Select the correct answer.

Find the quotient of

O A.

B.

O c.

(5+21) (6-4)

(2+1)

36-38

36 +38

68-54

D. 68 +5

and express it in the simplest form.

Reset

Next

Answer:

C

Step-by-step explanation:

Because it's a closed figure with 4 sides

Answer:

D. All squares are parallelograms.

Step-by-step explanation:

A parallelogram is a quadrilateral where the opposite sides are parallel, opposite angles are equal

A square is a special type of parallelogram where the opposite sides are not only parallel but all sides are equal and opposite angles are at 90°

The price of the TV, including tax, is $161.17 rounded to the nearest cent. To find the price of the TV including tax, we need to calculate the sale price of the TV after the 15% discount, add the sales tax, and then round to the nearest cent.

Here are the steps:

Calculate the sale price after the 15% discount:

Sale price = Original price - Discount amount

Sale price = $177.21 - (15% * $177.21)

Sale price = $150.63

Calculate the sales tax on the sale price:

Sales tax = 7% * $150.63

Sales tax = $10.54

Add the sales tax to the sale price:

Price including tax = Sale price + Sales tax

Price including tax = $150.63 + $10.54

Price including tax = $161.17

Therefore, the price of the TV, including tax, is $161.17 rounded to the nearest cent.

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Quick Note: I don't know what your answer are ?1!

Step-by-step explanation:

(4x⁵ + 11)²

= (4x⁵)² + (2 * 4x⁵ * 11) + (11)²

= 16x¹⁰ + 88x⁵ + 121

The reasonable value of the range would depend on a variety of factors, such as the difficulty of the exam, the amount of material covered, and the level of preparation of the students. However, as a general guideline, a reasonable range for the number of hours studied for an exam might be around 10 to 20 hours. This would suggest that students are putting in a reasonable amount of effort and time to prepare for the exam, without overdoing it or under-preparing.

The radius is 3.50 cm  and height of the cylindrical portion is  6.17 cm

First let's denote the radius of the test tube as "r" and the height of the cylindrical portion as "h". We can use the given information to set up two equations.

First, we know that when 4554/7 cu cm of water is poured, the test tube is exactly full. The volume of a hemisphere with radius r is (2/3)πr³, and the volume of a cylinder with radius r and height h is πr²h. So we can write:

(2/3)πr³ + πr²h = 4554/7

Second, we know that when only 396 cu cm is added, there is 9 cm of empty space left in the tube. We can find the height of the water in the tube using similar triangles:

h_water / (2r) = (4554/7 - 396) / (2/3)πr³

Simplifying this equation, we get:

h_water = (9/7)πr³ - (9/2)r

Now we can substitute this expression for h_water into the first equation:

(2/3)πr³ + πr²[(9/7)πr³ - (9/2)r] = 4554/7

Expanding and simplifying, we get a cubic equation in r:

(16/21)πr⁴ - (81/2)πr³ + (4554/7)πr² - (4554/14)r = 0

Using numerical methods or a graphing calculator, we can solve this equation to find that:

r ≈ 3.5 cm

Substituting this value back into the equation for h_water, we get:

h_water ≈ 8.5 cm

So the height of the cylindrical portion is:

h_cylinder = h - (2/3)r = 8.5 - (2/3)(3.5) = 6.166... cm

Therefore, Rounding to two decimal places the radius is 3.5 0cm  and height of the cylindrical portion is 6.17 cm

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Changing the order of the variables when computing the correlation coefficient has no effect on the value of "r" as it measures the strength and direction of the linear relationship between two variables.

The correlation coefficient denoted as "r", measures the energy and path of the linear dating between two variables. It ranges from -1 to one, in which -1 shows a perfect negative correlation, 0 indicates no correlation, and 1 shows an ideal advantageous correlation.

Whilst computing the correlation coefficient, the order of the variables does not have an effect on the cost of "r". This means that whether we calculate the correlation between variable x and variable y, or variable y and variable x, the resulting correlation coefficient will be equal.

That is due to the fact the correlation coefficient measures the degree of linear association between two variables, no matter which variable is taken into consideration because of the explanatory variable and which one is taken into consideration because of the response variable.

Therefore, the correlation between x and y could be similar to the correlation between y and x. But, it's important to observe that the translation of the correlation coefficient may additionally range depending on the research query and the context wherein it's far used.

The course of the connection among variables may also have one-of-a-kind implications relying on the specific state of affairs being analyzed.

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the contact force between the block and the plane is equal to the normal force, which is equal to the weight of the block (mg) multiplied by the cosine of the angle of inclination (θ). Therefore, the contact force between the block and the plane is mg cosθ.

The contact force between the block and the plane can be determined by analyzing the forces acting on the block.

First, we need to consider the forces acting on the block in the direction parallel to the inclined plane. Since the block is moving with uniform speed, the forces in this direction must be balanced. The forces in this direction are the force due to gravity acting down the inclined plane (mg sinθ) and the frictional force acting up the inclined plane (μmg cosθ). Therefore, we have:

mg sinθ = μmg cosθ

Simplifying this equation, we get:

μ = tanθ

This means that the coefficient of friction between the block and the plane is equal to the tangent of the angle of inclination.

Next, we need to consider the forces acting on the block in the direction perpendicular to the inclined plane. Since the block is not accelerating in this direction, the forces in this direction must also be balanced. The forces in this direction are the normal force acting up the inclined plane (N) and the force due to gravity acting vertically down (mg cosθ). Therefore, we have:

N = mg cosθ

So, the contact force between the block and the plane is equal to the normal force, which is equal to the weight of the block (mg) multiplied by the cosine of the angle of inclination (θ). Therefore, the contact force between the block and the plane is mg cosθ.

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Now we can solve for x by simplifying and isolating x on one side of the equation:

3x - x = 7 - 1

2x = 6

x = 3

Therefore, the value of x is 3.

In order to determine whether two lines are parallel, we must compare their slopes. Two lines are only considered parallel if and only if their slopes are equal. The conventional version of the equation is 2x - 3y = 4. Line q must have a slope of -2/-3 = 2/3 as a line with the equation Ax + By = C frequently has a slope of -A/B.

Since <1 and <2 are corresponding angles formed by two parallel lines and a traversal, they are congruent.

m<1 = m<2

(3x-7)* = (x-1)*

We can remove the asterisks on both sides of the equation since they represent the same unit of measurement for the angles.

3x - 7 = x - 1

Now we can solve for x by simplifying and isolating x on one side of the equation:

3x - x = 7 - 1

2x = 6

x = 3

Therefore, the value of x is 3.

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Approximately 27% of the jerseys did not sell.

What is Percentage?

Percentage is a way of expressing a number as a fraction of 100. It is used to describe ratios, proportions, and changes in quantities in terms of a fraction of the whole.

Solution:

The school ordered 225 jerseys and sold 165, so the number of jerseys that did not sell is:

225 - 165 = 60

To find the percentage of jerseys that did not sell, we need to divide the number of unsold jerseys by the total number of jerseys ordered and then multiply by 100:

60 / 225 x 100% = 26.67%

Rounding this to the nearest percent gives: 27%

Therefore, approximately 27% of the jerseys did not sell.

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The measure of each angle if the measure of LQ is 26° less than the measure of R and, LQ and LR are complementary, is:

We can solve this problem by using the definition of complementary angles and setting up an equation.

Since LQ and LR are complementary, we know that the sum of their measures is 90°. So we can write the equation:

LQ + LR = 90°

Next, we are told that the measure of LQ is 26° less than the measure of LR. We can write this as:

LQ = LR - 26°

Now we can substitute the expression for LQ into the first equation and solve for LR:

LR - 26° + LR = 90°

2LR = 116°

LR = 58°

Now we can plug this value back into the equation for LQ to find the measure of LQ:

LQ = 58° - 26°

LQ = 32°

So the measure of LQ is 32° and the measure of LR is 58°. These are the measures of the complementary angles.

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Answer:

Variable p represents "the puppy is tired", and variable q represents "the puppy will sleep".

The statement in symbolic form is: p → q, where the symbol → means "implies" or "if...then".

a) The point that is on both lines is given as follows: (4, 60).

b) They will have read the same number of pages on the 4th day, when they will have read 60 pages.

We want to obtain the graphic solution for the system of equations, hence we obtain the point of intersection of the two equations.

The equations for this problem are given as follows:

Then the ordered pair representing the solution is given as follows:

(5,60).

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It is proved that x⁻¹/(x⁻¹ + y⁻¹) + x⁻¹/(x⁻¹ - y⁻¹) = 2y²/(y² - x²).

What is an equation?

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side. It demonstrates the equality of the relationship between the expressions written on the left and right sides. We have LHS = RHS (left-hand side = right-hand side) in every mathematical equation. To determine the value of an unknown variable that represents an unknown quantity, equations can be solved. A statement is not an equation if it contains no "equal to" symbol. It will be regarded as a phrase.

Given that

x⁻¹/(x⁻¹ + y⁻¹) + x⁻¹/(x⁻¹ - y⁻¹) = 2y²/(y² - x²)

Now solve the left-side expression:

L.H.S =

x⁻¹/(x⁻¹ + y⁻¹) + x⁻¹/(x⁻¹ - y⁻¹)

Now apply the formula a⁻¹ = 1/a:

= (1/x)/(1/x +1/y) + (1/x)/(1/x - 1/y)

= (1/x)/((x+y)/xy) + (1/x)/((y-x)/xy)

Now taking common  (1/x)/(1/xy):

= (1/x)/(1/xy)[1/(x+y) + 1/(y-x)]

= (xy)/(x)[(y - x + x + y)/(x+y) (y-x)]

= y[2y/(x+y) (y-x)]

Applying the algebraic identity (x - y)(x + y) = x² - y²:

= 2y²/(y² - x²)

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As a result, the rectangular pyramid has two conceivable dimensions: a base of 3 inches by 3 inches with a height of 3 inches, and a base of 1 inch by 9 inches with a height of 9 inches.

Volume is a fundamental physical quantity that measures the amount of three-dimensional space occupied by an object or a substance. In simpler terms, it refers to the amount of space that an object takes up or occupies. The standard unit of measurement for volume is the cubic meter (m3), which is defined as the amount of space occupied by a cube that has edges that measure one meter in length. However, in everyday life, other units of measurement are commonly used, such as liters, gallons, or cubic feet.

Here,

The volume of the rectangular prism is:

V = lwh = 6 * 1 * 1/2 = 3 cubic inches.

Let's call the base of the rectangular pyramid "b" and its height "h". The volume of a pyramid is given by:

V = (1/3)bh.

We want the volume of the pyramid to be the same as that of the rectangular prism, so we can set the two expressions for V equal to each other and solve for h:

3 = (1/3)bh

h = 9/b

Now we can choose any value for b and calculate the corresponding value for h that would result in the same volume as the original rectangular prism.

For example, we could choose b = 3, which would give us:

h = 9/b = 9/3 = 3

So one set of possible dimensions for the rectangular pyramid is a base of 3 inches by 3 inches, with a height of 3 inches.

Another set of possible dimensions could be b = 1, which would give us:

h = 9/b = 9/1 = 9

So another set of possible dimensions for the rectangular pyramid is a base of 1 inch by 9 inches, with a height of 9 inches.

Therefore, two sets of possible dimensions for the rectangular pyramid are: A base of 3 inches by 3 inches, with a height of 3 inches, A base of 1 inch by 9 inches, with a height of 9 inches.

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The answers are :- 1) Δ ABC ~ Δ DEF, by AA rule and 2) Δ RTS and Δ MQP are not similar.

Similar triangles are the triangles that look similar to each other, but their sizes might not be exactly the same.

Given are two pairs of triangles, we need to determine if they are similar or not,

1) Δ ABC and Δ DEF :-

We know that, the sum of the interior angles of a triangle is 180°,

Therefore,

∠ A + ∠ B + ∠ C = 180°

60° + ∠ B + 79° = 180°

∠ B = 180°-139°

∠ B = 41°

In Δ DEF,

∠ F = 79° and ∠ E = 60°

That means,

∠ B ≅ ∠ F and ∠ E ≅ ∠ C

Since, we get two corresponding angles congruent,

Therefore, by the definition of similar triangles,

Δ ABC ~ Δ DEF, By AA rule.

2) Δ RTS and Δ MQP :-

∠ R ≅ ∠ M

RT / MQ = TS / QP = 4 / 5

RS / MP = 20 /26 = 10 / 13

That means,

RT / MQ = TS / QP ≠ RS / MP

Since, we have a condition in similarity, that if, in two triangles two corresponding sides are in equal ratio, and an angle between these sides are congruent then the triangle are similar by SAS rule,

But the angle R and angle M is not in between the sides having equal ratio,

Therefore, Δ RTS and Δ MQP are not similar.

Hence, the answers are :- 1) Δ ABC ~ Δ DEF, by AA rule and 2) Δ RTS and Δ MQP are not similar.

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If the start time is at 3:25 pm and 6 hours and 35 minutes elapse, then the finishing time will be 10:00 p.m.

To find the finishing time, you can add the elapsed time to the starting time. The main data provided by the problem are as follows:

First, what we need to do is to add up the minutes:
25 minutes + 35 minutes = 60 minutes (or 1 hour)

Then, add the hours:
3 hours + 6 hours + 1 hour (from the minutes) = 10 hours

In conclusion, , the finishing time is 10:00 p.m.

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Answer:

the next fraction in the sequence is 5/7.

Step-by-step explanation:

The results of the study suggest that verbal reinforcement does affect response rates.

The mean number of students raising their hands for Group 1 (14.3) is significantly higher than the mean number of students raising their hands for Group 2 (11). This indicates that verbal reinforcement does lead to higher response rates.

Response rate is a measure of the proportion of people who respond to a given stimulus. For example, in the study mentioned above, the response rate for each group was measured by the number of students who raised their hands when questions were asked. A higher response rate indicates that more people are responding to a given stimulus.

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The hole for the function f(x) = √(x-2) is x < 2.

A function has an input and an output.

A function can be one-to-one or onto one.

It simply indicated the relationships between the input and the output.

Example:

f(x) = 2x + 1

f(1) = 2 + 1 = 3

f(2) = 2 x 2 + 1 = 4 + 1 = 5

The outputs of the functions are 3 and 5

The inputs of the function are 1 and 2.

We have,

A hole in a graph refers to a point where a function is undefined or missing.

Now,

f(x) = √(x-2)

Now,

To determine where this function is undefined, we need to consider the domain of the function, which is the set of all possible values of x that can be input into the function.

Since the square root function is defined only for non-negative numbers, The expression inside √(x-2) must be greater than or equal to zero:

i.e

x - 2 ≥ 0

Solving for x.

x ≥ 2

Therefore,

The function f(x) = √(x-2) is undefined for any value of x that is less than 2.

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The complete question.

what is the hole for this equation f(x) = √(x-2)?

Karen received a 15% discount of $15, which brought the price down to $85.

Let's assume the original cost of the clothes was x dollars.

If Karen got a 15% discount, then she paid 85% of the original price.

This can be expressed in an equation as:

0.85x = 85

To find x, we need to isolate it on one side of the equation.

We can do this by dividing both sides by 0.85:

x = 85 / 0.85

x = 100

Hence, the original cost of the clothes was $100.

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The name of the equation for the regression line is the Regression Equation.

Regression Line:

Regression is a statistical technique used in finance, investing, and other fields that attempts to determine the strength and nature of the relationship between one dependent variable (usually denoted Y) and several other variables (called independent variables).

Simple linear regression:

Y = a + bX+ u

​Multiple linear regression:

Y = a + b₁ X₁ + b₂ X₂ + b₃ X₃ +..... + bₙ Xₙ +u

where:

Y = The dependent variable that can be predicted.

X =The independent variables that are used to predict

a = The y-intercept

b (beta coefficient) = is the slope of the independent variable(s)

u = The error term

​Regression equation:

Regression equations are used in statistics to determine if there is any relationship between data sets. For example, if you measure a child's height every year, you'll find that they grow about 3 inches each year. This trend (growth of 3 inches per year) can be modeled using a regression equation. In fact, most things in the real world (from oil prices to hurricanes) can be modeled with a few equations. You can predict future events.

There are several types of regression equations. Some of the more common ones include exponential and simple linear regression (to fit data to an exponential or linear equation). The regression equation most likely to be encountered in elementary statistics takes the form of a linear one.

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The value  0.875 mm in inches is  0.034448819

in one inch = 25.4  millimeters

so in  0.875mm = 0.975/25.4 inchs.

customs (character: in or ″) is the unit of length in the British Imperial and US systems of measurement.1/36yard or1/12

one leg. A word derived from the Roman uncia ("twelfth"), the inch is sometimes used to convert similar units in other measurement systems that are usually understood to be derived from the width of the human thumb. .

The standard for the exact length of one inch has historically varied, but since its adoption by international shipyards in the 1950s and his 1960s, the inch has been based on the metric system and defined exactly as 25.4 mm. increase.

Q- how to convert 0.875mm in inches?

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The change in percentage of y when x increases by 5% will be 25%

Direct proportion is a mathematical comparison between two numbers where the ratio of the two numbers is equal to a constant value.

Given that, y is directly proportional to the square of x. we need to find the percentage increase when x is increased by 5%

Since, Y varies directly as the square of x.

Therefore, the general equation to show the direct variation :-

Y = kx²

Let the value of x be 25

25 will be x as 100%. therefore when x is 100%  the value of y will be

Y = 25²k

= 625k

Increasing the value of x by 5%,  

(105x25)/100 = 26.25

Therefore, 105% of 25 = 26.25.

Applying the variation equation, we obtain

Y = (26.25)²k

= 689.0625k

We will find the percentage change in y caused by an increase of x by 5%

(689.0625x100)/625 = 110.25%

Therefore, to find the percentage change in y when x increases by 5% will be,

(110.25-100)% =10.25%

Hence, the change in percentage of y when x increases by 5% will be 25%

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Answer:

F = 1.8C + 32

F= 1.8(15)+32

F= 59

Step-by-step explanation:

Fahrenheit and Celcius are unit that can be used to measure temperature. In this question, you are given the equation to calculate Fahrenheit from Celcius so you just need to put the Celcius into C variable.

                                 ^^^ P.S Kinda copied but yknow it helps

The converted value of the currency 350 euros to dollars is equal to 374.1493 dollars.

The value of One Euro in dollars in todays time is equal to:

1 Euro = 1.068998 U.S. dollars

Now substitute the required converted Euro value we get ,

⇒ 350 Euros = ( 350 ×  1.068998 ) dollars

⇒ 350 Euros = ( 374.1493 ) dollars

Therefore, the value of the currency after conversion 350 euros to dollars is equal to 374.1493  dollars.

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In the case of converting 506 kilometers to miles, we get approximately 314.58 miles.

Distance is a physical quantity that refers to the amount of space between two objects or points. In the metric system, kilometers (km) are commonly used to measure distance, while miles (mi) are used in the imperial system. To convert kilometers to miles, we need to use a conversion factor.

The conversion factor for kilometers to miles is 0.621371. This means that one kilometer is equivalent to 0.621371 miles. To find out how many miles are in 506 kilometers, we need to multiply 506 by the conversion factor:

506 km x 0.621371 mi/km = 314.58 miles

Therefore, 506 kilometers is equal to approximately 314.58 miles.

In conclusion, distance can be measured in different units such as kilometers and miles. To convert between these units, we need to use a conversion factor.

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The required simplified value of the given expression [tex]\dfrac{2^{3x+1}-2^{3x}}{4*2^{3x - 1}}[/tex] is 1/2.

A rational expression is a mathematical expression that is the ratio of two polynomial expressions. That is, a rational expression is formed by dividing one polynomial expression by another polynomial expression.

Here,
Given expression,
[tex]=\dfrac{2^{3x+1}-2^{3x}}{4*2^{3x - 1}}[/tex]

Rewriting the equation by splitting the terms in numerator and denominator in order to take common terms out and make the expression more simple.

We can write [tex]2^{3x+1} = 2^{3x} * 2[/tex] and [tex]2^{3x-1} = 2^{3x} /2[/tex] so,

Given expression becomes, hence cancel the common terms.
[tex]=\dfrac{2^{3x}*2-2^{3x}}{4*2^{3x}/2}\\=1/2[/tex]

Thus, the required simplified value of the given expression [tex]\dfrac{2^{3x+1}-2^{3x}}{4*2^{3x - 1}}[/tex] is 1/2.

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The rational function for the graph is defined as follows:

y = -8(x - 3)/(x² - x - 12)

A rational function is a function in which the variable x appears in both the numerator and the denominator of the function.

The function in this problem has a zero at x = 3, hence the numerator is given as follows:

a(x - 3).

In which a is the leading coefficient.

The function has vertical asymptotes at x = -3 and x = 4, hence the denominator is given as follows:

(x + 3)(x - 4) = x² - x - 12.

Hence the function is defined as follows:

y = a(x - 3)/(x² - x - 12)

When x = 0, y = -2, hence the leading coefficient a is obtained as follows:

-2 = 3a/12

3a = -24

a = -8.

Hence the function is defined as follows:

y = -8(x - 3)/(x² - x - 12)

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T statistic calculator displays the T-test value along with the mean and standard deviation for the two sets of data.

To find the t-value for a given set of data, enter the sample mean, population mean, standard deviation, and sample size into the t-statistic calculator. Given the other variables, this calculator can also determine the sample mean, population mean, standard deviation, and sample size.

The T-test, also known as the hypothesis testing tool or the hypothesis test static, is a statistical method for assessing whether the means of two sets of data differ in any way that affects their properties. It is a form of inferential static that aids in verifying whether assumption testing that is relevant to the population is being used.

The t-test comes in three varieties. As follows:

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The net force acting on each ball can be ranked from largest to smallest as Fd>Fb>Fc=Fa, with Fd being the largest  number of force due to its the highest mass and Fa being the smallest force due to its lowest mass.

The net force acting on each ball is equal to the product of its mass and acceleration due to gravity (F=ma). Since all of the balls have the same acceleration due to gravity, the magnitude of the net force on each ball can be determined by its mass. Therefore, the net force acting on each ball can be ranked from largest number to smallest as follows: Fd>Fb>Fc=Fa.

Fd>Fb>Fc=Fa

The net force acting on each ball can be ranked from largest to smallest as Fd>Fb>Fc=Fa, with Fd being the largest force due to its the highest mass and Fa being the smallest force due to its lowest mass.

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