m∠K=(6x+12)°. Find the measure of the complement of ∠K.

A. (102 + 6x)°
B. (112 + 6x)°
C. (67 − 6x)°
D. (78 − 6x)°

Using it's concept, the probabilities are given as follows:

A. 1/4.

B. 11/16.

C. 0.

A probability is given by the number of desired outcomes divided by the number of total outcomes.

In this problem, the number of marbles is given by:

7 + 5 + 4 = 16.

Then:

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Answer:

3

Step-by-step explanation:

33 - 2[3(3 + 12) - (5 x 2)3] =

= 33 - 2[3(15) - (10)3]

= 33 - 2[45 - 30]

= 33 - 2[15]

= 33 - 30

= 3

Answer: 16+d>20

d>4

Step-by-step explanation:

d=digs

16+d>20

16-16+d>20-16

d>4

Answer:

y = - 2(x - 3)² + 4

Step-by-step explanation:

the equation of a parabola in vertex form is

y = a(x - h)² + k

where (h, k ) are the coordinates of the vertex and a is a multiplier

here (h, k ) = (3, 4 ) , then

y = a(x - 3)² + 4

to find a substitute (1, - 4 ) into the equation

- 4 = a(1 - 3)² + 4 ( subtract 4 from both sides )

- 8 = a(- 2)² = 4a ( divide both sides by 4 )

- 2 = a

y = - 2(x - 3)² + 4 ← equation in vertex form

Answer:

The measure of B is 56 degrees.

The probability that it was an HH coin is [tex]\frac{1}{50}[/tex]

Conditional Probability P(B/A) is defined as probability of occurrence of B given that A has already occurred  .

Baye's Theorem describes the probability of an event based on conditions that might be related to event .

P(A/B)={P(B/A)*P(A)}/P(B)

Total number of coins =100

Total number of HH coins = 1

P(HH) =Probability of getting HH=1/100

P(H/HH)=Probability of H knowing that HH has already occurred=1

Next to find Probability Of H

We need to find two thing

(i) Probability H appears and is a fair coin= [tex]\frac{1}{2} *\frac{98}{100} =\frac{98}{200}[/tex]

(ii)Probability H appears and is a HH coin = [tex]\frac{1}{100}[/tex]

P(H)= (i)+(ii) =100/200=1/2

BY Baye's Theorem

P(HH|H)={P(H|HH)∗P(HH)}/P(H)

[tex]=\frac{1*\frac{1}{100} }{\frac{100}{200} }[/tex]

[tex]=\frac{2}{100}[/tex]

[tex]=\frac{1}{50}[/tex]

Therefore , The probability that it was an HH coin is [tex]\frac{1}{50}[/tex]

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smaller x value (x, y)=(-15,-8)

larger x value (x, y)=(+15,-8)

[tex]\sqrt{x^{2} + y^{2} } = 17[/tex]

[tex]x^{2} +y^{2} = 289[/tex]

y= -8

[tex]x^{2} =289-64[/tex]

[tex]x^{2} =225[/tex]

x= ±15

The points are (15, -8) and (-15, -8)

Coordinates are numerical lengths or angles that uniquely identify locations on two-dimensional (2D) surfaces or in three-dimensional (3D) space ( 3D ). Mathematics, scientists, and engineers frequently employ a variety of coordinate systems. The positions of points in 2D or 3D are defined by two or three straight-line axes known as cartesian coordinates, sometimes known as rectangular coordinates. All scales are linear, which means that they are all graduated in uniform-sized increments. The positions of points in 2D are defined by a different coordinate system called semilog coordinates. The other scale is logarithmic while the first is linear.

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Answer: 25%

Step-by-step explanation:

Analyzing the given data, it cab be concluded that Option D, that is, mL3 = 126° is most likely being shown by the proof.  

It can be observed from the given diagram, angle 1 and angle 2 are complementary. By the definition of complementary angles, we get the sum of angle 1 and angle 2 equal to 90°.

=> mL1 + mL2 = 90°

The value of angle 1 is given as 36.

=> mL1 = 36⁰

Using the first observed condition and the value of angle 1, we can obtain the value of angle 2.

=> 36⁰ + mL2 = 90°

=> mL2 = 90 - 36 = 54°

Therefore, the value of angle 2 is obtained as 54°.

From the diagram given in the question, it can also be inferred that angle 2 and angle 3 form a linear pair. Using the linear pair theorem, we get the sum of angle 2 and angle 3 as 180°.

=> mL2 + mL3 = 180°

Previously, we have obtained the value of angle 2 as 54°.

Hence, by substituting the value of angle 2 in the above equation, we get,

54° + mL3 = 180°

=> mL3 = 180 - 54 = 126°

Therefore, By researching all the data and the results, we can conclude that all other options are discarded and the correct option is option D.

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Answer:

Please see the picture below.

Step-by-step explanation:

The resulting polynomials are listed below:

Herein we find two cases of addition of polynomials and the two cases of subtraction of polynomials. Each operation must be done by taking algebra properties into account. Complete procedures are shown below:

Addition - Case 1

(a - 5) + (2 · a - 3)              Given

(a + 2 · a) + [- 5 + (- 3)]       Associative and commutative properties

3 · a - 8                              Distributive property / Definitions of addition and subtraction

Addition - Case 2

(5 · t² - 6 · s · t + 8 · t - 3) + (7 · t² + 8 · s · t - 2 · t + 9) + (3 · t² + 2 · s · t + 5 · t + 5)                                         Given

(5 · t² + 7 · t² + 3 · t²) + (- 6 · s · t + 8 · s · t + 2 · s · t) + (8 · t - 2 · t + 5 · t) + (- 3 + 9 + 5)                                   Associative and commutative properties

15 · t² + 4 · s · t + 11 · t + 11       Distributive properties / Definitions of addition and subtraction / Result

Subtraction - Case 1

(10 · m - 2 · n - 1) - (5 · m - 2 · n + 2)          Given

(10 · m - 5 · m) + (- 2 · n + 2 · n) + (- 1 - 2)   Commutative and associative properties / (- a) · (- b) = a · b / (- a) · b = - a · b

5 · m - 3                                                      Distributive property / Cancellative property / Definition of addition and subtraction / Modulative property / Result

Subtraction - Case 2

(- 5 · x³ + 3 · x² + 6 · x) - (3 · x³ + 9 · x² + 4 · x)              Given

(- 5 · x³ - 3 · x³) + (3 · x² + 9 · x²) + ( 6 · x + 4 · x)           Commutative and associative properties / (- a) · (- b) = a · b / (- a) · b = - a · b

- 8 · x³ + 12 · x² + 10 · x                                                  Distributive property / Definition of addition and subtraction / Result

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The total number of students in Ridgewood Junior High School is 2500 students

It is given that all students in Ridgewood Junior High School either get lunch in the school cafeteria or brought it from home on Tuesday.

No. of students who brought their lunch on Tuesday= 2% = 50 students

Let x be the total number of students in the Ridgewood Junior High School, therefore formulating the equation we get:

2% of x = 50

2/100*x = 50

x = 2500

Total number of students in the school = 2500

Hence, the total number of students in Ridgewood Junior High School is 2500 students

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The standard equation of each ellipse is ( 2,1)

Let a=x^2

       b=y^2

And 2h=xy coefficient of term

Then the second degree equation represent an ellips hyperbola as

ab-h^2>= or <0

Here ab-h^2=225>0

The equation can be written as

(x+2)^2/9+(y-1)^2/25=1

Center c of the elips is (-2,1)

A

a=5

b=3

axis x=-2

e=✓a^2-5^2/5

 =2✓14/5

As

S=S`

Cs=Cs`=✓14

ellipse=(2,1+√14) (2,1,√-14)

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By using the concept of weighted averages, the weighted average of the given values is equal to 7.35.

Weighted average is a kind of average in which each element has an specific weight in contrast with uniform average, where each element has the same weight. In this problem we have three values associated to three distinct weights, whose weighted average is:

x = 0.75 · 7 + 0.15 · 8 + 0.10 · 9

x = 7.35

By using the concept of weighted averages, the weighted average of the given values is equal to 7.35.

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Answer:

7x+6

Product means multiplication

and we'll use X for "number"

and add 6

so 7x+6

The required equation model as of the given condition is 6 + 7×x.

The equation model is defined as the model of the given situation in the form of an equation using variables and constants.

In mathematics, it deals with numbers of operations according to the statements. There are four major arithmetic operators, addition, subtraction, multiplication, and division.

Here,
Let the number be x,
6 is added to the product of 7 and a number.
= 6 + 7 × x

Thus, the required equation model as of the given condition is 6 + 7 × x.

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Answer:

2/3

Step-by-step explanation:

6 divided by 3 is 2, so you have to divided 4 by 2, which is 2.

Answer:

⅔

Step-by-step explanation:

4 divide by 2 = 2

6 3

therefor 2/3 is equvelet too 4/6.

Hope this helped

Reason:

-4 - (-10) = -4 + 10 = 6

The two negatives cancel to form a positive.

Here's how to visualize what's going on: Draw a number line. Plot a marker at -4. Then move 10 units to the right and you should arrive at 6. This visually indicates -4+10 = 6

Another way to visualize: Imagine you are on basement level 4 of a tall building. If you move up 10 floors, then you'll arrive at the 6th floor. We treat the ground floor as floor 0. It might help to draw a vertical number line.

8,468 written in scientific notation is 8.47 x 10³.

Scientific notation is used to compress large numbers in smaller numbers. In order to write a number in scientific notation, the number is written as a decimal number, between 1 and 10 and multiplied by a power of 10.

For example:

• The number : 1 x 10² is equivalent to 100

• The number 1 x 10³ is equivalent to 1000

8,468 becomes 8.47 x 10³

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B is the y- intercept of the equation B = 28 - 7t, where B is the percentage of the battery.

What is a linear graph?

Linear graphs are straight line graphs to represent the relationship between two quantities. This graph helps in depicting a result in single straight lines. There is no use of curves, dots, bars, etc., and a straight line is denoted by the term linear. Let's represent the given example in the form of a data table.

Given equation,

B = 28 - 7t

B represents the battery percentage of the phone.

t represents time,

According to the equation, with passing of time the percentage of the battery drops.

28 is the highest amount of battery present at 0 time hours.

With passage of time the battery decreases.

So, in t = 1 hr,

battery, B = 28 - 7*1 = 28 -7 = 21%

similarly, t = 4 hrs,

B = 28 -7*4 = 28 -28 = 0%

The battery completely drains and becomes 0%

Therefore, B is the y- intercept of the equation B = 28 - 7t, where B is the percentage of the battery.

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The value of y = 5 and CD = 4 cm in the segment.

The point D is the midpoint of a segment CF. CF = 2y-2 and CD = 3y - 11.

CD = (1/2) CF

3y - 11 = (1/2) (2y -2)   (multiply both sides by 2)

6y - 22 = 2y - 2

6y - 2y = -2 + 22

4y = 20

y = 5

Substitute with the value of y in the equation of CD, you get:

CD = 3y-11 = 3(5) - 11 = 15 - 11 = 4 cm

In geometric terms, a line segment is a section of a straight line that is bordered by two clearly defined end points and contains all of the points on the line that lie inside that segment. The Euclidean distance between two endpoints of a line segment provides the length of the segment.

Between two points of a line or curve. a portion of a plane or solid figure that is eliminated due to the intersection of a line, plane, or planes, particularly one that occurs between a chord and a circle's arc.

A line segment in geometry is bordered by two separate points on a line. Another way to describe a line segment is as a piece of the line that joins two points.

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The equal piles of chart paper that she can make such that each pile has only one color is 6.

It should be noted that from the information, the craft teacher has 12 sheets of blue chart paper and 18 sheets of red chart paper.

In this case, the highest common factor between the numbers is 6

Therefore, the piles of chart paper that she can make such that each pile has only one color is 6.

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The new balance in Jackie's account after 2 days will be -$27.50.

It should be noted that for each day that her checking account balance falls below zero, she is charged by the bank a fee of $7.50 per day.

Since her current balance in the account is –$12.50, the new balance after 2 days will be:

= -12.50 + (-7.50 × 2)

= -12.50 + -15

= -27.50

The balance is -27.50

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[tex]Let$p_1$ - true proportion of California residents who reported insufficient rest or sleep during the preceding 30 days$p_2$ - true proportion of Oregon residents who reported insufficient rest or sleep during the preceding 30 days$\hat{p}_1$ - sample proportion of California residents who reported insufficient rest or sleep during the preceding 30 days $=0.08$$\hat{q}_1=1-\hat{p}_1=1-0.08=0.92$$n_1$ - sample size of CA residents $=11,545$[/tex][tex]$\hat{p}_2$ - sample proportion of Oregon residents who reported insufficient rest or sleep during the preceding 30 days $=0.088$$\hat{q}_2=1-\hat{p}_2=1-0.088=0.912$$n_2$ - sample size of OR residents $=4,691$The $95 \%$ Confidence Interval for $\left(p_1-p_2\right)$ is given by,$$[/tex][tex]\left(\hat{p}_1-\hat{p}_2\right) \pm Z^* \sqrt{\frac{p_1 q_1}{n_1}+\frac{p_2 q_2}{n_2}}$$if $p_1$ and $p_2$ are unknown we use$$\left(\hat{p}_1-\hat{p}_2\right) \pm Z^* \sqrt{\frac{\hat{p}_1 \hat{q}_1}{n_1}+\frac{\hat{p}_2 \hat{q}_2}{n_2}}$$where $Z^*=Z_{\frac{\alpha}{2}}=Z_{0.0250}$[/tex][tex]Plugging in, we get$$\begin{aligned}\left(\hat{p}_1-\hat{p}_2\right) \pm Z^* \sqrt{\frac{\hat{p}_1 \hat{q}_1}{n_1}+\frac{\hat{p}_2 \hat{q}_2}{n_2}} \\(0.08-0.088) & \pm 1.96 \sqrt{\frac{0.08(0.92)}{11545}+\frac{0.088(0.912)}{4691}} \\&-0.008 \pm 0.009498026 \\&(-0.017498026,0.001498026) \\& \approx(-0.0175,0.0015)\end{aligned}$$[/tex][tex]a) For the Hypothesis Test we have,- i) State the hypotheses.$$\begin{aligned}&H_0: p_1-p_2=0 \\&H_1: p_1-p_2 \neq 0\end{aligned}$$[/tex]

A hypothesis test examines a suggested mathematical model to see if a sample of data contains enough evidence to disprove the null hypothesis.

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Answer:

f(x)=2x+1

Step-by-step explanation:

Use formula:

f(x)=a(x-h)+k

a=shrinking/stretching

h= horizontal translation

     left (+)

   right (-)

k= vertical translation

    left (-)

 right (+)

Answer:

watashiwa ana men toire ne duse ka

fipinjin desu

Answer:

Step-by-step explanation:

6+4=10

10/2

answer =5

Answer:

$100.25 total

100.25-15-20= $65.25 total for three days

For three Dayan three hours so 3*3 = 9 hrs total

65.25/9=7.25

Hence per hour $7.25

Step-by-step explanation:

Answer:

x = -1, PR = 38.

Step-by-step explanation:

As Q is the midpoint of PR

PQ = QR

6x + 25 = 16 - 3x

9x = -9

x = -1.

PR

= 6x + 25 + 16 - 3x

= 6(-1) + 25 + 16 - 3(-1)

= -6 + 25 + 16 + 3

= 38.