The Sierpinski triangle (pictured below) is a fractal image. The original figure is an equilateral triangle. In each step, the computer splits every triangle in the design into 4 congruent equilateral triangles, and removes the center one from the design. The area remaining in a particular design after n steps can be shown using the following expression:


25√3 / 2 * (3/4)^n


What does 25√3 / 2 signify in the expression? (Image Shown Below)

O Each step multiplies the area 25√3 / 2.
O The original figure had an area of 25√3 / 2 square units.
O Each step increases the area of the figure by 25√3 / 2 square units.
O After many steps, the figure will have an area of 25√3 / 2 square units.

The graph of g(x) = 6^x - 12 is a vertical translation of the graph of f(x) = 6^x by 12 units downward.

In the function g(x) = 6^x - 12, the constant term of -12 causes a vertical shift or translation of the graph of f(x) = 6^x. Since the constant term is subtracted from the original function, it shifts the graph downward by 12 units.

This means that every point on the graph of g(x) is 12 units below the corresponding point on the graph of f(x). The transformation preserves the shape and exponential growth of the function but shifts it vertically downward, resulting in the new graph g(x).

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∠1 + ∠3  = ∠2  + ∠3 because both of them are equal to 180 °.

∠3 = ∠3  because it is the common angle .

∠1  = ∠2 because they are vertically opposite angles .

At most, 2 distinct lines will intersect at one point. The general form of the two equations is required in order to locate the intersection of two lines. Only non-parallel lines will cross with each other. A pair of scissors, a folding chair, a road cross, a signboard, and other everyday objects are typical examples of intersecting lines. We will learn in-depth instructions on how to locate the spot where two lines intersect in this mini-lesson. They are referred to as intersecting lines when two lines have exactly one point in common. A common point connects the intersecting lines. The point of intersection is also known as the common point that all intersecting lines share. There will be a point of intersection between the two coplanar, non-parallel straight lines.

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Answer:

10

Step-by-step explanation:

5 outside the star 5 inside the star

Answer:

1.) Volume= Whereas the basic formula for the area of a rectangular shape is length × width, the basic formula for volume is  Length × Width × Height

2.) Terms in this set (4)

Measure 50 ml of water into a gradulated cylinder.

Place object in cylinder and measure the new volume.

Subtract the 50ml from the new volume.

The difference in the volume is the volume. of the object.

3.) Graduated cylinders

4.) Particles behave differently within each state of matter: solid, liquid, and gas. The particles give matter a property called mass. The mass of an object is related to the amount of material that makes up the object and how hard the object is to move. Simple experiments can show how gases have mass.

Explanation:

1.) Volume is the quantity of three-dimensional space enclosed by a closed surface, for example, the space that a substance (solid, liquid, gas, or plasma) or shape occupies or contains. Volume is often quantified numerically using the SI derived unit, the cubic metre.

SI unit: Cubic metre

In SI base units: 1 m3

2.) If the object has an irregular shape , the volume can be measured using a displacement can . The displacement can is filled with water above a narrow spout and allowed to drain until the water is level with the spout. As the irregular object is lowered into the displacement can, the water level rises.

3.) Today they will practice measuring different liquids. They will use a container called a graduated cylinder to measure liquids. Graduated cylinders have numbers on the side that help you determine the volume. Volume is measured in units called liters or fractions of liters called milliliters (ml).

4.) Mass is a measure of the amount of matter in an object. Mass is usually measured in grams (g) or kilograms (kg). ... An object's mass is constant in all circumstances; contrast this with its weight, a force that depends on gravity. Your mass on the earth and the moon are identical.

~-Long Story short, its 1 = Degree of Length

                                     1 = Degree of Width

                                     3 = Degree of Height       That's is all summed up!-~

                                     5 = Degree of Volume

                   Ⓗⓞⓟⓔ ⓣⓗⓘⓢ Ⓗⓔⓛⓟⓔⓓ❕  

                                                              ~

The degrees of the given dimensions are degree of length= 1 ,degree of width = 1 , degree of height= 3 , degree of volume = 5

To determine the degree of each dimension and the volume for Box 2, let's consider the expressions:

Length = (4x - 1)

Width = x

Height = x³

Volume = Length × Width × Height

Volume = (4x - 1) × x × x³

Now, let's simplify the volume expression:

Volume = (4x² - x) × x³

Volume = 4x⁵ - x⁴

Now, let's find the degrees of each dimension and the volume:

Degree of length:

The degree of the length dimension is the highest power of x in the expression (4x - 1). The highest power of x in this expression is 1.

Degree of width:

The degree of the width dimension is the highest power of x in the expression x. The highest power of x in this expression is 1.

Degree of height:

The degree of the height dimension is the highest power of x in the expression x³. The highest power of x in this expression is 3.

Degree of volume: The degree of the volume is the highest power of x in the expression 4x⁵ - x⁴. The highest power of x in this expression is 5.

Therefore, the degrees are as follow,

Degree of length: 1

Degree of width: 1

Degree of height: 3

Degree of volume: 5

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Using property 8 and the midpoint rule, we have estimated the value of the integral ∫1147xdx to be approximately 14.

Property 8 of the definite integral states that if a < b and 0 < c < d, then:

∫baf(x)dx = ∫dcf(x)dx - ∫caf(x)dx

We can use this property to estimate the value of the integral ∫1147xdx. Let's choose c = 1 and d = 4, so that 0 < c < d and a < b. Then:

∫1147xdx = ∫447xdx - ∫11x dx

Next, we can use a numerical method, such as the midpoint rule or trapezoidal rule, to estimate the value of each of the integrals on the right side of the equation.

For example, using the midpoint rule with n = 4 subintervals for each integral:

∫447xdx ≈ (4 - 4/2) + (4 - 3/2) + (4 - 2/2) + (4 - 1/2) = 4 + 4 + 4 + 4 = 16

∫11x dx ≈ (1 - 1/2) + (1 - 2/2) = 1 + 1 = 2

So, our estimate of ∫1147xdx becomes:

∫1147xdx ≈ 16 - 2 = 14

Therefore, using property 8 and the midpoint rule, we have estimated the value of the integral ∫1147xdx to be approximately 14.

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Answer:

x = 45°

y = 90°

Step-by-step explanation:

    The 135° is on a line, so 180° - 135° = 45°

Since this is an isosceles triangle, x will be equal to 45° as well.

    The sum of a triangle's angles is 180°, so if we add them all together and subtract from 180° we will get our y.

180° - (45 + 45) = y

180° - 90° = y

90° = y

(a triangle can be both an isosceles and a right-triangle!)

Have a nice day!

    I hope this is what you are looking for, but if not - comment! I will edit and update my answer accordingly. (ノ^∇^)

- Heather

Algebra Example:

Divide each term in 3y=2 3 y = 2 by 3. Cancel the common factor of 3 . Divide y by 1 . Using the slope-intercept form, the slope is 0 .

Finaly Result: 0

Answer: this should be more then 5 coins

Step-by-step explanation:

Answer:

√2 is between the integers 1 and 2.

Answer:

104

Step-by-step explanation:

260x.4=104

Answer:

156

Step-by-step explanation:

Answer:

push the x on the top left corner of the tab

Step-by-step explanation:

Answer:

A) Up and to the right

Step-by-step explanation:

On a graph, the direction of the line with points \((1,7)\) and \((10, 15)\) is going up to the right.

Answer: d. 2 hrs

Step-by-step explanation:

Let x = Time taken(in hours) to fly 470 mi to New Orleans. (Shorter leg)

Then Time taken to fly 705 mi to Atlanta= x+1 (longer leg)

Since  the plane flew at the same rate for the entire trip.

i.e. Speed 705 mi to Atlanta = Speed to fly to New orleans

\(\Rightarrow\ \dfrac{705}{x+1}=\dfrac{470}{x}\ \ \ \ \ \ \ [\text{Speed}=\dfrac{\text{Distance}}{\text{Time}}]\\\\\Rightarrow\ 705x=470(x+1)\\\\\Rightarrow\ 705x=470x+470\\\\\Rightarrow\ 705x-470x=470 \\\\\Rightarrow\ 235x=470\\\\\Rightarrow\ x=\dfrac{470}{235} \\\\\Rightarrow\ x=2\)

hence, the flying time for the shorter leg = 2 hours

So (d) is the correct option.

In order to prove the triangles are similar, you have to use SAS, SSS and AA rule.

In triangle, the similarity theorem states that if they have the same ratio of corresponding sides and equal pair of corresponding angles.

Here we have to find the 3 shortcuts to prove the triangles are similar.

According to the similarity theorem, here we have triangle that is similar to other if two pairs of angles are congruent (AA) or if two pairs of sides are proportional and the included angles are congruent whereas if three pairs of sides are proportional (SSS).

Here we must know that the term similarity and congruent are similar terms.

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Answer:

You don't have any numbers in the question so this isn't possible to be answered. Feel free to add the numbers under this comment, if you still need help.

To solve this problem, we can use the Chinese Remainder Theorem. We need to find the remainder when 2202 202 is divided by both 2101 and 251.

First, note that 2101 and 251 are relatively prime. Therefore, by the Chinese Remainder Theorem, there exists a unique remainder between 0 and 2101 * 251 - 1 (inclusive) that satisfies the two conditions.

To find this remainder, we can use the remainders when 2202 202 is divided by 2101 and 251.

Note that 2202 is congruent to 101 (mod 2101) and 0 (mod 251). Therefore, we can use the Chinese Remainder Theorem to find that the remainder when 2202 202 is divided by 2101 * 251 is congruent to:

101 * (251^2) * (251^(-1)) + 0 * (2101^2) * (2101^(-1)) (mod 2101 * 251)

Using the fact that 251^(-1) is congruent to 201 (mod 2101) and 2101^(-1) is congruent to 1922 (mod 251), we can simplify this expression to:

101 * (251^2) * (201) + 0 * (2101^2) * (1922) (mod 2101 * 251)

Simplifying further, we get:

101 * 251 * 201 (mod 2101 * 251)

This is congruent to 101 * 201 (mod 251), which is congruent to 101 (mod 251).

Therefore, the remainder when 2202 202 is divided by 2101 251 1 is 101, which is option (b).

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Answer:

y=16x^12−72x^10+108x^8−54x^6

Step-by-step explanation:

Answer:answer 2

Step-by-step explanation:

2

Liliana's next step is to find the area of each of the two trapezoids.

From the question, we have the following parameters that can be used in our computation:

Given that she has broken the polygon into two trapezoids, the next step ti so calculate the area of each trapezoid

This is done using

Area = 1/2 * (sum of parallel sides) * height

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Complete question

Area of Trapezoids and Other Figures quick check

Liliana wants to find the area of a polygon. First, she breaks apart the polygon into two trapezoids. What is Liliana's next step?

The given probability of having six girls in a six-child family is 0.015625. To determine the method used to compute this probability, we need to analyze the information provided.

The Classical method is based on theoretical assumptions and probabilities calculated using mathematical principles. It assumes equally likely outcomes and relies on counting favorable outcomes over the total number of possible outcomes.

The Empirical method involves gathering data from observations or experiments to estimate probabilities. It relies on observed frequencies and relative frequencies to compute probabilities. However, the given probability does not suggest a sample or data collection, making it unlikely that the Empirical method was used.

The Subjective method involves assigning probabilities based on personal judgment or opinions. Individuals subjectively evaluate the likelihood of an event based on their own beliefs or knowledge.

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The statement that an example of Instructional Task Learning is the Count on Sesame Street counting to 10, is True.

Instructional task learning refers to a type of education where students gain expertise in a particular skill or concept by completing multiple tasks that have been specifically devised to aid them in mastering the subject matter.

On Sesame Street, the students are acquiring the knowledge of numerically counting up to 10 via the character of Count. The Count offers several activities aimed at imparting the same skill to learners, including object counting, singing songs that involve counting, and engaging in counting games. Through the completion of these assignments, students can proficiently acquire the ability to accurately count up to 10.

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Answer:

Step-by-step explanation:

V = length * width * height

64 = length * 2 * 4

64 = length * 8

length = 64 / 8

length = 8 m

An equation highlighting the discount: y = (65 - 7)x

A simpler equation: y = 58x

Data:

f(x) = 0 in x = 2; x = 2; x = - 3

Using the zeros we can form the function as follow:

A zero is the point where the function is 0, if a zero is 2 it means that in x=2 f(x)=0. we can express that like:

and then we can know that it is zero if :

because:

So using the zeros we form the equations as followç:

If we know that the leading coefficient is 3 then:

The angle between the stick and the base of the box is 77. 9 degrees

To determine the angle between the stick and the base, we have to know the trigonometric identities.

These identities are;

From the information given, we have;

sin A = FB/AB

Given that;

GB = 14.5cm

AB = 18. 6cm

substitute for the length of the sides, we have;

sin A = 14.5/18. 6

Divide the values, we have;

sin A = 0. 7796

Find the inverse sine

A = 77. 9 degrees

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Jamal would need approximately 7.9 gallons of gas to travel 296.25 miles.

We can use the concept of direct variation to solve this problem. Direct variation means that two quantities are related by a constant ratio. In this case, the number of miles driven is directly proportional to the number of gallons used.

To find the constant of proportionality, we can use the given data. From the table, we can see that when Jamal used 14 gallons, he drove 525 miles. So we can write:

14/525 = k

where k is the constant of proportionality.

Solving for k, we get:

k = 14/525

Now we can use this value of k to find how many gallons Jamal would need to travel 296.25 miles. Let x be the number of gallons he would need. Then we can write:

x/296.25 = k

Substituting the value of k, we get:

x/296.25 = 14/525

Solving for x, we get:

x = (296.25 × 14) / 525

x ≈ 7.9

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The classification of the compounds according to their functional class: A | Aldehyde

B | Alcohol

C | Ketone

D | Amine

Compound A contains a carbonyl group (C=O) bonded to two alkyl groups (R-). This is the general structure of an aldehyde. Aldehydes are characterized by their strong, sweet odor.

They are also very reactive, and can be used to make a variety of other compounds, such as esters and carboxylic acids.

Compound B contains an oxygen atom (O) bonded to two alkyl groups (R-). This is the general structure of an alcohol. Alcohols are characterized by their ability to dissolve other polar compounds, such as water. They are also used in a variety of products, such as solvents, cleaners, and fuels.

Compound C contains a carbonyl group (C=O) bonded to a propyl group (CH3CH2CH2-) and an amino group (NH2). This is the general structure of a ketone.

Ketones are characterized by their strong, sweet odor. They are also very reactive, and can be used to make a variety of other compounds, such as esters and carboxylic acids.

Compound D contains a nitrogen atom (N) bonded to three alkyl groups (R-). This is the general structure of an amine. Amines are characterized by their basic properties. They are also used in a variety of products, such as pharmaceuticals, plastics, and fertilizers.

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Answer:

45

Step-by-step explanation:

angles on a straoght line = 180

180-135=45

The angle DEC is 180°-135°=45°.

         angle y=135°   (opposite vertical angle).

         angle y+z=180°

In-plane Geometry, a parent that is fashioned via two rays or lines that shares a not unusual endpoint is called an angle. The phrase “attitude” is derived from the Latin phrase “angulus”, because of this “nook”. the two rays are known as the edges of an angle, and the not unusual endpoint is known as the vertex.

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Step-by-step explanation:

the middle one has to be the same for both part ratios.

the best here is to bring the ratio element of B in the first part ratio to 10. we need to double the B element there

for that (as a ratio is a fraction) we also have to adapt the A element in the same way.

so, we get

4×2 : 5×2 : 9 =

= 8 : 10 : 9

and that is also shown in the graphic.

Answer:

X:Y:Z= 8:10:9

Step-by-step explanation:

Let x be the number of students in class A

Let y be the number of students in class B

Let z be the number of students in class C

x:y = 4:5

y:z= 10: 9

x:y:z = ?

Find the LCM of the y terms (5 and 10 ) which is 10

Divide 10 by the first y term (5) = 2

Divide 10 by the second y term(10) = 1

X: y = (4 x 2) :(5 x 2)= 8:10

y:z =(10 x 1) : (9:1)= 10:9

x:y:z= 8:10:9

Answer:

7*3=21

8-5=3

21+3-24

Step-by-step explanation:

The expression for Tuesday's points is 3n + 4

The points Amanda had on Sunday is not known but represented with n

Amanda had 3 times more points on Tuesday's game. This would be represented with the expression : 3 × n = 3n

Amanda had 4 more than 3 times  more points on Tuesday's game. This would be represented with the expression : 3n + 4

The above expression is a linear expression

A linear expression has a single variable raised to the power of 1.

An example is 3n + 4

The variable n is raised to the power of 1.

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