In △ABC, m∠A = x, m∠B = 2x + 2, and m∠C = 3x +4. What is the value of x?

1) 29
2) 31
3) 59
4) 61

The temperature inside the building when the heat was turned on at 6 am was approximately 57.4 F

To solve this problem, we can use the formula for heat transfer:

Q = mcΔT

where Q is the amount of heat transferred, m is the mass of the air, c is the specific heat of air, and ΔT is the change in temperature.

First, we can calculate the amount of heat lost from the building between 10 pm and 2 am. Assuming the building is a closed system, the amount of heat lost must be equal to the amount of heat gained by the outside environment. We can assume that the mass of air in the building remains constant, and use the specific heat of air at constant volume, which is approximately 0.718 J/g·K.

Q = mcΔT = (m)(0.718)(65-70) = -3.59m

Next, we can calculate the amount of heat gained by the building between 2 am and 6 am. Again, assuming the building is a closed system, the amount of heat gained must be equal to the amount of heat lost by the outside environment. We can assume that the mass of air in the building remains constant, and use the same specific heat of air at constant volume.

Q = mcΔT = (m)(0.718)(T-65)

where T is the temperature inside the building at 6 am. We can set this equal to the heat lost by the outside environment:

Q = -3.59m

Using the average temperature of 45 f for the outside environment, we can calculate the change in temperature between 10 pm and 6 am:

ΔT = (45-70) = -25

So the amount of heat lost by the outside environment is:

Q = mcΔT = (m)(0.718)(-25) = -17.95m

Setting this equal to the heat gained by the building:

(m)(0.718)(T-65) = -17.95m

Simplifying and solving for T, we get:

T = 57.4 F

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Function 1 and Function 2 have y-intercepts that are equal. The solution has been obtained by using slope-intercept form.

What is slope-intercept form?

The line that represents the graph of the equation y = mx + b has a slope of m and a y-intercept of b. The m and b values are real integers, and the slope-intercept form of the linear equation is used.

We are given two functions.

Now, we will represent the functions in the slope-intercept form to find the y-intercept.

Function 1

⇒4x - 2y = -2

⇒2x - y = -1               (Dividing both sides by 2)

⇒ -y = -1 - 2x

⇒y = 2x + 1

So, the y-intercept is 1.

Function 2

We are given two points as (-1,3) and (0,1)

The slope comes out to be = -2

So, b = 3 - (-2)(-1) = 1

So, the y-intercept is 1.

Hence, function 1 and function 2 have y-intercepts that are equal.

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The vector in component form is given as follows:

v = (6.9, 1.2).

Considering a vector with a magnitude of M and an angle of x, the component form notation for the vector is given as follows:

v = (Mcos(x), Msin(x)).

The parameters for this problem are given as follows:

Hence the components are given as follows:

Hence the vector is of:

v = (6.9, 1.2).

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AD is also an internal bisector of ΔABC, this statements prove that AB is congruent to AC.

What is the bisector of the triangle?

The bisector of a triangle is a segment that divides one of its interior angles into two equal parts and continues until it reaches the side opposite that angle. In other words, the bisector of a triangle is a line that divides each interior angle of the triangle into two equal angles.

We have given,

Segment AD is an altitude of ΔABC.

If CD ≅ BD

So, AD is the middle line of the triangle

AD is also an altitude of ΔABC.

So, AD is also an internal bisector of ΔABC

So, AB ≅ AC            ............{Thereom of unity of three lines}

Hence, AD is also an internal bisector of ΔABC, this statements prove that AB is congruent to AC.

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The margin of error at 90% confidence and its interpretation is;

0.085; we are 90% confident that the true proportion of sophomores who will attend Homecoming is within 0.085 of the sample proportion

The margin of error is defined as a term used in statistics to find the confidence interval. It is denoted by E.

The formula for margin of error is;

E = z(√(p(1 - p)/n)

The parameters are given as;

Sample size; n = 92

sample of success; x = 51

Sample proportion; p = 51/92 = 0.554

z at 90% CL = 1.645

Thus;

E = 1.645(√(0.554(1 - 0.554)/92)

E = 0.085

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Answer: 188in^2

Step-by-step explanation:

You can break the figure into 3 smaller shapes

15 x 5

10 x 5

and 9 x 7

The areas of these smaller shapes are 75, 59 and 63

adding these areas together would get you 188 in squared.

Answer:

I don't have a way to explain, but it is an Equilateral and Isosceles :)

Hope it helps!

To solve a direct proportion problem with decimal numbers, you can follow the same steps as with whole numbers.

A direct proportion is a relationship between two variables where an increase in one variable results in a proportional increase in the other variable.

To solve a direct proportion problem with decimal numbers:

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Answer:

Edit: it's actually translation, sorry about that.

Step-by-step explanation:

Answer: I think it might be translation

Step-by-step explanation:

Translation: A slide of a slide of a shape on a coordinate plane. We can move a shape upward, downward, leftward, or rightward.

Answer:

Step-by-step explanation:

The equation solved for m is written as:

(y - b)/x = m

Here we have a general linear equation:

y = m*x + b

And we want to solve the equation for m, this means that we need to isolate the variable m in that equation.

We will get:

y = m*x + b

y - b = m*x

(y - b)/x = m

That is the equation solved for m.

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Answer:

Graphs B and D

I can't see all the options since the image is cropped but it does look like the first option

Step-by-step explanation:

A function, y = f(x0 can have one and only one value for a specific value of x

Graphically we can determine whether a graph represents a function or not by drawing a vertical line through a value of x and finding out if it intersects the graph at more than one point

Graph A:  Not a function
If we draw a vertical line at say x = 0, it intersects the graph at two points y = 2 and y = -2. Therefore it is not a function

We need to see only one violation of this rule to conclude it is not a function

Graph B:     Function

This is a function. There are 5 points plotted for 5 values of x (x = -5, -4, -1, 1 and 2)  and at none of these values of x does a vertical line cross two points

Graph C     Not a function

At x = 1, the vertical line will cross at 2 points (1, 5) and (1, -3). Essentially there are 2 y values, 5 and -3 for a single x value of 1

So not a function

Graph D    Function

At no value of x does a vertical line pass through more than one point. Hence it is a function

Answer:

x=2 , y= (-1/2)

Step-by-step explanation:

3x + 2y = 5
2x + 4y = 2

Consider Equation 1:- (3x+2y=5)

Multiply both sides by 2
2(3x + 2y) = 5*2
6x + 4y = 10

Subtract both equations-
6x + 4y =10
-2x + 4y =2

=> 4x =8
      x = 2

Substitute the value of x in equation 1

3*2 + 2y = 5
6 + 2y = 5
2y = 5-6
2y = (-1)

y = (-1/2)

Hope is helps ;)

This means that  for part of 19.16 is 0.24% of the total number 7990.Percentage is a way of expressing a number as a fraction of 100. It is commonly used to describe a portion or share of a total quantity.

To find the percentage of a number, we need to multiply the number by the percentage as a decimal and then express the result as a percentage.

In the case of 7990 and 19.16, 19.16 is the part of the whole number 7990. To find the percentage, we need to divide the part by the whole and then multiply by 100.

So, the percentage of 19.16 of 7990 is:

19.16 ÷ 7990 × 100 = 0.24%

This means that 19.16 is 0.24% of the total number 7990.

Percentages are often used in various applications, including calculating interest on loans, determining grades in school, and comparing data between different sets of information. In addition, they are used in various business applications, such as computing taxes, discounts, and determining profits and losses. In conclusion, understanding the concept of percentage is important in various areas of our daily lives and in various professions, as it helps us to make informed decisions and communicate information effectively.

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The relationship between and in terms of equation is linear model

In statistics, linear relationships are often studied as they provide a simple way to model data. However, not all relationships between variables can be accurately represented using a linear model. In such cases, transforming the variables can sometimes reveal a nonlinear relationship.

When we say we have found a linear relationship between two variables, it means that one variable can be expressed as a linear function of the other.

If we have two variables x and y, a linear relationship between them would be of the form y = mx + b, where m is the slope of the line and b is the y-intercept. This means that as x increases or decreases, y changes in a straight-line fashion.

To find the nonlinear relationship between the original variables, we need to invert the transformation. In this case, we can express y in terms of x by using the inverse of the transformation we applied. Let's say we applied a transformation of the form y' = log(y) and x' = log(x), then we can invert this transformation by taking the exponential of both sides of the equation, giving us

=> [tex]y = e{y'}[/tex] and [tex]x = e^{(x').}[/tex]

Using these equations, we can express the linear model in terms of the original variables as

=> [tex]y = e^{(mx' + b)}[/tex]

Therefore, the relationship between y and x in terms of e and the rounded numerical value is given by

=> [tex]y = e^{(mx' + b)}[/tex]

where m and b are the slope and intercept of the linear model.

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Answer:

Step-by-step explanation:

A Colorado blue spruce's first ten years have an average diameter of 0.62 inches.

Measure the diameter of the tree in its first ten years and divide it by 10 to determine the average diameter of a Colorado blue spruce in its first ten years. The outcome is the tree's average diameter during its first ten years. Measure the diameter of the tree in its first ten years and divide it by 10 to determine the average diameter of a Colorado blue spruce in its first ten years. The outcome is the tree's average diameter during its first ten years. For instance, if a Colorado blue spruce is five years old, you would calculate its diameter and multiply it by 10. You will then know the tree's typical diameter for the first ten years. Any age of Colorado blue spruce tree can use the same calculation. Depending on the age of the tree, a Colorado blue spruce's first ten years' average diameter will vary. The average diameter will be greater if the tree is older than ten years. The average diameter will be less, however, if the tree is less than 10 years old. In general, a Colorado blue spruce's first ten years have an average diameter of 0.62 inches.

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Answer: The form for an exponential equation is f(t)=P0(1+r)t/h where P0 is the initial value, t is the time variable, r is the rate and h is the number needed to ensure the units of t match up with the rate. Plug in the initial value for P and the rate for r. You will have f(t)=1,000(1.03)t/h.

Step-by-step explanation:.....

The appropriate option to fill the blanks would be: a. validity. and b. reliability.

Both validity and reliability are important concepts in research that determine the quality of data and measurement. Validity refers to the accuracy and truthfulness of a measurement, while reliability refers to the consistency and stability of a measurement. The researcher would be interested in both to ensure that the data measure what they are supposed to measure accurately and consistently. In research, both reliability and validity are important concepts. Reliability refers to the consistency and stability of a measurement, while validity refers to the accuracy and truthfulness of a measurement. So, if a researcher wishes to examine the extent to which the data measure what they are supposed to measure, the researcher would be interested in both reliability and validity of the data.

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Complete Question

If a researcher wishes to examine the extent to which the data measure what they are supposed to measure, the researcher is interested in _________

a. validity.

b. reliability.

c. confirmability.

d. credibility.

The probability of the shuttle launching safely under similar conditions is 0.859, or approximately 86%.

Scientists and statisticians played a crucial role in analyzing the cause of the disaster, which was eventually attributed to the failure of O-ring joints in the shuttle's booster rockets.

To understand the probability of the shuttle launching safely under similar conditions, we need to consider the probability of all six O-ring joints functioning properly. According to experts, the probability of an individual O-ring joint working in cold conditions was 0.977.

Assuming that the O-ring joints succeed or fail independently, we can use the multiplication rule of probability to calculate the probability of all six joints functioning properly.

The multiplication rule states that the probability of two independent events occurring together is the product of their individual probabilities. In this case, the probability of all six joints working properly is:

P(all six joints work) = P(joint 1 works) x P(joint 2 works) x P(joint 3 works) x P(joint 4 works) x P(joint 5 works) x P(joint 6 works)

Plugging in the given probability of an individual O-ring joint working in cold conditions (0.977), we get:

P(all six joints work) = 0.977 x 0.977 x 0.977 x 0.977 x 0.977 x 0.977

P(all six joints work) = 0.977⁶

P(all six joints work) = 0.859

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Answer:

(-2, -6, -6)

Step-by-step explanation:

The center of the sphere, O, and point A, are located on the same diameter of the sphere, AB. Thus, the line segment joining these two points is the radius of the sphere. Therefore, the length of the line segment, OA = OB = r, where r is the radius of the sphere.

We can find the length of the line segment, OA, using the distance formula:

√((5 - 2)^2 + (1 + 3)^2 + (1 - 5)^2) = √(3^2 + 4^2 + (-4)^2) = √49 = 7

Since OA = OB = 7, the coordinates of B can be found by subtracting the radius, 7, from the x, y, and z-coordinates of point A:

B = (5 - 7, 1 - 7, 1 - 7) = (-2, -6, -6)Therefore, the coordinates of B are (-2, -6, -6).

The total number of strings that satisfy the given conditions is 24.

Let us count the number of strings where the two ones that are next to each other are in the first two positions, and the third one is in the fifth position. There are two choices for the value of the fourth digit (0 or 1), and two choices for the value of the last digit (0 or 1). Therefore, there are 2 \cdot 2 = 4 strings with this property: 110010, 110100, 111010, and 111100.

We can obtain the same number of strings by considering the case where the two ones that are next to each other are in the last two positions, and the third one is in the fifth position.

Now, let us count the number of strings where the two ones that are next to each other are in the first two positions, and the third one is in the sixth position. There are two choices for the value of the third digit (0 or 1), and two choices for the value of each of the other digits (digits 4 and 5 must be different from each other and from digit 3). Therefore, there are 2 \cdot 2 \cdot 2 = 8 strings with this property: 1100010, 1101010, 1110010, 1111010, 1000110, 1001110, 1010110, and 1011110.

Again, we can obtain the same number of strings by considering the case where the two ones that are next to each other are in the last two positions, and the third one is in the sixth position.

Thus, the total number of strings that satisfy the given conditions is 4+4+8+8=24.

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The greatest number of average students that could be in each row is 8. This is because there are an equal number of girls and boys, so the teacher can arrange them in equal rows with 4 girls and 4 boys in each row.

48 girls/8 students per row = 6 rows

32 boys/8 students per row = 4 rows

Total number of rows = 10

The teacher has 48 girls and 32 boys in the choir and wants to arrange them in equal rows. To accomplish this, the teacher needs to ensure that the same number of boys and girls are in each row. The greatest number of students that can be in each row is 8. This is because if 4 girls and 4 boys are in each row, then the total number of rows will be 6 for the girls and 4 for the boys, totaling 10 rows. This arrangement will allow the teacher to keep an equal number of boys and girls in each row, and will also ensure that the same number of students is in each row. Having 8 students in each row is the most efficient way to arrange the choir, as it will require the least amount of rows and will still keep the number of boys and girls even.

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The duration of the call for the same cost is, 3 minutes.

A system of equations, y = 4 + x

                                       y = 1 + 2x

An equation is a mathematical term, which indicates that the value of two algebraic expressions are equal. There are various parts of an equation which are, coefficients, variables, constants, terms, operators, expressions, and equal to sign.

Let's let t be the duration of the call in minutes.

Then, the cost of the call under David's plan would be:

4 + t

And the cost of the call under Alec's plan would be:

1 + 2t

Since the costs are the same, we can set these two expressions equal to each other and solve for t:

4 + t = 1 + 2t

Simplifying and solving for t, we get:

t = 3

Therefore, a call of 3 minutes duration would cost exactly the same under both plans.

To graph the system of equations, we can plot the two expressions for the cost of the call on the y-axis and the duration of the call on the x-axis. The two equations are:

y = 4 + x

y = 1 + 2x

Plotting these two lines on the same graph, we get:

The solution is the point where the two lines intersect, which is (3, 7). This confirms that a call of 3 minutes duration would cost exactly the same under both plans, and the cost would be $7.

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Equating the mathematical expressions, for the total costs of both companies to be the same, Jayden and Ramon must buy about 7 shirts.

A mathematical expression consists of the combination of variables, values, constants, and numbers using mathematical operands.

A mathematical expression is not the same as an equation, which states that two mathematical expressions are equal.

                              Designs n More   Custom Creations

Design Fee                       $10                        $0

Variable cost per shirt    $7.50                   $9.00

Let the number of shirts = x

Designs n More's total costs = 10 + 7.5x ... Expression 1

Custom Creations' total costs = 9x ... Expression 2

For the total costs of both companies to be the same, the two expressions for their total costs will be equal:

10 + 7.5x = 9x

10 = 1.5x

x ≈ 7

Thus, approximately, 7 shirts need to be bought for the total costs to be the same.

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How many shirts will make the two companies' total costs the same?

Answer:

x=4

Step-by-step explanation:

since triangles LMJ and KLJ are = by hyp. and one side

<=> 4x+6=3x+10

<=> 4x-3x=10-6

<=> x=4

Answer:

In Bag A, the ratio of red counters to yellow counters is 1 : 4. (ii) The number of counters in the two bags is the same.

Step-by-step explanation:

A regular polygon with interior angles that measure 140 degrees has 9 sides. All interior angles are congruent, meaning they have the same degree measure.

To find the number of sides in a regular polygon with a given interior angle measure, we can use the formula:

n = 360 / (180 - x)

where n is the number of sides and x is the measure of each interior angle in degrees.

This formula is derived from the fact that the sum of the interior angles in a polygon with n sides is given by the formula (n-2) * 180. In a regular polygon, each interior angle measures (Sum of interior angles / n). If we substitute the formula for the sum of interior angles into the formula for the measure of each interior angle, we get:

x = (n-2) * 180 / n

Solving for n:

n = 360 / (180 - x)

So, when we plug in the given interior angle measure of 140 degrees, we get:

n = 360 / (180 - 140)

n = 360 / 40

n = 9

Therefore, a regular polygon with interior angles that measure 140 degrees has 9 sides.

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How many sides does a regular polygon have if each interior angle measures 140?