Ellen mixed 1over 4 kg of flour with 2 over 9 kg of sugar. Determine a reasonable estimate for the amount of flour and sugar combined

Answer:

ΔABD ≅ ΔCDB

Step-by-step explanation:

Since a = 3, we can sub 3 into the expressions and then get a value for each side length.

AB: 3 + 7 = 10

BC = 16

CD: 12 - 2 = 10

DA: 18 - 2 = 16

Hence:

AB = CD (both have sidelengths of 10)

AD = CB (both have sidelengths of 16)

BD = BD (common line)

Therefore: ΔABD ≅ ΔCDB      Q.E.D.

Answer:

30

dfdfg

Step-by-step explanation:gfdgdfg

The area of the garden is increased by 20 % . If the width remains the same, then the new length of the garden is 2.4 yards.

The area of Rectangle is length times of width.

Given that A decorative fence surrounds a rectangular flower garden that is 2 yards long and 3 yards wide

Area = Length × Width

Area=6 yards.

The area of the garden is increased by 20 % .

20/100=0.2

the area would equal 6 (l x w) and 6 increased by 20% equals 7.2.

As the width remains same

so we use 7.2/3 to find the new length

7.2/3=2.4 yards.

Hence, 2.4 yards is the new length of the garden.

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If the equilibrium constant (K) < 1 , then, the Gibbs free energy change(ΔG) is positive. So, option D is correct alternative.

The relative concentrations of reactants and products in a chemical reaction are gauged by the equilibrium constant (K), which is the case in this case. Typical chemical reactions are as follows:

aA + bB ⇌ cC + dD

The equilibrium constant is defined as:

\(K = \frac{[C]^c[D]^d }{ [A]^a[B]^b}\)

Where [A], [B], [C], and [D] are the molar concentrations of reactants and products at equilibrium, and a, b, c, and d are the stoichiometric coefficients of the balanced chemical equation.

The Gibbs free energy change (ΔG) is a measure of the amount of energy available to do useful work during a chemical reaction.

The following equation describes the relationship between the equilibrium constant (K) and the change in the Gibbs free energy (ΔG):

ΔG = -RTln(K)

Where R is the gas constant and T is the temperature.

If K < 1, then ln(K) is negative. So, to make the right-hand side of the equation negative, ΔG must be positive.

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Answer:

D.(1,-2)

Step-by-step explanation:

y= -3x+1

when x=1

y= -3*1 +1

y=-3+1

so

y=-2

The probability that a randomly selected student used acrylic paint given that the student chose to create a portrait is 3/5 or 60%.

To find the probability that a randomly selected student used acrylic paint given that the student chose to create a portrait, you can use the conditional probability formula:

P(Acrylic Paint | Portrait) = P(Acrylic Paint and Portrait) / P(Portrait)

From the given data:

- There were 3 students who used acrylic paint and created a portrait.
- There were a total of 5 students who created a portrait (3 with acrylic paint and 2 with oil paint).

So, the probability calculation would be:

P(Acrylic Paint | Portrait) = (3/5) / (5/5) = 3/5

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Answer:

y = x + 2

Step-by-step explanation:

You can find the slant asymptote using polynomial long division because the numerator is one degree higher than the denominator.

(x^2+x+4)/(x-1)

I'm not sure how to show long division but you should get:

x+2 with remainder 6

Then your slant asymptote is y = x + 2

You can graph it on Desmos to verify

Answer:

$59. 85  or rounding, $60   (I AM NOT COMPLETELY SURE)

Step-by-step explanation

I changed the percentage into a decimal (.05) and then multiplied it by the final price (57). After multiplying, I got, $2.85. I then added that to the final price to get, $59.85.

Answer:

Step-by-step explanation:

You have 28 horses and chickens with a total of 80 legs, and you want to know the number of each kind of animal.

Let h represent the number of horses. Then 28-h is the number of chickens, and the total number of legs is ...

  4h +2(28-h) = 80

Simplifying the equation, we get ...

  2h +56 = 80

  h +28 = 40 . . . . . . . divide by 2

  h = 12 . . . . . . . . . . subtract 28

  28 -h = 16 . . . . . find the number of chickens

There are 16 chickens and 12 horses in the pasture.

Answer:

A4 c2. e6.

Step-by-step explanation:

Apex

Answer:

N CCX  XN

Step-by-step explanation:

Answer:

{1,2,3,4,5}

Step-by-step explanation:

Natural numbers  are positive integers

1,2,3,4,5.......

We need those that are less than 6

{1,2,3,4,5}

Answer:

It's D: 1,2,3,4,5.

Step-by-step explanation: A natural number is a positive number that is not 0, and choices A and B have 0 in them, so we can eliminate those choices. For choice C, the question says that x is a natural number less than 6, so it can't include 6. So, we can eliminate Choice C and we are left with Choice D. Your answer is D. Hope this helped

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Overall, building a theory is a complex process that requires careful planning, attention to detail, and a willingness to remain open to alternative explanations and interpretations.

An important first step when building a theory is to formulate a clear and testable research question or hypothesis. A research question or hypothesis is a statement that suggests a relationship between two or more variables, and it guides the development of the theory. The research question or hypothesis should be specific, measurable, and falsifiable, meaning that it can be tested and potentially proven false through empirical research. Once a clear research question or hypothesis has been formulated, the researcher can then begin to gather and analyze data to support or refute the theory.

Another important first step when building a theory is to conduct a comprehensive review of existing literature and research in the field. This review helps the researcher to identify gaps or inconsistencies in current knowledge and to develop a clear understanding of the state of the field. This step can also help the researcher to refine their research question or hypothesis, as well as to identify potential variables and relationships that may be relevant to the theory.

Another important step when building a theory is to select an appropriate research design and methodology that will allow for the systematic collection and analysis of data. The research design should be aligned with the research question or hypothesis, and should enable the researcher to collect high-quality data that can be analyzed using appropriate statistical or qualitative methods.

In addition, it is important to be mindful of potential biases that can impact the development of a theory, such as confirmation bias or researcher bias. It is important for the researcher to be objective and to consider all possible explanations for their data, rather than solely seeking out evidence that supports their hypothesis or preconceived ideas.

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Answer:

Step-by-step explanation: 80

Answer: THE ANSWER IS 28%

worked it out on the calculator in the end

Step-by-step explanation:

The postulate that proves that the triangles are congruent is: SAS congruence postulate.

The SAS congruence postulate states that when two triangles have a pair of included congruent angles, and two pairs of corresponding sides that are congruent, then both triangles are congruent.

In the triangles given, we have:

Two pairs of corresponding sides that are congruent - BL ≅ PF and BG ≅ PX

A pair of included congruent angles - <B ≅ <P.

This means both triangles are congruent by SAS.

Therefore, the postulate that proves that the triangles are congruent is: SAS congruence postulate.

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The false

multiplication

equation is d. (-m)(-1) = (-m), as shown by the example and the explanation provided

The false multiplication equation is option d: (-m)(-1) = (-m).

To prove that this equation is false, let's break down the equation and evaluate both sides separately.

On the left side of the equation, we have (-m)(-1). When you multiply a negative number by another

negative number

, the result is a positive number. Therefore, (-m)(-1) equals m.

On the right side of the equation, we have (-m). This simply represents the negative value of m.

Since m is a

non-zero

number, m and -m are not the same. Therefore, the equation (-m)(-1) = (-m) is false.

Let's illustrate this with an example to further emphasize the point. Let's assume m = 2.

Using the left side of the equation, we have (-2)(-1) = 2. When we multiply -2 by -1, we get a positive value of 2.

Using the right side of the

equation

, we have (-2). This represents the negative value of 2, which is -2.

Since 2 and -2 are not the same, we can conclude that the equation (-m)(-1) = (-m) is false.

It's important to note that the other multiplication equations given in options a, b, and c are true:

a. (-p)(-1) = p: When you multiply a negative number by -1, it changes the sign of the number. So, if p is negative, the result will be positive p.

b. (p)(-m) = (-1)(pm): When you multiply two numbers, the order of multiplication doesn't matter. So, multiplying p by -m is the same as multiplying -1 by pm.

c. (-)(0) = 0: Any number multiplied by 0 is equal to 0. So, multiplying a negative number by 0 will also result in 0.

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Answer:

how am i supposed to know

Step-by-step explanation:

Answer:

a = 9 ; b = 26 ; c = 24

Step-by-step explanation:

(x^2+3x+2x+6)(x+4)

(x^2+5x+6)(x+4)

x^3+5x^2+6x+4x^2+20x+24

x^3+9x^2+26x+24

Answer:

Answer: 24.5

Step-by-step explanation:

The geometric mean between 24 and 25 is about 24.49.

The mean is the average value which can be calculated by dividing the sum of observations by the number of observations

Mean = Sum of observations/the number of observations

Median represents the middle value of the given data when arranged in a particular order.

We are given that;

The numbers 24 and 25

Now,

To find the geometric mean between two numbers, we need to use the formula:

Geometric mean=ab​

where a and b are the two numbers.

Since we have 24 and 25 as the two numbers, we can plug them into the formula and get:

geometric mean=24×25​=600​≈24.49

Therefore, by the mean the answer will be 24.49.

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Answer:

y = -5x + 7

Step-by-step explanation:

Since the line you are looking for is parallel to y = -5x + 4, it will have a slope of -5

Now use the point-slope form to continue

y - 2 = -5(x - 1)

y - 2 = - 5x + 5

y = -5x + 7

If you have more than $250,000 to deposit, you should consider spreading your money across multiple accounts or banks to ensure that your funds are fully insured by the FDIC (Federal Deposit Insurance Corporation).

If you have more than $250,000 to deposit, you can safely store your deposits by spreading them across multiple accounts and/or banks. This strategy is commonly referred to as "deposit insurance coverage" and is provided by the Federal Deposit Insurance Corporation (FDIC). In this way, if any one bank fails, you will still have access to your insured funds through the other banks.

A second option is to use the CDARS program. The Certificate of Deposit Account Registry Service is a program that can be utilized by investors to deposit their funds in CDARS member banks. The service allocates these deposits across multiple banks to guarantee that the funds are fully insured.

The third option is to seek the services of an FDIC-insured bank that offers deposit insurance coverage beyond the $250,000 limit. These banks may provide higher deposit insurance coverage, and you can inquire with your bank to determine if they offer this service.

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First, locate any two point from the line.

(15, 150) and (25, 130)

x₁ = 15 y₁= 150

x₂ = 25 y₂ = 130

Next, is to find the intercept.

Substitute x=15 y=150 and m=-2 into y=mx + b and solve for b

That is;

150 = 15(-2) + b

150 = -30 + b

Add 30 to both-side of he equation

150 + 30 = b

180 = b

Form the equation by substituting m=-2 and b=180 into y=mx + b

y = -2x + 180

Hence, the line function is y = -2x + 180

The distances are as follows: (25) 2.83 units, (26) 5.10 units, (27) 8.37 units, (28) 1.41 units, (29) 3.46 units, and (30) 5.92 units.

To find the distance between two points in three-dimensional space, we can use the distance formula, which is derived from the Pythagorean theorem. The formula is \(\sqrt{((x2 - x1)^2 + (y2 - y1)^2 + (z2 - z1)^2)}\), where (x1, y1, z1) and (x2, y2, z2) are the coordinates of the two points.

For exercise 25, the coordinates are (1, 1, 1) and (3, 3, 0). Plugging the values into the formula, we get \(\sqrt{((3 - 1)^2 + (3 - 1)^2 + (0 - 1)^2)}\) = \(\sqrt{(2^2 + 2^2 + (-1)^2)}\) = \(\sqrt{(4 + 4 + 1)}\) = √9 = 3 units.

Similarly, for exercises 26-30, we calculate the distances between the given points using the same formula.

For the second part of the question, to find the distance from a point to a plane, we use the formula d = |ax + by + cz + d| / \(\sqrt{(a^2 + b^2 + c^2)}\), where (x, y, z) are the coordinates of the point, and a, b, c, and d are the coefficients of the plane equation.

For example, for the point (3, -4, 2) and the xy-plane (which has the equation z = 0), we have a = 0, b = 0, c = 1, and d = 0. Plugging these values into the formula, we get d = |0 + 0 + 1*2 + 0| / \(\sqrt{(0^2 + 0^2 + 1^2)}\) = 2 / 1 = 2 units.

Similarly, we can calculate the distances from the point (−2, 1, 4) to the yz-plane (x = 0) and the xz-plane (y = 0) using the same formula.

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The coordinate of the midpoint of the segment with the given endpoints is ( 1/2, -6 ).

The midpoint formular used in finding the midpoint of a segment is expressed as;

( [x₁+x₂]/2 , [y₁+y₂]/2 )

Given the data in the question;

Point V(-2,5)

Point Z(3,-17)

Plug these values into the equation above.

( [x₁+x₂]/2 , [y₁+y₂]/2 )

( [(-2) + 3]/2 , [5 + (-17)]/2 )

( 1/2 , -12/2 )

( 1/2, -6 )

The coordinate of the midpoint of the segment with the given endpoints is ( 1/2, -6 ).

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Answer:

6x²-x-15

degree: second

leading coefficient : 6 , -1

constant : -15

Step-by-step explanation:

(2x + 3) (3x – 5)=

6x²+9x-10x-15=

6x²-x-15

degree: second

leading coefficient : 6 , -1

constant : -15

The correct answer of this expression is (b) g>-6.

A finite combination of symbols that are well-formed in accordance with context-dependent principles is referred to as an expression or mathematical expression. Numbers (constants), variables, operations, functions, brackets, punctuation, and grouping can all be represented by mathematical symbols, which can also be used to indicate the logical syntax's order of operations and other features.

a formula expression with the first part signifying a mathematical item and the second part signifying a statement about mathematical objects

given that;

-3 (g + 5) > 3

divide both side by -3, we get

⇒ g + 5 > 3/-3

⇒ g + 5 > -1

subtract both side by 5

⇒ g > -1 -5

⇒ g > -6

so the correct answer is g > -6

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Yes, ln 5+ log₂10 can be written as a single logarithm.

Single logarithm expression for ln 5+ log₂10 is 2.60943791243.

  ln 5+ log₂10

=1.60943791243 +1

= 2.60943791243

The logarithm is exponentiation's opposite function in mathematics.

The power to which a number must be increased in order to obtain another number is known as a logarithm. This shows that the logarithm of a fixed integer base b represents the exponent to which that number must be raised in order to reach a specific number x.

The logarithm with a base of 10 is the common logarithm, commonly referred to as the value of log base 10. The common logarithm of 10 has a value of 1, or 1.

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Answer:

lol i don't know this

Step-by-step explanation:

lol= laugh out loud

Answer: $50

Step-by-step explanation:

\( \sf2x + 3y = - 6 \\ \sf2x + 3 \times 0 = - 6 \\ \sf2x = - 6 \\ \boxed{ \tt x = - 3}\)