Find the minimum for this list of numbers
9
60
6
45
50
8
28
19
5
74
24
13
81
23
11

Based on the number of people present, the total number of combinations of Chairperson and Vice Chairperson is 240 combinations.

In order for us to find out the total possible combinations, we will use the formula as:

Total possible combinations = Number of possible chairpersons * Number of possible vice chairpersons

We are given that;

Number of possible chairpersons = 16

Number of possible vice chairpersons = 15 (This is because a chairperson is chosen first and leaves 15 people.)

Thus, we can say that;

Total possible combinations = 16 * 15

Total possible combinations = 240 combinations

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The dilation transformation of the triangle ABC by a scale factor of 3, with the point P as the center of dilation indicates;

Side A'B' will be parallel to side AB

Side A'C' will be parallel to side AC

Side BC will lie on the same line as side BC

A dilation transformation is one in which the dimensions of a geometric figure are changed but the shape of the figure is preserved.

The possible options, from a similar question on the internet are;

Be parallel to

Be perpendicular to
Lie on the same line as

The location of the point P, which is the center of dilation, and the lines PC and PA of dilation and the scale factor of dilation indicates that we get;

PB' = 3 × PB

PA' = 3 × PA

PC' = 3 × PC

Therefore; The side B'C' will be on the same line as the side BC

The Thales theorem, also known as the triangle proportionality theorem indicates that;

The side A'C' will be parallel to the side AC

The side A'B', will be parallel to the side AB

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The range of data set 1 is 4

The range of data set 2 is 4.

A line plot is a graph that is made up of a number line and check marks above the number line. The check mark above the number represents the frequency of the number in the data set. For example, if the number 3 on the number line has 2 checkmarks above it, it means 3 has a frequency of 2.

The range is the difference between the highest number in a dataset and the smallest number in the dataset. Range is a measure of variation.

Range = highest number - lowest number

The range of data set 1 = 7 - 3 =  4

The range of data set 2 : 7 - 3 =  4

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Answer:

fefsefefdfefd

Step-by-step explanation:

efSdfse

While Piaget, Vygotsky, and Bruner have different perspectives on how learning occurs, they all emphasize the active role of the learner in constructing knowledge and the importance of social interaction and cultural influences in the learning process.

Here's a three-column table evaluating how learning takes place according to Piaget, Vygotsky, and Bruner:

Theorist Approach to Learning Key Concepts

Piaget Constructivism 1. Schema: Individuals actively construct their knowledge through assimilation and accommodation, organizing information into mental structures called schemas. 2. Stages of Development: Learning occurs through cognitive development stages, from sensorimotor to formal operational, where individuals progressively acquire more complex mental abilities. 3. Active Exploration: Children learn best through hands-on exploration and interactions with the physical world.

Vygotsky Sociocultural Theory 1. Zone of Proximal Development (ZPD): Learning takes place within the gap between a learner's actual developmental level and their potential level with guidance from a more knowledgeable other. 2. Social Interaction: Learning is facilitated through social interactions with peers and adults, such as cooperative learning and scaffolding. 3. Cultural Tools: The use of language, symbols, and cultural artifacts plays a central role in cognitive development and learning.

Bruner Constructivism 1. Scaffolding: Instruction should provide support and guidance tailored to the learner's current abilities to help them progress to higher levels of understanding. 2. Discovery Learning: Learners construct knowledge by actively exploring and discovering concepts and relationships on their own. 3. Spiral Curriculum: Learning is organized in a spiral manner, revisiting key concepts and building upon previous knowledge in a progressive and interconnected way.

While Piaget, Vygotsky, and Bruner have different perspectives on how learning occurs, they all emphasize the active role of the learner in constructing knowledge and the importance of social interaction and cultural influences in the learning process.

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Answer:

Its C. My Guy

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

6

Step-by-step explanation:

Answer:

x = 2 and y = 1

Step-by-step explanation:

First, solve for y by substituting the second equation as x into the first equation

-2x - 3y = -7

-2(y + 1) - 3y = -7

Simplify and solve for y

-2y - 2 - 3y = -7

-5y - 2 = -7

-5y = -5

y = 1

Solve for x by plugging in 1 into the second equation

y + 1 = x

1 + 1 = x

2 = x

So, the answer is x = 2 and y = 1

Answer:

70

Step-by-step explanation:

hdhdyfhcufhxudhxyff

Answer:

Answer is 40

Step-by-step explanation:

every triangle is 180 degrees in total, so add both the given angles and subtrace 180 by the number you got. Brainliest?

Answer:

2.25

Step-by-step explanation:

The computation of the number c that satisfied is shown below:

Given that

\(f(x) = \sqrt{x}\)

Interval = (0,9)

According to the Rolle's mean value theorem,

If f(x) is continuous in {a,b) and it is distinct also

And, f(a) ≠ f(b) so its existance should be at least one value

i.e

\(f^i(c) = \frac{f(b) - f(a)}{b -a }\)

After this,

\(f(x) = \sqrt{x} \\\\ f^i(x) = \frac{1}{2}x ^{\frac{1}{2} - 1} \\\\ = \frac{1}{2}x ^{\frac{-1}{2}\)

\(f^i(x) = \frac{1}{{2}\sqrt{x} } = f^i(c) = \frac{1}{{2}\sqrt{c} } \\\\\a = 0, f (a) = f(o) = \sqrt{0} = 0 \\\\\ b = 9 , f (b) = f(a) = \sqrt{9} = 3\\\)

After this,

Put the values of a and b to the above equation

\(f^i(c) = \frac{f(b) - f(a)}{b - a} \\\\ \frac{1}{{2}\sqrt{c} } = \frac{3 -0}{9-0} \\\\ \frac{1}{\sqrt[2]{c} } = \frac{3}{9} \\\\ \frac{1}{\sqrt[2]{c} } = \frac{1}{3} \\\\ \sqrt[2]{c} = 3\\\\\sqrt{c} = \frac{3}{2} \\\\ c = \frac{9}{4}\)

= 2.25

Step-by-step explanation:

TRY WITH SOME Trigonometric FUNCTION.

IF SOMETHING IS Wrong . I AM STILL A STUDENT

Answer:

  x = 31.2

Step-by-step explanation:

You want the solution to the proportion 12/x = 5/13.

You can eliminate the fractions by multiplying this equation by the least common denominator. That value is 13x, the product of these denominators. Multiplying by 13x, we have ...

  \(\dfrac{12}{x}\times13x=\dfrac{5}{13}\times13x\\\\\\12\cdot13=5\cdot x\qquad\text{simplified}\)

Now, the value of x is found by dividing both sides by its coefficient.

  \(\dfrac{12\cdot13}{5}=\dfrac{5x}{5}\\\\\\\dfrac{156}{5}=x\\\\\boxed{31.2=x}\)

__

Additional comment

The first step we did, multiplying by 13x, is also sometimes called "cross multiplication." The result of that step is that each numerator is multiplied by the opposite denominator.

Multiplying both sides of the equation by the same value (13x) is supported by the multiplication property of equality. The term "cross multiplication" is descriptive of the result, but is not a recognized property of equality. It is a good idea to keep the math operations you do grounded in the properties of equality.

You will notice that the steps we did were "multiply by 13x" and "divide by 5". These can be done at once by "multiply by 13x/5". Of course, that operation is done to both sides of the equation.

Any proportion can be written 4 ways:

  \(\dfrac{12}{x}=\dfrac{5}{13}\qquad\dfrac{x}{12}=\dfrac{13}{5}\qquad\dfrac{x}{13}=\dfrac{12}{5}\qquad\dfrac{13}{x}=\dfrac{5}{12}\)

These can be thought of as "upside down" and "sideways." We like the versions with the variable on top of a fraction, because the solution to that is simply multiplication by the variable's denominator.

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Answer:

Step-by-step explanation:

We are given that line a and b and perpendicular to line x. By definition of perpendicular lines, lines a and b form right angles at the intersection of a and x and b and x. By definition, a right angle is equal to 90 degrees, and the sum of angle 2 and 3 is equal 180 degrees, so by the Converse of Same-Side Interior Angle Theorem, line a is parallel to line b.

Note: I don't have a drawing, but we can assume that angles 2 and 3 are same-side interior.

Line m and line n have corresponding angles that are congruent, which implies that line m is parallel to line n.

Theorem: In a plane, if two lines are perpendicular to the same line, then they are parallel to each other.

Proof:

Let's assume we have a plane with three lines: line l, line m, and line n. We are given that both line m and line n are perpendicular to line l. We want to prove that line m is parallel to line n.

Since line m is perpendicular to line l, the angle formed between line m and line l is 90 degrees. Let's call this angle A.

Similarly, since line n is perpendicular to line l, the angle formed between line n and line l is also 90 degrees. Let's call this angle B.

By the definition of parallel lines, if corresponding angles formed by a transversal and two other lines are congruent, then the two lines are parallel.

In our case, angle A is congruent to angle B (both are 90 degrees). Therefore, line m and line n have corresponding angles that are congruent, which implies that line m is parallel to line n.

Hence, we have proven that in a plane, if two lines are perpendicular to the same line, then they are parallel to each other.

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The true statement based on the relationship depicted in the Venn diagram is that no rhombuses are trapezoids (option D).

To identify the true statement using the relationship represented in the Venn diagram, we need to analyze the overlapping regions and the properties of the shapes involved.

A trapezoid is a quadrilateral with at least one pair of parallel sides, while a rhombus is a quadrilateral with all sides of equal length. Let's evaluate the options:

A. All trapezoids are rhombuses: This statement is not true based on the diagram. The overlapping region between the trapezoids and rhombuses shows that there are trapezoids that are not rhombuses. Therefore, option A is incorrect.

B. All rhombuses are trapezoids: This statement is true based on the diagram. The entire region representing rhombuses is also included within the region representing trapezoids. Every rhombus can be considered a trapezoid because it has at least one pair of parallel sides. Thus, option B is correct.

C. No trapezoids are rhombuses: This statement is not true based on the diagram. The overlapping region indicates that there are trapezoids that are indeed rhombuses. Therefore, option C is incorrect.

D. No rhombuses are trapezoids: This statement is true based on the diagram. There is no overlap between the regions representing rhombuses and trapezoids, implying that no rhombus can be considered a trapezoid. Hence, option D is correct.

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Answer:

Annette should plan to spend 2.25 hours walking back.

Step-by-step explanation:

To solve this problem, we can use the formula:

Time = Distance / Speed

Let's assume the distance of the race is D miles.

Annette spends her time running the distance of the race, which takes:

Time running = D / 9 hours

She then walks back the same distance, which we need to find the time for:

Time walking = D / 3 hours

Since Annette has a total of 3 hours for her training, the sum of the running time and walking time should equal 3 hours:

D / 9 + D / 3 = 3

To simplify the equation, we can multiply all terms by 9 to eliminate the denominators:

D + 3D = 27

Combining like terms:

4D = 27

Dividing both sides of the equation by 4:

D = 6.75

So, the distance of the race is 6.75 miles.

To find the time Annette should spend walking back, we substitute the distance into the time-walking formula:

Time walking = D / 3 = 6.75 / 3 = 2.25 hours

Therefore, Annette should plan to spend 2.25 hours walking back.

Ram's age = \(r\)

Father's age = \(f\)

Ram's age = 1/6th of his Father's age

\(r = \frac{1}{6}f\)

Ram's age = Father's age - 35

\(f - r = 35\)

\(-r = 35 - f\)

\(r = -35 + f\)

\(r = f - 35\)

Since \(r = r\), we can equate both equations with each other.

\(r = r = \frac{1}{6}f = f - 35\)

\(\frac{1}{6}f = f - 35\)

\(\frac{1}{6}f - f = -35\)

\(-\frac{5}{6}f = -35\)

\(f = -35 \div -\frac{5}{6}\)

\(f = 42\)

Thus, the Father's present age = 42 years

Parallelogram JKLM is a rectangle because it has four right angles.

The SSS (side-side-side) congruence theorem is one of the postulates of Euclidean geometry that states that if three sides of one triangle are congruent to three sides of another triangle, then the two triangles are congruent.

Abigali wants to prove that a parallelogram is a rectangle if its diagonals are congruent.

Since, JKLM is a parallelogram, JK≅ML.

Also by the reflexive property, KL is congruent to itself. So, since JL≅KM as well, ΔJKL ≅ ΔMLK by the SSS congruence theorem.

Now because the corresponding angles in congruent triangles are congruent, ∠JKL ≅ ∠MLK.

Also, since parallelograms have JK//ML,

Consecutive Interior Angles are supplementary.

So, since m∠JKL and m∠MLK are equal, they must both be 90°. Because the opposite angles in parallelograms are congruent, m∠MJK and m∠JML are both 90°. So, parallelogram JKLM is a rectangle because it has four right angles.

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If f is a function from [0,1] to R and f is continuous, then there exists an x in [0,1] such that f(x) = 0.

What is a function?

In mathematics, a function is a rule that assigns a unique output to each input in a set. A function is continuous if the output value changes smoothly as the input value changes, without any sudden jumps or breaks.

To prove that if f is a function from [0,1] to R and f is continuous, then there exists an x in [0,1] such that f(x) = 0, we can use the intermediate value theorem.

The intermediate value theorem states that if a function f is continuous on a closed interval [a,b], and if y is any value between f(a) and f(b), then there exists at least one x in the interval [a,b] such that f(x) = y.

In our case, f is a function from [0,1] to R, which is a closed interval, and f is continuous on this interval. Therefore, the intermediate value theorem applies to f.

To prove that there exists an x in [0,1] such that f(x) = 0, we can use the intermediate value theorem with y = 0. Since 0 is between f(0) and f(1), the intermediate value theorem guarantees that there exists at least one x in [0,1] such that f(x) = 0.

Hence, if f is a function from [0,1] to R and f is continuous, then there exists an x in [0,1] such that f(x) = 0.

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Answer:

y = 5/4x - 8

Step-by-step explanation:

first you convert the equation to y = mx + b

then you add the the -8 into the x and the 2 into the y and solve for b

b = -8 and since it is parallel same slope.

hope this helps :)

Answer:

Solution for Find the exact value of the expression cos 11π/6. ... Experts are waiting 24/7 to provide step-by-step solutions in as fast as 30 minutes!* ... Q: The pair of equations x+2y+5 = 0 and -3x-6y+1=0 have how many ... of the tangent line to the graph of f(æ) = (e¯")² at a = - In 2 is Select one: O a. y + . ... All Rights Reserved.

Answer:

$12.50

Step-by-step explanation:

Step-by-step explanation:

\( \frac{1 + \cot(x) }{ \cos(x) } - \csc(x) = \sec(x) \)

\( \frac{1}{ \cos(x) } + \frac{ \cot(x) }{ \cos(x) } - \csc(x) = \sec(x) \)

\( \sec(x) + \frac{1}{ \sin(x) } - \csc(x) = \sec(x) \)

\( \sec(x) + \csc(x) - \csc(x) = \sec(x) \)

\( \sec(x) = \sec(x) \)

45.455% is  the percentage of distance travelled by her in the train .

In math, what is a distance?

The length of the line segment connecting the two sites is used to measure distance between them.

                               The shortest segment of a line connecting a point to a line will have a length equal to the distance between them.

Distance travelled by bus = 3 miles

Distance travelled by train  = 5 miles

Distance travelled by car = 3 miles

Total distance travelled = 3 + 5 + 3 = 11 miles

the percentage of distance travelled by her in the train = 5/11  * 100

                                             = 45.455%

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The number of cards left to be signed is 32 cards.

To determine the number of cards left to be signed, we need to calculate the number of cards signed by each person and subtract it from the total number of cards.First, Emily signed 2/5 of the cards, which is equal to (2/5) * 75 = 30 cards.

Next, we need to find the number of cards remaining after Emily signed. To do this, we subtract the cards Emily signed from the total number of cards:

75 - 30 = 45 cards.

Now, Josh signs 1/9 of the remaining cards, which is equal to (1/9) * 45 = 5 cards.

After Josh signs his portion, we need to find the number of cards still remaining. We subtract the cards Josh signed from the previous remaining cards:

45 - 5 = 40 cards.

Finally, Tatiana signs 20% of what Josh had left, which is equal to 20/100 * 40 = 8 cards.

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1/2=1/2=1/2.is the value for the given equivalent fraction, by putting the value 3.4 in the numerators respectively

The fractions with distinct numerators and denominators but the same value are said to be equivalent fractions.

For instance, since 2/4 and 3/6 both equal the 1/2, they are identical fractions. An element of a whole is a fraction. The same amount of the whole is represented by equivalent fractions.

1/2 =    /6 =   /8.

a. Multiply numerator and denominator by 3 for equivalenting the equation    /6

Therefore,

3*3/6*3

=9/18

=1/2

therefore:1/2=1/2.

b. Multiply numerator by 4

Therefore,

4/8

=1/2.

Therefore:

1/2=1/2.

1/2=1/2=1/2.

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Answer:

Y=-4x 2

Step-by-step explanation: