what is the area and perimeter of a kite with d1 measuring 20cm and d2 measuring 34cm​

The solutions to the equation (3x - 5)²= 19 are: - \(\frac{\sqrt{19} + 5}{3}\) and \(\frac{\sqrt{19} + 5}{3}\) .

A mathematical statement known as an equation is made up of two expressions joined together by the equal sign.

In this question we have been given an equation that is (3x - 5)²= 19

Now taking square root both sides

(3x - 5)² = 19

3x - 5 = ± \(\sqrt{19}\)

Add 5 to both sides to make equation simpler

3x = ± \(\sqrt{19}\)+ 5

Divide both sides by 3

x = ±\(\frac{\sqrt{19} + 5}{3}\)

Now separating the solutions we get

x = \(\frac{\sqrt{19} + 5}{3}\) .

x = - \(\frac{\sqrt{19} + 5}{3}\) .

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The value of x is 4 from the given figure with circle

We have to find the value of x in the given figure

3(3+5)=x(2+x)

Apply distributive property

24=2x+x²

x² +2x-24=0

x² +6x-4x-24=0

x(x+6)-4(x+6)=0

(x-4)(x+6)=0

x=4 or x=-6

The value should be positive

Hence, the value of x is 4 from the given figure with circle

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The AD curve in an AS-AD diagram is most relevant to Keynes's Law. The correct option is d.

In an AS-AD (Aggregate Supply-Aggregate Demand) diagram, Keynes's Law is most relevant to the AD curve. Keynes's Law, proposed by economist John Maynard Keynes, states that aggregate demand (AD) determines the level of economic activity and that fluctuations in AD can lead to periods of economic expansion or contraction.

The AD curve represents the total demand for goods and services in an economy at different price levels. It shows the relationship between the overall price level and the quantity of real GDP demanded. When the AD curve shifts to the right, it indicates an increase in overall demand, leading to higher levels of output and employment. Conversely, a shift to the left indicates a decrease in overall demand, which may lead to lower output and employment.

Keynes's Law emphasizes the importance of aggregate demand management by the government through fiscal and monetary policies to stabilize the economy and achieve full employment. Thus, the AD curve plays a central role in illustrating the concepts and implications of Keynes's Law in an AS-AD diagram. The correct option is d.

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To find the volume under a surface and above a rectangle, use a double integral. Integrate the surface function over the rectangle and approximate using Riemann sums or numerical methods to obtain an estimate of the volume

To find the volume under a surface and above a rectangle in three-dimensional space using a double integral, we can follow these steps:

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Answer:

1024

Step-by-step explanation:

The diagram to represent the possible cases for common tangents between two circles is as shown in the attachment.

A tangent line to a circle is defined as a line that touches the circle at exactly one point, never entering the circle's interior.

Thus, the diagram to represent the possible cases for common tangents between two circles are as attached below.

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In an assignment problem, each resource can perform only one task. The assignment problem is a linear programming problem that seeks to minimize the cost of assigning tasks to available resources.

An assignment problem is a combinatorial optimization problem in which a group of jobs must be assigned to a group of workers while minimizing the total cost of completing the jobs. This type of problem is solved using linear programming. In addition, there is a one-to-one matching between the set of jobs and the set of workers. The goal of an assignment problem is to find the optimal or best possible pairing of jobs to workers.To obtain the best possible solution, an optimal assignment algorithm can be utilized. There are four basic methods to solve the assignment problem: the Hungarian method, the matrix reduction method, the branch-and-bound method, and the Auction algorithm.

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If the diagonals are congruent and perpendicular, that means they must form 4 similar triangles! and thus the figure is a square (We join the 4 triangles and get a square)

Answer:

x=107,y=73 is ur answer

Step-by-step explanation:

let two angles be x & y

x-y=34(given)

x=34+y................1

x+y=180(supplementary)

putting the value of x

34+y+y=180

2y=180-34

y=146/2=73

:.y=73

putting the value of y in equation 1

x=34+73=107

:.x=107

Answer:

73° and 107°

Step-by-step explanation:

Mark one of the angles as x

then the other angle is (x + 34)

Two angles are called supplementary when their measures add up to 180 degrees.

So the sum of those angles is always 180°

x + (x + 34) = 180

2x + 34 = 180

2x = 180 - 34

2x = 146

// divide both sides by 2

x = 73°

Now find the other angle

x + 34 = 73 + 34 = 107°

The value of the distance LM in which M is the midpoint between L and N is 64 units.

What is midpoint?

In mathematics. the term midpoint states the middle line of the line segment joining the two sides of the triangle make the third side parallel to the line segment and it also bisect the third side.

According to the question, the point M is the midpoint between L and N. The given parameters are: LM = 12x-8; MN = 14; and LN = 6x + 30

Using standard midpoint property, the distance LN can be written as:

LN = LM + MN ⇒ 6x + 30 = 12x-8 + 14

Taking variables terms one side, we get

6x = 36 ⇒ x = 6

Therefore,

LM = 12x-8 ⇒ 12(6) - 8 = 72 - 8 = 64

Hence, the value of the distance LM in which M is the midpoint between L and N is 64 units.

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Answer:

-5 = 2x + 11

Step-by-step explanation:

3x - 5 = 5x + 11

→ Minus 5x from both sides

-2x - 5 = 11

→ Add 5 to both sides

-2x = 16

→ Divide both sides by -2

x = -8

Answer:

7

Step-by-step explanation:

4 is half of 8 so if s is 4 then the fraction is 8/4. simplified it is 2/1, and that is 2 wholes so 2. the equation rewritten is 9-2 and that = 7.

Answer:

  (d)  42°

Step-by-step explanation:

An angle bisector divides an angle into two equal parts. The original angle has double the measure of either of the parts.

__

  ∠VSU = 2×∠VST

  9x +3 = 2×(5x -3) . . . . . . . substitute given expressions

  9x +3 = 10x -6 . . . . . . eliminate parentheses

  9 = x . . . . . . . add 6-9x

  ∠VST = 5(9) -3 = 42 . . . . degrees

__

m∠VST = 42°

Answer:

40%

Step-by-step explanation:

52/130 =.4

.4 x 100=40

Answer:

40%

Step-by-step explanation:

40%

Answer:

Height (h) = 1.6

Step-by-step explanation:

Area  of trapezoid = [(base1+base2)/2] * height

now we sub the values in the formula

7.36 = [(3.4+5.8)/2]* h

h= (7.36*2)/(3.4+5.8)

h = 1.6

Answer:

25mL

Step-by-step explanation:

15/6=2.5ml/oz

10x2.5=25mL

the answer is b

Step-by-step explanation:

hope this helps if not let me know have a blessed day

the equation of the normal line at point P(3, -15) is y = (1/2)x - 33/2.

To find the equation of the normal line at the point P(3, -15) on the curve defined by the equation y = \(x^2\) - 8x, we need to determine the slope of the tangent line at point P and then find the negative reciprocal of that slope to obtain the slope of the normal line.

First, let's find the slope of the tangent line by taking the derivative of the equation y = x^2 - 8x with respect to x:

dy/dx = 2x - 8

To find the slope at point P(3, -15), we substitute x = 3 into the derivative:

dy/dx = 2(3) - 8 = -2

So, the slope of the tangent line at point P is -2.

Now, the slope of the normal line is the negative reciprocal of the tangent line's slope. Thus, the slope of the normal line is 1/2.

We can use the point-slope form of a line to find the equation of the normal line. Using the point P(3, -15) and the slope 1/2, the equation of the normal line is:

y - y1 = m(x - x1)

y - (-15) = (1/2)(x - 3)

y + 15 = (1/2)(x - 3)

Simplifying, we get:

y + 15 = (1/2)x - 3/2

y = (1/2)x - 33/2

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The complete statement:

The area of Charlene's rhombus is 1/9 (or 1 out of 9) of the area of Jerry's rhombus, which has an area of 135 square inches.

The base of Charlene's rhombus is 5 inches and the height is 3 inches, giving it an area of 15 square inches.

Jerry's rhombus has a base of 15 inches and a height of 9 inches, so its area is given by:

Area of Jerry's rhombus = base × height = 15 inches × 9 inches = 135 square inches.

Now, Charlene's rhombus has a base and height that are 1/3 the base and height of Jerry's rhombus. Therefore:

Base of Charlene's rhombus = (1/3) × 15 inches = 5 inches.

Height of Charlene's rhombus = (1/3) × 9 inches = 3 inches.

The area of Charlene's rhombus can be calculated as:

Area of Charlene's rhombus = base × height = 5 inches × 3 inches = 15 square inches.

To compare the areas of the two rhombuses:

Area of Charlene's rhombus / Area of Jerry's rhombus = 15 square inches / 135 square inches.

Simplifying the fraction, we get:

Area of Charlene's rhombus / Area of Jerry's rhombus = 1/9.

Therefore, the area of Charlene's rhombus is 1/9 (or 1 out of 9) of the area of Jerry's rhombus.

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Step-by-step explanation:

the solution for this equation would be rs.

Answer:

-22

Step-by-step explanation:

each mark decreases by three, two marks down from 16 would be 16+3+3; which equals 22, and it has to be negative

hope this helped!

Answer:

6

Step-by-step explanation:

Apples are sold in bags of 6

Pears are sold in bags of 8

Jerry wants to buy the same number of each fruits

Therefore the least number apples and pears that Jerry needs to buy is 6

The absolute value of the z-score for chemistry is greater, this means that the value of $624 is closer to the mean value for chemistry majors, making it more likely for a chemistry major to spend $624 on textbooks.

Tara, a journalist for the newspaper at a large college, is writing a report about the cost of textbooks in the stem fields. She has inquired about how much mathematics and chemistry majors spend on textbooks during the past semester.

She has randomly chosen 100 students of each major to ask how much each student spent on textbooks during the past semester and records their responses. Based on the results of the survey, it is more likely for a chemistry major to spend $624 on textbooks.

This is because the absolute value of the z-score for mathematics majors is greater than for chemistry majors. The z-score for mathematics is -2.1 while for chemistry it is -3.7.

The z-score tells us how many standard deviations a particular value is away from the mean value of the population. Since the absolute value of the z-score for chemistry is greater, this means that the value of $624 is closer to the mean value for chemistry majors, making it more likely for a chemistry major to spend $624 on textbooks.

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Spending $624 on textbooks would be more likely for mathematics majors, because the absolute value of the z-score for mathematics majors is less than for chemistry majors. The z-score represents how many standard deviations an element is from the mean.

In this problem, Tara is trying to determine whether a mathematics major or a chemistry major is more likely to spend $624 on textbooks based on z-scores. A z-score represents how many standard deviations an element is from the mean. If the absolute value of the z-score for mathematics majors is less than for chemistry majors, it means that spending $624 on textbooks is closer to the average spending of mathematics majors than it is for chemistry majors. Therefore, spending $624 on textbooks would be more likely for mathematics majors, because the absolute value of the z-score for mathematics majors is less than for chemistry majors. Keep in mind that this conclusion is based on the given sample and may not be representative of all mathematics and chemistry majors.

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Answer: SEE EXPLANATION!

Step-by-step explanation:

Population Parameters versus Sample Statistics

A parameter is a value that describes a characteristic of an entire population, such as the population mean. ... A statistic is a characteristic of a sample. If you collect a sample and calculate the mean and standard deviation, these are sample statistics.

The difference between Population characteristic and Sample statistic is discussed below.

Statistics is a branch of applied mathematics that allows us to collect, describe and analyze the given set of data in order to make inference of conclusions on the given data set.

Given are two terms as population characteristic and a sample statistic.

Population characteristic refers to the characterization of various types of populations within a social or geographic group, with emphasis on demography, health status, and socio-economic factors. There are various characteristics of a population such as population size and density, populace spatial dissemination, age structures, birth rate or Natality and mortality rate.

Sample statistic represents the calculation that you measure from a subset of a larger group (the population).There are 5 types of sampling - Systematic, random, convenience, cluster and stratified.

Therefore, the difference between Population characteristic and Sample statistic is discussed above.

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Explanation

We are required to determine the inequality that satisfies the given graph.

This is achieved thus:

We can deduce from the graph that the curve drawn is not a broken line. Therefore, it cannot be strictly greater than or strictly less than.

We know that only "true" region is shaded. By testing the origin, we can deduce that the correct inequality is:

Hence, the answer is:

Option D

Answer:

Cubed

Explanation:

Given the function:

The highest power of the function = 3

Therefore, it is a cubic/cubed function.

Note:

• If the highest power is 1, it is a linear function.

• If the highest power is 2, it is a square/quadratic function.

Answer:

65,398

Step-by-step explanation:

In the numbers 5,638 and 38,641, the digit 6 is the SAME value as in 647. In the number 6,523,532, the digit 6 is 10,000 times larger than in 647. In the number 65,398 the digit 6 is 100 times larger than in 647.

If a firm permanently borrows $100 million at an interest rate of 8%, the present value of the interest tax shield is $2.4 million.

The following formula can be used to determine the present value of the interest tax shield:

PV(Tax Shield) = Tax Rate × Interest Expense

From the question:

Firm borrows $100 million

Interest rate is 8%

Tax rate is 30%

Let's first determine the interest expense:

Interest Expense = Borrowed Amount × Interest Rate

Interest Expense = $100 million × 8%

Interest Expense = $8 million

Now, we can calculate the present value of the interest tax shield:

PV(Tax Shield) = Tax Rate × Interest Expense

PV(Tax Shield) = 30% × $8 million

PV(Tax Shield) = $2.4 million

Therefore, the present value of the interest tax shield is $2.4 million.

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The complete question is:

If a firm permanently borrows $100 million at an interest rate of 8%, what is the present value of the interest tax shield? (Assume that the tax rate is 30%.)

378 inches squared

its (18x15)+(6x18)