What is an XYZ triangle?.

Mishka travels 230 kilometres in total on her road trip.

Mishka travels at a 65 km/hr average speed on the highway.

Mishka's time spent driving at this speed on the highway is 3 hours.

Mishka travels at an average rate of 35 km/h on the side road.

Driving at this speed on a side road took Mishka one hour.

Mishka travelled a total distance.

Having said that,

Speed equals Distance/Time

Or, Distance = Speed X Time.

Mishka travelled a total of Mishka miles on the roadway =

= Highway Speed X Highway Travel Time

= 65 X 3

= 195 km

Mishka travelled the following distance via side roads:

= Speed on side street X Travel time

= Speed on side road X Time taken on side road

  = 35 X 1

 = 35 km

Total distance travelled by Mishka = Distance travelled on highway + Distance travelled on side road

= 195 + 35

= 230 km

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Answer:

Step-by-step explanation:

The Time Taken to make 20 products = 2hours and 40 minutes = 160 minutes

Time taken to make 10 units = 80 minutes

Time taken to make 30 units = time taken to make 20 units + time taken to make 10 units

= 160 minutes + 80 minutes

= 240 minutes or 4 hours.

The worker needs 4 hours to make 30 units.

The ratio can be calculated as follows:

The first is to convert hours to minutes

2 hours 40 minutes = (2×60)+40 = 120+40 = 160 minutes

The next step is to compare worth comparison

[tex]\frac{a1}{b1}[/tex] = [tex]\frac{a2}{b2}[/tex]

[tex]a_{1} = 160 minutes\\a_{2} = X\\b_{1} = 20 products\\b_{2} = 30 products[/tex]

So,

[tex]\frac{160}{20} = \frac{X}{30}[/tex]

X = [tex]\frac{(160.30)}{20}[/tex]

X = [tex]\frac{4800}{20}[/tex]

X = 240 minutes

The next is to convert minutes into hours

240 minutes ÷ 60 minutes

= 4 hours

The worker needs 4 hours to make 30 units.

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The forces acting on a horizontally moving ball in the air are gravity or the force of its own weight, and the force that displaces the ball in the horizontal direction.

Force is an external agent that acts on a body to cause it to move or stop. There are various types of forces, such as magnetic forces, nuclear forces, frictional forces, and so on.

The product of a moving body's mass and acceleration yields force, which is derived from Newton's second law of motion. As a result, as the mass of the object increases, the force required to change its state increases.

The forces acting on a moving ball horizontally are the normal force that displaces it in that direction and the downward force of gravitation equal to its weight. Air resistance acting on the ball can also be considered.

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A 45-degree triangle is called a right-angle triangle.

A 45-degree angle is exactly half of a 90-degree angle formed between two rays.

It is equal to half of a straight angle or a 90-degree angle. An angle bisector of a 90-degree angle creates two equal 45-degree angles. The 45-degree angle can be found in many everyday objects, such as scissors, doors, and windows. It is also known as the angle created by a square's diagonal and its sides.

It is an acute angle and two angles measuring 45 degrees form a right angle or a 90-degree angle. We know that an angle is formed when two rays meet at a vertex.

Thus, A 45-degree triangle is called a right-angle triangle.

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Answer: 154.53

Step-by-step explanation:

sin x° = 0.43

t = arcsin (0.43) = 25.47

x= 18 - t= 18 - 25.47 = 154.53

The missing length LN for the similar triangles is found to be 33 units.

For the stated triangles.

Using the similarity of triangles, the ratios of the sides of the triangles are equal.

Let the missing length LN be 'x'.

Thus,

8/ 24 = 11 / x

x = 24*11 / 8

x = 33

Thus, the missing length LN for the similar triangles is found to be 33 units.

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The correct question is-

Segment VU is parallel to segment LM. Find the missing length LN.

The answer is 44. By setting up a proportion, it would look like 8/24 = 11/33. The question is asking for the length of LN. So you would add 11 + 33, which will give you the answer of 44.

Answer:

a. A + C < B + C

Step-by-step explanation:

when we know that A < B, then adding the same amount to both sides did not change the relationship between both sides.

this is like having a balance with 2 cups. one side is heavier than the other, so the heavier cup is down.

if we add the same weight to both cups, the situation will not change.

that is why a. is the right answer.

b. would only be right, if C is negative.

for positive C the same argument as for A applies. a smaller amount (or weight) stays smaller also after multiplying both sides by the same number.

but because this option would only be right for a subset of the possible values, this is not true in general.

c.

this is not true at all.

if we multiply the expression by -1, then the inequality sign has to flip. < becomes >, > becomes <.

which did not happen here.

The given expression 3(2x+1) = 2(3x+2) does not have a solution.

What is Linear equation ?

A linear equation is an equation that can be written in the form ax + b = 0, where x is a variable and a and b are constants. This type of equation is used to describe relationships between two variables, and it can be used to find the solution to a variety of problems.

Given expression ,

3(2x+1) = 2(3x+2)

3*2x+3 = 2*3x + 4

shifting 6x to the LHS , we get

6x+3 = 6x+ 4

6x-6x = 4-3

As 6x-6x is 0 , so there is no solution

0 = -1

Here we do not have a solution as there is no x exponent.

Hence, The given expression 3(2x+1) = 2(3x+2)  does not have a solution.

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Player A is more consistent with a range of 7.

The interquartile range serves as a gauge for where a data set's "middle fifty" lies. An interquartile range (IQR) measures where the majority of the values lay, whereas a range measures where a set's start and finish are.

Arranging the data in ascending order for player A,

1, 1, 2, 2, 3, 3, 4, 4, 8.

The range of this data set is the last term minus the first term which is,

= 8 - 1.

= 7.

Arranging the data in ascending order for player B,

1, 1, 2, 4, 4, 5, 5, 5, 10.

The range of player B is 10 - 1 = 9.

We know less range signifies more consistency therefore, Player A is more consistent.

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The exact value of the letter D is three and three-tenths.

A number line is a one-dimensional horizontal line where we can represent any real number. The origin of the number line is represented by zero left to it are all negative real numbers and right to it are all positive real numbers.

By observing the number line there are 10 subsections between two integers.

The letter D is in between two integers 3 and 4 so it can be from 3.1 to 3.9.

In between those ten subsections, the letter D is in the third subsection.

Therefore it is Three and three-tenths.

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The difference between the two expressions:

2x^5 and (2x)^5

Is the coefficient that multiplies the variable.

We want to see how the expressions:

2x^5 and (2x)^5

Are different.

Remember that the exponents can be distributed, then we can write the rule:

(a*b)^n = (a^n)*(b^n)

Then we can rewrite the second expression as:

(2x)^5 = (2^5)*x^5 = (2*2*2*2*2)*x^5 = 32x^5

So the difference between the two expressions is the coefficient that is multiplying the variable x.

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5 pencils, 2 pens, and 3 erasers should go in each package.

The goal is to determine the maximum number of packages that can be built using 60 pencils, 90 pens, and 120 erasers, each package containing 5 pencils, 2 pens, and 3 erasers. To achieve this, we need to calculate the number of packages each item can be used in and take the minimum result.

Starting with pencils, we can make 60/5 = 12 packages. For pens, we can make 90/2 = 45 packages. Finally, for erasers, we can make 120/3 = 40 packages. The minimum result is 40 packages, meaning that the maximum number of packages we can build is 40.

Therefore, each package should contain 5 pencils, 2 pens, and 3 erasers. Any extra items will not be used in the packages. By taking the minimum result, we ensure that all items are used in an equal manner and no items are left unused. In conclusion, the maximum number of packages that can be built using 60 pencils, 90 pens, and 120 erasers is 40, each containing 5 pencils, 2 pens, and 3 erasers.

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There are four types of division are:

Now, According to the question:

Division is one of the four basic math operations with addition, subtraction, and multiplication. Division is an important operation because it is common in everyday life and helps people understand multiplication better. Division is splitting a group into equal parts. Division is used to split up a class into equal groups for a game or activity or even split a pizza into equal portions between a group of friends.

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The relation that is a function is

{(1, 2), (2, 3), (3, 4), (4, 5)}

Option A is the correct answer.

A function is a relationship between inputs where each input is related to exactly one output.

Example:

f(x) = 2x + 1

f(1) = 2 + 1 = 3

f(2) = 2 x 2 + 1 = 4 + 1 = 5

The outputs of the functions are 3 and 5

The inputs of the function are 1 and 2.

We have,

A function can have different inputs but the same output.

i.e many to one.

But a function can not same input and different output.

i.e one to many.

Now,

{(1, 2), (2, 3), (3, 4), (4, 5)}

This is a function because each input has a different output.

This is a one-to-one function.

{(1, 2), (3, 4), (5, 6), (1, 8)}​

This is not a function because 1 has different outputs 2 and 8.

{(1, 2), (2, 1), (1, 3), (3, 1)}

This is not a function because 1 has different outputs 2 and 3.

{(0, 2), (0, 4), (0, 6), (0, 8)

This is not a function because 0 has different outputs 2, 4, 6, and 8.

Thus,

{(1, 2), (2, 3), (3, 4), (4, 5)} is a function.

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Answer:

To calculate the number of jars you need to sell to break even, we can use the following formula:

(Cost of materials + Cost of ingredients per jar) / Price per jar = Number of jars needed to break even

We know that the cost of materials is $70, the cost of ingredients per jar is $18 ( $12 for peanuts + $6 for cashews) and the price per jar is $5.

Plugging in these values into the formula we get:

($70 + $18) / $5 = (88/5) = 17.6 jars

So, you need to sell at least 17.6 jars to break even.

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

Cost of materials / (Price per jar - Cost of ingredients per jar) = Number of jars needed to break even

We know that the cost of materials is $70, the cost of ingredients per jar is $18 ( $12 for peanuts + $6 for cashews) and the price per jar is $5.

Plugging in these values into the formula we get:

$70 / ($5 - $18) = 70 / -13 = -5.38 jars

It is not possible to sell -5.38 jars, which means you are making a loss. This indicates that your cost of materials and ingredients is higher than the price you are selling the jars for. To break even, you will have to lower your costs or increase the price of the jars.

Yes, it is possible to draw a triangle.

This will be done by the property: the sum of two sides of a triangle should be more than the third side.

(9cm + 12cm) =15cm

21cm = 15cm

LHS>RHS

A triangle is possible.

A triangle is a polygon with three edges and 3 vertices. The terminology for categorizing triangles is more than two thousand years vintage, having been defined on the first actual page of Euclid's elements.

In Euclidean geometry, any three factors, while non-collinear, decide a completely unique triangle and simultaneously, a unique plane (i.e. a -dimensional Euclidean space). In different words, there's best one plane that consists of that triangle, and every triangle is contained in some plane. If the entire geometry is only the Euclidean plane, there is the best one plane and all triangles are contained in it; however, in higher-dimensional Euclidean spaces, this is not real. this text is ready triangles in Euclidean geometry, and in particular, the Euclidean plane, except wherein otherwise stated.

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The correct way to write greater than or equal to 6 is A ≥6 where it tells that A having greater than or equal to value than 6.

In mathematics,

→The greater than symbol (>) is used to indicate that one value is larger than another. For example, if we say "A > B," this means that the value of A is greater than the value of B.

→The less than symbol (<) is the opposite, it indicates that one value is smaller than another. For example, if we say "A < B," this means that the value of A is less than the value of B.

→The greater than or equal to symbol (≥) indicate that one value is larger than or equal to another. For example, if we say "A ≥ B," this means that the value of A is greater than or equal to the value of B.

→The less than or equal to symbol (≤) indicate that one value is smaller than or equal to another. For example, if we say "A ≤ B," this means that the value of A is less than or equal to the value of B.

These symbols are commonly used in mathematical expressions, equations, and inequalities.

To write "greater than or equal to 6" in mathematical notation, you would use the greater than or equal to symbol (≥) followed by the letter 6. For example:

A ≥6

This means that A having greater than or equal to 6.

Therefore, the correct way to write greater than or equal to 6 is A ≥6 where it tells that A having greater than or equal to value than 6.

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A 90-degree angle, also known as a right angle, is an angle that measures exactly 90 degrees.

A 90-degree angle is an angle that measures exactly 90 degrees. It is also known as a right angle, since it is an angle that forms a right angle.

In geometry, angles are measured in degrees, and a full rotation is equal to 360 degrees. The angle formed by two intersecting lines is measured by the amount of rotation needed to bring one line to overlap the other. A 90-degree angle is formed by rotating one line by exactly 90 degrees, so that the two lines form a right angle.

A right angle is an angle that measures 90 degrees and it is represented by a small square at the angle's vertex. This square is a symbol of the angle's measure. In addition, the right angle is the only angle that can be used in geometry to create perpendicular lines which are lines that meet at 90 degrees.

In real-world applications, right angles are found in many things such as the corners of a room, the corners of a square or rectangle, and the corners of tools like a square, a ruler, and a protractor.

Therefore, In short, a 90-degree angle, also known as a right angle, is an angle that measures exactly 90 degrees. It's represented by a small square at the angle's vertex, and it's the only angle that can be used in geometry to create perpendicular lines.

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if the triangles are similar , then ,

The small trapezoid is a scaled-down version of the large trapezoid, but is also a mirror image.

So the side x corresponds to the length 45 in the larger trapezoid.

[tex]45 = 2x + 4 \\ 2x = 45 - 4 \\ x = \frac{41}{2} \\ x = 20.5[/tex]

Answer:

12,34

Step-by-step explanation:

For 'a'

8x=(2x+72) [vertically opposite angle]

8x-2x=72

6x=72

x=72/6

x=12

For 'b'

4x+20+x-10=180° [ being straight angle ]

4x+x+20-10=180°

5x+10=180°

5x=180-10

x=170/5

x=34

The required perimeter of the polygon is 92 cm.

Polygon is defined as a geometric shape that is composed of 3 or more sides these sides are equal in length, and an equal measure of angle at the vertex,

Examples of polygons, equilateral triangles, squares, pentagons etc

here,
∠B ≅ ∠C

tangent drawn from D = tangent drawn from B
tangent drawn from D = 11.5 cm

The perimeter of the polygon is given = as the sum of a tangent from all points
= 11.5 + 11.5 + 11.5 + 11.5 + 10.5 + 10.5 + 12.5 + 12.5
= 92 cm

Thus, the required perimeter of the polygon is 92 cm.

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A 30-60-90 triangle has one right angle, with the other two angles measuring 30 and 60 degrees. The shortest side is half as long as the hypotenuse, while the middle side is equal to the shortest side multiplied by the square root of 3. The area can be found using (1/2) x base x height, with the perimeter equal to the sum of all three sides.

A triangle is a polygon with three edges and 3 vertices. The terminology for categorizing triangles is more than two thousand years vintage, having been defined on the first actual page of Euclid's elements.

In Euclidean geometry, any three factors, while non-collinear, decide a completely unique triangle and simultaneously, a unique plane (i.e. a -dimensional Euclidean space). In different words, there's best one plane that consists of that triangle, and every triangle is contained in some plane. If the entire geometry is only the Euclidean plane, there is the best one plane and all triangles are contained in it; however, in higher-dimensional Euclidean spaces, this is not real. this text is ready triangles in Euclidean geometry, and in particular, the Euclidean plane, except wherein otherwise stated.

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The modulus of the complex number 4i is 4.

Now, According to the question:

Consider the given number 4i .

The number is a complex number which is of the form z = x + iy .

We can write the above question as z = 4i where x = 0 and y = 4 . The modulus of the complex number is given by:

[tex]|z| =\sqrt{Re(z)^2+Im(z)^2}[/tex]

where real part is x and imaginary part is y. Hence the modulus of a complex number is :

[tex]|z| =\sqrt{0^2+4^2}[/tex]

[tex]|z| = \sqrt{16} \\[/tex]

|z| = 4

Hence the modulus of the complex number 4i is 4.

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The percentage that is not blueberry in a bake of muffin is 85%

Percentage is defined as the number that represents a ratio of a total that is divided by 100 equal parts. It is represented by the symbol %.

To solve this problem we must perform the following algebraic operations with the given information:

Information about the problem:

Calculating the percentage that is not blueberry in a bake of muffin:

% Not blueberry = %Total - %blueberry

% Not blueberry = 100 - 15

% Not blueberry = 85

85% of the bake is not blueberry

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x2a2y2b2=1 x 2 a 2 y 2 b 2 = 1 is the conventional form of a hyperbola equation with the origin as the center and the vertices (a,0) (a, 0) and co-vertices (0b), (0b).

The Complete Question is  hyperbola equation.

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The number of students who prefer summer is equal to 60 students.

In order to determine the number of students who prefer summer, we would multiply the total number of students in Bowling Green middle school by the number of students in Aiko’s class who prefer summer to spring.

Mathematically, an expression which models the number of students who prefer summer is given by;

Number of students who prefer summer = 6/10 × 600

Number of students who prefer summer = 0.6 × 600

Number of students who prefer summer = 60 students.

Based on these results, we can logically conclude that 60 students in Aiko’s class who prefer summer to spring.

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Complete Question:

Bowling Green middle school has 600 students. in Aiko’s class, 6 out of 10 students prefer summer to spring. Based on these results, how many students prefer summer?

The two adjacent columns that show an interval with an average rate of change of -0.3 are column 7ᵗʰ and 8ᵗʰ.

We have a function used by an architect is designing a water fountain for a park. The function is defined as h(x) = - x²/20 + x + 15

where h(x) --> height of the water jet, in feet,

Also , the average rate of change = - 0.3

Average rate of change is used to measure the change in value of function per unit, on average over an interval. It is derived from the slope line which is formed bu joining the end points of graph. Formula is represented as

A(x) = {F(b) - F(a)}/(b - a)

where b and a are end points of interval.

In this case, this formula is used as

A(x) = {H(x₂) - H(x₁)}/(x₂ - x₁ )

=> -0.3 = {H(x₂) - H(x₁)}/(x₂ - x₁ )

As we see in above figure the difference between the any two values of x is equals to 2 i.e., the final value - initial value = 2 in an interval.

So, x₂ - x₁ = 2

=> -0.3 = {H(x₂) - H(x₁)}/2

=> -0.3× 2 = H(x₂) - H(x₁)

=> -0.6 = H(x₂) - H(x₁)

=> H(x₂) = H(x₁) - 0.6

so, the columns which follows this relationship are the following

distance , x 12 14

Height of jet , h(x) 19.8 19.2

Hence, the required relationship is H(x₂) = H(x₁) - 0.6.

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Complete question:

An architect is designing a water fountain for a park. She uses the given function to model the water jets flowing from the fountain's nozzles,

where h(x) gives the height of the water jet, in feet, x feet from its starting point. select two adjacent columns that show an interval with an average rate of change of -0.3

a. The equation connecting y and x is: y = 5x.

b. The value of y = 60.

Given that y is directly proportional to x, the equation that is connecting y and x can be expressed as y = kx, where k is the constant of proportionality.

a. We are given that when y = 30, x = 6, therefore, find the value of k by substituting the values of x and y into y = kx:

30 = k(6)

30/6 = k

5 = k

k = 5

Substitute the value of k into y = kx to write the equation:

y = 5x

b Substitute x = 12 into y = 5x:

y = 5(12)

y = 60

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Solving the system of equations:

x + y = 45

y = 2x

We can see that he made a total of 30 hot dogs and 15 hamburgers.

We can define the variables:

We know that he cooked a total of 45 dishes, then we can write the equation

x + y = 45

And he cooked twice as many hot dogs as hamburgers, then we can write:

y = 2x

Then we can write a system of equations at:

x + y = 45

y = 2x

We can replace the second equation into the first one, then we have:

x + (2x) = 45

3x = 45

x = 45/3

x = 15

And the solution of y is:

y = 2x

y = 2*15 = 30

The solution of the system is:

x = 15

y = 30

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