Please help me!ABC=
AD=
ADC=

The instantaneous rate of change calculator is the tool that displays the rate of change

The change in the rate at a certain point is referred to as the instantaneous rate of change in mathematics. It is equivalent to the rate of change in a function's derivative value at a particular location. The obtained graph is identical to the slope of the tangent line if a graph for the instantaneous rate of change at a particular point is drawn.

A free online tool known as the Instantaneous Rate of change calculator shows the rate of change, the first-order differential equation for the specified function. This tool speeds up the calculation and shows the rate of change at a particular position in a split second. With time, the tool is now widely accepted and is often used is variety of calculations.

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After converting 1.77 meters to feet its value is equal to 5.8071 feet ( approximately ) .

Conversion of meters to feet we get,

1 meter is equal to 3.28084 feet

Substitute the value given meters to convert into feet.

Now convert 1.77 meters to feet

⇒ 1.77 meters =  ( 1.77 ) × ( 3.28084 ) feet

⇒ 1.77 meters =  5.8070868 feet

⇒ 1.77 meters =  5.8071 feet ( approximately )

Therefore, the conversion unit of 1.77 meters to feet is given by 5.8071 feet ( approximately ) .

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A graph that represents the number of books made in 4 hours include the following: B. graph B.

In order to write a linear inequality to describe this situation, we would assign variables to the number of books and the number of hours respectively, and then translate the word problem into algebraic equation as follows:

Since this printer makes more than three (3) copies of book every hour, a linear inequality which models or represents this situation is given by:

y > 3x

When the number of hours, x = 4 hours, the number of books made can be calculated as follows;

y > 3x

y > 3(4)

y > 12.

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If you arrived at a relative's house 45 seconds after leaving home, traveling 90 m, the speed was 2 meters per second.

To find out how fast you traveled, you need to use the formula for speed, which is distance divided by time. In this case, the distance is 90 meters and the time is 45 seconds.

So, you can plug these values into the formula to find your speed:
Speed = Distance / Time
Speed = 90 meters / 45 seconds
Speed = 2 meters per second

Therefore, you traveled at a speed of 2 meters per second. This means that you covered 2 meters in just one second. This is a relatively fast speed, especially if you were walking or running.

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220 lbs is approximately equal to 99.7903 kg  ( rounded to four decimal places )

The conversion factor to convert lbs to kilogram is 0.453592

1 lbs = 0.453592 kg

The conversion is the process of changing the unit of one quantity to another units  

The conversion factor is defined as the number that is used to change one unit to another units by multiplying or dividing

The mass in kg = The mass in lbs × conversion factor

Substitute the values in the equation

1 lbs = 0.453592 kg

220 lbs = 220 × 0.453592

Multiply the numbers

= 99.7903 kg ( rounded to four decimal places )

Therefore, 220 lbs is 99.7903 kg

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The true statement is, 3) Each bag must contain at least 20 marbles.

We know The expected value, also known as the expectation, average, is a generalization of the weighted average in the field of probability theory.

The anticipated value is the arithmetic mean of a significant number of outcomes of a random variable that were independently chosen.

1. From the table, Piper's bag has definitely more pink marbles than Kai's.

2. If Piper chooses 15 more marbles he can expect (4/30)×15 = 2 orange marbles.

3. There can be green marbles in Kai's bag as the process is repeated only 20 times.

4. So, The true statement is each bag must have at least 20 marbles,

As the sum of different colored marbles is 20.

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Answer:

If Piper chooses 15 more marbles, she can expect 3 to be orange.

(a) Here's a tree diagram for the sample space of all dinner combinations:

               Fish

          /      |      \

        /        |        \

    Salmon    Trout    Halibut

    / | \      / | \      / | \

 Fries Carrots Coleslaw  Fries Carrots Coleslaw

(b) To determine the total number of dinner combinations, we can multiply the number of fish options by the number of side dish options:

3 fish options * 3 side dish options = 9 dinner combinations

Therefore, Javier has 9 choices for dinner combinations.

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For dinner, Javier will choose one of three fish options and one of three side dishes. His choices for fish are salmon, trout, and halibut. His choices for side dishes are fries, cooked carrots, or coleslaw.

(a)Draw a tree diagram for the sample space of all dinner combinations.

(b)How many choices for dinner combinations does Javier have?

Answer:

A system of three linear equations: for the total number of tickets sold is 215 is f + s + t = 215, for the total revenue from ticket sales is $1214 is 7f + 5.25s + 5.5t = 1214, for three times as many senior citizen tickets were sold as full-price tickets is s = 3f.  

There were approximately 11 full-price tickets sold. There were 33 senior citizen tickets sold. There were 171 student tickets sold.

Let f, s, t be the number of full-price tickets sold, senior citizen tickets sold, student tickets sold.

Firstly, write a system of three linear equations based on the given information and mark the equation number.

f + s + t = 215      (1)        (the total number of tickets sold is 215)

7f + 5.25s + 5.5t = 1214   (2)  (the total revenue from ticket sales is $1214)

s = 3f          (3)           (three times as many senior citizen tickets were sold as full-price tickets)

solve this system by substitution. Using equation (3), we can substitute 3f for s in equations (1) and (2):

f + 3f + t = 215

7f + 5.25(3f) + 5.5t = 1214

Simplifying these equations gives:

4f + t = 215           (4)

24.75f + 5.5t = 1214   (5)

We can solve equation (4) for t to get:

t = 215 - 4f

We can substitute this expression for t in equation (5) and solve for f:

24.75f + 5.5(215 - 4f) = 1214

24.75f + 1182.5 - 22f = 1214

2.75f = 31.5

f = 11.45 ≈ 11

Therefore, approximately 11 full-price tickets were sold. Using equation (3), we can find the number of senior citizen tickets sold:

s = 3f = 3(11) = 33

Therefore, 33 senior citizen tickets were sold. Finally, we can use equation (1) to find the number of student tickets sold:

f + s + t = 215

11 + 33 + t = 215

t = 171

Therefore, 171 student tickets were sold.

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The value of the variable x in the trapezium is 6 .

The diagram above is a trapezium. The mid segment of the trapezium is EF. The midsegment of a trapezoid is the segment connecting the midpoints of the two non-parallel sides.

Therefore, using the mid segment rule,

EF = 1 / 2 (AB + CD)

EF = 4x - 1

AB = 3x

CD = x² - x - 2

Therefore,

4x - 1 = 1 / 2(3x + x² - x - 2)

4x - 1 = 1 / 2 (x² + 2x - 2)

8x - 2 = x² + 2x - 2

x² + 2x - 8x  = 0

x² - 6x = 0

x² = 6x

x = 6

Therefore,

x = 6

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The correct answer is (D) If A is the given matrix, then the augmented matrix represents the equation Ax =0. The reduced echelon form of this matrix indicates that Ax =0 has only the trivial solution. Therefore, the columns of A form a linearly independent set.

A collection of numbers lined up in rows and columns to form a rectangular array is called a matrix. The elements, or entries, of the matrix are the integers. In addition to numerous mathematical disciplines, matrices find extensive use in the fields of engineering, physics, economics, and statistics. In computer graphics, where they have been used to describe picture rotations and other transformations, matrices have vital applications as well.

Mathematically, assume that B = {v₁, v₂, v₃, ........} is the set of vectors. Then B will be linearly independent if the vector equation

y₁v₁ + y₂v₂ + y₃v₃ + ........ = 0 possesses the trivial solution such that

y₁ = y₂ = y₃ = ........ = 0.

Let A be a matrix, then columns of A will be linearly independent if the equation Ax = 0 possesses the trivial solution. In other words, The row space of matrix A is the span of its rows. The column space denoted by

C(A) is the span of A’s columns. The dimension of the row and column spaces is always the same, which is known as the rank of A.

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We can fill in the given blanks as follows:

x1 =6, x2 = 7 , y1 = -1,  y2 =3. The slope is 4.

What is meant by the slope of a line?

We have seen lines drawn on the coordinate plane in geometry. The best approach to determine without using any geometrical tools if the lines are parallel, perpendicular, or at any angle is to measure the slope. A line's steepness can be determined by looking at its slope. A line's slope in mathematics is defined as the ratio of the change in the y coordinates to the change in the x coordinates. By calculating the difference between the coordinates of the two points, (x1,y1) and (x2,y2), it is simple to calculate the slope of a straight line between them. The letter "m" is frequently used to denote slope.

Given,

(x1, y1)  = (6, −1)

(x2, y2) = (7, 3)

The slope of the line = [tex]\frac{y_2-y_1}{x_2-x_1}[/tex] = 3 -(-1) / 7-6 = 4/1 = 4

Therefore we can fill in the given blanks as follows:

x1 =6, x2 = 7, y1 = -1,  y2 =3. The slope is 4.

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Answer:

a) The probability that the first two people share a birthday is 0.97 or 97%.

b) The probability that at least two people share a birthday is 0.99 or 99%.

c) The probability that all three people share a birthday is 0.0015 or 0.15%.

d) The probability that at least one pair of 15 people share a birthday is 0.58 or 58%.

e) The probability that at least one pair of 23 people share a birthday is 0.87 or 87%.

The factors of 20 are 1, 2, 4, 5, 10 and 20. A number that divides 20 exactly without producing a remainder is said to be one of its factors.

In other words, the factors of 20 are the numbers that, when multiplied in pairs, result in the number 20. 20 has many factors besides 1 and 20 because it is an even composite number. Thus, 1, 2, 4, 5, 10, and 20 are the factors of 20.

By dividing 20 by various integers, the division method allows one to discover the factors of the number 20. The integers are the factors of 20 if they divide 20 precisely with a remainder of 0. Let's discuss the factors of 20 using the division method now.

20/1 equals 20 (factor 1; remainder 0).

20/2 = 10 (Factor is 2 and Remainder is 0)

20/4 equals 5 (the factor is 4 and the remainder is 0).

20/5 equals 4 (the factor is 5 and the remainder is 0).

20/10 equals 2 (factor is 10; remainder is 0).

20/20 = 1 (20 is the factor and 0 is the remainder).

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a)  The electrical potential V (center) at the center C of the circle due to the charges Q1 and Q2 is -2.30 V.

b) The total electrical potential at the point P due to charge Q1 and Q2 , located at a distance of 6.71 cm is -1.78V.

Given that:

Radius of the circle, r = 8.20cm

Charge distributed along one-quarter of the circumference of the circle,

Q1 = +4.20pC

Charge distributed along 3/4th of the circumference of the circle,

Q2 = 25.20pC

Distance of the point from the center, d = 6.71cm

The electric potential at infinity is. V = 0

Using the concept of potential at a point on a thin rod, we can obtain the individual potential due to each charge. The sum of these values ​​can now be used to obtain the desired potential value at the center and at the point, taking into account the distance to the point.

Formula:

The potential due to a point charge at a distance r from the point charge is determined by the equation V = [tex]\frac{1}{4\pi E_0} * \frac{q}{r}[/tex]        ---------------- (1)

The potential due to the collection of point charges is determined by formula:

V = ∑[tex]\frac{1}{4\pi E_0} * \frac{q}{r}[/tex]                 -------------------- (2)

(a) The potential VQ1 at the center C of the circle due to the charge Q1 is determined using equation (i) as:

[tex]V_Q_1 = \frac{1}{4\pi E_0} * \frac{Q_1}{R}[/tex]              --------------------- (3)

Here, R is the radius of circle

The potential VQ1 at the center C of the circle due to the charge Q1 is determined using equation (i) as:

[tex]V_Q_1 = \frac{1}{4\pi E_0} * \frac{Q_2}{R}[/tex]                 ----------------------- (4)

Now the potential V(center) at the center C of the circle due to charges Q1 and Q2 is the sum of the potential due to charge Q1 and the potential due to charge Q2. This is given using equations (a) and (b) in equation (ii) as:

    [tex]V_Center = \frac{1}{4\pi E_0} * \frac{Q_1}{R} + \frac{1}{4\pi E_0} * \frac{Q_2}{R}[/tex]

⇒ [tex]V_Center = \frac{1}{4\pi E_0} *( \frac{Q_1}{R} + \frac{Q_2}{R})[/tex]

⇒ 9.0 × 10⁹Nm²/C₂ ([tex]\frac{4.20*10^-12 C}{0.082m} +\frac{-25.2*10^-12C}{0.082m}[/tex])

⇒ -2.30V

The electrical potential V (center) at the center C of the circle due to the charges Q1 and Q2 is -2.30 V.

(b) From the above figure the r between each charged particle and the point P is given as:

[tex]r = \sqrt{R^{2}+D^{2} }[/tex]                    

In the figure above, r between each charged particle and point P is defined as: ="1662703245948 "

[tex]V_Q_1 = \frac{1}{4\pi E_0} * \frac{Q_1}{\sqrt{R^{2} + D^{2} } }[/tex]                  ------------------ (5)

Again, the electric potential at point P due to charge Q2 is given using equation (i) as follows:
[tex]V_Q_1 = \frac{1}{4\pi E_0} * \frac{Q_2}{\sqrt{R^{2} + D^{2} } }[/tex]                   -------------------- (6)

A The potential at point P due to charge Q2 is determined using equation (i): The potential of charge Q1 and the potential of charge Q2. This is given using equations (c) and (d) in equation (ii) as:

[tex]V_P = 9.0 * 10^9Nm^2/C^2 (\frac{4.20*10^-12C-6(4.20*10^-12C)}{\sqrt{(0.082m)^{2} + (0.082m)^{2} } })[/tex]

= -1.78V

The total electrical potential at the point P due to charge Q1 and Q2 , located at a distance of 6.71 cm is -1.78V.

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A solution set calculator online is a tool used to find the set of values that satisfy an equation or system of equations.

It is useful in a variety of mathematical fields such as algebra, calculus, and linear algebra. The calculator takes in the equation(s) and returns the solution set, which is the set of values that satisfy the equation(s). These calculators can be used for both linear and nonlinear equations, and can help in finding the solutions to problems that are difficult or time-consuming to solve by hand.

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The conversion of 29 Celsius to Fahrenheit is 84.2.

Celsius and Fahrenheit are two common units of temperature measurement.

Celsius, also known as centigrade, is a temperature scale used in the metric system. It is defined by setting the freezing point of water at 0 degrees Celsius and the boiling point of water at 100 degrees Celsius at standard atmospheric pressure.

To convert 29 Celsius to Fahrenheit, you can use the following formula,

°F = (°C × 9/5) + 32

Plugging in the value of 29 Celsius, we get,

°F = (29 × 9/5) + 32

°F = (261/5) + 32

°F = 52.2 + 32

°F = 84.2

Therefore, 29 Celsius is equivalent to 84.2 Fahrenheit.

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Correct Question :

What is the conversion of 29 Celsius to Fahrenheit ?

The solution to the trigonometric equation given in the task content is; π / 2.

Given; sin x − cos² x - 1 = 0 in the interval [0, 2π].

Recall; cos² x = 1 - sin² x

Therefore; sin x − 1 + sin² x - 1 = 0

sin² x + sin x - 2 = 0

Let, y = sin x;

y² + y - 2 = 0

y = -2 or y = 1

Therefore, the valid value of y is; y = 1.

Therefore; 1 = sin x

x = sin-¹ (1)

x = 90° = π/2.

Consequently, the one solution which represents the solution as required is; π / 2.

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To convert 1 teaspoon to 1 ml multiply the volume by the conversion ratio of  4.928922.

Add the volume to the conversion ratio to convert a teaspoon measurement to a millilitre measurement.

You may convert between teaspoons and milliliters using the following straightforward formula:

tablespoons in milliliters = 4.928922

One-third of a tablespoon's volume is represented by a teaspoon. [1] Although a teaspoon is roughly equivalent to 4.9 millilitres, on nutrition labels, a teaspoon is actually equal to 5 millilitres. 

The teaspoon is a common volume measurement in the US. Teaspoons can be written as tsp, although they can also be spelled as t, ts, or tspn.

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trueeeeeeeeeeeeeeeee

Angle 2 is the angle of elevation from point Q to point R.

What is angle of elevation ?

The angle of elevation is the angle formed between a horizontal line and the line of sight from the observer's eye to an object located above the observer's level. In other words, it is the angle between the horizontal and an imaginary line drawn upwards from the observer to the object being viewed. It is typically measured in degrees or radians.

Given,

Point Q is at the far left side of the top line, point R is at the far right of the second line, and point S is at the far left side of the bottom line.

Lines are drawn from point Q to point R and from point R to point S.

angle of depression from point R to point S.

The angle of depression from point S to point R is angle 3.

Therefore, Angle 2 is the angle of elevation from point Q to point R.

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Answer:

the angle of depression from point R to point S is angle 3

the angle of elevation from point S to point R is angle 4

angle 2 is the angle of elevation from point R to point Q

angle 1 is the angle of depression from point Q to point R

Step-by-step explanation:

The sample is not approximately normal because (50) (0.02) is not equal to or greater than 10.

The conditions for performing a significance test using a z-statistic require a sample size large enough to satisfy the Central Limit Theorem, which means that the sample should be approximately normal. In this case, the expected number of adults who own a motorcycle in the sample is only 1, which is less than the threshold of 10 needed for approximate normality. Therefore, the sample distribution is not normal, and a z-statistic cannot be used for hypothesis testing. The other conditions, such as random sampling and independence, are not relevant to this particular issue.

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Complete question:

The proportion of American adults who own a motorcycle is 2%. Samip believes the proportion of adults who own a motorcycle in his hometown is even lower. He randomly surveys 50 adults from his hometown and finds that 3 of them own a motorcycle. Identify why the sample in this situation does not meet all three conditions to perform a significance test using a z-statistic

The sample is not large enough because (50) (1-0.02) is not equal to or greater than 10.

The sample was not randomly selected.

The sample does not have independence.

The sample is not approximately normal because (50) (0.02) is not equal to or greater than 10.

Answer:

Common Ratio = 5

Step-by-step explanation:

See picture below :)

Answer: 9. False

              10. True

              11. False

              12. False, it is called an isosceles triangle

Step-by-step explanation:

6= 130

is the first 1 I'm sorry i don't the rest

Answer:

This is an obtuse triangle.

Step-by-step explanation:

Sure that are 2 acute angle but it is not acute, if it was acute, then it would have 3 acute angles. It might look like a right triangle, but the angle on the bottom left is actually past 90º. So it is an obtuse triangle. Hope this helped! Have a good day!

The two-sample t-test is a statistical test used to compare the means of two independent groups to determine if they are significantly different from each other.

The null hypothesis in a two-sample t-test states that there is no significant difference between the means of the two groups.

The test is performed by calculating the t-statistic, which is a ratio of the difference between the means of the two groups and the standard error of the difference. The t-statistic is then compared to a critical value from the t-distribution with degrees of freedom equal to the sum of the sample sizes minus 2.

If the calculated t-statistic is greater than the critical value, then the null hypothesis is rejected, and it is concluded that there is a significant difference between the means of the two groups. If the calculated t-statistic is less than the critical value, then the null hypothesis is not rejected, and it is concluded that there is not enough evidence to suggest a significant difference between the means of the two groups.

Therefore, the 2 sample t-test of null hypothesis has been explained

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The y-coordinate for the solution to the system of equations is 6.

Equation is a physical and mathematical statement the describing physical phenomenon the relationship between different physical quantity typically consist of variable simple presenting physical quantity and then it personal variable maybe pointed search is the energy.

The y-coordinate for the solution to the system of equations is 6. This is calculated by substituting the given y-value (2/3) into the equation -x+3y=9 and solving for x. Specifically, -x+3(2/3) = 9, which reduces to -x = 3. Therefore, x = -3 and substituting this value into the first equation yields 3y = 9, which simplifies to y = 3. Therefore, the y-coordinate for the solution to the system of equations is 6.

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Answer:

a) f(x) = (1/3)√(x-4)

b) f(x) = 4√(x+3)

c) f(x) = 6 - √(x - 2)

If the recipe calls for 1 5/6 cups of flour, and Finn triples the recipe, he will need 3 times the amount of flour.

To find the total amount of flour Finn will need, we can first convert the mixed number 1 5/6 to an improper fraction:

Next, we can multiply this fraction by 3 to find the total amount of flour needed:

We can simplify this fraction by dividing both the numerator and the denominator by 3:

Therefore, Finn will need 11/2 cups of flour in total.

~ Zeph