A long division polynomials calculator is an online tool used to perform polynomial long division for dividing polynomials.
A long division polynomials number cruncher is an internet based device that performs polynomial long division, a strategy used to separate one polynomial by another. This cycle is like long division with numbers, yet rather than partitioning by single-digit numbers, it includes separating by a polynomial of at least one terms. The interaction includes partitioning the most extensive level term of the profit by the most extensive level term of the divisor, then increasing the divisor by the remainder and taking away the outcome from the profit. The subsequent articulation is the rest of the division. The interaction is then continued involving the rest of the new profit, until the level of the rest of not exactly the level of the divisor. An internet based long division polynomials mini-computer robotizes this interaction, permitting clients to enter the profit and divisor polynomials and get the remainder and remaining portion. This can be helpful for understudies and experts in fields like math, physical science, and designing, who need to partition polynomials for computations and critical thinking.
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What is 506 kilometers in miles?
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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A toy company packages modeling clay in the shape of a rectangular prism with dimensions 6 inches by 1 inch by
1/2 inch. They want to change the shape to a rectangular pyramid that uses the same amount of clay. Determine 2 sets of possible dimensions for the pyramid.
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.
What is volume?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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What is the next fraction in this sequence? Simplify your answer.
1/5, 1/3, 7/15, 3/5
Answer:
the next fraction in the sequence is 5/7.
Step-by-step explanation:
what is the hole for this equation?
The hole for the function f(x) = √(x-2) is x < 2.
What is a function?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)?
The number of hours you study for an exam affects your grade. What is a reasonable value of the range?
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.
<1 and <2 are corresponding angles formed by two parallel lines and a traversal. if m<1=(3x-7)* and m<2=(x-1)*, find the value of 'x'.
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.
How can you tell if two lines are parallel?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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Find the function of the graph
The rational function for the graph is defined as follows:
y = -8(x - 3)/(x² - x - 12)
How to define the rational function?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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Prove that: [tex]x^-1/x^-1 + y^-1 + x^-1/x^-1-y^-1 = 2y^2/y^2-x^2[/tex]
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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how many ounces is 30 ml
Divide 30 by 29.5735 to get the liquid ounce equivalent of 30 ml or around 1.0144 fluid ounces.
When measuring liquid components for cooking or baking, for example, it might be useful to convert milliliters (ml) to fluid ounces (fl oz).
It's vital to keep in mind that, depending on the amount of accuracy required by the recipe or activity at hand, it's typical when working with liquid measurement to round to the next tenth or hundredth of an ounce or milliliter.
To achieve precise and consistent findings, it's also crucial to utilize the proper measurement equipment and units.
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What do you suppose the depth of elk river in day 3 is?
The depth of Elk River on Day 3 can be estimated by looking at data from previous days.
You can look at the average depth of the river during different times of day, or research historical data to get an idea of what the depth may be.
Additionally, local weather forecasts can be consulted to determine if there are any expected changes in the water level of the river.
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50 sutdents went on a filed trip 23 stundets wore hats how what percent of people did not were hats
54% of the students did not wear hats on the field trip.
What is percentage ?
Percentage is a way of expressing a quantity as a fraction of 100. It is often denoted by the symbol "%". For example, if you say that something has a percentage of 50%, it means that 50 out of every 100 parts of that thing belong to the quantity being measured.
According to given condition :
To find out what percentage of people did not wear hats, we first need to find out how many of the 50 students did not wear hats.
If 23 students wore hats, then the number of students who did not wear hats is:
50 - 23 = 27
So 27 students did not wear hats. To express this as a percentage, we divide the number of students who did not wear hats by the total number of students and then multiply by 100:
(27/50) x 100 = 54%
Therefore, 54% of the students did not wear hats on the field trip.
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50 POINTS AND BRAINLEIST PLS ANSWER QUICK!!!!!
List three sides to a right triangle. Explain how you can use the Pythagorean theorem to know that your three sides will create a right triangle.
300 words or more.
Answer:
Step-by-step explanation: (This is to show the equation of the Pythagorean Theorem.)
Remember the Pythagorean theorem is A^2 + B^2 = C^2. To find out a part of a right triangle using the Pythagorean theorem, you would find either A, B, or C. As an example, let us say that A is equal to 10, and B is equal to 8. How we find C^2, is we add A and B, but we square both numbers.
(10^2) + (8^2) = (C^2). We square 10 by itself, and we get 100 as our A. We also square 8 by itself as well, and we get 64 as our B. C does not have any number representing the variable, so we leave it as it is. 100 + 64 = 164 for C. We have to square root 164, since we're using exponents. (Please note that all my equations won't be a complete whole number, I'm using random numbers to show.) To find B or A, we find this equation. Let us keep our own variable, but C is equal to 15. To find B, we make the equation (10^2) + (B^2) = (15^2) or (A^2) + (8^2) = (15^2). To find B, We square 10 by itself to get 100, like from the last equation, but B doesn't have any number for the variable, so we keep it the same. We square 15 to get 225. After we get our 2 numbers, we subtract {100 + (B^2) = 225} ->
{(100 - 100) + (B^2) = (225 - 100)} -> {B^2 = 125}. We square root 125 to get our answer.
To find A, A doesn't have any number to fill in for the variable, We square 8 to get 64. We square 15 to get 225. After we get our 2 numbers, we subtract {(A^2) + 64 = 225} -> {A^2 + (64 - 64) = (225 - 64)} -> {B^2 = 161}. We square root 161 to get our answer. For the 3 sides: A and B, near the right triangle are both the "legs" of the triangle, while the slant of the triangle (C), is the hypotenuse.
Oak City High School ordered jerseys to sell at the
opening game. The school paid $9.25 each for
225 jerseys. Each jersey sold for $15.75. The
school sold 165 jerseys. What percent of the
jerseys did NOT sell? Round to the nearest
percent.
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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Lashonda does a weekly exercise program consisting of cardiovascular work and weight training. Each week, she exercises for at least 7 hours. She spends at most 5 hours on weight training. She spends at most 11 hours doing cardiovascular work. Let × denote the time (in hours) that Lashonda spends doing cardiovascular work. Let y denote the time (in hours) that she spends on weight training. Shade the region corresponding to all values of x and y that satisfy these requirements.
The region (labelled A) corresponding to all values of x and y that is added as an attachment
How to determine the regionBased on the given information, we can write the following system of inequalities:
Lashonda exercises for at least 7 hours:
x + y ≥ 7
She spends at most 5 hours on weight training:
y ≤ 5
She spends at most 11 hours doing cardiovascular work:
x ≤ 11
So the system of inequalities can be written as:
x + y ≥ 7
y ≤ 5
x ≤ 11
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The four balls in have been thrown straight up. They have the same size, but different masses. Air resistance is negligible. Rank in order, from largest to smallest, the magnitude of the net force acting on each ball. Some may be equal. Give your answer in form a>b>c=d and explain your ranking. Ball A: v=5 m/s, m=200g. Ball B: v=4m/s, m=300g. Ball C: v=3m/s, m=300g. Ball D: v=3m/s, m=400g.
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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can someone help me with the first one please!!!!
The perimeter of the trapezoid ABFE and the prove that the triangle ΔABC is an isosceles are as follows;
First question;
The perimeter of the trapezoid ABFE is 100 units
Second question;
The sides AB and BC in the triangle ΔABC are congruent, therefore, triangle ΔABC is an isosceles triangle
What is an isosceles triangle?An isosceles triangle is a triangle that has two sides that have the same lengths.
The specified parameters are;
The segment joining the midpoints of the side [tex]\overline{AC}[/tex] and [tex]\overline{BC}[/tex] of the equilateral triangle ΔABC = EF
EF = 2·x + 8 and AB = 7·x - 2
The midsegment theorem applied to the triangle ΔABC indicates that we get;
EF = (1/2) × AB
Therefore; 2·x + 8 = (1/2) × (7·x - 2)
(1/2) × (7·x - 2) = 2·x + 8
7·x - 2 = 2 × (2·x + 8)
7·x - 2 = 4·x + 16
7·x - 4·x = 16 + 2 = 18
3·x = 18
x = 18/3 = 6
x = 6
EF = 2·x + 8
Therefore; EF = 2 × 6 + 8 = 20
EF = 20
AB = 7·x - 2
Therefore; AB = 7 × 6 - 2 = 40
AB = 40
AB = AC = BC (Definition of an equilateral triangle)
Therefore;
AC = BC = AB = 40 (symmetric property)
The midpoints E and F, indicates that we get;
AE = CE and BF = CF
AC = AE + CE and BC = BF + CF (segment addition property)
Therefore; AC = AE + AE = 2 × AE
40 = 2 × AE
AE = 40/2 = 20
BC = 2 × BF
40 = 2 × BF
BF = 40/2 = 20
The perimeter of the trapezoid ABFE, P = AB + BF + EF + AE
P = 40 + 20 + 20 + 20 = 100
The perimeter of the trapezoid ABFE = 100 unitsSecond question
The coordinates of the vertices of the triangle are;
A(1, 2), B(-5, 3), and C(-6, -3)
The lengths of the sides of the triangle found using the distance formula are;
AB = √((-5 - 1)² + (3 - 2)²) = √(37)
BC = √((-6 - (-5))² + (-3 - 3)²) = √(37)
AC = √((-6 - 1)² + (-3 - 2)²) = √(74)
The lengths of the sides AB and BC in the triangle ΔABC are the same, therefore, the triangle ΔABC is an isosceles triangle.
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Give an example of relation on R which is not a function but whose inverse is a function?
A relation on R which is not a function but whose inverse is a function is the relation defined by f(x) = x² - 1.
This relation is not a function because it is not injective, as the equation has two solutions for every x in R, i.e. there are two y values for each x. However, its inverse is a function since, for each y value, there is only one x value that satisfies the equation.
To illustrate, let x = 2, then y = 3, and the inverse f-1(y) = 2, making the inverse a function. The inverse of the relation is defined by
f-1(x) = √(x + 1).This can be confirmed by squaring both sides of the equation, which yields
[tex](\sqrt{x + 1)} )^2[/tex] = x + 1, and so x = [tex](\sqrt{x + 1)} )^2[/tex] - 1, which is the same equation as f(x).
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What is the name of the equation for the regression line?
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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A group of scientists have been studying the rate at which a certain strain of bacteria grows. The scientists started with a single bacterium, and this particular sample doubles once every 24 hours. From this information, they have determined that the function for the growth of the bacterial sample is
b(t) = 2t
where t represents the amount of time that has passed in days and b(t) represents the number of bacteria in the sample at time t.
One scientist wants to examine the growth only between days 2 and 6 (inclusive). What are the minimum and maximum values of the bacterial population along this interval?
The minimum value of the bacterial population on the interval [2, 6] is 4, and the maximum value is 64.
How to find the minimum and the maximum valueTo find the minimum and maximum values of the bacterial population along the interval [2, 6], we need to evaluate the function b(t) at t = 2 and t = 6, respectively, and then compare the results.
at t = 2
b(2) = 2^2 = 4, which means that after 2 days, the sample has 4 bacteria.
at t = 6
b(6) = 2^6 = 64, which means that after 6 days, the sample has 64 bacteria.
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A test tube has a hemisphere-shaped lower
portion and a cylindrical upper portion with
the same radius. The test tube fills up to the
Sup
point of being exactly full when 4554/7 cu cm
of water is poured, but when only 396 cu cm
is added, 9 cm of the tube is left empty.
Calculate the test tube's radius and the
cylindrical part's height.
The radius is 3.50 cm and height of the cylindrical portion is 6.17 cm
How to determine the test tube's radius and the cylindrical height?
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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Solve four and six tenths plus six and eight tenths = ___.
The expression when evaluated is 11.4
How to evaluate the expressionFrom the question, we have the following parameters that can be used in our computation:
Solve four and six tenths plus six and eight tenths = ___.
Express as numbers and operators
So, we have the following representation
4.6 + 6.8 =
Evaluate the expression
4.6 + 6.8 = 11.4
HEnce, the solution is 11.4
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How do I solve this ? how do I know what it’s similar to?
The answers are :- 1) Δ ABC ~ Δ DEF, by AA rule and 2) Δ RTS and Δ MQP are not similar.
What are similar triangle?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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Express m in terms of e and v and find the mass of an object whose energy and speed are 1800joules and 25m/s respectively
The object has a mass of 5.76 kg.
We may represent "m" in terms of "e" (energy) and "v" (speed) using the kinetic energy formula, assuming that "m" relates to the mass of the object:
The energy an object possesses as a result of its motion is known as kinetic energy. It is described as the energy that a moving object contains as a result of its motion, which is dependent on the mass and velocity of the object.
The formula for calculating an object's kinetic energy is KE = 1/2 * m * v2.
To solve for "m," we can rearrange this formula:
m = 2 x KE /
We obtain the following by substituting the given values:
m = 2 x 1800 / 25
m = 2 x 1800 J / 625
m= 5.76 (rounded to two decimal places)
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Complete the problems about graphing related linear equations.
Elias reads 15 pages of his book each day. The graph of p = 15d shows
how many pages Elias reads in d days.
Before Elias starts reading, Jaime has already read 20 pages of the same
book. Jaime then reads 10 pages each day. The equation p = 10d + 20
tells how many pages Jaime has read since Elias started reading.
a. Graph Jaime's equation in the same coordinate plane as Elias's graph.
What point is on both lines?
b. On what day have both Elias and Jaime read the same number of
pages? How many pages have they read on that day? Use your answer
to problem 1a to explain.
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.
How to obtain the solution to the system of equations?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:
p = 15d.p = 10d + 20.Then the ordered pair representing the solution is given as follows:
(5,60).
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Which expression is equivalent to (4x^(5)+11)^(2)?
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
Susan wants to measure the height of a tree. She sights the top of the tree, using a mirror that is lying flat on the ground. The mirror is 34 ft from the tree, and Susan is standing 8.7 ft from the mirror, as shown in the figure. Her eyes are 5 ft above the ground. How tall is the tree? Round your answer to the nearest foot. (The figure is not drawn to scale.)
The height of the tree in the given situation , by using similar triangles property , we have y = 19.54 ft.
Similar Figures :Two figures are said to be similar if they have the same shape. Congruent objects are those that are exactly the same size and shape. . The objects with similar shapes, however, varied in size despite having the same shape.
If Susan , mirror and bottom of tree are points on the ground all on one line, then the two right triangle are these:
LEFT: y and 34 as the legs and unknown hypotenuse.
RIGHT: 5 and 8.7 as legs and unknown hypotenuse.
The two angles at the mirror are of same measure; that is, the 34 and the hypotenuse of LEFT triangle makes same angle measure as the 8.7 and the hypotenuse of the RIGHT triangle.
Then the ratio of corresponding sides ,
y / 34 = 5 / 8.7
y = 19 .54 ft
The tree is 19.54 ft tall.
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Select the true statement.
A.
All rhombuses are squares.
B.
All trapezoids are parallelograms.
C.
All quadrilaterals are trapezoids.
D.
All squares are parallelograms.
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°
what is mcg to mg conversion?
An mg is equivalent to 0.001 g since the prefix "milli-" in milligrams stands for 10-3. A microgram is equivalent to 0.000001 g in mcg, where the prefix "micro-" stands for 10-6.
The terms milligrams (mg) and micrograms (mcg) are interchangeable. You must divide the value in mcg by 1000 to convert it to mg.
The conversion formula is as follows:
1 mcg Equals 0.001 mg
So, you may divide by 1000 or increase the number in mcg by 0.001 to convert it to mg. For instance:
500 mcg equals 0.5 mg (500 x 0.001 mg).
1000 mcg equals 1000 times 0.001 mg equals 1 mg
500 mcg equals 2.5 mg (or 2500 x 0.001 mg).
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what is t statistic calculator
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:
T-test for Independent SamplesTest on paired samplesT-test example oneLearn more about T-test statistics:
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karen bought some clothes that were on sale. she paid $85 after the 15% off what was the original cost of the clothing
Karen received a 15% discount of $15, which brought the price down to $85.
How to determine the original priceLet'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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