Can someone help me please

The construction of two congruent angles using a scale and compass can be done by applying the prerequisite knowledge of construction.

What is an angle?

A geometrical figure formed by using two rays, which are known as the sides of angle. These sides share a common vertex. Angle can be of various types including acute, obtuse, reflex,  right, etc.

Explanation of constructing an angle using a scale and compass that is both congruent

Start drawing a line with the scale

Then, using this line or edge of the given angle to construct another corner, with the same vertex, let's call it O

Mark an arc across the sides of the corner using compass

Name the points as A and B, where the arc intersects and extend that arc beyond B

Open the compass to length of AB by setting it to the point B, and then mark an arc that intersects the first arc at point C.

Forthwith, wwe have two congruent components, AB = BC.

As the distance is OA = OB = OC, therefore, ∠AOB and ∠BOC are congruent.

Hence, this is the way of constructing congruent angles using a scale and a compass.

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Answer:

There were 6 reserved tickets, 3 field level tickets and 1 box seat tickets

Step-by-step explanation:

Let x represent the number of reserved tickets, y represent the number of field level tickets and z represent the number of box seat tickets.

Given that 10 total tickets were bought for $370, hence this can be represented by the equation:

20x + 50y + 100z = 370          (1)

x + y + z = 10        (2)

Also there was twice as many reserved tickets as field-level tickets. This can be represented by the equation:

x = 2y

x - 2y = 0             (3)

solving equations 1, 2, and 3 simultaneously gives:

x = 6, y = 3 and z = 1

There were 6 reserved tickets, 3 field level tickets and 1 box seat tickets

The expected number of airplanes circling the airport, waiting in queue for clearance to land, if this new radar system were to be used is zero.

The new radar system is being considered as a means of reducing congestion, which implies that there is currently an issue with congestion at the airport. One way to reduce congestion is to process planes at a faster rate, which is exactly what the new radar system aims to do.

The statement "planes can be processed at a constant rate of 15 per hour (i.e., the variance is zero)" indicates that the system is able to process planes at a consistent rate of 15 per hour, with no variation in this rate. This means that there should be no planes waiting in queue for clearance to land, as they can all be processed at the constant rate of 15 per hour. Therefore, the expected number of airplanes circling the airport and waiting in queue for clearance to land is zero.

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Answer:

Let's define the variables:

x = yards of Organza ribbon that you buy.

y = yards of Satin ribbon that you buy.

We know that the price per yard of Organza ribbon is $0.07, this means tat if you buy x yards, the cost will be:

C = x*$0.07

And the cost of the Satin ribbon is $0.04, so if you buy y yards of that ribbon, the cost will be:

C = y*$0.04

Adding that together, the total cost is:

C = x*$0.07 + y*$0.04

Now we know that you pay $5, this means that the total cost is exactly $5, then we have the equation:

$5 = x*$0.07 + y*$0.04

Now we can isolate the variable y to get:

y = ($5/$0.04) - x*($0.07/$0.04)

y = 125 - x*1.75

Now we can just input different values of x to find the correspondent value of y.

This means that:

if x = 0 (0 yards of the Organza ribbon)

then:

y = 125 - 0*1.75 = 0

This combination is:

0 yards of organza, and 125 yards of satin.

Now, if x = 20, then:

y = 125 - 20*1.75  = 90

This combination is:

20 yards of organza, and 90 yards of satin.

if x = 40, then:

y = 125 - 40*1.75 = 55

This combination is:

40 yards of organza, and 55 yards of satin.

The 3 combinations that we found cost exactly $5.

Answer:

If a quadrilateral is a parallelogram, then its opposite sides are congruent. Theorem

Step-by-step explanation:

Step-by-step explanation:

her and 4 children

she had 3

rest divided by 4

each child had 5

and 4 children

so

4 * 5 = 20

20 for children and 3 for her

20 + 3 =

answer in comments

please mark brainest

Answer:

23

Step-by-step explanation

5 pieces of candy for each of the 4 children plus the 3 she took equals 23

Answer:

1/2

Step-by-step explanation:

Slope is rise/run, so:

how far up you go/ how far right you go

If you start at (0, 5), What do you have to do to get to the next point?

You go up one unit, then right 2.

1/2.

The slope is 1/2

Answer:

1/2 the other person is right

Answer:

x^2+5x+6

Step-by-step explanation:

\(\left(x+2\right)\left(x+3\right)\\\\\mathrm{Apply\:FOIL\:method}:\quad \left(a+b\right)\left(c+d\right)=ac+ad+bc+bd\\\\a=x,\:b=2,\:c=x,\:d=3\\\\=xx+x\times\:3+2x+2\times \:3\\=xx+3x+2x+2\times\:3\\\\\mathrm{Simplify}\:xx+3x+2x+2\times\:3:\\\quad x^2+5x+6\)

There are 347,760 ways to arrange the 9 balls of colors red, green, and blue such that no two blue balls are next to each other. The principle of inclusion-exclusion is used to solve this problem.

First, we calculate the total number of ways to arrange the 9 balls without any restrictions. This can be done using the formula for permutations of n objects, which is n! (n factorial) in this case. So we have:

9! = 362,880

Next, we calculate the number of ways to arrange the balls with two blue balls next to each other. We can treat the two blue balls as a single object and arrange the remaining 7 objects in 7! ways. However, we also need to consider the 3 different ways to choose which two blue balls are next to each other. So we have:

3 x 7! = 15,120

Finally, we need to subtract the number of arrangements with two blue balls next to each other from the total number of arrangements to get the number of arrangements without any two blue balls next to each other:

9! - 3 x 7! = 347,760

Therefore, there are 347,760 ways to arrange the 9 balls of colors red, green, and blue such that no two blue balls are next to each other.

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The equation of the line represented by the graph is y = -x/3 + 5.

Mathematically, the point-slope form of a straight line can be calculated by using this mathematical expression:

y - y₁ = m(x - x₁) or y - y₁ = (y₂ - y₁)/(x₂ - x₁)(x - x₁)

Where:

(0,5)(6,3)

Based on the information provided, we can logically deduce the following data points on the line:

At point (0, 5), a linear equation of this line can be calculated in slope-intercept form as follows:

y - 5 = (3 - 5)/(6 - 0)(x - 0)

y = -2/6(x - 0) + 5

y = -x/3 + 5

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The solution set for the overall inequality problem is y ∈ (-∞, -7) ∩ [2, ∞)

Solving an inequality problem involves finding the values that satisfy the given inequality statement. In this case, we have the inequality expressions "3y ≤ 4y - 2" and "2 - 3y > 23".

Step 1: Analyzing the First Inequality:

The first inequality is "3y ≤ 4y - 2". To solve it, we need to isolate the variable on one side of the inequality sign. Let's begin by moving the term with the variable (3y) to the other side by subtracting it from both sides:

3y - 3y ≤ 4y - 3y - 2

0 ≤ y - 2

Step 2: Analyzing the Second Inequality:

The second inequality is "2 - 3y > 23". Again, we isolate the variable on one side. Let's start by moving the constant term (2) to the other side by subtracting it from both sides:

2 - 2 - 3y > 23 - 2

-3y > 21

Step 3: Combining the Inequalities:

Now, let's consider both inequalities together:

0 ≤ y - 2

-3y > 21

We can simplify the second inequality by dividing both sides by -3. However, when we divide an inequality by a negative number, we must reverse the inequality sign:

y - 2 ≤ 0

y < -7

Step 4: Expressing the Solution in Interval Notation:

To express the solution in interval notation, we consider the intersection of the solution sets from both inequalities. In this case, the solution set is the values of y that satisfy both conditions:

0 ≤ y - 2 and y < -7

The first inequality states that y - 2 is greater than or equal to 0, which means y is greater than or equal to 2. The second inequality states that y is less than -7. Therefore, the solution set for the overall problem is:

y ∈ (-∞, -7) ∩ [2, ∞)

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Answer:

Step-by-step explanation: the answer 22 degrees

Answer: A random variable.

Step-by-step explanation:

a numerical description of the outcome of an experiment is called a random variable.

The surface area of the cap of the sphere x^2 + y^2 + z^2 = 9 with 2 ≤ z ≤ 3 is :

6π square units.

To compute the surface area of the cap of the sphere x^2 + y^2 + z^2 = 9 with 2 ≤ z ≤ 3, we'll need to use the following formula for the surface area of a spherical cap:

Surface Area = 2 * π * R * h

Here, R is the radius of the sphere, and h is the height of the cap. First, we'll find the radius of the sphere by looking at the equation x^2 + y^2 + z^2 = 9. The radius, R, is the square root of 9, which is 3.

Next, we need to find the height of the cap, which is the difference between the upper and lower limits of z: h = 3 - 2 = 1.

Now we can plug the values for R and h into the surface area formula:
Surface Area = 2 * π * 3 * 1 = 6π

Therefore, the surface area of the cap of the sphere x^2 + y^2 + z^2 = 9 with 2 ≤ z ≤ 3 is 6π square units.

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The given expression is equivalent to the third option -19.5b - 6.9. We get this on solving the algebraic expression.

The given expression in the question is

3(-4.5b-2.1) - (6b +0.6)

= -13.5b - 6.3 - 6b - 0.6         (multiplying 3 and -1 respectively with the elements in the bracket)

= -19.5b - 6.9

Therefore we can see that on solving the given algebraic expression we get that it is equivalent to -19.5b - 6.9

Hence the third option which is -19.5b -6.9 is the correct answer.

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Answer:

B) Domain 0, 1, 2, 3; Range -3, -2, -1, 0

Step-by-step explanation:

The x-axis number in an ordered pair is the domain. The y-axis number is the range.

Hope it helps!

ehhhhhhhhhhhhhhhhh sorrry i just wanna points

The product of 7 (³√7) is \(7^(5/6\)) This is the simplest form we can express the product in, as it combines the square root and cube root into a single exponent.

To simplify the expression √7 (³√7), we can simplify each root individually and then multiply them together.

First, let's simplify the square root:

√7 is already in its simplest form.

Next, let's simplify the cube root:

³√7 can be written as\(7^(1/3).\)

Now, we can multiply the simplified roots:

√7 (³√7) = √7 * \(7^(1/3).\)

To simplify further, we can combine the two expressions:

√7 * \(7^(1/3) = 7^(1/2) * 7^(1/3) = 7^((1/2) + (1/3)) = 7^(5/6).\)

Therefore, the product of 7 (³√7) is \(7^(5/6\)) This is the simplest form we can express the product in, as it combines the square root and cube root into a single exponent.

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The equation in rectangular coordinates is 2 = 13 - 13√3/2.

To convert the given equation to rectangular coordinates, we need to express the equation in terms of x and y. Let's go through the steps:

Start with the given equation: 2 = 13sinθ.

Since sinθ = y/r, where r is the radius and y is the y-coordinate, we can rewrite the equation as 2 = 13(y/r).

The given expression (2√3)3 can be simplified to 2 * 3^(1/2) * 3^(3/2). Simplifying further, we have 6√3 * 3^(3/2).

Since r = √(x^2 + y^2), we substitute r with √(x^2 + y^2) in the equation: 2 = 13(y/√(x^2 + y^2)).

Multiply both sides of the equation by √(x^2 + y^2) to eliminate the denominator: 2√(x^2 + y^2) = 13y.

Square both sides of the equation to remove the square root: 4(x^2 + y^2) = 169y^2.

Simplify the equation further: 4x^2 + 4y^2 = 169y^2.

Rearrange the terms to obtain the final equation: 4x^2 = 165y^2.

So, the equation in rectangular coordinates is 4x^2 = 165y^2, which can also be written as 2 = 13 - 13√3/2, after simplification.

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To express the equation 2 = 13√13sin(θ) in rectangular coordinates, we can use the following steps:

Step 1: Simplify the equation.

Dividing both sides of the equation by 13, we get:

2/13 = √13sin(θ)

Step 2: Square both sides of the equation.

(2/13)^2 = (√13sin(θ))^2

4/169 = 13sin^2(θ)

Step 3: Solve for sin^2(θ).

Dividing both sides of the equation by 13, we have:

4/169/13 = sin^2(θ)

4/2197 = sin^2(θ)

Step 4: Take the square root of both sides to find sin(θ).

Taking the square root of both sides, we get:

sin(θ) = ±√(4/2197)

Now, let's express √(4/2197) in exact form using symbolic notation and fractions.

Step 5: Simplify the square root.

√(4/2197) = √4 / √2197

          = 2 / √(13 * 13 * 13)

          = 2 / (13√13)

Therefore, the equation in rectangular coordinates is:

2 = 13(2 / (13√13))sin(θ)

Simplifying further, we have:

2 = 2sin(θ) / √13

Please note that θ represents the angle in the equation, and the equation is now represented in rectangular coordinates.

Answer:

7,500 Pages

Step-by-step explanation:

So this printer can prink 25 pages in 1 (x) minute.

There are 60 minutes in an hour and we are waiting 5 hours, so 5x60 = 300 minutes.

Then you take the 300 and plug it in for x because that is how many minutes we are waiting for.  Now your equation should look like this:

p(x) = 25(300)

Next you multiply 25 x 300 and you get 7,500 pieces of paper

Answer:

See solution below

Step-by-step explanation:

According to the diagram shown

m<1 = m<5 = 5=65 degrees (corresponding angle)

m<5 = m<4 - 65 degrees (alternate interior angle)

m<9 = m<8 = 65degrees (corresponding angle)

m<5 = m<8 = 65dgrees (vertically opposite angles)

m<6+m<8 = 180

m<6 + 65 = 180

m<6 = 180 - 65

m<6 = 115degrees

m<2 = m<6 = 115degrees (corresponding angles)

m<6 = m<7 = 115degrees (vertically opposite angles)

m<3 = m<7 = 115degrees(corresponding angle)

)

The measures of the other seven angles are evaluated as:

\(m\angle 1 = 65^\circ = m\angle 5\\m\angle 2 =115^\circ = m\angle 6\\m\angle 3 =65^\circ = m\angle 7\\m\angle 4 = 115^\circ =m\angle 8\)

Two angels whose sum is 180° are called supplementary angles.

When they are added together graphically, they form a straight line.

Each of the pairs of the opposite angles made by two intersecting lines are called vertical angles. They are of same measurement.

In literal sense, corresponding means pair wise angles. Like the right corner angles of two triangles etc. But usually we take them as:

For two similar figures, the pair by pair similar angles of those two similar figures are called corresponding angles. They are of same measurement.

For this case, we have:

Angle 1,2,3 and 4 corresponding to 5,6,7 and 8 angle respectively.  It is because the two lines A and B are parallel and the traversing line intersects both of them. When single line intersect two parallel lines, it makes same corresponding angles on both of the sides. That means

\(m\angle 1 = m\angle 5\\m\angle 2 = m\angle 6\\m\angle 3 = m\angle 7\\m\angle 4 = m\angle 8\)

where that small 'm' denotes that we're taking about their measurements.

Thus, we will only find 1,2,3,and angle 4's measurements and rest four would be found.

Since angle 1 and angle 4 are vertical angles, they are same measurement. Since angle 1 is of 65 degrees, thus:

\(m\angle 1 = 65^\circ = m\angle 4\)

Now, since angle angle 3 is supplementary to angle 1 and so as angle 2 to angle 4, thus:

\(m\angle 2 + m\angle 4 = 180^\circ\\m\angle 2 = 180-m\angle 4= 115^\circ\\\\m\angle 3 + m\angle 1 = 180^\circ\\m\angle 3 = 180-m\angle 1= 115^\circ\)

Thus, we get the measurement of all angles as:

\(m\angle 1 = 65^\circ = m\angle 5\\m\angle 2 =115^\circ = m\angle 6\\m\angle 3 =65^\circ = m\angle 7\\m\angle 4 = 115^\circ =m\angle 8\)

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Answer:

You mah threat like a ugly flower

Step-by-step explanation:

Hope this help

your many traits go like flowers

my emotions are like an overwhelming tower

they just keep coming and keep stacking

kindness, and honesty you are never lacking

hmm honestly I could keep going

Imagine that a survey of randomly selected people finds that people who used sunscreen were more likely to have been sunburned in the past year.

There are several possible explanations for the finding that people who used sunscreen were more likely to have been sunburned in the past year.

However, without additional context or data, it is difficult to determine the most likely explanation definitively. Here are a few possible explanations to consider:

1. Ineffective or improper use of sunscreen: It is possible that the individuals who reported using sunscreen did not apply it correctly or did not reapply it as recommended.

Inadequate application or failure to follow proper sunscreen usage guidelines could result in insufficient protection from the sun's harmful rays, leading to sunburn.

2. Self-selection bias: It is possible that individuals who have previously experienced sunburns may be more likely to use sunscreen. They may be more aware of the potential risks and take precautions, including using sunscreen.

This could create an association between sunscreen use and sunburn, even though sunscreen itself is intended to prevent sunburn.

3. Recall bias: The survey responses may be subject to recall bias, where individuals may inaccurately remember or report their sunscreen use and sunburn experiences.

Memory limitations or subjective perceptions of sunburn severity could influence the reported data and the observed association between sunscreen use and sunburn.

4. Confounding factors: There may be other factors or variables at play that are related to both sunscreen use and sunburn. For example, individuals who engage in activities that increase sun exposure or who have certain skin types may be more likely to both use sunscreen and experience sunburn.

It is important to note that further investigation, including more detailed surveys, data collection and statistical analysis, would be necessary to determine the most likely explanation for the observed association between sunscreen use and sunburn.

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A z-score of 2.14 indicates that Katie's score on the test is quite high and unusual, and places her in the top 2% of the scores in the population.

Katie scored a 93 on a test and her calculated z score was 2.14, that means that her score is 2.14 standard deviations above the mean of the test scores.

A z score represents the number of standard deviations a data point is from the mean of the data set.

A positive z score means that the data point is above the mean, while a negative z score means that the data point is below the mean.

The mean of the test scores was, 80 with a standard deviation of 5, then Katie's z score would be calculated as:

z = (x - μ) / σ

= (93 - 80) / 5

= 2.6

Z scores are useful for comparing data points from different data sets or for comparing data points within the same data set that are measured on different scales.

Katie's score is 2.6 standard deviations above the mean.

A z score of 2.14 would mean that Katie's score is slightly below this value, but still significantly above the mean.

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To rank the steps involved in transforming one couple to another couple in a parallel plane, here is the correct order:

Identify the initial couple and the desired final couple.

Determine the translation vector that will move the initial couple to the desired final couple.

Translate the initial couple using the determined translation vector. This will shift the entire couple in the parallel plane.

Verify that the translation has successfully moved the initial couple to the desired final couple.

If necessary, make any additional adjustments or transformations to align the initial and final couples precisely in the parallel plane.

Confirm that the final couple is now in the desired position and orientation relative to the initial couple, maintaining the parallelism of the plane.

By following these steps in order, you can effectively transform one couple to another in a parallel plane.

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Answer:

12

Step-by-step explanation:

what is the value of x? you ask.

use the pythogoras Theorem =

C^2 = a^2 + b^2

169= 25 + x^2

144 = x^2

√144 = the answer is 12

The first player will eventually win, when the second player runs out of free slots.

On the first move place the coin on the center of the table.

Then player B will place his coin anywhere on the table.

Now, you put your coin on the line of diameter passing through the coin placed by player B, at the same distance away from the boundary of the circle ( mimic his placement on the opposite side of the table).

If player A has space to place a coin, so will player B. Player B will run out of place before player A.

The first player will eventually win, when the second player runs out of free slots.

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The partial derivative of z with respect to s is :

(3 - 9t) / (v * (9s - 3t)) + (3s/3t-s)^2 * 9 / (v * (3t-s)^2)

The partial derivative of z with respect to t is :

-9 / (v * (9s - 3t)) + (3s/3t-s)^2 * 3 / (v * (3t-s)^2).

To find ∂z/∂s and ∂z/∂t using the chain rule, we can first find the partial derivatives of z with respect to u and v, and then use the chain rule to find the partial derivatives with respect to s and t.

∂z/∂u = sec^2(u/v) * 1/v

∂z/∂v = -sec^2(u/v) * u/v^2

Using the chain rule, we have:

∂z/∂s = (∂z/∂u) * (∂u/∂s) + (∂z/∂v) * (∂v/∂s)

∂z/∂t = (∂z/∂u) * (∂u/∂t) + (∂z/∂v) * (∂v/∂t)

Substituting the expressions for ∂z/∂u and ∂z/∂v, as well as the expressions for u and v in terms of s and t, we get:

∂z/∂s = sec^2(3s/9s-3t) * 1/(9s-3t) * (3 - 9t)

- sec^2(3s/9s-3t) * (3s/9s-3t)^2 * (-9)/(9s-3t)^2

∂z/∂t = sec^2(3s/9s-3t) * 1/(9s-3t) * (-9)

- sec^2(3s/9s-3t) * (3s/9s-3t)^2 * (3)/(9s-3t)^2

Simplifying these expressions, we get:

∂z/∂s = (3 - 9t) / (v * (9s - 3t))

+ (3s/3t-s)^2 * 9 / (v * (3t-s)^2)

∂z/∂t = -9 / (v * (9s - 3t))

+ (3s/3t-s)^2 * 3 / (v * (3t-s)^2)

Therefore, the partial derivative of z with respect to s is (3 - 9t) / (v * (9s - 3t))

+ (3s/3t-s)^2 * 9 / (v * (3t-s)^2), and the partial derivative of z with respect to t is -9 / (v * (9s - 3t))

+ (3s/3t-s)^2 * 3 / (v * (3t-s)^2).

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The total number of rankings is the product of the number of students at each step. Total number of different rankings possible = 10 × 9 × 8 × 7 × 6 × 5 × 4 × 3 × 2 × 1 = 10! ≈ 3.6 × 10^6.

Given that an introductory statistics class has 4 freshmen and 6 sophomores. The students are ranked based on their performance. Therefore, it is required to find the number of different rankings possible. Step 1: Find the total number of students in the class. Total number of students in the class = number of freshmen + number of sophomores = 4 + 6 = 10Step 2: Find the number of ways to select the first-ranked student. There are 10 students to choose from for the first position. Therefore, the number of ways to select the first-ranked student is 10.Step 3: Find the number of ways to select the second-ranked student. There are 9 students remaining after selecting the first-ranked student. Therefore, the number of ways to select the second-ranked student is 9.Step 4: Find the number of ways to select the third-ranked student.There are 8 students remaining after selecting the first two-ranked students.

Therefore, the number of ways to select the third-ranked student is 8.Step 5: Continue the process until all students are ranked. The total number of rankings is the product of the number of students at each step.Total number of different rankings possible = 10 × 9 × 8 × 7 × 6 × 5 × 4 × 3 × 2 × 1 = 10! ≈ 3.6 × 10^6.

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