I need help with this please thank you

Explanation

Question 23

To get the value of x, let us get y as shown below

Next, we will make use of the fact tha y and (x+85 ) are vertical angles so that

For question 23, x = -5

For question 24

The total angle in a circle is 360 degrees so that

solving for x

For question 24, x =-3

Answer: -7, -11

Step-by-step explanation:

[tex]5|x+9| \leq 10\\\\|x+9| \leq 2\\\\-2 \leq x+9 \leq 2\\\\-11 \leq x \leq -7[/tex]

Answer:

x∈(−11,−7)

Step-by-step explanation:

Answer:

13

Step-by-step explanation:

y^2 = 169

y = [tex]\sqrt{169}[/tex]

y = 13

David gets £2.50 Farooq gets the rest of the money. Let the total sum of the money be x is £8.75.

Therefore,

Let the total sum of the money be x,

David gets 1/6 of x = x/6 = £2.50

⇒ x/6 = £2.50

⇒ x = £2.50 x 6

⇒ x = £15

The total sum of the money = £15

Eva gets 1/4 of x = 1/4 x 15 = £3.75

Farooq gets the rest of the money = x - £3.75 - £2.50

= £15 - £3.75 - £2.50 = £8.75

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The 95% confidence interval will be more extensive than the 90% confidence interval

In measurements, the probability that a population boundary will fall between a bunch of values for a specific level of the time is alluded to as a certainty stretch. Investigators every now and again utilize certainty goes that incorporate 95% or the vast majority of expected perceptions. Thus, it could be presumed that there is a 95% probability that the genuine worth falls inside that reach assuming that a point gauge of 10.00 with a 95% certainty time frame - 10.50 is determined utilizing a factual model.

The degree of conviction or vulnerability in a testing cycle is estimated by certainty spans.

Also, they are utilized in relapse examination and speculation testing.

To decide measurable importance, analysts often join certainty spans with p-values.

95% or almost 100% certainty levels are most often utilized in their development.

The equivalent expressions to (9 7/8 + 2 4/5) - 1/2 are given as follows:

a) 9 7/8 + (2 4/5) - 1/2.

b) 9 7/8 + 2 4/5 + (-1/2).

Equivalent expressions are expressions that have the same result.

In this problem, the expression a is equivalent to the given expression, as the only difference is the order of the operations being applied, as the subtraction of 2 4/5 and -1/2 is applied before the addition of 9 7/8 + 2 4/5.

Expression b is also equivalent to the given expression, as an addition with the negative number in the fraction is made. However, the addition sign means that the sign inside the parenthesis is kept, which is negative, hence no change is made to the expression.

The remaining expressions involve changes to the signals of each term, hence they are not equivalent to the presented expressions.

The problem is given by the image at the end of the answer.

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Answer:

8.9 is larger

Step-by-step explanation:

7/8 is 0.875 in decimal form

8/9 is 0.88 or 0.89 if you round up.

7/8 < 8/9

Hope this helps! Please have a great day :)

Answer:

The amount of money pictured below is one dollar

Answer:

Step-by-step explanation:

1 quarter= 25 cents

1 nickel = 5 cents

9 mickels total= 9x5= 45

1 quarter= 25 + 45= 70

and then you have one dollar

so 1 dollar and 70 cents

1.70$

The machine make nails at a rate of 8th pounds per hour

From the question, the given parameters are:

The rate in pounds per hour the machine make nails is then calculated as

Rate of making nails = Amount of pounds of nail/Number of time

Substitute the known values in the above equation

So, we have

Rate of making nails = 4th pounds/0.5 hour

Evaluate

Rate of making nails = 8th pounds per hour

Hence, the rate of making nails is 8th pounds per hour

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Answer:

Answer down below!

Step-by-step explanation:

Lets find a point on the graph that we can easily point out to start this problem

We can use the point (0,-3)

From there, we use rise/run to find our answer!

We go up 1 and over 1

Thus, our slope is 1!

Answer:

1

Step-by-step explanation:

slope = rise/run

choose any two points in the graph and count the left/right and up/down to get to that point it's hard to explain u can watch a yt video to completely understand

We are given a trapezoid and we are asked to determine one of its angles. To do that we need to have into account that the following angles are equal:

Also, the sum of two different angles must be equal to 180, therefore, we have the following relationship:

Replacing the value of angle W:

Subtracting 112 to both sides:

Therefore, the measure of angle Z is 68.

The elevation of the hole after placing the bush in the hole is 93 feet

This is a problem from the unitary method. We can easily solve this problem by following a few steps.

Joel digs a hole at a rate of 35 feet every 10 minutes. So, we have to calculate the rate at 1 min.

Joel digs a hole at a rate of 35 feet every 10 minutes

Joel digs a hole at a rate of 35/10 feet every 1 minute

[ Work done for unit minute = Total work done / total time period ]

Now we have to calculate the total work done for 30 minutes.

For a unit minute work done is 35/10, then for 30 minutes the total work done is, (35/10 × 30 ) feet = 105 feet.

Joel places a bush in the hole that fills exactly 12 feet of the hole.

Therefore, the actual elevation is ( 105 feet - 12 feet ) = 93 feet.

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The sloth speed of running is 10/3 meters per minute

Distance travelled = 1/3 meters

Time taken to travel the distance = 1/10 minute

The formula for speed is given:

The distance travelled in a unit of time is called speed. It refers to a thing's rate of movement. The scalar quantity known as speed is the velocity vector's magnitude. It has no clear direction. A faster rate of movement is indicated by a higher speed. It is travelling more slowly if the speed is lower.

Speed = Distance/ Time

Speed of the sloth = (1/3)/(1/10)

= 1/3*10/1

= 10/3 meters per minute

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-4 is the numerical value of x which forms part of the coordinates of the points with a slope of -1/4.

Slope is simply expressed as change in y over the change in x.

It is expressed as;

Slope m = ( y₂ - y₁ )/( x₂ - x₁ )

Given the data in the question;

Point 1( x, 4 )

Point 2( 20, -2 )

To determine the value of x, plug the slope m, x and y values into the slope formula.

Slope m = ( y₂ - y₁ )/( x₂ - x₁ )

-1/4 = ( -2 - 4 )/( 20 - x )

-1/4 = ( -6 )/( 20 - x )

Cross multiply

-1( 20 - x ) = 4( -6 )

-20 + x = -24

x = -24  + 20

x = -4

Therefore, the numerical value of x is -4.

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The features of the relation are given as follows:

1. Independent variable: number of weeks.

2. Dependent variable: money saved.

3. Yes, the relationship is linear.

4. The slope is of 40.

5. The domain is: {0, 1, 2, 3, 4, 5, 6, 7}.

6. The range is: {50, 90, 130, 170, 210, 250, 290, 330}.

7. The y-intercept is of $50.

8. The table has no x-intercept.

The output variable is a function of the input, hence the output is the dependent variable and the input is the independent variable.

The input and the output in this problem are given as follows:

In a linear relation, the rate of change of the output relative to the input is constant, and is called slope.

In the context of this problem, the money saved has a constant increase of $40 each week, hence:

The domain is the set containing the input values of the function, hence the number of weeks, as follows:

{0, 1, 2, 3, 4, 5, 6, 7}.

The range is the set containing the output values of the function, hence the money saved, as follows:

{50, 90, 130, 170, 210, 250, 290, 330}.

The y-intercept is the value of y when x = 0, hence, from the table, it is of:

y = 50.

The x-intercept is the value of x when y = 0. From the given table, y never assumes a value of 0, hence the function has no x-intercept.

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Problem

Solution

For this case we can do the following:

We also know that :

Using this property we got:

Now we can distirbute the terms and we got:

4+7i -8 -36 i

And distributing the terms we got:

(7-36)i +(4-8)

-29 i -4

And then our solution would be:

a= -29

b= -4

The actual speed (along the road) of the red car is 81.6 feet per second

What is Pythagoras' theorem?

The square of the hypotenuse side in a right-angled triangle is equal to the sum of the squares of the other two sides, according to Pythagoras' theorem.

Refer to the figure attached.

[tex]z^2=y^2+40^2[/tex]

[tex]z^2=y^2+1600[/tex]

Differentiate with respect to time 't'

[tex]D(z^2)=D(y^2)+D(1600)[/tex]

[tex]2zD(z)=2yD(y)+0[/tex]

[tex]zD(z)=yD(y)[/tex]

Now, y=200,    [tex]z^2=200^2+40^2[/tex] , [tex]z^2=41600[/tex],  [tex]z=203.96[/tex]

D(z)=80.

Substitute the known values into the equation below:

[tex]zD(z)=yD(y)[/tex]

(203.96)(80)=200 D(y)

On simplifying, D(y)=81.6  feet per second

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The actual speed (along the road) of the red car is 81.6 feet per second

What is Pythagoras' theorem?

The square of the hypotenuse side in a right-angled triangle is equal to the sum of the squares of the other two sides, according to Pythagoras' theorem.

Refer to the figure attached.

[tex]z^2=y^2+40^2[/tex]

[tex]z^2=y^2+1600[/tex]

Differentiate with respect to time 't'

[tex]D(z^2)=D(y^2)+D(1600)[/tex]

[tex]2zD(z)=2yD(y)+0[/tex]

[tex]zD(z)=yD(y)[/tex]

Now, y=200,   [tex]z^2=200^2+40^2, z^2=41600,z=203.96[/tex]  

D(z)=80.

Substitute the known values into the equation below:

zD(z)=yD(y)

(203.96)(80)=200 D(y)

On simplifying, D(y)=81.6  feet per second

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The angle value of m is m∠7 = m∠3 = 125° in linear pair.

What linear pair?

m∠1 = 180° - 55° = 125°

m∠2 =  55° [ vertical angle ]

m∠3 = m∠1 = 125°  [  vertical angle ]

m∠4 = 180° - m∠3 = 180 - 25 = 55°

m∠5 = m∠1 = 125°

m∠6 = m∠2  = 55°

m∠7 = m∠3 = 125°

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The full sentence relating to the function in the  tabulated data is;

"The x-intercept shows that if Ronald buys only apples, he can buy 12 pounds (lb). The y-intercept shows that if Ronald buys only eaches, he can buy 10 pounds (lbs). Hence the complete sentence."

It is to be noted that in mathematics, a function is an expression, rule, or law that describes the connection between one variable (the independent variable) and another variable (the dependent variable).

Tabular data has the following characteristics: They are made up of rows and columns. A table contains rows and columns and is used to organize everything tabular. Typically, sports statistics are provided in a tabular manner. A table is a type of graphic that arranges data into rows and columns. Tabular data is presented in a table format.

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The net worth of the landscaping company is given by:

$187.205.

The net worth of a company or of a person is given by the sum of all assets of the person subtracted by the sum of all debts of the person.

In the context of this problem, the assets, and it's values, of the company are given as follows:

Hence the sum of the assets is given by:

Assets = 48760 + 126790 + 32426 + 20700 + 15640 + 225678 = $469,994.

The debts of the company, with it's values, are given as follows:

Hence the sum of the debts is given by:

Debts = 76400 + 189429 + 16970 = $282,799.

Then the net worth of the company is:

Net worth = Assets - Debt = 469,994 - 282,799 = $187,205.

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Answer:

1 and 30!

1 times 30 = 30

1 + 30 = 31

Step-by-step explanation:

;p

Answer:

30 and 1

Step-by-step explanation:

You add 1 to 30 to get your answer of 31.

30 + 1 = 31

You can also multiply 30 times 1 to get thirty.

30 * 1 = 30

Answer:

-1

Step-by-step explanation:

BEDMAS

[tex]\frac{4+(5-11)}{2^{4}-14 }\\\frac{4+(-6)}{16-14 }\\\frac{-2}{2}\\-1[/tex]

Hope that helps

Answer:£6

Step-by-step explanation:

First, you need to do 5×3= 15 you times it by three, because there are three checks of £5

Then do 2×2=4 you times it by 2, because there are two checks of £2.

£15+£4=£19

Then Subtract £25-£19= £6

Hope this helps!

The expansion of the given expressions of exponents are:

22. (b) a²· (a⁰)³ ÷ a¹¹ =  a⁻⁹

22. (f) {(a³a⁴)÷ a⁻³} /{a·((a²a)³)⁴} =  a⁻²⁷

Product rule for exponents state that product of two numbers with same base is given by adding their powers.

That is aⁿ × a ˣ = aⁿ⁺ˣ

Quotient rule for exponents state that the quotient of two numbers with same base is given by subtracting the exponent of denominator from numerator.

That is aⁿ ÷ a ˣ = aⁿ⁻ˣ

Power rule : (aⁿ)ˣ = aⁿˣ

22. (b) a²· (a⁰)³ ÷ a¹¹

       ⇒a²· (a⁰)³ ÷ a¹¹ = a².a⁰ ÷ a¹¹ (using power rule (a⁰)³ = a⁰)

     ⇒a²· (a⁰)³ ÷ a¹¹ =  a²⁺⁰ ÷ a¹¹  ( using product rule a².a⁰= a²⁺⁰ )

     ⇒a²· (a⁰)³ ÷ a¹¹ =  a²÷ a¹¹ = a²⁻¹¹ ( using quotient rule a²÷ a¹¹  =  a²⁻¹¹)

     ⇒a²· (a⁰)³ ÷ a¹¹ =  a⁻⁹

Therefore, expression  a²· (a⁰)³ ÷ a¹¹  is  a⁻⁹

- 22 .(f) {(a³a⁴)÷ a⁻³} /{a·((a²a)³)⁴}

            = {(a³⁺⁴)÷ a⁻³} /{a·((a²⁺¹)³)⁴}    ( using product rule, a³a⁴ = a³⁺⁴  and

                                                               a²a = a²⁺¹)

           ={a⁷÷ a⁻³} /{a·((a³)³)⁴}

          = {(a⁷⁻⁽⁻³⁾} /{a·(a³⁽³⁾)⁴}     ( using quotient rule a⁷÷ a⁻³ = a⁷⁻⁽⁻³⁾ and                                  

                                                   using power rule (a³)³ = a³⁽³⁾)

         =  {a¹⁰} /{a·(a⁹)⁴}  

         =  {a¹⁰} /{a·a³⁶}          ( using power rule (a⁹)⁴ = a⁹⁽⁴⁾ =a³⁶)

        =  {a¹⁰} / {a¹⁺³⁶}          ( using product rule a·a³⁶ = a¹⁺³⁶)

        = { a¹⁰} / {a³⁷}          

       =  a¹⁰ ⁻ ³⁷                  ( using quotient rule a¹⁰ ÷ a³⁷ = a¹⁰ ⁻ ³⁷  = a⁻²⁷)

       = a⁻²⁷

Therefore, expression  {(a³a⁴)÷ a⁻³} /{a·((a²a)³)⁴} is  a⁻²⁷.

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Answer:

the answer is a^-27

Step-by-step explanation:

The value of (f-g)x is x²-2x+2. Therefore, option C is the correct answer.

The given functions are f(x)=x²+1 and g(x)=2x-1.

Functions are the fundamental part of the calculus in mathematics. The functions are the special types of relations. A function in math is visualized as a rule, which gives a unique output for every input x.

We need to find the value of (f-g)(x).

Now, f(x)-g(x)= (f-g)(x)

=x²+1 -(2x-1)

=x²+1-2x+1

=x²-2x+2

The value of (f-g)x is x²-2x+2. Therefore, option C is the correct answer.

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The perimeter of the triangle is computed adding the length of each side. That is,

P = (2x - 2) + (2x - 2) + x

P = (2x + 2x + x) + (-2 - 2)

P = 5x - 4

Substituting with P =56 and solving for x:

56 = 5x - 4

56 + 4 = 5x

60 = 5x

60/5 = x

12 = x

The most appropriate choice for equation of line in slope intercept form will be given by-

Rate of change is 8 and rate of change represents slope of the line

What is equation of line in slope intercept form?

Equation of line in slope intercept form is written as y = mx +c

m is the slope of the line and c is the y intercept of the line.

The distance between the origin and the point where the line cuts the x axis is the x intercept

The distance between the origin and the point where the line cuts the y axis is the y intercept

Here,

Let the number of classes be x

Total cost of classes = y

Let the equation of line be y = mx + c

Three classes cost $36

Putting x = 3, y = 36

36 = 3x + c .............. (1)

Seven classes cost $68

Putting x = 7, y = 68

68 = 7x + c ............... (2)

Subtracting equation (2) from (1),

4x = 32

[tex]x = \frac{32}{4}[/tex]

x = 8

Putting the value of x in (1)

[tex]3 \times 8 + c = 36\\24 + c = 36\\c = 36 - 24\\c = 12[/tex]

Equation of line is y = 8x + 12

Now coefficient of x in y = mx  + c is the slope of the line and that is the rate of change

so, rate of change is 8 and rate of change represents slope of the line.

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Answer:

Step-by-step explanation:

Given school costs of $36 for 3 classes and $68 for 7 classes, you want to know the rate of change and its meaning.

The "rate of change" in this context is the change in cost for one additional class. It can be found by ...

  rate of change = (change in classes) / (change in cost)

  rate of change = ($68 -$36)/(7 classes -3 classes) = $32/(4 classes)

  rate of change = $8/class

This "rate of change" is the additional cost for the addition of one class. It is the cost per class.

To simplify simply means to make anything easier. In mathematics, simplifying an equation, fraction, or problem means taking it and making it simpler. Calculations and problem-solving techniques simplify the issue.

No, to simplify is to reduce anything to its most basic form without figuring out what the letter 'x' or other letters are. Finding the meaning of the 'x' or other letters is known as solving.

Overview. Making something simpler refers to making it simpler to do or comprehend. Therefore, when we reduce or simplify a fraction, we aim for maximum simplicity. We accomplish this by dividing the denominator and numerator by the highest possible number.

It has the same precise meaning. The phrase "expand the brackets" means the same thing as "multiply out the brackets," with the added indication that when we do so, we are multiplying everything inside by everything outside the brackets.

The answer for a is x

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Check the picture below.

[tex]sin(31^o )=\cfrac{\stackrel{opposite}{11}}{\underset{hypotenuse}{x}}\implies x=\cfrac{11}{sin(31^o)}\implies {\Large \begin{array}{llll} x\approx 21.4 \end{array}}[/tex]

Make sure your calculator is in Degree mode.

Answer:

composition about loyalty