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Sorting the Number of possible mangies
Sort each set of triangle measurements into the appropriate category for number of possible triangles.
No Triangles

One Triangle

Many Triangles

5,15,160

45°, 45°, 90°

2,8,10

7,24,25

30°,85,60"

Answer:

I'm pretty sure it's C. isnnxixiab

Answer:

A=61

B=57

C=61

Step-by-step explanation:

The sun of the three angles must give us 180 degrees. so the sum of these three angles is giving us 179 wrong degrees.

Unpacking the expression we have,

[tex](\sqrt{x})(\sqrt[4]{x})[/tex]

Its better to work with this in terms of exponents so we rewrite the expression as [tex]x^{\frac{1}{2}}*x^{\frac{1}{4}}[/tex]. (cause [tex]\sqrt[n]{x}=x^{\frac{1}{n}}[/tex]) This can be a little tricky when learning it for the first time.

Then by the exponent sum rule  [tex]x^{\frac{1}{2}}*x^{\frac{1}{4}}=x^{\frac{1}{2}+\frac{1}{4}}=x^{\frac{3}{4}}[/tex] (more straightforward, you probably know this from class).

I assume this is what you mean by rational exponent form. But you could also write it as [tex]\sqrt[4]{x^3}[/tex].

Hi! I understand that you want help finding the values of m∆1 and m∆2. To provide a step-by-step explanation, I need more information about the problem, such as the type of triangles, angles, or side lengths involved. Please provide more context or details, and I will be happy to help you.

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The length of the segment UN is 11.05 units.

For any pair of points (x₁, y₁) and (x₂, y₂), the distance between the two points is given by the formula:

distance = √( (x₂ - x₁)² + (y₂ - y₁)²)

Here we know that the points are:

U = (3, -5)

N = (2,6)

The distance between these two points is then:

distance = √( (3 - 2)² + (-5 - 6)²)

distance = √122 = 11.05

The length of the segment is 11.05 units.

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Answer:

i think that it is d or c just guessing

An all-night study session can help you catch up on school assignments. The only way to become a straight-A student is efficient study habits.

Most students pseudo-work and end up wasting valuable time.

The correct option is (C)

This is based on an article about pseudo-working which is something that students do where they read for long hours and appear very serious in reading when in fact they do not focus on the reading and therefore end up not grasping much.

The author was trying to express that most students do this and that it is simply a waste of time which could have been spent actually studying.

The correct option is (C).

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The given question is incomplete, complete question is:

What central idea about studying does the author express in Passage 1?

A Straight-A students know how to work harder than other students.

B The only way to become a straight-A student is efficient study habits.

C Most students pseudo-work and end up wasting valuable time.

D An all-night study session can help you catch up on school assignments.

Answer:c

Step-by-step explanation:

Answer: C

Step-by-step explanation:

Answer:

First, we need to calculate the daily interest rate on the credit card. We can do this by dividing the annual percentage rate (APR) by the number of days in a year:

Daily interest rate = APR / 365

Daily interest rate = 0.2445 / 365

Daily interest rate = 0.00067 or 0.067%

Next, we can calculate the interest that will accrue over the course of one month, which is approximately 30 days:

Interest = Balance * Daily interest rate * Number of days

Interest = $1,359 * 0.00067 * 30

Interest = $27.42

Adding the interest to the outstanding balance, we get:

Balance after one month = $1,359 + $27.42

Balance after one month = $1,386.42

Therefore, the balance on the credit card after one month will be approximately $1,386.42.

Step-by-step explanation:

Lets assume this is a right triangle.

If you use pythagorean theorem, lets assume the tower is the longest line on the triangle.

If this is true, lets say that 9^2 (distance from end of slide to base of tower) + x^2 (length of slide) = 23^2 (height of tower)

we get the length of the slide is 21.2 meters.

A person has $785.35 after 7 years in the account.

Interest that is compounded continuously to the principal amount. This interest rate provides exponential growth for a period of time.

The formula of continuous compound interest rate;

[tex]V = Pe^{rt}[/tex],

Where P is the principal amount, r is the interest rate and t is the time period.

A person places $398 in an investment account earning an annual rate of 9.7%, compounded continuously.

Using the formula:

[tex]V = Pe^{rt}[/tex], where P = $398, r = 0.097 (9.7% as a decimal), and t = 7 years, we can calculate the value of the account after 7 years as:

V = 398[tex]e^(0.0977)[/tex]

V = 398[tex]e^{0.679}[/tex]

V = 784.818126761

V = $785.35 (rounded to the nearest cent)

Therefore, the amount of money in the account after 7 years is $785.35.

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Answer:

-27/4

3/8+3/4=3/8+(3×2)(3×2)

3/8+4/8=7/8

-6×7/8

=-27/4

The least common multiple (LCM) of two or more integers is the smallest positive integer that is a multiple of all of them. In other words, it is the smallest number that is divisible by each of the given numbers without leaving a remainder. [tex]3(5/8) + 2(3/8) = 6.[/tex]

To add the mixed numbers 5 3/8 and 3 2/8, we need to convert them to fractions with a common denominator. Since both have a denominator of 8, we can add the whole numbers to the fractions to get:

[tex]5 3/8 = 5 + 3/8 = 40/8 + 3/8 = 43/8[/tex]

[tex]3 2/8 = 3 + 2/8 = 24/8 + 2/8 = 26/8[/tex]

Now we can add these fractions:

[tex]5 3/8 + 3 2/8 = 43/8 + 26/8 = 69/8[/tex]

So the sum of  [tex]5 3/8[/tex] and [tex]3 2/8[/tex]  as a fraction is [tex]69/8[/tex]  .

The LCM is often used when adding or subtracting fractions with different denominators, since we need to find a common denominator to perform the operation. To do this, we can find the LCM of the denominators and use it as the common denominator.

To write equivalent fractions with a common denominator, we need to find the least common multiple of the denominators, which in this case is 8.

For [tex]3(5/8)[/tex]  :

[tex]3(8/8) + 5/8 = 24/8 + 5/8 = 29/8[/tex]

For [tex]2(3/8):[/tex]

[tex]2(8/8) + 3/8 = 16/8 + 3/8 = 19/8[/tex]

To add these fractions, we simply add their numerators:

[tex]3(5/8) + 2(3/8) = 29/8 + 19/8 = 48/8 = 6[/tex]

Therefore, [tex]3(5/8) + 2(3/8) = 6.[/tex]

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The height RT from R to PQ is approximately 3.16 cm.

To find the area of triangle PQR, we can use the formula:

Area = 1/2 * base * height

Since PQR is isosceles with PQ = PR, the base is PQ or PR. We can choose PQ as the base. Then the height is PS.

Area of PQR = 1/2 * PQ * PS

Since PQ = PR = 7.5 cm and PS = 6 cm, we can substitute these values into the formula and simplify:

[tex]Area of PQR = 1/2 * 7.5 cm * 6 cm[/tex]

[tex]Area of PQR = 22.5 cm^2[/tex]

Therefore, the area of triangle PQR is [tex]22.5 cm^2[/tex].

To find the height RT from R to PQ, we can use the Pythagorean theorem.

Let's draw a perpendicular line from R to PQ, intersecting at T. Then we have a right triangle PRT with hypotenuse PR and legs PT and RT.

Since PQR is isosceles, we can also see that angle PQR is equal to angle PRQ. Therefore, angles PQR and PRQ are equal and each is approximately 69.3 degrees (using inverse cosine function).

Using the sine function, we can find the length of PT:

sin(69.3) = PT / 7.5

PT = 7.5 * sin(69.3)

PT ≈ 6.93 cm

Using the Pythagorean theorem, we can find the length of RT:

[tex]RT^2 + PT^2 = PR^2[/tex]

[tex]RT^2 = PR^2 - PT^2[/tex]

[tex]RT^2 = 7.5^2 - 6.93^2[/tex]

RT ≈ 3.16 cm

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If the p-value of a hypothesis test is 0.016, it means that the probability of observing the data or more extreme data assuming the null hypothesis (i.e., the conveyor works properly) is 0.016. So, we reject the null hypothesis.

This p-value is relatively small and falls below the conventional significance level of 0.05. Therefore, we can reject the null hypothesis that the conveyor works properly and conclude that the conveyor is not sorting packages correctly.

However, we cannot determine the cause of the problem with the conveyor from this hypothesis test alone. Further investigation is necessary to identify the root cause of the issue and determine the appropriate corrective actions.

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Answer: K

Step-by-step explanation:

Answer:

Step-by-step explanation:

k

Answer:

Step-by-step explanation:

Liam has 11/4 packets of red clay, which is equal to 33/12 packets of clay.

If he uses 5/3 packets of clay for crafting, he would have used 20/12 packets of clay.

To find how much clay he has left, we need to subtract the used amount from the original amount:

33/12 - 20/12 = 13/12

Therefore, Liam has 13/12 packets of clay left.

(a) The probability that a 1 is received is 4/9.

(b) The (unconditional) probability that an error occurs is 1/6.

(c)  The probability that a 1 was sent, given that a 1 was received, is 7/8.

To solve this problem, we can use Bayes' theorem and conditional probability.

(a) The probability that a 1 is received can be found using the law of total probability. We can calculate it by considering the probabilities of two mutually exclusive events: receiving a 1 when a 1 is sent and receiving a 1 when a 0 is sent.

Let P(1) be the probability that a 1 is sent and P(0) be the probability that a 0 is sent. Both probabilities are equal to 1/2 since they are equally likely.

The probability of receiving a 1 when a 1 is sent is 1 minus the probability of an error when a 1 is sent, which is 1 - (2/9) = 7/9.

The probability of receiving a 1 when a 0 is sent is the probability of an error when a 0 is sent, which is 1/9.

Using the law of total probability:

P(1 received) = P(1 sent) x P(1 received | 1 sent) + P(0 sent) x P(1 received | 0 sent)

P(1 received) = (1/2) x (7/9) + (1/2) x (1/9)

P(1 received) = 7/18 + 1/18

P(1 received) = 8/18

P(1 received) = 4/9

Therefore, the probability that a 1 is received is 4/9.

(b) The (unconditional) probability that an error occurs can be calculated by considering the probabilities of two mutually exclusive events: an error occurs when a 1 is sent and an error occurs when a 0 is sent.

Using the law of total probability:

P(Error) = P(1 sent) x P(Error | 1 sent) + P(0 sent) x P(Error | 0 sent)

P(Error) = (1/2) x (2/9) + (1/2) x (1/9)

P(Error) = 2/18 + 1/18

P(Error) = 3/18

P(Error) = 1/6

Therefore, the (unconditional) probability that an error occurs is 1/6.

(c) The probability that a 1 was sent, given that a 1 was received, can be calculated using Bayes' theorem:

P(1 sent | 1 received) = (P(1 sent) x P(1 received | 1 sent)) / P(1 received)

P(1 sent | 1 received )= (1/2) x (7/9) / (4/9)

P(1 sent | 1 received) = (1/2) x (7/9) * (9/4)

P(1 sent | 1 received) = 7/8

Therefore, the probability that a 1 was sent, given that a 1 was received, is 7/8.

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Answer:

The correct answer would be option (A).

Step-by-step explanation:

Answer: 5

Step-by-step explanation:

length = x

Width=x-2
Area=lw

15=(x)(x-2)

15=x^2-2x

0=x^2-2x-15

Quadratic formula:

X=-15

X=5

the length is 5 because the length can’t be negative

Answer: i am certain that the answer is -6

The earnings made in 1 day when charging a device with a power rating of 12 W at a rate of 6 cents per kilowatt hour is 0.01728.

Given, Power rating of charger = 12 W. Charge per kilowatt hour = 6 cents = 0.06/kWh.To calculate the earnings in 1 day, we need to calculate the power consumed by the charger in 1 day first.

P = Power rating of charger = 12 Wt = Time = 1 day = 24 hours. Energy consumed = Power x Time. E = P x t= 12 W x 24 hours= 288 Wh = 0.288 kWh. Therefore, energy consumed by the charger in 1 day = 0.288 kWh.

Now, we can calculate the earnings in 1 day as follows: Charge per unit = 0.06/kWh. Earnings = Energy consumed x Charge per unit. Earnings = 0.288 kWh x 0.06/kWh= 0.01728.

Therefore, the earnings made in 1 day when charging a device with a power rating of 12 W at a rate of 6 cents per kilowatt hour is 0.01728.

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The series, based on the general terms, can be found to be arithmetic. The indicated sum is - 544.

To determine if the series is arithmetic or geometric, we must first find the common difference (arithmetic) or common ratio (geometric).

Term 1 (p=1): 19 - 2(1) = 17

Term 2 (p=2): 19 - 2(2) = 15

Term 3 (p=3): 19 - 2(3) = 13

There is a common difference of -2 so this is arithmetic.

The formula for the sum of an arithmetic series is:

Sum = (n x (a1 + an)) / 2

The series is: ∑ (p = 1 to 34) (19 - 2p)

To find the last term, we plug in p = 34:

an = 19 - 2(34)

= 19 - 68

= -49

The sum is therefore:

Sum = (34 x (17 + (-49))) / 2

Sum = -544

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There is a roughly 16.85% chance that a bassist will be the first musician to register for the jazz camp.

Experimental probability is a type of probability that is based on actual observations or experiments. It is also called empirical probability

The ratio of the frequency of an occurrence to the total number of trials or observations is known as the experimental probability. In this case, the event is the first musician to sign up being a bassist.

Since there were 15 bassists out of 89 musicians who attended the camp last year, the experimental probability of the first musician to sign up being a bassist is:

Experimental probability = Number of bassists / Total number of musicians

Experimental probability = 15 / 89

Experimental probability = 0.1685 or approximately 16.85%

As a result, there is a roughly 16.85% chance that a bassist will be the first musician to register for the jazz camp.

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The propensity scoring method is a statistical technique used to adjust for differences in the characteristics of groups being compared in a study. In this case, we want to adjust for the fact that respondents aged 70 or older are underrepresented in an internet sample.

To do this, we can assign a propensity score to each individual in the sample based on their likelihood of being in the sample, given their age. We can then use this score to weight their responses to account for the underrepresentation of older individuals.

In this case, we know that respondents aged 70 or older are only one-third as likely to be in an internet sample as their actual incidence in the population. This means that we can assign a propensity score of 3 to each individual aged 70 or older in the sample, and a propensity score of 1 to everyone else.

Using these propensity scores, we can weight the responses of each individual in the sample. Responses from individuals with a propensity score of 3 would be weighted by a factor of 3, while responses from individuals with a propensity score of 1 would be weighted by a factor of 1.

By adjusting for the underrepresentation of older individuals in this way, we can obtain more accurate estimates of the characteristics of the population being studied, and reduce the potential for bias in our analysis.

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This formula generates the sequence 0, -1/2, 2/3, -3/4, 4/5, -5/6, 6/7, ...

Notice that the sequence alternates between positive and negative terms and that the denominators of each term increase by 1 while the numerators increase by 1 or -1. To find the explicit formula, we can write it in terms of its general form:

a1 = 0

a2 = -1/2

a3 = 2/3

a4 = -3/4

a5 = 4/5

a6 = -5/6

a7 = 6/7

We can see that the numerator of each term is equal to its index number, n, if n is even and equal to -n if n is odd. The denominator of each term is equal to n+1 for all terms.

Using this observation, we can write the explicit formula for the sequence as:

an = (-1)^(n+1) * n / (n+1)

where (-1)^(n+1) is equal to -1 if n is odd and 1 if n is even. This formula generates the sequence 0, -1/2, 2/3, -3/4, 4/5, -5/6, 6/7, ...

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The action potential "jumps" from node to node, allowing it to travel faster and with less energy loss than if it had to propagate along the entire length of the axon.

Part D: When the membrane potential of a neuron begins returning to normal, resting levels, the cell membrane experiences hyperpolarization.

During hyperpolarization, the membrane potential becomes more negative than the resting potential, making it more difficult to trigger an action potential.

Part E: Saltatory conduction allows for faster and more efficient conduction because action potentials are confined to the Nodes of Ranvier.

The Nodes of Ranvier are small gaps in the myelin sheath that covers the axon of some neurons. Because the myelin sheath insulates the axon, action potentials can only occur at the nodes, where the membrane is exposed. This means that the action potential "jumps" from node to node, allowing it to travel faster and with less energy loss than if it had to propagate along the entire length of the axon.

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Answer: I think this is a triangle because there are 3 angles.

All triangles have the entire sum 180*

(5x) + (4x + 10) + (10x-5) = 180

x = 175/19

Answer -  1750/19     (Decimal: 92.105263)

Step-by-step explanation:

10 (175/19)

10/1 * 175/19

10  175

1      19

= 1750

    19

For the Yoko Fund, the Treynor ratio is 6.0%, although none of the answer choices provided is a close approximation, we can choose option c. 6.750

The Treynor ratio measures the excess return earned by an investment per unit of systematic risk (i.e., beta). It is calculated as the difference between the return of the investment and the risk-free rate, divided by the investment's beta.

The formula for the Treynor ratio is:

Treynor Ratio = (Return of the Investment - Risk-Free Rate) / Beta

In this case, the return of the Yoko Fund is 11.2%, the risk-free rate is 3.1%, the beta is 1.20, and we are given the standard deviation of the Yoko Fund's returns, which is 17.5%.

Using the formula, we get:

Treynor Ratio = (11.2% - 3.1%) / 1.20

= 6.0%

Therefore, the Treynor ratio for the Yoko Fund is 6.0%.

None of the answer choices is exactly equal to 6.0%, but the closest one is (c) 6.750.


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Therefore, the radius r of each of the small circles multiplied by [tex](3sqrt(3)/2)[/tex] to get the length of the diameter AB of the big circle.

A circle is a geometric form made up of all points that are spaced apart by a predetermined amount, known as the radius, from a specific point known as the center. The circumference of a circle is determined by the formula C = 2r, where r denotes the radius and (pi) denotes a mathematical constant roughly equivalent to 3.14159. Numerous areas of mathematics, science, and daily living frequently involve circles. They have a number of crucial characteristics that make them helpful in a variety of applications.

given

The line section PQ is the following length:

PQ is equal to [tex]sqrt(3r2/4) = sqrt(3)/r.[/tex]

In a similar manner, we can determine how long the line section QR is:

OQ2 - OR2 = QR2 = r2/4 - r2 = QR2 = -3r2/4

Therefore, QR is a line that goes beyond the spot R rather than a line segment.

The length of the large circle's diameter AB is determined by adding the lengths of PQ, QR, and RP, each of which is equivalent to (sqrt(3)/2)r. As a result, we have:

[tex]AB = 3 * (sqrt(3)/2) (3sqrt(3)/2)r = r[/tex]

Therefore, the radius r of each of the small circles multiplied by [tex](3sqrt(3)/2)[/tex] to get the length of the diameter AB of the big circle.

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