Which measurement is most accurate to describe the distance from Los Angeles to New York City?

4,000 km
6,000 m
8,000 mm
50 km

Step-by-step explanation:

it's mathematics or what I will help you.

The length of portion BC of the cloth is approximately 5.8709 inches.

To find the length of portion BC of the cloth, we need to use trigonometric functions.

In this case, we can use the cosine function.

Given that the adjacent side to angle B is labeled BC and the hypotenuse is labeled 7 in, we can apply the cosine function, which is defined as the adjacent side divided by the hypotenuse:

cos(angle) = adjacent / hypotenuse

In this scenario, the angle we are considering is 33 degrees.

Therefore, we have:

cos(33°) = BC / 7 in

To isolate BC, we can rearrange the equation:

BC = 7 in \(\times\) cos(33°)

Calculating this expression, we find:

BC ≈ 7 in \(\times\) 0.8387 (rounded to four decimal places)

BC ≈ 5.8709 in.

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30 = m<1 = m<2

m<1 is equals to m<2 because these two angles are transitive property.

given that m<1 = 30° and m<2 = 30°.

m<1 = 30

m<2 equals to m<1

m<2 = 30 can be obtained by substituting 30 into the second equation.

The proof is now complete.

The Transitive Property of Equality can also be used, which asserts that if X = Y and Y = Z, then X = Y = Z. In other words, if one number is equal to another, and that other number is equal to a third, then all three numbers must be the same.

thus, 30 = m<1 = m<2, m<1 is equals to m<2 because these two angles are transitive property.

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we would expect m to be positive.

In this case, we're considering a formula of the form y = mx + b, where y represents the cost of a four-year college x years after 2010. The variable m represents the coefficient of x, which determines the slope of the line.

Since we're discussing the cost of college, it's reasonable to expect that it generally increases over time. Therefore, we would expect the coefficient m to be positive. A positive value of m indicates that as the number of years after 2010 increases (x), the cost of college (y) will also increase.

If m were negative, it would imply a decreasing cost over time, which is less likely for a four-year college. If m were zero, it would indicate that the cost remains constant regardless of the number of years after 2010, which is also unlikely given the rising trend in college costs.

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Answer:

198.25cm³

Solution

V=ABh=30.5·6.5=198.25cm³

Answer:  21.98

Step-by-step explanation:

The formula for circumference is r times 2 times pi

so, the circumference is

7x3.14=21.98

Answer:

the value of the 3 is 30

Step-by-step explanation:

the second digit to the left of a decimal is always tens column

The missing length from Fabian's measurement is 22.5

In this question, it is given that the scale factor is 2:5

And the widths are 6 and 15.

And the length is 9.

We have to find the measurement of the length after the scale factor .

And for that we multiply 9 with the scale factor, and on doing so, we will get

9 x 2.5 = 22.5

So the missing length from Fabian's measurement is 22.5

The concept of "scale factor" pertains to a numerical value which magnifies or scales the scale or dimension of an entity or system in a proportional manner. Resizing or rescaling objects while preserving their proportional relationships is a prevalent practice in multiple domains, such as mathematics, physics, engineering, and computer graphics.

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Fabian used a ratio table to show the original dimensions of a rectangle and the dimensions when the rectangle is changed by a scale factor. He forgot to enter the length of the new rectangle.

Scale factor

1

2.5

Width

6

15

Length

9

Which length is missing from Fabian’s table?

3.6

11.5

21.6

22.5

Answer: a) x = .555...

              => 10x = 5.55...

              => 10x - x = 5.55... - .555...

              => 9x = 5

              => x = 5/9

b) x = .2525...

   => 100x = 25.25...

   => 100x - x = 25.25... - .2525...

   => 99x = 25

   => x = 25/99

The categories and their  Percentages on the circle graph would be as follows:

Cape: 25%

Garrison: 40%

Split: 35%

To represent the distribution of house types in a town containing 25,000 houses on a circle graph, we need to determine the percentage of each category.

The given data provides the following frequencies for each house style:

Cape: 6,250 houses

Garrison: 10,000 houses

Split: 8,750 houses

To calculate the percentage for each category, we divide the frequency of each house style by the total number of houses in the town (25,000) and multiply by 100.

Percentage for Cape: (6,250 / 25,000) * 100 = 25%

Percentage for Garrison: (10,000 / 25,000) * 100 = 40%

Percentage for Split: (8,750 / 25,000) * 100 = 35%

Therefore, the categories and their respective percentages on the circle graph would be as follows:

Cape: 25%

Garrison: 40%

Split: 35%

These percentages represent the proportion of each house style in the town and can be visually represented on a circle graph to provide a clear visualization of the distribution of house types.

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The domain, range, x-intercept, or y-intercept of g(x) = f(x + 4) + 8. The features of g depend on the corresponding features of f.

Given the function g(x) = f(x + 4) + 8, let's examine its features:

Domain:

The domain of the function g will be the same as the domain of the function f, which depends on the restrictions or constraints of f.  However, it is important to note that shifting the input by 4 units (x + 4) does not inherently change the domain unless there are specific restrictions imposed by f.

Range:

Similar to the domain, the range of the function g will depend on the range of the function f.

x-intercept:

The x-intercept of a function is the point where the graph intersects the x-axis, meaning the y-coordinate is zero (y = 0). To find the x-intercept of g(x), we set g(x) = 0 and solve for x.

0 = f(x + 4) + 8

By subtracting 8 from both sides:

-8 = f(x + 4)

Since the exact value of x that makes f(x + 4) equal to -8. The x-intercept will depend on the behavior of f.

y-intercept:

The y-intercept of a function is the point where the graph intersects the y-axis, meaning the x-coordinate is zero (x = 0). To find the y-intercept of g(x), we substitute x = 0 into the function:

g(0) = f(0 + 4) + 8

g(0) = f(4) + 8

Again, the specific value of f(4) will depend on the behavior of the function f.

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Answer: Area = l × w

= 3.5 × 2.8

= 9.8 meters2

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:R’ (-10,2) S’(-6,8) T’(4,-2)

Step-by-step explanation:

Did it in class

After dilation of ΔRST with the given scale factor we have vertices of ΔR'S'T' as R'(-10, 2), S'(-6, 8) and T'(4, -2).

Given that, ΔRST with vertices R(-5,1), S(-3,4), and T(2,-1).

Dilation is the process of resizing or transforming an object. It is a transformation that makes the objects smaller or larger with the help of the given scale factor. The new figure obtained after dilation is called the image and the original image is called the pre-image.

Given, scale factor is k=2.

So, with using scale factor

R(-5,1)→2(-5, 1)= R'(-10, 2)

S(-3,4)→2(-3,4)=S'(-6, 8)

T(2,-1)→2(2,-1)=T'(4, -2)

Therefore, after dilation of ΔRST with the given scale factor we have vertices of ΔR'S'T' as R'(-10, 2), S'(-6, 8) and T'(4, -2).

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For the transformations of the triangle, we have that:

1. The translation of triangle ABC preserves side lengths and angles.

2. The dilation of triangle ABC preserves angles but not side lengths.

Hence the correct options are, respectively, C and B.

A translation involves shift left, shift right, shift down, or shift up, meaning that just the coordinates of the figure change, not the angles or the side lengths,

1. The translation of triangle ABC preserves side lengths and angles.

For a dilation, the coordinates of the vertices are multiplied by a constant, hence the side lengths change while the angles remain constant, thus:

2. The dilation of triangle ABC preserves angles but not side lengths.

Hence the correct options are, respectively, C and B.

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The slope is the change in Y over the change in X

Slope = (10 -  -13) / (14 -12)

Slope = 23/2

Answer:

11.5

Step-by-step explanation:

(x1,y1) = (12,-13)

(x2,y2) = (14,10)

Slope = (y2-y1) / (x2-x1)

= (10-(-13)) / (14-12)

= (10+13) / 2

= 23/2

= 11.5

Using the normal distribution, it is found that there is a 0.0174 = 1.74% probability that a randomly chosen 11th grader scored 90 or more on this test.

In a normal distribution with mean \(\mu\) and standard deviation \(\sigma\), the z-score of a measure X is given by:

\(Z = \frac{X - \mu}{\sigma}\)

Researching the problem on the internet, it is found that the mean and the standard deviation are given by, respectively, \(\mu = 71, \sigma = 9\).

The probability that a randomly chosen 11th grader scored 90 or more on this test is one subtracted by the p-value of Z when X = 90, hence:

\(Z = \frac{X - \mu}{\sigma}\)

\(Z = \frac{90 - 71}{9}\)

Z = 2.11

Z = 2.11 has a p-value of 0.9826.

1 - 0.9826 = 0.0174.

0.0174 = 1.74% probability that a randomly chosen 11th grader scored 90 or more on this test.

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Answer:

The theoretical probability of rolling a 5 or 6 can be calculated by finding the sum of the probabilities of rolling a 5 and rolling a 6. Since the number cube has 6 equally likely outcomes, the probability of rolling a 5 or 6 is:

Theoretical probability = (probability of rolling a 5) + (probability of rolling a 6)

= 1/6 + 1/6

= 2/6

= 1/3

The experimental probability of rolling a 5 or 6 can be calculated by dividing the number of times a 5 or 6 was rolled by the total number of rolls. From the given data, the number of rolls for each outcome is:

Outcome | Number of Rolls

1 | 81

2 | 95

3 | 79

4 | 89

5 | 80

6 | 76

Experimental probability = (number of times a 5 or 6 was rolled) / (total number of rolls)

= (number of times a 5 was rolled + number of times a 6 was rolled) / 500

= (80 + 76) / 500

= 156 / 500

= 0.312

Therefore, the theoretical probability of rolling a 5 or 6 is 1/3, and the experimental probability is approximately 0.312.

Step-by-step explanation:

Answer:

There are 11 parts of fruit: 4-strawberry, 3- grape, 2, cherry, 1- apple, 1-orange 4/11 from the entine quantity of fruits- strawberry

3/11-grapes

2/11- cherries

1/11- apples

1/11- oranges } ⇒ the quantity of oranges and apples are equal Hope it helps ;>

In set-builder notation, the same set can be expressed as {x|x (N and 4<x<10)}, which reads as "the set of all x such that x is a natural number and 4 < x < 10."

How to solve the question?

a. The set of natural odd numbers greater than 2, but less than 11 can be expressed using the roster method as {3, 5, 7, 9}. The set includes all the odd natural numbers between 2 and 11, excluding the endpoints, since 2 is not odd, and 11 is not less than 11.

b. The set {x|x (N and 4<x<10)} can be expressed using the roster method as {5, 6, 7, 8, 9}. The set includes all the natural numbers greater than 4 and less than 10, since x is a natural number (N) and satisfies the condition 4 < x < 10.

In set-builder notation, the same set can be expressed as {x|x (N and 4<x<10)}, which reads as "the set of all x such that x is a natural number and 4 < x < 10." The vertical bar separates the description of the elements of the set (the condition) from the set itself.

The roster method and set-builder notation are both ways of describing sets, but the roster method lists all the elements of a set, while the set-builder notation describes the properties or conditions that define the set. Both methods are useful in different situations and depend on the specific context and the purpose of the set description.

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Your complete question is :-

express each set using the roster method.

a. the set of the natural odd numbers greater than 2, but less than 11

b.{x|x (N and 4

Answer:

9

Step-by-step explanation:

She bet 9 each time, you can find this by doing 27 ÷ 3 :)

Answer:

she bet $9 each time and x is the number of bets

Step-by-step explanation:

27/3=9

$9 per bet

9x

x=number of bets

Answer:

I have no clue what part B is asking because I can't read it, but here is part A!

AB/PQ = 2/3

AC/PR = 2/3

BC/QR = 2/3

Step-by-step explanation:

Since it says that the tiangles are similar, then it means that AB=PQ, AC=PR, BC=QR.

So, AB/PQ = 6/9 = 2/3

And, AC/PR = 8/12 = 2/3

Also,  BC/QR = 10/15 = 2/3

Answer:

100

Step-by-step explanation:

its saying 60% of his favorite number is 60

because the numbers are the same that means the number must be 100

Answer:

26 and 16

Step-by-step explanation:

____________________

A view which Felix can use to construct the same figure include the following: A. a bottom row of 6 cubes, second row of 3 cubes, and top row of 1 cube.

In Mathematics and Geometry, an isometric sketch is sometimes referred to as an isometric drawing and it can be defined as a graphical (pictorial) representation of a physical object or geometric shape in technical and engineering drawings, especially by drawing all its three dimensions (3D) at full scale;

In this context, we can reasonably infer and logically deduce that the front view is a view which Felix can use to construct the same three-dimensional figure because its orientation influences the other views.

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The sequence is will always have even numbers, is hence proved.

Given, the quadratic sequence is: 44:52:64:80

Sequences with a term are known as quadratic sequences. They can be distinguished by the fact that the first differences between terms are not equal but the second differences between terms are. Utilizing the term sum in an arithmetic progression formula, the sum of even numbers formula is achieved. The equation is Sum of Even Numbers Formula = n(n+1), where n is the total number of terms in the series.

The formula is: Tₙ = 2n² ₊ 2n  ₊ 40

take 2 common

Tₙ = 2(n² ₊ n  ₊ 20)

in other words n² ₊ n  ₊ 20  = y

therefore , Tₙ = 2y

which by definition makes Tₙ an even number at all times.

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Answer:

Part 1. 7 inches (longer piece)

Part 2: 5 inches (shorter piece)

Step-by-step explanation:

There is 12 inches in total, given that one piece is 5 inches longer, the other part of the 5 inches would be 7 inches which is the longer side.

5 inches would be the shorter side.

Answer:

okay i'll keep this in mind

Step-by-step explanation:

The phrases that represent mathematical expressions are given as follows:

A phrase represents a mathematical expression when they involve a combination of operation symbols, or a single term, without an equality or an inequality symbol.

Hence the phrases that represent mathematical expressions are given as follows:

The other phrases are not expressions, as they have either an equality or an inequality symbol.

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