Help me out real fast

The complete flow proof is:

We have:

\(\angle 5 = 40^o\)

\(\angle 2 = 140^o\)

The proof of \(a ||b\) is as follows:

The first statement is:

\(\angle 5 = 40^o\) ---- Given

The next statement is:

\(\angle 2 = 140^o\) ---- Given

Supplementary angles add up to \(180^o\).

So, the third statement is:

\(\angle 5 + \angle 2 = 180^o\) ----- \(\angle 5\) and \(\angle 2\) are supplementary angles

Same side of interior angles add up to \(180^o\).

So, the fourth statement is:

\(\angle 5 + \angle 2 = 180^o\) ----- \(\angle 5\) and \(\angle 2\) are same-side interior angles

Because the angles are supplementary angles and also same-side interior angles, then it means that line a is parallel to line b

So, the last statement is:

\(a ||b\) ----- Proved

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Answer:

lan ali ti cavâyi başi

》》》》》》》》》》》》》》》

turkiyedemisin laaa

Answer:

n= - 1

Step-by-step explanation:

3n - 5 = -8(6+5n)

3n-5 = -48 - 40n

3n+40n = -48 + 5

43n = -43

n=-1

Symbol (s) identifies the precipitate product in a precipitation reaction. In a precipitation reaction, two aqueous solutions react to form a solid precipitate.

The precipitate is insoluble in water and separates from the solution. To represent the precipitate in a chemical equation, the symbol (s) is used. The other symbols are used to represent different states of matter: (aq) for aqueous, (g) for gas, and (l) for liquid. For example, consider the reaction between silver nitrate (AgNO3) and sodium chloride (NaCl):

AgNO3 (aq) + NaCl (aq) → AgCl (s) + NaNO3 (aq)

In this reaction, silver chloride (AgCl) is the precipitate and is represented by (s) to indicate that it is a solid. The other symbols are used to represent different states of matter: (aq) for aqueous, (g) for gas, and (l) for liquid.

The symbol (s) is used to identify the precipitate product in a precipitation reaction, indicating that it is a solid and has separated from the aqueous solution.

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Answer:

A

Step-by-step explanation:

Wanted You To Learn So Here Answer Is Provided Just Read it Please

Step-by-step explanation:

this is a fairly easy question and you need to learn too! you may use a calculator too!

since it is 33 pound for 29.49 you divide 33 by 29.49 now you have 1.119023397761953 which is so complicated so your round it since penny's are the lowest unit of money which is 1.12. so that means it cost $1.12 per pound. so since he spent 19.66 dollars you divide by the amount it cost per pound and that is 17.55357142857143 which is again to complicated and you cant divide a penny so round it and 17.55 is the amount of pounds he bought

Tell me if it helps :) Comment so I know

the probability that a student scored greater than 65 is 0.2389.

The probability that a student scored greater than 65 can be calculated using the standard normal distribution and the z-score. The z-score represents the number of standard deviations a value is from the mean, and can be calculated as follows:

z = (x - mean) / standard deviation

Where x is the score of interest (65)

Mean is the average score of the students (70)

Standard deviation is the standard deviation of the scores (7).

Plugging in the values, we get

z = (65 - 70) / 7 = -0.714.

Using a standard normal distribution table, we can find the probability that a student scored greater than 65 by finding the area to the right of the z-score. The probability of a student scoring greater than 65 is approximately 0.2389, or 23.89%.

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FIFO: March 16 - Accounts Receivable 21,250, Sales Revenue 21,250, Cost of Goods Sold 13,750, Inventory 13,750.

LIFO: March 16 - Accounts Receivable 21,250, Sales Revenue 21,250, Cost of Goods Sold 14,500, Inventory 14,500.

The FIFO inventory valuation method assumes that the items purchased first are sold first. Therefore, for the March 16 sale, we need to record the cost of goods sold using the cost of the oldest units still in inventory. In this case, since 550 units were purchased on January 1 and 350 units were purchased on February 5, the cost of goods sold would be calculated based on the cost of the 250 units from the January 1 purchase, which amounts to SAR 13,750. The corresponding entry reduces the inventory and records the cost of goods sold.

The LIFO inventory valuation method assumes that the items purchased last are sold first. Thus, for the March 16 sale, we need to record the cost of goods sold using the cost of the most recent units purchased. Since 350 units were purchased on February 5, the cost of goods sold would be calculated based on the cost of these units, which amounts to SAR 14,500. The corresponding entry reduces the inventory and records the cost of goods sold.

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The equation of the line would be y = (-3/4)x + 5.

What is the slope-point form of the line?

For the line having slope "m" and the point (x1, y1) the equation of the line passing through the point (x1, y1) having slope 'm' would be

                      y - y1 = m(x - x1)

The given equation is \(y=-\frac{3}{4}x-17\)

The required line is parallel to the given line.

and we know that the slopes of the parallel lines are equal so the slope of the required line would be m = -3/4

And the required line passes through (8, -1)

so by using slope - point form of the line,

      y - (-1) = (-3/4)(x - 8)

      y + 1 = (-3/4)x - (-3/4)8

       y + 1 = (-3/4)x + 24/4

       y = (-3/4)x + (12/2 - 1)

       y = (-3/4)x + 5

Hence, the equation of the line would be y = (-3/4)x + 5.

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We do not have enough evidence to conclude that the proportion of students being bullied at school has decreased at a 5% level of significance.

Hypothesis testing is a statistical method used to determine whether a hypothesis about a population parameter is supported by the data. In this case, the hypothesis is that the proportion of students being bullied at school has decreased.

The one-sample proportion test is a type of hypothesis test used to determine whether a proportion in a sample is significantly different from a known population proportion.

In this case, we are testing whether the proportion of students who reported being bullied in the sample of 75 sixth grade students is significantly different from the population proportion of 43%.

To test whether the proportion of students being bullied at school has decreased, we can use a hypothesis test with the null hypothesis that the proportion is still 0.43 and the alternative hypothesis that the proportion is less than 0.43.

Let p be the true proportion of students being bullied at school, then we have:

H₀ : p = 0.43

Hₐ : p < 0.43 (one-tailed test)

Using the sample data, we can calculate the sample proportion of students who reported being bullied at school:

=> \(\hat{p}\) = 30/75 = 0.4

We can use this to calculate the test statistic:

=> z = ( \(\hat{p}\)  - p) / √(p×(1 - p)/n) = (0.4 - 0.43) /√(0.43×0.57/75) = -0.81

At the 5% level of significance with a one-tailed test, the critical z-value is -1.645. Since our calculated test statistic (-0.81) is greater than the critical value, we fail to reject the null hypothesis.

Therefore,

We do not have enough evidence to conclude that the proportion of students being bullied at school has decreased at a 5% level of significance.

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Answer: 3.7%

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

I took chemistry so I know

15 candy bars must be bought at the cost of $0.72 per piece to bring the average down to $0.80.

To find the number of candy bars needed to bring the average cost down to $0.80, we can use the formula for average:

(sum of costs)/(number of candy bars).

Let's denote the number of candy bars needed as x. We know that the sum of costs for the group of ten candy bars is 10 * $0.89 = $8.90.

To bring the average down to $0.80, the sum of costs for the x candy bars must be (10 * $0.89 + x * $0.72).

Now we can set up the equation:

(10 * $0.89 + x * $0.72)/(10 + x) = $0.80.

Simplifying this equation, we get:

8.9 + 0.72x = 0.8(10 + x).

Solving for x, we find that x = 15.

Therefore, 15 candy bars must be bought at the cost of $0.72 per piece to bring the average down to $0.80.

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complete question:

A group of ten candy bars has an average cost of $0.89 per candy bar. How many bars must be bought at the cost of $0.72 a piece to bring the average down to $0.80?

Answer:

\(x=\frac{y-3}{5}\)

Step-by-step explanation:

\(y=5x+3\\\\y-3=5x+3-3\\\\y-3=5x+0\\\\y-3=5x\\\\5x=y-3\\\\\frac{1}{5}*5x =\frac{1}{5} *(y-3)\\\\x=\frac{y-3}{5}\)

if you like we can continue to

\(x=\frac{1}{5}y- \frac{3}{5}\)

Answer:

g(x) = |x-3| -4

Step-by-step explanation:

to shift right by 3, subtract three from x inside the absolute value.

to shift down by 4, subtract 4 outside of the absolute value.

g(x) = |x-3| -4

The term "group dynamics" refers to the interactions and processes that take place among the members of a team. The correct option is d.

Group dynamics play a significant role in shaping the overall functioning and effectiveness of a team. These dynamics encompass various aspects such as communication, decision-making, leadership, motivation, and conflict resolution. By understanding and managing group dynamics, teams can enhance their performance and achieve better results.

Effective communication is crucial for any team, as it allows members to express their thoughts, ideas, and concerns. Decision-making within a team can be influenced by the opinions and preferences of its members. In some cases, group dynamics can lead to groupthink, where individuals conform to the group's consensus rather than voicing their unique perspectives.

Leadership within a team can emerge formally or informally, impacting the direction and overall effectiveness of the group. Motivation can be affected by group dynamics, as members who feel valued and included in the decision-making process are more likely to be motivated and engaged.

Lastly, conflict resolution is an essential aspect of group dynamics, as conflicts may arise due to differences in opinions or working styles. Resolving these conflicts constructively contributes to the overall growth and development of the team.

In summary, group dynamics encompass the complex interactions and processes that occur among team members, influencing their communication, decision-making, leadership, motivation, and conflict resolution. By understanding and managing these dynamics, teams can improve their overall effectiveness and productivity.

Thus, the correct option is d.

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Answer:

y=10x+12

Step-by-step explanation:

i think this is right ? i’m not 100%

y=10x-38 is the equation for the line that goes through the point (5, 12) with a slope m=10​.

The slope of the line is the ratio of the rise to the run, or rise divided by the run. It describes the steepness of line in the coordinate plane.

The slope intercept form of a line is y=mx+b, where m is slope and b is the y intercept.

The slope of line passing through two points (x₁, y₁) and (x₂, y₂) is

m=y₂-y₁/x₂-x₁

Given m=10

Now we need to find y intercept b when it is passing through (5,12)

12=10(5)+b

12=50+b

b=12-50

b=-38

y=10x-38 is the equation of line.

Hence, y=10x-38 is the equation for the line that goes through the point (5, 12) with a slope m=10​.

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Answer:

the exact percentage is 26.34146. but i'd write it down as 26.34 or just 26

Step-by-step explanation:

we convert 54/205 into a percentage

Answer:

x = 26.34%

Step-by-step explanation:

Let the percentage be x:

205 * x% = 54

x% = 54 ÷ 205

x% = \(\frac{54}{205}\)

\(\frac{x}{100}\) = \(\frac{54}{205}\)

x = \(\frac{54*100}{205}\)

x = \(\frac{5400}{205}\)

x = 26.34146341%

x = 26.34%

Answer:

.

Step-by-step explanation:

Answer:

468

Step-by-step explanation:

Employee : instructor = 24 : 2

If there are 39 instructors

Employee = x

Employee : instructor = x : 39

Equate both ratios

24 : 2 = x : 39

24/2 = x/39

Cross product

24 * 39 = 2 * x

936 = 2x

x = 936/2

x = 468

Employees = x = 468

The position of the particle at time t = 2 is x = −3

The position of the particle at any time t can be found by integrating the velocity function. The position function is given by:

x(t) = ∫v(t)dt

= ∫(4−6t2)dt

= 4t − 2t3 + C

We are given that the particle is at position x = 7 at t = 1. We can use this information to find the constant of integration C.

7 = 4(1) − 2(1)3 + C

7 = 4 − 2 + C

C = 5

So the position function is:

x(t) = 4t − 2t3 + 5

Now we can find the position of the particle at t = 2 by plugging in t = 2 into the position function.

x(2) = 4(2) − 2(2)3 + 5

x(2) = 8 − 16 + 5

x(2) = −3

Therefore, the position of the particle at time t = 2 is x = −3.

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Answer:

1. No solution

2. All real numbers

3. Always true

Step-by-step explanation:

Answer: look at the picture and you will see the answer, for the numbers 3 -2(5+6n)<6(8-2n) it all real numbers are solutions.

Step-by-step explanation: hope this help

Answer:

m∠VUS = 122

Step-by-step explanation:

m∠TUX = 122°

∴m∠VUS = 122°(vertically opposite angles are equal)

hope this helps you!!

The solution is, m∠VUS = 122

In Plane Geometry, a figure which is formed by two rays or lines that shares a common endpoint is called an angle. The two rays are called the sides of an angle, and the common endpoint is called the vertex.

We know that, a ray is a line that continues on forever inn one direction with a point at it's start.

here, we have,

from the diagram, we get,

m∠TUX = 122°

∴m∠VUS = 122°

(vertically opposite angles are equal)

Hence, The solution is, m∠VUS = 122.

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Answer:

\(\sqrt[3]{2y^3} * 7\sqrt{18y} = 21(y^{\frac{3}{2}})(2^{\frac{5}{6}})\)

Step-by-step explanation:

The question is poorly formatted.

Given

\(\sqrt[3]{2y^3} * 7\sqrt{18y}\)

Required

Derive an equivalent expression

\(\sqrt[3]{2y^3} * 7\sqrt{18y}\)

Express 18 as 9 * 2

\(\sqrt[3]{2y^3} * 7\sqrt{9 * 2y}\)

Split the expression as follows:

\(\sqrt[3]{2y^3} * 7\sqrt{9} * \sqrt{2y}\)

Take positive square root of 9

\(\sqrt[3]{2y^3} * 7*3 * \sqrt{2y}\)

\(\sqrt[3]{2y^3} * 21 * \sqrt{2y}\)

\(21*\sqrt[3]{2y^3} * \sqrt{2y}\)

The cube root can be rewritten to give:

\(21*\sqrt[3]{2}*\sqrt[3]{y^3} * \sqrt{2y}\)

\(\sqrt[3]{y^3} = y^{3*\frac{1}{3}} = y\)

So, we have:

\(21*\sqrt[3]{2} * y * \sqrt{2y}\)

Rewrite as:

\(21y *\sqrt[3]{2} * \sqrt{2y}\)

Split \(\sqrt{2y\)

\(21y *\sqrt[3]{2} * \sqrt{2} * \sqrt{y}\)

Collect Like Terms

\(21y*\sqrt{y} *\sqrt[3]{2} * \sqrt{2}\)

Represent in index form

\(21y*y^{\frac{1}{2}} *2^\frac{1}{3} *2^\frac{1}{2}\)

Apply law of indices

\(21*y^{1+\frac{1}{2}} *2^{\frac{1}{3} +\frac{1}{2} }\)

\(21*y^{\frac{2+1}{2}} *2^{\frac{2+3}{6}}\)

\(21*y^{\frac{3}{2}} *2^{\frac{5}{6}}\)

\(21(y^{\frac{3}{2}})(2^{\frac{5}{6}})\)

Hence:

\(\sqrt[3]{2y^3} * 7\sqrt{18y} = 21(y^{\frac{3}{2}})(2^{\frac{5}{6}})\)

Answer:

7

Step-by-step explanation:

Answer:

the answer is 7 i got it right

Step-by-step explanation:

Answer:

185

Step-by-step explanation:

10 x 15 = 150

The area of the rectangle is 150

17-10=7 meaning the legnth of the top part of the triangle is 7

15-5=10 meaning the height of the trangle is 10

10 x 7 =70

70/2=35

The area of the triangle is 35

35 + 150 = 185

The total area is 185

The money in his bank account after the deposit is $12.09.

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Answer:

10x - 5

Step-by-step explanation:

Perimeter is found by adding up all the side lengths.

(2x-4) + (5x+6) + (3x-7) = 10x - 5

Answer:

60 people

Step-by-step explanation:

Of means to multiply

3/8 * 160

Rewriting

3 * 160/8

3 * 20

60

Answer:

60 students gave their speeches

Step-by-step explanation:

divide 160 by 8 you get 20. Then you multiply the 20 by 3 because 20 is only 1/8 of the 160 students, and you get 60.