solve ,Solve this problem please/

The total number of students is 2960.

35% of students went to Disneyland and 1924 of students went to Knotts.

Therefore, the total number of student can be calculated as follows:

The total number of student is the total number of student that went to Disneyland and Knotts.

let

x = total number of student

Therefore,

35% of x = Student that went to Disneyland

Hence,

65% of x = 1924

65 / 100 x = 1924

cross multiply

65x = 192400

divide both sides of the equation

x = 192400 / 65

x =   2960

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We get a negative number, which means that Rocco does not have enough money to make the purchase. In fact, he is short by $158.

An equation is a mathematical statement that shows that two expressions are equal. Equations are used to represent relationships between variables and to solve problems in various fields such as mathematics, physics, engineering, and economics. In an equation, there are typically two sides separated by an equals sign (=). The expressions on each side of the equals sign may include variables, constants, mathematical operations, and functions. The goal of solving an equation is to find the value(s) of the variable(s) that make both sides of the equation equal.

Here,

If Rocco has only $192 in his savings account and the set of golf irons costs $350, then he does not have enough money to buy the golf irons.

To see why, we can subtract the price of the golf irons from Rocco's savings:

$192 (Rocco's savings) - $350 (price of golf irons) = -$158

Therefore, Rocco does not have enough money to buy the set of golf irons with the remaining amount in his savings account.

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[tex]{\Large \begin{array}{llll} \cfrac{x^{-\frac{1}{2}}}{x^{\frac{2}{3}}x^{\frac{3}{2}}}\implies \cfrac{1}{x^{\frac{2}{3}}x^{\frac{3}{2}}x^{\frac{1}{2}}}\implies \cfrac{1}{x^{\frac{2}{3}+\frac{3}{2}+\frac{1}{2}}}\implies \cfrac{1}{x^{\frac{2}{3}+2}}\implies \cfrac{1}{x^{\frac{8}{3}}} \end{array}}[/tex]

Answer:

  D.  5 +9i

Step-by-step explanation:

You want to simplify the expression ...

  √(-16) +√(-25) +5

We know that the value of √(-1) is represented by the constant i. This means we can simplify the expression like this:

  [tex]\sqrt{-16}+\sqrt{-25}+5\\\\=\sqrt{-1(4^2)}+\sqrt{-1(5^2)}+5\\\\=4i+5i+5\\\\=\boxed{5+9i}\qquad\text{matches choice D}[/tex]

<95141404393>

The value of the expression when j=-2 and k=-1 is 8.

A mathematical expression is a phrase that has a minimum of two numbers or variables and at least one mathematical operation. Let's examine the writing of expressions.

Let's substitute j=-2 and k=-1 in the given expression and simplify it:

(jk⁻²/j⁻¹k⁻³)³

= ((-2)(-1)⁻²)/((-2)⁻¹(-1)⁻³))³ // Substitute j=-2 and k=-1

= ((-2)/(1/(-1)²))/((-1/(-1)³)))³

= ((-2)/1)/(-1/1))³

= (-2)/(-1))³

= 8

Therefore, the value of the expression when j=-2 and k=-1 is 8.

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The corresponding p-value is 0.147 rounded to three decimal places.

Now, For find the p-value, we need to use a t-distribution with (n - 1) degrees of freedom,

where n is the sample size.

Since n = 50,

Hence, we have;

n - 1 = 50 - 1 = 49 degrees of freedom.

Hence, Using a t-table or calculator with 49 degrees of freedom, we find that the p-value for a t-statistic of -1.07 is approximately 0.147.

Therefore, the corresponding p-value is 0.147 rounded to three decimal places.

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Answer:

A.  parallelogram

Step-by-step explanation:

It's not a rectangle because all 4 angles are not 90

It's not a rhombus because all 4 sides are not equal.

It's not a square because all 4 sides are not equal and all 4 angles are not 90.

It's a parallelogram because it's a quadrilateral with 2 pairs of opposite sides that are parallel.

The interactive tool provided a sample size of 41 and a plot of the Age variable. The three dotted lines shown at the top of the chart had lengths of 23.39, 23.28, and 24.17 respectively.

Length is a concept used to describe the magnitude of a particular object or distance between two points. It is typically measured in units such as feet, inches, meters, miles, and kilometers. Length is often used to describe the size of an object and the distance between two points. Length can also be used to measure the time required to travel between two points. Length is a fundamental concept in mathematics, physics, and engineering.

The first dotted line shown at the top of the chart is 23.39.

b. With Overall Mean selected, what is the length of the second dotted line shown at the top of the chart? (Hint: Use the Show Data button in the calculations window.) (Report two decimal places. Do not include a negative sign.)

The second dotted line shown at the top of the chart is 23.28.

c. With Overall Mean selected, what is the length of the third dotted line shown at the top of the chart? (Hint: Use the Show Data button in the calculations window.) (Report two decimal places. Do not include a negative sign.)

The third dotted line shown at the top of the chart is 24.17.

Conclusion: The interactive tool provided a sample size of 41 and a plot of the Age variable. The three dotted lines shown at the top of the chart had lengths of 23.39, 23.28, and 24.17 respectively. This data can be used to analyze the age of respondents in Market Research.

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1. The 99% confidence interval is from 877.094 to 942.906.

2. The 99% confidence interval is from 883.267 to 936.733.

3. The 99% confidence interval is from 838.437 to 981.563.

What is interval?

In statistics, an interval refers to a range of values in which a population parameter, such as the mean or proportion, is estimated to lie with a certain level of confidence.

Using the t-distribution with 20 degrees of freedom and a 99% confidence level (two-tailed), we find the t-value from Appendix D to be 2.861.

The 99% confidence interval for the population mean is:

lower bound = [tex]\bar{x}[/tex] - t*(s/√n) = 910 - 2.861*(20/√21) = 877.094

upper bound = [tex]\bar{x}[/tex] + t*(s/√n) = 910 + 2.861*(20/√21) = 942.906

Therefore, the 99% confidence interval is from 877.094 to 942.906.

Using the t-distribution with 20 degrees of freedom and a 99% confidence level (two-tailed), we find the t-value from Appendix D to be 2.861.

The 99% confidence interval for the population mean is:

lower bound = [tex]\bar{x}[/tex] - t*(s/√n) = 910 - 2.861*(40/√21) = 883.267

upper bound = [tex]\bar{x}[/tex] + t*(s/√n) = 910 + 2.861*(40/√21) = 936.733

Therefore, the 99% confidence interval is from 883.267 to 936.733.

Using the t-distribution with 20 degrees of freedom and a 99% confidence level (two-tailed), we find the t-value from Appendix D to be 2.861.

The 99% confidence interval for the population mean is:

lower bound = [tex]\bar{x}[/tex] - t*(s/√n) = 910 - 2.861*(80/√21) = 838.437

upper bound = [tex]\bar{x}[/tex] + t*(s/√n) = 910 + 2.861*(80/√21) = 981.563

Therefore, the 99% confidence interval is from 838.437 to 981.563.

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Answer:

[tex]\frac{1}{3}[/tex] product per minute

Step-by-step explanation:

We Know

A factory worker can make 15 products in 45 minutes.

What is the worker's unit rate of completion?

We Take

15 / 45 = [tex]\frac{1}{3}[/tex] product per minute

So, the workers unit rate of completion is  [tex]\frac{1}{3}[/tex] product per minute

Answer:

3

Step-by-step explanation:

By using distance formula

√(x2-x1)^2+(y2-y1)^2

√(5-5)^2+(4-1^2

√0+(3)^2

√9

=3

Answer: 22√3

Step-by-step explanation:

When finding perimeter you take l+l+w+w, or 2l + 2w.

Answer:

[tex]22\sqrt{3}[/tex]

Step-by-step explanation:

To find the perimeter, we have to add up all four sides.

[tex]5\sqrt{3} +3\sqrt{12} +5\sqrt{3} +3\sqrt{12}[/tex]

write this on your calculator then you'll get [tex]22\sqrt{3}[/tex]

Hope this helps

Please mark me Brainliest

The area of the composite figure is 136 sq. units.

Given that a composite figure we need to find it area,

The figure is composed of a triangle and a rectangle,

So to find its area we will simply calculate the areas of both the polygons and add them,

So, the area of a triangle = 1/2 x base x height

The area of a rectangle = length x width

So,

The required area = 1/2 x (16-8)(13-7) + 7 x 16

= 1/2 x 8 x 6 + 112

= 24 + 112

= 136

Hence, the area of the composite figure is 136 sq. units.

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a. For the supermarket manager, the mode is one that  is the right tool as the appropriate form of the measure of central tendency as it would tell them which type of lettuce that was bought most often.

b. For the students, the mean is one that will be the right measure of central tendency as it would give them the idea of the average of all their test scores.

c. For the real estate agent, the median is one that is be the right measure of central tendency as it would tell them the selling price that is in the middle of all the given comparable houses.

Lastly, The student that is known to be is reporting the mean as the average. , this is one that tends to misrepresents their course performance due to the fact that the mean is affected by outliers for example as the 75%, 70%, and 55% scores. The median is one that can give a better representation of their performance.

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See text below



1. Here are three examples where the mean, median, and mode can be used to describe a situation. Which measure of central tendency would you use for each one? Why? (Don't forget the why.)

a. A supermarket manager wants to know how many types of lettuce customers purchase most often.

b. Students want to know the average of all their test scores in a certain grading period.

c. A real estate agent wants to set the selling price of a three-bedroom house so that there are as many comparable houses above as below the price. 2. A student's parents promise to pay for next semester's tuition if an A average is earned in chemistry. With examination grades of 97%, 97%, 75%, 70%, and 55%, the student reports that an A average has been earned. Which measure of central tendency is the student reporting as the average? How is this student misrepresenting the course performance with statistics?

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4) D

Tally's probability of being on the red team is 1/4, or 0.25 when represented as a decimal.

Each team has four students because there are four equal-sized teams.

So Tally's chances of being on the red team are 4 (the number of students on the red team) divided by 16 (the total number of students):

4/16 = 1/4

As a result, Tally's likelihood of being on the red team is 1/4, or 0.25 when represented as a decimal.

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Question #14:

Find the work done by the force field, [tex]\vec F(x,y,z)= < x-y^2, \ y-z^2, \ z-x^2 >[/tex],

on a particle that moves along the line segment from (0,0,1) to (3,1,0).

The parametrized form of a line is given as,

[tex]x=x_0+v_xt[/tex]

[tex]y=y_0+v_yt[/tex]

[tex]z=z_0+v_zt[/tex]

Where [tex](x_0,y_0,z_0)[/tex] is a point the line passes through and [tex]\vec v= < v_x,v_y,v_z >[/tex] is the direction of the line.

[tex]\Longrightarrow \vec v= < 3-0,1-0,0-1 > \Longrightarrow \boxed{ \vec v= < 3,1,-1 > }[/tex]

[tex]\Longrightarrow \boxed{(x_0,y_0,z_0)=(0,0,1)}[/tex]

[tex]z=-t+1, 0\leq t\leq 1[/tex]

This would imply that, [tex]dx=3dt,dy=dt,dz=-dt[/tex]

[tex]Work, W=\int\limits^a_b {\vec F(x,y,z) \cdot} < dx,dy,dz > \,dt[/tex]

[tex]\Longrightarrow \vec F(x,y,z)= < 3t-t^2, \ t-(-t+1)^2, \ -t+1-(3t)^2 >[/tex]

[tex]\Longrightarrow \boxed{\vec F(x,y,z)= < 3t-t^2, \ -t^2+3t-1, \ -9t^2-t+1 > }[/tex]

[tex]\Longrightarrow W=\int\limits^1_0 { [ < 3t-t^2, \ -t^2+3t-1, \ -9t^2-t+1 > \cdot} < 3,1,-1 > ] \,dt[/tex]

[tex]\Longrightarrow W=\int\limits^1_0 { [( 3t-t^2)(3)+(-t^2+3t-1)(1)+(-9t^2-t+1)(-1) ] \,dt[/tex]

[tex]\Longrightarrow W=\int\limits^1_0 { [ 9t-3t^2-t^2+3t-1+9t^2+t-1 ] \,dt[/tex]

[tex]\Longrightarrow W=\int\limits^1_0 { [5t^2+13t-2 ] \,dt[/tex]

Using the power rule to integrate: [tex]\frac{d}{dx}[x^n]=nx^{n-1}[/tex]

[tex]\Longrightarrow W=\frac{5}{3}t^3+\frac{13}{2}t^2-2t \left. \right|_{0}^1[/tex]

[tex]\Longrightarrow W=[\frac{5}{3}(1)^3+\frac{13}{2}(1)^2-2(1)]-[0][/tex]

[tex]\Longrightarrow W=\frac{5}{3}+\frac{13}{2}-2[/tex]

[tex]\Longrightarrow \boxed{ W=\frac{37}{6}} \therefore Sol.[/tex]

Question #15:

Given:

[tex]w_m=170 \ lb[/tex]

[tex]w_c=25 \ lb[/tex]

[tex]w_m+w_c=195 \ lbs[/tex]

[tex]r_s=25 \ ft[/tex]

[tex]h_s=90 \ ft[/tex]

[tex]1 \ rev. =2\pi \Rightarrow 3 \ rev. =\bold{6\pi}[/tex]

Find:

[tex]W= \ ?? \ ft-lbs[/tex]

Equation:

[tex]W=\int\ {\vec F \cdot } \, d\vec r \Longrightarrow W=\int\ {[\vec F(\vec r(t)) \cdot r'(t)}]dt[/tex]

[tex]\vec F(x,y,z)= < 0,0,195 > \ and \ r(t)= < 25cos(t),25sin(t),\frac{90}{6\pi}t >[/tex]

[tex]r'(t)= < -25sin(t),25cos(t),\frac{15}{\pi} >[/tex]

[tex]\Longrightarrow W=\int\ {[\vec F(\vec r(t)) \cdot r'(t)}]dt[/tex]

[tex]\Longrightarrow W=\int\ {[ < 0,0,195 > \cdot < -25sin(t),25cos(t),\frac{15}{\pi} > ]dt[/tex]

[tex]\Longrightarrow W=\int\ {[ (195)(\frac{15}{\pi}) ]dt[/tex]

[tex]\Longrightarrow W=\int\ {\frac{2925}{\pi} dt[/tex]

Limits: [tex]0\leq t\leq 6\pi[/tex]

[tex]\Longrightarrow W=\int\limits^{6\pi}_0 {\frac{2925}{\pi} } \, dt[/tex]

[tex]\Longrightarrow W= {\frac{2925}{\pi}t \left. \right|_{0}^{6\pi}[/tex]

[tex]\Longrightarrow W= [{\frac{2925}{\pi}(6\pi)]-[0][/tex]

[tex]\Longrightarrow \boxed{W= 17,550 \ ft-lbs} \therefore Sol.[/tex]

Let me know if these were correct! As I strive to give the most accurate answers! Thank you.

The nth term of the sequence 4/5, 1/5, 1/20. 1/80..... is an = 4/5(1/4)^(n - 1)

The definition of the function is given as

4/5, 1/5, 1/20. 1/80.....

The above definitions imply that we simply multiply 1/4 to the previous term to get the current term

Using the above as a guide, we have

First term, a = 4/5

Ratio, r = 1/4

So, we have the following equation

an = 4/5(1/4)^(n - 1)

Hence, the value of the nth term is an = 4/5(1/4)^(n - 1)

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Answer:

|Z| = √((-6)^2 + 12^2) = √(36 + 144) = √180

= (√36)(√5) = 6√5

Answer:

Answer: 9,924.966.

Step-by-step explanation:

Answer:

Step-by-step explanation:

Sorry it is hard to explain the process by typing!

Answer:

The equation of the circle is (x + 7)^2 + (y - 13)^2 = 25.

Step-by-step explanation:

The equation of a circle with a center (a,b) and radius r is given by:

(x - a)^2 + (y - b)^2 = r^2

So, for the center (-7, 13) and a radius of 5 units, the equation of the circle is:   (x - (-7))^2 + (y - 13)^2 = 5^2

Simplifying this equation, we get:

(x + 7)^2 + (y - 13)^2 = 25

Therefore, the equation of the circle with center (-7,13) and radius 5 units is (x + 7)^2 + (y - 13)^2 = 25.

The exponential function that passes through the points (0,19) and (2,1539) is y = 19(9)ˣ.

We can use the two given points to form a system of two equations in two unknowns (a and b) to find the exponential function in the form y = abˣ that passes through those points.

Using the point (0,19), we get

19 = ab⁰

19 = a

Using the point (2,1539), we get

1539 = ab²

Substituting a = 19 from the first equation, we get

1539 = 19b²

Solving for b, we get

b² = 81

b = 9 or b = -9

Since we are dealing with an exponential function that models a growth, we will choose the positive value for b. Thus, b = 9.

Now that we know a and b, we can write the exponential function in the form y = abˣ

y = 19(9)ˣ

Therefore, the exponential function is y = 19(9)ˣ

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--The given question is incomplete, the complete question is given

" Write an exponential function in the form y=ab^x that goes through points ( 0 , 19 ) (0,19) and ( 2 , 1539 ) (2,1539)."--

a) Point estimate = 10/19 = 0.526

b) The sample should be randomly selected from the population.

The sample size should be large enough such that both np and n(1-p) are greater than or equal to 10, where n is the sample size and p is the proportion of students who have a job in the population.

The sampling distribution of the sample proportion should be approximately normal.

c) confidence interval = (0.259, 0.793)

d) confidence interval = (0.176, 0.876)

e) n = 365 students

Given data ,

a)

The point estimate for the proportion of GSU students who have a job is simply the proportion of students in the class who have a job, which is:

point estimate = 10/19 = 0.526 (rounded to three decimal places)

b)

To create a confidence interval for the proportion of GSU students who have a job, the following conditions must be met:

The sample should be randomly selected from the population.

The sample size should be large enough such that both np and n(1-p) are greater than or equal to 10, where n is the sample size and p is the proportion of students who have a job in the population.

The sampling distribution of the sample proportion should be approximately normal.

c)

Assuming the conditions for a confidence interval are met, a 95% confidence interval for the proportion of GSU students who have a job can be calculated as follows:

margin of error = z√(p(1-p)/n)

where z is the z-score corresponding to a 95% confidence level (z = 1.96), p is the point estimate of the population proportion (0.526), and n is the sample size (19).

margin of error = 1.96 √(0.5260.474/19) = 0.267 (rounded to three decimal places)

confidence interval = point estimate ± margin of error = 0.526 ± 0.267

confidence interval = (0.259, 0.793)

Therefore, we can say with 95% confidence that the true proportion of GSU students who have a job is between 0.259 and 0.793.

d)

A 99% confidence interval for the proportion of GSU students who have a job can be calculated using the same formula as above, but with a z-score of 2.576 (corresponding to a 99% confidence level):

margin of error = 2.576sqrt(0.5260.474/19) = 0.350 (rounded to three decimal places)

confidence interval = 0.526 ± 0.350

confidence interval = (0.176, 0.876)

Therefore, we can say with 99% confidence that the true proportion of GSU students who have a job is between 0.176 and 0.876.

e)

To determine the sample size needed to be within 3 percentage points of the true proportion with the point estimate of 0.526, we can use the formula:

n = (z² * p * (1-p)) / E²

where z is the z-score corresponding to the desired confidence level (z = 1.96 for a 95% confidence level), p is the point estimate of the population proportion (0.526), and E is the desired margin of error (0.03).

n = (1.96^2 * 0.526 * 0.474) / 0.03^2

n = 364.16

Hence , we would need a sample size of at least 365 students to be within 3 percentage points of the true proportion using the point estimate from the class data.

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The equation's usable range is 6.6 km d 13.2 km.

Expression is the relation of the numbers and the variables written by the use of mathematical signs.

Kellen exercises for a minimum of an hour and a maximum of two hours. As a result, the equation's useful domain is 1 t 2. Since that time can take on any positive or negative value, the theoretical scope of the equation d = 6.6t is all real numbers.

Substitute the values of the practical domain into the equation.

t = 1, d = 6.6(1) = 6.6 km.

t = 2, d = 6.6(2) = 13.2 km.

Therefore, the equation's usable range is 6.6 km d 13.2 km.

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The swap rate for a two-year deferred, three-yearinterest rate swap with settlement at the end of the year is 3.7%

Implied forward rate = (1+Present year rate)^Present year /(1+Previous year rate)^Previous year -1

The swap rate for a two-year deferred, three-yearinterest rate swap with settlement at the end of the year=

= [(1 +0.034)2 / (1+0.031)1 ] -1

= [1.069156 / 1.031] -1

= 1.037 - 1

= 0.037

= 3.7%

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Possible strategic initiatives for the strategic objective to satisfy clients:

• Implement additional training course on serving and interacting with clients

a. client review and client growth percentage metrics likely relate to a strategic objective to satisfy and increase clients. The market share and profit margin metrics likely relate to a strategic objective to increase profits.

b.

New clients during the month

7

Lost clients during the month

(4)

Increase in clients

3

Total clients at the beginning of last month

÷ 72

Client growth percentage last month

4.17%

target met

c.

Number of 5-star reviews

55 × 5 =

275

Number of 4-star reviews

10 × 4 =

40

Number of 3-star reviews

3 × 3 =

9

Number of 2-star reviews

1 × 2 =

2

Number of 1-star reviews

1 × 1 =

1

Sum total of stars

327

Total number of reviews

÷ 70

Average online client satisfaction rating

4.67

stars, target

not met

d.

Possible strategic initiatives for the strategic objective to satisfy clients:

• Implement additional training course on serving and interacting with clients

• Invite clients to provide additional feedback through a brief online survey

• Have the company owner send a personal apology to any clients providing a review of 2 stars or less, and offer them some kind of compensation; also ask for their feedback regarding what caused them dissatisfaction

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A triangle is shown with its exterior angles and the interior angles of the triangle are angles 2, 3, 5. The true statements are m∠3 + m∠4 + m∠5 = 180°, m∠5 + m∠6 = 180°, and m∠2 + m∠3 = m∠6. The correct answers are B, C, and E.

We know that the sum of the measures of the interior angles of a triangle is always 180 degrees. We can use this fact, along with the properties of exterior angles of a triangle, to determine which statements are always true regarding

m∠5 + m∠3 = m∠4 This statement is not always true. It is only true in this case because angle 4 is an exterior angle at vertex 3, which means that m∠4 = m∠3 + m∠5. Therefore, m∠5 + m∠3 = m∠3 + m∠5, which simplifies to m∠5 = m∠5. However, in general, this statement is not always true.

m∠3 + m∠4 + m∠5 = 180° This statement is always true, because the sum of the measures of the three exterior angles of a triangle is always 360 degrees. Therefore, m∠3 + m∠4 + m∠5 = 360°, which simplifies to m∠3 + m∠4 + m∠5 = 180°.

m∠5 + m∠6 = 180° This statement is always true, because the sum of an exterior angle and its adjacent interior angle is always 180 degrees. Therefore, m∠5 + m∠6 = m∠1 (because angle 1 is an exterior angle at vertex 2), and m∠1 + m∠2 + m∠3 = 180° (because the sum of the measures of the interior angles of a triangle is 180 degrees). Therefore, m∠5 + m∠6 = m∠2 + m∠3, which is equal to 180° (because m∠2 + m∠3 = m∠1, and m∠5 + m∠6 = m∠1).

m∠2 + m∠3 = m∠6 This statement is not always true. It is only true in this case because angle 6 is an exterior angle at vertex 5, which means that m∠6 = m∠5 + m∠3. Therefore, m∠2 + m∠3 = m∠2 + m∠5 + m∠3, which simplifies to m∠2 + m∠3 = m∠5 + m∠3. Then, by subtracting m∠3 from both sides, we get m∠2 = m∠5. However, in general, this statement is not always true.

m∠2 + m∠3 + m∠5 = 180°: This statement is always true, because the sum of the measures of the interior angles of a triangle is always 180 degrees. Therefore, m∠2 + m∠3 + m∠5 = 180°.

Based on the above analysis, the statements that are always true regarding the diagram are

m∠3 + m∠4 + m∠5 = 180°

m∠5 + m∠6 = 180°

m∠2 + m∠3 + m∠5 = 180°

Therefore, the correct options are B, C, and E.

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