Answers
Answer:
NL is congruent to US.
Answer:
d. NL ≅US
Step-by-step explanation:
ΔMNL ≅ ΔTUS
follow the order in ≅ statement meaning that MN ≅ TU,NL ≅US, ML ≅ TS
Related Questions
Lesson 8 Application Problem sol
ORVOS UNITS
Organic whole wheat flour sells in bags weighing 2.915 kilograms.
How much flour is this when rounded to the nearest tenth? Use a place value chart and
number line to explain your thinking
Helpppp
Answers
help pls !! ♡
6. In the diagram of circle O, tangent PB is drawn as is secant PAC. We wish to prove the Secant/Tangent Length Theorem, i.e. PA·PC = PB2. (a) Explain why APAB is similar to APBC (i.e. explain which two angles pairs must be congruent and why). O® A P B (6) Set up a proportion involving PA, PB, and PC based on the similar triangles and rewrite it in product form. Draw the two similar triangles separately and in the same orientation to help. COMMON CORE GEOMETRY, UNIT #8 - CIRCLE GEOMETRY - LESSON #8 eMATHINSTRUCTION, RED HOOK, NY 12571, © 2018
Answers
The lines PC and PB are the secant and the tangent lines of the circle, while the proportion involving PA, PB, and PC is PA * PC = PB²
Why the triangles are similar triangles?The triangles are given as:
Δ PAB and Δ PBC
Both triangles have a common point at P.
This means that:
∠P ≅ ∠P --- reflexive property of congruent angles
Also, the angles at C and B are congruent:
This is represented as:
∠B ≅ ∠C
Both triangles have a common side length PB.
Hence, the triangles are similar by ASA similarity theorem
The proportion involving PA, PB, and PCThe similarity theorem in (a) is the ASA similarity theorem.
This means that:
PA : PB = PB : PC
Express as fraction
\(\frac{PA}{PB} = \frac{PB}{PC}\)
Cross multiply the expressions
PA * PC = PB * PB
Evaluate the product
PA * PC = PB²
Hence, the proportion involving PA, PB, and PC is PA * PC = PB²
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time taken by a randomly selected applicant for a mortgage to fill out a certain form has a normal distribution with mean value 10 min and standard deviation 4 min. if five individuals fill out a form on one day and six on another, what is the probability that the sample average amount of time taken on each day is at most 11 min? (round your answer to four decimal places.)
Answers
The probability that the sample average amount of time taken on each day is at most 11 min is 0.5167
To solve for the probability proportion, we make use of the z statistic. The procedure to do is to calculate for the z value and using the standard probability tables, we can look up for the p value. The formula for z score is:
z =(x – μ) / (σ / √n))
where,
x = sample score = 11
μ = sample mean= 10
σ = standard deviation = 4
n = sample size
Calculating for the z and p value when n = 5:
z =(11 – 10) / (2 /√(5))
z = 0.55
Using the tables, p(5) = 0.7088
Calculating for the z and p value when n = 6:
z =(11 – 10) / (4/ √6))
z = 0.61
Using the tables, p(6) = 0.7290
If both days should be occurring, therefore the total probability that each day is at most 11 min is:
p total = p(5) * p(6)
p total = 0.7088 * 0.7290
p total = 0.5167
Hence the average amount of time taken on each day is at most 11 min.
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Which General won the Battle of Gettysburg?
Answers
Answer: The Cautious Meade
Battle of Gettysburg: Aftermath and Impact
The Union had won the Battle of Gettysburg. Though the cautious Meade would be criticized for not pursuing the enemy after Gettysburg, the battle was a crushing defeat for the Confederacy.
Hope this helped<3.
in fall 2020, the department has a cohort of 100 mds juniors. students in the class are enrolled in various classes including stor 435 (undergraduate probability), math 547 (linear algebra for applications) and comp 401 (foundations of programming). to simplify notation below i will denote these as prob., la and comp. assume the classes are not taught at the same time so there can be students who are taking all 3 courses. further there can also be students who are taking none of these 3 courses. 65 of these students are in prob, 45 in la and 40 in comp. there are 25 students that are in both prob. and comp, 20 that are in both la and comp, and 30 that are in both prob. and la. in addition, there are 10 students taking all 3 classes. how many students are taking none of the classes? (you can use venn diagrams for this problem.)
Answers
30 students are taking none of the classes.
We can use the Principle of Inclusion-Exclusion (PIE) to determine the number of students taking none of the classes. The PIE states that the total number of elements in the union of several sets is equal to the sum of elements in each set, minus the sum of elements in the pairwise intersections, plus the sum of elements in the three-way intersections, and so on.
In this case, we want to find the number of students taking none of the classes, which is equal to the total number of students (100) minus the number of students taking at least one class.
So, we can apply PIE as follows:
students taking none of the classes = 100 - (students in prob. + students in la + students in comp - students in prob. & comp - students in la & comp - students in prob. & la + students in prob., comp & la)
Using the given information, we have:
students taking none of the classes = 100 - (65 + 45 + 40 - 25 - 20 - 30 + 10)
students taking none of the classes = 100 - (95 - 25)
students taking none of the classes = 100 - 70
students taking none of the classes = 30
Hence, 30 students are taking none of the classes.
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30 students are taking none of the classes.
We can use the Principle of Inclusion-Exclusion (PIE) to determine the number of students taking none of the classes. The PIE states that the total number of elements in the union of several sets is equal to the sum of elements in each set, minus the sum of elements in the pairwise intersections, plus the sum of elements in the three-way intersections, and so on.
In this case, we want to find the number of students taking none of the classes, which is equal to the total number of students (100) minus the number of students taking at least one class.
So, we can apply PIE as follows:
students taking none of the classes = 100 - (students in prob. + students in la + students in comp - students in prob. & comp - students in la & comp - students in prob. & la + students in prob., comp & la)
Using the given information, we have:
students taking none of the classes = 100 - (65 + 45 + 40 - 25 - 20 - 30 + 10)
students taking none of the classes = 100 - (95 - 25)
students taking none of the classes = 100 - 70
students taking none of the classes = 30
Hence, 30 students are taking none of the classes.
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what is the difference between shallow foundations and deep foundations? where would you recommend the use of deep foundations? explain.
Answers
Deep foundations are recommended for larger or hillside developments , or those on poor soil .
Foundation Systems in Building
There are two classifications of foundations in building shallow foundations and deep foundations . These categories refer to the depth of soil in which the foundation is formed .
Shallow Foundations : Shallow foundations are usually located less than six feet below the lowest finished floor of a structure.
Deep Foundations : Deep foundations are structural elements that are used to transfer loads from weak and compressible soils to a stronger layer, usually located at a significant depth below the ground.
Recommendation
A shallow foundation can be constructed in as little as a one-foot depth , whereas a deep foundation is formed at a depth of 10 - 300 feet . Deep foundations are recommended for larger or hillside developments , or those on poor soil .
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Answer:
Step-by-step explanation: A shallow foundation distributes loads from the building into the upper layers of the ground.
Shallow foundations perform very well on sites with strong soils, sufficiently thick natural gravel rafts overlying weaker soils or where robust, engineered ground improvement is carried out.
Deep foundations can provide a good foundation for houses on sites with poor soil conditions near the surface,
Order of Operations
P
E
M
D
A
S
Answers
Answer:
D
Step-by-step explanation:
3/5 + 1/5 is 4/5
4/5 x 4/3 is 16/15
16/15 = 1 1/15
Answer:
I believe the answer is D
Step-by-step explanation:
PLS HELP ASAP 100 PONITS!!!
Answers
Step-by-step explanation:
To find the volume of each can, use the volume of a cylinder formula
volume = pi r^2 h
Here is the firt one.....you can do the rest I am sure:
volume = pi * 2.5^2 * 6 = 117.8 in^2
Solve for x and y
Please help I forgot what I needed to do!
Answers
if the wind speed at 60 meters is 8 m/s, what is the wind speed at 80 meters? use the industry standard of 1/7 for the shear exponent. (round two decimal places)
Answers
Thus, the wind speed at 80 meters is approximately 8.74 m/s when the wind speed at 60 meters is 8 m/s and the shear exponent is 1/7.
In order to find the wind speed at 80 meters, we need to use the shear exponent. The industry standard for the shear exponent is 1/7, which means that the wind speed will decrease by a factor of 1/7 for every meter increase in height.
To calculate the wind speed at 80 meters, we can use the following formula:
Wind speed at 80m = Wind speed at 60m * (80/60)^(1/7)
Plugging in the given values, we get:
Wind speed at 80m = 8 * (80/60)^(1/7)
Wind speed at 80m = 8 * 1.092
Wind speed at 80m = 8.74 m/s
Therefore, the wind speed at 80 meters is approximately 8.74 m/s when the wind speed at 60 meters is 8 m/s and the shear exponent is 1/7.
It's important to note that the shear exponent can vary depending on the atmospheric conditions, terrain, and other factors. So, this calculation provides an estimate based on the given standard.
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I need help please :)))) I don't understand how to do it. Thank you ! :))))
Answers
Step-by-step explanation:
supplement means their addition is equal to 180°
since m<x and m<y are supplement then m<x+m<y=180
and <y supplement to <z (their addition equals to 180°)
since m<y and m<z are supplement then m<y+m<z=180
m<x+m<y= m<y+m<z
m<y cancelled
m<x= m<z
_________________
FOR EXAMPLE
Given that <x and <y are supplement
and <y and <z are supplement
if <x= 45°
that means that <y = 135°
so that <x +<y = 180°
45+135= 180 ✓
and <y and <z are supplement
m<y+ m<z = 180°
then m<z= 45°
m<x+m<y= m<y+m<z
m<x +135= 135+m<z
then m<x= m<z = 45°
If 4(X+5)=80, what is the value of x
Answers
Answer:
4
Step-by-step explanation:
80 divided by 4 is 20 then you take 20 and divide it by 5 to get 4 so in conclusion X = 4
Fill in the missing fraction: Do not reduce your answer. What is 10/12 plus blank equals 16/12
Answers
Answer:
The missing fraction is 6/12
(you can further simplify this but the question requires that you don't do that)
Step-by-step explanation:
To add fractions easily, their denominators should have the same value, so the denominator should be 12,
Then, to get 16 in the numerator, we need to find a number that on adding to 10, gives 16, or,
10 + x = 16
x = 16 - 10
x = 6
So, the numerator should be 6
so we get the fraction, 6/12
We can also solve it in an alternate way,
\(10/12 + x = 16/12\\x = 16/12 - 10/12\\x = (16-10)/12\\x = 6/12\)
F (n) = 3n-1
(n) = n² - 2n-3.
д.с
Find F(g(9))
Answers
The function F(g(9))= 179
Given ,Function F (n) = 3n-1
g(n) = n² - 2n-3
g(9)= 9²-2(9)-3
= 81-18-3
g(9) = 60
F(g(9))=F(60)
= 3(60)-1
= 179
A mathematical phrase, rule, or law that establishes the link between an independent variable and a dependent variable (the dependent variable). In mathematics, functions exist everywhere, and they are crucial for constructing physical links in the sciences.
The core concept of mathematics' calculus is functions. The unique varieties of relations are the functions. In mathematics, a function is represented as a rule that produces a distinct result for each input x.
In mathematics, a function is indicated by a mapping or transformation. Typically, these functions are identified by letters like f, g, and h. The collection of all the values that the function may input while it is defined is known as the domain.
The whole set of values that the function's output can produce is referred to as the range. The set of values that might be a function's outputs is known as the co-domain.
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Victor borrowed $18.50 from his mother to go to the theater. A week later, he paid her $18.50 back. How much does he still owe her? He owes her $
Answers
Answer:
0
Step-by-step explanation:
a car travels at an average speed of 68 miles per hour. how long does it take to travel 612 miles
Answers
It takes 9 hours for the car to travel 612 miles at an average speed of 68 miles per hour.
To find the time it takes for the car to travel 612 miles at an average speed of 68 miles per hour, we can use the formula:
time = distance ÷ speed
Plugging in the given values, we get:
time = 612 miles ÷ 68 miles per hour
Therefore, the time it would take the car to travel 612 miles is: Time = 612 miles / 68 miles per hour Time = 9 hours. So, it would take the car approximately 9 hours to travel a distance of 612 miles if it maintains an average speed of 68 miles per hour.
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a shark is swimming 60 feet below the surface of the ocean there is a fish that is 25 feet deeper in the water use the expression (-60) + (-25) to describe the fishes location relavate to the surface of the ocean
Answers
Answer:
The fish is 85 feet deep in the ocean.
Step-by-step explanation:
If the shark was only 60 feet below the ocean, and the fish was 25 feet deeper, then you just add 25 onto 60 and you'll get how deep the fish is.
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5. The contents of a sample of 26 cans of apple Juice showed a standard deviation of 0.06 ounces. we are interested in testing to determine whether the variance of the population is significantly more than 0.003. The alternative hypothesis is? a. S^2>0.003 b. S^2=0.003 c.sigma^2>0.003 d. sigma^2 = 0.003
Answers
The alternative hypothesis in this case is that the variance of the population is significantly greater than 0.003. Therefore, the correct answer is option A, S^2>0.003.
The variance is a term used in statistics that refers to how far the numbers in a data set are spread out. A set of numbers with a large variance has a wide distribution, while a set with a small variance has a narrow distribution.
The formula for the variance is as follows:S² = ∑(X - μ)² / Nwhere:∑ = the sum ofX = each individual data pointμ = the population meanN = the number of data points in the population. The null hypothesis in this case would be that the variance of the population is not significantly different from 0.003. The alternative hypothesis, on the other hand, is that the variance is significantly greater than 0.003. This is what option A suggests.
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what is the answer jdjdjdjdjdj
Answers
The left-hand side and the right-hand side of the equation are equal, demonstrating the distributive property.
What is distributive property?
The distributive property is a property of numbers that allows us to multiply a single term by two or more terms added together.
The property demonstrated in this equation is the distributive property of multiplication over addition.
This property states that when a number is multiplied by a sum, the product is the same as if each term in the sum is multiplied by the number and then added together.
In this case, the number being multiplied is 3, and the sum is (x+5). Applying the distributive property, we get:
3(x+5) = 3(x) + 3(5) = 3x + 15
So the left-hand side and the right-hand side of the equation are equal, demonstrating the distributive property.
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the circle graph shows the percent of different animals sold at a local pet store in 1 year.
what percent is represented by the entire circle
Answers
Answer:
the entire circle represents the sales of a local pet shop in 1 year
Step-by-step explanation:
the cats percentage = 31%
The percent represented by the entire circle is 100%
A circle chart is a graph that displays information in a circle. The circle is divided into portions which represent a proportion.
The sum of angles in a circle chart is 360 degrees.
The entire circle adds up to 100%
So, the sum of the percentages of the hamster, rabbit, bird, dog and cats must add up to 100%
Percent represented by cats = 100 - (5 + 9 + 7 + 48) = 31%
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The elements of Matrix C are shown below.
C11 = 3
C12 = 1
C13=-9
C14 = 8
C21 = 2
C22=2
C23 =0
C24 = 5
C31 = 16
C32 = 1
C33=-3
c34=11
if matrix c equals matrix d, which of the following is matrix d?
Answers
The matrix that represents the matrix D is \(\left[\begin{array}{cccc}3&1&-9&8\\2&2&0&5\\16&1&-3&11\end{array}\right]\)
How to determine the matrix d?Given the elements of the matrix C.
The matrix c is represented by its rows and columns element, and the arrangements are:
C11 = 3 C12 = 1 C13=-9 C14 = 8
C21 = 2 C22=2 C23 =0 C24 = 5
C31 = 16 C32 = 1 C33=-3 C34=11
Remove the matrix name and position
3 1 9 8
2 2 0 5
16 1 -3 11
Represent properly as a matrix:
\(C = \left[\begin{array}{cccc}3&1&-9&8\\2&2&0&5\\16&1&-3&11\end{array}\right]\)
Matrix C equals matrix D.
So, we have:
\(D = \left[\begin{array}{cccc}3&1&-9&8\\2&2&0&5\\16&1&-3&11\end{array}\right]\)
Hence, the matrix that represents matrix D is \(\left[\begin{array}{cccc}3&1&-9&8\\2&2&0&5\\16&1&-3&11\end{array}\right]\)
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Christina biked 36 miles in 6 hours. If she biked at a constant speed, how many miles did she ride in one hour?
Answers
Answer:
6
Step-by-step explanation:
because you divided the amount of mile by the amount of time it took to get your answer
Examine circle C, with inscribed angle ∠EQD, central angle ∠ECD, and intercept ED⌢. Central angle ECD is labeled with a measure of 104∘. What is m∠EQD, in degrees? Enter your answer as a number, rounded to the nearest tenth, if necessary, like this: 42.5
Answers
Answer:
∠EQD = 72°Step-by-step explanation:
From the circle it can be seen that the angle ∠EQD lies on the circumference of the circle. A circumference of a circle is known to be any point on the circle. Also we have central angle ∠ECD of 104°
In circle geometry, there is a theorem that states; Angle at the center of a circle is twice the angle at the circumference. Applying this theorem to the given question we can say, ∠ECD = 2∠EQD
Substituting the given value;
104° = 2∠EQD
Dividing both sides by 2
104/2 = 2∠EQD/2
∠EQD = 104/2
∠EQD = 72°
Answer: The answer is 52.
Step-by-step explanation:
A way to solve a system of two linear equations that intersect is to graph the lines and find the coordinates of their intersection. Which postulate guarantees this process works for any two linear equations?
Two Point Postulate
Line-Point Postulate
Line Intersection Postulate
Answers
Answer:
Line Intersection Postulate
Step-by-step explanation:
If 2 lines intersect, then their intersection is exactly one point.
Random sampling complicates the analysis of cross-sectional data.
a. True
b. False
Answers
Random sampling do not complicates the analysis of cross-sectional data
Sampling is just an action of taking samples or subsets of a given data set for analysis. This means that when sampling is done, the next stage for the samples, are for them to be analyzed.
There different methods of sampling including random sampling. In this type, each member of the samples have equally probability of being chosen.
A cross-sectional data analysis is the analysis of samples or subsets at a fixed point in time. A systematic random sampling method is used in the analysis of cross-sectional data. And when this used, then each combinations of individuals samples in a data set has an equal chance of being selected.
Hence, the statements that says random sampling complicates the analysis of cross-sectional data is False.
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Carey earns $9.75 working part time on weekends. The table below shows the amount, a, Carey earns for working h hours.
Carey’s Earnings
h
0
1
3
a
$0
$9.75
?
Which value completes the table to show the amount Carey earns for working 3 hours?
$9.75
$12.75
$19.50
$29.25
Answers
Answer:
im doing the test rn and i believe the other person is correct :)
Step-by-step explanation:
Determine which of following table is NOT a function.
Answers
Answer: C
Step-by-step explanation:
C beacause one X cannot have two different Y values
6. If the speed of the tidal wave is 3650 /ℎ, what is the value of ?
Answers
Answer:
value of what ??
Step-by-step explanation:
is that velocity or something dud
A house has increased in value by 3% each year. It was worth £150000 4 years ago. How much is it worth now? Give your answer to a sensible degree of accuracy. morto
Answers
Answer: 350000
Step-by-step explanation: Hope this helps :) (if wrong please make sure next time add answer that can be picked from it better or if theres no answers maybe give some more detail?)
Order -3, 5, -10, 16 from least to greatest. then order the same numbers from closest to zero to farthest from zero. next, describe how your lists are similar to each other. please answer the last part cause we are in need of help plllllllllllllllllleeeeeeeeeeeeeaaaaaaaaaaaaaaase.please thank you
Answers
The similarity lies in the fact that both lists contain the same set of numbers, but their order is determined by different criteria - one based on magnitude and the other based on distance from zero.
Let's order the numbers -3, 5, -10, and 16 as requested.
From least to greatest:
-10, -3, 5, 16
The ordered list from least to greatest is: -10, -3, 5, 16.
Now let's order the same numbers from closest to zero to farthest from zero:
-3, 5, -10, 16
The ordered list from closest to zero to farthest from zero is: -3, 5, -10, 16.
Regarding the similarity between the two lists, both lists contain the same set of numbers: -3, 5, -10, and 16. However, the ordering criteria are different in each case. In the first list, we order the numbers based on their magnitudes, whereas in the second list, we order them based on their distances from zero.
By comparing the two lists, we can observe that the ordering changes since the criteria differ. In the first list, the number -10 appears first because it has the smallest magnitude, while in the second list, -3 appears first because it is closest to zero.
Overall, the similarity lies in the fact that both lists contain the same set of numbers, but their order is determined by different criteria - one based on magnitude and the other based on distance from zero.
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