Maha has two colors of modeling clay. She has
1.05 kilograms of blue modeling clay and
1.3 kilograms of orange modeling clay. Which
color of modeling clay does Maha have more of?

Answer:The angles in a triangle add up to 180 degrees

The value of \(n = 3m\) after solving the equation.

In mathematics, an equatiοn is a fοrmula that expresses the equality οf twο expressiοns, by cοnnecting them with the equals sign = The wοrd equatiοn and its cοgnates in οther languages may have subtly different meanings; fοr example, in French an équatiοn is defined as cοntaining οne οr mοre variables, while in English, any well-fοrmed fοrmula cοnsisting οf twο expressiοns related with an equals sign is an equatiοn.

Sοlving an equatiοn cοntaining variables cοnsists οf determining which values οf the variables make the equality true. The variables fοr which the equatiοn has tο be sοlved are alsο called unknοwns, and the values οf the unknοwns that satisfy the equality are called sοlutiοns οf the equatiοn. There are twο kinds οf equatiοns: identities and cοnditiοnal equatiοns. An identity is true fοr all values οf the variables. A cοnditiοnal equatiοn is οnly true fοr particular values οf the variables.

A equatiοn is a term in which twο quantity are equate with each οther by using variοus algebraic fοrmulas.

As per the questiοn

\(\frac{n}{m}+7=10\\ \frac{n}{m}=3\\ n=3m\)

Hence,  the value of n = 3m.

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Step-by-step explanation:

Answer:

360$

Step-by-step explanation:

Answer:

665.58 miles per hour

Step-by-step explanation:

1431/2.15=665.58

Answer:

Step-by-step explanation:

You could also use increments of 4 degrees instead, so the first line to the right of the zero point represents 4 degrees Celsius, the second represents 8 degrees and so on. Having each line represent 4 degrees is useful, since the temperatures where Celsius and Fahrenheit correspond are multiples of 4 in both scales. It's ok if you give brainliest to the other person who answered first

Answer:

E and G are similar and also congruent.

G and Fare similar and also congruent.

Step-by-step explanation:

To declare a variable named apple of the class named "apple" and initialize it to a new object, we can use the following statement in most programming languages:

apple apple = new apple();

Here, the first "apple" is the class name, and the second "apple" is the name of the variable we are declaring. The "new" keyword is used to create a new object of the class, and the parentheses indicate that no parameters are being passed to the constructor.

This statement creates a new instance of the class named "apple" and assigns it to the variable also named "apple". The variable can now be used to access the properties and methods of the object, allowing us to manipulate and work with the data stored within it.
```java
Apple apple = new Apple();
```

This statement creates a new instance of the "Apple" class and assigns it to the variable "apple." The "new" keyword is used to create a new object, and "Apple()" calls the constructor for the class.

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Answer:

x=16

Step-by-step explanation:

Starting equation:

2x-10+2x-5=3x+1

First combine all like terms on the left side

4x-15=3x+1

Now subtract 3x from both sides so that x is only on the left

x-15=1

Finally add 15 to both sides to isolate your variable

x=16

Answer:

Step-by-step explanation:

2x-10+2x-5=3x+1

Find X

2x - 10 + 2x - 5 = 3x + 1  combine similar terms

2x + 2x - 3x = 10 + 5 + 1  simplify

x = 16  

The determinant of the given matrix, obtained through a combination of row reduction and cofactor expansion, simplifies to 192.

To compute the determinant using a combination of row reduction and cofactor expansion, we can use the following steps:

Step 1: Perform row operations to create a triangular matrix.

We can start by subtracting the first row from the second row multiplied by -5, and subtracting the first row from the third row multiplied by -4. Finally, subtract the first row from the fourth row.

The matrix becomes:

| -1  0  -3  6 |

|  0 -4   2 32 |

|  0 -8   8 10 |

|  0  0   2  6 |

Step 2: Compute the determinant of the triangular matrix by multiplying the elements on the main diagonal.

The determinant of an upper triangular matrix is the product of its diagonal elements.

det(A) = (-1) * (-4) * 8 * 6 = 192

Step 3: Calculate the sign of the determinant by multiplying (-1) raised to the power of the number of row swaps made during the row reduction. In this case, no row swaps were made, so the sign remains positive.

Step 4: Simplify the answer.

The determinant of the given matrix is 192.

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Equilibrium is the term refers to coordination, balance, and balance in three dimensional space.

The equilibrium condition of an object exists when Newton's first law is valid. An object is in equilibrium in a reference coordinate system when all external forces (including moments) acting on it are balanced. This means that the net result of all the external forces and moments acting on this object is zero.

There are three types of equilibrium: stable, unstable, and neutral.

Examples of equilibrium in everyday life:

A book kept on a table at rest. A car moving with a constant velocity. A chemical reaction where the rates of forward reaction and backward reaction are the same.

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The fraction of resources used collectively by X individuals can be represented as X/R, where R represents the total resources available. The fraction of resources not being used is represented as (R-X)/R. The per-capita growth rate can be represented as dX/dt = kX, where k is the proportionality constant. The differential equation for the population's size is dX/dt = kX.

A detailed explanation:

a) If the current population size is X individuals, then the fraction of resources they are using collectively can be calculated as X/R, where R represents the total resources available. This calculation gives us the proportion of resources used by X individuals relative to the total resources available.

b) To calculate the fraction of resources not being used, we subtract the fraction of resources used by X individuals from 1. So, the fraction of resources not being used is (R-X)/R.

c) The per-capita rate of change of X can be represented as dX/dt = kX, where k is the proportionality constant. This equation states that the rate of change of X (dX/dt) is proportional to X and the constant of proportionality is k.

d) To convert the equation into a differential equation for the population's size, we simply make X' stand alone on the left-hand side of the equation. So, the differential equation for the population's size becomes dX/dt = kX.

e) This differential equation states that the rate of change of X (dX/dt) is proportional to X and the constant of proportionality is k. This equation can be used to model the growth of a population over time and to understand the relationship between the population size and the rate of change of the population.

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Complete questin:

If the current population size is X individuals, what fraction of the resources are they using collectively? c) In the same situation, what fraction of the resources are not being used? d) The per-capita rate of change of X can be written as 7%. The key assumption mentioned above says that this quantity is pro- portional to the expression you wrote down in part (c). Call the proportionality constant 1', and write an equation for the per-capita growth rate. e) Convert this equation into a differential equation (change equa- tion) for the population's size. (Just make X' stand alone on the left-hand side of the equation.)

Answer:

Either \(77.5^{o}\) or \(102.5^{o}\)

Step-by-step explanation:

Given that : one angle is \(25^{0}\) greater than another. Let the two angles be represented by a and b. Since one angle is \(25^{0}\) greater than another, then:

b = a + \(25^{0}\)

But;

a + b = \(180^{o}\) (sum of angles on a straight line)

a + a + \(25^{0}\) = \(180^{o}\)

2a = \(180^{o}\) - \(25^{0}\)

a = \(77.5^{o}\)

b =  \(77.5^{o}\) + \(25^{0}\) = \(102.5^{o}\)

Therefore the measures of all angles formed by the lines is either \(77.5^{o}\) or \(102.5^{o}\).

The supplementary angles in the diagram is ∠6 and ∠3 .

Two angles are said to be supplementary angles if they add up to 180°. When line segment intersect each other, angle relationships are formed such as complementary angles, supplementary angles, vertically opposite angles etc.

Therefore, let's find the angle relationships in the line intersections.

Hence,

∠6 and ∠3 are supplementary angles because they add up to 180 degrees.

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Answer:

x = 14\(\sqrt{2}\)

Step-by-step explanation:

using the sine ratio in the right triangle and the exact value

sin45° = \(\frac{\sqrt{2} }{2}\) , then using the 45° angle at top right

sin45° = \(\frac{opposite}{hypotenuse}\) = \(\frac{x}{28}\) = \(\frac{\sqrt{2} }{2}\) ( cross- multiply )

2x = 28\(\sqrt{2}\) ( divide both sides by 2 )

x = 14\(\sqrt{2}\)

Answer:

If rounded to the nearest tenth of a cubic foot, would be: 927587.2

Step-by-step explanation:

The equation of finding the equation of the volume of a sphere is "4π\(\frac{radius^{3} }{3}\)"

If values are inserted in for radius as 60.5, the answer will be 927587.2 when rounded to the nearest tenths.

Hope this helps!

We can be 95% confidence interval that the true mean reading achievement score for the population of third graders falls within the interval (74.02, 75.98).

The margin of error for a 95% confidence interval for the mean reading achievement score for a population of third graders depends on the sample size, standard deviation, and the level of confidence desired.

Assuming the sample is randomly selected and follows a normal distribution, the margin of error (E) for a 95% confidence interval can be calculated using the following formula:

E = 1.96 * (s / √(n))

where s is the sample standard deviation, n is the sample size, and 1.96 is the z-score associated with a 95% confidence level.

For example, if we have a sample of 100 third graders with a sample standard deviation of 5, the margin of error for a 95% confidence interval would be:

E = 1.96 * (5 / √(100))

= 0.98

Therefore, the 95% confidence interval for the mean reading achievement score for the population of third graders would be the sample mean plus or minus the margin of error:

sample mean ± margin of error

For instance, if the sample mean is 75, the 95% confidence interval for the mean reading achievement score would be:

=75 ± 0.98 or (74.02, 75.98)

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1) 1037. The required sample size is 1037.

To find the sample size needed to estimate the percentage of adults who believe in astrology with a margin of error of 4 percentage points and a confidence level of 99%, we will use the formula for sample size calculation:

n = (Z^{2} * p * (1-p)) / E^{2}

Since we don't know the percentage (p) to be estimated, we assume p = 0.5 (which provides the most conservative estimate) and E = 0.04 (4%). The critical value (Z) for a 99% confidence level is 2.576.

Calculation steps:
1. Calculate (Z^{2} * p * (1-p)): (2.576^{2} * 0.5 * 0.5) = 1.662976
2. Calculate E^{2}: 0.04^{2} = 0.0016
3. Divide step 1 by step 2: 1.662976 / 0.0016 = 1037.48

Rounding up, the required sample size is 1037.

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Answer:

D

Step-by-step explanation:

The required number of points win by the player on correctly solve the puzzle are 1176.

Games referred to as "online" are those that are played through a computer network, most frequently the Internet. Online games can range from straightforward text-based games to those with intricate visuals and multiplayer virtual worlds.

Player is getting 12 points on correctly solving the puzzle,

He plays 98 puzzle games,

Total number of points

98(12)

= 1176 points

Thus, required number of winning points are 1176.

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The caller function is do_twice().

The explanation for 3rd and 4th line is passed as the first argument to do_twice().

The reason for the 4th line we write add(add(x,y),add(x,y)) is used to pass the arguments to the function

In order to write function after return statement insted of (x+y+x+y )=30 use add() function

In programming, a function is a reusable block of code that performs a specific task. It takes inputs, processes them, and returns an output. The code you provided defines two functions: add(x, y) and do_twice(func, x, y).

The caller in this code is the print() function, which is used to display the result of the do_twice() function.

The third line defines the do_twice() function, which takes three arguments: a function (func), and two values (x and y). It then calls the function twice with the arguments (x, y), and returns the result.

In the fourth line, the add() function is passed as the first argument to do_twice(). The add() function takes two arguments (x and y), and returns their sum. So, when do_twice() calls add() twice with the arguments (a, b), it computes (a+b) + (a+b) = 2(a+b).

We could have written the return statement as return x + y + x + y instead of using the add() function twice, but using the add() function makes the code more modular and reusable.

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Sequences

The distance in miles jogged by Eric in the week are shown below:

Mon: 3 1/4

Tue: 5 5/8

Wed: 8

The distances form a pattern which we will recognize below.

Let's compute the differences in the distance of each day with respect to the previous day:

Converting each mixed fraction into improper fractions:

The LCM of the denominators is 8, thus:

Now we find the same difference between the third and the fourth terms of the sequence:

Since both differences have the same value, the terms of the distances jogged by Eric form an arithmetic sequence. The general term of an arithmetic sequence is:

Where a1 is the first term, n is the number of the term, and r is the common difference.

We have the values a1=3 1/4= 13/4. r=19/8, thus the distance jogged by Eric on Friday (n=5) is:

Calculating:

The LCM of 2 and 4 is 4, thus:

Converting to mixed fraction:

Eric jogged 12 3/4 miles on Friday

Answer:

Step-by-step explanation:

Ruth bought two watermelons. The first watermelon was 21.6 pounds, and the second watermelon was 9.07 pounds. How many pounds of watermelon did Ruth buy?

​

pounds

Answer:

The correct answer is 4th degree polynomial.

Let's first denote:

F - a favorable response

F' - an unfavorable response

S - successful

We know that:

\(P(F) = 0.6\\\\P(F')=0.4\\\\P(F\cap S)=0.5\\\\P(F'\cap S)=0.3\)

So, from the conditional probability, we can calculate:

\(P(S|F) = \dfrac{P(S\cap F)}{P(F)} = \dfrac{0.5}{0.6}=\dfrac{5}{6}\approx\boxed{0.83}\)

Answer E.

Answer:

E IS CORRECT

Step-by-step explanation:

Answer:

This is too long to explain I am just gonna write the correct answers

18.=c

19.=d

20.?

21.=a

22.=a

23.=b

24.=a

25.=a

26.=c

27.=c

28.=c

29.=a

30.=d

31.=maybe a

32.=c

33.=a

Step-by-step explanation:

The completed table that proves the congruence of the triangles are presented as follows;

Statement \({}\)                                                 Reasons

1. ∠BAC ≅ ∠EDC  \({}\)                                   1. Given

\(\overline{BC}\) ≅ \(\overline{EC}\)              \({}\)                              

2. ∠ACB ≅ ∠DCE     \({}\)                               2. Vertical angles theorem

3. ∠ABC ≅ ∠DEC \({}\)              \({}\)           \({}\)          3. Angle sum property of triangle

4. ΔABC ≅ ΔDEC \({}\)                                   4. ASA congruence rule

8. Statement \({}\)                                          Reasons

1. \(\overline{JK}\) ≅ \(\overline{LM}\)                                             1. Given

2. ∠JKM ≅ ∠LMK \({}\)                                   2. Given

3. \(\overline{MK}\) ≅ \(\overline{KM}\)    \({}\)                                     3. Reflexive property

4. ΔJMK ≅ ΔLKM \({}\)                                   4. SAS congruence rule

Triangles are congruent if they have the same size and shape.

The details of the reasons used to prove the congruence of the triangles are as follows;

Vertical angles theorem;

The vertical angles theorem states that the vertically opposite angles formed by two intersecting straight lines are always congruent.

Angle sum property of a triangle

The angle sum property of a triangle states that the sum of angles in a triangle is 180°.

Therefore, if two angles are known in a triangle, the third angle can be calculated as the difference between 180° and the sum of the two known angles.

ASA congruence rule

The ASA (which is an acronym for Angle-Side-Angle) congruence rule states that if two angles and the included side of one triangle are congruent to two angles and the included side of another triangle, then the two triangles are congruent.

Reflexive property of congruence

The reflexive property states that a segment is congruent to itself

SAS congruence rule

The SAS (Side-Angle-Side) congruence rule states that if two sides and the included angle in one triangle are congruent to two sides and the included angle in another triangle, then the two triangles are congruent.

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1   Y is distributed as N(aμ + b, a^2σ^2), as desired.

2  We have shown that under these conditions, E[XY] = E[X]E[Y].

To prove that Y is distributed as N(aμ + b, a^2σ^2), we need to show that the mean and variance of Y match those of a normal distribution with parameters aμ + b and a^2σ^2, respectively.

First, let's find the mean of Y:

E(Y) = E(aX + b) = aE(X) + b = aμ + b

Next, let's find the variance of Y:

Var(Y) = Var(aX + b) = a^2Var(X) = a^2σ^2

Therefore, Y is distributed as N(aμ + b, a^2σ^2), as desired.

We can use the definition of covariance to prove that E[XY] = E[X]E[Y]. By the properties of expected value, we know that:

E[XY] = ∫∫ xy f(x,y) dxdy

where f(x,y) is the joint probability density function of X and Y.

Then, we can use the fact that X and Y are independent to simplify the expression:

E[XY] = ∫∫ xy f(x) f(y) dxdy

= ∫ x f(x) dx ∫ y f(y) dy

= E[X]E[Y]

where f(x) and f(y) are the marginal probability density functions of X and Y, respectively.

Therefore, we have shown that under these conditions, E[XY] = E[X]E[Y].

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Answer:

mean 4.86

MAD = 1.91

Step-by-step explanation:

The required week that had greater variability in high temperature is week 2.

Given that,
The first week had a mean high temperature of 8 degrees Celsius and a mean absolute deviation (MAD) of 1 degree Celsius.
The second week had a mean high temperature of 4.86 degrees Celsius and a mean absolute deviation (MAD) of 1.91 degrees Celsius.

Statistics is the study of mathematics that deals with relations between comprehensive data.

Here,
The system of observation that has a higher mean absolute deviation, will have the chance of greater variability in high temperature. So,
mean absolute deviation of week 1 = 1
mean absolute deviation of week 2 = 1.91
MAD of week  2 > MAD of week 1

Thus, the required week that had greater variability in high temperature is week 2.

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