Which is the degree of the equation

The angles formed by lines a, c, and d are 90 degrees, 90 degrees, 90 degrees, 90 degrees.The angles formed by lines b and c are 80 degrees, 80 degrees, 80 degrees, 80 degrees.

In order for two lines to be parallel, the angles formed by the lines and any transversal must be equal. In this case, the angles formed by lines a, c, and d must be equal to 90 degrees, and the angles formed by lines b and c must be equal to 80 degrees.

For two lines to be parallel, the angles formed by the lines and any transversal crossing them must be equal. In this particular case, the angles formed by lines a, c, and d must be equal to 90 degrees, and the angles formed by lines b and c must be equal to 80 degrees. This means that the angles formed by lines a, c, and d must be 90 degrees, 90 degrees, 90 degrees, and 90 degrees, clockwise from top left. Similarly, the angles formed by lines b and c must be 80 degrees, 80 degrees, 80 degrees, and 80 degrees. Finally, the angles formed by lines b and d must be 58 degrees, 80 degrees, 80 degrees and 80 degrees. All these conditions must be met for lines a and b to be parallel.

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Answer:

-1/2

Step-by-step explanation:

-9--3=-6

8--4= 12

-6/12

-1/2

Answer: -6/12

Step-by-step explanation:

Use slope formula m= y2-y1/x2-x1, which would be -9-(-3)/8-(-4) = -6/12; X1= -4, Y1= -3, X2=8, Y2=-9

The valuation of the notes in a years is given as follows:

y = 200(0.00000006)^a.

The yearly inflation rate is of:

1,666,666,667%

The valuation changed by a percentage in a period of time, hence an exponential function is used to model the situation.

An exponential function is defined as follows:

y = a(b)^x.

For which the parameters are given as follows:

The initial valuation is of $200, hence the parameter a is given as follows:

a = 200.

Thus the function should be modeled as follows:

\(y = 200(b)^a\)

In which a is the time in years.

In one month, the amount decayed to $50. One month is 1/12 of a year, as one year is composed by 12 months, hence the parameter b is obtained as follows:

\(50 = 200(b)^{\frac{1}{12}}\)

\((b)^{\frac{1}{12}} = \frac{50}{200}\)

\((b)^{\frac{1}{12}} = \frac{1}{4}\)

Elevating both sides to 12, we have that:

b = (0.25)^12

b = 0.00000006.

Hence the function is:

y = 200(0.00000006)^a.

The inflation rate is given as follows:

1/0.00000006 x 100% = 1,666,666,667%

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Answer:

-5

Step-by-step explanation:

h(x)=3

3=-x-2

3+2=5

3=-(-5)-2

negatives cancel

3=5-2

Based on the line of best fit, the approximate maximum depth of a lake that has 31 miles of shoreline is; 142.968 ft

The line of best fit is defined as a straight line which is drawn to pass through a set of plotted data points to give the best and most approximate relationship that exists between such data points.

Now, we are given a table of values that shows the total shoreline in miles which will be represented on the x-axis and then the maximum depth of several area lakes which will be represented on the y-axis.

However, when the geologist found the graph, she arrived at an equation of best fit as;

y = 4.26x + 10.908.

Thus, for 31 miles of shoreline, the approximate maximum depth is;

Approximate maximum depth = 4.26(31) + 10.908.

Approximate maximum depth = 142.968 ft

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Answer:

143 feet

Step-by-step explanation:

its technically 142 and change but edmentum rounds up

When describing quantitative data, an outlier a. is a data point that does not fit the main pattern of the data.

In statistics, an outlier is a data point that dramatically deviates from the overall pattern or trend of the data. It is an observation that, in a population-based random sampling, deviates unusually from the other values. Outliers can skew the overall analysis or interpretation of the data since they are either greater or lower than the bulk of the data points. As a data point that does not fit the predominant pattern of the data, an outlier is precisely defined as such.

Option (b) is not always accurate since outliers may have reasonable values, despite being rare. Option (c) is not always accurate, though, as data input mistakes may not always be the cause of outliers. Because not all probable outliers can be identified using the 1.5 times the interquartile range (IQR), which is a popular approach, option (d) is inaccurate.

Complete Question:

When describing quantitative data, an outlier

a. is a data point that does not fit the main pattern of the data.

b. is always a data point with an unrealistic or even impossible value.

c. is always a data entry error.

d. is any point flagged by the 1.5 times iqr.

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Answer:

-9

Step-by-step explanation:

4+(-9)-4

4+(-13)

-9

Answer:

-9

4 + -9 - 4

4 + -9 + -4

4 + -13 = -9

Answer:

42.191

Step-by-step explanation:

Punch it in the calculator and round the decimal from 42.1911 to 42.191

Answer: i dont see a thing yur thing isnt

loading

Step-by-step explanation:

Answer:

press the button that says submit

Thus, the total cost of the first 64 units is approximately $2730.67.

To find the total cost of the first 64 units, we need to integrate the marginal cost function over the range of production from x=0 to x=64.

The marginal cost function is given by C'(x) = 8√x.

Integrating this function with respect to x, we get:
C(x) = ∫(8√x dx) = 8 * (2/3)x^(3/2) + C

To find the total cost for the first 64 units, we need to evaluate C(x) at x=64 and x=0 and subtract the results:
C(64) - C(0) = (8 * (2/3) * 64^(3/2) + C) - (8 * (2/3) * 0^(3/2) + C)

Simplifying the equation, we get:
C(64) - C(0) = 8 * (2/3) * 64^(3/2)

Now, compute the value:
C(64) - C(0) = 8 * (2/3) * 512 = (16/3) * 512 ≈ 2730.67

So, the total cost of the first 64 units is approximately $2730.67.

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Yes, we can indeed support the claim that at 0.01 level of significance, the  mean completion time has decreased under new management because  the calculated t-value (-2.64) is less than the critical value (-2.492), hence we reject the null hypothesis that says the mean completion time has not decreased

The p-value is 0.005

There is need to perform a one sample t-test at 0.01 level of significance to test the claim.

The null hypothesis is that the mean completion time has not changed

Alternate hypothesis is that the mean completion time has decreased

The test statistic is given by:

t = (x - μ) / (s / √(n))

where x is the sample mean

μ is the population mean

s is the sample standard deviation

n is the sample size.

by substituting for the the given values, we have;

t = (14.2 - 14.7) / (1.7 / √(80))

t = -2.64

Using a t-distribution table with 79 degrees of freedom (n-1),

the critical value for a one-tailed test with a significance level of 0.01 is -2.492.

Since the calculated t-value (-2.64) is less than the critical value (-2.492), we reject the null hypothesis  and consider the alternative hypothesis as valid.

Therefore, there is sufficient evidence to support the claim that the mean completion time has decreased under new management.

To get the p-value, we can use a t-distribution table.

The p-value for a one-tailed test when df is 79 and calculated t-value is -2.64 is approximately 0.005.

Therefore, the p-value is 0.005 (rounded to at least 3 decimal places).

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Answer:

a)

x      -3         -2         -1         0          1            2         3

y       0          8          6         0         -4           0        18

b)

see in the table, at x = {-3; 0; 2}, y = 0

=> x = {-3; 0; 2} is the solutions of the equation x³ + x² - 6x = 0

Step-by-step explanation:

a) 0 and 6  will be written in the given blank spaces.

b) The value of x for the given equation is 0, -3 and 2.

It is a method for finding the values of variable, by substituting the value of one variable to get the another.

To solve a polynomial equation, first write it in standard form. Once it is equal to zero, factor it and then set each variable factor equal to zero.

a). We have, an equation

\(y = x^{3}+x^{2} -6x\)

so, at x = -3

\(y = -3^{3} +(-3)^{2} -6(-3)\) =  -27+9+18 = 0   (substitute x = -3 in the given equation)

at x = -1

y = \(-1^{3} +(-1)^{2} -6(-1) = -1+1+6 = 6\)

Hence, 0 and 6 will we written the blank spaces of the given table.

b). We have an equation

\(x^{3} +x^{2}-6x = 0\)

⇒ \(x(x^{2} +x-6)=0\)

⇒ \(x (x^{2} +3x-2x-6)=0\)

⇒ \(x(x(x+3)-2(x+3))=0\)

⇒ \(x(x+3)(x-2)=0\)

⇒ \(x = 0,-3 and 2\)

Hence, 0, -3 and 2 are the solutions of the given equation.

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An equation of line that passes through the point (-3, -7) and is parallel to the line 2x-3y = 24 is 3y = 2x - 15.

The equation of line is 2x - 3y = 24.

The general equation of line is  y = mx + c, where m is the slope of line and c is the y intercept.

We first express the equation of line in the general form of equation.

First isolate the y term.

Add 3y on both side, we get

2x = 3y + 24

Subtract 24 on both side, we get

3y = 2x - 24

Divide by 3 on both side, we get

y = 2/3 x - 8

On comparing with y = mx + c

m = 2/3

The points are (-3, -7); \(x_{1}\) = -3 and \(y_{1}\) = -7.

The equation of line passes through the points are

y - \(y_{1}\) = m(x - \(x_{1}\))

y - (-7) = 2/3(x - (-3))

Simplify

y + 7 = 2/3 (x + 3)

Multiply by 3 on both side, we get

3y + 21 = 2x + 6

Subtract 21 on both side, we get

3y = 2x - 15

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The equation that relates x and y in the given table is y = 10x + 10.

We have,

To find the equation that relates the variables x and y in the given table, we can observe the pattern in the values.

From the table, we can see that as x increases by 1, y decreases by a certain amount each time.

Let's examine the differences between consecutive values of y:

30 - 20 = 10

20 - 15 = 5

15 - 12 = 3

We notice that the differences between consecutive values of y are decreasing by 5 each time.

This suggests that y is decreasing linearly as x increases.

Now, let's find the slope of the line.

Taking the differences between consecutive values of y and x:

Δy = 10

Δx = 1

Slope (m) = Δy / Δx = 10 / 1 = 10

The slope of the line is 10.

Next, we can find the y-intercept (b) by examining the table or using the point-slope form of a linear equation.

From the table, when x = 2, y = 30. This gives us a point (2, 30) on the line.

Using the point-slope form:

y - y1 = m (x - x1)

Substituting the values (x1, y1) = (2, 30) and the slope m = 10:

y - 30 = 10(x - 2)

Simplifying:

y - 30 = 10x - 20

y = 10x + 10

Therefore,

The equation that relates x and y in the given table is y = 10x + 10.

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Answer:

A≈12.57cm²

Step-by-step explanation:

A=1

4πd2=1

4·π·42≈12.56637cm²

Answer:

area of a circle with a diameter of 4cm=π(d/2)²

=π(4/2)²=π2²=4π cm ² is your answer or 4×3.16=12.48 cm²

To solve this problem, we need to subtract the depth at which the dolphin is located from the sea level.What is a depth?Depth refers to the distance from the surface to the bottom of a body of water or any other object.

To put it another way, depth is a measurement of distance from the surface of something downward or inward.For example, when an object, say a Dolphin, is at a depth of 45 3/4 feet relative to sea level, how many feet has it descended from sea level?We must perform the following calculation to get our answer:45 3/4 feetSo, the dolphin has descended 45 3/4 feet from sea level.

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Answer:

1.4 people out of 10

Step-by-step explanation:

Just divide it by 10

Answer:

only 4 people

It will take approximately 19 seconds for the faster runner to catch the slower runner.

To determine the time it takes for the faster runner to catch the slower runner, we need to compare their speeds and the initial distance between them.

Juan can run at a speed of 16 meters per second, while Mahdi can run at a speed of 6 meters per second. This means that Juan gains 16 - 6 = 10 meters on Mahdi every second.

Mahdi has a head start of 100 meters. Therefore, it will take Juan 100 meters / 10 meters per second = 10 seconds to cover the initial distance between them.

After 10 seconds, Juan will have caught up with Mahdi and will be in the same position as him. However, since Juan is faster, he will continue to move past Mahdi.

To determine the exact time when Juan catches Mahdi, we need to consider the remaining distance that Juan needs to cover. This distance is the initial distance minus the head start, which is 100 meters - 100 meters = 0 meters.

Since Juan is already in the same position as Mahdi after 10 seconds, he doesn't need any additional time to cover the remaining distance.

Therefore, the total time it takes for the faster runner (Juan) to catch the slower runner (Mahdi) is 10 seconds.

Rounded to the nearest whole number, the answer is approximately 19 seconds.

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The curve y = 8e^x has maximum curvature at the point (0, 8).there is no point where the second derivative equals zero,

To determine the point of maximum curvature on the curve y = 8e^x, we need to find the second derivative of the function and identify the point where it equals zero. The second derivative represents the rate of change of the slope, or the curvature, of the curve.

First, we find the first derivative of y = 8e^x with respect to x:

dy/dx = 8e^x

Then, we differentiate again to find the second derivative:

d²y/dx² = d(8e^x)/dx = 8e^x

Setting the second derivative equal to zero:

8e^x = 0

Exponential functions, such as e^x, are never equal to zero for any value of x. Therefore, there is no point where the second derivative equals zero, indicating that the curve y = 8e^x does not have any inflection points or points of maximum curvature.

However, we can determine the point where the curvature is the greatest by considering the graph of y = 8e^x. Since the exponential function e^x is always positive, the curve y = 8e^x is always concave up. This means that the curvature is positive throughout the curve, but there is no specific point of maximum curvature.    

In conclusion, the curve y = 8e^x does not have a point of maximum curvature but is always positively curved.  

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The lens formula is used in optics to calculate the position and size of the image formed by a lens.

A lens is a piece of glass or other transparent material that bends light to form an image. The lens formula relates the distance of the object from the lens, the distance of the image from the lens, and the focal length of the lens.

The lens formula is used to determine the position and size of the image formed by a lens in order to design and analyze optical systems. It is used in the design of camera lenses, telescopes, microscopes, and other optical devices.

It also allows us to determine the size and position of the image formed by a lens in a given situation, which is essential for the analysis and correction of optical aberrations.

The lens formula also allows us to determine the type of image formed by a lens, whether it is real or virtual, inverted or erect, and the size of the image compared to the object.

In conclusion, the lens formula is used in optics to calculate the position and size of the image formed by a lens. It is used in the design and analysis of optical systems such as camera lenses, telescopes, microscopes and other optical devices. It also allows us to determine the type of image formed by a lens and the size of the image compared to the object.

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Answer:

23.1948270095

Step-by-step explanation:

Volume of the rectangular prism = 1,728 in³

Volume of the rectangular prism = width × height × length

width = 12 in

length = 18 in

height = 8 in

Volume of the rectangular prism = 12 in × 8 in × 18 in

Volume of the rectangular prism = 1,728 in³

The sample size necessary such that the margin of error of the estimate for a 90% confidence interval for the mean age of all residents is at most 3.4 years is 59.56.

An estimated range for an unknown parameter is known as a confidence interval. The 95% confidence level is the most popular, however other levels, such as 90% or 99%, are occasionally used when computing confidence intervals.

Given: A city official would like to estimate the mean age of all residents of Stuart. The standard deviation of the ages of all residents of Stuart is known to be 16 years.

σ = 16 ..Population SD

The margin of error, E = 3.4

c = 90% = 0.90 ...confidence level

a = 1 - c = 1 - 0.90 = 0.1

a/2 = 0.1/2 = 0.05

Using the Z table,

z = 1.64

Now, sample size (n) is given by,

(za/E)²

(1.64×16/3.4)² = 59.56

Hence, the sample size necessary such that the margin of error of the estimate for a 90% confidence interval for the mean age of all residents is at most 3.4 years is 59.56.

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a. The probability distribution is valid because the probabilities (f(x)) are non-negative for all values of x, and the sum of all probabilities is equal to 1.

b.  The probability that x 30 is 20%.

c. The probability that x is less than or equal to 25 is 45%.

d.  The probability that x is greater than 30 is 35%.

(a) The probability distribution is valid because the probabilities (f(x)) are non-negative for all values of x, and the sum of all probabilities is equal to 1. This is indicated by the statement "rx) = 1", which means the sum of all probabilities is 1.

(b) The probability that x = 30 is given by f(30) = 0.20. Therefore, the probability that x = 30 is 0.20 or 20%.

(c) To find the probability that x is less than or equal to 25, we need to sum the probabilities of all values of x that are less than or equal to 25. In this case, we need to sum the probabilities of x = 20 and x = 25:

P(x ≤ 25) = f(20) + f(25) = 0.30 + 0.15 = 0.45 or 45%.

(d) To find the probability that x is greater than 30, we need to sum the probabilities of all values of x that are greater than 30. In this case, we need to sum the probability of x = 35:

P(x > 30) = f(35) = 0.35 or 35%.

Therefore, the probability that x is greater than 30 is 0.35 or 35%.

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Math is considered to have a sequential learning pattern because concepts and skills are introduced in a specific order, building upon previously learned material.

In math, concepts and skills are typically organized in a sequential manner, where each new topic builds upon what has been previously learned. This sequential learning pattern allows students to develop a solid foundation and gradually progress to more advanced topics.

For example, in elementary school, students first learn basic arithmetic operations like addition and subtraction before moving on to multiplication and division. These foundational skills are essential for understanding more complex mathematical concepts later on, such as algebra, geometry, and calculus. By following a sequential learning pattern, students can gradually develop their mathematical understanding and problem-solving abilities. They are able to connect new concepts to what they have already learned, reinforcing their knowledge and enabling them to apply it in different contexts. This sequential approach also ensures that students have the necessary prerequisite knowledge and skills to comprehend more advanced mathematical concepts. It helps create a logical progression in mathematical education, allowing students to build upon their previous knowledge and continually expand their mathematical abilities.

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Answer:

m^8 n^16

Step-by-step explanation:

Simplify the following:

(1/(m^2 n^4))^(-4)

Multiply exponents. (1/(m^2 n^4))^(-4) = (m^2 n^4)^4:

(m^2 n^4)^4

Multiply each exponent in m^2 n^4 by 4:

m^(4×2) n^(4×4)

4×4 = 16:

m^(4×2) n^16

4×2 = 8:

Answer: m^8 n^16

Answer:

x is 48°

Step-by-step explanation:

look at picture ......

B....................

Answer:

b. Arithmetic .

Step-by-step explanation:

b because  to get the next term you add 8.