You flip a fair coin.

What is P(tails)?

If necessary, round your answer to 2 decimal places.

Answer:

option A

Step-by-step explanation:

27.5° will be the value of m∠C. Thus option A is correct.

What is an angle sum property?

A closed shape with both inner and exterior angles, a triangular is created by three lines. Because when measurements of the additional two angles are known, one can utilize the angle sum property to determine the measure of an undetermined interior angle. To calculate the third angle's measurement, add the first two angles together and reduce their combination from 180 degrees.

The information that is provided is with respect  to the triangle ΔABC

In which the value of the two triangles is given as m∠A = 28.7° and m∠B = 123.8°

To determine the third angle m∠C angle sum property will be used.

180 = m∠A + m∠B + m∠C

180 = 28.7° + 123.8° +  m∠C

180 = 152.5 +  m∠C

m∠C = 180 - 152.5

m∠C = 27.5°

The reaming angle will be 27.5°. Therefore, option A is the correct option.

Answer:

3$

Step-by-step explanation:

if the sale is 50% you multiply the 6$ original price by the 50% discount to get 3$

Answer:

486 centimeters³

Step-by-step explanation:

Surface area of a cube = 6s²

Where,

s = side length

Find the surface area of a cube-shaped jewelry gift box with a side length of 9 centimeters.

s = 9 centimeters

Surface area of a cube = 6s²

= 6 × 9²

= 6 × 81

= 486 centimeters³

Surface area of a cube-shaped jewelry gift box with a side length of 9 centimeters 486 centimeters³

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:

The slope is 2.

Step-by-step explanation:

ΔX = X2 - X1 = 87 - 82 = 5

ΔY = Y2 - Y1 = -86 - (-96) = -86 + 96 = 10

ΔY/ΔX = 10/5 = 2/1 = 2

Answer:

about 1 cubic ft i think

Step-by-step explanation:

Answer:

The answer is A

Step-by-step explanation:

This figure is a cylinder and the surface area formula of a cylinder is 2 pi rh + 2pi r^2

Answer: 192 in²

Step-by-step explanation:

The area of a rectangle is to multiply the length and the width, or the base and height. Since we are given the base and the height, we can multiply them to find the area. Since the units are different between the height and base, we need to make sure to have the height be 48 in.

A=4×48=192 in²

Given the equation:

-39 = 4w + 7(w-3)

Let's solve the equation for w.

To solve take the following steps.

• Step 1.

Apply distributive property

• Step 2.

Combine like terms

• Step 3.

Add 21 to both sides

Step 4.

Divide both sides by 11

ANSWER:

w = -1.63

Answer:

Construct a transversal line through points A and X. i think im not sure

Step-by-step explanation:

We have:

These fractions are equal because the x is found by multiplying and it is as if we have this:

And as we already know:

To begin with, let's recall the definition of a one-to-one function. A function f: A → B is one-to-one if every element in A is mapped to a unique element in B. In other words, no two distinct elements in A are mapped to the same element in B.
Now, let's assume that f is one-to-one and even. This means that f(-x) = f(x) for all x in R. To prove that f cannot be both one-to-one and even, we will use a proof by contradiction. Suppose f is both one-to-one and even. Then, for any x and y in R, if f(x) = f(y), we must have x = y. Now, let's consider the case when x and y are negative numbers such that x ≠ y. Since f is even, we have f(-x) = f(x) and f(-y) = f(y). However, since f is one-to-one, we cannot have f(-x) = f(-y) because x and y are distinct.Therefore, f cannot be both one-to-one and even. Alternatively, we could use the contrapositive of the statement. The contrapositive of "f one-to-one => f not even" is "f even => f not one-to-one". This means that if f is even, then it cannot be one-to-one. This is true because, as we showed earlier, if f is even, there exist distinct negative numbers that are mapped to the same value, which violates the one-to-one property. In conclusion, we have shown that if a function f is one-to-one, then it cannot be even, using either a proof by contradiction or the contrapositive of the statement.

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Answer:

The answer is 1086 in³

Step-by-step explanation:

Answer:

-5/3

Step-by-step explanation:

The slope of a line is found by

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

   = (13- -12)/(-3 -12)

   = ( 13+12) / (-15)

     25/-15

    -5/3

The right answer is -5/3

please see the attached picture for full solution

Hope it helps..

Good luck on your assignment..

Answer:

use desmos graphing calculator it helps alot

Step-by-step explanation:

x^{2}-x-6=0 has two zeros/solutions

x^{2}-x-6=0 has 1 zero/solution

x^{2}-x-6=0 has no zero/solution

The prediction that Lucas can make about the next shipment of ornaments is that H. A delivery of 6 boxes will contain 6 more broken ornaments than a delivery of 3 boxes.

It should be noted that a word problem in mathematics simply refers to a question that is written as a sentence or in some cases more than one sentence which requires an individual to use his or her mathematics knowledge to solve the real life scenario given.

In this case, since the department store receives a shipment of 3 boxes of glass ornaments and there are 25 ornaments in each box.

Lucas then opens the boxes and finds that 6 of the ornaments are broken. This implies that there are 2 broken for each box.

In this case, a delivery of 6 boxes will contain 6 more broken ornaments than a delivery of 3 boxes.

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Answer:

D. 640 students

Step-by-step explanation:

hope this helps

Answer:

A.

Step-by-step explanation:

5x^2 – 15x – 20

= 5(x^2 – 3x – 4)

= 5(x^2 – 4x + x – 4)

= 5{x(x - 4) +1(x - 4)}

= 5(x-4)(x+1)

Answer:

Step-by-step explanation:

First, let's start with a point. what is a point?

point is a dot represented with a dot and assigned a letter. example = .Q or .F

the option "line" matches the first option, which says it goes in 2 directions forever and is known by two dots.

Ray is really similar to a line but instead of going in "two" directions forever it only goes in one.

A line segment is the part of a line which has an endpoint and starting point.

the plane is basically like a piece of paper where we draw all the lines and points, it is a 2d surface that extends forever and is the place where all lines, angles and points EXISTS .

HOPE U LIKED THE ANSWER :]

Answer: 128.5 gallons

Step-by-step explanation:

V= πr²h

V=π15²42

V= 29688.05058in³ ÷ 231 ≈ 128.5 gallons

Note- It would mean the world to me if you could mark me brainliest!

The correct answer is option a) Descriptive statistics; inferential statistics

a. Statistics with descriptions; Inferential statistics is the branch of statistics that deals with organizing, summarizing, and presenting data in a meaningful manner. Descriptive statistics are examples of this. It includes graphs or charts that provide a comprehensive overview of the data as well as measures like the mean, median, mode, and standard deviation.

On the other hand, inferential statistics is a subfield of statistics that uses a sample to make inferences or conclusions about a population. It makes predictions or generalizations about the larger population by utilizing sampling methods and probability theory.

Therefore, a. descriptive statistics is the correct response; statistical inference.

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Answer:

$1.85

Step-by-step explanation:

2.15

-1.30

--------

1.85

Answer:

The answer is below

Step-by-step explanation:

An exponential decrease can be represented by the formula:

\(y=ab^x\)

where a is the initial amount and b < 1.

Let p represent the population after t years, hence:

\(p=ab^t\)

Since the population decreases exponentially at a rate of 14.3% each year, hence:

b = 100% - 14.3% = 85.7% = 0.857

b = 0.857

Also, a = 9400 people

Therefore the equation is:

\(p=9400(0.857^t)\\\)

The town's tax status will change once the population is below 6,000 people, therefore:

\(9400(0.857^t)<6000\\\) for the tax status to change.

At t = 3 years:

\(p=9400(0.857^3)=5917\\\\5917<6000,hence\ the\ towns\ tax\ status\ would \ change\ after\ 3\ years\\\)

Answer:

g(x) = g = 3(x)

g(-10) = -30

Step-by-step explanation:

as we can see in the pattern, x times 3 is equal to g(x) -->

so we can conclude that g=3(x) which means g is 3 then multiply by x

finding g(-10) = 3(-10) => -30 and thus, we have our answers

Hope this helps ad sorry if it's a little not clear!

Certify Completion Icon Tries remaining: 3 A high school has 52 players on the football team. The summary of the players' weights is given in the box plot. The median weight of the players on the football team is 160 pounds.

The box plot shows that the median weight of the players is the middle value of the distribution. In this case, the median weight is halfway between the 26th and 27th players, which is 160 pounds.

The box plot also shows that the minimum weight of the players is 150 pounds and the maximum weight is 212 pounds. The interquartile range, which is the range of the middle 50% of the data, is 20 pounds.

In conclusion, the median weight of the players on the football team is 160 pounds. This means that half of the players on the team weigh more than 160 pounds and half of the players weigh less than 160 pounds.

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