In your notebook, draw a right angle and then draw a bisector of the right angle. Label all parts. What are some properties of the angles formed by the bisector? Use complete sentences for full credit.

From the defined functions in problem, the functions that are mapped from z to z, and onto functions are f(n) = n - 1, [tex] f( n) = [\frac{n}{2}] [/tex]. So, option(a) and option(d) are right choice.

Onto functions work on the codomain. Here we want to check if it contains elements not associated with any element in the domain. Definition: A function f: A→B is onto if, for every element b∈B, there exists an element a∈A such that f(a)=b. An onto function is also called surjective. We have a number of functions that are mapped from Z to Z and we will identify which is onto function or not. Let's consider each one by one

a) f : Z→Z such that f( n) = n - 1

For all m∈Z( Co-domain) and consider (m - 1)∈Z( domain) s.t f( m) = m - 1 = m -1 i.,e., f(a) = b. So, it is an onto function.

b) f : Z→Z such that f( n) = n² + 1

For all m∈Z( Co-domain) and consider (m - 1)∈Z( domain) s.t f( m) = m² + 1 i.,e., two values of m exist and f(a) ≠ b.So, it is not onto function.

c) f : Z→Z such that f( n) = n³ ( cubic function), If f(n) = 2, where n( domain) and 2 (co-domain)

=> n³ = 2

=> n = 2⅓

So, it is not onto function.

d) f : Z→Z such that,[tex]f( n) = [\frac{n}{2}] [/tex]

For all m∈Z( Co-domain) and consider 2m∈Z( domain) s.t f( 2m) = [tex]f(2m) = [\frac{2m}{2}] [/tex]

= m

So, for every m there exits 2m such that, f(2m) = m. Hence, the onto functions are f( n) = n - 1 and [tex]f( n) = [\frac{n}{2}] [/tex].

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Answer:

Properties of Hyperbolic Functions

This function's domain is (−∞,∞) and the range is (−1,1) .

Step-by-step explanation:

Hope this helps! =D

Answer:

153.47 Miles

Step-by-step explanation:

Starting with the total return fee you subtract the base fee from it

Then Divide the that total by .76

And there you go

Thanks for the Submission

Step-by-step explanation:

Let's assume the basic fee for water is $X per unit and the tariff for consumption is 5% increase per unit. VAT (Value Added Tax) is calculated at a rate of Y% on the total cost, including the basic fee and the tariff.

Given that the consumption is 15 units, the total cost for the consumption of 15 units of water without VAT can be calculated as:

Total cost without VAT = Basic fee + (Tariff rate * Number of units)

Tariff rate = 5% increase per unit, so it would be 1 + 5% = 1.05

Total cost without VAT = X + (1.05 * 15) = X + 15.75

Now, let's assume the VAT rate is Z%. The total cost including VAT can be calculated as:

Total cost including VAT = Total cost without VAT + (VAT rate * Total cost without VAT)

Total cost including VAT = (X + 15.75) + (Z% * (X + 15.75))

To calculate the amount by which the total cost, including VAT, for the consumption of 15 units of water will increase, we need to subtract the initial cost from the increased cost:

Increased cost = Total cost including VAT - Total cost without VAT

Increased cost = [(X + 15.75) + (Z% * (X + 15.75))] - (X + 15.75)

Simplifying, we get:

Increased cost = Z% * (X + 15.75)

So, the amount by which the total cost, including VAT, for the consumption of 15 units of water will increase depends on the value of Z% (the VAT rate) and X (the initial basic fee for water). Once we have these values, we can calculate the increased cost accordingly.

Answer: the point that were left are 429

Step-by-step explanation:

i got this by multiplying 660 and 35% or .35 and got 429 and the amount left is 65% and to get that you would subtract 100% and 35% which gets you 65%.

I promise its right please rate and like and if you want give  brainliest

The probability that a randomly chosen junior who volunteers in their community volunteers at least twice a week is approximately 0.4444, or 44.44%

Explain the term probability

Probability is a measure of the likelihood or chance of an event occurring. It is expressed as a number between 0 and 1, where 0 represents an impossible event and 1 represents a certain event. Probability is used in various fields, including mathematics, statistics, and science, to analyze and predict the outcomes of experiments, games of chance, and real-world events.

According to the given information

Using Bayes' theorem, we can write:

P(T|V) = P(V|T) * P(T) / P(V)

We know that two-thirds of the juniors volunteer in their community, so P(V) = 2/3.

We also know that 45% of the juniors who volunteer do so at least twice a week, so P(T) = 0.45.

To find P(V|T), we can use the conditional probability formula:

P(V|T) = P(V and T) / P(T)

We can interpret P(V and T) as the probability of junior volunteering at least twice a week AND volunteering in their community. We don't have that information directly, but we can use the fact that P(T|V) = 0.45 to estimate it:

P(T|V) = P(V and T) / P(V)

0.45 = P(V and T) / (2/3)

P(V and T) = 0.45 * (2/3) = 0.3

Now we can substitute all these values into the original Bayes' theorem formula:

P(T|V) = P(V|T) * P(T) / P(V)

P(T|V) = (P(V and T) / P(T)) * P(T) / P(V)

P(T|V) = 0.3 / (0.45 * (2/3))

P(T|V) = 0.4444...

Therefore, the probability that a randomly chosen junior who volunteers in their community volunteers at least twice a week is approximately 0.4444, or 44.44%

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each stack of bricks weighs 163.2 pounds. So the answer is D) 163.2 pounds. we need to form equation to solve this

what is equation  ?

An equation is a mathematical statement that shows the equality between two expressions. It consists of two sides, a left-hand side (LHS) and a right-hand side (RHS), that are separated by an equal sign (=). An equation tells us that the expressions on both sides have the same value or are equivalent.

In the given question,

If there are 20 stacks with an equal number of bricks on them, let's call the number of bricks on each stack "x". Then the total number of bricks is:

total number of bricks = 20 stacks × x bricks/stack = 20x bricks

We are also told that the total weight of all the bricks is 3,264 pounds. Let's call the weight of each brick "w". Then the total weight is:

total weight = number of bricks × weight per brick = (20x) bricks × w pounds/brick

We want to find the weight of each stack of bricks, which is equal to the weight of a certain number of bricks. Let's call this weight "s". Then we have:

s pounds/stack = x bricks/stack × w pounds/brick

We can solve for "s" by using the two equations above:

total weight = (20x) bricks × w pounds/brick = 3,264 pounds

s pounds/stack = x bricks/stack × w pounds/brick

Dividing the first equation by 20x, we get:

w pounds/brick = 3,264 pounds ÷ (20x) bricks/stack = 163.2 pounds/stack

Substituting this into the second equation, we get:

s pounds/stack = x bricks/stack × 163.2 pounds/stack

Dividing both sides by x, we get:

s pounds/stack ÷ x bricks/stack = 163.2 pounds/stack

Simplifying, we get:

s pounds/brick = 163.2 pounds/stack

Therefore, each stack of bricks weighs 163.2 pounds.

So the answer is D) 163.2 pounds.

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The intermediate step in completing the square in the equation -3x² + 54x = 51 is (x - 9)² = 64

Completing the square is a method of solving a qudratic equation by converting it into a perfect square binomial.

To find the intermediate step in the form (x + a)² = b as a result of completing the square for the following equation?

-3x² + 54x = 51, we proceed as follows

-3x² + 54x = 51

Dividing through by -3, we have that

-3x²/-3 + 54x/-3 = 51/-3

x² - 18x = 51/-3

Next, we add half the square of the coefficient of x to both sides, that is (-18/2)² = (-9)²

x² - 18x + (-9)² = -17 + (-9)²

(x - 9)² = -17 + 81

(x - 9)² = 64

So, the intermediate step is (x - 9)² = 64

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Answer:

195.5 sq. ft.

Step-by-step explanation:

If you ever wondered how to find the area of your kitchen floor using a scale drawing, you're in luck! I'm going to show you how to do it in a few easy steps. First, you need to know the scale factor, which is the ratio of the scale drawing to the actual floor. In this case, the scale factor is 1 in = 2 ft, which means that one inch on the paper is equal to two feet on the ground. Pretty neat, huh?

Next, you need to multiply the scale drawing dimensions by the scale factor to get the actual floor dimensions. For example, if the scale drawing is 5 3/4 inches long and 8 1/2 inches wide, you multiply those numbers by 2 to get 11 1/2 feet long and 17 feet wide. That's how big your kitchen floor really is!

Finally, you need to multiply the actual floor dimensions to get the area of the floor. This is where it gets tricky, because you have to deal with fractions and decimals. But don't worry, I'll walk you through it. You can use the distributive property to multiply two numbers with fractions. For example, (11 1/2) x (17) = (11 x 17) + (1/2 x 17) = 187 + 8.5 = 195.5. That's the answer! Your kitchen floor has an area of 195.5 square feet. Congratulations, you just learned how to use a scale drawing to find the area of your kitchen floor!

I hope you enjoyed this lesson and found it funny. If not, maybe you should try a different scale factor or a different kitchen. Just kidding!

In this experiment, we want to repeat the time measurements for each height a few times.
By repeating the measurements, we can reduce the statistical errors associated with random fluctuations in the measurement process. These fluctuations can be caused by factors such as variations in the environmental conditions or in the way the measurements are taken. By taking multiple measurements and calculating the average, we can reduce the impact of these random errors.
By reducing statistical errors, repeating the measurements can also help to reduce systematic errors, which are caused by consistent biases or inaccuracies in the measurement process. By taking multiple measurements and analyzing their differences, we can identify and correct for any systematic errors.
Hence, repeating the time measurements for each height a few times helps to increase the accuracy of the results by reducing both statistical and systematic errors.

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Answer: Im gonna guess and say its c

Step-by-step explanation:

The statement that best describes the data represented in the box plots is option B.

A box plot, also known as a box-and-whisker plot, is a graphical representation of a set of numerical data through their quartiles. It is useful for visualizing the distribution of data and identifying outliers.

The box in the plot represents the interquartile range (IQR), which is the range between the first and third quartiles (Q1 and Q3), and the line inside the box represents the median (Q2).

The 1st quartile is 135. The 3rd quartile is 195. To find the interquartile, you would subtract the 3rd quartile from the 1st quartile. 195-135=60. The interquartile range for the spring musical is 60

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Answer:

if you go into your reading lessone on one of the sentences in page 2 or 4 there is the answer hope this helped

Step-by-step explanation:

Thus, the value of x for the given bottom isosceles triangle is found to be x = 88°.

Additional angles are two angles that add up to 180 degrees. The situation when they happen to be on the identical side of a straight line is a typical one.

For the top isosceles triangle:

Base angle = ?

Using the property of supplementary angles:

base angle + 113 = 180

base angle = 180 - 113

base angle = 67

Now, using the Triangle sum Theorem:

Vertex angle = ?

Vertex angle + 67 + 67 = 180

Vertex angle = 180 - 134

Vertex angle = 46

For the bottom isosceles triangle:

base angle  = Vertex angle of top triangle (vertically opposite angles)

base angle  = 46

Now,

For the values of x, use Triangle sum Theorem:

x + 46 + 46 = 180

x = 180 - 92

x = 88

Thus, the value of x for the given bottom isosceles triangle is found to be x = 88°.

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The distance that the car travelled on 1 gallon of gasoline is 71 1/20. (option d).

Let's start by finding how far the car can travel on 1/3 gallon of gasoline. We can do this by dividing 50 3/4 by 1 2/3. To divide fractions, we invert the divisor and multiply. So we have:

50 3/4 ÷ 1 2/3 = 50 3/4 × 3/5 = 153/4

This means that the car can travel 153/4 miles on 1 2/3 gallons of gasoline.

Now, we can use the unitary method to find how far the car can travel on 1 gallon of gasoline. We know that the car can travel 153/4 miles on 1 2/3 gallons of gasoline, so we can set up a proportion:

1 2/3 gallons ÷ 153/4 miles = 1 gallon ÷ x miles

To solve for x, we can cross-multiply:

1 2/3 × x = 1 × 153/4

We can simplify the left side by converting 1 2/3 to an improper fraction:

5/3 × x = 153/4

To solve for x, we can cross-multiply again:

5/3x = 153/4 × 3/5

Simplifying both sides, we have:

x = 153/4 × 3/5 ÷ 5/3 = 229/20

So the car can travel 229/20 miles on 1 gallon of gasoline.

To check our answer, we can use the unitary method again to find how far the car can travel on 1 2/3 gallons of gasoline using our answer for how far the car can travel on 1 gallon of gasoline. We have:

1 gallon ÷ 229/20 miles = 1 2/3 gallons ÷ y miles

Simplifying both sides, we have:

20/229y = 3/5

Solving for y, we have:

y = 3/5 × 229/20 ÷ 20/229 = 71 1/20

Therefore, the answer to the question is (d) 71 1/20.

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Answer:

its in the picture

Step-by-step explanation:

Graph the absolute value using the vertex and a few selected points.

x          y

−1        -4

 0       -3

 1        -2

 2       -3

 3       -4

basically, the answer is the graph that looks like this...

hope this helps ;)

Therefore, we can say: limit sin(x) as x approaches pi/2 does not exist lim sin(x) as x approaches 0 = 0.

Although the function (sin x)/x is not defined at zero, it approaches 1 arbitrarily close as x approaches zero. In other words, when x gets closer to zero, the limit of (sin x)/x = 1.

We can put g(x) equal to -1/x and h(x) equal to 1/x because sin(x) is always between -1 and 1. As x approaches either positive or negative infinity, we know that the limit of both -1/x and 1/x is zero, and as a result, the limit of sin(x)/x is also zero.

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Answer:

I think 7.0 is the answer but I would not say that it is correct

Step-by-step explanation:

The test score that is 0.6 standard deviations above the mean is 111.

We can use the formula for z-score to find the test score that is 0.6 standard deviations above the mean:

z = (x - μ) / σ

where z is the number of standard deviations from the mean, x is the test score, μ is the mean, and σ is the standard deviation.

In this case, we want to find x when z = 0.6, μ = 105, and σ = 10:

0.6 = (x - 105) / 10

Multiplying both sides by 10, we get:

6 = x - 105

Adding 105 to both sides, we get:

x = 111

Therefore, the test score that is 0.6 standard deviations above the mean is 111.

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The test score that is 0.6 standard deviations above the mean is 111.

To find the test score that is 0.6 standard deviations above the mean, we can use the formula

z = (x - μ) / σ

where z is the number of standard deviations from the mean,

x is the test score we want to find,

μ is the mean of the distribution (105), and

σ is the standard deviation of the distribution (10).

We know that the desired test score is 0.6 standard deviations above the mean,

so we can set z = 0.6 and solve for x:

0.6 = (x - 105) / 10

Multiplying both sides by 10, we get:

6 = x - 105

Adding 105 to both sides, we get:

x = 111

Therefore, the test score that is 0.6 standard deviations above the mean is 111.

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The money in the account will be $252.

For simple interest, use the formula:

I = Prt

where I stands for interest earned, P for principle (amount paid in the beginning), r for yearly interest rate (in decimal form), and t for the time in years.

P equals $200, r equals 0.052, and t equals 5. With these values entered into the formula, we obtain:

I = Prt = ($200)(0.052)(5) = $52

The account will thus have $52 in interest after 5 years. After five years, we add the interest to the principal to determine the account's total balance:

Total = $200 + $52 = $252

Therefore, after five years, the account will have $252.

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The length of the hip on a hip roof rises 1.5 feet vertically.

The hip roof has a slope of 6 inches per foot ( hip slope factor = 1.5) and a hip run of 14 feet

Length of hip = (square root of (hip run squared + (hip slope factor x roof span squared)))
Plugging in the given values, we get:
Length of hip = (square root of (14 squared + (1.5 x 14 squared)))
Length of hip = (square root of (196 + 294))
Length of hip = (square root of 490)
Length of hip = 22 feet (rounded to the nearest whole number)
Therefore, the correct answer is C. 22.
It's important to note that the hip slope factor is a value used to calculate the actual slope of the hip, which is typically steeper than the pitch of the roof. In this case, the hip slope factor of 1.5 means that for every foot of horizontal run, the hip rises 1.5 feet vertically.

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The volume of the cone is approximately 37.7 cubic units

What is volume?

A volume is simply defined as the amount of space occupied by any three-dimensional solid. These solids can be a cube, a cuboid, a cone, a cylinder, or a sphere. Different shapes have different volumes.

To find the volume of a cone, we use the formula:

V = (1/3) * π * r² * h

where π is the constant pi, r is the radius of the base of the cone, and h is the height of the cone.

Plugging in the given values, we get:

V = (1/3) * 3.14 * 3² * 4 ≈ 37.7

Therefore, the volume of the cone is approximately 37.7 cubic units (rounded to the nearest tenth).

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Answer:

We can start by using the Pythagorean identity to simplify the expression for cos J:

cos^2(J) + sin^2(J) = 1

Since we are given the value of sin J, we can substitute and solve for cos J:

cos^2(J) + (4/√82)^2 = 1

cos^2(J) + 16/82 = 1

cos^2(J) = 66/82

cos(J) = ±√(66/82)

We want to express cos J in simplest radical form, so we can simplify the square root by factoring out the greatest perfect square factor of the numerator:

cos(J) = ±√[(2311)/(2*41)]

cos(J) = ±(√2/2) * (√33/√41)

Since J is in the first or second quadrant (based on the given value of sin J), we know that cos J is positive, so we can drop the negative sign:

cos(J) = (√2/2) * (√33/√41)

Therefore, the exact value of cos J in simplest radical form is (√2/2) * (√33/√41).

Answer:

Step-by-step explanation:

1. Distribute the 10: 30p + 40

If you are solving for p, then subtract 40: 30p = -40

Then divide 30: p = -40/30, simplified to p = -4/3

Answer:

  30p -40

Step-by-step explanation:

You want to simplify the expression -10(-3p +4).

The distributive property tells you the product is ...

  -10(-3p +4)

  = (-10)(-3p) + (-10)(4)

  = 30p +(-40)

  = 30p -40

__

Additional comment

It is easy to get confused by minus signs. For any given numerical product the sign of the result will be negative if (and only if) the number of negative factors is odd.

Here, the first product is (-10)(-3p), which has an even number of minus signs. The result will be the same as with no minus signs:

  (-10)(-3p) = (10)(3p) = 30p

On the other hand, the product (-10)(4) has an odd number of minus signs. That result will be negative:

  (-10)(4) = -40

For this problem, you could start by distributing the minus sign, changing the sign of each term inside the parentheses:

  -10(-3p +4) = 10(3p -4)

Doing this can simplify the mental load of figuring the signs of the product terms.

Answer:

[tex] log_{7}(a) \times log_{b}(7) [/tex]

[tex] \frac{ log(a) }{ log(7) } \times \frac{ log(7) }{ log(b) } = \frac{ log(a) }{ log(b) } = log_{b}(a) [/tex]

In linear equation, The required days for which Bryan's workout would be the same in either pool is 2 days.

What is a linear equation in mathematics?

A linear equation in algebra is one that only contains a constant and a first-order (direct) element, such as y = mx b, where m is the pitch and b is the y-intercept.

                         Sometimes the following is referred to as a "direct equation of two variables," where y and x are the variables. Direct equations are those in which all of the variables are powers of one. In one example with just one variable, layoff b = 0, where a and b are real numbers and x is the variable, is used.

Here.

Let the number of days of B'ryan workout be x, the total yard he swims be y,

According to the question,

he swims at the rec center pool, will complete a 100-yard warm-up, and then swim laps in a lane that is 39 yards long.

y = 100 + 39x

Jason swims at the indoor pool at his gym, he will complete a 104-yard warmup, plus the main set that consists of 37 yards per lap.

y = 104 + 37x

Equating both the equation,

100 + 39x =  104 + 37x

39x - 37x =  104 - 100

2x = 4

x = 2  days

Thus, the requried days for which Bryan's workout would be the same in either pool is 2 days.

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Sam completed more of his science fair project than Paul.

To determine who completed more of their science fair project, we can compare the completion percentages of Paul and Sam.

Paul completed 65% of his science fair project, which can be expressed as 0.65 or 65/100.

Sam completed 17/24 of his science fair project, which can also be expressed as a decimal by dividing 17 by 24, which is approximately equal to 0.7083 or 70.83%.

Comparing the two completion percentages, we can see that Sam completed a higher percentage (70.83%) of his science fair project compared to Paul (65%). Therefore, Sam completed more of his science fair project than Paul.

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According to the given information, we know that:

Force (F) is constant

Mass (m) of the first object is 4 kg, and its acceleration (a) is 13 m/s².

Using Newton's second law of motion, we know that:

F = m*a

Solving for the force (F) acting on the first object:

F = m*a = 4 kg * 13 m/s² = 52 N

Now, if the same force acts upon an object with a mass of 26 kg, we can use the same equation to find its acceleration (a):

F = m*a

a = F/m

a = 52 N / 26 kg = 2 m/s²

Therefore, the acceleration of the second object is 2 m/s².

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The angle -4 radians is equal to -229.0 degrees when rounded to the nearest 10th.

To convert from radians to degrees, we need to multiply the angle by 180/π. Therefore, to convert -4 radians to degrees, we have:

-4 radians x 180/π ≈ -229.2 degrees

Rounding this to the nearest 10th gives us:

-229.2 degrees ≈ -229.0 degrees

Therefore, the angle -4 radians is equal to -229.0 degrees when rounded to the nearest 10th.

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