Which pairs of rectangles are similar polygons? Rectangle A: 100cm & 80cm Rectangle B: 120cm & 100cm Rectangle C: 90cm & 72cm. A and B - similar or not similar? B and C similar or not similar? A and C similar or not similar?

Answer: 59.9 m

Step-by-step explanation:

Area of rectangle = Length times Width

We already know the length is 18m

So take 215.1 divided by 18= 11.95m

To find the perimeter of the Rectangle we use the formula

p= 2(18+ 11.95) = 59.9 m

So the perimeter is 59.9 m

Answer:

i just had this lol its a and d

Step-by-step explanation:

Therefore, the probability that the mean number of lightning strikes per square kilometer is less than 5 is P([tex]X^{'}[/tex]<5)=0.0016

Probability is a branch of mathematics that deals with numerical representations of the likelihood of an event occurring or of a proposition being true. The probability of an event is a number between 0 and 1, with 0 approximately denoting impossibility and 1 denoting certainty.

Here,

mu =6

α=2.4

n=50

Σxi=250

Formula used:

z=[tex]\frac{x-u}{\alpha }[/tex]

Step 2: Calculation

[tex]x^{'}[/tex] = Σ[tex]\frac{xi}{n}[/tex] = 250/50 = 5

z = [tex]\frac{x^{'} - u_{x} }{\alpha x^{'} }[/tex] = [tex]\frac{x^{'} - u_{x} }{ \frac{\alpha }{\sqrt{n} } }[/tex] = [tex]\frac{5- 6}{ \frac{2.4}{\sqrt{50} } }[/tex] ≈ -2.95

P([tex]X^{'}[/tex]<5)=P(Z<-2.95)

=0.0016

or 0.16%

Therefore, the probability  probability that the mean number of lightning strikes per square kilometer is less than 5 is P([tex]X^{'}[/tex]<5)=0.0016

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Answer:

-

—4<x<8

Step-by-step explanation:

Given that,

x2−4x−32

⇒x2−(8−4)x−32

⇒x2−8x+4x−32

⇒x(x−8)+4(x−8)

⇒(x−8)(x+4)

Hence, −4<x<8

Answer:

6[tex]\sqrt{30}[/tex]i

Step-by-step explanation:

120 = 2x2x2x3x5  I can pull out a set of 's

3x2 = 6

6[tex]\sqrt{2x3x5}[/tex]

6[tex]\sqrt{30}[/tex]

[tex]\sqrt{-1}[/tex] = i

Answer:

5.4* 10^-2

Step-by-step explanation:

The value of the exponential equation is A = 5.4 x 10⁻²

When you raise a quotient to a power you raise both the numerator and the denominator to the power. When you raise a number to a zero power you'll always get 1. Negative exponents are the reciprocals of the positive exponents.

The different Laws of exponents are:

mᵃ×mᵇ = mᵃ⁺ᵇ

mᵃ / mᵇ = mᵃ⁻ᵇ

( mᵃ )ᵇ = mᵃᵇ

mᵃ / nᵃ = ( m / n )ᵃ

m⁰ = 1

m⁻ᵃ = ( 1 / mᵃ )

Given data ,

Let the exponential equation be represented as A

Now , the value of A is

Let the number be represented as n

The value of n = 0.054

On simplifying the equation , we get

A = 5.4 x 10⁻²

On further simplification , we get

A = 0.054

Hence , the exponential equation is A = 5.4 x 10⁻²

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​Yes, the figure indicates that two corresponding angles and their included side are all congruent. Option A

We know that the term congruency can be used to refer to the triangles that are equivalent. For the triangles that are equivalent, we can see that there are some kind of relationship that binds the triangles together.

The kinds of congruency of the triangles that we may have are the following;

Angle Angle side

Side angle side

Side side side

Angle Side angle

If we look at the triangles that we have in the two images that have been conspicuously attached to the question that we are trying to attend to, it is clear that two triangles have similar sides and a similar included angle hence they are congruent by the theorem of SAS.

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The simplified form of the expression [tex]\frac{2}{\frac{3}{11}}[/tex] is [tex]\frac{22}{3}[/tex].

To simplify the expression [tex]\frac{2}{\frac{3}{11}}[/tex], you can start by performing the division in the parentheses first:

[tex]\frac{2}{\frac{3}{11}}[/tex] = [tex]\frac{2}{\frac{3}{11}}[/tex] × [tex]\frac{11}{11}[/tex]

= 2 × [tex]\frac{11}{3}[/tex]

Then, you can simplify the fraction by dividing both the numerator and the denominator by their greatest common factor:

2 × [tex]\frac{11}{3}[/tex] = [tex]\frac{(2 * 11)}{(3 * 1)}[/tex]

= [tex]\frac{22}{3}[/tex]

So the simplified form of the expression [tex]\frac{2}{\frac{3}{11}}[/tex] is [tex]\frac{22}{3}[/tex].

Simplification is a process of making something simpler or easier to understand by reducing the amount of complexity or detail. This can be done by removing or combining elements, or by reorganizing the structure. Simplification can be used in problem-solving, decision-making, or other tasks to make it easier to understand, interpret, or use the information.

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There are 10 dimes and 50 nickels.

What is an expression?

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

Susan has a collection of 60 nickels and dimes.

And, The number of nickels is five times the number of​ dimes.

Now,

Let number of dimes = x

Then, The number of nickels = 5x

Since, Susan has a collection of 60 nickels and dimes.

Hence, We get;

⇒ x + 5x = 60

⇒ 6x = 60

⇒ x = 10

Thus, The number of dimes = x

                                           = 10

Then, The number of nickels = 5x

                                             = 5 × 10

                                             = 50

Therefore, There are 10 dimes and 50 nickels.

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Answer:

A' (3,-1)

B' (-2,-5)

C' (5, -2)

Step-by-step explanation:

Notice how the x values stay the same and the y values become the opposite of the original points.

Answer:

Around 3000 BC

Answer:

It is difficult to pinpoint a specific year or time period in which math was "invented," as math is a fundamental aspect of human thought and has likely been present in some form since ancient times.

The study of mathematics has a long and rich history, dating back to ancient civilizations in Mesopotamia, Egypt, Greece, and India. These early societies developed mathematical concepts and techniques to aid in practical tasks such as measuring land, calculating the volume of objects, and tracking the movement of celestial bodies.

As human civilizations developed and advanced, so too did the study of mathematics. Over time, new mathematical concepts and techniques were developed and refined, leading to the development of more advanced branches of mathematics such as algebra, geometry, trigonometry, and calculus.

In summary, math has a long and complex history, and it is difficult to pinpoint a specific year or time period in which it was "invented." It has likely been present in some form since ancient times and has evolved and developed over the course of human history.

Step-by-step explanation:

SELF EXPLANATORY

Using PEDMAS to simplify the expression, the result is -830t² + 164t + 5798.4

To solve this problem, we have to simplify the expression. This is a process of breaking it down from a complex form to the least possible form. In doing this, we often apply mathematical operations such as multiplication, addition, subtraction etc.

In the expression 362.4 * 16 - 2t + 83t * (2 - 10t)

Let's apply PEDMAS here

362.4 * 16 = 5798.4

83t (2 - 10t) = 166t - 830t²

We can bring them together now;

5798.4 - 2t + 166t - 830t²

Collecting like terms

-830t² + 164t + 5798.4

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How you write it is...

m x 10n

The equation of line in point-slope form is y + 7  = -1/2(x - 6).

What is an equation of a line?

The slope of the line and a point on the line can be used to create the equation of a line. To better comprehend how the equation for a line is formed, let's learn more about the line's slope and the necessary point on the line. The slope of the line, which can be stated as a numeric integer, fraction, or the tangent of the angle it forms with the positive x-axis, is the line's inclination with respect to the positive x-axis. The coordinate system's point with the x coordinate and the y coordinate is referred to as the point.

Given points are (2,-5) and (6,-7).

The  point-slope form of a line is y - y₁ = m(x - x₁).

The slope of the line that passes through the points (2,-5) and (6,-7) is

(-7 - (-5))/(6 - 2) = -2/4 = -1/2

Putting m =  -1/2 and x₁ = 6 ,  y₁ = -7 in y - y₁ = m(x - x₁):

y - (-7) = -1/2(x - 6)

y + 7  = -1/2(x - 6)

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Answer:

The answer is 60

Step-by-step explanation:

160 × 3/8 = 480/8 = 60

Thus, 60 new houses have been sold this year.

On solving the provided question, we can say that the root of the equation [tex](x^2 - 10x+21)(x+7)=0[/tex]are x= -7,+7,3

An equation is a mathematical statement that proves two mathematical expressions are equal in algebra, and this is how it is most commonly used. In the equation 3x + 5 = 14, for instance, the two expressions 3x + 5 and 14 are separated by the symbol "equal."

A quadratic equation is a second-order polynomial equation in one variable that goes like this: x ax2 + bx + c=0, where a 0. Given that it is a second-order polynomial equation, the algebraic basic theorem ensures that it has at least one solution. Real or complicated solutions are both possible.

Set the denominator to 0

[tex](x^2 - 10x+21)(x+7)=0\\(x^2-7x-3x+21)(x+7)=0\\(x(x-7)-3(x-7))(x+7)=0\\(x-7)(x+7)(x-3)=0\\ (x-3)(x^2 - 7^2)=0\\x= -7,+7,3[/tex]

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No, The side lengths does not make a right triangle.

What is mean by Triangle?

A triangle is a three sided polygon, which has three vertices and three angles which has the sum 180 degrees.

Given that;

The sides of the triangle are;

⇒ 20, 20 and √800

Now,

Since, The sides of the triangle are;

⇒ 20, 20 and √800

Hence, We can apply the Pythagoras theorem as;

⇒ (√800) ² = √ 20² + 20²

⇒ 800 ≠ √800

Thus, The side lengths does not make a right triangle.

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the answer is -20 -15 -10 -5 -0

Answer:

y2= -15, y3=-10, y4=-5

Step-by-step explanation:

so basically, the answers have to decrease/increase by the same amount. idrk what else to say but those should be right.

The length of missing side of triangle is 11cm.

Trigonometry is a branch of mathematics that studies relationships between side lengths and angles of triangles.

The given triangle is a right angled triangle.

In the triangle hypotenuse is 12cm, opposite side is 4.8cm.

We need to find the adjacent side which is represented by x.

By pythagoras theorem we find the missing side

In a right-angled triangle, the square of the hypotenuse side is equal to the sum of squares of the other two sides

12²=4.8²+x²

144=23.04+x²

subtract 23.04 on both sides

120.96=x²

Take square root on both sides

x=10.99

x=11

Hence, the length of missing side of triangle is 11cm.

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The advantage of using the work sampling approach during a training needs assessment is that the assessor : sees the work actually being done , the correct option is (d) .

In the question ,

it is asked about the advantage of using the work sampling approach during the training .

we know that Assessing need special skills and experience to be competent.

Generally,  evaluators or assessors need to  have interpersonal skills and  communicates effectively with students.

So , During the training if the work sampling approach is used then assessor will see the work actually being done before hand .

Therefore , the advantage is that the will see the work actually being done .

The given question is incomplete , the complete question is

The advantage of using the work sampling approach during a training needs assessment is that the assessor:

(a) sees the results of each person doing the work

(b) does not get heavily involved with any job

(c) actually does each job

(d) sees the work actually being done

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Therefore the probability that all person are chosen at random for security screening is P=0.0315 Thus, the search was random and passengers should not be suspicious for the search

The likelihood of an event happening is determined by probability. We may need to forecast an event's result in a variety of real-world circumstances. The outcomes of an event may be certain or uncertain to us. In these situations, we state that there is a likelihood that the event will occur or not.

Here,

The probability that all person are chosen at random for security screening is

Where four businessmen from the middle east= [tex]C^{4} _{2}[/tex]

and remaining 16 are not searched =[tex]{C^{16} _{0}[/tex]

Thus, for selection of 2 people at random from 4 businessman

P =   [tex]\frac{C^{16} _{0} * C^{4} _{2}}{ C^{20} _{2}}[/tex]

P=1*6/190

P=6/190

P=0.0315

Therefore the probability that all person are chosen at random for security screening is P=0.0315 Thus, the search was random and passengers should not be suspicious for the search.

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One tenth of a number, something multiply it by 1/10 and then simplify or this is one tenth of that is just divide by 10.

We probably know that the number above the fraction bar is called the numerator and the number below it is called the denominator. To calculate the fraction of a number, we must first convert the whole number to a fraction as well, then multiply by 1/10. Alternatively, finding 1/10 of a number is the same as dividing it by 10.

Let's go through some examples to understand the concept.

a) What is 1/10 of 20?

20 can be put over 1 , since anything divided by

1 is itself. So do that and multiply:

1/10 × 20/ 1 → 20/10 → 2

b) What is 1/10th of 34 ?

=> 34 can be put over 1 and then multiply by 1/10

=> 34×1/10 = 34/10 = 3.4

So as we can see, all we have to do is divide the number by 10 and we've found one tenth of it.

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Answer:

should be option 2, but im sorry if it isnt.

Step-by-step explanation:

Answer:

1 + 17 = 18

2 + 16 = 18

3 + 15 = 18

4 + 14 = 18

5 + 13 = 18

6 + 12 = 18

7 + 11  =  18

8 + 10 = 18

9 + 9 = 18

Step-by-step explanation:

Answer:

0+18=18

1+17=18

2+16=18

3+15=18

4+14=18

5+13=18

6+12=18

7+11=18

8+10=18

9+9=18

10+8=18

11+7=18

12+6=18

13+5=18

14+4=18

15+3=18

16+2=18

17+1=18

18+0=18

The conventional form of the polynomial is f(x)=x 28x+17. If polynomial function f has rational coefficients and a leading factor of 1, then it has the lowest degree.

A polynomial function is a function in an equation, such as the quadratic equation, cubic equation, etc., that only uses quasi integer powers or only positive integer coefficients of a variable. A polynomial with an exponent of 1 is, for instance, 2x+5.

As conjugate pairs make up complex zeros, we can infer that 4-i4-i is also a zero from the fact that 4+i4+i is also a zero.

A polynomial function's factor x-axa is one of the factors if aa is its zero. Consequently, the polynomial function is

f(x)=a[x-(4+i)] [x-(4-i)]

f(x)=a[x−(4+i)]

[x−(4−i)]

Expand:\sf(x)=a[x^2-(4-i)

x-(4+i)x+(4+i)(4-i)]

F(x) = a [x 2 (4i)x(4+i)x+(4+i)(4i)]

f(x)=a[x^2-4x+ix-4x-ix+

(16-i^2)]

F(x) = a [x 2 4x+ix4x+ix+(16i 2)]

f(x)=a[x^2-8x +(16-(-1))]

f(x)=a[x 2 −8x+(16−(−1))]

f(x)=a(x^2-8x +17)

f(x)=a(x 2 −8x+17)

Considering that a=1a=1 is the leading coefficient, this means:

color="#c34632" f(x)="x2-8x +17"

f(x)=x 2 −8x+17

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The odds that the chosen cookies being chocolate chip cookies is 1/7

What is probability?

The area of mathematics known as probability deals with numerical representations of the likelihood that an event will occur or that a statement is true. An event's probability is a number between 0 and 1, where, roughly speaking, 0 denotes the event's impossibility and 1 denotes certainty.

We are given that

A cookie jar contains six chocolate chip cookies, four peanut butter cookies and five oatmeal cookies

Hence the total number of cookies are 15

Two cookies are selected from the jar

This can be done in 15c2 ways that is 105

Now we have six Choco chip cookies in the same jar

Number of ways in which we can select 2 cookies is 6c2

That is 15

Hence the odds are 15/105

That is 1/7.

The odds that the chosen cookies being chocolate chip cookies is 1/7.

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Using the laws of inequality, the inequality x-36>4x can be solved as x>-12.

In mathematics, the term "inequality" refers to a relationship between two expressions or values that is not equal to each other. The mathematical expression with unequal sides is known as an inequality in mathematics. Inequality is referred to in mathematics when a relationship results in a non-equal comparison between two expressions or two numbers. Both mathematical phrases, equations and inequalities, are created by connecting two expressions. The equal sign (=) indicates that two expressions in an equation are deemed to be equal. The symbols >,,, or indicate that the two expressions in an inequality are not necessarily equal.

Here,

x-36>4x

3x<-36

-3x>36

x>-12

The solution for the inequality x-36>4x is x>-12 using properties of inequality.

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Therefore, the expression's 48th component is the cost per scarf.

A mathematical expression is a sentence that has at least two variables or integers and one mathematical action. In mathematics, it is possible to multiply, divide, add, or remove. An expression's structure is (Mathematical Operator, Number or Variable, Expression).

Here,

In the following expression, 483 denotes the total number of scarves, and 48 is the cost per scarf. For each scarf order, customers are charged a $4.75 delivery fee:

The 48 denotes the price per scarf, as can be seen from the supplied.

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The f(4) using is found using newton's interpolating polynomials of order 4.

function y=CL10_Exercise(part)

%% Input

% part: string for part a,b,c,d

%

%% Output

% y value of the underlying function at x=4

%

%% Write your code here

X=[1,2,3,5,6];

Y=[15,8,5.5,30,52];

x=4;

y=1;

switch part

case 'a'

%% Newton interpolation (Order 4)

a=X;

b=Y;

%x=input('Enter x: ');

[m,n]=size(a);

fx=0;

for i=1:n

%_____________Calculating Dividing Difference_____________________

s=0;

for j=1:i

p=1;

for k=1:i %Denominator part product

if(k~=j)

p=p*(a(j)-a(k));

end

end

s=s+b(j)/p; %summation f(x)/product

end

%_________________________________________________________________

p=1;

for j=1:i-1 %coefficient part of f[...]

p=p.*(x-a(j));

end

fx=fx+s.*p; %Polynomial!

end

y=fx;

case 'b'

%% not-a-knot spline

case 'c'

%% clamped spline

case 'd'

%% Hermite spline

end

end

Hence, the f(4) using is found using newton's interpolating polynomials of order 4.

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