6
Combine the like terms to create an equivalent expression. −
(
6
y
+
8
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+
6
y
−(6y+8)+

The value of cotθ given that cscθ = 8/7 using trigonometric identities is √(15)/7.

To find the value of cotθ given cscθ = 8/7, we can use the relationship between trigonometric functions:

cscθ = 1/sinθ and cotθ = cosθ/sinθ

First, we can find the value of sinθ by using the definition of cscθ:

cscθ = 1/sinθ

8/7 = 1/sinθ

sinθ = 7/8

Next, we can use the value of sinθ to find the value of cosθ using the Pythagorean identity:

sin²θ + cos²θ = 1

cos²θ = 1 - sin²θ

cos²θ = 1 - (7/8)²

cos²θ = 1 - 49/64

cos²θ = 15/64

Taking the square root of both sides, we get:

cosθ = ±√(15)/8

Since cscθ is positive and cotθ is positive, we need to take the positive square root:

cosθ = √(15)/8

Finally, we can use the definition of cotθ to find the value of cotθ:

cotθ = cosθ/sinθ

cotθ = (√(15)/8) / (7/8)

cotθ = √(15)/7

In conclusion, to find the value of cotθ given cscθ, we can use the relationship between trigonometric functions and the Pythagorean identity to find the values of sinθ and cosθ, and then use the definition of cotθ to find its value.

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Answer:

[tex] \sf \: x = 25[/tex]

Step-by-step explanation:

Now we have to,

→ Find the required value of x.

The equation is,

→ 11x - 24 = 7x + 76

Then the value of x will be,

→ 11x - 24 = 7x + 76

→ 11x - 7x = 76 + 24

→ 4x = 100

→ x = 100 ÷ 4

→ [ x = 25 ]

Hence, the value of x is 25.

Hello and greetings Brainly users.

It is an exercise of linear equations with one variable is a fundamental topic in the study of algebra. These types of equations are characterized by being first-degree polynomials in one variable, and can be found in various contexts, such as physics, economics, engineering, among others. Therefore, the ability to solve these equations is essential in the training of any mathematics student and in the development of their ability to solve problems in real life situations.

A linear equation with a variable can be solved by means of a series of algebraic operations that allow us to simplify the expression and clear the variable to be solved. These operations include adding, subtracting, multiplying, and dividing, always maintaining equality between both sides of the equation. The ultimate goal is to find the numerical value that satisfies the equation, that is, the value that makes the equality true.

Solving linear equations with one variable is an important skill not only for mathematics students, but also for professionals in various fields. For example, in engineering, linear equations are used to model physical systems and phenomena, and their resolution is necessary to perform calculations and make informed decisions. In the economy, they are used to analyze the behavior of financial variables and make projections for the future.

To solve the equation 11x - 24 = 7x + 76 we need to isolate the variable x on one side of the equation.

First, we can simplify both sides of the equation by combining like terms:

      11x - 7x = 76 + 24

Which gives us

       4x = 100

Next, we can solve for x by dividing both sides of the equation by 4:

       4x/4 = 100/4

       x = 25

Therefore, the solution to the equation is x = 25.

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The meaning of the y - intercept in the context of the problem of the snow level in Moose Wyoming is the level of snow at the beginning of the time period in question.

The y-intercept of the function y = 2x + 14 is the value of y when x = 0. Substituting x = 0 into the equation, we get:

y = 2(0) + 14

y = 14

Therefore, the y-intercept is 14.

In terms of the problem, this means that at midnight (when x = 0), there is already 14 inches of snow on the ground in Moose, Wyoming. The y-intercept represents the initial or starting value of the snow level function, which in this case is the amount of snow already on the ground at the start of the time period being modeled.

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A greater standard deviation for scores on the first quiz than on the second quiz would state that the results were less consistent on the first quiz than on the second quiz.

The standard deviation of a data-set measures the consistency of the data-set, and the higher the standard deviation, the less consistent the data-set is.

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The rule that yields the dilation of the figure KLMN centered at the origin is (x, y) → (2x, 2y). So, the correct answer D).

In this question, we are looking for the rule that yields the dilation of the figure KLMN centered at the origin. Option D, (x, y) → (2x, 2y), represents a dilation by a scale factor of 2, which means that the image will be twice as large as the original figure. Thus, option D is the correct answer.

This rule doubles the distance of each point from the origin and results in an image that is twice as large as the original figure. Rule A translates the figure up and to the right, while Rule B halves the coordinates of each point, resulting in an image that is half as large. Rule C translates the figure to the right and up by 2 units.

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Answer:  option C - Sandy's experimental probability was closest to the theoretical probability in the experiment with 1,000 flips, is the most likely scenario.

Step-by-step explanation:

Based on the Law of Huge Numbers, the more times a coin is flipped, the closer the test likelihood will be to the hypothetical likelihood of 0.5 for heads and 0.5 for tails. In this manner, Sandy's exploratory likelihood is most likely to be closest to the hypothetical likelihood within the test with 1,000 flips.

In spite of the fact that it is conceivable that Sandy's exploratory likelihood might be near to the hypothetical likelihood within the explore with 100 flips or 500 flips, it is more likely that the bigger test measure of 1,000 flips will result in a more precise representation of the hypothetical likelihood.

The rate of change for the function f(x) is 9.5 over the interval.

How I calculated the rate of change for f(x):

f(2) = 12, f(6) = 50

slope = (50 - 12) / (6 - 2) = 9.5

The rate of change for the function g(x) is -2 over the interval.

How I calculated the rate of change for g(x):

g(2) = -10, g(6) = -18

slope = (-18 - (-10)) / (6 - 2) = -2

To find the rate of change for a function over an interval, we need to calculate the slope of the secant line that connects the two endpoints of the interval.

The slope of a line can be found using the formula:

slope = (y2 - y1) / (x2 - x1)

For the quadratic function f(x) = (x + 1)² + 8, we can find the values of f(2) and f(6) by substituting x = 2 and x = 6 into the function:

f(2) = (2 + 1)² + 8 = 12

f(6) = (6 + 1)² + 8 = 50

Therefore, the rate of change for f(x) over the interval 2 ≤ x ≤ 6 is:

slope = (f(6) - f(2)) / (6 - 2) = (50 - 12) / 4 = 9.5

So the answer is: The rate of change for f(x) is 9.5 over the interval.

To find the rate of change for the linear function g(x) = -2x - 6, we can use the same formula:

g(2) = -2(2) - 6 = -10

g(6) = -2(6) - 6 = -18

Therefore, the rate of change for g(x) over the interval 2 ≤ x ≤ 6 is:

slope = (g(6) - g(2)) / (6 - 2) = (-18 - (-10)) / 4

slope = -2

So the answer is: The rate of change for g(x) is -2 over the interval.

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To determine whether the normal approximation can be used to study the proportion of students in the population who go home every weekend, we need to check if the sample size is large enough and if the success-failure condition is met.

Sample size: A commonly used rule of thumb is that the sample size should be at least 10 times the number of successes and failures combined. In this case, the number of students who go home every weekend in the sample is 18, and the number who do not is 82. So the sample size is 100, which is greater than 10 times the number of successes and failures combined.

Success-failure condition: Another assumption for the normal approximation is that the sample proportion is not too close to 0 or 1. In this case, the sample proportion of students who go home every weekend is 18/100 = 0.18, and the proportion who do not is 0.82. Both proportions are between 0.1 and 0.9, so the success-failure condition is met.

Therefore, we can use the normal approximation to study the proportion of students in the population who go home every weekend.

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Answer:

67 [tex]ft^{2}[/tex]

Step-by-step explanation:

Divide the shape into more recognizable shapes.
5*7 = 35
7*4 = 28
35+28
67

The surface area of the square pyramid is 384 cm squared.

The surface area of the square base pyramid can be found as follows:

surface area of the square base pyramid = base area + 2al

where

Therefore,

base area = 12 × 12

base area = 144 cm²

Hence,

surface area of the square base pyramid = 144 + 2 × 12 × 10

surface area of the square base pyramid = 144 + 240

surface area of the square base pyramid = 384 cm²

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Tangent ratios can be greater than or equal to 1 because acute angle is between 45 degrees and 90 degrees.

If the opposite side is longer than the adjacent side, then the tangent ratio will be greater than 1.

Similarly, if the opposite side is equal in length to the adjacent side, then the tangent ratio will be equal to 1.

In general, the tangent ratio can be greater than or equal to 1 when the opposite side is longer or equal in length to the adjacent side. This occurs when the acute angle is between 45 degrees and 90 degrees.

It is important to note that when the acute angle is less than 45 degrees, the tangent ratio will always be less than 1. Conversely, when the acute angle is greater than 90 degrees, the tangent ratio will be negative and less than 1.

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The total surface area to paint is 22000 sq. ft.

Surface area is the measurement of the outer surface of an object. It is often used to calculate the area of a three-dimensional object, such as a cube, cylinder, or sphere, and is also used to calculate the area of the faces of a solid object. Surface area is measured in square units such as square centimeters (cm2), square meters (m2), or square inches (in2).

Surface Area = 2(lw + lh + wh)

Surface Area = 2((100' x 50') + (100' x 40') + (50' x 40'))

Surface Area = 2(5000' + 4000' + 2000')

Surface Area = 2(11000')

Surface Area = 22000 sq. ft.

Answer: The total surface area to paint is 22000 sq. ft.

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Answer:

2200

Step-by-step explanation:

Yes, a normal distribution can be used to approximate the distribution of the random variable X, which counts the number of adults who have not visited a dentist in the last two years. This approximation can be done using the Central Limit Theorem (CLT), which states that if you have a large enough sample size, the distribution of the sample means will approach a normal distribution, regardless of the original distribution's shape.

To use a normal distribution for this approximation, you need to meet the following criteria:

1. The sample size (n) should be large enough, typically n > 30.
2. The random variable X should have a known mean (μ) and standard deviation (σ).

If these criteria are met, you can use the normal distribution to approximate the distribution of X by calculating the standard error (SE), which is equal to σ / √n. This will help you estimate probabilities and analyze the data for the number of adults who have not visited a dentist in the last two years.

In summary, using a normal distribution to approximate the distribution of the random variable X is possible through the Central Limit Theorem, as long as the sample size is large enough and the mean and standard deviation are known.

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Answer:

Step-by-step explanation:

angle L is 106 degrees

x= 2

angle LMK is 37 degrees

its equal, you can check by adding up all the angles to 360 degrees

The calculated value of each boy's share is shown below

Let's call the amount of oranges the third boy gets "x".

According to the problem, the second boy gets twice the amount of oranges as the third boy, so he gets 2x oranges.

And the first boy gets twice more oranges than the second boy, so he gets 2(2x) = 4x oranges.

So the total number of oranges is x + 2x + 4x = 7x, and we need to divide this equally among the three boys.

Therefore, the first boy gets 4/7 of the total oranges, which is 4x/3, the second boy gets 2/7 of the total oranges, which is 2x/3 and the third boy gets 1/7 of the total oranges, which is x/3.

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Step-by-step explanation:

Put '16' where 'x' is and compute

3/4 ( 16 ) + 7 = f(16) = 19

The coordinates of point D on the graph are (2,-2). the square has a surface area of 25 square units. The perimeter of the square p is 20 units.

A (2,3), B (-3, 3), and C (-3, -2) are the given points.

In the graph below, the points are plotted.

The coordinates of point D on the graph are (2,-2).

In this case, AB = 5 units [from the graph].

The square's area = side * side

ABCD's square area = AB *AB

= 5×5

= 25 square units.

As a result, the square has a surface area of 25 square units.

The perimeter of the square p = 4 * side

                                               p = 4 *5 = 20 units.

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Similar question:

The three vertices of a square are A (2,3), B(-3, 3), and C (-3, -2). Plot these points on graph paper and

hence use it to find the coordinates of the fourth vertex. Also, find the area and perimeter of the square.

The factored form of the trinomial x² - 7x + 12 is (x - 3)(x - 4).The involved trinomial is x² - 7x + 12.

Here is a detailed explanation:

a = 1 (coefficient of x²),

b = -7 (co - efficient of x), and

c = 12 are the trinomial's coefficients and constant (constant term).

Step 2: Find two numbers that multiply to a*c (1*12) and add up to b (-7).

The two numbers are -3 and -4.

Step 3: Modify the middle word as x²- 3x - 4x + 12 using the two integers

Step 4: Factor by grouping. Group the first two terms and the last two terms separately: (x² - 3x) + (-4x + 12).

Step 5: Factor out the greatest common factor (GCF) from each group: x(x - 3) - 4(x - 3).

Step 6: Factor out the common binomial (x - 3) from both terms: (x - 3)(x - 4).

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Answer:

P=9600000000

Step-by-step explanation:

1 point is =0.150119

40x10=400x20=8000x50x400000x10=400000x20=800000x30=240000000x40=9600000000

The acceptable conclusions to a hypothesis test are option a, c, d, f.

What is hypothesis test?

Hypothesis Testing is a way of statistical analysis in which a person can  put his assumptions about a population parameter to the test. It usually  used to estimate the relationship between two statistical variables.

By the property of hypothesis test the following can be stated.

⇒The value of the test statistic lies in the non rejection region. Therefore, there is no evidence to suggest that the alternative hypothesis is true.

⇒ The value of the test statistic lies in the rejection region. Therefore, there is evidence to suggest that the null hypothesis is not true.

⇒The value of the test statistic does not lie in the rejection region. Therefore, there is no evidence to suggest that the alternative hypothesis is true.

⇒ The value of the test statistic lies in the rejection region. Therefore, there is evidence to suggest that the alternative hypothesis is true.

Hence the correct options are a, c, d, f.

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Answer:

the y is always gonna be a difrent like a negative and a postive

Step-by-step explanation:

the y on the left if it's a positive the y on the right Is nightie ect

Answer: The amount of planes of symmetry a right pyramid with an isosceles triangle base has four.

Hope this helps!

Yes, since the new additive is more efficient and a proportional difference of 0.4 or more occurred 7 times out of 200, making the difference statistically significant. The correct answer is A) .

The dotplot can be used to determine whether the 0.4 observed proportional difference is statistically significant. Few dots are at or above 0.4 in any direction, as can be seen by looking at the dotplot. In particular, it appears that there are no dots to the left of the observed difference and only roughly 7 dots that are at or beyond 0.4. Therefore, at the 5% level of significance, the observed proportional difference of 0.4 is statistically significant. Hence the correct answer is option: A.

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The weights in a weighted moving average are selected by: Trial and error, Fitting to a regression line, Guessing, Experience.

The methods for selecting weights in weighted moving averages are trial and error, fitting to a regression line, and experience.

When selecting weights for weighted moving averages, the following methods can be used:
Trial and error:

Testing different weight combinations to find the best fit for the data.
Fitting to a regression line:

Analyzing the relationship between the data points and assigning weights accordingly.
Experience:

Using prior knowledge and understanding of the data or similar situations to determine appropriate weights.

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 Trial and error fitting, fitting to a regression line, and experience are the methods that can be used to select weights in a weighted moving average.

With weighted moving averages, the weights can be selected using various methods. Here are the applicable methods from your given options:

1. Trial and error fitting: Weights can be selected by testing different combinations of weights and observing their impact on the accuracy of the model.

2. Fitting to a regression line: Weights can be determined by fitting a regression line to the data and using the coefficients of the regression line as the weights.

3. Experience: Domain knowledge or past experience with similar data can help in selecting appropriate weights.

In summary, trial and error fitting, fitting to a regression line, and experience are the methods that can be used to select weights in a weighted moving average.

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Answer:

median - 28

mean - 26.6 (6 repeating)

range - 27

Step-by-step explanation:

The elephant ages would go in the order of 14, 19, 20, 21, 28, 28, 33, 36, 41. To find the median, you need to look for the center of the numbers, which would be 28, since 28 is the middle number. To find the mean, you add all the numbers up and divide them by however many numbers there are, in this case, they add up to 240, and there is 9 numbers, so you would do 240 divided by 9 = 26.66 (repeating so a line over the 6's after the decimal) and to find the range you subtract the highest number and the lowest, which is 41 and 14 and that would give you 27.

I'M SO SORRY IF THIS DIDN'T MAKE SENSE!

a) The length of the hypotenuse AB is 15.

b) The angle ∠A is approximately 53 degrees.

c) The angle ∠C is 90 degrees.

d) The angle ∠B is approximately 37 degrees.

a) To find the length of the hypotenuse AB, we can use the Pythagorean theorem, which states that in a right triangle, the sum of the squares of the legs is equal to the square of the hypotenuse. In this case, we have:

AB² = AC² + CB²

AB² = 12² + 9²

AB² = 144 + 81

AB² = 225

AB = √225

AB = 15

Therefore, the length of the hypotenuse AB is 15.

b) To find the angle ∠A, we can use trigonometry. The sine of an angle is the ratio of the opposite side to the hypotenuse. In this case, we have:

sin(∠A) = AC/AB

sin(∠A) = 12/15

sin(∠A) = 0.8

Taking the inverse sine of 0.8, we get:

∠A = sin⁻¹(0.8)

∠A ≈ 53

Therefore, the angle ∠A is approximately 53 degrees.

c) Since angle ∠C is the right angle, its measure is 90 degrees.

d) To find the angle ∠B, we can use the fact that the sum of the angles in a triangle is 180 degrees. Therefore:

∠B = 180 - ∠A - ∠C

∠B = 180 - 53 - 90

∠B ≈ 37

Therefore, the angle ∠B is approximately 37 degrees.

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The a is rational , b is irrational and product of a and b is rational.

The number a=0.444444444444 is rational

Because it can be expressed as the ratio of two integers.

a = 4/9

The number b=0.354355435554 is irrational

Because it cannot be expressed as the ratio of two integers.

It has an infinite non-repeating decimal expansion.

To determine whether the product of a and b is rational or irrational, we can simply multiply them together:

a × b = (4/9) × 0.354355435554

= 0.158919191574

This product is a rational number, because it can be expressed as the ratio of two integers.

Hence, a is rational , b is irrational and product of a and b is rational.

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Answer:

4/6 or 2/3 simplified

Step-by-step explanation:

4 ⋅ 1/6=4/6

multiply numerators together and denominators together

4/6

simplify

2/3

Hope this helps :)