For three angles A, B, and C, the measure of Bis twice the measure of A, the measure of C is three times the measure of A, and the sum of the angle measures is 180. What is the measure of each angle?

True, Frustrated Freight is any freight or shipment that it has been halted from moving.

Generally speaking, the elements that make a bundle quit moving or being shipped to the normal beneficiary are issues to do with marking, bundling, as well as making.

Frustrated Freight alludes to products that can't be conveyed to the expected beneficiary because of different reasons like an erroneous location, beneficiary inaccessibility, or harm during travel.

This can prompt the shipment never arrive at its expected objective, causing disillusionment for the shipper and beneficiary, and possibly bringing about monetary misfortunes.

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Answer:

5 x 2 x 2 x 3 x 3

Step-by-step explanation:

Answer:

\(x=8,\\y\approx 6.9\)

Step-by-step explanation:

The side lengths of all 30-60-90 triangles are in ratio \(x:x\sqrt{3}:2x}\), where \(2x\) is the hypotenuse of the triangle and \(x\) is the side opposite to the 30 degree angle.

In the given diagram, the side labelled 4 is opposite to the 30 degree angle. Since \(x\) is labelled as the hypotenuse of the triangle, \(x\) must be \(4\cdot 2=\boxed{8}\).

Variable \(y\) must then represent \(x\sqrt{3}\) for \(x=4\), yielding \(y=4\sqrt{3}\approx \boxed{6.9}\)

Answer, picture attatched!

For groceries to be delivered, one particular grocery store charges 3% of the whole purchase price. The total price the store charges to deliver $140 worth of groceries will be $144.20.

A % in mathematics is a quantity or ratio that is stated as a fraction of 100 (from the Latin per centum, "by a hundred"). Although abbreviations "pct.", "pct.", and occasionally "pc" are also used, percent symbol, "%," is frequently used to indicate it. A % lacks dimensions and has no associated unit of measurement.

It should be mentioned that a certain grocery store charges a delivery fee equal to 3% of the entire purchase price.

Consequently, the following is the total the store will charge to deliver $140 worth of groceries:

= Percentage charged × Cost+ Cost

= 3% × $140+$140

= 0.03 × $140+$140

= $4.20+$140

The amount charged is $144.20.

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The statement "An integer multiplied by an integer is an integer" is true.

An integer is a whole number that can be positive, negative, or zero. When you multiply two integers, the result is also an integer. For example, if you multiply 3 and 4, you get 12, which is an integer.

This property is one of the defining characteristics of the integers. It means that the integers form a closed set under multiplication. In other words, when you multiply any two integers, you always get another integer. This is not true for all numbers, such as fractions or decimals.

The whole numbers are the numbers without fractions and it is a collection of positive integers and zero. It is represented by the symbol “W” and the set of numbers are {0, 1, 2, 3, 4, 5, 6, 7, 8, 9,……………}.

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Answer:

No

Step-by-step explanation:

If you like my answer than please mark me brainliest thanks

Answer: 9.45

Step-by-step explanation:

2.3 * 108 = 248.4

9.8 * 108 = 1,058.4

248.4 divided by 1,058.4 = 9.45

The midpoint of the line segment joining the points corresponding to the complex numbers 6 + i and 2 + 9i in the complex plane is 4 + 5i.

The midpoint of a line segment can be found by taking the average of the x-coordinates and the average of the y-coordinates of the two endpoints. In the complex plane, the x-coordinate corresponds to the real part of the complex number and the y-coordinate corresponds to the imaginary part.

So, for the complex numbers 6 + i and 2 + 9i, we can find the midpoint by averaging the real parts (6 and 2) and the imaginary parts (1 and 9):
Midpoint = ((6+2)/2, (1+9)/2) = (4, 5)
In complex number form, this would be 4 + 5i.
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Answer: Phillip has 262 more cards than Nicholas

Step-by-step explanation:

Since we are looking for how many more cards Phillip has compared to Nicholas we can subtract Nicholas' amount from Phillip's amount to see how much more he has.

721-459=262

Taking a simple difference, we can see that Phillip has _262_

more cards than Nicholas.

To find this, we need to take the difference between the number of cards that Philip has and the number of cards that Nicholas has, so we just need to solve a subtraction:

Phillip's cards - Nicholas' cards

Where:

Phillip's cards = 721

Nicholas' cards = 459

Then the difference is:

721 - 459 = 262

So we can see that Phillip has 262 more cards than Nicholas.

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Equation of the line that passes through (7, 10) and is perpendicular to the line y = x - 9 is y = -x + 17.

Given,

The equation, y = x - 9

Slope = m = 1

Slope of line perpendicular to given line = -1/m = -1/1 = -1

Let the equation of line be y = mx + c

Passes through A(7,10)

10 = -1(7) + c

10 = -7 + c

c = 10 + 7

= 17

Therefore, the equation of line is y = -x + 17

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Answer:

840

Step-by-step explanation:

7000×2×6 ÷ 100. since it is 2%

= 840

Answer:

Fossil B

Step-by-step explanation:

Because it was once covered by water, it would be the fish, and not the human skull, since humans can't live in water.

Answer: 17.75

Step-by-step explanation:

The interquartile range(IQR) is the 3rd quartile - the 1st quartile.

How to get quartiles:

First get the median:

3.5, 10.4, 16, 21.7, 27.7

10.4, 16, 21.7

16

Then find the median of the first half of data(3.5, 10.4)

(3.5+10.4)/2 = 6.95

Then find the median of the last half of data(21.7, 27.7)

(21.7+27.7)/2 = 24.7

Then to get the IQR subtract 6.95 from 24.7 to get 17.75

Hope it helps <3

Answer11.3

Step-by-step explanation:

Since there is an odd amount of values

find you lower median by taking the 3 lower numbers and using the middle number 10.4 (Q1)

then find your higher median with the 3 higher numbers and using the middle number 21.7 (Q3)

Then subtract Q3 - Q1

21.7-10.4 giving you the answer 11.3

Answer:

1080 total inches of ribbon. 60 pieces of ribbon can be cut.

Step-by-step explanation:

Firstly, the dressmaker has 15 rolls of ribbon that are 6 feet in length. Multiply those to see how many feet in total, 90. Then multiply this by 12 (there are 12 inches in a foot) to get the amount of total inches: 1080.

This is the answer to the question below the problem.

To answer the bigger question at hand:

You would need to take 1080 divided by 18 to find how many pieces the dressmaker can cut. She can cut exactly 60 pieces from her 15 rolls of ribbon.

Answer:

y = -x - 6

Step-by-step explanation:

We can use the slope intercept form expression [ y = mx + b ], the slope, and the point to find the y-intercept.

-7 = 1(-1) + b

-7 = -1 + b

-6 = b

Input the data we know back into the expression.

y = -x - 6

Best of Luck!

Answer:

okay wait lemme answer it first

Answer:

Yes, it is correct

Step-by-step explanation:

If the temperature did not drop below 60 degrees, that means that it only stayed at 60 degrees or was higher than 60 degrees.

D is greater than or equal to 60 is the right inequality then.

Answer:

x= -3

y= 2

Hope it helps :D

Answer:

its A

Step-by-step explanation:

on edge  2021

A. In the evaluation problem, we calculate the likelihood of the observation sequence given the HMM model.

B.The decoding problem involves determining the most likely sequence of hidden states for a given observation sequence.

C.In the learning problem, we calculate the optimal model parameters given the observation sequence.

In Hidden Markov Model (HMM), let us consider a sequence of observations as o1o2o3…o. The evaluation problem, decoding problem, and learning problem in HMM are explained below:

a) Evaluation Problem: In the evaluation problem, we calculate the likelihood of the observation sequence given the HMM model. We use the forward algorithm to evaluate the model. The forward algorithm can be used to calculate the probability of the observation sequence in linear time relative to the length of the sequence.

b) Decoding Problem:The decoding problem involves determining the most likely sequence of hidden states for a given observation sequence. The Viterbi algorithm is used to solve the decoding problem. It finds the best sequence of hidden states that matches the observation sequence. The Viterbi algorithm is a dynamic programming algorithm that uses the forward algorithm.

c) Learning Problem:In the learning problem, we calculate the optimal model parameters given the observation sequence. We use the Baum-Welch algorithm to learn the parameters of the HMM model. The Baum-Welch algorithm is a variant of the Expectation-Maximization algorithm that iteratively refines the model parameters until they converge. It starts with an initial model and estimates the parameters that maximize the likelihood of the observation sequence.

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a) Evaluation problem: The evaluation problem in Hidden Markov Models (HMMs) involves determining the probability of a given sequence of observations, given a specific HMM model. In other words, it calculates the likelihood of the observed sequence occurring in the model.

Given an HMM model with its transition probabilities, emission probabilities, and initial state probabilities, the evaluation problem allows us to compute the probability of observing a particular sequence of observations. This is useful in various applications such as speech recognition, bioinformatics, and natural language processing. The evaluation problem is typically solved using the forward algorithm, which calculates the probability of being in each state at each time step, considering all possible paths leading to that state.

b) Decoding problem: The decoding problem in Hidden Markov Models involves finding the most likely sequence of hidden states that generated a given sequence of observations. It aims to infer the underlying states of the system based on the observed data.

In the decoding problem, we are interested in determining the most probable sequence of hidden states that generated a given sequence of observations. This is crucial in applications such as speech recognition, where we want to identify the most likely sequence of phonemes corresponding to an audio signal. The decoding problem is often solved using the Viterbi algorithm, which efficiently computes the most probable sequence of states by considering the transition probabilities and emission probabilities of the HMM.

c) Learning problem: The learning problem in Hidden Markov Models involves estimating the model parameters (transition probabilities, emission probabilities, and initial state probabilities) from a given set of observations. It aims to find the best-fitting model that explains the observed data.

In the learning problem, we have a set of observations but do not know the underlying model parameters of the HMM. The goal is to estimate these parameters based on the available data. This is done through a process called training or learning, where the model parameters are adjusted to maximize the likelihood of the observed data. The learning problem is typically solved using the Baum-Welch algorithm, also known as the forward-backward algorithm or the Expectation-Maximization (EM) algorithm. It iteratively updates the model parameters until convergence, maximizing the likelihood of the observed data given the HMM model.

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Answer:

2.53

Step-by-step explanation:

Mathematics is a fundamental subject in education that is essential in the development of an individual’s critical thinking and problem-solving skills. It is one of the primary subjects that are taught in elementary schools and must be taught appropriately for children to understand and gain the required skills. One true statement about mathematics teaching in elementary schools is that it should be student-centered.

Teachers should focus on the child's understanding, individual learning abilities and styles, and progress.The learning experience should not be centered on the teacher but on the students. Teachers should also make the subject engaging and interactive to enable students to grasp the content easily and maintain their interest in the subject. Besides, teachers should develop a personalized learning approach that allows students to learn and understand the subject at their own pace while creating opportunities for individual and group learning. Through such learning approaches, students can develop the required mathematical concepts and competencies such as critical thinking, problem-solving, and decision-making skills that will be beneficial in their future endeavors.

In elementary schools, mathematics teaching should be student-centered. It should be engaging and interactive to enable students to grasp the content easily and maintain their interest in the subject.

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Answer:

EG = 44

Step-by-step explanation:

EG, the whole thing, is 10x - 16. It says that at the top of the image. But also, under the segment, we can put together two small pieces, EF and FG. So, the whole thing could also be 4x + 20.

The two expressions both describe EG. They are equal to each other. Write an equation.

10x - 16 = 4x + 20

subtract 4x

6x - 16 = 20

add 16

6x = 36

divide by 6

x = 6

They are asking for EG. Use either expression.

EG = 4x + 20

= 4(6) + 20

= 24 + 20

= 44

or,

EG = 10x - 16

= 10(6) - 16

= 60 - 16

= 44

Actually, its a neat check to do both ways bc it should come out the same.

EG = 44

Answer:

I would say 21 sorry if it was wrong

Step-by-step explanation:

3 x 3 is 9.

4 x 3 is 12.

9+12 is 21.

A threat to internal validity occurs only if a potential design confound varies systematically with the independent variable.

In experimental research, an independent variable is a variable that the researcher manipulates or systematically varies in order to study its effect on the dependent variable. It is called "independent" because it is not influenced by any other variables in the experiment, and its effects on the dependent variable can be observed and measured independently of any other factors.

Only when a possible design confound fluctuates systematically with the independent variable does internal validity come under threat. In other words, it might be challenging to distinguish between the effects seen on the dependent variable and the independent variable if there is a component that fluctuates consistently or predictably with changes in the independent variable. Internal validity is less likely to be threatened by random or unplanned variation.

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A threat to internal validity occurs only if a potential design confound varies systematically with the independent variable. This means that if the confound varies randomly or haphazardly, it is less likely to affect the results of the study.

This means that the confound is consistently related to the independent variable, making it difficult to determine if the observed effects are due to the independent variable or the confound. If the confound varies spontaneously or haphazardly, it is less likely to pose a threat to internal validity, as it would not be consistently associated with the independent variable.

However, if the confound is related to the independent variable in a consistent and predictable way, it can introduce bias and undermine the internal validity of the study. It is important for researchers to carefully control for potential confounds and ensure that any observed effects are truly due to the independent variable and not some other factor.

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The general solution to the differential equation y''+4y=0 is y(x) = c₁ cos ₂x + c₂ sin ₂x and the value of β is 2.

To find the value of β, we substitute the general solution into the differential equation and solve for β. We start by finding the first and second derivatives of y(x):

y'(x) = -c₁β sin βx + c₂β cos βx

y''(x) = -c₁β² cos βx - c₂β² sin βx

Substituting these expressions into the differential equation, we get:

-c₁β² cos βx - c₂β² sin βx + 4(c₁ cos βx + c₂ sin βx) = 0

Simplifying this equation, we get:

(c₁β² + 4c₁) cos βx + (c₂β² + 4c₂) sin βx = 0

This equation must hold for all values of x, which means that the coefficients of cos βx and sin βx must both be zero. Therefore, we have the following system of equations:

c₁β² + 4c₁ = 0

c₂β² + 4c₂ = 0

We can solve for β by dividing the second equation by c₂ and substituting c₁ = -4β²/c₂ from the first equation:

β² = -4c₁/c₂ = 4

Since β>0, we take the positive square root of 4, which gives β=2.

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Therefore, the correct answer is: b) g'(x) = (3/2√(3x))

To find the derivative of g(x) = √(3x) - 1, we can apply the power rule and the chain rule.

The power rule states that the derivative of x^n is n*x^(n-1).

Let's denote f(x) = 3x and h(x) = √x.

The derivative of f(x) is f'(x) = 3, as it is a constant.

The derivative of h(x) is h'(x) = (1/2)√x * (1/x) = (1/2√x).

Now, applying the chain rule, we can find the derivative of g(x) as follows:

g'(x) = f'(x) * h'(f(x))

g'(x) = 3 * (1/2√(3x)) = (3/2√(3x)).

Therefore, the correct answer is:

b) g'(x) = (3/2√(3x))

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The statement "P implies Q" is false under the following conditions: a) P is true and Q is false, and d) P is false and Q is true.

The statement "P implies Q" can be expressed as "if P, then Q." It is a conditional statement where P is the antecedent (the condition) and Q is the consequent (the result).

To determine when the statement is false, we need to identify cases where P is true but Q is false, or when P is false but Q is true.

Option a) states that both P and Q are true. In this case, the statement "P implies Q" holds true because if P is true, then Q is true.

Option b) states that both P and Q are false. In this case, the statement "P implies Q" is considered true because the antecedent (P) is false.

Option c) states that P is true and Q is false. Under this condition, the statement "P implies Q" is false because when P is true, but Q is false, the implication does not hold.

Option d) states that P is false and Q is true. In this case, the statement "P implies Q" is true because the antecedent (P) is false.

Therefore, the conditions under which the statement "P implies Q" is false are a) P is true and Q is false, and d) P is false and Q is true.

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This weekend, Bryan will be watching over his neighbor's dog, Scout. Bryan purchased a box of Scout's preferred sweets. Scout is only allowed to have eight treats per day, according to Bryan's neighbor. The story is modeled by the inequality t ≤ 8.

Bryan was informed by the neighbor that Scout can only get eight treats each day. "At most" means the maximum number of treats Scout can have is 8. Therefore, the number of treats that Scout can have in a day must be less than or equal to 8.

Using this information, we can model the story with the following inequality:

t ≤ 8

This inequality states that the number of treats that Scout can have in a day (represented by "t") must be less than or equal to 8.

Therefore, the answer is t ≤ 8.

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