Choose all of the expressions that are equal to 61.

a. |−61|
b. the distance from zero to −61
c. the opposite of 61
d. −(−61)
e. the opposite of −61
f. −|−61|
g. −|61|

The probabilities of Brian and leo  being assigned a window seat on each flight are 1/9

The probability that Brian is assigned a window seat on the flight to his grandmother's house is:

50/150 = 1/3

The probability that LEO is assigned a window seat on the flight home from his grandmother's house is also:

50 window seats/ 150 seats = 1/3

The probability that both Brian and Leo are both assigned window seats on the way to their grandmother's house is:

50 window seats/150 seats  *  49 window seats/  149 seats  = 1/9

Take note that Brian and Leo's chances of getting a window seat on each flight are independent, so we can simply multiply the odds to determine the likelihood of both happening.

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Answer:

The number you provided is **9,876 ,540,000**. The significant figures of this number are **10**¹.

The trailing zeros in this number are not significant, so they do not count toward the total number of significant figures

Answer:

(H)

Step-by-step explanation:

Recall that [tex]V-E+F=2[/tex].

Setting [tex]V=F=4[/tex] yields [tex]E=6[\tex].

There will be 16 small circular bubbles.

A circle is a shape formed by all points in a plane that are at a particular distance from the centre. It is the curve sketched out by a point moving in a plane so that its distance from a given point remains constant. The radius is the distance between any two points on a circle and the centre.

The area of a circle is given by the formula A = πr², where A is the area and r is the radius.

The area of the large bubble is A = π(8cm)² = 64π cm².

The area of a small bubble is A = π(2cm)² = 4π cm².

Let's assume that the number of small bubbles is n. Then, the total area of the small bubbles is n times the area of a single small bubble:

n(4π) = 4nπ cm²

According to the problem, the area of the large bubble is equal to the sum of the areas of the small bubbles:

64π = 4nπ

Dividing both sides by 4π, we get:

n = 16

Therefore, there are 16 small bubbles.

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16.5 I relllllllly hope this helps

Answer:

3) x = 19

4) x = 4

Step-by-step explanation:

3) Co interior angles are supplementary.

         6x - 30 + 96 = 180

   Combine like terms,

                  6x  + 66 = 180

 Subtract 66 from both sides,

                          6x = 180 - 66

                          6x = 114

Divide both sides by 6,

                            x = 114 ÷ 6

                            [tex]\boxed{\bf x = 19}[/tex]

4) When two lines are intersected by a transversal, alternate exterior angles are equal.

             7x + 5 = 33

Subtract 5 from both sides,

                   7x = 33- 5

                  7x = 28

Divide both sides by 7,

                  x = 28 ÷ 7

                  [tex]\boxed{\bf x = 4}[/tex]

The angles and their converse are:

a) ∠9 ≅ ∠22

Parallel lines: q and r.

Converse: if two lines are parallel, then their corresponding angles are congruent.

b) m∠8 + m∠13 = 180

Parallel lines: p and q.

Converse: if two lines are parallel, then their supplementary angles sum up to 180°

c) ∠1 ≅ ∠17

Parallel lines: p and r.

Converse: if two lines are parallel, then their corresponding angles are congruent.

d) ∠16 ≅ ∠20

Parallel lines: q and r.

Converse: if two lines are parallel, then their alternate angles are congruent.

e) m∠2 + m∠22 = 180

Parallel lines: p and r.

Converse: if two lines are parallel, then their supplementary angles sum up to 180°

f) ∠10 ≅ ∠13

No lines are parallel.

Converse: if two angles in a quadrilateral are adjacent then they are said to be congruent.

g) ∠5 ≅ ∠15

Parallel lines: p and q.

Converse: if two lines are parallel, then their opposite angles are congruent.

h) m∠2 + m∠16 = 180

Parallel lines: p and q.

Converse: if two lines are parallel, then their supplementary angles sum up to 180°

a) ∠9 ≅ ∠22

The parallel lines for this to be true are lines q and r.

Converse is if two lines are parallel, then their corresponding angles are congruent.

b) m∠8 + m∠13 = 180

The parallel lines for this to be true are lines p and q.

Converse is if two lines are parallel, then their supplementary angles sum up to 180°

c) ∠1 ≅ ∠17

The parallel lines for this to be true are lines p and r.

Converse is if two lines are parallel, then their corresponding angles are congruent.

d) ∠16 ≅ ∠20

The parallel lines for this to be true are lines q and r.

Converse is if two lines are parallel, then their alternate angles are congruent.

e) m∠2 + m∠22 = 180

The parallel lines for this to be true are lines p and r.

Converse is if two lines are parallel, then their supplementary angles sum up to 180°

f) ∠10 ≅ ∠13

No lines are parallel.

Converse is if two angles in a quadrilateral are adjacent then they are said to be congruent.

g) ∠5 ≅ ∠15

The parallel lines for this to be true are lines p and q.

Converse is if two lines are parallel, then their opposite angles are congruent.

h) m∠2 + m∠16 = 180

The parallel lines for this to be true are lines p and q.

Converse is if two lines are parallel, then their supplementary angles sum up to 180°

3) The co interior angles are supplementary.

Thus:

6x - 30 + 96 = 180

6x  + 66 = 180

Subtract 66 from both sides,

6x = 180 - 66

6x = 114

Divide both sides by 6,

x = 24                        

4) When two lines are intersected by a transversal, the alternate exterior angles are equal.

7x + 5 = 33

Subtract 5 from both sides,

7x = 33- 5

7x = 28

Divide both sides by 7,

x = 4

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The margin of safety in dollars is $113100

The margin of safety is the value of sales or sales in units that are in excess of the break-even sales or units. The break-even point is where the firm is neither making a profit nor a loss and its total revenue is equal to its total expenses.

The margin of safety can be calculated by deducting the break-even sales value from the budgeted/actual sales value.

The margin of safety in dollars = budgeted/actual sales value - break-even sales value

Margin of safety in dollars = (87 * 13000) - (87 * 11700) = $113100

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Answer:

(4,3)

Step-by-step explanation:

The rule (x,y) → (-x, -y)

Helping in the name of Jesus.

Answer:

All you need to do now is plug the numbers in and use the right units.

Step-by-step explanation:

Answer:

Using the formula for compound interest: A = P(1 + r/n)^(nt) where: A = the balance after the investment period P = the principal amount (the initial deposit) r = the annual interest rate (as a decimal) n = the number of times the interest is compounded per year t = the time the money is invested (in years) We can plug in the values given in the problem: P = $1856 r = 0.0242 (2.42% expressed as a decimal) n = 4 (quarterly compounding) t = 6/12 (6 months expressed as a fraction of a year) A = $1856(1 + 0.0242/4)^(4 * 6/12) A = $1856(1.00605)^2 A = $1931.

The experimental probability that the card selected was a K or 6 is [tex]3/20[/tex].

The answer is "three over twenty."

The frequency of K and 6 in the table are 8 and 7 respectively. Therefore, the total number of times a K or 6 was drawn is [tex]8 + 7 = 15[/tex].

The total number of draws was 100, so the probability of drawing a K or 6 on any one draw is:

Probability of K or 6 =[tex](Frequency of K + Frequency of 6) / Total number of draws[/tex]

[tex]= (8 + 7) / 100\\= 15 / 100\\= 3 / 20[/tex]

So the experimental probability that the card selected was a K or 6 is [tex]3/20[/tex].

Therefore, the answer is "three over twenty."

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Answer:

The first one is correct

Step-by-step explanation:

ITs all good

Answer:

[tex]625 \: {in}^{3} [/tex]

Step-by-step explanation:

This figure is formed from a cube and a rectangular prism

First, we can find the volume of the cube:

(l (side length) = 5 in)

[tex]v(cube) = {l}^{3 } = {5}^{3} = 125 \: {in}^{3} [/tex]

Now, let's find the volume of the rectangular prism:

(h = 5 in; a (base area) = 20 × 5 = 100 in^2)

[tex]v(prism) = a(base) \times h[/tex]

[tex]v(prism) = 100 \times 5 = 500 \: {in}^{3} [/tex]

In order to find the total volume of this figure, we have to add these two volumes together:

[tex]v(total) = v(cube) + v(prism)[/tex]

[tex]v(total) = 125 + 500 = 625 \: {in}^{3} [/tex]

The statement that is NOT true is: "The y-intercept of the line of best fit means that it cost $9,994 to build the house."

Hi! Based on the given information and without a visual of the graph, I will provide a general answer using the terms provided. Please note that an accurate response may require additional information or context.

The slope of the line of best fit indicates the rate of change in the value of the house over time, and a positive slope signifies that the value has increased. However, the y-intercept of the line of best fit does not necessarily mean that it cost $9,994 to build the house.

The y-intercept represents the estimated value of the house when the independent variable (usually time) is zero, but it does not account for factors like construction costs, inflation, or changes in the real estate market.

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Consider the equation |x-4| = 5. This equation has two solutions since the distance of x from 4 on the number line can be 5 units in either direction, giving x = 9 or x = -1.

What is algebra?

Algebra is a branch of mathematics that deals with mathematical operations and symbols used to represent numbers and quantities in equations and formulas.

An absolute value equation is of the form |x| = a, where "a" is a positive number. The absolute value of a number is always non-negative, so the equation |x| = a has two possible solutions, x = a and x = -a.

However, there are three possible cases for how many solutions an absolute value equation could have:

One solution: This occurs when a=0. The only solution is x=0 because |0|=0.

Two solutions: This occurs when a > 0. The two possible solutions are x = a and x = -a, since |a| = a and |-a| = a. For example, the equation |x-3| = 2 has two solutions: x-3 = 2 or x-3 = -2, which gives x = 5 or x = 1.

No solutions: This occurs when a < 0. Since the absolute value of a number is always non-negative, an absolute value equation with a negative number on the right-hand side has no solutions. For example, the equation |x-3| = -2 has no solutions since -2 is negative.

The difference in the number of solutions is due to the nature of absolute values. The absolute value of a number represents the distance of the number from zero on the number line, so an absolute value equation can have two solutions when the distance is equal to a positive number, one solution when the distance is equal to zero, and no solution when the distance is less than zero.

For example, consider the equation |x-4| = 5. This equation has two solutions since the distance of x from 4 on the number line can be 5 units in either direction, giving x = 9 or x = -1.

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Answer: Absolute value equations are important in situations where values cannot be negative, like measuring distance. For example, if you forget which floor your friend lives on and he tells you he's on the fourth floor, and you say you're two floors away, you could be on either the second or sixth floor. Absolute value inequalities are important in determining margins of error or tolerance, especially in manufacturing.

Step-by-step explanation:

When solving an absolute value equation, three possible scenarios could occur. The first scenario is when the absolute value expression equals a positive number. In this case, there will be two solutions, one positive and one negative. The second scenario is when the absolute value expression equals zero. In this case, there will be only one solution, which is zero. The third and final scenario is when the absolute value expression equals a negative number. In this case, there are no solutions, as the absolute value of any number is always non-negative.

The reason there are differences in the number of solutions for each case is due to the nature of absolute value. Absolute value always returns a non-negative value, regardless of the sign of the number inside the absolute value expression. Therefore, when the absolute value expression is positive, there are two possible solutions, one positive and one negative. When the expression equals zero, there is only one solution, which is zero. And when the expression is negative, there are no solutions, as there cannot be a negative absolute value.

Given: D = 8 1/2 in.

We know that the diameter of a circle is twice the radius. Therefore, we can find the radius by dividing the diameter by 2:

radius (r) = D/2 = 8 1/2 / 2 = 4 1/4 in.

To find the circumference (C) of the circle, we can use the formula:

C = 2πr

where π (pi) is a constant approximately equal to 3.14.

Substituting the value of r, we get:

C = 2π(4 1/4) = 2π(17/4) = 8.5π

Therefore, the radius is 4 1/4 in. and the circumference is 8.5π in.

The axis of symmetry for f(x) is x = 1 and h(x) is x=3.

The axis of symmetry is an imaginary straight line that divides a shape into two identical parts, thereby creating one part as the mirror image of the other part. When folded along the axis of the symmetry, the two parts get superimposed. The straight line is called the line of symmetry/the mirror line. This line can be vertical, horizontal, or slanting.

Assuming that f(x) and h(x) are quadratic functions, here's how to find the axis of symmetry for each function:

f(x) = 2x² - 4x + 1

To find the axis of symmetry for f(x), we first identify the coefficients a, b, and c:

a = 2, b = -4, c = 1

Then, we use the formula:

x = -b / (2a) = -(-4) / (2 * 2) = 1

Therefore, the axis of symmetry for f(x) is x = 1. This means that the graph of f(x) is symmetric with respect to the vertical line x = 1.

h(x) = -x² + 6x - 5

To find the axis of symmetry for h(x), we first identify the coefficients a, b, and c:

a = -1, b = 6, c = -5

Then, we use the formula:

x = -b / (2a) = -6 / (2 * -1) = 3

Therefore, the axis of symmetry for h(x) is x = 3. This means that the graph of h(x) is symmetric with respect to the vertical line x = 3.

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The complete question would be:

Two functions are given below: f(x)=2x² - 4x + 1 and h(x)=-x² + 6x - 5. State the axis of symmetry for each function and explain how to find it.

Answer:

average rate of change = [tex]\frac{1}{2}[/tex]

Step-by-step explanation:

the average rate of change of h(x) in the interval a ≤  x ≤ b , is

[tex]\frac{h(b)-h(a)}{b-a}[/tex]

here the interval is - 2 ≤ x ≤ 2 , then

h(b) = f(2) = [tex]\frac{1}{8}[/tex] (2)³ - 2² = [tex]\frac{1}{8}[/tex] (8) - 4 = 1 - 4 = - 3

h(a) = h(- 2) = [tex]\frac{1}{8}[/tex] (- 2)³ - (- 2)² = [tex]\frac{1}{8}[/tex] (- 8) - 4 = - 1 - 4 = - 5

then average rate of change

= [tex]\frac{-3-(-5)}{2-(-2)}[/tex]

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

= [tex]\frac{2}{4}[/tex]

= [tex]\frac{1}{2}[/tex]

Answer: 1/3

Step-by-step explanation: To do complex equations like this try using a calculator

The ratio of the height of the smaller prism to the height of the larger prism is 1:sqrt(27).

what is prism?

A prism is a geometric solid that has two parallel and congruent polygonal bases, and the sides connecting the bases are parallelograms. These parallelograms are typically rectangles, but they can also be squares or rhombuses. A prism can be named based on the shape of its base, such as a rectangular prism, triangular prism, hexagonal prism, etc.

Since the prisms are similar, their corresponding sides are proportional. In particular, the ratio of the heights of the prisms is the same as the ratio of their volumes.

Let the height of the smaller prism be h1 and the height of the larger prism be h2. Let the volume of the smaller prism be V1 = 15 cm^3 and the volume of the larger prism be V2 = 405 cm^3. Then:

V1/V2 = (h1^2 * 5) / (h2^2 * 5)

V1/V2 = h1^2 / h2^2

sqrt(V1/V2) = h1 / h2

Substituting the given values, we get:

sqrt(15/405) = h1 / h2

sqrt(1/27) = h1 / h2

1/sqrt(27) = h1 / h2

Therefore, the ratio of the height of the smaller prism to the height of the larger prism is 1:sqrt(27), or approximately 1:5.2.

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Answer: 30.4

Step-by-step explanation:

Answer:

A + B + C = 68

Step-by-step explanation:

A : B = 1 : 2

B : C = 3 : 4

Find the LCM of 2 and 3. LCM = 6

Multiply A : B by 3 and B : C by 2      

[tex]\dfrac{A}{B}=\dfrac{1}{2}=\dfrac{1*3}{2*3}=\dfrac{3}{6}\\\\\\\dfrac{B}{C }=\dfrac{3}{4}=\dfrac{3*2}{4*2}=\dfrac{6}{8}[/tex]

A : B = 3 : 6    &   B : C = 6 :8

A : B : C = 3 : 6 : 8

A = 3x

B = 6x

C = 8x

It is given that C is 32.

         8x = 32

Divide both sides by 8

          x = 32÷ 8

          x = 4

A = 3*4 = 12

B = 6 * 4 = 24

Sum of three numbers = 12 + 24  + 32

                                      = 68

[tex] \:\:\:\:\: \:\:\:\:\:\:\star\longrightarrow \sf y = x^{x}{}^{²}\\[/tex]

Taking the logarithm on both sides -

[tex] \:\:\:\:\: \:\:\:\:\:\:\longrightarrow \sf log y = log x^{x}{}^{²}\\[/tex]

[tex] \:\:\:\:\:\:\:\:\:\:\:\longrightarrow \sf log y = x^2 log x\\[/tex]

[tex]\:\:\: \boxed{\sf\pink{\:\:\: loga^b = blog a }}\\[/tex]

Differentiating with respect to x-

[tex] \:\:\:\:\:\:\:\:\:\:\:\longrightarrow \sf \dfrac{d}{dx} logy = \dfrac{d}{dx} x^2 log x \\[/tex]

[tex] \:\:\:\:\: \:\:\:\:\:\:\longrightarrow \sf \dfrac{1}{y} \times \dfrac{dy}{dx} = x^2 \dfrac{d}{dx} log x + logx \dfrac{d}{dx} x^2\\[/tex]

[tex] \:\:\:\:\boxed{\sf\pink{\dfrac{d}{dx} logx = \dfrac{1}{x}}} \\[/tex]

[tex] \:\:\:\:\boxed{\sf\pink{\sf\dfrac{d}{dx}\bigg[f(x)\:g(x)\bigg] = f(x) \dfrac{d}{dx} g(x) + g(x) \dfrac{d}{dx} f(x)}}\\[/tex]

[tex] \:\:\:\:\: \:\:\:\:\:\:\longrightarrow \sf \dfrac{d}{dx} = y \bigg[ x^2 \times \dfrac{1}{x} + logx \times 2x \bigg]\\[/tex]

[tex] \:\:\:\:\:\:\:\:\:\:\:\longrightarrow \sf \dfrac{dy}{dx} = y \bigg[ \cancel{x}\: x \times \dfrac{1}{\cancel{x}} + 2x\:logx \bigg]\\[/tex]

[tex] \:\:\:\:\:\:\:\:\:\:\:\longrightarrow \sf \underline{\dfrac{dy}{dx} = y \bigg[ x + 2x\:logx \bigg]}\\[/tex]

[tex] \:\:\:\:\:\:\:\:\:\:\:\longrightarrow \sf \underline{\dfrac{dy}{dx} = \boxed{\sf x^{x}{}^{²}\bigg[ x + 2x\:logx \bigg]}}\\[/tex]

The estimated number of students on the A honor roll who are 8th graders is 126.

Algebra is a branch of mathematics that deals with symbols and the rules for manipulating these symbols. It involves using letters and other symbols to represent numbers and quantities in equations and formulas.

The main goal of algebra is to find the value of an unknown quantity, called a variable, by using known quantities and mathematical operations such as addition, subtraction, multiplication, division, and exponentiation. Algebraic expressions can be solved using various techniques, including simplification, factoring, and solving equations.

The total number of students on the A honor roll is given by adding the number of students in each grade:

Total = 15 (6th grade) + 11 (7th grade) + 14 (8th grade) = 40

To find the proportion of students who are in 8th grade, we can divide the number of 8th graders by the total number of students:

Proportion of 8th graders = 14/40 = 0.35

To estimate the number of students on the A honor roll who are 8th graders, we can multiply the proportion of 8th graders by the total number of students on the A honor roll:

Estimated number of 8th graders = 0.35 x 360 = 126

Therefore, the estimated number of students on the A honor roll who are 8th graders is 126.

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The point-slope form of the equation that represents the data set is y - 56 = -5(x - 6), or y = -5x + 86.

We are given two points: (6,56) and (12,26) from the data set. We can use the point-slope form of a linear equation to find an equation that represents the data set.

y - y1 = m(x - x1)

where (x1, y1) is a point on the line and m is the slope of the line.

To find the slope, we use the two given points:

m = (y2 - y1) / (x2 - x1)

m = (26 - 56) / (12 - 6)

m = -30 / 6

m = -5

Now that we have the slope, we can use one of the given points, say (6, 56), to write the point-slope equation:

y - y1 = m(x - x1)

y - 56 = -5(x - 6)

y - 56 = -5x + 30

y = -5x + 86

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Angle A is the right angle, so the trigonometric ratio we get is sin(LA) = 8/17, cos(LA) = 15/17, tan(LA) = 8/15, sin(LB) = 15/17, cos(LB) = 8/17, tan(LB) = 15/8

Sine (sin), cosine (cos), tangent (tan), cotangent (cot), cosecant (cosec), and secant are the six trigonometric ratios. (sec). A branch of mathematics called trigonometry in geometry works with the sides and angles of a right-angled triangle. Trig ratios are therefore assessed in relation to sides and angles.

The right triangle with sides that are 8, 15, and 17 in length needs to be labeled as follows in order to use trigonometry ratios.

       B

      /|

   17/ |

    /  |

   /___|__

  A    C  15

where the right angle A is. The chart can then be filled out as follows:

angle   opp     adj     hyp     sin     cos     tan

LA      8       15      17      8/17    15/17   8/15

LB      15      8       17      15/17   8/17    15/8

The tangent is opposite/adjacent, the sine is adjacent/hypotenuse, and the cosine is opposite/hypotenuse.

The trigonometry ratios for the right triangle with sides that are 8, 15, and 17 in length are as follows.

sin(LA) = 8/17

cos(LA) = 15/17

tan(LA) = 8/15

sin(LB) = 15/17

cos(LB) = 8/17

tan(LB) = 15/8

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Answer:

x≥ -2

Step-by-step explanation:

−2x + 1 ≥ 5

       -1     -1

-2x ≥ 4

x≥ -2

the gcf of 3, 15, and 35 is 1.

Answer: 1

Step-by-step explanation:

GCF means greatest common factor.

And the greatest common factor of 3, 15 and 35 would be 1 since

no other number is common between them.

3 * 1 = 3

15 * 1 = 15

35 * 1 =35