find the missing values

Answer:

74 degrees

Step-by-step explanation:

Answer:

x = 74

Step-by-step explanation:

since the sides are the same lengths they will be the same angles

32 + 2x = 180

2x = 148

x = 74

Check:

32+ 74 + 74 = 180

Answer: x=12

Step-by-step explanation:

1/3 x -4

1/3x=4               <---- First add 4 to each side of the equation (moves the "-4")

1/3x(3)=4(3)     <---- Muliply each side by "3" to get rid of the fraction

x=12

Function that calculates the base 10 log of the list num_val.

C Code:

#include <stdio.h>

int log_10(int a)

{

   return (a > 9)

           ? 1 + log_10(a / 10)

           : 0;

}

int main()

{

   int i;

   int num_val[10] = {15, 29, 76, 18, 23, 7, 39, 32, 40, 44};

   for(i=0; i<10; i++)

   {

       if(num_val[i]%2!=0)

       {

           printf("%d ", log_10(num_val[i]));

       }

   }

   return 0;

}

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Answer:

C.

Step-by-step explanation:

gn... plz mark brainliest

Answer:

Step-by-step explanation:

Given GP:

Finding the 5th term:

Correct option is D

Answer:

The 3 is a whole number.

Step-by-step explanation:

According to rules in decimals any number behind or after the decimal point is considered as a decimal because it's less than a whole.

I hope this helps in any way.

Answer:

3 cm

Step-by-step explanation:

Find the value of x:

\(5-2x=-4x+9\)

\(-2x+4x=-5+9\)

\(2x=4\)

\(x=4/2\)

\(x=2\)

Find one side of the triangle by adding 2 as the value x:

\(=5-2x\)

\(=5-2(2)\)

\(=5-4\)

\(=1\)

Perimeter of the triangle:

1 × 3 = 3cm

To use the quadratic formula, we need to identify the values of a, b, and c.

1. In this case, the equation is 4x² - 3x - 8 = 0, so a = 4, b = -3, and c = -8.

2. x = (-b ±√(b² - 4ac))/2a.

3.  x = (3 ±√137)/8.

The Quadratic Formula is a mathematical equation used to solve second-degree equations.

To use the quadratic formula, we need to identify the values of a, b, and c in the equation ax² + bx + c = 0.

In this case, the equation is

4x² - 3x - 8 = 0,

so a = 4, b = -3, and c = -8.

Once the values of a, b, and c are known, we can substitute them into the Quadratic Formula:

x = (-b ±√(b² - 4ac))/2a.

In this equation, a = 4, b = -3, and c = -8, so the equation becomes

x = (-(-3) ±√((-3)² - 4(4)(-8)))/2(4).

Simplifying, we get x = (3 ±√(9 + 128))/8.

Finally, solving for x yields x = (3 ±√137)/8.

Therefore, the solution to the equation is

x = (3 ±√137)/8.

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Answer:

A function is when each input has exactly one output

Step-by-step explanation:

Each input can only have one output, but an output can have multiple inputs.

The line integral of xy dx + x^2 dy around the given rectangle is 0.

To evaluate the line integral ∮C (xy dx + x^2 dy) along the given rectangle C with vertices (0, 0), (5, 0), (5, 1), and (0, 1), we can break it down into four line integrals along each side of the rectangle and sum them up.

Along the bottom side:

Parametrize the line segment from (0, 0) to (5, 0) as r(t) = (t, 0), where t ranges from 0 to 5. The differential element along this line segment is dr = (dt, 0). Substituting these values into the line integral, we get:

∫[0,5] (t*0) dt = 0.

Along the right side:

Parametrize the line segment from (5, 0) to (5, 1) as r(t) = (5, t), where t ranges from 0 to 1. The differential element along this line segment is dr = (0, dt). Substituting these values into the line integral, we get:

∫[0,1] (5t0 + 25dt) = ∫[0,1] 25*dt = 25.

Along the top side:

Parametrize the line segment from (5, 1) to (0, 1) as r(t) = (5-t, 1), where t ranges from 0 to 5. The differential element along this line segment is dr = (-dt, 0). Substituting these values into the line integral, we get:

∫[0,5] ((5-t)*0 + (5-t)^2 * 0) dt = 0.

Along the left side:

Parametrize the line segment from (0, 1) to (0, 0) as r(t) = (0, 1-t), where t ranges from 0 to 1. The differential element along this line segment is dr = (0, -dt). Substituting these values into the line integral, we get:

∫[0,1] (0*(1-t) + 0) dt = 0.

Summing up all the line integrals, we have:

0 + 25 + 0 + 0 = 25.

Therefore, the line integral of xy dx + x^2 dy around the given rectangle is 25.

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False. A researcher is not more likely to reject the null hypothesis and find a significant treatment effect with a sample of n = 100 compared to a sample of n = 4, even if both samples have the same mean and the same variance.

The likelihood of rejecting the null hypothesis and finding a significant treatment effect is determined by the sample size, the variability of the data, and the magnitude of the treatment effect. In general, larger sample sizes provide more precise estimates and increase the power of statistical tests.

To determine the power of a statistical test, which is the probability of correctly rejecting the null hypothesis, several factors are considered, including the desired level of significance (α), the effect size, and the sample size. Increasing the sample size generally increases the power of the test.

In this case, both samples have the same mean and variance, indicating that the treatment effect is absent or negligible. Therefore, the probability of rejecting the null hypothesis and finding a significant treatment effect would be low regardless of the sample size. The power of the test depends on the effect size, which is assumed to be small or nonexistent in this scenario.

In summary, the likelihood of rejecting the null hypothesis and finding a significant treatment effect is not influenced by the sample size when both samples have the same mean and variance. The power of the test depends on other factors such as the effect size, significance level, and variability of the data.

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Answer:

Rational number . . . . . .

Answer:

120

Step-by-step explanation:

To solve this, we can first find the value of the number.

Let's name the number x.

We can set up a proportion to solve.

90/60=x/100

Simplify.

9/6=x/100

Cross multiply.

6x=900

Divide both sides by 6.

x=150

The original number is 150.

Let's find 4/5 of that.

4/5*150

Multiply.

600/5

Divide.

120

________________________________

Hey!!!

Solution,

Let the number be X

60% of X=90

or,60/100*X=90

or,3/5*X=90

or,X=90/3/5

or,X=90*5/3

or,X=450/3

X=150

Again,

4/5 of X

=4/5*150

=120

The answer is 120

hope it helps

Good luck on your assignment

_____________________________

The slope of the linear equation y = -3x + 4 is -3, and the y-intercept is 4.

To calculate the slope of a linear equation, the formula is m = (y2 - y1) / (x2 - x1). The slope is calculated by selecting two points on the line, (x1, y1) and (x2, y2), and then subtracting the first point's y-value from the second's and dividing the result by the first point's x-value minus the second's. For the equation y = -3x + 4, the y-intercept is 4, which is the b-value in the equation y = mx + b. The y-intercept is the point where the line crosses the y-axis. To calculate the y-intercept, set x = 0 and solve for y. For the equation y = -3x + 4, when x = 0, y = 4. Therefore, the y-intercept is 4.

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Answer: 6.1

Step-by-step explanation:

John's study aims to determine if exercise frequency has an effect on pulse rate. Statistical analysis can be used to verify the alternate hypothesis.

John wants to determine whether the frequency of exercise affects pulse rate. To investigate this, he randomly selects individuals at a local gym who agree to participate in his research. John divides the 55 individuals who agree into three exercise frequency categories: high, moderate, and low.

Following their exercise, he calculates their pulse rates. Is there a difference in pulse rates among those who exercise frequently, moderately, and infrequently?The null hypothesis for this research question would be that there is no relationship between the frequency of exercise and pulse rate. The alternate hypothesis would be that there is a correlation between frequency of exercise and pulse rate. Statistical tools like ANOVA or T-test can be used to test the hypothesis.

In conclusion, John's study aims to determine if exercise frequency has an effect on pulse rate. Statistical analysis can be used to verify the alternate hypothesis.

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Answer:

3

Step-by-step explana

sorry if its wrong

We can see here that the critical value for a chi-square test with 1 degree of freedom at a significance level of 0.05 is approximately 3.841.

A contingency table, also known as a cross-tabulation or a two-way frequency table, is a tabular representation of the joint distribution of two or more categorical variables.

The expected frequencies for the table are:

                   | Bought Diapers |   Did Not Buy Diapers

Bought Beer |       43.3     |            36.7

Did Not Buy |       46.7     |              39.3

Calculating the chi-square test statistic. The formula for the chi-square test statistic is:

χ² = Σ [(O - E)² / E]

Using the observed and expected frequencies, we get:

χ² = [(60 - 43.3)² / 43.3] + [(20 - 36.7)² / 36.7] + [(30 - 46.7)² / 46.7] + [(30 - 39.3)² / 39.3]

For a contingency table with r rows and c columns, the degrees of freedom (df) is given by (r - 1) × (c - 1).

The degrees of freedom = (2 - 1) × (2 - 1) = 1.

The critical value for a chi-square test with 1 degree of freedom at a significance level of 0.05 is approximately 3.841.

If χ² > 3.841, we reject H₀. Otherwise, we fail to reject H₀.

If we reject the null hypothesis, we conclude that there is a dependent relationship between buying beer and buying diapers. If we fail to reject the null hypothesis, we conclude that there is no evidence of a dependent relationship.

Now let's calculate the chi-square test statistic:

χ² = [(60 - 43.3)² / 43.3] + [(20 - 36.7)² / 36.7] + [(30 - 46.7)² / 46.7] + [(30 - 39.3)² / 39.3]

≈ 4.33

Since χ² (4.33) > 3.841 (critical value), we reject the null hypothesis.

Therefore, based on the data, we conclude that there is a dependent relationship.

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The function is defined by m(x)=f(x)/2g(x) is m′(5))=\(\sqrt[3]{3/2}\) on graph.

A function is a relation that is "well-behaved," by which we mean that, given a starting point, we know the exact one ending spot to go to; given an x-value, we get only and precisely one corresponding y-value. As a result, even though all functions are relations [since they pair information], not all relations are functions. Family members who behave well are a subset of all your relations, just as well-behaved functions are a subset of all mathematical relations.)

f(x)=2x+3,XE[-1,2]

-2/3x+25/3, XE[2,8]

g(x)=√x^2−x+3 XE

m′(5))=\(\sqrt[3]{3/2}\)

The thing to notice here is that f(x) is expressed differentially in different domain.

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Answer:

\({ \tt{ \frac{13}{21} \dashrightarrow \: { \boxed{0.619}}}}\)

13/21 as a decimal rounded to 3 decimal places​ is 0.619.

Decimals are numbers that have two components, a whole number component and a fractional component, which are separated by a decimal point.

Given:

A fraction: 13/21.

Simplifying,

13/21,

= 0.619047619

= 0.619 up to 3 decimal places.

Therefore, 0.619 up to 3 decimal places.

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Answer:

a. m∠1 = 75°

b. m∠2 = 46°

c. m∠3 = 59°

d. m∠4 = 59°

e. m∠5 = 46°

f. m∠7 = 121°

g. m∠8 = 59°

h. m∠9 = 62°

i. m∠10 = 118°

j. m∠11 = 59°

k. m∠13 = 118°

i. m∠14 = 62°5

Example 5

m∠1 =78°

m∠2 = 102°

m∠3 = 59°

m∠4 = 102°

m∠5 =  38

m∠6 = 142°

m∠7 = 38°

m∠8 = 142°

m∠9 = 78°

m∠11 = 78°

m∠12 =  102°

m∠13 = 38°

m∠14 =  142°

Step-by-step explanation:

a. m∠1 ≅ m∠6 (Alternate angle theorem)

m∠1 = m∠6 = 75° (Definition of congruency)

m∠1 = 75°

b. m∠12 = m∠5 + m∠6 (Angle addition postulate/Corresponding angles)

m∠5 = 121° - 75° = 46°

m∠5 = 46°

m∠2 ≅ m∠5 (Alternate angle theorem)

m∠2 = m∠5 = 46° (Definition of congruency)

m∠2 = 46°

c. m∠3 = 180 - (m∠1 + m∠2) (Angle subtraction and sum of angles on a straight line)

m∠3 = 180 - (75 + 46) = 59°

m∠3 = 59°

d. m∠4 = 180 - (m∠1 + m∠5)

m∠4 = 180 - (75 + 46) = 59°

m∠4 = 59°

e. m∠12 = m∠5 + m∠6 (Angle addition postulate/Corresponding angles)

m∠5 = 121° - 75° = 46°

m∠5 = 46°

f. m∠7 = m∠12 = 121° (Alternate angle theorem)

m∠7 = 121°

g. m∠8 = 180 - m∠7 = 180 - 121 = 59°

m∠8 = 59°

h. m∠9 + m∠5 + m∠8 = 180 (The sum of the interior angles of a triangle)

m∠9 = 180 - (59 + 59) = 62°

m∠9 = 62°

i. m∠10 = 180 - m∠9 = 180 - 62 = 118°

m∠10 = 118°

j. m∠11 = m∠8 = 59°

m∠11 = 59°

k. m∠13 = m∠10 = 118°

m∠13 = 118°

i. m∠14 = m∠9 = 62°

m∠14 = 62°

Example 5

m∠5 = m∠7 = 38

m∠5 =  38°

m∠6 = 180 - 38 = 142°

m∠6 = 142°

m∠8 = m∠6 = 142°

m∠8 = 142°

m∠12 = m∠10 = 102°

m∠12 =  102°

m∠11 = 180 - m∠12 = 180 - 102 = 78°

m∠11 = 78°

m∠9 = m∠11 = 78°

m∠9 = 78°

m∠1 = m∠9 = 78°

m∠1 =78°

m∠3 = 78°

m∠2 = m∠4 = m∠10 = 102°

m∠13 = 360 - (m∠3 + m∠6 + m∠12) = 360 - (78 + 142 + 102) = 38°

m∠13 = 38°

m∠15 = 38°

m∠14 = m∠16 = 180 - m∠15 = 180 - 38° = 142°

m∠14 =  142°

m∠16 = 142°

Increasing marginal productivity infers that extra units of capital and labor contribute more to yield, driving productive asset allotment. ∝ and ß < 1 expect reducing returns, adjusting with reality.

To appear that the generation work has to expand the marginal productivity of capital (in case ∝ > 1) and labor (on the off chance that ß > 1), we ought to take fractional subsidiaries with regard to each input calculation. For capital (K), the fractional subsidiary of the generation work is:

\(\dfrac{dy}{dK }= \alpha AK^{(\alpha-1)}L^\beta\)

Since ∝ > 1, (∝ - 1) is positive, which implies that the fractional subordinate \(\dfrac{dy}{dK}\) is positive. This shows that an increment in capital input (K) leads to an increment in yield (y), appearing to expand the marginal efficiency of capital.

Additionally, for labor (L), the fractional subordinate of the generation work is:

\(\dfrac{dy}{dL} = \beta AK^{\alpha}L^{(\beta-1)}\)

Since \(\mathbf{\beta > 1, (\beta-1)}\) it is positive, which implies that the halfway subordinate \(\dfrac{dy}{dL}\) is positive. This demonstrates that an increment in labor input (L) leads to an increment in yield (y), appearing to increase the marginal productivity

The economic importance of increasing marginal productivity is that extra units of capital and labor contribute more to yield as their amounts increment.  This suggests that the more capital and labor a firm employments, the higher the rate of increment in yield. This relationship is vital for deciding the ideal assignment of assets and maximizing generation effectiveness.

In most generation capacities, it is accepted that ∝ and ß are less than 1. This presumption adjusts with experimental perceptions and financial hypotheses.

In case ∝ or ß were more prominent than 1, it would suggest that the marginal efficiency of the respective factor increments without bound as the calculated input increments.

In any case, there are decreasing returns to scale, which suggests that as calculated inputs increment, the Marginal efficiency tends to diminish. Therefore, accepting ∝ and ß are less than 1 permits for more reasonable modeling of generation forms and adjusts with the concept of diminishing marginal returns.

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Answer:0

Since

\(} \sqrt{x}\) is something times itself = that number as \(\sqrt{4}\) ,that number is 2, and 2 -2?To easy!

The answer is 0

Hope you have a great day!

Answer:

180

Step-by-step explanation:

i = p*r*t

i = 3000* .06 * 1

The required equation would be t  = (nRT + 5ab)/M which is the result of the equation for t.

The equation is defined as mathematical statements that have a minimum of two terms containing variables or numbers that are equal.

The equation is given as

Mt - 5ab = nRT

We have to determine the result of solving this equation for t

⇒ Mt - 5ab = nRT

⇒ Mt  = nRT + 5ab

⇒ t  = (nRT + 5ab)/M

Therefore, the required equation would be t  = (nRT + 5ab)/M which is the result of the equation for t.

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The high temperature for today using a 3-day moving average is 92 degrees.

To calculate the high temperature for today using a 3-day moving average, we take the average of the temperatures from the past three days, including today.

Given the daily high temperatures in St. Louis for the last week:

92, 92, 93, 95, 95, 86, 95 (yesterday)

To find the 3-day moving average for today's high temperature, we consider the temperatures from yesterday, the day before yesterday, and three days ago.

(95 + 86 + 95) / 3 = 92

Therefore, the high temperature for today, calculated using a 3-day moving average, is approximately 92 degrees Fahrenheit, rounded to one decimal place.

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Answer:

Below

Step-by-step explanation:

You are given miles ( 250)   and hours ( 3.5)

I suppose you want miles per hour  =   250 mi / 3.5 hr = 71.4 m/hr

94 inches is equal to 7.83333 feet.

To convert inches to feet, you can use the conversion factor

1 inch = 0.08333 feet. To convert 94 inches to feet, you simply divide 94 by 12 as there are 12 inches in 1 foot, which gives you 7.83333 feet.

It's important to note that inches (in) and feet (ft) are both units of measurement for length. The inch is a unit of measurement in the imperial system, which is primarily used in the United States, while the foot is also a unit of measurement in the imperial system but it's commonly used in United States and several other countries.

When measuring length, it is essential to be aware of which unit of measurement is being used to ensure accurate conversion. Additionally, it's important to note that 94 inches is approximately equal to 7.83333 ft, but it's not exactly 7.83333 ft due to rounding and approximation in the conversion.

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Answer:

x = 16/9

Step-by-step explanation:

81x - 122 = 22

81x = 144

x = 16/9

Answer:

Step-by-step explanation:

81x-122=22

    +122 +122

   81x=144

    /81  /81

     x = 1.7

\(\boxed{\sf a_n=\dfrac{a_{n-1}}{10}\times 4,n\gt 1}\)

Lets verify

\(\\ \sf\longmapsto a_2=\dfrac{a_1}{10}\times 4\)

\(\\ \sf\longmapsto a_2=\dfrac{500}{10}\times 4=50(4)=200\)

And

\(\\ \sf\longmapsto a_3=\dfrac{a_2}{10}\times 4\)

\(\\ \sf\longmapsto a_3=\dfrac{200}{10}\times 4=20(4)=80\)

And

\(\\ \sf\longmapsto a_4=\dfrac{a_3}{10}\times 4\)

\(\\ \sf\longmapsto a_4=\dfrac{80}{10}\times 4=8(4)=32\)

Hence verified

Lets predict next term

\(\\ \sf\longmapsto a_5=\dfrac{a_4}{10}\times 4\)

\(\\ \sf\longmapsto a_5=\dfrac{32}{10}\times 4=3.2\times 4=12.8\)