For the following figure, match the correct corresponding statement:

Column A
1.

:


2.

:

3.

:

4.

AB ≅:

AB ≅
5.

GF ≅:

GF ≅
6.

EG ≅:

EG ≅
7.

▼BCA ≅:

▼BCA ≅
8.

▼GEF ≅:

▼GEF ≅

Column B
a. EF
b. c. AC
d. e. CB
f. ▼CAB
g. h. ▼FGE

The measure of angle CED in a circle is  212°

The measurement of angles is done using basic geometric tools such as protractors and compasses. This tool helps to find precise measurements of angles. A protractor helps provide accurate measurements of angles, while compasses help construct angles. Angles are measured in three ways: degrees, radians, and revolutions.

In the given figure:

∠ EBD = 160°

and ∠ CBE = 52°

We have to tell the measure of arc CED.

Since  m( arc EBD) = 160° and m( arc CBE ) = 52°

From the figure:

m( arc CED ) = m( arc CBE ) + m( arc CBE)

= 160° + 52°

= 212°

Therefore, measure of angle CED = 212°.

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Answer:

Large Photos: 500

Small Photos: 3000

Step-by-step explanation:

The probability of having fifth tail occurring before the tenth head if a fair coin is flipped repeatedly is 0.377.

To solve this problem, we need to use the concept of negative binomial probability distribution.

The negative binomial probability distribution is a type of probability distribution that is used to describe the probability of k failures occurring before r successes in a sequence of independent and identical trials.

Let us consider the problem at hand.

We need to find the probability that the fifth tail occurs before the tenth head if a fair coin is flipped repeatedly.

Let X be the number of trials required to obtain the fifth tail. Then, X follows a negative binomial distribution with parameters r = 5 (number of successes we want) and p = 0.5 (the probability of obtaining a tail in a single flip).

The probability of obtaining the fifth tail on the kth trial is given by: P(X = k) = ᵏ-¹C₄(1 - p)ᵏ-ʳ *

where ᵏ-¹C₄ denotes the number of combinations of (k - 1) trials that yield 4 tails before the kth trial.

Since X should occur before the tenth head, k should be less than or equal to 9.

Therefore, we can calculate the required probability as follows:

P(X ≤ 9) = ∑P(X = k) for k = 5 to 9

= (⁴C₄*0.5⁵) + (⁵C₄*0.5⁶) + (⁶C₄*0.5⁷) + (⁷C₄*0.5⁸) + (⁸C₄*0.5⁹)

= (1*0.03125) + (5*0.015625) + (15*0.0078125) + (35*0.00390625) + (70*0.001953125)

= 0.376953125

Therefore, the probability that the fifth tail occurs before the tenth head if a fair coin is flipped repeatedly is 0.377.

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Using the probability multiplication we know that the defect probability of the final product will be 7.5%.

Simply put, the probability is the likelihood that something will occur.

When we don't know how an event will turn out, we can discuss the likelihood or likelihood of several outcomes.

Statistics is the study of events that follow a probability distribution.

The higher the likelihood, the more likely it is that the event will take place.

So, the probability formula is:

P(E) = Favourable events/Total events

So, in the given situation, the number of components integrated:

500

Defect probability of each component:

0.015%

Then, the defect probability of the final product:

= 500 * 0.015

= 7.5%

Therefore, using the probability multiplication we know that the defect probability of the final product will be 7.5%.

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No they wouldn't be the same because, the perimeter is adding all sides.

The square has 4 sides so you would add 9, four times.

9 + 9 + 9 + 9 = 36

And a pentagon has 5 sides so you would add 9, five times.

9 + 9 + 9 + 9 + 9 = 45

So, they are not the same.

The test has average  80 true/false questions, 24 fill in the blank questions, and 28 multiple choice questions, with 7, 9 and 13 points respectively, totaling 1172 points.

The college entrance test consists of 112 questions in total, with different types of questions having different point values. There are 80 true/false questions, each worth 7 points, with a total of 560 points from these questions. There are also 24 fill in the blank questions, each worth 9 points, giving a total of 216 points from these questions. Finally, there are 28 multiple choice questions, each worth 13 points, for a total of 364 points from these questions. All together, the test has 1172 points available. The number of fill in the blank questions is 34 less than the number of true/false questions, meaning that there are more true/false questions than fill in the blank questions. The test is designed to assess a student's knowledge and comprehension of the subject they are taking the test for, and is made up of the three different types of questions to give a comprehensive assessment of their understanding.

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The measure of the diagonal of the square table is 15 * [tex]\sqrt{2}[/tex] feet (approximately 21.21 feet).

The diagonal of a square is the line segment that links two opposed corners of the square. The Pythagorean theorem asserts that in a right triangle, the square of the length of the hypotenuse (the longest side) is equal to the sum of the squares of the other two sides.

In this case, the diagonal of the square is the hypotenuse of a right triangle with two legs of length 15ft each (since the sides of a square are equal in length). So, we can use the Pythagorean theorem as follows:

[tex]diagonal^2[/tex] = [tex]15^2 + 15^2[/tex]

[tex]diagonal^2[/tex] = 450

diagonal = [tex]\sqrt{450}[/tex]

Using a calculator or simplifying by factoring out perfect squares, we get:

diagonal = [tex]\sqrt{(225 * 2)}[/tex] = 15 * [tex]\sqrt{2}[/tex]

Therefore, the measure of the diagonal of the square table is 15 * [tex]\sqrt{2}[/tex] feet (approximately 21.21 feet).

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The expected winnings for a ticket buyer is $0.8036.

The given details are:

Grand prize = $9000

Second prize = $1300

Cost of each ticket = $3

Total tickets sold = 11200

Expected winnings are calculated by finding the expected value. Expected value is calculated by multiplying each outcome by its probability and then adding the products.

The total amount collected from selling 11200 tickets will be:

Total amount collected = 11200 × $3 = $33,600

Probability of winning grand prize = 1/11200

Probability of winning second prize = 1/11200

Probability of losing = 1 - (1/11200 + 1/11200) = 1 - 2/11200 = 11200/11200 - 2/11200 = 11198/11200

Expected value = probability of winning grand prize × grand prize + probability of winning second prize × second prize + probability of losing × zero

Expected value = (1/11200) × $9000 + (1/11200) × $1300 + (11198/11200) × 0 = $0.8036

The expected winnings for a ticket buyer is $0.8036.

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Answer:82.13

Step-by-step explanation: you break it down into different shapes then add it.

Semi circle-a=pie times radius squared. radius is 3 so 3 squared is 9 and you multiply that by pie which is 28.26 and half is 14.13.

rectangle=6times 6=36

rectangle=14 times 3=32

add that all up and you should get 82.13

The correct answer is $112.50. She should save $112.50 as the minimum amount every month in order to reach her goal.

To find the minimum amount of money Alejandra needs to save every month to attend her first year of college, we need to first determine the amount she needs to pay herself.

We know that her parents will pay 85% of the tuition cost, which is:

85% of $9,000 = 0.85 x $9,000 = $7,650

Therefore, Alejandra needs to pay the remaining amount:

$9,000 - $7,650 = $1,350

Since Alejandra has one year to save this amount, we need to divide $1,350 by 12 to find the minimum amount she should save every month:

$1,350 ÷ 12 = $112.50

Therefore, Alejandra should save at least $112.50 every month to reach her goal of attending college for her first year.

The correct answer is $112.50.

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Therefore, the football team scored 4 touchdowns, 2 field goals, and 1 safety in the game.

An equation is a mathematical statement that asserts that two expressions are equal. It typically consists of variables, constants, and mathematical operations such as addition, subtraction, multiplication, division, exponentiation, and so on. An equation is often written with an equal sign (=) between the two expressions. The goal of solving an equation is to find the values of the variables that make the equation true. Equations are used extensively in mathematics, physics, engineering, and many other fields to describe relationships between different quantities.

by the question.

Let's denote the number of touchdowns scored by "T", the number of field goals scored by "F", and the number of safeties scored by "S".

From the problem, we know:

[tex]T + F + S = 8 (they scored points 8 times)\\7T + 3F + 2S = 38 (the total score was 38 points)\\T = F + S[/tex] (they scored as many touchdowns as they did field goals and safeties combined)

Substituting the third equation into the first, we get:

[tex]F + S + F + S = 8\\2F + 2S = 8\\F + S = 4[/tex]

We now have a system of three equations:

[tex]T + F + S = 8\\7T + 3F + 2S = 38\\T = F + S[/tex]

Substituting the third equation into the first two, we get:

[tex]7(F + S) + 3F + 2S = 38\\8(F + S) = 21[/tex]

Solving for F + S, we get:

[tex]F + S = 21/8[/tex]

However, we also know that F + S = 4, so there must be a mistake somewhere. Looking back at the problem, we see that the statement "they scored as many touchdowns as they did field goals and safeties combined" implies that T = F + S + 1 (since a touchdown is worth 7 points and a field goal and safety combined are worth 4 points). Substituting this into the first two equations, we get:

[tex](F + S + 1) + F + S = 8\\7(F + S + 1) + 3F + 2S = 38[/tex]

Simplifying, we get:

[tex]2F + 2S = 6\\10F + 9S = 31[/tex]

Solving for F and S, we get:

[tex]F = 2\\S = 1[/tex]

Substituting these values back into the equation T = F + S + 1, we get:

[tex]T = 4[/tex]

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The simplified expressions are, 6. [tex]16^{\frac{1}{2} }[/tex] = 4, 7. [tex]125^{\frac{1}{3} }[/tex] = 5, 8. [tex]36^{\frac{1}{2} }[/tex] = 6, 9. [tex]27^{\frac{1}{3} }[/tex] = 3,10. [tex]49^{\frac{1}{2} }[/tex] = 7.

Algebra is a branch of mathematics that deals with mathematical operations and structures using symbols and letters to represent numbers and quantities. It involves manipulating mathematical expressions and solving equations to find unknown values.

In algebra, the basic operations include addition, subtraction, multiplication, division, and exponentiation. Algebraic expressions can also include variables, which represent unknown quantities, and coefficients, which are the constant values that appear in front of variables.

The study of algebra begins with the basic concepts of arithmetic, such as addition, subtraction, multiplication, and division, and then progresses to more advanced topics, such as equations, inequalities, functions, matrices, and abstract algebra. Algebraic concepts are widely used in other areas of mathematics, including geometry, trigonometry, calculus, and number theory

[tex]16^{\frac{1}{2} }[/tex] = 4

[tex]125^{\frac{1}{3} }[/tex] = 5

[tex]36^{\frac{1}{2} }[/tex] = 6

[tex]27^{\frac{1}{3} }[/tex] = 3

[tex]49^{\frac{1}{2} }[/tex] = 7

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Step-by-step explanation:

the general equation of a parabola is

y = a(x – h)² + k.

(h, k) is the vertex of the parabola.

comparing it to

y = 3(x + 4)² - 2

we see that (h, k) = (-4, -2).

the student made a sign mistake. it is "- h" in the squared factor. so, "+4" indicates "-4" as "h".

but the student simply used "+4".

Answer:

x=7

Step-by-step explanation:

The equation can be represented as following:

[tex](\frac{x}{14} +3\frac{1}{2})=2(\frac{x}{21} +1\frac{2}{3})[/tex]. If we open the parenthesis, we can get as following:

[tex]\frac{1}{14}x +3\frac{1}{2}=\frac{2}{21}x +3\frac{1}{3} \\[/tex], which then subtract [tex]2\frac{2}{21} x[/tex] from both sides to get the following:
[tex]\frac{7}{2}-\frac{1}{42} x=\frac{10}{3}[/tex];

subtract [tex]\frac{7}{2}[/tex] from both sides to get [tex]\frac{-1}{42} x=\frac{-1}{6}[/tex], and multiply both sides by -42 to get our final answer of x=7

The solution to the inequality is: x > 22/5 or x < 6/5

What is inequality?

Inequality is a mathematical concept used to compare two quantities or values, indicating that one value is greater than, less than, or not equal to another value. Inequalities are represented using inequality symbols such as > (greater than), < (less than), ≥ (greater than or equal to), or ≤ (less than or equal to).

To solve the inequality |14 - 5x| > 8, we can break it down into two cases:

Case 1: 14 - 5x > 8

In this case, we solve for x:

14 - 5x > 8

-5x > 8 - 14

-5x > -6

x < 6/5

However, we need to check if this solution satisfies the original inequality:

|14 - 5x| = |14 - 5(6/5)| = |14 - 6| = 8

Since the absolute value of the expression is exactly 8, the solution x < 6/5 does not satisfy the inequality |14 - 5x| > 8.

Case 2: 14 - 5x < -8

In this case, we solve for x:

14 - 5x < -8

-5x < -8 - 14

-5x < -22

x > 22/5

Again, we need to check if this solution satisfies the original inequality:

|14 - 5x| = |14 - 5(22/5)| = |14 - 22| = 8

Since the absolute value of the expression is exactly 8, the solution x > 22/5 satisfies the inequality |14 - 5x| > 8.

Therefore, the solution to the inequality is:

x > 22/5 or x < 6/5

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The value of x is 6m. Polygons can be regular or irregular, depending on whether all their sides and angles are congruent or not.

To find the value of x in the similar polygons shown in the figure, we can use the fact that corresponding sides of similar polygons are proportional. A polygon is a two-dimensional closed shape with three or more straight sides and angles. It is formed by connecting consecutive line segments, which are called sides, at their endpoints. The point where two sides of a figure meets is called a vertex. A polygon can have any number of sides, but it must have at least three. Polygons include triangles, quadrilaterals, pentagons, hexagons, and many more.

Since the polygons are similar so, the ratio of sides will be equal:

[tex]\frac{5}{10} = \frac{x}{12}[/tex]

x = 6 m.

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See pics for answers

The fractions less than [tex]\frac{1}{2}[/tex] are:

a. [tex]\frac{2}{5}[/tex]

d. [tex]\frac{1}{6}[/tex]

e. [tex]\frac{3}{8}[/tex]

To see why, we can compare each fraction to [tex]\frac{1}{2}[/tex], which is equivalent to [tex]\frac{4}{8}[/tex]:

The complete question is:-

Which fractions are less than 1/2 ? choose all the correct answers

a. 2/5 b. 6/8 c. 4/5 d. 1/6 e. 3/8 f. 5/6

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Each of the residual plots indicates the appropriateness of the linear model that was fit to the data. The appropriate answer for residuals plot (a) is: the fanned pattern indicates that the linear model is not appropriate.

The model's predicting power decreases as the values of the explanatory variable increase.

A residual is the difference between the actual y value and the predicted y value, which is determined by the regression equation or linear model. A scatterplot of residuals is often used to evaluate the appropriateness of a linear model in a regression analysis, as well as to check for other things like non-linear relationships or non-constant variance.

Residuals scatterplots assist in detecting various types of patterns or lack of patterns that may be present in data. Patterns in a residual plot indicate that the linear model does not fit the data well, whereas the lack of pattern in a residual plot indicates that the linear model is appropriate.In this problem, the residual plot (a) has a fanned pattern. This means that the linear model is not appropriate. Furthermore, the model's predicting power decreases as the values of the explanatory variable increase. This means that the model may overestimate or underestimate the response variable as the values of the explanatory variable rise.

Therefore, we can conclude that the fanned pattern on residual plot (a) indicates that the linear model is not appropriate.

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The difference between the shortest and longest species of frog is [tex]3^{3\\}[/tex].

A line plot is a graph that shows data as checkmarks or points over a number line, indicating the frequency of each value.

When displaying information that changes over time, a line graph, also referred to as a line chart or a line plot, is frequently used. It can be visualized using a series of points connected by straight lines. The "x-axis" and the "y-axis" are two of its axes.

is a graph where the lines connecting the various data points are used. A line graph shows numerical values over a predetermined period of time. The shortest and longest frog species differ in terms of [tex]3^{3}[/tex].

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Finding a quotient of  [tex]2,125/4[/tex] is [tex]531.25[/tex] with the use of partial quotients is possible.

A fraction's quotient is the whole integer that results from simplifying the fraction. The division is the fraction's decimal form if the simplified fraction yields a non-whole number. The answer to a division issue involving two fractions can also be found in the quotient.

Latin's "how many times" is the meaning of the word "quotient." It makes perfect sense: by dividing two numbers, you can determine "how many time" the second number enters the first. The number being divided is referred to as the payout, and the number being divided by it is referred to as the divisor.

40)2125(531.25

     20

    -------

        12

       -12

       ------

          5

         -4

        --------

           10

            -8

           --------

              20

             -20

             ----------

                00

              ----------

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Answer:

Similar: SAS

Step-by-step explanation:

The triangles are not congruent( they're not the equal) but the are similar because they form vertical angles that are congruent and their corresponding side lengths are in proportion

Yes,the statement "phillies fans prefer redcars more than the general population" is convincing evidence

The sample provides convincing evidence that Phillies fans are more likely to drive red cars than the general population.

This can be supported through a test of significance.

A statistical test is referred to as a significance test or a hypothesis test. The test is used to determine if there is enough evidence to reject a null hypothesis that a specific condition is true.

A hypothesis test is typically used to determine if there is enough evidence to support or reject a claim about a population parameter based on a sample statistic.

In this scenario, the proportion of red cars in the population is 0.12. The sample size is 210 cars parked at Citizens Bank Park, with 35 of them being red.

To test whether Phillies fans prefer red cars more than the general population, the following null and alternative hypotheses can be used:

Null hypothesis:

The proportion of red cars driven by Phillies fans is equal to the proportion of red cars in the general population.

Alternative hypothesis:

The proportion of red cars driven by Phillies fans is greater than the proportion of red cars in the general population.

Using a one-tailed test and a significance level of 0.05, we can compute the test statistic as follows:

Z = (0.17 - 0.12) / √(0.12 * 0.88 / 210) = 1.77

The critical value for a one-tailed test with a 0.05 significance level and 209 degrees of freedom is 1.65. Since the test statistic (1.77) is greater than the critical value (1.65),

We reject the null hypothesis and conclude that there is sufficient evidence to support the claim that Phillies fans are more likely to drive red cars than the general population.

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The minimum number of individuals (MNI) of bison bones is 7.

Explanation:

The minimum number of individuals (MNI) of the bison bones discovered by archaeologists working at Head-Smashed-In-Buffalo-Jump is 5.

Head-Smashed-In Buffalo Jump is an archaeological site in Alberta, Canada. It is a cliff site used by First Nations people for bison hunting. Head-Smashed-In Buffalo Jump is a UNESCO World Heritage Site and is one of the world's oldest, largest, and best-preserved buffalo jump sites

              The minimum number of individuals (MNI) of bison bones is the smallest possible number of bison from which the bones could have come. The minimum number of individuals (MNI) is calculated using the least number of right or left paired bones, such as femurs or humeri. The right femurs are the fewest paired bones with only seven out of the fifteen femurs found at the Head-Smashed-In Buffalo Jump site.

Therefore, the minimum number of individuals (MNI) of bison bones is 7.

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Answer:

3

Step-by-step explanation:

you want to flip your slope so the 3 goes over the 1 like this: 3/1

And then flip the sign so the negative turns to a positive

When the bottom of the 6-foot ladder is 2 feet from the wall, the bottom is moving along the ground at 1 foot per second.

To find the rate at which the bottom of the ladder moves along the ground, we can use the Pythagorean theorem and related rates. Let x be the distance from the bottom of the ladder to the wall, and y be the height of the ladder on the wall. The Pythagorean theorem is x² + y² = 36.

Differentiating both sides with respect to time (t) gives 2x(dx/dt) + 2y(dy/dt) = 0. We are given that dy/dt = -2 ft/s, and we need to find dx/dt when x = 2 feet.

To find y, we can use the Pythagorean theorem: 2² + y² = 36, so y² = 32, and y = 4√2. Plugging these values into the differentiated equation, we get 2(2)(dx/dt) + 2(4√2)(-2) = 0. Solving for dx/dt, we find that dx/dt = 1 ft/s.

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Answer:

it is 146  i no what work your doing i do i

Answer: To find the unit rate that describes the number of gallons per dollar, we need to divide the number of gallons by the cost in dollars. In this case, we have:

Number of gallons = 5

Cost in dollars = $16.25

Dividing the number of gallons by the cost in dollars, we get:

Gallons per dollar = Number of gallons / Cost in dollars

= 5 / $16.25

= 0.3077...

Rounding to two decimal places, we get:

Gallons per dollar = 0.31

Therefore, the unit rate that describes the number of gallons per dollar is 0.31 gallons per dollar.

Step-by-step explanation: