Using the GCF you found in Part b re write 35 +63 factor one factor is the GCF and the other is the sum of the two numbers that do not have a common factor show your work

Answer:

A., E.

Step-by-step explanation:

0.70 and 0.71 are greater than 0.68 but less than 0.72.

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Answer:

1) Measure angle QWT and TWX are complementary because their measures add up to 90 degrees.

2) Both measure angles add up to 90 degrees because they're complementary.

3) Angle QWT = 2x and angle TWX = x + 6, and since angles QWT + TWX = 90 then 2x + x + 6 = 90.

4) (Made up?:) Angle measure QWX = 90. The quarter-turn, or the small square, indicates that the angle is 90 degrees.

5) (?)

6) x = 28 because it fulfills the equation, 2x + x + 6 = 90, or 3x + 6 = 90. 90 - 6 is 84, and 84/3 is 28.

Please, tell me if I did anything wrong. I'll gladly edit it.

Answer:

Step-by-step explanation:

2). Definition of complementary angles;

3). Substitution+combine like terms;

4). 3x+ 6 - 6 = 90 - 6   Subtraction Property

5). 3x/3 = 84/3    Division Property  

6). Q.E.D. ("that which was to be demonstrated")

Answer:

all of the above

Step-by-step explanation:

Answer:

d) all of the above

Step-by-step explanation:

Answer:

A=a^2

Step-by-step explanation:

Geometry:

In geometry, a square is a regular quadrilateral, which means that it has four equal sides and four equal angles. It can also be defined as a rectangle in which two adjacent sides have equal length. A square with vertices ABCD would be denoted \square ABCD.

Square Roots:

In mathematics, a square root of a number x is a number y such that y² = x; in other words, a number y whose square is x. For example, 4 and −4 are square roots of 16, because 4² = ² = 16.

An algebraic expression to represent the absolute difference is |d - 24|.

The algebraic expression to represent the absolute difference between varying values of the depth of the hole (d), and the ideal depth of the hole (24 inches), also known as the margin of error, is:

|d - 24|

The vertical bars denote the absolute value, which gives the magnitude of the difference between d and 24, regardless of whether d is greater than or less than 24. The resulting value represents the distance between the actual depth of the hole and the ideal depth of 24 inches. This margin of error is an important concept in various fields, such as engineering, construction, and manufacturing, as it helps to determine the accuracy and precision of measurements and designs.

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Answer: Where is the triangle?

Step-by-step explanation: Brainliest pls:)

Answer:

\(d=16.1245\)

Step-by-step explanation:

Distance Formula: \(d=\sqrt{(x_2-x_1)^2+(y_2-y_1)^2}\)

Simply plug in your 2 coordinates into the formula to find distance d:

\(d=\sqrt{(8-(-6))^2+(-3-5)^2}\)

\(d=\sqrt{(8+6)^2+(-8)^2}\)

\(d=\sqrt{(14)^2+64}\)

\(d=\sqrt{196+64}\)

\(d=\sqrt{260}\)

\(d=16.1245\)

The limit of the expression −kplog(ap) as p approaches 0 from the positive side can be found as follows: The limit is 0.

To find the limit, we substitute 0 for p in the expression −kplog(ap) and evaluate the result.

lim p→0+ −kplog(ap) = −k * 0 * log(a * 0)

We know that log(0) is undefined, so we need to apply L'Hôpital's rule, which states that if the limit of the ratio of two functions is of the form 0/0 or ∞/∞, we can take the derivative of the numerator and denominator successively until a determinable limit is obtained.

Let's take the derivative of the numerator and denominator:

lim p→0+ −kplog(ap) = lim p→0+ [−k * p * log(ap)] / 1

Differentiating the numerator and denominator:

= lim p→0+ [−k * p * (1/ap) * a] / 0

= lim p→0+ [−k * p * a / ap]

Now, we substitute 0 for p in the expression:

= −k * 0 * a / a * 0

= 0

The limit of the expression −kplog(ap) as p approaches 0 from the positive side is 0. This means that as the population size approaches zero, the growth rate described by the Gompertz model approaches zero.

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Answer:

The coordinates of D is;

Explanation:

The question can be illustrated diagramatically as;

The drawing is not to scale. it is just a way of explainuing the scenario.

To find the coordinates of the end point D(x,y).

Let us apply the mid point formula;

The same applys to y coordinates.

Given;

Substituting we have;

Also,

Therefore, the coordinates of D is;

Attitude, beliefs, and knowledge shape a teacher's delivery: attitude affects engagement, beliefs influence instructional decisions, and knowledge enables effective communication and learning facilitation.

Attitude, beliefs, and knowledge play crucial roles in shaping how a teacher delivers a lesson. Here's a detailed explanation of their impacts:

Attitude:

Attitude refers to a teacher's mindset, emotions, and approach towards teaching. A positive attitude fosters enthusiasm, motivation, and a genuine passion for the subject matter. This translates into an engaging and dynamic teaching style, creating an environment conducive to learning. Conversely, a negative attitude can lead to disinterest, lack of enthusiasm, and a disengaged teaching approach, which can hinder students' engagement and comprehension.

Beliefs:

A teacher's beliefs influence their instructional decisions and pedagogical strategies. Beliefs about students' capabilities, learning styles, and the purpose of education can shape the teacher's approach to delivering a lesson. For example, if a teacher believes that all students have the potential to succeed, they may employ differentiated instruction techniques to cater to diverse learning needs. Conversely, if a teacher holds limiting beliefs about students' abilities, they may adopt a one-size-fits-all approach, which may hinder student progress.

Knowledge:

A teacher's knowledge encompasses both subject matter expertise and pedagogical content knowledge. Profound knowledge of the subject allows a teacher to effectively structure and present the lesson, answer student queries, and provide relevant examples. Pedagogical content knowledge helps in selecting appropriate instructional strategies, adapting to student needs, and assessing learning effectively. Without a strong knowledge base, a teacher may struggle to deliver accurate information, engage students, or address misconceptions.

Collectively, attitude, beliefs, and knowledge significantly impact a teacher's delivery of a lesson. A positive attitude enhances student motivation and engagement. Strong beliefs in students' potential and individualized instruction foster a supportive learning environment. Adequate subject knowledge and pedagogical skills enable effective communication and facilitate meaningful learning experiences. By combining these elements, teachers can create an impactful and effective learning environment that nurtures student growth and achievement.

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Answer:

486

Explanation:

(fg)(x) is equal to:

So, replacing f(x) = 2x² and g(x) = √x, we get:

Then, to evaluate for x = 9, we need to replace x by 9, so:

Therefore, the answer is 486.

Solution

The question would like us to evaluate the following expression

- We should deal with the modulus and bracket separately.

- After that, we can then perform the subtraction operation on the results of the modulus and bracket.

- This is done below:

Also,

Thus, combining both results, we have:

Final Answer

The answer is -6

Answer:

-6 hope it helps

thank you

The difference between the linear and projectile motion is that "Linear-motion" refers to motion of object in a "straight-line", while "projectile-motion" refers to motion of an object that is thrown into air, in a curved path.

In linear motion, the object moves along a straight line, with its velocity and acceleration aligned in the same direction. The object's speed and direction may change, but its motion remains linear.

In projectile motion, the object moves along a curved path under the influence of gravity. The object is launched into the air with an initial velocity, and then gravity causes it to follow a parabolic path until it lands back on the ground. The motion of the object is influenced by both its initial velocity and the force of gravity.

In both linear and projectile motion, the "horizontal-component" of velocity will usually remain constant because there is no external force acting on the object in horizontal direction, and thus no acceleration.

Therefore, the object will continue to move at a constant velocity in the horizontal direction, as long as there is no external force acting on it.

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According to the empirical rule, roughly 68% of the normal distribution is within 1 standard deviation of the mean.

In this case, that tells us 68% of the population is between x = 65 and x = 79. The center is at mu = 72, which is the highest point. On either side of this center is where the curve goes downward as you move away from the center. Note the symmetry as well. Each tickmark represents 1 standard deviation unit.

Because 68% of the class got scores between x = 65 and x = 79, this means 100% - 68% = 32% of the class got a score x such that x < 65, or x > 79

Cut this in half and get (32%)/2 = 16%

16% of the population is in either tail.

16% of the population is the set of x values such that x < 65; we can say that 16% of the population is more than 1 standard deviation from the mean, and also smaller than the mean.

The 16th percentile is the marker where 16% of the population is below that value.

Therefore, the 16th percentile is the value  65  

16% of the class scored less than 65 on the test.

Answer:

In point form:

( -1 , 1 )

In equation form:

x  =  − 1  , y  =  1

Answer:

Step-by-step explanation:

May be y and June be x

Now

Put y from (2) in eq(1)

Find y

Answer:zero

Step-by-step explanation:

It will take Akiko 1.12 hours to drive from New Britain to Lakeview at an average speed of 50 mph.

To determine how long will it take Akiko to drive from New Britain to Lakeview at an average speed of 50 mph the following calculation must be made:

Therefore, it will take Akiko 1.12 hours to drive from New Britain to Lakeview at an average speed of 50 mph.

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Answer:

100

Step-by-step explanation:

Lets first find the area of the greater square:

\(8*14=112\)

And now the area of the cut inside of the square:

\(3*4=12\)

Now subtract the area cut from the area of the greater square:

\(112-12=100\)

Answer:

3rd option

Step-by-step explanation:

the factors of 48 are

1 , 2, 3, 4, 6, 8, 12, 16 , 24 , 48

the factor pairs are

1 × 48 , 2 × 24 , 3 × 16 , 4 × 12 , 6 × 8

Under the null hypothesis. Using a standard normal table or a calculator, we find that the P-value is between 0.05 and 0.10.

The answer is c) between 0.05 and 0.10.

In statistics, the null hypothesis (H0) is a statement that assumes that there is no significant difference between two or more groups, samples, or populations.

To test for the equality of the proportions of streams that fail to meet minimum requirements in the two areas, we can use a two-sample test of proportions.

Let p1 be the true proportion of streams that fail to meet minimum requirements in group 1 (Eastern Virginia), and p2 be the true proportion of streams that fail to meet minimum requirements in group 2 (Western Virginia). The null hypothesis is that the two proportions are equal, i.e., H0: p1 = p2, and the alternative hypothesis is that they are not equal, i.e., Ha: p1 ≠ p2.

We can use the pooled estimate of the proportion, p, to test the null hypothesis. The formula for the pooled estimate of the proportion is:

p = (x1 + x2) / (n1 + n2)

where x1 and x2 are the numbers of streams that fail to meet minimum requirements in groups 1 and 2, respectively, and n1 and n2 are the sample sizes.

The test statistic is:

z = (p1 - p2) / √(p * (1 - p) * (1/n1 + 1/n2))

Under the null hypothesis, the test statistic follows a standard normal distribution.

The observed values are x1 = 17, n1 = 85, x2 = 24, n2 = 80.

The pooled estimate of the proportion is:

p = (17 + 24) / (85 + 80) = 0.202

The test statistic is:

z = (17/85 - 24/80) / √(0.202 * (1 - 0.202) * (1/85 + 1/80)) = -1.78

The P-value for a two-sided test is the probability of observing a test statistic as extreme as -1.78 or more extreme, under the null hypothesis. Using a standard normal table or a calculator, we find that the P-value is between 0.05 and 0.10.

Therefore, the answer is c) between 0.05 and 0.10.

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Answer:

x = \(\frac{9}{4}\) or 2.5

Step-by-step explanation:

\(\frac{4}{x-3} + \frac{2}{x-2} = \frac{6}{x}\)

Finding L.C.M. of (x - 3) and (x - 2)

\(\frac{4(x-2) + 2(x-3) }{(x-3)(x-2)} = \frac{6}{x}\)

\(\frac{(4x-8) + (2x-6)}{x^{2} - 3x-2x+6}=\frac{6}{x}\)

\(\frac{4x-8 +2x-6}{x^{2} -5x +6} = \frac{6}{x}\)

\(\frac{6x-14}{x^{2} -5x+6}= \frac{6}{x}\)

Cross multiplying:

x (6x - 14) = 6 (x² - 5x +6)

6x² - 14x = 6x² - 30x + 36

Cancelling 6x² from both the sides:

- 14x = - 30x + 36

30x - 14x = 36

16x = 36

x = \(\frac{36}{16}\)

∴ x = \(\frac{9}{4}\) or 2.5

From the histogram, we can see that there are 4 outcomes in which three heads appear. Therefore, the probability that three heads will appear on any toss is 4/16 = 0.25.

Consider the toss of four coins. There are 24 possible outcomes of a single toss. Develop a histogram of the number of heads (one side of the coin) that can appear on any toss. Does it look like a normal distribution? Should this be expected? What is the probability that three heads will appear on any toss?Solution:When four coins are tossed, there are 16 possible outcomes.

Each outcome has an equal probability of 1/16 of occurring. A histogram of the number of heads that can appear on any toss is shown below:Based on the histogram, the probability of getting 0 heads or 4 heads is 0.375, while the probability of getting 1 head or 3 heads is 0.25, and the probability of getting 2 heads is 0.125.

The histogram does not look like a normal distribution. This is because a normal distribution has a bell-shaped curve, which is not the case with this histogram. This is because there are a finite number of possible outcomes, and the probabilities of these outcomes are not normally distributed.

Thus, the histogram is not expected to look like a normal distribution .The probability that three heads will appear on any toss is the sum of the probabilities of the outcomes in which three heads appear.

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Answer:

x=-4

Step-by-step explanation:

These two angles have to equal 180 because they are opposite of each other. Therefore, the equation will be 129+x+x+59=180. You add all common terms. 2x+188=180. You want to isolate x so you have to subtract both sides by 188. Therefore, the equation will be 2x=-8. Divide both sides by 2 to isolate x. x=-8/2. This is equal to x=-4.

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Answer:

183 miles

Step-by-step explanation:

To find the average, divide 732 by 4 to get 183.

An equation that can  can be used to find the number of sales Luke made this week is; 191 + 16.55x = ¹/₃(573 + 49.65x)

We are told to represent the number of sales as x.

Now, Luke works at a store and earns a fixed amount of $191 plus $16.55 per sale. This is represented as; 191 + 16.55x

Noah works at a different store and earns a fixed amount of $573 plus $49.65 per sale. This is represented as; 573 + 49.65x

We are told that they both made the same number of sales but Luke earned a third of what Noah earned. Thus;

191 + 16.55x = ¹/₃(573 + 49.65x)

An equation that can  can be used to find the number of sales Luke made this week is;

191 + 16.55x = ¹/₃(573 + 49.65x)

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