What is the missing factor in this factor tree? 30 2x?

Answer:

Below in bold.

Step-by-step explanation:

This figure is a trapezoid.

We can find the missing side  length by applying the Pythagoras Theorem to the right triangle on the left of the figure.

The dotted line has length 12 cm and the base of the triangle = 25 - 18 = 7 cm

So x^2  = 12^2 + 7^2     (where x = missing length)

            =  144 + 49

            = 189

x = √189

  =  13.75 to nearest hundredth

So the perimeter

  =    18 + 12 + 25 + 13.75

  =    68.75 cm.

Area of a trapezoid = 1/2 (a + b) * h.

Area =  1/2 *(18 + 25) * 12

        =  258 cm^2.

Answer:

○ [tex]F = \frac{S + 24}{3}[/tex]

Step-by-step explanation:

We know that:

[tex]S = 3F -24[/tex],

where F is the length of the foot of a person, and S is their shoe size.

To solve for the length of a person's foot, we have to rearrange the given equation to make F the subject:

[tex]S = 3F -24[/tex]

⇒ [tex]S + 24 = 3F[/tex]     [adding 24 to both sides]

⇒ [tex]\frac{S + 24}{3} = F[/tex]          [dividing both sides by3]

⇒ [tex]F = \frac{S + 24}{3}[/tex]          [swapping the sides]

If you know the slope of the lines, you can also use these methods:

- see if the slopes multiplied by each other are -1 (should be if they're perpendicular)

- test if the slopes are opposite reciprocals (if they are, they are perpendicular)

Answer:

0

Step-by-step explanation:

In cartesian graphs, the slope or a gradient of a fully horizontal line will always be 0.

Answer: a = 24 units²

Step-by-step explanation:

      Let us graph the figure given. This shape appears to be a trapezoid. Now, we can solve for the area. This shape also has a height of 4, which I forgot to show in the picture.

       In the formula, h is the height, a is a base, and b is the other base.

            [tex]\displaystyle a=\frac{a+b}{2} h[/tex]

            [tex]\displaystyle a=\frac{4+8}{2} 4[/tex]

            [tex]\displaystyle a=\frac{12}{2} 4[/tex]

            [tex]\displaystyle a=(6)4[/tex]

            [tex]\displaystyle a=24\; \text{units}^{2}[/tex]

The reflection of the word DAD across the y-axis is not the same

The statement is given as:

MOM, when reflected over the y-axis = MOM

The above is true because the letters M and O have reflectional symmetry across the y-axis

However, the letter D do not have a reflectional symmetry across the y-axis

So, the letters would not remain the same when reflected

Hence, the reflection of the word DAD across the y-axis is not the same

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The concept exhibited by the thirteen year old who was unsure of one of her responses. she decided to go with the answer that felt the ""most right."" is an example of; Intuitive thought.

It follows from the task content that the thirteen year old was unsure of one of her responses. she decided to go with the answer that felt the ""most right."".

Such concept may be attributed to Intuitive thought.

This follows from the fact that the internal impulse which prompts individuals to make decisions is termed; Intuition.

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The value of trigonometry terms sin(2x) is 120/169 and cos(2x) is 119/169 and tan(2x) is 120/119.

According to the statement

We have given that the sin(x) = 5/13 , x in quadrant iii

And we have to Find the value of cos x using the following:

So, For this purpose, we know that the trigonometry terms are:

sin2(x) + cos2(x) = 1;  

or cos2(x) = 1-sin2(x)

And

cos2(x) = 1-(-5/13)2 =

cos2(x) = 144/169;  

We know that the

In quadrant III both the sin and cos are negative so

cos(x) = -12/13 (after taking square roots).

And

Then tan(x) = sin(x)/cos(x) = (-5/13)/(-12/13) = 5/12.

Now you can use the angle addition formulas to find sin(2x), cos(2x), and tan(2x).

Now

sin(x + x) = sinx * cosx + cosx * sinx

              = (-5/13)*(-12/13) + (-12/13)(-5/13) = 120/169

And

cos(x + x) = cosX * cos(x) - sinx*sinx

               = (-12/13)(-12/13) - (-5/13)(-5/13)

               =  119/169

So,

You could use the tan double angle formula, but it is easiest to use  

tan(2x) = sin(2x)/cos(2x)  = (120/169) / (119/169)

          = 120/119.

So, The value of trigonometry terms sin(2x) is 120/169 and cos(2x) is 119/169 and tan(2x) is 120/119.

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Answer:

Step-by-step explanation:

I gotcha my dude.......

x-5 and 2x+3

Answer:

[tex]\displaystyle \int^1_0 \dfrac{e^{\sqrt{x}}}{\sqrt{x}}\:\:\text{d}x=2(e-1)[/tex]

Step-by-step explanation:

Given definite integral:

[tex]\displaystyle \int^1_0 \dfrac{e^{\sqrt{x}}}{\sqrt{x}}\:\:\text{d}x[/tex]

Integration by substitution:

Substitute u for one of the functions to give a function that's easier to integrate.

[tex]\textsf{Let }u=\sqrt{x}[/tex]

Find the derivative of u and rewrite it so that dx is on its own:

[tex]\implies \dfrac{\text{d}u}{\text{d}x}=\dfrac{1}{2\sqrt{x}}[/tex]

[tex]\implies \text{d}x=2 \sqrt{x}\:\text{d}u}[/tex]

[tex]\implies \text{d}x=2u\:\text{d}u[/tex]

Use the substitution to change the limits of the definite integral from x-values to u-values:

[tex]\textsf{When }x=0 \implies u=\sqrt{0}=0[/tex]

[tex]\textsf{When }x=1 \implies u=\sqrt{1}=1[/tex]

Therefore, the limits are unchanged.

[tex]\boxed{\begin{minipage}{3 cm}\underline{Integrating $e^x$}\\\\$\displaystyle \int e^x\:\text{d}x=e^x+\text{C}$\end{minipage}}[/tex]

Substitute everything into the original integral and solve:

[tex]\begin{aligned}\implies \displaystyle \int^1_0 \dfrac{e^{\sqrt{x}}}{\sqrt{x}}\:\:\text{d}x & =\displaystyle \int^1_0 \dfrac{e^u}{u} \cdot 2u\:\:\text{d}u \\\\ & = \displaystyle \int^1_0 2e^u\:\:\text{d}u \\\\ & = 2 \int^1_0 e^u\:\:\text{d}u\\\\ & = 2 \left[ e^u\right]^1_0\\\\ & = 2 \left[e^1-e^0\right]\\\\& = 2(e-1)\end{aligned}[/tex]

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The correct order is 3,1,4,2.

Marshaling of assets:

Therefore, the correct order is 3,1,4,2.

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The correct question is given below:
In accordance with the marshaling of assets provision of the uniform partnership act, the correct ranking of the following liabilities of a partnership in order of payment is:

(1) $20,000 loan from a partner.

(2) $30,000 of profits from the last year of operations.

(3) $3,000 payable to a supplier.

(4) $100,000 in capital balances of the partners.

Using the combination formula, it is found that Julia can take 15 combinations.

[tex]C_{n,x}[/tex] is the number of different combinations of x objects from a set of n elements, given by:

[tex]C_{n,x} = \frac{n!}{x!(n-x)!}[/tex]

For this problem, 4 students are taken from a set of 6, hence the number of combinations is given as follows:

[tex]C_{6,4} = \frac{6!}{4!2!} = 15[/tex]

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Please see the picture below

ADG is an equilateral triangle, then, line AD is equivalent to line AG.

From the information given, we have to prove that;

AD=AG

It is important to note that the triangle ADG is an equilateral triangle.

The properties of an equilateral triangle are;

Since ADG is an equilateral triangle, then, line AD is equivalent to line AG

Thus, since ADG is an equilateral triangle, then, line AD is equivalent to line AG.

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The correct student's t- distribution requires knowing the degrees of freedom. The degrees of freedom are there for a sample of size n is B) n-1.

Distribution is described as the technique of having items to consumers. An instance of distribution is rice being shipped from Asia to the USA. The frequency of occurrence or quantity of lifestyles.

Distribution manner to spread the product for the duration of the market such that a big quantity of humans should purchase it. Distribution involves doing the following matters. An amazing delivery machine to take the goods into one-of-a-kind geographical regions.

Distribution is one of the four elements of the advertising and marketing mix. Distribution is the method of creating a service or product available for the consumer or enterprise user who needs it. this may be executed without delay through the manufacturer or service company or the usage of indirect channels with vendors or intermediaries.

Disclaimer: The question is incomplete. Please read below to find the missing content.

Question: To select the correct Student's t-distribution requires knowing the degrees of freedom. How many degrees of freedom are there for a sample of size n?

A) n

B) n-1

C) n+1

D) [X - μ / (s / n)]

The degrees of freedom depends on the number of parameters you are estimating.

8=

i-1

In student t distribution we estimate the population mean through sample mean and population standard deviation through sample standard deviation

So here both parameters depend on the sample mean i.e. we just calculate from a sample of size n so

Degrees of freedom for students t distribution is B) n-1

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Answer:

1: Linear

2: Linear

Step-by-step explanation:

Scenario 1:

Equation: y=8x  (where x represents # of hours worked)

The graph would be linear.

Scenario2:

Equation: y=5x (where x is the # of boxes of donuts purchased)

The graph would be linear. ( I assumed that each box is $5 since 5/1=10/2 )

A similar situation could be: In an art shop, crayons are sold. It costs $7 for 1 box of crayons.

- The graph would be linear, and it would be constant as long as the price for each box of crayons is not changed. Equation is: y=7x

I'm not sure if this is exactly what the last question asked, pretty sure this would be an okay example.

Answer: Refer to the histogram diagram below

The frequency table is in another attachment, and may be optional.

======================================================

Explanation:

The first task is to sort the values from smallest to largest. Luckily the data set is already sorted for us.

The smallest number is 22. This is the min. Since we're doing intervals of 10 percent, this means the first bin spans from 20% to 29%, assuming we're only involving whole number percentages. Then the next bin is from 30% to 39%, and so on, until reaching the last bin of 90% to 99%

The bin labels are shown along the bottom of the histogram.

-----------

The height of each bar represents how many students are in that specific bin. The first bar is 1 unit tall because there's only one student in the 20% to 29% range (that 22% mentioned earlier).

The next bar is 2 units tall because of the scores of 30% and 37%. They are in the range from 30% to 39%

The next bar is 4 units tall because of the scores 45,46,46,49.

This process is done with the other values to get the histogram you see below.

The frequency table is shown in a separate attachment, but your teacher may only want the histogram part. I would ask him/her for clarification.

The third column of the frequency table is optional to show where all the scores fit (and to help confirm the frequencies). This will help confirm the answer. Most histograms commonly only show the first two columns.

------------

While it's a good thing to know how to do this by hand, it's recommend to use software to generate the histograms when it comes to real world applications. Eg: making a presentation to the boss.

The program I used was LibreOffice which is free and effectively identical to excel. There are other options you could pick from.

Side note: There are no gaps between the bars when it comes to histograms. In contrast, a bar chart will have gaps.

Answer:

70°

Step-by-step explanation:

This is a question on angle properties.

Angle K + 35 + 75 = 180 (Sum of angles in a triangle)

Angle K + 110 = 180

Angle K = 180 - 110 = 70°

Answer:

angle k = [tex]\boxed {70}^\circ[/tex]

Step-by-step explanation:

The angles in a triangle add up to 180°.

∴ ∠k + 75° + 35° = 180°

⇒ ∠k + 110° = 180°

⇒ ∠k = 180° - 110°

⇒ ∠k = 70°

Answer:

2/5 or 0.4

Step-by-step explanation:

First we have to make equation into the gradient slope form :

y=mx+c    m is gradient and c is y-intercept

15y-6x=8

First we add 6x to both sides :

15y = 6x+8

Now we divide both sides by 15 :

y = 6x+8 / 15

Split the fraction on the right :

y = 6x/15 + 8/15

6x/15 = 6/15x

Our gradient will be 6/15 = 2/5 or 0.4

Hope this helped and have a good day

Answer:

A) f(x) = x^2 +8(x+2)

Step-by-step explanation:

We will start by putting y=0

0 = x^2+8(x+2) -Apply distributive property

0 = x^2+8x+16

0=(x+4)(x+4)

0=x+4, 0=x+4

x=-4

There is only one zero, and that is x=-4

Brainiest would be appreciated.

First one

Because

If we solve for x

Option A

The shortest side is 130 feet, the longest side is 260 feet and the greatest possible area is 33800 square feet

The given parameter is

Perimeter, P = 520 feet

Represent the shorter side with x and the longer side with y

One side of the garden is bordered by a river:

So the perimeter is:

P = 2x + y

Substitute P = 520

2x + y = 520

Make y the subject

y = 520 - 2x

The area is

A = xy

Substitute y = 520 - 2x in A = xy

A = x(520 - 2x)

Expand

A = 520x - 2x^2

Differentiate

A' = 520 - 4x

Set to 0

520 - 4x = 0

Rewrite as:

4x= 520

Divide by 4

x= 130

Substitute x= 130 in y = 520 - 2x

y = 520 - 2 *130

Evaluate

y = 260

The area is then calculated as:

A = xy

This gives

A = 130 * 260

Evaluate

A = 33800

Hence, the shortest side is 130 feet, the longest side is 260 feet and the greatest possible area is 33800 square feet

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The length of the radius of a circle exists 41 units.

Given: The center exists at -7+2i and a point in the circle at 33+11i.

The radius of the circle exists given by the following formula;

The radius of the circle [tex]$=\sqrt{x^{2}+y^{2}}$[/tex]

The center exists at -7 + 2i and a point in the circle at 33 + 11i.

[tex]$&x(33-(-7)), y(2 \mathrm{i}-11 \mathrm{i}) \\[/tex]

simplifying the equation, we get

[tex]$&\mathrm{x}(33+7), \mathrm{y}(-9 \mathrm{i}) \\[/tex]

[tex]$&\mathrm{x}(40), \mathrm{y}(-9(-1)) \\[/tex]

[tex]$&\mathrm{x}(33+7), \mathrm{y}(9)[/tex]

The center of the circle exists at [tex]$&\mathrm{x}(33+7), \mathrm{y}(9)[/tex].

The length of the radius of a circle exists,

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

substituting the values of x and y, we get

Radius[tex]$}=\sqrt{40^{2}+9^{2}} \\[/tex]

Radius [tex]$}=\sqrt{1600+81} \\[/tex]

Radius [tex]$=\sqrt{1681} \\[/tex]

Radius = 41 unit

Therefore, the length of the radius of a circle exists 41 unit.

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The size of the largest angle of the pentagon will be 150°.

A pentagon is the polygon that has five sides. It should be noted that the interior angle of a regular pentagon is 540°.

The given ratio is 2:3:4:4:5. Therefore, the size of the largest angle of the pentagon will be:

= 5/(2+3+4+4+5) × 540

= 5/18 × 540

= 150°

In this case, the size of the largest angle of the pentagon will be 150°.

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The equations intersect at the point (3 ,3 ).

An equation can be represented by a linear function. The standard form for the linear equation is: ax+b , for example, y=2x+7. Where:

a= the slope

b=constant term that represents the y-intercept.

System of linear equations is the given term math for two or more equations with the same variables. The solution of these equations represents the point at which the lines intersect.

The question gives:

4y –x = 9 (1)

y = 2x − 3 (2)

You should replace the variable y of equation 1 to equation 2. Then, you will have:

4*(2x-3)-x=9

8x-12-x=9

8x-x=9+12

7x=21

x=3

If x=3, from equation 2 you can find the value of y. Thus, y=2*3-3=6-3=3

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Answer:

D is correct

Step-by-step explanation:

Since you have 2 parallel lines cut by a transversal, <BAC and <BDE are corresponding angels.  Corresponding angles are congruent.  You are able to prove that 2 pairs of angles are congruent so the triangles are similar.  All of the answers show that the 2 triangles share angle B as the first part of the answer.

The equation for the plane through the points p(0, 1, 1), q(1, 0, 1) and r(1, 1, 0) is x + y + z = 2

Given,

Three points :- p(0, 1, 1), q(1, 0, 1), r(1, 1, 0)

We can take this as ([tex](x_{1} ,y _{1}, z_{1} ), (x_{2}, y_{2}, z_{2}), (x_{3}, y_{3}, z_{3})[/tex] respectively.

Thus,

The equation for the plane through the points

Here,

The formula of equation of the plane passing through three non collinear points

[tex]x-x_{1} y-y_{1} z-z_{1} \\x_{2} -x_{1} y_{2} -y_{1} z_{2} -z_{1} = 0\\x_{3} -x_{2} y_{3} -y_{2} z_{3} -z_{2}[/tex]

by substituting the values in the formula of equation of the plane

x-0  y-1  z-1

1-0  0-1  1-1    = 0

1-0  1-1  0-1

x  y  z

1  -1  0   =  0

1  0  -1

x(1) - (y-1)(-1) - (z-1)(-1) = 0

x + y - 1 + z - 1 = 0

x + y + z + 2 = 0

x + y + z = 2

The equation of the plane through the points p(0, 1, 1), q(1, 0, 1), and r(1, 1, 0) is x + y + z = 2

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The equation of the plane through the three points p(0, 1, 1), q(1, 0, 1), and r(1, 1, 0) is x + y + z = 2

For given question,

We have been given three points p(0, 1, 1), q(1, 0, 1), and r(1, 1, 0)

We need to find an equation for the plane through the given three points.

We know that the equation of the plane through the points [tex](x_1,y_1,z_1),(x_2,y_2,z_2),(x_3,y_3,z_3)[/tex] is,

[tex]\begin{vmatrix}x-x_1 & y-y_1 & z-z_1\\x_2-x_1 & y_2-y_1 & z_2-z_1\\x_3-x_1 & y_3-y_1 & z_3-z_1\end{vmatrix}=0[/tex]

Assume that for given points,

[tex](x_1,y_1,z_1)=(0, 1, 1)\\\\(x_1,y_1,z_1)=(1, 0, 1)\\\\(x_1,y_1,z_1)=(1, 1, 0)[/tex]

So, the equation of the plane passing though given points would be,

[tex]\Rightarrow \begin{vmatrix}x-0 & y-1 & z-1\\1-0 & 0-1 & 1-1\\1-0 & 1-1 & 0-1\end{vmatrix}=0\\\\\\\Rightarrow \begin{vmatrix}x-0 & y-1 & z-1\\1 & -1 & 0\\1 & 0 & -1\end{vmatrix}=0\\\\\\\Rightarrow x(1-0)-(y-1)(-1-0)+(z-1)(1-0)=0\\\\\Rightarrow x+y-1+z-1=0\\\\\Rightarrow x+y+z=2[/tex]

Therefore, the equation of the plane through the three points p(0, 1, 1), q(1, 0, 1), and r(1, 1, 0) is x + y + z = 2

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The value of M is:

M = ± (1 / 2) · √[(k² + 5)² /(4 · k²) - 5] ∓ (1 / 2) · √[(k² / 100) · (25 / k² + 5)² - 5] + √3, for k ≠ 0.

In this question we have a product of two nonzero real numbers equal to 5, whose mathematical form is:

p · q = 5, where p = 2 · x + √(4 · x² + 5) = k and q = 2 · y + √(4 · y² + 5) = 5 / k

Then, we proceed to find the solutions for x and y in terms of k:

2 · x + √(4 · x² + 5) = k

2 · x = k - √(4 · x² + 5)

4 · x² = k² - 2 · k · √(4 · x² + 5) + 4 · x² + 5

2 · k · √(4 · x² + 5) = k² + 5

4 · k² · (4 · x² + 5) = (k² + 5)²

4 · x² + 5 = (k² + 5)² /(4 · k²)

4 · x² = (k² + 5)² /(4 · k²) - 5

x = ± (1 / 2) · √[(k² + 5)² /(4 · k²) - 5], for k ≠ 0.

2 · y = 5 / k - √(4 · y² + 5)

4 · y² = 25 / k² - (10 / k) · √(4 · y² + 5) + 4 · y² + 5

(10 / k) · √(4 · y² + 5) = 25 / k² + 5

(100 / k²) · (4 · y² + 5) = (25 / k² + 5)²

4 · y² + 5 = (k² / 100) · (25 / k² + 5)²

4 · y² = (k² / 100) · (25 / k² + 5)² - 5

y = ∓ (1 / 2) · √[(k² / 100) · (25 / k² + 5)² - 5], for k ≠ 0.

Therefore, the value of M is:

M = ± (1 / 2) · √[(k² + 5)² /(4 · k²) - 5] ∓ (1 / 2) · √[(k² / 100) · (25 / k² + 5)² - 5] + √3, for k ≠ 0.

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The option c is correct. The linear representation model is best for this situation out of the exponential, quadratic model.

According to the statement

we have given that:

Monthly Rate = $20, Number of customers = 5000

If there is a decrease of $1 in the monthly rate, the number of customers increase by 500.

And we have to find that The type of model that best fits the given situation.

So, according to the linear representation model

Monthly Rate = $20, Number of customers = 5000

Let us decrease the monthly rate by $1.

Monthly Rate = $20 - $1  = $19, Number of customers = 5000 + 500 = 5500

Let us decrease the monthly rate by $1 more.

Monthly Rate = $19 - $1  = $18, Number of customers = 5500 + 500 = 6000

Here, we can see that there is a linear change in the number of customers whenever there is decrease in the monthly rate.

We have 2 pair of values here,

x = 20, y = 5000

x = 19, y = 5500

Let us write the equation in slope intercept form:

y = mx + c

And Slope of a function is

m = y₂ - y₁ / x₂ - x₁

Then

m = 5500 - 5000 / 19 - 20

m = -500

So, the equation become

y = -500x +c

And find the value of by putting the values.

So, c = 15000

And the equation become

y = -500x + 15000.

According to this linear model is perfect for this situation.

So, The linear representation model is best for this situation.

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The coordinates of the missing points G. and H are G(a, y) and H(a,0) respectively

A right angled triangle is a triangle that has 3 sides and angle with one of its angles to be 90 degrees.

From the given triangle, the measure of the x-coordinate point of G and H will be equal.

Since the line GH intersects the x-axis and the point where the line intersects the x-axis is where y = 0, hence the coordinate H is (a, 0) and the measure of G is (a, +y)

The y-value of G can be any positive value on the y-axis

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a) 1. The backpack weight sample mean is 6.375 pounds.

a) 2. The backpack weight sample mean is 6.375 pounds.

a) 3. The backpack weight sample mean is 6.625 pounds.

b) The range of the sample means is between 6.375 and 6.625, which approaches 0.250 pounds, plus or minus.

c) Since the students are using the sample means to estimate the mean backpack weight of their schoolmates, the true statements are A. and D.

The farther the range of the sample means is from O, the less confident they can be in their estimate.

A sample mean is a statistic computed from a sample of data or variables.

The sample mean represents the average value of the sample data.

The range describes the difference between the largest number and the smallest number.

Thus, based on the range of the sample means, the farther it is from 0, the less confident the students can be in their estimate.

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