Pls help

Find the value of X in the triangle.

Answer: slope = 1/2

Step-by-step explanation:

points: (4,0) and (6,1)

slope (m) = (y2 - y1) / (x2 - x1)

m = 1 - 0 / 6 - 4 = 1/2

slope (m) = 1/2

Answer:

Poli (muchas) edro (caras) luego sería muchas caras lo que representas las figuras poliédricas.

Step-by-step explanation:

La palabra poliedro viene del griego clásico πολύεδρον (polyedron), de la raíz πολύς (polys), «muchas» y de ἕδρα (hedra), «base», «asiento», «cara».

Answer:45212176

Step-by-step explanation:calculator

Answer:

82x82x82x82, or 82 squared to the 4th power, is 45212176.

Answer:

c

Step-by-step explanation:

Answer:

C

Step-by-step explanation:

When solved for x=  -1<x<1

Answer:

Step-by-step explanation:

CD = ED --- (secant property)

so, ==>>

13x - 16 = 4x + 11

13x - 4x = 11 + 16

9x = 27

x = 27÷9

x = 3

side ED = 4x + 11 = 4×3 + 11

side ED = 23

side FE = 12

ΔFED = 90° ...... (tangent secant property)

so.........

FE² + ED² = FD² ......... ( by pythagoras theorm)

12² + 23² = FD²

144 + 529 = FD²

673 = FD²

√673 = FD

26 = FD

Answer:

26

Step-by-step explanation:

Answer:

90

Step-by-step explanation:

210 divided by 7 is 30 and times 3 is 90

Answer:

\( \boxed{ \bold{ \huge{ \boxed{ \sf{90 \: dollars}}}}}\)

Step-by-step explanation:

Total amount of money that Rob had = $ 210

Total amount of money that he spent = \( \sf{ \frac{4}{7} \times 210} = \: 120 \: dollars\)

Finding the amount of remaining money

\( \boxed{ \sf{total \: amount \: of \: money \: that \: he \: had \: - \: total \: amount \: of \: money \: that \: he \: spent}}\)

\( \dashrightarrow{ \sf{210 - 120}}\)

\( \dashrightarrow{ \sf{90 \: dollars}}\)

Hope I helped!

Best regards! :D

The solutions to the equation (3x - 5)²= 19 are: - \(\frac{\sqrt{19} + 5}{3}\) and \(\frac{\sqrt{19} + 5}{3}\) .

A mathematical statement known as an equation is made up of two expressions joined together by the equal sign.

In this question we have been given an equation that is (3x - 5)²= 19

Now taking square root both sides

(3x - 5)² = 19

3x - 5 = ± \(\sqrt{19}\)

Add 5 to both sides to make equation simpler

3x = ± \(\sqrt{19}\)+ 5

Divide both sides by 3

x = ±\(\frac{\sqrt{19} + 5}{3}\)

Now separating the solutions we get

x = \(\frac{\sqrt{19} + 5}{3}\) .

x = - \(\frac{\sqrt{19} + 5}{3}\) .

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Answer:

(f+g)x= 2x²+5x-3

The domain x∈ Real number.

Step-by-step explanation:

Given that f(x) = 5x - 3 and g(x) = 2x²

(f+g)x = f(x) + g(x)

So, by using the given function

(f+g)x= (5x-3) + (2x²)= 2x²+5x-3

As the result, 2x²+5x-3, is a polynomial, so domain of the result is all the real numbers.

The link represented by function g multiplies the dependent variable by 9 for every increase of 2 units in the independent variable. The equation that represents g is \(g(x)= 2 \times3^x\),and the function has a value of 2 at 0

Let x be the independent variable, and let g(x) be the dependent variable.

According to the problem, for every 2 units the independent variable increases, the dependent variable is multiplied by 9. This suggests an exponential relationship of the form:

 \(g(x)= a \times b^x\)

where a is the initial value of the dependent variable (when x=0), and b is the growth factor (how much the dependent variable changes for every unit increase in x).

We are given that g(0) = 2, so we can plug in these values and solve for a:

 \(g(0)= a \times b^0\)

a = 2

So now we have:

\(g(x)= 2 \times b^x\)

We still need to find the growth factor b. We are told that the dependent variable is multiplied by 9 for every 2 units the independent variable increases. In other words:

\(g(x+2) = 9 \times g(x)\)

Using our equation for g(x), we can substitute in and simplify:

  \(2 \times b(x+2) = 9 \times 2\times b^x\)

Simplifying, we get:

\(b^2\) = 9

Taking the square root of both sides (we take the positive square root since b must be positive in order for g to be an increasing function), we get:

b = 3

So the final equation for g(x) is:

\(g(x) = 2 \times 3^x\)

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The likelihood of randomly selecting a terrier from the shelter is (g) unlikely

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

P(terriers) = 15%

When a probability is at 15% or less than 50%, it means that

The probability is unlikely or less likely

Hence, the true statement is (b) unlikely

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Answer:yum be

Step-by-step explanation:

The coordinates of M₁, the midpoint of side AC is (-8.5, 7).

The coordinates of M₂, the midpoint of side BC is (-5.5, 7).

The length of the segments that connect M₁ to M₂ is 3 units.

In order to determine the midpoint of a line segment with two (2) end points, we would add each point together and then divide by two (2):

Midpoint = [(x₁ + x₂)/2, (y₁ + y₂)/2]

For line segment AC, we have:

Midpoint of AC = [(-7 - 10)/2, (11 + 3)/2]

Midpoint of AC = [-17/2, 14/2]

Midpoint of AC = (-8.5, 7).

For line segment BC, we have:

Midpoint of BC = [(-7 - 4)/2, (11 + 3)/2]

Midpoint of BC = [-11/2, 14/2]

Midpoint of BC = (-5.5, 7).

In Mathematics, the distance between two (2) end points can be calculated by using the following mathematical equation (formula):

Distance = √[(x₂ - x₁)² + (y₂ - y₁)²]

Distance M₁M₂ = √[(-5.5 + 8.5)² + (7 - 7)²]

Distance M₁M₂ = √[3² + 0²]

Distance M₁M₂ = √[9 + 0]

Distance M₁M₂ = 3 units.

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1. P-adic Numbers:

P-adic numbers are a specialized alternative not commonly used as a continuity strategy in mathematics. They are an extension of the real numbers that provide a different way of measuring and analyzing numbers. P-adic numbers are based on a different concept of distance, known as the p-adic metric. This metric assigns a measure of closeness or distance between numbers based on their divisibility by a prime number, p. P-adic numbers have unique properties and can be useful in number theory, algebraic geometry, and other branches of mathematics. However, they are not typically employed as a continuity strategy in practical applications.

2. Nonstandard Analysis:

Nonstandard analysis is a mathematical framework that provides an alternative approach to calculus and analysis. It introduces new types of numbers called "infinitesimals" and "infinite numbers" that lie between the standard real numbers but are infinitely smaller or larger than any real number. Nonstandard analysis allows for more rigorous treatment of infinitesimal quantities and provides a different perspective on limits, continuity, and differentiation. While nonstandard analysis has theoretical implications and can provide valuable insights in mathematical research, it is not commonly used as a continuity strategy in practical applications where standard analysis and calculus are more prevalent.

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Answ er:

( x +  2 y  −  9  ) ( x  +  9 )

Step-by-step explanation:

Since both terms are perfect squares, factor using the difference of squares formula,  

a ^2  −  b ^2 =  ( a + b )  ( a − b )  where  a  =  x  +  y  and  b  =  y  −  9 .

( x +  2 y  −  9  ) ( x  +  9 )

James will fully clear the loan after approximately 12 years when the remaining balance reaches zero.

To determine the number of years it will take for James to fully clear the loan, we need to calculate the remaining balance after each payment and divide the initial loan amount by the annual payment until the remaining balance reaches zero.

The loan amount is 9000 euros, and James pays off 770 euros each year. Since the interest is charged at a rate of 3% of the original amount per annum, the interest for each year will be \(0.03 \times 9000 = 270\) euros.

In the first year, James pays off 770 euros, and the interest on the remaining balance of 9000 - 770 = 8230 euros is \(8230 \times 0.03 = 246.9\)euros. Therefore, the remaining balance after the first year is 8230 + 246.9 = 8476.9 euros.

In the second year, James again pays off 770 euros, and the interest on the remaining balance of 8476.9 - 770 = 7706.9 euros is \(7706.9 \times 0.03 = 231.21\) euros. The remaining balance after the second year is 7706.9 + 231.21 = 7938.11 euros.

This process continues until the remaining balance reaches zero. We can set up the equation \((9000 - x) + 0.03 \times (9000 - x) = x\), where x represents the remaining balance.

Simplifying the equation, we get 9000 - x + 270 - 0.03x = x.

Combining like terms, we have 9000 + 270 = 1.04x.

Solving for x, we find x = 9270 / 1.04 = 8913.46 euros.

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Answer:

53.79%

Step-by-step explanation:

1 gram is equivalent to \(350(0.002205)=\boxed{0.77175} \text{ lb}\)lb.

So, 350 grams is equivalent to

The following function can be used to find b:

b= 7d

What is an equation?

An equation is a mathematical statement that proves two mathematical expressions are equal in algebra, and this is how it is most commonly used. In the equation 3x + 5 = 14, for instance, the two expressions 3x + 5 and 14 are separated.

7 boxes per day

=> For d days , the number  boxes will be 7d

total number of boxes

b= 7d

when b=  3,500 ,

3500= 7d

=> d= 3500/7 = 500 days

The following function can be used to find b:

b= 7d

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The solution involves an integral that cannot be evaluated in closed form, so the answer cannot be simplified further.

To solve the given differential equation (DE), we can use the integrating factor method. The steps are as follows:

1. Multiply both sides of the DE by the integrating factor, which is the exponential of the integral of the coefficient of y. In this case, the coefficient of y is (x + 2), so the integrating factor is e^(∫(x+2)dx) = e^(x^2/2 + 2x).

So, we have: (x + 1) e^(x^2/2 + 2x) dy/dx + (x + 2) e^(x^2/2 + 2x) y = 2x e^(x^2/2 + 2x) e^(-xy)

2. Notice that the left-hand side of the DE is the product of the derivative of y with respect to x and the integrating factor, so we can apply the product rule of differentiation to obtain:

d/dx [ e^(x^2/2 + 2x) y ] = 2x e^(x^2/2 + 2x) e^(-xy)

3. Integrate both sides of the previous equation with respect to x to obtain:

e^(x^2/2 + 2x) y = - e^(-xy) + C

where C is the constant of integration.

4. Solve for y by dividing both sides by the integrating factor:

y = [- e^(-xy) + C] e^(-x^2/2 - 2x)

This is the general solution of the given DE.

Note that the solution involves an integral that cannot be evaluated in closed form, so the answer cannot be simplified further.

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The expression sin(125°)cos(25°)−cos(125°)sin(25°) can be rewritten as -1/2√3, which is a trigonometric function of a single number.

To rewrite the expression sin(125°)cos(25°)−cos(125°)sin(25°) as a trigonometric function of a single number, we will use the sum and difference identities.

Recall that the sum and difference identities for sine and cosine are:

sin(a ± b) = sin(a)cos(b) ± cos(a)sin(b)

cos(a ± b) = cos(a)cos(b) ∓ sin(a)sin(b)

Using these identities, we can rewrite the expression as follows:

sin(125°)cos(25°)−cos(125°)sin(25°)

= sin(125° + 25°) - sin(125° - 25°) (using sum and difference identities)

= sin(150°) - sin(100°)

Now, we can use another identity, the sine of a sum or difference, to simplify further:

sin(a ± b) = sin(a)cos(b) ± cos(a)sin(b)

sin(150°) = sin(120° + 30°) = sin(120°)cos(30°) + cos(120°)sin(30°) = √3/2 * 1/2 + (-1/2) * 1/2 = (√3 - 1)/4

sin(100°) = sin(120° - 20°) = sin(120°)cos(20°) - cos(120°)sin(20°) = √3/2 * √3/2 - (-1/2) * 1/2 = (√3 + 1)/4

Therefore, we have:

sin(125°)cos(25°)−cos(125°)sin(25°) = sin(150°) - sin(100°) = (√3 - 1)/4 - (√3 + 1)/4 = -1/2√3

Thus, the expression sin(125°)cos(25°)−cos(125°)sin(25°) can be rewritten as -1/2√3, which is a trigonometric function of a single number.

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Answer:

6/5

Step-by-step explanation:

To find the slope, we use the formula

m = ( y2-y1)/(x2-x1)

    = ( -7 - -1)/(-15 - -10)

    = (-7+1)/(-15+10)

    = -6/-5

  = 6/5

Answer:

can u show me a picture of this problem.

Step-by-step explanation:

Histograms can be used to observe where the data tends to cluster.

What is a histogram?

A histogram is a visual depiction of data points arranged into ranges that the user has chosen. The histogram, which resembles a bar graph in appearance, groups numerous data points into comprehensible ranges or bins in order to compress a data series into an easily understood visual.

Histogram is used when data is in numbers and data tends to cluster. It is used to examine the data distribution's form. It is even used to evaluate whether the output differs when two or more processes are involved.

Hence, histograms can be used to observe where the data tends to cluster.

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Answer:

The correct option is;

On a coordinate plane, points are (1, negative 3), (2, negative 3), (4, negative 3), and (5, negative 3)

Step-by-step explanation:

The given points on the table can be presented as follows,

x         \({}\)      y

1         \({}\)      -3

2         \({}\)      -3

4         \({}\)      -3

5         \({}\)      -3

Therefore, in order to plot the graph, the x and y-values for the points on the table are mapped to the corresponding points on the graph using a combination of each x-value and the corresponding y-value, as follows;

(1, -3), (2, -3), (4, -3), and (5, -4), which are equivalent to given answer above.

Answer:

the answer is b

Step-by-step explanation:

took the quiz on edge and got 100 percent 2020

An instrument that consistently produces similar results regardless of the administrator is considered to have a high level of reliability.

Reliability refers to the consistency and stability of measurements obtained from a particular instrument or test. When an instrument consistently yields similar results each time it is used, irrespective of who administers it, it is said to be high in reliability. In other words, the reliability of an instrument is determined by the degree to which it produces consistent outcomes.

A reliable instrument ensures that the results obtained are not significantly influenced by factors such as human error, variability in administration techniques, or subjective interpretation. It demonstrates that the instrument is able to measure the intended construct consistently, making it a valuable tool in research, assessment, and evaluation. High reliability is crucial in fields such as psychology, education, and healthcare, where precise and consistent measurements are essential for making valid inferences and informed decisions.

To establish the reliability of an instrument, various statistical methods such as test-retest reliability, inter-rater reliability, or internal consistency reliability can be employed. These methods examine the consistency of measurements over time, across different administrators, or within different items of the instrument. By demonstrating high reliability, an instrument enhances the trustworthiness and credibility of the data it generates, allowing researchers, practitioners, and policymakers to rely on its consistent results for making sound decisions and drawing accurate conclusions.

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