400
,
000
=
4
×
10
6
True or false

Answer:

x=29

z=13

<RIG= 59°

<ZIM=31°

(vertically opposite angles)

<ZIA=<MIG

3x-56=x+2

group like terms

3x-x=56+2

2x=58

divide both side by the coefficient of x

2x/2=58/2

x=29

<RIG+<GIM=90°

4z+7+x+2=90°

where x=29

4z+7+29+2=90°

4z+38=90°

make for 4z the subject

4z=90°-38°

4z=52°

let z stand alone

4z/4=52/4

z=13

<RIG=4z+7

where z=13

4(13)+7

52°=RIGZ

<ZIM=x+2

where x =39+2

x=31°

Answer:

x = 29

z = 13

Angle RIG = 59 deg.

Angle ZIM = 41 deg.

Step-by-step explanation:

So we know that angle ZIA = angle MIG

3x - 56 = x + 2

We can solve this equation

2x = 58

x = 29

Next, angle RIG + GIM = 90 degrees.

So if we do 4z + 7 + x + 2 = 90 degrees when x = 29, we can plug x in.

4z + 7 + 29 + 2 = 90 degrees

4z + 38 = 90 degrees

4z = 90 - 38

4z = 52

z = 13

Angle RIG = 4z + 7

We know that z = 13

4 * 13 + 7 = 52

Therefore RIGZ = 52 degrees.

Angle ZIM = x + 2

x = 39 + 2

x = 41

Answer:if they choose the family tickets its 15% off the regular ticketts individually

Step-by-step explanation:

Answer:

that is the answer

you cant simplify the equation further

3x ^ 2 + 56x - 7 is the answer

Step-by-step explanation:

Answer:D

Step-by-step explanation:

C ) If your bank goes out of business, you lose your money is a false statement .

Since banks are insured by FDIC . So if a bank becomes dissolves or becomes bankrupt FDIC covers the loss of customers of bank upto a certain limit .

A ) Banks are insured by the government.

This is a true statement .

B ) Money can be stolen or lost if you keep it at home . Even this is a true statement .

D ) Your money can grow if you keep it in a bank account . This is also a true statement .

Hence , C ) If your bank goes out of business, you lose your money is a false statement .

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Using a system of equations, the expression, in terms of x, for the total number of students at the college is:

T = 11x.

A system of equations is when multiple variables are related, and equations are built to find the values of each variable, according to the relations given in the problem

For this problem, considering the Venn diagram, we have that:

Thus the total number of students in the college is given by:

T = A + B + x.

1/2 of the students who learn the piano also learn the guitar, hence:

A = x.

Thus the number of students who play the piano is:

A + x = x + x = 2x.

5 times as many students learn the guitar as learn the piano, hence:

B + x = 5(2x)

B + x = 10x

B = 9x.

Hence:

T = A + B + x

T = x + 9x + x

T = 11x.

The expression, in terms of x, for the total number of students at the college is:

T = 11x.

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Answer:

5

Step-by-step explanation:

Given expression:

when k = 12

substituting k = 12 in equation

⇒ (4(12) + 2) ÷ 10

⇒ (48 + 2) ÷ 10

⇒ 50 ÷ 10

⇒ 5

Answer:3x7

Step-by-step explanation:Area is width x length. So 3x7.

Based on the fact that there are 8 sports drinks and 6 peach flavored drinks, the probability that all 4 drinks picked by Malia would be peach flavored is 0.2143.

The probability that all 4 drinks will be peach flavored can be found as:

= Probability of first drink being peach x Probability of second drink being peach + Probability of third drink being peach + Probability of fourth drink being peach

The probability of the drinks being peach flavored is:

= 6/8 x 5/7 x 4/6 x 3/5

= 0.2143

In conclusion, the probability that all the drinks are peach flavored is 0.2143.

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The answer to the given question is b²/a²

The power of a number tells us how many times that number must be multiplied. Exponents and indexes are other names for powers. For instance, 8² denotes "8 squared," "8 squared," or just "8 squared."

A power is just an expression that denotes repeatedly multiplying the same number or factor. The exponent value depends on how frequently the base has been multiplied by itself.

For instance, 8 x 8 x 8 x 8... times is 8. The phrase 8n above is pronounced as 8 raised to the power n. As a result, exponents are also sometimes referred to as power or indices.

a⁷ b² a⁻⁹

= a⁽⁷⁻⁹⁾ b²

= a⁻² b²

= b² / a²

Therefore, The value of the given equation is b²/a²

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Answer:

GH = 1

Step-by-step explanation:

Finding the value of x,

→ FG + GH = FH

→ 2x + x - 1 = 5

→ 3x = 5 + 1

→ x = 6/3

→ [ x = 2 ]

Now the value of GH is,

→ GH = x - 1

→ GH = 2 - 1

→ [ GH = 1 ]

Hence, the value is 1.

The supplied roots' polynomial equation is x³-7x²+20x-24=0.

A polynomial equation is one in which a polynomial is set to zero. It is an equation composed of variables, non-negative integer exponents, and coefficients, as well as operations and an equal sign. It has various exponents. The highest one represents the equation's degree. To be a polynomial equation, the variable in the equation must contain only non-negative integer exponents. Specifically, variable exponents should be non-negative and neither negative nor fractional.

Given that, solution polynomial equation of the least degree has roots of 3, 2+2i, and 2-2i.

Now, x=3, x=2+2i and x=2-2i

x-3, x-2-2i and x-2+2i

So, the polynomial equation is (x-3)(x-2-2i)(x-2+2i)=0

=(x-3)(x(x-2-2i)-2(x-2-2i)+2i(x-2-2i))=0

=(x-3)(x²-2x-2xi-2x+4+4i+2xi-4i-4i²)=0

=(x-3)(x²-2x-2x+4-4i²)=0

=(x-3)(x²-4x+4+4)=0 (∵i²=-1)

=(x-3)(x²-4x+8)=0

=x(x²-4x+8)-3(x²-4x+8)=0

=x³-4x²+8x-3x²+12x-24=0

= x³-7x²+20x-24=0

The supplied roots' polynomial equation is x³-7x²+20x-24=0.

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without further Ado, let's pick two points off the table, check the picture below, and let's roll on.

[tex](\stackrel{x_1}{-1}~,~\stackrel{y_1}{3})\qquad (\stackrel{x_2}{2}~,~\stackrel{y_2}{0}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{0}-\stackrel{y1}{3}}}{\underset{run} {\underset{x_2}{2}-\underset{x_1}{(-1)}}} \implies \cfrac{-3}{2 +1} \implies \cfrac{ -3 }{ 3 }\implies -1[/tex]

[tex]\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{3}=\stackrel{m}{-1}(x-\stackrel{x_1}{(-1)}) \implies y -3= -1 (x +1) \\\\\\ y-3=-x-1\implies {\LARGE \begin{array}{llll} y = -x+2 \end{array}} \qquad \impliedby \stackrel{y-intercept}{(0~~,~~2)}[/tex]

All the above statements are proved using proof by contraposition.

Proof by contrapositive, also known as proof by contraposition, is an inference technique used in mathematics where a conditional statement's contrapositive is used to infer the conditional statement's conclusion. To put it another way, the conclusion "if A, then B" is inferred by building a proof of the claim "if not B, then not A" instead. This method is frequently chosen if the contrapositive is more straightforward to establish than the first conditional statement.

The term "contraposition" describes a proving strategy known as "proof by contraposition," which involves drawing an inference from a conditional statement to its logically equivalent contrapositive. The antecedent and consequent of a sentence are inverted and flipped in the contrapositive.

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Answer: The answer is the third option. Bosnian Serbs were the aggressors in the war that is discussed in Zlata’s Diary. This diary is a book by  Zlata Filipović. It was written from 1991 to 1993 during the Bosnian war.

Step-by-step explanation: hope this helps!!!!

Answer: 30 degrees ==> C

Step-by-step explanation:

y+150=180 ==> 150 is the alternate interior angle of angle y's supplementary angle. So, these two angles add up to 180.

y=30 degrees ==> C

Answer:

4680°/28 = 167.14°

Step-by-step explanation:

So, for a polygon with 28 sides, the sum of the measures of the interior angles is 26(180°) = 4680°. Since the polygon is regular, each interior angle has the same measure. So, the measure of each interior angle = 4680°/28 = 167.14°

Answer:

here :)

Step-by-step explanation:

(1) Frames covered with shade cloth mean = 1.71 and standard deviation = 0.401

(2) control pvc frames only mean = 19.26 and standard deviation = 0.536

(3) warmer (pvc frames covered with plastic) mean = 2.08 and standard deviation = 0.774.

(1) Using the cooler mean and SD:

The calculations are shown in the table below:

[tex]\begin{array}{lll} & \mathrm{X} & (\mathrm{X} \text {-mean })^{2} \\& 1.59 & 0.0144 \\& 1.43 & 0.0784 \\& 1.88 & 0.0289 \\& 1.26 & 0.2025 \\& 1.91 & 0.04 \\& 1.86 & 0.0225 \\& 1.9 & 0.0361 \\& 1.57 & 0.0196 \\& 1.79 & 0.0064 \\& 1.72 & 0.0001 \\& 2.41 & 0.49 \\& 2.34 & 0.3969 \\& 0.83 & 0.7744 \\& 1.34 & 0.1369 \\& 1.76 & 0.0025 \\\text { Total } & 25.59 & 2.2496\end{array}[/tex]

Sample size

[tex]$$n=15$$[/tex]

Sample sum:

[tex]$$\sum x=25.59$$[/tex]

Sample mean:

[tex]$$\begin{aligned}\bar{x}=\frac{\sum x}{n} &=25.59 / 15 \\&=1.71\end{aligned}$$[/tex]

Sample standard deviation:

[tex]\begin{aligned}s=\sqrt{\frac{\sum(x-\bar{x})^2}{n-1}} &=\sqrt(2.2496 /(15-1)) \\&=0.401\end{aligned}[/tex]

(2) Using the control mean and SD:

The calculations are shown in the table below:

[tex]\begin{array}{lll} & \mathrm{X} & (\mathrm{X}-\text { mean })^{2} \\& 1.92 & 0.0289 \\& 2 & 0.0625 \\& 2.19 & 0.1936 \\& 1.12 & 0.3969 \\& 1.78 & 0.0009 \\& 1.84 & 0.0081 \\& 2.45 & 0.49 \\& 2.03 & 0.0784 \\& 1.52 & 0.0529 \\& 0.51 & 1.5376 \\& 1.9 & 0.0225 \\\text { Total } & 19.26 & 2.8723\end{array}[/tex]

Sample size:

[tex]$$n=11$$[/tex]

Sample sum:

[tex]$$\sum x=19.26$$[/tex]

Sample mean:

[tex]\begin{aligned}s=\sqrt{\frac{\sum(x-\bar{x})^2}{n-1}} &=\sqrt(2.8723 /(11-1)) \\&=0.536\end{aligned}[/tex]

(3) Assuming a warmer mean and SD:

The calculations are shown in the table below:

[tex]$\begin{array}{lll} & \mathrm{X} & (\text { X-mean })^{2} \\ & 2.57 & 0.3969 \\ & 2.6 & 0.4356 \\ & 1.93 & 0.0001 \\ & 1.58 & 0.1296 \\ & 2.3 & 0.1296 \\ & 0.84 & 1.21 \\ & 2.65 & 0.5041 \\ & 0.14 & 3.24 \\ & 2.74 & 0.64 \\ & 2.53 & 0.3481 \\ & 2.13 & 0.0361 \\ & 2.86 & 0.8464 \\ & 2.31 & 0.1369 \\ & 1.91 & 0.0009 \\ \text { Total } & 29.09 & 8.0543\end{array}$[/tex]

Sample size:

[tex]$n=14$[/tex]

Sample sum:

[tex]$$\sum x=29.09$$[/tex]

Sample mean:

[tex]$$\begin{aligned}\bar{x}=\frac{\sum x}{n} &=29.09 / 14 \\&=2.08\end{aligned}$$[/tex]

Sample standard deviation:

[tex]s=\sqrt{\frac{\sum(x-\bar{x})^2}{n-1}} &=\sqrt(7.7883 /(14-1)) \\&[/tex]

  [tex]=0.774[/tex]

Hence, these are the different samples of mean and standard deviation.

The term "standard deviation" (or "") refers to a measurement of the data's dispersion from the mean. A low standard deviation implies that the data are grouped around the mean, whereas a large standard deviation shows that the data are more dispersed.

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The distance from point X to line p is 2√17 units.

We are given the point X as:

X = ( - 2 , 5 )

We need to find the distance of X from the line p.

We will do this by using the distance formula:

Distance = √ (y₂ - y₁)² + (x₂ - x₁)²

Distance = √ (- 2 - 0) ² - (5 - ( - 3))  ²

= √ ( - 2) ² - (5 + 3) ²

= √ ( - 2) ² - (8) ²

= √ 4 + 64

= √ 68

= 2 √17 units

Therefore, the distance from point X to line p is 2√17 units.

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Your question was incomplete. Please find the content below:

Find the distance from point X to line p. An image of a point X, a line p, and three segments joining the point and the line. Question 12 options:

A. 2 √34 units

B. √85 units

C. 2 √17 units

D. √17 units

Answer:

hdshsjjkksjsjskskwiisiw

The following illustrate the examples of Qualitative data: (1) the eye color of children participating in after-school activities and (2) the traits of various bird species.

Data that cannot be quantified or expressed in numbers are referred to as qualitative data.

Now,

(1) The time, in minutes, it took students to finish their exams: It is quantifiable data since the number of minutes it took pupils to complete their tests can be measured.

(2) The eye color of students involved in after-school activities: Since the eye color of students participating in after-school activities cannot be quantified, the information is qualitative.

(3) The characteristics of different types of birds: The characteristics of many bird species can never be quantified quantitatively; therefore, the information is qualitative.

(4) The scores on the last exam: It is quantitative data since the results of the last exam may be quantified and expressed in numbers.

(5) The weights of different books: It is quantifiable data because it is possible to measure the weights of various books.

Hence, the eye color of children participating in after-school activities and the traits of various bird species are examples of qualitative data.

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Answer:

first option

Step-by-step explanation:

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

calculate m using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (1, 4 ) and (x₂, y₂ ) = (3, - 4 )

m = [tex]\frac{-4-4}{3-1}[/tex] = [tex]\frac{-8}{2}[/tex] = - 4 , then

y = - 4x + c ← is the partial equation

to find substitute either of the 2 points into the partial equation

using (1, 4 ) , then

4 = - 4 + c ⇒ c = 4 + 4 = 8

y = - 4x + 8 ← equation of line

Answer:

A

Step-by-step explanation:

Substitute in the equation remove each x and put 1 if the result is 4 that's mean it's the true equation

From the numeric value of the formula, the tuition and fees for the school year ending in 2010 was of $26,270.

The numeric value of a function is found replacing each instance of x by the value that we want to find.

For this problem, the cost function is given by:

T(x) = 26x² + 806x + 15610.

In which x is the number of years after 2000.

Hence the cost in 2010 will be given by:

T(10) = 26(10)² + 806(10) + 15610 = $26,270.

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The correct statements regarding the given bar graph are as follows:

A bar graph shows the number of times that each observation appears in the data-set.

The first correct statement is:

Mickton had more rainy days in July than in January, November, and December combined in 2012 and 2013.

As:

30 + 29 > 8 + 5 + 11 + 7 + 10 + 4

The second correct statement is:

There were 13 rainy days in February 2013.

Due to the blue bar in Feb.

The third correct statement is:

The month with the greatest difference in the number of rainy days between 2012 and 2013 was December.

Difference of 10 - 4 = 6 days, which is the biggest.

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Answer:

3,321

Step-by-step explanation:

1-0.19=0.81

4100*0.81=3,321

3,321 students went on the trip.

Hope this helps!

Please mark as brainliest if correct!

Answer:

35:14

Step-by-step explanation:

On calculator 5/2 =2.5

Try this choice to get the same percentage

Answer:

B = 10 : 4 & D = 35 : 14

Step-by-step explanation:

Hope this helps :)

Answer:

qw1

Step-by-step explanation:

Answer: 15

Step-by-step explanation: