Find the gradients of lines A and B.
26/63 Marks
B
6
4
3
21
1
-3-2-10 1 2 3 4 5 6
2
A
do No
70%
X

Answer:

You must get a 89%

Step-by-step explanation:

81+89=170

170/2= 85%

The Initial value problem is defined

as [tex] \frac{dy}{dt} =\alpha y(1 -y), y(0) = y_0[/tex]

a) Equilibrium points or critical values are y = 0 and y = 1. Also, y = 0, is unstable and y = 1, is asymptomatic stable.

b) The solution of above initial value problem is y = 1 , which means at the end the disease will spread through the entire population.

We have a population data which can be divided into two parts. Let consider x be the proportion of susceptible individuals and y the proportion of infectious individuals; then x + y = 1. Now, Initial value problem ( that a differential equation) is, [tex] \frac{dy}{dt} = \alpha y(1 -y), y(0) = y_0[/tex]

a) we have to determine equilibrium points and nature of asymptote for above equation. To determine the equilibrium solution of equation we must put, dy/dt = 0, for all t values. At equilibrium, dy/dt = 0

=> αy(1 - y ) = 0

=> y( 1 - y) = 0

=> either y = 0 or 1 - y = 0

=> y = 0 or y = 1

so, y = 0 is unstable and y = 1 , asymptomatic stable.

b) Now, we have to solve initial value problem, [tex]\frac{dy}{y(1 - y)} = \alpha dt [/tex]

Using partial fraction decomposition,

[tex] \frac{1}{y(1 - y) }= \frac{1}{y} - \frac{1}{1 - y}[/tex]

integrating both sides,

[tex]\int {( \frac{1}{y} - \frac{1}{(1 - y)})dy } = \int{ \alpha dt }[/tex]

[tex]ln (y) - ln (1 - y) = \alpha t + c[/tex]

[tex] ln( \frac{ y}{1- y}) \: = \alpha t + c [/tex]

[tex] \frac{y}{1 - y}= e^{\alpha t} c_1 [/tex]

using initial condition, [tex]y(0) = y_0 [/tex]

[tex] \frac{y_0}{1 - y_0}= 1 ×c_1 [/tex]

[tex]c_1 = \frac{ y_0}{1 - y_0}[/tex]

[tex]so, \frac{y}{1 - y} = \frac{ y_0}{1 - y_0}e^{\alpha t} [/tex]

cross multiplication

[tex]y(1 - y_0) = ((1 - y) y_0 )e^{\alpha t} [/tex]

[tex]y - yy_0 = y_0e^{\alpha t} - yy_0 e^{\alpha t} [/tex]

[tex]y = \frac{ y_0}{y_0 + ( 1 - y_0) e^{-\alpha t} }[/tex]

as [tex]t→ ∞ , e^{- \alpha t } → 0[/tex]

[tex]y = \frac{ y_0}{y_0 }= 1 [/tex]

So, y = 1, means that ultimately the disease spreads through the entire population.

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After watching "Nike an Example of a TNC (Transnational Corporation)" and reviewing the readings and notes, it is clear that Nike's production of shoes and clothing around the world has had a significant effect on the standard of living of workers in the countries where it produces ("the global South") and in the countries where it sells its products ("the global North").

In the global South, Nike's production has led to the creation of jobs and an increase in income for workers. However, these workers often face poor working conditions and low wages, which can negatively impact their standard of living. Additionally, the environmental impact of Nike's production can also have a negative effect on the standard of living for workers and their communities.

In the global North, Nike's production has led to the availability of affordable and fashionable clothing and shoes. However, the low prices of these products are often achieved through the exploitation of workers in the global South, which can lead to ethical concerns for consumers. Additionally, the environmental impact of Nike's production can also have a negative effect on the standard of living for consumers and their communities.

Overall, Nike's production of shoes and clothing around the world has had a significant effect on the standard of living of workers in the global South and consumers in the global North. While there are some benefits, such as job creation and affordable products, there are also significant negative impacts, including poor working conditions, low wages, and environmental degradation.

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Answer:

Step-by-step explanation:

The method to find the midpoint of two points is (a + b)/2 a and b both being x+x and y+y for the differentiating coordinates respectively.

here, it would be x = (-2 + 4)/2 and y = (5-5)/2

giving you the coordinate [ 1 , 0 ]

The percentage of workers who likes to walk or bike to work is P = 36 %

A percentage is a number or ratio expressed as a fraction of 100. It is often denoted using the percent sign, %

The difference between an exact value and an approximation to it is the approximation error in a data value. Either an absolute error or a relative error might be used to describe this error.

Percentage change is the difference between the measured value and the true value , as a percentage of the true value

Percentage change =( (| Measured Value - True Value |) / True Value ) x 100

Given data ,

Let the percentage of workers who likes to walk or bike to work be P

The percentage of workers who likes to walk to work = 7/25 = 28/100

The percentage of workers who likes to bike to work = 2/25 = 8/100

The percentage of workers who likes to carpool to work = 4/25 = 16/100

The percentage of workers who likes to drive to work = 12/25 = 48/100

So , the percentage of workers who likes to walk or bike is given by P

where P = 28/100 + 8/100

On simplifying , we get

The percentage of workers who likes to walk or bike to work P = 36/100

The percentage of workers who likes to walk or bike to work P = 36 %

Hence , the percentage of workers is 36 %

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The respοnse tο the given questiοn wοuld be that As a result, it will take equatiοn arοund 9.7 days frοm the day Sandy placed her sandwich in her lοcker fοr 500 bacteria tο cοmpletely cοver it.

When twο statements are cοnnected by a mathematical equatiοn, the equals sign (=) implies equality. An equatiοn in algebra is a mathematical statement that prοves the equivalence οf twο mathematical expressiοns. Fοr instance, the equal sign separates the numbers in the equatiοn 3x + 5 = 14. It is pοssible tο determine the relatiοnship between the twο sentences οn either side οf a letter using a mathematical fοrmula. The lοgο fοr the particular piece οf sοftware is frequently the same. as 2x - 4 = 2, fοr dinstance.

This issue's expοnential equatiοn is as fοllοws:

N(t) = N0  × [tex]e^{(kt)[/tex] ×  (kt)

We can utilise the abοve infοrmatiοn tο determine the values οf N0 and k:

N(4) = 71 × N(7) = 185

When we enter these numbers intο the equatiοn, we οbtain:

71 = N0  × [tex]e^{(4k)[/tex]  × (4k)

185 = N0  × [tex]e^{(7k)[/tex]   × (7k)

185/71 =  [tex]e^{(3k)[/tex]  × (3k)

As a result, the equatiοn fοr this issue is:

N(t) = 23.77  × [tex]e^{(0.3056t)}[/tex]  × (0.3056t)

We may set N(t) equal tο 500 and sοlve fοr t tο see hοw many days it will take fοr 500 germs tο grοw:

500 = 23.77  × [tex]e^{(0.3056t)}[/tex] × (0.3056t)

9.7 days based οn t = ln(500/23.77) / 0.3056.

As a result, it will take arοund 9.7 days frοm the day Sandy placed her sandwich in her lοcker fοr 500 bacteria tο cοmpletely cοver it.

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Answer:

100

Step-by-step explanation:

hope this helps! :))

Answer: 100

Step-by-step explanation:

A perfect square can be found when you multiply the same integer twice. 100 is a perfect square because 10 * 10 = 100. You multiply 10 twice in the equation.

Using Cramer's Rule, we cannot solve this system of linear equations because the determinant of the coefficient matrix is 0. However, we can conclude that the system has infinitely many solutions.

Using Cramer's Rule, we can solve the system of linear equations 13x - 6у = 17 and 26x -12y = 8 by following these steps:

Step 1: Find the determinant of the coefficient matrix, which is:

| 13 -6 |
| 26 -12 |

= (13)(-12) - (-6)(26)

= -156 - (-156)

= 0

Step 2: Since the determinant of the coefficient matrix is 0, we cannot use Cramer's Rule to solve this system of equations.

Step 3: We can check if the system has no solution or infinitely many solutions by comparing the ratios of the coefficients of x and y in the two equations.

The ratio of the coefficients of x in the two equations is 13/26 = 1/2, and the ratio of the coefficients of y in the two equations is -6/-12 = 1/2. Since these ratios are equal, the system has infinitely many solutions.

Using Cramer's Rule, we cannot solve this system of linear equations because the determinant of the coefficient matrix is 0. However, we can conclude that the system has infinitely many solutions.

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The Idempotent laws, Associative laws, Commutative laws, Distributive laws, Identity laws, Domination laws, Double Complement law, Complement laws, and De Morgan's laws are all types of identities that are used in set theory and Boolean algebra. These identities are used to simplify expressions and to prove the equivalence of two expressions.

The Idempotent laws state that the union or intersection of a set with itself is equal to the set itself:
A u A = A
AnA = A

The Associative laws state that the order in which sets are grouped does not matter when taking the union or intersection:
(AU B) U C = Au (B U C)
(AnB) nc =An(Bnc)

The Commutative laws state that the order in which sets are listed does not matter when taking the union or intersection:
Au B = B U A
AnB = BnA

The Distributive laws state that the union or intersection of a set with the intersection or union of two other sets is equal to the intersection or union of the set with each of the other sets:
Au (B n C) = (Au B) n (Au C)
An(B u C) (AnB) u (An C)

The Identity laws state that the union of a set with the empty set is equal to the set itself, and the intersection of a set with the universal set is equal to the set itself:
Au 0 = A
AnU = A

The Domination laws state that the intersection of a set with the empty set is equal to the empty set, and the union of a set with the universal set is equal to the universal set:
Ano =0
Au U = U

The Double Complement law states that the complement of the complement of a set is equal to the set itself:
A = A
AnA = U = 0
Au A = U 0 = U

The Complement laws state that the union of a set with its complement is equal to the universal set, and the intersection of a set with its complement is equal to the empty set:
AuB = AnB
AnB = Au B

De Morgan's laws state that the complement of the union of two sets is equal to the intersection of the complements of the sets, and the complement of the intersection of two sets is equal to the union of the complements of the sets:
AuB = AnB
AnB = Au B

The Absorption laws state that the union of a set with the intersection of the set with another set is equal to the set itself, and the intersection of a set with the union of the set with another set is equal to the set itself:
Au (AnB) = A
An(A U B) = A

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Answer:

Step-by-step explanation:

I don't know if this is right but i'm just trying to help you. So I did 27 times 9 because the blue part is 9cm and the pink part H is 27cm, I got 243. Then the whole thing is 243cm but you see how it says in blue area=30cm well that means that that small peace if 30cm out of the whole 243cm, so what I did was i subtracted 243cm by 30cm and I got a answer of 213 cm. If that was what you had needed help on. I hope i helped you even a little bit, please let me know if i did help you. And also um i don't know how to friend someone so if you can tell me how to friend someone i was thinking about friending you. And ill also just you some points if you want, say mabey like 10 or 20 points. Thanks and hoped that helped and good luck buddy. :)

To evaluate det(A) by a cofactor expansion along a row or column of our choice, we will use the following formula:

det(A) = a11C11 + a12C12 + a13C13 + ... + a1nC1n

where aij is the element in the ith row and jth column of matrix A, and Cij is the cofactor of that element.

For simplicity, we will choose to expand along the first row of matrix A.

det(A) = 5C11 + 0C12 + 0C13 + 1C14 + 0C15 + 3C16 + 3C17 + 3C18 + (-1)C19 + 0C110

Now, we will find the cofactors of each element in the first row.

C11 = (-1)1+1det(M11) = det(M11) = (5)(4)(3)(54) - (3)(2)(4)(3) = 3240 - 72 = 3168

C12 = (-1)1+2det(M12) = -det(M12) = -(0)

C13 = (-1)1+3det(M13) = det(M13) = (0)

C14 = (-1)1+4det(M14) = det(M14) = (3)(4)(3)(54) - (2)(2)(4)(3) = 1944 - 48 = 1896

C15 = (-1)1+5det(M15) = -det(M15) = -(0)

C16 = (-1)1+6det(M16) = det(M16) = (2)(4)(3)(54) - (2)(2)(4)(3) = 1296 - 48 = 1248

C17 = (-1)1+7det(M17) = -det(M17) = -(2)(3)(3)(54) - (2)(2)(4)(3) = -972 - 48 = -1020

C18 = (-1)1+8det(M18) = det(M18) = (1)(3)(3)(54) - (2)(2)(4)(3) = 486 - 48 = 438

C19 = (-1)1+9det(M19) = -det(M19) = -(1)(4)(3)(54) - (2)(2)(4)(3) = -648 - 48 = -696

C110 = (-1)1+10det(M110) = det(M110) = (0)

Now, we will substitute the cofactors back into the formula and simplify.

det(A) = 5(3168) + 0(0) + 0(0) + 1(1896) + 0(0) + 3(1248) + 3(-1020) + 3(438) + (-1)(-696) + 0(0)

det(A) = 15840 + 1896 + 3744 - 3060 + 1314 + 696

det(A) = 19430

Therefore, det(A) = 19430.

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The function g(x) is given as follows:

To shift the exponential function f(x) = -7x+1 two units to the right, we need to replace x with (x-2) in the equation.

This is because when x is replaced with (x-2), the function will have the same output value as before when x was 2 units less.

Thus, the shifted function g(x) can be written as:

g(x) = f(x-2)

g(x) = -7(x-2) + 1

g(x) = -7x + 15

So, the function g(x) is given by g(x) = -7x + 15, and it is the same as f(x) shifted 2 units to the right.

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Answer:

Let's assume that we have an odd integer represented by the variable "n". Then, according to the definition of an odd integer, we can write it as follows:

n = 2k + 1

Where "k" is any integer.

Now, we need to find the square of "n". We can write it as follows:

n^2 = (2k + 1)^2

n^2 = 4k^2 + 4k + 1

Now, we can simplify the expression:

n^2 = 4k(k + 1) + 1

We can observe that the expression 4k(k + 1) is always an even number. This is because when we multiply two consecutive integers (k and k + 1), we always get an even result. Therefore, we can write:

4k(k + 1) = 8m

Where "m" is any integer. Substituting this expression into the previous equation, we get:

n^2 = 8m + 1

This shows that the square of any odd number is always 1 more than a multiple of 8, which is what we wanted to prove.

Answer:

The answer is 8

Step-by-step explanation:

If n is "any integer", then 2n+1 is "any odd number."

The square of any odd number is then ...

 (2n+1)² = 4n² +4n +1 = 4n(n+1) +1

Since n is any integer, one of n and n+1 will be an even integer, so the product 4n(n+1) will be divisible by 8.

Then the sum 4n(n+1) +1 is one more than a number divisible by 8, hence ...

 the square of an odd number is 1 more than a multiple of 8.

So the answer is: it took 35.56 minutes to get home on day one.

To find out how long it took to get home on day one, we need to work backwards from day five. Here's how:

On day five, it took 15 minutes to get home. This was 50% faster than on day four, which means that on day four it took 15 minutes / 0.5 = 30 minutes.

On day four, it took 30 minutes, and this was 2 minutes less than on day three. So on day three it took 30 minutes + 2 minutes = 32 minutes.

On day three, it took 32 minutes, and this was 20% longer than on day two. So on day two it took 32 minutes / 1.2 = 26.67 minutes.

On day two, it took 26.67 minutes, and this was 75% of the time it took on day one. So on day one it took 26.67 minutes / 0.75 = 35.56 minutes.

So the answer is: it took 35.56 minutes to get home on day one.

Here's the answer formatted with HTML:

To find out how long it took to get home on day one, we need to work backwards from day five. Here's how:

So the answer is: it took 35.56 minutes to get home on day one.

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An estimate for the mean age of the 50 people on the bus is 34 years.

Statistics is the discipline that concerns the collection, organization, analysis, interpretation, and presentation of data.

Let us calculate the sum of the products of the midpoints and their respective frequencies, and divide by the total frequency to obtain the estimated mean age.

The midpoint and frequency data for each age group can be represented as follows:

Age group      Midpoint        Frequency

0 < h ≤ 20           10                    20

20 < h ≤ 40         30                    10

40 < h ≤ 60         50                     10

60 < h ≤ 80         70                     10

To calculate the estimated mean age, we can use the formula:

Estimated mean age = (Σ(midpoint × frequency)) / total frequency

Estimated mean age = ((10 × 20) + (30 × 10) + (50 × 10) + (70 × 10)) / (20 + 10 + 10 + 10)

Estimated mean age = (200 + 300 + 500 + 700) / 50

= 1700 / 50

= 34

Therefore, an estimate for the mean age of the 50 people on the bus is 34 years.

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The point on the line segment that is 3/4 of the way from A to B is (8,5.5).

To find the point on the line segment that is 3/4 of the way from A to B, we can use the formula for finding a point on a line segment:

P = (1-t)A + tB

Where P is the point we are trying to find, A and B are the endpoints of the line segment, and t is the fraction of the distance from A to B that we want to find. In this case, t = 3/4.

Plugging in the values for A, B, and t, we get:

P = (1-3/4)(5,-5) + (3/4)(9,9)

Simplifying, we get:

P = (1/4)(5,-5) + (3/4)(9,9)

P = (1.25,-1.25) + (6.75,6.75)

P = (8,5.5)

So the point on the line segment that is 3/4 of the way from A to B is (8,5.5).

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Answer:

A) vertical asymptote: X = -3

Horizontal asymptote: y = -9

Step-by-step explanation:

sorry I don't know how to explain it

The area of the one rectangular panel is equal to 220 ft².

Mathematically, the area of a rectangle can be calculated by using this formula:

A = LW

Where:

Generally speaking, the opposites sides of a rectangle are equal;

DN = WF

12x + 4 = 20x - 8

20x - 12x = 8 + 4

8x = 12

x = 3/2.

Side DN = 12x + 4 = 12(3/2) + 4 = 22 feet.

DW = NF

5y - 5 = 2y + 4

y = 3

Side DW = 5y - 5 = 5(3) - 5 = 10 feet.

Area of rectangular panel = DN × DW

Area of rectangular panel = 22 × 10

Area of rectangular panel = 220 ft².

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Answer:

The expression log3 2x + 3 log3 4x can be condensed to log3 8x + 3. This is because log3 4x = 2 log3 2x, so when we add the two logarithms together, the result is log3 8x + 3

Step-by-step explanation:

The solution to the given system of equations is:
x = -4/7
y = -9/14
z = 18/7

To write the given system of equations in row-reduced echelon form, we will first need to convert the equations to an augmented matrix, and then use row operations to reduce the matrix to its row-reduced echelon form.

The augmented matrix for the given system of equations is:

| -15 -10 -20 | -6 |
| 9 12 30 | 15 |
| 3 2 10 | 6 |

We will now use row operations to reduce the matrix to its row-reduced echelon form:

Divide the first row by -15 to get a leading 1 in the first row:

| 1 2/3 4/3 | 2/5 |
| 9 12 30 | 15 |
| 3 2 10 | 6 |

Subtract 9 times the first row from the second row, and 3 times the first row from the third row:

| 1 2/3 4/3 | 2/5 |
| 0 2 6 | 3 |
| 0 -4/3 -2/3 | 18/5 |

Divide the second row by 2 to get a leading 1 in the second row:

| 1 2/3 4/3 | 2/5 |
| 0 1 3 | 3/2 |
| 0 -4/3 -2/3 | 18/5 |

Add 4/3 times the second row to the third row:

| 1 2/3 4/3 | 2/5 |
| 0 1 3 | 3/2 |
| 0 0 14/3 | 54/5 |

Divide the third row by 14/3 to get a leading 1 in the third row:

| 1 2/3 4/3 | 2/5 |
| 0 1 3 | 3/2 |
| 0 0 1 | 18/7 |

Subtract 3 times the third row from the second row, and 4/3 times the third row from the first row:

| 1 2/3 0 | -16/21 |
| 0 1 0 | -9/14 |
| 0 0 1 | 18/7 |

Subtract 2/3 times the second row from the first row:

| 1 0 0 | -4/7 |
| 0 1 0 | -9/14 |
| 0 0 1 | 18/7 |

The row-reduced echelon form of the given system of equations is:

| 1 0 0 | -4/7 |
| 0 1 0 | -9/14 |
| 0 0 1 | 18/7 |

So, the solution to the given system of equations is:

x = -4/7
y = -9/14
z = 18/7

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All the angle measures are as follows: m∠A = 160°, m∠B  = 142°, m∠C = 120°, m∠D  = 156°, m∠E = 31°, m∠F = 111°

We know that a hexagon is a six-sided polygon and also a convex hexagon which basically means that the hexagon's vertices are pointed outwards.

And with no interior angle has an angle measuring of more than 180°.

We know that the number of sides in the polygon = 6.

And the total sum of the irregular angle = (4 - 2) x 180° = 720°.

7x - 8 + 4x + 46 + 5x + 6x + 12 + x + 7 + 5x - 9 = 720°.

28x = 720 - 48

x = 24

Substituting all the values of x = 24 to all the interior angle measures,

Now, all the measures are:

m∠A = 7x - 8 = 160°

m∠B = 4x + 46 = 142°

m∠C = 5x = 120°

m∠D = 6x + 12 = 156°

m∠E = x + 7 = 31°

m∠F = 5x - 9 = 111°

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The value of x is 57 degrees. This was obtained by the use of the trigonometric ratios.

A right triangle, also known as a right-angled triangle, is one that we can say that an angle in this triangle would be 90 degrees.

The Pythagorean theorem can be used to obtain the lengths of the various sides that we have in the right angled triangle. This is one of the fundamental theories in the right angled triangle.

Let us now use the cosine to find the angle as shown below;

We know that;

Cos x = 11/20

x = Cos-1(11/20)

x = 57 degrees

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Answer:

The discounted price of the shoes is:

$70 x 0.65 = $45.50

The amount of sales tax is:

$45.50 x 0.05 = $2.275

Therefore, the total amount you will pay for the shoes is:

$45.50 + $2.275 = $47.775

Rounded to two decimal places, the amount you will pay is $47.78.

The solutions to the equation are y = -2/3 and y = 3.

To solve for y, we need to rearrange the equation and use the quadratic formula. Here are the steps:

1. Subtract 7y and 6 from both sides of the equation to get: 3y^(2) - 7y - 6 = 0
2. Use the quadratic formula to solve for y: y = (-b ± √(b^(2) - 4ac))/(2a), where a = 3, b = -7, and c = -6
3. Plug in the values for a, b, and c into the formula and simplify: y = (-(-7) ± √((-7)^(2) - 4(3)(-6)))/(2(3))
4. Simplify further: y = (7 ± √(49 + 72))/6
5. Simplify the square root: y = (7 ± √121)/6
6. Simplify further: y = (7 ± 11)/6
7. Solve for the two possible values of y: y = (7 + 11)/6 = 18/6 = 3, and y = (7 - 11)/6 = -4/6 = -2/3

Therefore, the two solutions for y are 3 and -2/3.

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According to the information, the values that complete the table are: 4, 6, and 150.

To calculate the missing numbers in the table we must analyze the existing data. Once we have analyzed this data we can establish that it is a constant relationship, so we can find the missing numbers by means of a rule of three as shown below:

30 = 2

60 =?

60 * 2/30 = 4

30 = 2

90 =?

90 * 2/30 = 6

2 = 30

10 =?

10 * 30/2 = 150

According to the above, the missing values in the box from left to right are: 4, 6, and 150.

Note: This question is incomplete. Here is the complete information:

Attached image

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All congruent segments are QR ≅ LM, RS ≅ MN and QS ≅ LN

The triangles are said to be congruent if their corresponding sides and angles are congruent to each other.

Given are two congruent triangles QRS and LMN, we need to deduce the corresponding congruent parts,

So, according to the definition of congruent triangles :-

Sides :-

QR ≅ LM, RS ≅ MN and QS ≅ LN

Angles :-

∠ Q ≅ ∠ L, ∠ R ≅ ∠ M and ∠ S ≅ ∠ N

Hence, the congruent segments are QR ≅ LM, RS ≅ MN and QS ≅ LN

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a. The product of (5x-2) and (6x²+7x -4 ) is 30x³+23x²-34x+8

b. The product of (5x - 2) and (6x2 +7x - 4) is not equal to The product of (2 – 5x) and (6x2

+7x - 4)

Product is results that comes from multiply two or more terms or expression together.

For example, 5x × 2 = 10. The product here is 10 and the two terms are 5x and 2.

therefore,

(5x-2)( 6x²+7x-4)

using distributive law

5x( 6x²+7x-4) + (-2)(6x²+7x-4)

= 30x³+ 35x²-20x -12x²-14x+8

collect like terms

30x³ + 35x²-12x²-20x-14x+8

= 30x³+23x²-34x+8

b. The product of (2 – 5x) and (6x2 +7x - 4)

= 2(6x2+7x - 4) -5x(6x2+7x - 4)

= 12x²+14x-8-30x³-35x²-20x

= -30x³+12x²-35x²+14x-20x-8

= -30x³ - 23x²-6x-8

therefore the product of (5x - 2) and (6x2 +7x - 4) is not equal to The product of (2 – 5x) and (6x2

+7x - 4)

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The best method to solve this system is elimination using subtraction and the solution is (12, 16).

First, we need to get one of the variables to have the same coefficient in both equations so we can eliminate it. In this case, the y variable already has the same coefficient of -2 in both equations.

Next, we subtract the second equation from the first equation to eliminate the y variable:

3x - 2y = 4
-(2x - 2y = -8)

This gives us:

x = 12

Now, we can plug this value of x back into one of the original equations to solve for y:

3(12) - 2y = 4
36 - 2y = 4
-2y = -32
y = 16

So the solution to this system is (12, 16).

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Answer: If the length of a rectangle is 2 inches more than its width, we can write:

length = width + 2

We can also rearrange this equation to solve for the width in terms of the length:

width = length - 2

Both of these equations relate the length l of the rectangle to its width w.

Step-by-step explanation: