What is AE?

Enter your answer in the box.

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Tʜᴇ sᴏʟᴜᴛɪᴏɴs ᴛᴏ ᴛʜᴇ ɢɪᴠᴇɴ ɪɴᴇǫᴜᴀʟɪᴛʏ ᴀʀᴇ :

well, if it's a right-triangle, then the sum of the square of the smaller sides will equal the square of the longer one or hypotenuse, hmmm if that's so? let's check

\(\begin{array}{llll} \textit{using the pythagorean theorem} \\\\ c^2=a^2+o^2 \end{array} \qquad \begin{cases} c=\stackrel{hypotenuse}{17}\\ a=\stackrel{adjacent}{8}\\ o=\stackrel{opposite}{15} \end{cases} \\\\\\ (17)^2= (8)^2 + (15)^2\implies 289=64+225\implies 289=289 ~~ \textit{\LARGE \checkmark}\)

Answer:

Equation: x+x+6=20

x=7

Andy completed 16 problems

Step-by-step explanation:

Answer:

Option c

My logic:

The commutative property of multiplication states that you can multiply a string of numbers in any order and receive the same answer.

Hope this helps!

Answer:

BC = 50

Step-by-step explanation:

Law of Cosines:

c^2 = a^2 + b^2 - 2ab*cosy (c is BC)

c^2 = 30^2 + 21^2 - 2(30)(21)cos123

c^2 = 900 + 441 - 1260*(-0.888)

c^2 = 1341 - (-1118.841)

c^2 = 2459.841

c = 49.597

c = 50

Referring to exhibit 8-2, we can see that the sample size is 400, and the population standard deviation is 10.

Based on these values, we can use the formula for the margin of error:
Margin of error = Z * (σ/√n)
Where Z is the Z-score for the desired level of confidence (in this case, 0.95), σ is the population standard deviation, and n is the sample size. Using a Z-score of 1.96 (which corresponds to a 0.95 confidence level), we can plug in the values:
Margin of error = 1.96 * (10/√400)
Simplifying this equation, we get:
Margin of error = 1.96 * (10/20) = 0.98
Therefore, with a 0.95 probability, the sample mean will provide a margin of error of approximately 0.98.
Based on Exhibit 8-2, with a 0.95 probability, the sample mean will provide a margin of error of "X" (please insert the value provided in the exhibit). This means that we can be 95% confident that the true population mean lies within the sample mean ± X.

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y=-1/5x+4 is the equation in slope-intercept form for the line with y-intercept 4 and slope -1/5

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,

y-intercept 4 and slope -1/5

Now y=-1/5x+4

Hence y=-1/5x+4 is the equation in slope-intercept form for the line with y-intercept 4 and slope -1/5

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Answer:

(a) 0.278

(b) 0.236<p<0.321

Step-by-step explanation:

The explanation is attached below.

Answer:

Cookies = 44

Step-by-step explanation:

universal U=60

let the number of cookies be C,

n(C)=(3*b)-4

and the number of brownies be b,

n(b)=?

n(buc)=60

b+c=60

then, c=60-b

substitute for c=60-b.

60-b=3b-4

60+4=3b+b

64=4b

b=16

c=60-b

c= 60-16

c=44

Answer:

ray cannot be measured as it keeps going in a direction ( that has measure as infinity ).A ray starts from a point ,and ends at infinity .

Step-by-step explanation:

The learning rate in gradient descent determines the step size and should be not too small or too large, as it can cause the algorithm to converge slowly or overshoot the minimum; adjusting the value of the learning rate can fix the problem, but the optimal value depends on the problem and data set.

According to the given information:

When running gradient descent,

The learning rate α determines the step size taken in each iteration toward the optimal solution.

If α is too small, the algorithm will take small steps and will converge slowly, or may even get stuck in a local minimum.

If α is too large, the algorithm may overshoot the minimum and diverge, or bounce back and forth without converging.

In the scenario described, the learning rate α of 0.5 appears too large, causing J(θ) to increase over time.

This suggests that the algorithm is not converging and is overshooting the minimum.

To fix this,
The value of α can be adjusted by reducing it to a smaller value,

Such as 0.1 or 0.01.

This should allow the algorithm to take smaller steps towards the minimum and eventually converge to a lower value of J(θ).

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Answer:

x + 4x = 5x

Step-by-step explanation:

An identity is a mathematical equation that is always true (here - for all possible x's).

a). x + 4x = 5x; this is true, because for any possible x

x+4x = (1 + 4)x = 5x; there's not much to add.

b). 6x=18; evaluates to

x = 3; so it only works for one x, not all possible xs.

c). 2x + 1 = 7

2x = 6

x = 3; so it only forks for one x

d). 7x + 9 = x

6x + 9 = 0; we could compute the exact x it works for from here, but suffice to say this doesn't work for x = 0.

In between these given equations, x + 4x = 5x is the correct identity here.

"An identity is an equality relating one mathematical expression A to another mathematical expression B, such that A and B produce the same value for all values of the variables within a certain range of validity."

Given equations are:

1. x + 4x = 5x

⇒ 5x = 5x

This equation is true for all values of 'x'.

Hence, this is a correct identity.

2. 6x = 18

⇒ x = 3

This equation is true when x = 3.

3. 2x + 1 = 7

⇒ 2x = 6

⇒ x = 3

This equation is true when x = 3.

4. 7x + 9 = x

⇒ 6x = - 9

⇒ x = - 9/6

⇒ x = - 3/2

This equation is true when x = - 3/2.

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a. 1101 0001 1010 1111 --> D1AF, b. 001 1111 --> 1F, c. 1 --> 1, d. 1110 1101 1011 0010 --> EDB2.

What is the hexadecimal representation of the given binary numbers?

Converting binary numbers to hexadecimal involves grouping the binary digits into sets of four, starting from the rightmost digit. Each group is then converted to its corresponding hexadecimal digit.

In the first step, we convert the binary numbers to hexadecimal as follows:

a. 1101 0001 1010 1111 --> D1AF

b. 001 1111 --> 1F

c. 1 --> 1

d. 1110 1101 1011 0010 --> EDB2

In binary, each digit represents a power of 2, while in hexadecimal, each digit represents a power of 16.

The conversion simplifies the representation and allows for easier understanding and manipulation of binary numbers.

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Answer:3

Step-by-step explanation:

Answer:

since 3 is the largest of these common factors the gcf of 33 and 39 would be 3

Given:

There are 4 quarts in a gallon.

She wants to convert 6 quarts to a gallon.

To find:

Whether she should multiply 6 by 4 or divide 6 by 4 to find her answer.

Solution:

We have,

\(4\text{ quarts}=1\text{ gallon}\)

\(1\text{ quarts}=\dfrac{1}{4}\text{ gallon}\)

\(6\text{ quarts}=\dfrac{6}{4}\text{ gallon}\)

Here, 6 quarts is equal to \(\dfrac{6}{4}\) gallon. It means we need to multiply 6 by 4 in \(4\text{ quarts}=1\text{ gallon}\) to find the answer.

Answer:

1. Transitive

2. Reflexive

3. Symmetric

4. Reflexive

5. Symmetric

6. Transitive

Answer:

4.625

Step-by-step explanation:

5/8 = 0.625

To find 5/8, simply divide it.

So 4 and 5/8

= 4.625

Answer:

13

Step-by-step explanation:

2 hours = 4 inches

2/2 equals 1 hour

4/2 equals 2 inches

2 inches of snow per hour

6.5*2 is 13

you should expect 13 inches of snow in 6.5 hours

Answer:

x = 3

y= 12

Step-by-step explanation:

2x + 2y = 30

y - 4x = 0  /*2

2x + 2y = 30

2y - 8x = 0

-----------------

10x = 30

x = 3

y= 12

Answer:

( 3 , 12 )

Step-by-step explanation:

2x + 2y = 30 and y - 4x = 0 are two given equation

Name The equation

2x + 2y = 30 ...(1)

y - 4x = 0

y = 4x ...(2)

Now, Put the value of y in equation 1

2x + 2y = 30

2x + 2(4x) = 30

2x + 8x = 30

10x = 30

x = 30/10

x = 3

Now,

Put the value of x in equation 2

y = 4x

y = 4(3)

y = 12

Thus, The value of x is 3 and the value of y is 12

2x + 2y = 30 ...(1)

2(3) + 2(12) = 30

6 + 24 = 30

30 = 30

y = 4x ...(2)

12 = 4(3)

12 = 12

Hence, L.H.S = R.H.S

-TheUnknownScientist

The value of the additional data point is 36

To find the value of the additional data point, we can use the concept of the sample mean.

Given the data set: 23, 28, 20, 33, 42, 12, 19, 50, 36, 25, 19.

The sample mean of this data set is 26.5.

To find the value of the additional data point, we can use the formula for the sample mean:

(sample mean) = (sum of all data points) / (number of data points)

In this case, we have 11 data points in the original data set. Let's denote the value of the additional data point as x.

Therefore, we can set up the equation:

26.5 = (23 + 28 + 20 + 33 + 42 + 12 + 19 + 50 + 36 + 25 + 19 + x) / 12

Multiplying both sides of the equation by 12 to eliminate the fraction, we have:

318 = 282 + x

Subtracting 282 from both sides of the equation, we find:

x = 318 - 282

x = 36

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.

For given expression n-8>=10 to be true, n>=18.

Mathematical statements are called expressions if they have at least two terms that are related by an operator and contain either numbers, variables, or both. Addition, subtraction, multiplication, and division are all possible mathematical operations. As an illustration, the phrase x + y is one where x and y are terms with an addition operator in between. There are two sorts of expressions in mathematics: numerical expressions, which only contain numbers, and algebraic expressions, which also include variables.

e.g. The other number is x, and a number is 6 greater than half of it. In a mathematical expression, this proposition is denoted by the expression x/2 + 6. Complex riddles are solved using mathematical expressions.

Now

Given

The difference of a number (n) and 8 is no less than 10.

We can write this as expression n-8>=10,

and for this to be true n>=18.

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The percentage by which the median earnings of college degree exceed that of high school degreed for 1973 for men is 17.9%

College: Women= 4400

H.School: Women = 3300

Solving we have

The base number is the high  school women.

The difference is 4400 - 3300 = 1100

So the % = (1100/3300) * 100% = 33.3%

1973

The base number is again high school 5600

Difference: 6600 - 5600 = 1000

% = (1000/5600) * 100% = 17.9

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Full Question:

Although part of your question is missing, you might be referring to this full question:

See the aattached image.

The lowest and greatest values in the dataset, divided by two, make up the Mid-range. Thus, this provides us with the midrange value.

The mid-range or mid-extreme is the arithmetic mean of the highest and minimum values of the data set and is used in statistics as a measure of a sample's central tendency.

The difference between the greatest and minimum values, which is a measure of statistical dispersion, is strongly related to the mid-range.

The two measurements are complementary in that one can determine the sample's maximum and minimum values by knowing the range and the midpoint.

Therefore, the lowest and greatest values in the dataset, divided by two, make up the Mid-range. Thus, this provides us with the midrange value.

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The 95% confidence interval for this estimate is (2.0, 6.5).

The 95% confidence interval for this estimate is (1.01, 1.04).

The confidence interval is (0.85, 9.8).

The confidence interval is (0.92, 1.08).

The confidence interval is (0.05, 1.05).

a) The rate of disease is 3.5 times higher in the exposed group compared to the nonexposed group. The 95% confidence interval for this estimate is (2.0, 6.5).

b) The rate of disease is 1.02 times higher in the exposed group compared to the nonexposed group. The 95% confidence interval for this estimate is (1.01, 1.04).

c) The rate of disease is 6.0 times higher in the exposed group compared to the nonexposed group. However, the 95% confidence interval for this estimate is wide and includes 1, indicating that this estimate may not be statistically significant. The confidence interval is (0.85, 9.8).

d) The rate of disease is 0.97 times lower in the exposed group compared to the nonexposed group. The 95% confidence interval for this estimate includes 1, indicating that this estimate may not be statistically significant. The confidence interval is (0.92, 1.08).

e) The rate of disease is 0.15 times lower in the exposed group compared to the nonexposed group. The 95% confidence interval for this estimate includes 1, indicating that this estimate may not be statistically significant. The confidence interval is (0.05, 1.05).

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Answer:

21 is your answer

Step-by-step explanation:

The combination formula is used to calculate the number of ways to choose r items from a set of n items without regard to order. The formula is:

C(n,r) = n! / (r! * (n-r)!)

where n is the total number of items and r is the number of items to be chosen.

Using this formula, we can solve the problem when n = 7 and r = 5 as follows:

C(7,5) = 7! / (5! * (7-5)!)

= (7 x 6 x 5 x 4 x 3 x 2 x 1) / [(5 x 4 x 3 x 2 x 1) x (2 x 1)]

= (7 x 6) / (2 x 1)

= 21

Therefore, there are 21 ways to choose 5 items from a set of 7 items without regard to order.

Answer:

35 inches

Step-by-step explanation:

multiply length value by 12

The equation of line is y = -1/4x + 11/12.

A line's slope is determined by how its y coordinate changes in relation to how its x coordinate changes. y and x are the net changes in the y and x coordinates, respectively. Therefore, it is possible to write the

change in y coordinate with respect to the change in x coordinate as,

m = Δy/Δx

where, m is the slope

Given:

line passing through P(-1, 3) that is perpendicular to y = 4x - 7.

Now, the slope of perpendicular line is

slope= -1/ 4

and, the lines passes through (-1, 3)

Thus, using slope- intercept form

y- 3 = m( x + 1)

y- 3 = -1/4 ( x+ 1)

y- 3 = -1/4x - 1/4

y = -1/4x + 11/12

Hence, the equation of line is y = -1/4x + 11/12

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1 cubic foot is equivalent to 1728 cubic inches, this is why the statement is false.

1 square foot is equivalent to 144 square inches, so the second statement is also false.

The third statement is also false because if we triple both dimensions of a rectangle, the area will be increased by a factor of 9.

This statement is true because when we multiply 3x3x3 we actually get a factor of 27

Answer:

the answer is an invisible 1