The distance from F to G on walkway C is approximately 19.21 units.
To determine the distance from point F to point G on walkway C, we can use the information provided in the map and apply some basic geometric principles.
Looking at the map, we can see that walkway A and walkway B are parallel. Let's use this information to find the distance from F to G on walkway C.
First, let's identify the relevant points on the map. We have point F on walkway C and point G on walkway C. The map also shows two intersecting lines, representing walkways A and B, but we don't need to consider those for this particular calculation.
To find the distance from F to G on walkway C, we need to focus on the segment of walkway C that connects F and G. Based on the map, we can see that the segment of walkway C is perpendicular to both walkway A and walkway B.
Since walkway A and walkway B are parallel, and the segment of walkway C is perpendicular to both, we can conclude that the segment FG forms a right triangle with walkway A and walkway B.
In a right triangle, we can use the Pythagorean theorem to find the length of one side (FG) if we know the lengths of the other two sides.
Let's assume the length of the segment FG is represented by the variable 'd' (which we need to find).
From the map, we can see that the distance from F to walkway A is 15 units. Similarly, the distance from G to walkway B is 12 units.
Applying the Pythagorean theorem, we have:
d^2 = 15^2 + 12^2
d^2 = 225 + 144
d^2 = 369
Taking the square root of both sides, we find:
d ≈ √369
d ≈ 19.21
As a result, it takes 19.21 units to get from F to G on walkway C.
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A biased dice was rolled and the scores recorded in the table below estimate the probability that on the next roll the score will be 4 if the dice is rolled 400 times how many 2s would you expect to get?
To estimate the probability of rolling a score of 4 on the next roll based on the recorded data, we need to examine the frequency of rolling a score of 4 and calculate the expected number of 2s in 400 rolls.
Unfortunately, the provided information does not include the table or any specific data regarding the frequency of rolling a score of 4. Without this information, we cannot estimate the probability accurately or calculate the expected number of 2s.
To determine the expected number of 2s in 400 rolls, we would need to know the probability distribution of rolling a 2 with the biased dice. This information is crucial to make a reasonable estimate.
Without further details, it is not possible to provide a specific answer to how many 2s you would expect to get in 400 rolls.
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The Conjecture: Summarize the conjecture each person has made. (2 points: 1
point for each row of the chart)
Person
Student
Teacher
Conjecture
Analyze the Conjecture:
1. Do you agree with the student or the teacher? Does rationalizing the denominator
just make it easier for the teacher to grade, or will the rationalized form be easier to
use? (1 point)
Rationalizing the denominator is not solely for the teacher's convenience but ultimately makes mathematical expressions easier to work .
The student's conjecture is that rationalizing the denominator is a purely cosmetic operation that only makes it easier for the teacher to grade. The teacher's conjecture, on the other hand, is that the rationalized form of the denominator is actually easier to use.
Upon analyzing these conjectures, I tend to agree more with the teacher's viewpoint. Rationalizing the denominator serves a practical purpose beyond grading convenience. When a denominator is rationalized, it eliminates radicals or complex expressions from the denominator, which can simplify calculations and make them more manageable.
In many mathematical operations and applications, working with rationalized denominators can lead to simpler and more elegant solutions. It allows for easier addition, subtraction, multiplication, and division of fractions, and it can also facilitate simplification, cancellation, and comparisons.
Additionally, rationalizing the denominator is often necessary in certain contexts, such as when solving equations or expressing mathematical relationships in a standardized form. It can help in identifying patterns, formulating general rules, and making mathematical expressions more accessible and comprehensible.
While it is true that rationalizing the denominator may add extra steps or seem more cumbersome initially, the long-term benefits of having a rationalized form outweigh the short-term inconvenience. Therefore, rationalizing the denominator is not solely for the teacher's convenience but ultimately makes mathematical expressions easier to work with and enhances the understanding and applicability of mathematical concepts.
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The difference of the present ages of the two brothers is 5 years . 6 years ago , if the product of their ages was 696, find the ratio of present age of elder brother and the younger brother.
The present age of the elder brother is in a ratio of 23 to the present age of the younger brother, which can be simplified to a ratio of 5 to 4.
Let's assume the present age of the elder brother is E years, and the present age of the younger brother is Y years. According to the given information, the difference in their ages is 5 years, which can be expressed as E - Y = 5.
Six years ago, the elder brother's age was E - 6, and the younger brother's age was Y - 6. According to the second given condition, the product of their ages at that time was 696, which can be expressed as (E - 6)(Y - 6) = 696.
To find the ratio of their present ages, we need to solve the two equations simultaneously. We can start by expanding the second equation:
(E - 6)(Y - 6) = 696
EY - 6E - 6Y + 36 = 696
EY - 6E - 6Y = 660
Now we can substitute the value of E - Y from the first equation into the second equation:
(E - Y) - 6E - 6Y = 660
5 - 6E - 6Y = 660
-6E - 6Y = 655
Simplifying the equation:
6E + 6Y = -655
Now we have a system of linear equations:
E - Y = 5
6E + 6Y = -655
Solving these equations, we find that the present age of the elder brother (E) is 23 years and the present age of the younger brother (Y) is 18 years.
Therefore, the ratio of the present age of the elder brother to the younger brother is 23:18, which can be simplified to 5:4.
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please help ASAP will mark brainlyest
Answer:
explanation provided in the picture
Step-by-step explanation:
the answer is x= 55°
hopefully this helps ! :)
(-1,1,5)
9
8
7-
6
5
4
3₂
-3-2-1₁
(1,5)
(0,3)
Which exponential function is represented by the graph?
Of(x)=2(3¹)
Of(x)=3(3)
Of(x)=3(2)
O f(x) = 2(2¹)
The value of the equation that defines the function is f(x) = 3(5/3)ˣ
Finding an equation defining the functionFrom the question, we have the following parameters that can be used in our computation:
(0, 3) and (1, 5)
An exponential function is represented s
y = abˣ
Where,
a = y when x = 0
So, we have
y = 3bˣ
Using the other point, we have
3b = 5
This gives
b = 5/3
So, we have
f(x) = 3(5/3)ˣ
Hence, the equation defining f is f(x) = 3(5/3)ˣ
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Find the 23rd term of an arithmetic sequence where the fourteenth term is 37 and the fifth term is 82.
The 23rd term of the arithmetic sequence is -8.
To find the 23rd term of an arithmetic sequence, we need to know the common difference (d) of the sequence.
Given that the 14th term is 37 and the 5th term is 82, we can use this information to find the common difference.
The formula for the nth term of an arithmetic sequence is:
Term n = a + (n - 1) * d,
where a is the first term and d is the common difference.
Using the information provided, we can set up two equations based on the given terms:
Equation 1: a + (14 - 1) * d = 37, (14th term is 37)
Equation 2: a + (5 - 1) * d = 82. (5th term is 82)
Simplifying the equations, we have:
Equation 1: a + 13d = 37,
Equation 2: a + 4d = 82.
We can solve this system of equations to find the values of a and d. Subtracting Equation 2 from Equation 1, we have:
(a + 13d) - (a + 4d) = 37 - 82,
13d - 4d = -45,
9d = -45,
d = -5.
Now that we have the common difference, we can find the first term (a) using Equation 2:
a + 4d = 82,
a + 4(-5) = 82,
a - 20 = 82,
a = 82 + 20,
a = 102.
Now, we can use the formula for the nth term to find the 23rd term:
Term 23 = a + (23 - 1) * d,
Term 23 = 102 + 22 * (-5),
Term 23 = 102 - 110,
Term 23 = -8
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50 Points! Multiple choice geometry question. Photo attached. Thank you!
Answer: (A) independent or (D) not mutually excusive
Step-by-step explanation: Just think about it, what card you draw from a deck doesn't depend on anything. Not mutually exculisve means the same as indendent.
Consider the following matrix in reduced row echelon form:
Row Echelon Form
What can you say about the solution to the associated linear system?
The reduced row echelon form of a matrix allows us to determine whether the associated linear system is consistent or inconsistent, unique or has infinitely many solutions.
In reduced row echelon form, a matrix has the following properties:
Each leading entry (the leftmost nonzero entry) of a row is equal to 1.
Each leading entry is the only nonzero entry in its column.
All entries below a leading entry are zeros.
The leading entry in each row is to the right of the leading entry in the row above it.
Based on these properties, we can make the following conclusions about the solution to the associated linear system:
Consistency: If there are no rows of the form [0 0 ... 0 | b] (where b is a nonzero constant), meaning there are no contradictory equations, the linear system is consistent. In other words, there is at least one solution.
Uniqueness: If there are no free variables (columns without leading entries), meaning each column corresponds to a pivot column, the linear system has a unique solution. This means there is only one set of values for the variables that satisfies all the equations.
Infinite solutions: If there are one or more free variables, the linear system has infinitely many solutions. This occurs when there are more variables than equations or when there are dependent equations.
The reduced row echelon form provides an organized representation of the linear system that simplifies the process of determining its solution. By analyzing the structure of the matrix, we can determine the consistency, uniqueness, and the nature of the solution set.
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Two different functions are shown. Function A: Function B: How do the x-intercepts of the two functions compare? The x-intercept in function B is one-third as large as the x-intercept in function A. The x-intercept in function B is three times as large as the x-intercept in function A. The distance between the x-intercepts in function A is half the distance between the x-intercepts of function B. The distance between the x-intercepts in function A is twice the distance between the x-intercepts of function B.
The x-intercept in function B is one-third as large as the x-intercept in function A.
The x-intercepts of two functions, A and B, are compared in terms of their relative sizes and distances. According to the given information, the x-intercept in function B is one-third as large as the x-intercept in function A. This means that the value of the x-coordinate at which function B intersects the x-axis is one-third of the value of the x-coordinate at which function A intersects the x-axis.
Conversely, we can say that the x-intercept in function A is three times as large as the x-intercept in function B. The x-coordinate at which function A intersects the x-axis is three times the value of the x-coordinate at which function B intersects the x-axis.
However, the information does not provide any direct comparison of the distances between the x-intercepts of the two functions. Therefore, we cannot determine whether the distance between the x-intercepts in function A is half or twice the distance between the x-intercepts of function B based on the given information.
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The formula for the volume of a triangular pyramid can be written as V = 1/3 B•h, where B = area of the base. What is the formula for B?
A. B = πr²
B. B=I•w
C. B = ½bh
The formula for the area of the base (B) of a triangular pyramid is given by option C: B = ½bh.
In a triangular pyramid, the base is a triangle, and the area of a triangle is calculated using the formula ½bh, where b represents the length of the base of the triangle and h represents the corresponding height. Therefore, the formula for the area of the base (B) is B = ½bh.
The base of a triangular pyramid is a two-dimensional shape, and its area is determined by the length of the base and the height perpendicular to it. The formula B = ½bh is commonly used to find the area of a triangle, which applies to the base of the pyramid in this case.
The ½ factor accounts for the fact that the base is a triangle, and the product of the base length (b) and the corresponding height (h) yields the area of the triangle. Hence, option C correctly represents the formula for the base area of a triangular pyramid.
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Given cosθ = 2/5 and angle θ is in Quadrant IV, what is the exact value of sinθ in simplest form? Simplify all radicals if needed.
The exact value of sinθ in simplest form, with cosθ = 2/5 and θ in Quadrant IV, is -√21/5.
To find the exact value of sinθ, we can use the Pythagorean identity: sin²θ + cos²θ = 1. Since we know the value of cosθ, we can substitute it into the equation and solve for sinθ.
Given that cosθ = 2/5 and θ is in Quadrant IV, we know that the cosine is positive in Quadrant IV, and the sine is negative. Let's proceed with the calculations:
sin²θ + cos²θ = 1
sin²θ + (2/5)² = 1 (Substituting cosθ = 2/5)
sin²θ + 4/25 = 1 (Simplifying)
sin²θ = 1 - 4/25 (Subtracting 4/25 from both sides)
sin²θ = 21/25 (Simplifying)
Taking the square root of both sides, considering that sinθ is negative in Quadrant IV:
sinθ = -√(21/25)
Since we want to express the answer in simplest form, we can simplify the radical:
sinθ = -√21/√25
The square root of 25 is 5, so we can simplify further:
sinθ = -√21/5
Therefore, the exact value of sinθ in simplest form, given that cosθ = 2/5 and θ is in Quadrant IV, is -√21/5.
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When Ibuprofen is given for fever to
children 6 months of age up to 2 years, the
usual dose is 5 milligrams (mg) per kilogram
(kg) of body weight when the fever is under
102.5 degrees Fahrenheit. How much
medicine would be usual dose for a 18
month old weighing 21 pounds?
milligrams
Round your answer to the nearest milligram.
Answer: The usual dose for an 18-month-old weighing 21 pounds is 48 mg of ibuprofen.
Step-by-step explanation: To find the usual dose of ibuprofen for a child, we need to follow these steps:
Convert the child’s weight from pounds to kilograms. One pound is equal to 0.4536 kilograms, so we multiply 21 by 0.4536 to get 9.5256 kilograms.Multiply the child’s weight in kilograms by the dose per kilogram. The dose per kilogram is 5 mg when the fever is under 102.5 degrees Fahrenheit, so we multiply 9.5256 by 5 to get 47.628 mg.Round the result to the nearest milligram. To round a number to the nearest milligram, we look at the digit after the decimal point. If it is 5 or more, we add one to the digit before the decimal point and drop the rest. If it is less than 5, we keep the digit before the decimal point and drop the rest. In this case, the digit after the decimal point is 6, which is more than 5, so we add one to the digit before the decimal point and drop the rest. The result is 48 mg.Therefore, the usual dose for an 18-month-old weighing 21 pounds is 48 mg of ibuprofen. Hope this helps, and have a great day! =)
A survey of 425 people found that 102 of them had gone to the movies in the last month.
A recent survey conducted on a sample of 425 individuals revealed that 102 of them had visited the cinema within the past month.
This data suggests that approximately 24% of the surveyed population had engaged in movie going activities during the specified period.
The findings highlight a significant proportion of the respondents who have recently enjoyed the cinematic experience.
However, it is important to note that this data is based on a limited sample size and may not be representative of the entire population.
Further research and surveys involving a larger and more diverse sample are recommended to obtain a more accurate understanding of movie attendance trends.
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PLEASE I NEED HELP the question is,
In the diagram of triangle LAC and triangle DNC below, LA = DN, CA = CN, and DAC is perpendicular to LCN.
a) Prove that triangle LAC = triangle DNC.
b) Describe a sequence of rigid motions that will map triangle LAC onto triangle DNC.
Answer:
1244 DCD
Step-by-step explanation:
Answer? Please someone ASAP!
The measure of angle Q is equal to 70 degrees.
What is a parallelogram?In Mathematics and Geometry, a parallelogram is a geometrical figure (shape) and it can be defined as a type of quadrilateral and two-dimensional geometrical figure that has two (2) equal and parallel opposite sides.
Generally speaking, the the sum of all the interior angles of a parallelogram is equal to 360 degrees and as such, we have the following:
(6x+4) + (6x+4) + 10x + 10x = 360
32x + 8 =360
32x =360-8
32x=352
x = 11
Now, we can determine the measure of angle Q as follows;
Q = 6x + 4
Q = 6(11) + 4
Q = 66 + 4
Q = 70 degrees.
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Peter is going to visit 5 cities this summer. He will choose from 7 different cities, and the order in which he visits the cities does not matter. How many different city combinations are possible for the summer traveling?
There are 21 different city combinations possible for Peter's summer traveling.
To determine the number of different city combinations possible for Peter's summer traveling, we need to calculate the number of combinations of choosing 5 cities out of the 7 available cities.
Since the order in which he visits the cities does not matter, we are dealing with combinations rather than permutations.
The formula to calculate the number of combinations is given by the binomial coefficient, also known as "n choose k," denoted as C(n, k) or (nCk).
In this case, we have 7 cities to choose from, and Peter will visit 5 cities. Thus, we can calculate the number of city combinations as follows:
C(7, 5) = 7! / (5! * (7-5)!)
= 7! / (5! * 2!)
= (7 * 6 * 5!) / (5! * 2)
= (7 * 6) / 2
= 42 / 2
= 21
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