angle bisector altitude median centroid orthocenter circumcenter incenter find missing values worksheet

Answer:

30.25π mm^2

Step-by-step explanation:

The area of a circle is π · r^2. simply plug in the radius of 5.5 into "r" and then you square it. Squaring it would result in 30.25. Finally, you multiply it with π. Since you are multiplying two unlike terms, you put the coefficient first and then the variable. The measurements are in millimeters squared so you would have to add them after 30.25π otherwise it would be wrong.

The height, x, in the triangle is 0 units.

What to find perpendicular distance?

Perpendicular distance is a measure of the distance between a point and a line. It is the shortest distance between the point and the line, and it is always perpendicular to the line. The perpendicular distance is also known as the "altitude" or "height" in geometry.

In the triangle, the side OB is 5 units and the side OC is 5√2 units. The height, x, is the perpendicular distance from the vertex O to the line segment OB.

Using the Pythagorean theorem, we can find the value of x:

x^2 + (5)^2 = (5√2)^2

x^2 = (5√2)^2 - (5)^2

x^2 = 25 - 25

x^2 = 0

x = 0

Therefore, the height, x, in the triangle is 0 units.

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Whether a discrete or continuous quantity is used. the lowest temperature recorded on January 1st in Cheyenne, Wyoming, in degrees Fahrenheit

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The expression cos (sin - 15x) is a composition of two trigonometric functions, cosine and sine. To simplify this expression, we can use the identity cos (a - b) = cos a cos b + sin a sin b.

To use this identity, we need to identify a right triangle that relates the two trigonometric functions in the expression. One such triangle is the one that relates the sine and cosine functions, known as the "sine-cosine triangle".

This triangle relates the sine and cosine functions through the following identities:

sin a = y/r

cos a = x/r

Where a is the angle opposite to the side of length y, x is the side opposite to angle a and r is the hypotenuse of the triangle.

We can use these identities to write the given expression as:

cos (sin - 15x) = cos (y/r - 15x) = cos y/r cos(-15x) - sin y/r sin(-15x)

This is by using the identity cos (a-b) = cos a cos b - sin a sin b

The expression cos (sin - 15x) can be written as cos y/r cos(-15x) - sin y/r sin(-15x)

It's important to note that this simplified expression is still not in its final form as we have no information about the value of y and r, this is only possible if we have a specific angle or triangle that we are working with.

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Answer:

Deon sent 20 messages

Trey sent 60 messages

Heather sent 29 messages

Step-by-step explanation:

Explanation above

[tex]-6x < 21[/tex]

Divide both sides by -6:

[tex]\dfrac{-6x}{-6} < \dfrac{21}{-6}[/tex]

[tex]x > -\dfrac{7}{2}[/tex], [tex]x > -3.5[/tex]

The vertices are A, B, C, D, E, F. The edges are AB, BC, CA, ED, DF, FE, BD, CF, and AE and the faces are DBCF, DEAB, EFCA, EDF, and ABC.

The three-dimensional shape's vertices are the points at which the edges converge. Edges are the lines where two faces converge, while faces are flat surfaces.

Vertices are the locations where the sides of a polyhedron constructed of line segments connect.

According to the definition given above, the vertices are A, B, C, D, E, and F.

Line segments from which the formation of a polyhedron takes place are known as edges.

Hence in the given figure, AB, BC, CA, ED, DF, FE, BD, CF, and AE are the edges.

Two-dimensional surfaces in a three-dimensional figure are known as faces.

In the given prism, DBCF, DEAB, EFCA, EDF, and ABC are the faces of the prism.

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Using the LCM, the numbers that Ivan could choose between 55 and 101 which are multiples of 4, 10, and 20 are 60, 80, and 100.

A multiple of numbers is the lowest common multiple (lcm) of two or more numbers.

The LCM shows the numbers into which the given numbers can divide without a remainder.  The result is always an even integer.

Between 55 and 101, we know that 4, 10, and 20 can each divide 60, 80, and 100 without leaving a remainder.

For example, when 4 divides 60, 80, and 100, we have 15, 20, and 25.

When 10 divides 60, 80, and 100, we have 6, 8, and 10.

Lastly, when 20 divides 60, 80, and 100, we have 3, 4, and 5.

Thus, Ivan can choose 60, 80, and 100, which are between 55 and 101 as the multiples of 4, 10, and 20.

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All statements can be proven by indirect proof. If the assumptions of the statement are false, the resulting contradiction proves that the initial assumption is wrong and the statement is true.

1. To prove this statement by indirect proof, assume that n – m is an even number but n^2 – m^2 is an odd number. Since n – m is even, it can be written as n – m = 2k, where k is an integer. This can be substituted into n^2 – m^2 = n^2 – (2k+m)^2 to create n^2 – m^2 = n^2 – 4km – m^2. Since both n and m are integers, 4km is an even number. This means that n^2 – m^2 is an even number, contradicting our assumption that it is an odd number. Therefore, our initial assumption is wrong, and n^2 – m^2 must be an even number if n – m is even.

2. To prove this statement by indirect proof, assume that x is an odd positive integer but x^2 – 1 is not divisible by 4. Since x is an odd positive integer, it can be written as x = 2k + 1, where k is an integer. This can be substituted into x^2 – 1 = (2k + 1)^2 – 1 to create x^2 – 1 = 4k^2 + 4k. Since both k and 4 are integers, 4k^2 is an even number. This means that x^2 – 1 is divisible by 4, contradicting our assumption that it is not divisible by 4. Therefore, our initial assumption is wrong, and x^2 – 1 must be divisible by 4 if x is an odd positive integer.

3. To prove this statement by indirect proof, assume that x is an odd integer but 8 is not a factor of x^2 – 1. Since x is an odd integer, it can be written as x = 2k + 1, where k is an integer. This can be substituted into x^2 – 1 = (2k + 1)^2 – 1 to create x^2 – 1 = 4k^2 + 4k. Since 8 is a factor of 4k^2, it is also a factor of x^2 – 1. This means that 8 is a factor of x^2 – 1, contradicting our assumption that it is not a factor of x^2 – 1. Therefore, our initial assumption is wrong, and 8 must be a factor of x^2 – 1 if x is an odd integer.

4. To prove this statement by indirect proof, assume that x is an even integer but xy is an odd number. Since x is an even integer, it can be written as x = 2k, where k is an integer. This can be substituted into xy = (2k)y to create xy = 2ky. Since both k and y are integers, 2ky is an even number. This means that xy is an even number, contradicting our assumption that it is an odd number. Therefore, our initial assumption is wrong, and xy must be an even number if x is an even integer.

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Answer:

A = 30 yd²

Step-by-step explanation:

the figure is a trapezium whose area (A) is calculated as

A = [tex]\frac{1}{2}[/tex] h (b₁ + b₂)

where h is the perpendicular height between bases b₁ and b₂

here h = 5 , b₁ = 8 , b₂ = 4 , then

A = [tex]\frac{1}{2}[/tex] × 5 × (8 + 4) = 2.5 × 12 = 30 yd²

The system of equations is y = - x - 5 and y = - x - 9.

y = - 4/3 x - 1/3 and y = - 5/4x + 1/4.

what is meant by equations?

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The equation of the line parallel to y = (-3/4)x + 1 and passing through (8, 6) is y = (-3/4)x

An equation is an expression showing the relationship between numbers and variables.

The slope intercept form of a straight line is:

y = mx + b

Where m is the slope and b is the y intercept.

Two lines are parallel if they have the same slope.

Given the line y = (-3/4)x + 1, the slope is -3/4. The line parallel to y = (-3/4)x + 1 would have same slope of -3/4.

The parallel line passes through (8, -6), hence:

y - y₁ = m(x - x₁)

y - (-6) = (-3/4)(x - 8)

y + 6 = (-3/4)x + 6

y = (-3/4)x

The equation of the line is y = (-3/4)x

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To find the interest Ana must pay on the loan, we can use the formula:

Interest = Principal x Interest Rate x Time (in days) / 365

What's the math rate?

A rate is a unique ratio where the two words are expressed in several units. For instance, the price is 69 for 12 ounces if a 12-ounce can of maize costs 69. This is not a proportion of two comparable units, like shirts. Cents and ounces are the two dissimilar units in this ratio.

In this case:

Interest = $5000 x 8% x 75 / 365 = $200

So, Ana must pay $200 in interest on the loan.

To find the total amount due at maturity, we add the interest to the principal:

Total Due = Principal + Interest = $5000 + $200 = $5200

So, Ana will need to pay $5200 at maturity.

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The point that partitions the line in the ratio of 1:3 is (1.333, 3.333).

Given two points P1(x1,y1) and P2(x2,y2), the point that partitions the directed line between these two points in a given ratio r can be calculated using the following formula:

P(x,y) = (x1 + r(x2-x1), y1 + r(y2-y1))

For example, if we have P1(1,2) and P2(4,6) and we want to partition the line in a ratio of 1:3, the point P(x,y) can be calculated as follows:

P(x,y) = (1 + 1/3(4-1), 2 + 1/3(6-2)) = (1.333,3.333)

Therefore, the point that partitions the line in the ratio of 1:3 is (1.333, 3.333).

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The number of ways to make a change of 70 cents using only nickel, dime and quarters is given as follows:

15 ways.

The value of each coin is given as follows:

Hence the ways to make the change are given as follows:

Which combine to 15 ways.

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The shape of the sampling distribution of the sample mean is approximately normal because the sample size is greater than 3.

Given data :

a ) Approximately normal because the sample size is greater than 3.

b ) b )  ux  = 1.1 and Jx =  = 0.198

c  ) c ) P ( ux ∠ 1 ) = normal cdf ( lower : 1000, upper : 1, u : 1.1 , J : 0.198 ) = 0.3068

d ) The principal could pick 50 students may times and find the median and repeat several times until he has every possible sampling distribution.

Completed question :

The principal of a large high school is concerned about the number of absences for students at his school. to investigate, he prints a list showing the number of absences during the last month for each of the 2500 students at the school. for this population of students, the distribution of absences last month is skewed to the right with a mean of 1.1 and a standard deviation of (1.4). suppose that a random sample of 50 students is selected from the list printed by the principal and the sample mean number of absences is calculated.

a.) What is the shape of the sampling distribution of the sample mean? Explain

b.) What are the mean and standard deviation of the sampling distribution of the sampling mean?

c.) What is the probability that the mean number of absences in a random sample of 50 students is less than 1?

d.) Because the population distribution is skewed, the principal is considering using the median number of absences last month instead of the mean number of absences to summarize the distribution. Describe how the principal could use a simulation to estimate the standard deviation of the sampling distribution of the sample median for random samples of size 50.

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Answer:

1)  Mean = $75812.50

    Median = $74000

    Mode = $73100

2)  Mean = 24.5

     Median = 24.33333...

     Modal class = 29 - 33

Step-by-step explanation:

Definitions

Given data:

Mean

[tex]\begin{aligned}\textsf{Mean}&=\dfrac{71500+74900+69700+82300+78500+73100+73100+83400}{8}\\ &= \dfrac{606500}{8}\\&=75812.50\end{aligned}[/tex]

Median

Place the data values in order of size (smallest to largest):

As there is an even number of data values, the median is the mean of the middle two values:

[tex]\implies \sf Median=\dfrac{73100+74900}{2}=74000[/tex]

Mode

The most frequently occurring data value is $73100.  Therefore:

[tex]\implies \textsf{Mode} = 73100[/tex]

With grouped data, we can only estimate the mean and median.

Mean

To find an estimate of the mean, assume that every reading in a class takes the value of the class midpoint.

The number of days is the frequency (f).

Add a class midpoint (x) and an fx column to the table:

[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12} \sf Number\;of\;sales&\textsf{Number of days, $f$}&\textsf{Class midpoint, $x$}&fx\\\cline{1-4}\vphantom{\dfrac12}14-18&5&16&80\\\cline{1-4}\vphantom{\dfrac12}19-23&9&21&189\\\cline{1-4}\vphantom{\dfrac12}24-28&6&26&156\\\cline{1-4}\vphantom{\dfrac12}29-33&10&31&310\\\cline{1-4}\vphantom{\dfrac12}\sf Totals&\sum f=30&&\sum fx=735\\\cline{1-4}\end{array}[/tex]

[tex]\textsf{Mean}=\dfrac{\sum fx}{\sum f}=\dfrac{735}{30}=24.5[/tex]

Median

To find an estimate for the median, use linear interpolation.

Add a cumulative frequency column to the table:

[tex]\begin{array}{|c|c|c|}\cline{1-3}\vphantom{\dfrac12} \sf Number\;of\;sales&\textsf{Number of days}&\textsf{Culmulative frequency}\\\cline{1-3}\vphantom{\dfrac12}14-18&5&5\\\cline{1-3}\vphantom{\dfrac12}19-23&9&14\\\cline{1-3}\vphantom{\dfrac12}24-28&6&20\\\cline{1-3}\vphantom{\dfrac12}29-33&10&30\\\cline{1-3}\end{array}[/tex]

Find which class the median is in.

Since n/2 = 30/2 = 15, there are 15 values less than or equal to the median. This means the median must be in the 24-28 class.

Therefore:

To find the median, m:

[tex]\begin{aligned}\dfrac{a_1}{b_1}=\dfrac{a_2}{b_2} \implies \dfrac{m-23.5}{5}&=\dfrac{1}{6}\\\\ 6(m-23.5)&=5\\\\6m-141&=5\\\\6m&=146\\\\m&=24.3333...\end{aligned}[/tex]

Therefore, the median is 24.3333...

Mode

The modal class is the class with the highest frequency density.

As all the classes are the same width, this is the class with the highest frequency.

Estimating : Ft( -15,40 ) = ( 1.2 + 1.4 ) / 2 = 1.30⁰c

when the actual temperature is -15⁰c and the wind speed is 40 km/h the apparent temperatures increase by 1.3⁰c  that the actual temperature rises

estimating:  Fv ( -15,40 ) = (-0.2 + -0.1 ) / 2 = -0.15⁰c

when the actual temperature -15⁰c and the wind speed is 40 km/h the apparent temperature decreases by 0.15⁰c for every km/h that the wind speed

A) Estimating the values of Ft(−15, 40) and fv(−15, 40)

To estimate the value of Ft( -15,40 ) we have to take an average value hence Ft ( -15,40 ) = ( 1.2 + 1.4 ) / 2 = 1.30

and this means that when the actual temperature is -15⁰c and the wind speed is 40 km/h the apparent temperatures increase by 1.3⁰c  that the actual temperature rises

To estimate the value of Fv(-15,40 )  we have to take an average value

hence Fv ( -15,40 ) = (-0.2 + -0.1 ) / 2 = -0.15

and this means that when the actual temperature -15⁰c and the wind speed is 40 km/h the apparent temperature decreases by about 0.15⁰c for every km/h that the wind speed.

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The complete question is :

The wind-chill index W is the perceived temperature when the actual temperature is T and the wind speed is v, so we can write W = f(T, v). (a) Estimate the values of fT(−15, 40) and fv(−15, 40). (Round your answers to two decimal places.) fT(−15, 40) ≈ fv(−15, 40) ≈ What are the practical interpretations of these values? When the actual temperature is −15°C and the wind speed is 40 km/h, the apparent temperature ---Select--- by about °C for every degree that the actual temperature rises. When the actual temperature is −15°C and the wind speed is 40 km/h, the apparent temperature.

Answer:

The perimeter of a circle is equal 2 * pi * radius. So, if we let "d" be the diameter of the circle, we can use the following to solve for the radius:

Perimeter = 2 *p * radius = 51.42 cm

we can then use the relationship between the diameter and the radius to solve for the diameter:

d = 2 * radius

substitute the value of the perimeter equation into the diameter equation:

d= 2 * (51.42 cm / 2 * 3.142)

d= 33.49 cm

therefore, the diameter d is 33.49 cm

1) 250÷125=2×100=200%

2) 9÷45= 0.2×100= 20%

3) 100÷250=0.4×100=40%

4) 75÷300=0.214×100=21.4%

The objective of backtracking, an algorithmic methodology, is to find every possible solution to a problem by applying the "brute force" method.

What is backtracking used for?

Crosswords, verbal arithmetic, Sudoku, and many other puzzles that need constraint fulfilment may all be solved using backtracking. For parsing, the knapsack problem, and other combinatorial optimization issues, it is frequently the most practical method.

The objective of backtracking, an algorithmic methodology, is to find every possible solution to a problem by applying the "brute force" method. It entails gradually compiling a collection of each answer. A issue would have limits, so any solutions that don't meet them would be eliminated

.

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Cluster 1 has average magnesium, flavanoids, and proanthocyanins levels, while Cluster 2 has low levels of these compounds, and Cluster 3 has high levels of these compounds. Colorintensity levels vary across clusters.

Cluster 1 has an average level of magnesium, flavanoids, and proanthocyanins. This means that the levels of these compounds are not particularly high or low. Cluster 2 has a lower level of these compounds than Cluster 1, so wines in this cluster would have a milder taste than Cluster 1. Cluster 3 has a higher level of these compounds than Cluster 1, resulting in a more intense flavor. The colorintensity of wines in each cluster can also vary, with darker or lighter wines depending on the cluster. Gatsby’s categorization system is based on these average characteristics, allowing him to determine the flavor and color of wines in each cluster.

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The volume of the large container of popcorn is 56.52 in³

This is 2.25 times the volume of the small container.

The volume of a cylinder is given by the formula:

V = πr²h

where r and h represent the radius and height respectively

Volume of small container = 3.14 × 2² × 4.5 = 56.52 in³

For large container:

diameter = 1.5 × 4 = 6 in and radius = 3 in

Volume of large container = 3.14 × 3² × 4.5 = 127.17 in³

Volume of large container/Volume of small container = 127.17/56.52 = 2.25

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Answer:

V=a2h3

Step-by-step explanation:

The equation to express how many more minutes he had to travel after getting gas is 42 - 18 = x.

What are the relation between time, distance, and speed?

The formula for speed is speed = distance ÷ time. To work out what the units are for speed, you need to know the units for distance and time. In this example, distance is in meters (m) and time is in seconds (s), so the units will be in meters per second (m/s).

The equation to express how many more minutes Johnny had to travel after getting gas is:

42 - 18 = x

Johnny's total travel time to the zoo is 42 minutes

He stopped for 18 minutes to get gas for his car

To find out how many more minutes he had to travel after getting gas, we need to subtract the 18 minutes he spent getting gas from his total travel time.

This is represented by the equation 42 - 18 = x, where x represents the number of minutes he had left to travel after getting gas.

Hence, The equation to express how many more minutes he had to travel after getting gas is 42 - 18 = x.

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Answer:

x = 73

Step-by-step explanation:

Since it's asking for the angle it's going to be inverse (sin-1,cos-1,tan-1)

It only gives you the opposite side and the hypotenuse

You can find the opposite side by going opposite from the missing angle like basically the side that is not being touched by x (The 4) This is the opposite angle

The hypotenuse is always going to be the long angle that is on the opposite side of the right angle (The 6) This is the hypotenuse

The adjacent side is the side not opposite to the x

Remember the acronym SOH CAH TOA

sin-opposite/hypotenuse

cos-adjacent/hypotenuse

tan-opposite/adjacent

The opposite and hypotenuse are the only sides that gave a number so it is sin and is inverse

[tex]sin^{-1} (\frac{4}{6} ) = .729[/tex]

hope this helps

A store sells 5 oranges and 10 apples.

What is the cost amount?

The cost of an asset to you often serves as its basis. The cost is the sum that you pay for it using money, debt, other goods, or services. Sales tax and other purchase-related costs are included in the price.

Here, we have

Given: A store sells oranges and apples. Oranges cost $1.00 each and apples cost $2.00 each. In the first sale of the day, 15 fruits were sold in total, and the price was $25.

We have to determine how many of each type of fruit were sold.

We, let the oranges be x.

let the apples be y.

x + y = 15...(1)

1x + 2y = 25...(2)

We subtract equation(2) from equation(1), we get

y = 10

Now we put the value of y in equation (1) and we get

x + 10 = 15

x= 5

Hence, a store sells 5 oranges and 10 apples.

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The domain and the range of an exponential parent function mean that the domain is all real numbers and the range signifies positive real numbers y > 0.

What is an exponential parent function?

The simplest parent function of an exponential function takes the form:

f(x)= p ^x , where p refers to the base.

So, if we have a number such that x = 3 and the base is 2

f(3) = 2³

f(3) = 6

Therefore, we can conclude that the domain of an exponential parent function is all real numbers, and the range is positive real numbers (y > 0).

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