URGENT !Tricia has 10 quarters, 17 dimes, 40 nickels, and 15 pennies.


How much money does Tricia have in all?


O A. $5. 15


B. $5. 85


OC. $6. 20


D. $6. 35

Answer:

x ≈ 36.87°

Step-by-step explanation:

using the sine ratio in the right triangle

sin x = [tex]\frac{opposite}{hypotenuse}[/tex] = [tex]\frac{3}{5}[/tex] , then

x = [tex]sin^{-1}[/tex] ( [tex]\frac{3}{5}[/tex] ) ≈ 36.87° ( to the nearest hundredth )

Alexander stacked  16 unit cubes required to build the rectangular prism.

A three-dimensional solid object called a prism has two identical ends. It consists of equal cross-sections, flat faces, and identical bases. Without bases, the prism's faces are parallelograms or rectangles.

Here we need to find the number of cubes required to build the rectangular prism.

Here first we need to find how many cubes stack in the base layer

Number of unit cubes in the base layer = Number of cubes along the length * Number of cubes along the width

The number of unit cubes in the base layer = 2 * 4 = 8 cubes.

Total number of unit cubes in prism =Number of unit cubes in the base layer *Number of layers = 8 * 2 = 16 unit cubes

So, there are 16 unit cubes are required to build the rectangular prism.

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Complete question :

Alexander stacked unit cubes to build the rectangular prism below. Use the rectangular prism to answer​ the question.

How many cubes are required to build the rectangular prism?

The area of the quadrilateral can be found by dividing it into two triangles and finding the sum of their areas. The line connecting points B and D divides the quadrilateral into two triangles ABD and BCD. The area of triangle ABD is 1/2 * base * height = 1/2 * 6 * 6 = 18 square units. The area of triangle BCD is 1/2 * base * height = 1/2 * 3 * 8 = 12 square units. Therefore, the area of the quadrilateral is 18 + 12 = 30 square units.

Without more information about the function f(x) from the previous question, the statement cannot be labeled as true or false.

To determine if the statement is true or false, we first need to understand the terms involved.

Left-hand sum: This is a method of approximating the definite integral of a function by using the left endpoints of subintervals to calculate the sum of the areas of rectangles.

Right-hand sum: This is similar to the left-hand sum, but it uses the right endpoints of the subintervals to calculate the sum of the areas of rectangles.

Now, let's analyze the statement:

The left-hand sum of f(x) is always smaller than the right-hand sum of f(x) for x ∈ [3, 8].

This statement is not necessarily true or false for all functions. The comparison between the left-hand sum and right-hand sum depends on the behavior of the function within the given interval [3, 8].

If the function is increasing in the interval, then the left-hand sum will be smaller than the right-hand sum. If the function is decreasing in the interval, then the left-hand sum will be greater than the right-hand sum. In cases where the function changes direction within the interval, the comparison may not be definitive.

Therefore, without more information about the function f(x) from the previous question, the statement cannot be labeled as true or false.

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0.1859 is the relative frequency for male goats, female goats, adult goats, and baby goats

To find the relative frequency of marked mountain goats by gender and age group, we need to divide the number of marked goats in each group by the total number of marked goats.

The total number of marked goats is:

Total = Male + Female + Adult + Baby = 71 + 93 + 103 + 61 = 328

The relative frequency for male goats is:

Male/Total = 71/328 = 0.2165 or 433/2000 (simplified fraction)

The relative frequency for female goats is:

Female/Total = 93/328 = 0.2835 or 567/2000 (simplified fraction)

The relative frequency for adult goats is:

Adult/Total = 103/328 = 0.3140 or 157/500 (simplified fraction)

The relative frequency for baby goats is:

Baby/Total = 61/328 = 0.1859 or 93/500 (simplified fraction)

Therefore, the relative frequency for male goats is 433/2000, for female goats is 567/2000, for adult goats is 157/500, and for baby goats is 93/500, all expressed as simplified fractions.

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To show that the decision boundary of the CLOSE classifier is a linear hyperplane, we need to show that it can be represented as sign(w · x + b), where w is the weight vector, b is the bias term, and sign is the sign function that outputs +1 or -1 depending on whether its argument is positive or negative.

Let x be a test example, and let d+ = ||x - C+|| be the distance from x to the center of the positive examples, and d- = ||x - C-|| be the distance from x to the center of the negative examples. The CLOSE classifier assigns x to the positive class if d+ < d-, and to the negative class otherwise. Equivalently, it assigns x to the positive class if

||x - C+[tex]||^2[/tex] - ||x - C-[tex]||^2[/tex] < 0.

Expanding the squares and simplifying, we get

(x · x - 2C+ · x + C+ · C+) - (x · x - 2C- · x + C- · C-) < 0,

which is equivalent to

2(w · x) + (C+ · C+ - C- · C-) - 2(w · (C+ - C-)) < 0,

where w = C+ - C- is the vector pointing from the center of the negative examples to the center of the positive examples. Rearranging, we get

w · x + b < 0,

where b = (C- · C-) - (C+ · C+) is a constant.

Thus, the decision boundary of the CLOSE classifier is a hyperplane defined by the equation w · x + b = 0, and the classifier assigns a test example x to the positive class if w · x + b > 0, and to the negative class otherwise.

To compute the values of w and b in terms of C+ and C-, we can use the definition of w and b above. We have

w = C+ - C-,

b = (C- · C-) - (C+ · C+).

To compute the dual weights α's, we need to solve the dual optimization problem for the support vector machine (SVM) with a linear kernel:

minimize 1/2 ||w||^2 subject to yi(w · xi + b) >= 1 for all i,

where yi is the class label of the i-th training example, and xi is its feature vector. The dual problem is

maximize Σi αi - 1/2 Σi Σj αi αj yi yj xi · xj subject to Σi αi yi = 0 and αi >= 0 for all i,

where αi is the dual weight corresponding to the i-th training example. The number of support vectors is the number of training examples with nonzero dual weights.

In our case, the training examples are the positive and negative centers C+ and C-, so we have n+ + n- = 2 training examples. The feature vectors are simply the centers themselves, so xi = C+ for i = 1 and xi = C- for i = 2. The class labels are yi = +1 for i = 1 (positive example) and yi = -1 for i = 2 (negative example). Plugging these into the dual problem, we get

maximize α1 - α2 - 1/2 α[tex]1^2[/tex] d(C+, C+) - 2α1α2 d(C+, C-) - 1/2 α[tex]2^2[/tex] d(C-, C-) subject to α1 - α2 = 0 and α1,

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Answer:

Step-by-step explanation:

5 6 7

Therefore, the probability of the curious pattern occurring is 1/36.

Probability theory is an important branch of mathematics that is used to model and analyze random phenomena, such as the outcomes of games of chance, the behavior of particles in physics, or the performance of complex systems in engineering. It has many practical applications in fields such as statistics, finance, economics, and computer science.

Here,

The probability of rolling a number greater than 3 on a fair die is 3/6 = 1/2, since there are three numbers (4, 5, 6) that satisfy this condition out of the six possible outcomes.

Similarly, the probability of rolling a number greater than 4 on a fair die is 2/6 = 1/3, and the probability of rolling a number greater than 5 is 1/6.

Since each roll is independent, we can multiply these probabilities together to get the probability that all three conditions are satisfied:

P = (1/2) × (1/3) × (1/6)

= 1/36

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Now let's check if f(x) = g(h(x)):
gh(x)) = g(x + 1) = (x + 1)² + 1 = x² + 2x + 1 + 1 - 1 = x² + 2x + 1
The formulas for g(x) and h(x), which are g(x) = x² + 1 and h(x) = x + 1, such that their composition yields:

f(x) = g(h(x)) = x² + 2x + 1.

In both cases, we use the composition of functions f(x) = g(h(x)) to relate the functions g(x), h(x), and their inverses. These formulas allow us to find the other function given one of the functions in the composition.
Suppose we have the function f(x) = g(h(x)). Here, we have three functions: f(x), g(x), and h(x). We're given one of these functions and asked to find the formulas for the other two functions so that their composition results in f(x).

To find a formula for one of the functions in the composition f(x) = g(h(x)), we can substitute the other function into it and simplify.
(1) If we want to find a formula for g(x) given f(x) = g(h(x)), we can substitute h(x) for x in g(x), which gives us g(h(x)). This means that g(x) = f(h^{-1}(x)), where h^{-1}(x) is the inverse function of h(x).
(2) If we want to find a formula for h(x) given f(x) = g(h(x)), we can substitute g(x) for f(x) and solve for h(x). This gives us h(x) = g^{-1}(f(x)), where g^{-1}(x) is the inverse function of g(x).

Given: f(x) = x² + 2x + 1
We need to find the formulas for g(x) and h(x) such that f(x) = g(h(x)).
One possible choice for g(x) could be g(x) = x² + 1. Now we need to find the function h(x) such that when we compose g(h(x)), it results in f(x) = x² + 2x + 1.

To do this, we can see that g(x) has x² + 1, and f(x) has x² + 2x + 1. We need to add a term '2x' in the composition. Therefore, we can choose h(x) = x + 1.
Now, let's check if f(x) = g(h(x)):
g(h(x)) = g(x + 1) = (x + 1)² + 1 = x² + 2x + 1 + 1 - 1 = x² + 2x + 1

Thus, we have successfully found the formulas for g(x) and h(x), which are g(x) = x² + 1 and h(x) = x + 1, such that their composition yields f(x) = g(h(x)) = x² + 2x + 1.

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To find the probability P(X < 4) for the given probability model, where X represents the number of cups of coffee an adult aged 18 or over drinks on average per day in the United States. The probabilities for each number of cups are given in the table:
- 2 cups: 0.36
- 3 cups: 0.19
- 4 or more cups: 0.11

To find P(X < 4), we need to sum the probabilities of X being 2 or 3 cups, as those are the only values less than 4:

P(X < 4) = P(X = 2) + P(X = 3)
P(X < 4) = 0.36 + 0.19

Now, we just need to add these probabilities together:

P(X < 4) = 0.55

So, the probability that a randomly chosen adult drinks fewer than 4 cups of coffee per day is 0.55 or 55% when expressed as a percentage.

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Therefore, the height of the cone is approximately 4.23 centimeters.

Volume is a measure of the amount of space occupied by a three-dimensional object or region. It is the total amount of space enclosed by the boundaries of the object or region. Volume is usually measured in cubic units, such as cubic centimeters (cm³) or cubic meters (m³). Knowing the volume of an object can be useful for many purposes, such as determining how much material is needed to fill a container or how much space is needed to store a certain quantity of objects.

Here,

The formula for the volume of a cone is given by:

V = (1/3)πr²h

where V is the volume, r is the radius, and h is the height.

We are given that the volume of the cone is 3.0144 cubic centimeters, so we can plug this into the formula:

3.0144 = (1/3)πr²h

Next, we need to find the radius of the cone. Since we are not given the radius directly, we may need to use other information that is not given in the problem. If we assume that the cone is a right circular cone, then we can use the fact that the radius and height are proportional to find the radius:

r/h = 1/3

r = (1/3)h

We can substitute this expression for r into the volume formula:

3.0144 = (1/3)π((1/3)h)²h

Simplifying this equation:

3.0144 = (1/27)πh³

Multiplying both sides by 27/π:

h³ = 84.96

Taking the cube root of both sides:

h = 4.23 (rounded to the nearest hundredth)

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Answer:

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

Step-by-step explanation:

Use the distance formula to determine the distance between the two points.

Distance = [tex]\sqrt{(1-4)^{2} + (4-(-2))^{2} }[/tex]

Simplify, and you get the answer.

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

y < four-fifthsx - one-fifth

y < 2x + 6

The given system of inequalities can be represented in slope-intercept form as follows:

y < (4/5)x - 1/5

y < 2x + 6

To convert the given inequalities into slope-intercept form, we rearrange each equation to solve for y

In the first inequality, we add 5y to both sides and then divide by 4 to isolate y. This gives us:

4x - 5y < 1

-5y < -4x + 1

y > (4/5)x - 1/5

In the second inequality, we add x to both sides and then divide by -1/2 to isolate y. This gives us:

1/2y - x < 3

1/2y < x + 3

y > 2x + 6

Therefore, the given inequalities in slope-intercept form are:

y < (4/5)x - 1/5

y > 2x + 6

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Total string used = Number of bracelets × String used per bracelet

Total string used = 77 × 17.8 = 1370.6 cm

Let's denote the total amount of string used as "T". We know that the girl used xx centimeters of string to make 77 bracelets, and each bracelet required 17.8 centimeters of string.

To find the total string used, we can set up the following equation:

T = 77 * 17.8

Simplifying the equation, we have:

T = 1369.6

Therefore, the girl used a total of 1369.6 centimeters of string to make all the bracelets.

In conclusion, the equation T = 77 * 17.8 can be used to determine the total amount of string used, and the solution to the equation is T = 1369.6 centimeters.

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Answer:

The equation provided is y = 1200x + 7000, where y is the yearly income and x is the number of years of education.

To determine how much 1 year of education adds to a person's yearly income, we need to find the change in y when x increases by 1.

Let's plug in x and x+1 into the equation to find the corresponding yearly incomes:

When x = 1, y = 1200(1) + 7000 = $8200

When x = 2, y = 1200(2) + 7000 = $9400

The difference between these two yearly incomes is:

9400 - 8200 = $1200

Therefore, 1 year of education adds $1200 to a person's yearly income according to the model.

The answer is (A) $1200.

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Answer:

x=8.31

Step-by-step explanation:

We can use the Proportional Segments Theorem

9/26=x/24

26x=216

x=216/26=8.31

2a) The equation used to answer the question is (1/Time to fill the pool) = (1/Time taken by hose) - (1/Time taken by leak).

2b) It would take 40 minutes to fill the pool with water when there is a small hole causing a leak.

To solve this, we can use the concept of rates of work.

2a) The equation we would use to answer the question is:

(1/Time to fill the pool) = (1/Time taken by hose) - (1/Time taken by leak)

2b) Let's plug in the values given in the question:

(1/Time to fill the pool) = (1/30 minutes) - (1/120 minutes)

To find the time to fill the pool, we first need to find a common denominator for the fractions. The common denominator is 120, so we can rewrite the fractions as:

(1/Time to fill the pool) = (4/120) - (1/120)

Now, add the fractions on the right side:

(1/Time to fill the pool) = (3/120)

Next, take the reciprocal of both sides to solve for the time to fill the pool:

Time to fill the pool = 120/3

Time to fill the pool = 40 minutes

So, it would take 40 minutes to fill the pool.

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There are 616 freshmen in the school according to fraction, percentage and number of different types of student.

Let us represent the total number of students in school as x. So, the equation that will form is -

Number of freshmen + sophomores + juniors + seniors = total number of students

35x/100 + x/4 + 9x/40 + 308 = x

Adding the values and converting into decimal.

0.825x + 308 = x

Rewrite the equation

308 = (1 - 0.825)x

308 = 0.175x

x = 308/0.175

Divide the values

x = 1760

So, number of freshmen = 0.35 × 1760

Multiply the numbers

Number of freshmen = 616

Thus, there are 616 freshmen.

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Answer:

1email is given by its boss and another email is given by its assistent

If there were eight equal pieces and seven of them were gone, there would be 45 degrees in angle measurement.

When the circle is divided into eight equal pieces, each piece has an angle of 360°/8 = 45°. If seven of these pieces are gone, only one piece is remaining, which is equivalent to 45 degrees in angle measurement. Therefore, the answer is 45 degrees.

Alternatively, we can use the formula for finding the angle of a sector of a circle. The formula is given as Angle = (θ/360) x 2πr, where θ is the central angle in degrees, and r is the radius of the circle. In this case, the radius of the circle is not given, but we know that there were eight equal pieces initially.

Therefore, the central angle for one piece is 360°/8 = 45°. So, the angle of the remaining piece is (45/360) x 2πr = (1/8) x 2πr = π/4 radians or 45 degrees.

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The volume of the actual shoe store that Mai's company plans to build is 280,000 ft³.

Based on the given information, Mai created a scale model with a ratio of 1:20. If the volume of the model is 35 ft³, we can find the volume of the actual shoe store by using the ratio.

Since the ratio of the dimensions is 1:20, the ratio of the volumes will be (1:20)³, which is 1:8000. Therefore, to find the volume of the actual shoe store, we can multiply the volume of the model by 8000:

Volume of the actual shoe store = 35 ft³ × 8000 = 280,000 ft³

So, the volume of the actual shoe store that Mai's company plans to build is 280,000 ft³.

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Using the  Pythagorean theorem we get , the  height of the TV screen is approximately 15.4 inches to the nearest tenth of an inch.

The screen of a 32-inch high definition television has a diagonal length of 31.5 inches. If the TV screen is 27.5 inches wide, you need to find the height of the screen to the nearest tenth of an inch. To do this, you can use the Pythagorean theorem, which states that the square of the length of the hypotenuse (diagonal) of a right triangle is equal to the sum of the squares of the other two sides (width and height).

1. Let the height of the TV screen be h inches.
2. According to the Pythagorean theorem, (width)^2 + (height)^2 = (diagonal)^2.
3. Substitute the given values: (27.5)^2 + (h)^2 = (31.5)^2.
4. Calculate the squares: 756.25 + h^2 = 992.25.
5. Subtract 756.25 from both sides: h^2 = 236.
6. Find the square root of 236: h ≈ 15.4 inches.

The height of the TV screen is approximately 15.4 inches to the nearest tenth of an inch.

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Miss Kito will receive $456,789 from her grandfather's estate.

Let's break down the information given in the problem step by step.

The estate was valued at $4,567,890.

3/5 of the estate value would be given to various charities.

To find out how much money is left after 3/5 is given to charities, we can subtract 3/5 from 1:

1 - 3/5 = 2/5

So, 2/5 of the estate value is left. We can find out how much that is by multiplying:

2/5 x $4,567,890 = $1,827,156

Therefore, $1,827,156 is left after 3/5 of the estate value is given to charities.

1/4 of the remaining amount would be used to create a scholarship for mathematics majors at Fishtopia University.

To find out how much money will be used to create the scholarship, we can multiply:

1/4 x $1,827,156 = $456,789

Therefore, $456,789 will be used to create the scholarship.

The rest would be divided evenly among his three grandchildren, of which Miss Kito was one.

To find out how much money Miss Kito will receive, we can subtract $456,789 from $1,827,156:

$1,827,156 - $456,789 = $1,370,367

Finally, we can divide $1,370,367 by 3 to find out how much money each grandchild will receive:

$1,370,367 ÷ 3 = $456,789

Therefore, Miss Kito will receive $456,789 from her grandfather's estate.

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c. Yes, there is evidence of an association between grade level and preferred option to raise money.

a. The completed two-way frequency table summarizing the data on grade level and options to raise money is as follows:

         Car Wash | Bake Sale | Talent Show | Total

Seventh Graders[tex]| 66 | 15 | 16 | 98[/tex]

Eighth Graders [tex]| - | 50 | - | 50[/tex]

Total [tex]| 66 | 65 | 16 | 148[/tex]

Note: The "-" indicates that no data is available for those specific combinations.

b. To calculate the row relative frequencies, we divide each cell value by the corresponding row total and round to the nearest thousandth:

     Car Wash | Bake Sale | Talent Show

Seventh Graders [tex]| 0.673 | 0.153 | 0.163[/tex]

Eighth Graders [tex]| - | 1.000 | -[/tex]

Total [tex]| 0.446 | 0.439 | 0.115[/tex]

c. To determine if there is evidence of an association between grade level and preferred option to raise money, we can observe the row relative frequencies. If the relative frequencies differ substantially between the rows, it suggests an association. In this case, since the row relative frequencies for each option vary between the seventh and eighth graders, there is evidence of an association between grade level and the preferred option to raise money.

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Using a hammer and nail instead of a screwdriver and screw would change the type of force applied (linear versus rotational) and the distance covered (shorter linear distance versus longer turning distance). These differences can affect the efficiency, holding power, and ease of use when connecting materials.

When using a screwdriver and screw, the applied force of 20 newtons and turning distance of 0.5 meters involve rotational motion to insert the screw into the wood. The screwdriver acts as a lever, and the screw's threads translate the rotational force into linear motion, increasing the grip strength and holding power.

In contrast, when using a hammer and nail, the force applied would be different because the action is linear instead of rotational. The hammer delivers a series of high-impact, short-duration forces to drive the nail into the wood. The amount of force required would depend on factors like the size of the nail, the hardness of the wood, and the user's strength.

Additionally, the distance covered during hammering would be different. Unlike the screwdriver's 0.5-meter turning distance, the hammer's motion covers a shorter linear distance as it strikes the nail head repeatedly. The total distance depends on the number of hammer strikes and the length of the nail.

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Complete Question:

A person uses a screwdriver to turn a screw and insert it into a piece of wood. The person applies a force of 20 newtons to the screwdriver and turns the handle of the screwdriver a total distance of 0.5 meter. How would these numbers be different if the person inserted a nail with a hammer instead of the screw with the screwdriver?

A. The force applied would be greater, but the distance would be shorter.

B. The force applied would be less, but the distance would be greater.

C. The force applied would be the same, but the distance would be shorter.

D. The force applied would be the same, but the distance would be greater.

Answer:

a) The number of groups are 11.

b) For Aadya, there are 12 stamps in each group. For Sumit, there are 19 stamps per group.

Step-by-step explanation:

Aadya: 143 - 11 = 132 stamps.

Sumit: 220 - 11 = 209 stamps.

Greatest Common Factor of 132 and 209 = 11 group for both

Aadya: Let a = # of stamps in each group.; 11a = 132; a = 12 stamps per group

Sumit: Let s = # of stamps in each group.; 11s = 209; s = 19 stamps per group.

The following are correct about the triangle;

1. angle C is 60°

2. angle B is 60°

3. The length of segment DB is 3

4. The length of side x is 3√3

An equilateral triangle is a type of triangle in which all it's sides and angles are equal.

Since all the angles of an equilateral triangle are equal, then,

x+x+x = 180

3x = 180

x = 180/3 = 60°

therefore each angle is 60°

angle C and angle B are 60°

Using Pythagorean theorem

x² = 6²- 3²

x² = 36-9

x² = 27

x = √27

x = √9×3

x = 3√3

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The math fact that 4 x 6 = 24 helps Matt remember that 6 x 4 = 24, and Sadie arrived at the answer 10 for 6 + 4 by incorrectly adding the numbers in reverse order.

Matt knows that 6 x 4 = 24. This helps him remember that 4 x 6 and 6 x 4 are both equal to 24.

The math fact that Matt can remember based on 4 x 6 = 24 is that multiplication is commutative. This means that the order of the numbers being multiplied doesn't affect the result. So, if 4 multiplied by 6 equals 24, it also implies that 6 multiplied by 4 would give the same result of 24.

Sadie arrived at the answer 10 for 6 + 4 by mistakenly swapping the order of the numbers and performing the addition incorrectly. The correct sum for 6 + 4 is indeed 10. Sadie's error demonstrates the importance of following the correct order of operations, where addition should be performed after ensuring the numbers are in the correct order.

As for Sadie's answer of 6 + 4 = 10, it is not directly related to the multiplication fact that Matt knows.

It is possible that Sadie used a different math fact or strategy to arrive at that answer.

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The solution to the problems using trigonometric ratios are:

12a) x = 16.09

12c) x = 7 and y = 7

13a) Time it takes to reach the ground is: 8 seconds

13b) Highest point reached is: 80 ft

12a) Using the law of sines, we can say that:

x/sin 90 = 9/sin 34

x = (9 * sin 90)/sin 34

x = 16.09

12c) Using the law of sines, we can say that:

x/sin 45 = 7√2/sin 90

x = (7√2 * 1/√2)/1

x = 7

Similarly, because it is an isosceles triangle, y = 7

13a) The equation of the height above the ground is :

h = 40t - 5t²

where:

h is height

t is time in seconds

Thus:

Time it takes to reach the ground is at h = 0.

40t - 5t² = 0

5t² = 40t

5t = 40

t = 8 seconds

b) Highest point reached:

h'(t) = 40 - 10t

h'(t) = 0

40 - 10t = 0

t = 4 seconds

Thus:

h_max = 40(4) - 5(4)²

h_max = 80 ft

c) Time at which ball was 35ft off ground is:

35 = 40t - 5t²

5t² - 40t + 35 = 0

Using quadratic equation calculator gives us:

t = 1 and 7 seconds

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Based on the given information, we can set up an equation using the fact that the measures of angles m1 and m2 are equal in circle P.

m1 = m2

Substituting the given values:

9x + 5 = 4x + 35

Solving for x:

9x - 4x = 35 - 5

5x = 30

x = 6

Now that we have found the value of x, we can substitute it back into the expressions for m1 and m2 to find their measures:

m1 = 9x + 5 = 9(6) + 5 = 59

m2 = 4x + 35 = 4(6) + 35 = 59

Therefore, both angles have a measure of 59 degrees.

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