What is the value of the expression (Please see Q3 for equation) Show your work.

If the value of x is 4, the quadrilateral meets all the requirements of a parallelogram and will be a parallelogram.

A quadrilateral is a four-sided shape with straight line segments as its sides. It is a two-dimensional shape with four angles, each measuring 90°. Quadrilaterals can be categorized into different shapes such as squares, rectangles, parallelograms, trapezoids, rhombuses, and kites.

A parallelogram is a four-sided shape with opposite sides parallel and equal in length. To find the value of x that makes the quadrilateral a parallelogram, we need to use the property of a parallelogram, which states that the opposite sides of a parallelogram are equal in length.

Therefore, we need to equate the opposite sides of the quadrilateral: 6x-8=4x. After solving this equation, we get x=4. Thus, the value of x that makes the quadrilateral a parallelogram is 4.

In order for a quadrilateral to be a parallelogram, opposite sides must be parallel. Using this property, we can set the opposite sides equal to each other and solve for x.

[tex]$2x + 5 = 3x - 2$[/tex]

Simplifying this equation, we get:

[tex]$x = 7$[/tex]

Therefore, if [tex]$x=7$[/tex], the quadrilateral is a parallelogram.

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The gallons of the sports drink that Coach Walker put in the cooler is 4 1/8 gallons.

In order to determine the gallons of the sports drink that was put into the cooler, multiply 5 1/2 by 3/4.

Multiplication is the process of determining the product of two or more numbers. The sign that is used to denote multiplication is x.

Gallons of sports drink that was put into the cooler = 5 1/2 x 3/4

= 11/2 x 3/4 = 33 / 8 = 4 1/8 gallons

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The polynomial after simplification is obtained as [tex]5 x^{2}[/tex] + 9x + 3.

What is simplification?

In mathematics, reducing an expression, fraction, or problem to a simpler form is referred to as simplification. With calculations and solution, the problem is made simple. Make something simpler by simplifying it.

We are given a polynomial as

5x - 5 + [tex]11 x^{2}[/tex] + 4x - [tex]6 x^{2}[/tex] + 8

Now, in order to simplify the given polynomial, we will combine the like terms of the polynomial.

On combining the like terms, we get

[tex]5 x^{2}[/tex] + 9x + 3

Hence, the polynomial after simplification is obtained as [tex]5 x^{2}[/tex] + 9x + 3.

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The relationship which describe angles 1 and 2 is supplementary angles.

The correct answer choice is option A.

Supplementary angles are angles in which the sum of their measure is equal to 180°.

Based on this, angles 1 and 2 are supplementary because they both add up to 180°.

Complementary angles are two angles which add up to 90 degrees.

Vertical angles are angles opposite each other when two angles intersect.

Adjacent angles are angles which have a common side and common vertex.

Hence, angles 1 and 2 are supplementary.

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Answer:y intercept is 6 slope is -1/4

Step-by-step explanation:

to graph it in y=mx+b form b is the y intercpt and where you start the graph and m is the slope is  [tex]-\frac{1}{4}[/tex] the you go to the right 4 and up one to graph the line

Therefore, the equilibrium level of national income in this basic Keynesian macroeconomic model is 480.

In mathematics, the sum is the result of adding two or more numbers or quantities together. The symbol used to represent a sum is the capital Greek letter sigma (∑), which stands for "sum up."

by the question.

In the basic Keynesian macroeconomic model, equilibrium occurs when national income (Y) equals total spending in the economy. Therefore, we can set Y equal to the sum of consumption (C) and investment (I), as follows:

Y = C + I

Substituting the given consumption and investment functions into this equation, we get:

Y = (40 + 0.5Y) + 200

Simplifying and rearranging, we get:

Y - 0.5Y = 240

0.5Y = 240

Y = 480

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Answer:

[tex]\frac{3\sqrt{2} }{2}[/tex]

Step-by-step explanation:

[tex]\frac{6}{\sqrt{8} } =\frac{6}{\sqrt{4*2} } =\frac{6}{\sqrt{4}*\sqrt{2} }=\frac{6}{2*\sqrt{2} }= \frac{3}{\sqrt{2} }[/tex]

I simplified it leaving 3/sqrt(2).

We can not leave the denominator sqrt(2) for some reason due to a rule that i forgot.

[tex]\frac{3}{\sqrt{2} }*\frac{\sqrt{2} }{\sqrt{2} } =\frac{3*\sqrt{2} }{\sqrt{2}* \sqrt{2} } =\frac{3\sqrt{2} }{(\sqrt{2})^2 } =\frac{3\sqrt{2} }{2}[/tex]

Answer:

[tex]\dfrac{3\sqrt{2}}{2}[/tex]

Step-by-step explanation:

To simplify the given rational expression, first rewrite 8 as a product of prime numbers.

[tex]\implies \sf 8 = 2 \cdot 2 \cdot 2[/tex]

As we know that [tex]\sqrt{a^2}=a[/tex], rewrite 8 as 2² · 2:

[tex]\implies \dfrac{6}{\sqrt{2^2 \cdot 2}}[/tex]

[tex]\textsf{Apply radical the rule:} \quad \sqrt{ab}=\sqrt{a}\sqrt{b}[/tex]

[tex]\implies \dfrac{6}{\sqrt{2^2} \sqrt{2}}[/tex]

[tex]\textsf{Apply radical the rule:} \quad \sqrt{a^2}=a, \quad a \geq 0[/tex]

[tex]\implies \dfrac{6}{2\sqrt{2}}[/tex]

Rewrite 6 as a product of prime numbers:

[tex]\implies \dfrac{2 \cdot 3}{2\sqrt{2}}[/tex]

Cancel the common factor 2:

[tex]\implies \dfrac{\diagup\!\!\!\!2 \cdot 3}{\diagup\!\!\!\!2\sqrt{2}}=\dfrac{3}{\sqrt{2}}[/tex]

For a fraction to be in simplest form, the denominator should not be irrational.

To rationalize the denominator (get rid of the radical in the denominator), multiply the numerator and denominator by the radical of the denominator:

[tex]\implies \dfrac{3}{\sqrt{2}} \cdot \dfrac{\sqrt{2}}{\sqrt{2}}[/tex]

[tex]\implies \dfrac{3\sqrt{2}}{\sqrt{2}\sqrt{2}}[/tex]

[tex]\textsf{Apply radical the rule:} \quad \sqrt{a}\sqrt{b}=\sqrt{ab}[/tex]

[tex]\implies \dfrac{3\sqrt{2}}{\sqrt{2 \cdot 2}}[/tex]

[tex]\implies \dfrac{3\sqrt{2}}{\sqrt{2^2}}[/tex]

[tex]\textsf{Apply radical the rule:} \quad \sqrt{a^2}=a, \quad a \geq 0[/tex]

[tex]\implies \dfrac{3\sqrt{2}}{2}[/tex]

Answer:

When two shapes are similar but not congruent, the sequence of steps showing the similarity usually has a single dilation and then the rest of the steps are rigid transformations. The dilation can come at any time.

Step-by-step explanation:

When two shapes are similar but not congruent, the sequence of steps showing the similarity usually has a single dilation and then the rest of the steps are rigid transformations. The dilation can come at any time.

The rate of change of the angle of elevation is 0.00011 rad/ft, for that we have to know the elevation.

The height above or below a specified(predefined) reference point, most frequently a reference geoid, which is a mathematical representation (expression) of the Earth's sea level as an equipotential gravitational surface, determines(defines) a location's elevation.

The angle of elevation of the camera is, Θ= [tex]tan^-^1(\frac{x}{2000} )[/tex]

The distance between the camera and the launching pad is, b= 2000 ft

The distance between the camera and the racket is, h = 4255 ft

To find the rate of change of the angle of elevation of the camera, we need to differentiate the function of that angle.

Θ= [tex]tan^-^1(\frac{x}{2000} )[/tex]

Differentiating function with respect to x we have,

[tex]\frac{d}{dx}[/tex] Θ=[tex]\frac{d}{dx} tan^-^1(\frac{x}{2000} )[/tex]

Θ'=[tex]\frac{1}{1+\frac{x^2}{2000^2} }[/tex][tex]*\frac{1}{2000}[/tex]

[tex]\frac{1}{2000+\frac{x^2}{2000} }[/tex]  (Equation 1)

[tex]h^2=b^2+p^2[/tex]

[tex]4255^2+2000^2+x^2[/tex]

Θ=[tex]\frac{1}{2000+\frac{14105025}{2000} }[/tex]

≈ 0.00011 rad/ft.

Thus, the rate of change of the angle of elevation is 0.00011 rad/ft.

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The six trig functions are:

(1) Figure 1, sin θ = 1/√5

(2) Figure 1, cos θ = 2/√5

(3) Figure 1, tan θ = 1/2

(4) Figure 2, sin θ = 3/√13

(5) Figure 2, cos θ = 2/√13

(6) Figure 2, tan θ = 3/2

Trig function (short for "trigonometric function") is a mathematical function that relates the angles of a right triangle to the lengths of its sides. The main trig functions are sine (sin), cosine (cos),  and tangent (tan).

The trig functions are abbreviated using SOH CAH TOA.

SOH : sin θ = opposite / hypotheses

CAH: cos θ = adjacent / hypothenuse

TOA : tan θ = opposite / adjacent

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Answer:

The null hypothesis is that the mean daily iron intake of the low-income group is equal to or greater than the general population, and the alternative hypothesis is that the mean daily iron intake of the low-income group is less than that of the general population.

H0: μ >= 14.44

Ha: μ < 14.44

(b) We can use a one-tailed t-test to test this hypothesis. With a sample size of 51, degrees of freedom of 50, a sample mean of 12.50, a population mean of 14.44, and a standard deviation of 4.75, we can calculate the t-statistic as follows:

t = (12.50 - 14.44) / (4.75 / sqrt(51)) = -3.16

Using a t-distribution table with 50 degrees of freedom and a significance level of .05, the critical value is -1.677. Since the calculated t-statistic is less than the critical value, we reject the null hypothesis.

Therefore, we can conclude that the mean daily iron intake among the low-income group is significantly lower than that of the general population at a significance level of .05.

(c) The p-value for this test is the probability of obtaining a t-value of -3.16 or more extreme assuming the null hypothesis is true. Using a t-distribution table with 50 degrees of freedom, we find the p-value to be less than .005.

(d) The null hypothesis is that the standard deviation of the low-income group is equal to or greater than that of the general population, and the alternative hypothesis is that the standard deviation of the low-income group is less than that of the general population.

H0: σ >= 5.56

Ha: σ < 5.56

(e) We can use a chi-square test to test this hypothesis. With a sample size of 51, degrees of freedom of 50, and a sample standard deviation of 4.75, we can calculate the chi-square statistic as follows:

chi-square = (n - 1) * s^2 / σ^2 = 50 * 4.75^2 / 5.56^2 = 39.70

Using a chi-square distribution table with 50 degrees of freedom and a significance level of .05, the critical value is 68.67. Since the calculated chi-square statistic is less than the critical value, we fail to reject the null hypothesis.

Therefore, we do not have sufficient evidence to conclude that the standard deviation of daily iron intake among the low-income group is significantly lower than that of the general population at a significance level of .05.

In response to the given question, we can state that So the entire function factored expression is: 8x + 96y = 8(x + 12y)

Mathematicians examine numbers and complex variations, equations and associated structures, forms and their locations, and prospective positions for these things. The term "functioning" signifies the connection between a collection of inputs, each of which has a corresponding output. A function is a connection of inputs and results in which each input leads to a single, identifiable outcome. Each function is assigned a domain, a codomain, or a scope. The letter f is widely used this to denote functions (x). The symbol for admission is an x. The four primary types of usable functions are on operations, one-to-one capabilities, so multiple functionality, in capabilities, and then on functions.

To factor 8x + 96y, we can first factor out the greatest common factor, which is 8.

8x + 96y = 8(x + 12y)

So the entire factored expression is:

8x + 96y = 8(x + 12y)

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The proposition states that if the multiplication operation in a set is commutative and associative, then the product of any sequence of elements in the set, arranged according to any permutation of the sequence, will be the same as the product of the elements arranged in their original sequence.

Associative multiplication refers to a property of multiplication where the order of performing the multiplication does not affect the final result. In other words, if we have three elements a, b, and c, then (a x b) x c is equal to a x (b x c).

Permutation refers to the rearrangement of a set of elements in a specific order. In mathematics, a permutation of a set of n elements is a bijective function from the set of integers {1,2, ..., n} to itself. In other words, a permutation is a way of rearranging the elements of a set in a specific order by swapping them around.

In the context of the given proposition, the associative property of multiplication ensures that the order of multiplication of elements in the product Xσ(1) Xσ(2) ... Xσ(n) can be rearranged without changing the final result. The proposition states that no matter how we permute the order of multiplication of elements, the final product will be the same, provided that the multiplication operation is both commutative and associative.

In other words, if we have a set of elements X1, X2, ..., Xn, and we multiply them together using a commutative and associative multiplication operation, then no matter how we permute the elements (i.e., rearrange them in a different order), the result of the multiplication will be the same.

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Step-by-step explanation:

203,433 rounded to the nearest ten thousand is 200,000.

The value of the variable x is 8. 25

It is important to know the properties of a kite. They are;

Note that the sum of the interior angles of a triangle is equal to 180 degrees

So,

m<R + m< V + m< S = 180

substitute the values

9x + 1 + 90 + 23x - 7 = 180

collect like terms

32x = 180 + 84

32x = 264

x = 8. 25

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Eudora spent 0 hours running and 2 hours flying using her jetpack.

Let's use the formula: time = distance / speed.

Let x be the time Eudora spent running and y be the time she spent flying using her jetpack.

From the problem, we know that:

Eudora ran at an average speed of 12 km/h, so she covered a distance of 12x kilometers while running.

Eudora flew at an average speed of 76 km/h, so she covered a distance of 76y kilometers while flying.

The total distance she traveled was 120 kilometers, so: 12x + 76y = 120.

The entire trip took 2 hours, so: x + y = 2.

We can use the second equation to solve for x: x = 2 - y.

Substituting into the first equation, we get: 12(2 - y) + 76y = 120.

Simplifying the equation, we get: 152 - 64y = 120.

Solving for y, we get: y = 2 hours.

Substituting into x = 2 - y, we get: x = 0 hours.

Therefore, Eudora spent 0 hours running and 2 hours flying using her jetpack.

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Complete question:

Eudora ran from her home to her secret laboratory at an average speed of 12 km/h. She then took one of her jetpacks and flew to her school at an average speed of 76 km/h. Eudora traveled a total distance of 120 kilometers, and the entire trip took 2 hours.

How long did Eudora spend running, and how long did she spend flying using her jetpack?

a. The Vοlume = 198 cm³ and height = 7, if it’s a cylinder with a radius οf 3cm.

b. The cοst οf cοffee is $3.96 when $0.02 per cubic centimetre.

The fοrmula fοr the vοlume οf a cylinder is

V = πr²h,

where V is the vοlume, r is the radius, and h is the height.

a) Tο find the height οf the cylinder, we need tο knοw the vοlume οf the cοntainer and the radius. The fοrmula fοr the vοlume οf a cylinder is:

V = πr²h

[tex]$\mathrm{\frac{V }{ h}} = \pi r\² }[/tex]

[tex]$\mathrm{\frac{V }{ h}} = \frac{22}{7} \times 3 \times 3}[/tex]

[tex]$\mathrm{\frac{V }{ h}} = \frac{22}{7} \times 3 \times 3}[/tex]

[tex]$\mathrm{\frac{V }{ h}} = \frac{198}{7}[/tex]

Thus, Vοlume = 198 cm³ and height = 7

b) If the cοntainer frοm is filled with cοffee and cοffee cοsts $0.02 per cubic centimetre, Then the cοst οf cοffee

= $0.02 × 198 cm³

= $3.96

Thus, The Vοlume = 198 cm³ and height = 7, if it’s a cylinder with a radius οf 3cm.

The cοst οf cοffee is $3.96 when $0.02 per cubic centimetre.

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Answer:

the linear regression line for the given data is: y = 0.24x + 2.49

Step-by-step explanation:

To find the linear regression line for the given data, we need to first calculate the mean of x, the mean of y, the sum of squares of x, the sum of squares of y, and the sum of cross-products of x and y.

Using these values, we can then calculate the slope and y-intercept of the regression line.

First, we calculate the mean of x and y:

mean of x = (4 + 6 + 12 + 14 + 17) / 5 = 10.6

mean of y = (2 + 5 + 2 + 8 + 9) / 5 = 5.2

Next, we calculate the sum of squares of x and y:

sum of squares of x = (4 - 10.6)^2 + (6 - 10.6)^2 + (12 - 10.6)^2 + (14 - 10.6)^2 + (17 - 10.6)^2 = 240.4

sum of squares of y = (2 - 5.2)^2 + (5 - 5.2)^2 + (2 - 5.2)^2 + (8 - 5.2)^2 + (9 - 5.2)^2 = 44.8

Finally, we calculate the sum of cross-products of x and y:

sum of cross-products of x and y = (4 - 10.6)(2 - 5.2) + (6 - 10.6)(5 - 5.2) + (12 - 10.6)(2 - 5.2) + (14 - 10.6)(8 - 5.2) + (17 - 10.6)(9 - 5.2) = 56.8

Using these values, we can calculate the slope of the regression line:

slope = sum of cross-products of x and y / sum of squares of x = 56.8 / 240.4 = 0.236

Next, we can calculate the y-intercept of the regression line:

y-intercept = mean of y - slope * mean of x = 5.2 - 0.236 * 10.6 = 2.488

Therefore, the linear regression line for the given data is:

y = 0.24x + 2.49

Note: The slope and y-intercept have been rounded to two decimal places, as per the instructions.

Answer: B (120 in^3)

Step-by-step explanation: W * L *H = V

Length * Width * Height = Volume

You can multiply the LWH in any order.

Height = 4

Length = 10

Width = 3

Remember, anything multiplied by ten is just the product (answer) with a zero added to the end. Example: 4 * 3 = 12; 12 * 10 = 120

Another Example: 15 * 2 = 30; 30 * 10 = 300

4 * 10 = 40

40 * 3 = 120

Therefore, 120 is your answer.

Hope this helps!

Answer:

The answer to your problem is, 120 cu in

Step-by-step explanation:

In order to find the volume of the cube there is only one thing that you need to do which is pretty simple just follow these steps:

Multiply, l * w * h          ( * = multiply )

By following the formula up above you can find the volume of a rectagular prism which is:

4 x 10 = 40

3 x 40 = 120.

Thus the answer to you problem is, 120 cu in

The prοduct οf the matrices is nοt the identity matrix. Therefοre, X and A nοt inverses οf each οther.

An identity matrix is a square matrix in which all the elements οf principal diagοnals are οne, and all οther elements are zerοs. It is denοted by the nοtatiοn “In” οr simply “I”. Any matrix will yield a matrix as a result of being multiplied by the identity matrix.

The identity matrix is a matrix having entry οne in its diagοnal and rest οf the entries are zerο.

[tex]X.A = \left[\begin{array}{cc}2&-1\\6&-4\\\end{array}\right] \left[\begin{array}{cc}1/2&1/4&\\-2&-1/2&\end{array}\right][/tex]

[tex]X.A = \left[\begin{array}{cc}3&1\\11&7/2\end{array}\right][/tex]

Hence, The prοduct of the matrices is not the identity matrix. Therefοre, X and A not inverses of each other.

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The complete question is in the attached image.

For the given parabola, the parts on the curve should be labeled as follows;

In Mathematics, the axis of symmetry of a quadratic function can be calculated by using the following mathematical expression:

Axis of symmetry, Xmax = -b/2a

Where:

a and b represents the coefficients of the first and second term in the quadratic function.

For the given quadratic function f(x) = y = x², we have the following:

Axis of symmetry, Xmax = -b/2a

Axis of symmetry, Xmax = -(0)/2(1)

Axis of symmetry, Xmax = 0/1 = 0.

Vertex (h, k) = (0, 0).

In conclusion, the domain of this quadratic function f(x) = y = x² are all the x-values that are located on the x-axis of the graph, which include {-∞, ∞} or all real numbers.

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The value of the side x is 8. 4

It is important to note that the Pythagorean theorem states that the square of the longest leg of a triangle, is equal to the sum of the squares of the other two sides, that is, the opposite and adjacent sides.

The formula is expressed as;

a² = b² + c²

From the information shown in the diagram, we have that;

Hypotenuse side = 21

Adjacent side = 12. 6

Opposite side = 2(x)

Substitute the values

x² = 21² - 12.6²

find the squares

x² = 441 - 158. 76

subtract the values

x = 16. 8

But, we have that this value is the diameter but x as shown is the radius.

Radius, x = 16. 8 /2 = 8. 4

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Therefore , the solution of the given problem of slope comes out to be  y = 7x - 17 is the equation in slope-intercept form.

A line's steepness is determined by its slope. In gradient-based equations, a situation known as gradient overflow can happen. One can determine the slope by dividing the sum of a run (width differential) and rise (climbing distinction) between two places. The equation with the hill variation, y = mx + b, is used to model the fixed path issue. where grade is mm, a = bc, and the line's y-intercept is situated; (0, b).

Here,

Given :

=> -7x + y = -17

7x both faces together

=>  -7x + 7x + y = 7x - 17

Condense: y = 7x - 17

So,

=>  y = 7x - 17 is the equation in slope-intercept form.

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The box-and-whisker plot shows that the dataset has a median of approximately 5.5 and is relatively symmetric, with the middle 50% of the data falling between approximately 4 and 7.

The box-and-whisker plot offers a visual summary of the distribution of the given dataset. The following is one way to understand the plot:

The median, which is the midway number when the data is organised from least to largest, is shown by the line inside the box. The median in this situation is roughly 5.5.

The box's bottom edge corresponds to the first quartile (Q1) and its top edge to the third quartile, and it represents the middle 50% of the data (Q3). The interquartile range is the space between Q1 and Q3 (IQR). In this instance, Q1 is roughly 4 and Q3 is roughly 7, hence the IQR is roughly 3.

The whiskers reach from the box's boundaries to the dataset's lowest and largest values that aren't regarded as outliers. Although there are many different definitions of an outlier, it is generally accepted that any number that is more than 1.5 times the IQR below Q1 or above Q3 qualifies as an outlier. There aren't any anomalies in this circumstance.

Individual data points outside the box and whiskers are shown as dots above and below the whiskers. There are no such data points in this situation.

Hence, the box-and-whisker plot reveals that the dataset is very symmetrical and has a median of about 5.5, with the middle 50% of the data ranging between roughly 4 and 7.

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After addressing the issue at hand, we can state that Javier's model equation predicts that there are 30 fifths in 6 wholes.

A mathematical statement known as an equation demonstrates the equivalence of two expressions when they are joined by the equals sign ('='). As an illustration, 2x - 5 = 13. 2x-5 and 13 are examples of expressions. The letter '=' joins the two expressions together. An equation is a mathematical formula with two algebraic expressions on either side of the equal sign (=). It shows how the left and right formulas have an equivalent relationship. In any formula, L.H.S. = R.H.S. (left side = right side).

To describe Javier's work, one division equation with a fraction might be written as follows:

6 ÷ (1/5) =

How many fifths are there in six wholes? is the equation that illustrates the question Javier was attempting to answer. In order to answer this equation, we must divide 6 by the fraction 1/5, which is equivalent to multiplying 6 by 1/5's inverse, or 5/1:

6 ÷ (1/5) = 6 × (5/1) = 30

Javier's model predicts that there are 30 fifths in 6 wholes.

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Using Law of sines, the missing angles are:

4) ∠B = 45.74°

6) ∠C = 21.02°

8) ∠A = 60.84°

The law of sines is a rule for solving the lengths and angles of triangles and it states that:

a/sin A = b/sin B = c/sin C

4) Using law of sines, we have:

8/sin B = 11/ sin 80

(8/11) sin 80 = sin B

sin B = 0.7162

B = sin⁻¹0.7162

∠B = 45.74°

6) Using law of sines, we have:

13/sin C = 32/sin 62

sin C = (13/32) sin 62

sin C = 0.3587

C = sin⁻¹0.3587

C = 21.02°

8) Using law of sines, we have:

30/sin 104 = 27/sin A

sin A = (27/30) sin 104

sin A = 0.8733

A = sin⁻¹0.8733

A = 60.84°

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Answer:

23841.0596 in standard form is 2.38410596 x 10^4.

Step-by-step explanation:

Answer:

2.38410596 x 10^4

Step-by-step explanation:

pls brainlist

.72 radians is the answer.

"A method to find a single unit value from a multiple unit value and to find a multiple unit value from a single unit value."

We always count the unit or amount value first and then calculate the more or less amount value.

For this reason, this procedure is called a unified procedure.

Many set values ​​are found by multiplying the set value by the number of sets.

A set value is obtained by dividing many set values ​​by the number of sets.

According to our question-

The relation of the arc length of a circle subtended by an angle to the radius of the circle is the definition of an angle in radians.

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