number of turning points or changes in direction: Count the number of times the graph changes direction. These points are where the slope of the graph changes from positive to negative or vice versa. The number of turning points can provide an indication of the degree of the polynomial. For example, if there are two turning points, it suggests a polynomial function of degree 3.

Remember that this method provides potential degrees, but it may not definitively determine the exact degree of the function. Additional information or analysis might be required for a more accurate determination.

Answer:

Step-by-step explanation:

V = 3.9V

I = 0.12A

Ohm's Law, V = IR

Rearranging Ohm's Law, R = V/I

R = 3.9/0.12 = 32.5Ω

Answer:

Factor is the correct answer

Answer:

D

Step-by-step explanation:

8×16=128

2×4=8

128+8=136m^2

answer: D

Answer: 5x-15=10

5x=25

x=5

Step-by-step explanation: i showed the steps above. i hope you can understand it and this helps :) *the very first step is to distribute the 5 to everything in the parentheses

Answer:

x=5

Step-by-step explanation:

5.(x-3)=10

5x-15=10

   +15    +15

5x=25

Divide both sides by 5

x=5

Answer:

  22.4 psi

Step-by-step explanation:

The inversely proportional relationship means the pressure will be multiplied by the inverse of the ratio of the volumes:

  new pressure = (28 psi)(120 in³)/(150 in³) = 22.4 psi

The pressure at 150 cubic inches is 22.4 psi.

Answer: 4(4b - 5)(b + 5)

Step-by-step explanation:

All have a common factor of 4

4(4b^2 + 15b - 25)

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

Now you need to find two numbers that:

a) multiply to -100 (the a term * the c term = 4 * -25)

b) add to 15 (the b term)

After a little thinking, we can determine that the two numbers are:

20 and -5

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Now we can rewrite the middle term as 20b - 5b (notice how it still equals 15b)

4(4b^2 + 20b - 5b - 25)

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

4((4b^2 + 20b) + (-5b - 25))

Group the terms (associative property)

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

Take out a common factor from each

4(4b(b + 5) - 5 (b + 5))

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

Now we can factor by grouping

4(4b - 5)(b + 5)

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

Answer:

400 40

Step-by-step explanation:

Answer:

50

Step-by-step explanation:

8*7-6

56-6

50

plzzz mark brainliest

To reflect a point over the y-axis, we negate the x-coordinate of the point. To reflect the resulting point over the x-axis, we negate the y-coordinate of the point. So, to find the new point A'', we can perform these operations on the original point A:

1. Reflect A over the y-axis to get A': (-2, 2)

2. Reflect A' over the x-axis to get A'': (-2, -2)

Therefore, the new point A'' is (-2, -2).

Answer:

114 I believe........

..

Answer:

what?

Step-by-step explanation:

Answer:

35 units

Step-by-step explanation:

Perimeter of rectangle ABCD =2(L + W)

L = AD or BC (we only need to calculate one of the two)

W = AB or DC. (we only need to calculate one of the two).

Distance between A(-2, 6) and D(-8, -4):

\( AD = \sqrt{(x_2 - x_1)^2 + (y_2 - y_1)^2} \)

Let,

\( A(-2, 6) = (x_1, y_1) \)

\( D(-8, -4) = (x_2, y_2) \)

\( AD = \sqrt{(-8 -(-2))^2 + (-4 - 6)^2} \)

\( AD = \sqrt{(-6)^2 + (-10)^2} \)

\( AD = \sqrt{36 + 100} = \sqrt{136} \)

\( AD = 11.7 \) (nearest tenth)

Distance between A(-2, 6) and B(3, 3):

\( AD = \sqrt{(x_2 - x_1)^2 + (y_2 - y_1)^2} \)

Let,

\( A(-2, 6) = (x_1, y_1) \)

\( B(3, 3) = (x_2, y_2) \)

\( AB = \sqrt{(3 -(-2))^2 + (3 - 6)^2} \)

\( AB = \sqrt{(5)^2 + (-3)^2} \)

\( AB = \sqrt{25 + 9} = \sqrt{34} \)

\( AB = 5.8 \) (nearest tenth)

Perimeter of rectangle ABCD =2(AD + AB)

= 2(11.7 + 5.8)

= 2(17.5)

= 35 units

Answer:

Step-by-step explanation:

1) $50(0.20) = $10

2) $50(1.02) = $51

3) $50(1 - 0.20) = $40

Answer:

g(x)

because it is a quadratic equation it is mirrored the other one isn’t even a function

The true statement is The functions f and g have the same axis of symmetry, and the maximum value of f is greater than the maximum value of g.

A function is a relation from a set A to a set B where the elements in set A only maps to one and only one image in set B. No elements in set A has more than one image in set B.

The function g has the axis of symmetry as x = 2, since the values of the function below and above x = 2 changes in the same way.

The function f is a parabola.

The axis of symmetry is also x = 2, since the graph is the same before and after the line x = 2.

So the both the functions have same axis of symmetry.

Maximum value of the function f = 4 at x = 2. Since no other values of f is greater than 4.

At x = 2, the value of g = 3

Maximum value of g = 3

So, maximum value of f is greater than the maximum value of g.

Hence the correct option is B.

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Your question is incomplete. The complete question is as given below.

The graph shows the quadratic function f and the table shows the quadratic function g.

x   : -2     -1      0      1      2      3      4

g(x) -1   0.75    2   2.75   3    2.75   2

Which statement is true?

The functions f and g have the same axis of symmetry, and the maximum value of f is less than the maximum value of g.

The functions f and g have the same axis of symmetry, and the maximum value of f is greater than the maximum value of g.

The functions f and g have different axes of symmetry and different maximum values.

The functions f and g have the same axis of symmetry and the same maximum values.

Answer:

How could you represent the total amount of money spent on bread? ... When someone is having trouble with algebra, they may say, “I don't speak math! ... and we want to be able to translate these phrases into algebraic expressions. Consider ... 36. 3. Write a function rule for the table. hours. 0. 1. 2. 3 cost. 15. 20. 25. 30. 4.

Step-by-step explanation:

How could you represent the total amount of money spent on bread? ... When someone is having trouble with algebra, they may say, “I don't speak math! ... and we want to be able to translate these phrases into algebraic expressions. Consider ... 36. 3. Write a function rule for the table. hours. 0. 1. 2. 3 cost. 15. 20. 25. 30. 4.

Answer: It is c i just got it right

Step-by-step explanation:

Answer:

I think its D because i did the math for it but tell me if im wrong.

Step-by-step explanation:

I hope you  have a nice day

Answer:

3/4 x 12/8, or the last option

Step-by-step explanation:

Hope it helps!

Answer:

The measure of the largest angle is 72º.

Step-by-step explanation:

We will first solve for x. We know that the sum of the interior angles of a triangle is 180º, so 15x + 21x + 24x is equal to 180º. This means that 60x = 180º, so x = 3º. The largest angle is 24x, which is 72º.