Mitchell went apple picking with the students in his art club. The line plot below shows the number of apples each student collected. Each X represents one student. Which statement about the data is true?

A

Most of the students collected 12 apples.


B

The median number of apples collected was 11.


C

The mean number of apples collected was 11.33.


D

The interquartile range of the number of apples collected was 2.5.

Using law of sine, the value of A is 54°, b is 4.4 units and c is 6.1 units

The sine rule, also known as the law of sines, is a mathematical principle used in trigonometry to relate the sides and angles of a triangle. It states that the ratio of the length of a side of a triangle to the sine of the opposite angle is constant for all sides and angles of the triangle.

The formula is given as;

a / sin A = b / sin B = c / sin C

To find the value of angle A

A + B + C = 180°

Reason: The sum of angles in a triangle is equal to 180°

46° + A + 80° = 180°

126° + A = 180°

A = 180° - 126°

A = 54°

Using this, we can apply sine rule;

a / sin A = b / sin B

5/ sin 54 = b / sin 46

b = 5sin46 / sin 54

b = 4.4 units

Using sine rule again;

a/ sin A = c / sin C

5/ sin 54 = c / sin80

c = 5sin80 / sin 54

c = 6.1 units

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a) To express FB in terms of b, we need to consider the relationship between FB and EF. Since EF is equal to 2a, we can substitute this value into the expression for FB:

FB = EF - FB

= (2a) - (2a)

= 0

Therefore, FB is equal to 0 in terms of b.

b) To express FD in terms of a and b, we can use the given relationship between ED and FD. ED is equal to 3b, so we can substitute this value into the expression for FD:

FD = ED - FB

= (3b) - (0)

= 3b

Therefore, FD is equal to 3b in terms of a and b.

c) To express CB in terms of a and b, we need to consider the relationship between CB and EF. Since EF is equal to 2a, we can substitute this value into the expression for CB:

CB = EF - EB

= (2a) - (FB + FD)

= (2a) - (0 + 3b)

= 2a - 3b

Therefore, CB is equal to 2a - 3b in terms of a and b.

Answer:

no solution!

Step-by-step explanation:

The absolute value of a quantity is always non-negative, meaning it cannot be negative. However, in this equation, we have the absolute value of x + 4 equaling -8, which is a negative value. Therefore, there is no solution to this equation.

a. The total impedance, z is 6 Ohms

b. The modulus of the total impedance is 6 Ohms, which represents its magnitude or absolute value. The angle is not provided for the principal argument.

From the information given, we have that;

z₁ = R₁ + Xₐ

z₂ = R₂ - Xₙ

We have that the values are;

Now, substitute the values, we have;

z₁ = 3 + 3

Add the values

z₁ = 6 Ohms

z₂ = 4 - 4

z₂ = 0 Ohms

To determine the total impedance, we have;

1/z = 1/z₁ + 1/z₂

Substitute the values

1/z = 1/6 + 1/0

1/z = 1/6

z = 6 Ohms

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Answer:

see explanation

Step-by-step explanation:

26

given y varies directly as x then the equation relating them is

y = kx ← k is the constant of variation

to find k use the condition y = [tex]\frac{15}{4}[/tex] when x = 15

[tex]\frac{15}{4}[/tex] = 15k ( divide both sides by 15 )

[tex]\frac{\frac{15}{4} }{15}[/tex] = k , then

k = [tex]\frac{15}{4}[/tex] × [tex]\frac{1}{15}[/tex] = [tex]\frac{1}{4}[/tex]

y = [tex]\frac{1}{4}[/tex] x ← equation of variation

when x = 11 , then

y = [tex]\frac{1}{4}[/tex] × 11 = [tex]\frac{11}{4}[/tex]

27

given y varies inversely as x then the equation relating them is

y = [tex]\frac{k}{x}[/tex] ← k is the constant of variation

to find k use the condition y = 4 when x = 9

4 = [tex]\frac{k}{9}[/tex] ( multiply both sides by 9 )

36 = k

y = [tex]\frac{36}{x}[/tex] ← equation of variation

when x = 7 , then

y = [tex]\frac{36}{7}[/tex]

Answer:

26)  y = 11/4

27)  y = 36/7

Step-by-step explanation:

Direct variation is a mathematical relationship between two variables where a change in one variable directly corresponds to a change in the other variable. It is represented by the equation y = kx, where y and x are the variables and k is the constant of variation.

To find the constant of variation, k, substitute the given values of y = 15/4 when x = 15 into the direct variation equation and solve for k:

[tex]\begin{aligned}y&=kx\\\\\dfrac{15}{4}&=15k\\\\k&=\dfrac{1}{4}\end{aligned}[/tex]

To find the value of y when x = 11, substitute the found value of k and x = 11 into the direct variation equation, and solve for y:

[tex]\begin{aligned}y&=kx\\\\y&=\dfrac{1}{4} \cdot 11\\\\y&=\dfrac{11}{4}\end{aligned}[/tex]

Therefore, if y varies directly as x, then y = 11/4 when x = 11.

[tex]\hrulefill[/tex]

Inverse variation is a mathematical relationship between two variables where an increase in one variable results in a corresponding decrease in the other variable, and vice versa, while their product remains constant. It is represented by the equation y = k/x, where y and x are the variables and k is the constant of variation.

To find the constant of variation, k, substitute the given values of y = 4 when x = 9 into the inverse variation equation and solve for k:

[tex]\begin{aligned}y&=\dfrac{k}{x}\\\\4&=\dfrac{k}{9}\\\\k&=36\end{aligned}[/tex]

To find the value of y when x = 7, substitute the found value of k and x = 7 into the inverse variation equation, and solve for y:

[tex]\begin{aligned}y&=\dfrac{k}{x}\\\\y&=\dfrac{36}{7}\end{aligned}[/tex]

Therefore, if y varies inversely as x, then y = 36/7 when x = 7.

The measure of the arc angle WX is 100 degrees.

The arc angle WX can be found as follows:

The measure of an inscribed angle is half of the measure of the intercepted arc and half the measure of the central angle intersecting the same arc.

Therefore,

arc WY = 2(75)

arc WY =  150 degrees

Therefore, let's find the arc  angle  WX as follows:

arc  angle  WX  = 360 - 150 - 110

arc  angle  WX  = 210 - 110

arc  angle  WX  =  100 degrees

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The total weight of Rice that Mark buys is given as follows:

2.5 pounds.

The total weight of Rice that Mark buys is obtained applying the proportions in the context of the problem.

The weight of each bag is given as follows:

5/8 pounds = 0.625 pounds.

The number of bags is given as follows:

4 bags.

Hence the total weight of Rice that Mark buys is given as follows:

4 x 0.625 = 2.5 pounds.

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Joey's actual speed is 143.59 mph, and his actual direction is slightly west of northwest.

Given that Joey's aircraft speed: 188 mph

Wind speed: 60 mph

Wind direction: 150 degrees (measured clockwise from due north)

We can consider the wind as a vector, which has both magnitude (speed) and direction.

The wind vector can be represented as follows:

Wind vector = 60 mph at 150 degrees

We convert the wind direction from degrees to a compass bearing.

Since 150 degrees is measured clockwise from due north, the compass bearing is 360 degrees - 150 degrees = 210 degrees.

Joey's aircraft speed vector = 188 mph at 0 degrees (due northwest)

Wind vector = 60 mph at 210 degrees

To find the resulting velocity vector, we add these two vectors together. This can be done using vector addition.

Converting the wind vector into its x and y components:

Wind vector (x component) = 60 mph × cos(210 degrees)

= -48.98 mph (negative because it opposes the aircraft's motion)

Wind vector (y component) = 60 mph×sin(210 degrees)

= -31.18 mph (negative because it opposes the aircraft's motion)

Now, we can add the x and y components of the two vectors to find the resulting velocity vector:

Resulting velocity (x component) = 188 mph + (-48.98 mph) = 139.02 mph

Resulting velocity (y component) = 0 mph + (-31.18 mph) = -31.18 mph

Magnitude (speed) = √((139.02 mph)² + (-31.18 mph)²)

= 143.59 mph

Direction = arctan((-31.18 mph) / 139.02 mph)

= -12.80 degrees

The magnitude of the resulting velocity vector represents Joey's actual speed, which is approximately 143.59 mph.

The direction is given as -12.80 degrees, which indicates the deviation from the original northwest direction.

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There is no whole number by which you can multiply or divide 16087 to make it a perfect square.

To determine by which number you should multiply or divide 16087 to make it a perfect square, we can analyze its prime factorization. The prime factorization of 16087 is 13 × 1237.

In order to make 16087 a perfect square, we need each prime factor to have an even exponent. However, when we examine the prime factors of 16087, we find that both 13 and 1237 have an exponent of 1.

To make the exponents even, we need to multiply or divide 16087 by additional prime factors and their respective exponents. However, since 16087 is a product of two prime numbers (13 and 1237), we cannot introduce any additional prime factors to make the exponents even.

A perfect square is a number that can be expressed as the product of two equal factors. In the case of 16087, it cannot be transformed into a perfect square by multiplying or dividing by any whole number. The prime factors 13 and 1237 remain with an exponent of 1 each, indicating that there is no integer that can be applied to make them equal and convert 16087 into a perfect square.

Therefore, there is no whole number by which you can multiply or divide 16087 to make it a perfect square.

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[tex]1\frac{3}{4}[/tex] feet as a multiplication expression using the unit, 1 foot, as a factor is [tex]1\frac{3}{4}[/tex]×1.

The given fraction is [tex]1\frac{3}{4}[/tex].

[tex]1\frac{3}{4}[/tex] feet can be written as a multiplication expression as follows: 1 foot × 1 3/4. This is because [tex]1\frac{3}{4}[/tex] is the same as 1 + 3/4.

Furthermore, 3/4 can be written as 0.75, which is the same as 0.75 × 1 foot.

Therefore, the multiplication expression is 1 foot × [tex]1\frac{3}{4}[/tex] = 1 foot × (1 + 0.75) = 1 foot × 1 + 1 foot × 0.75 = 1 foot + 1.75 feet.

Therefore, [tex]1\frac{3}{4}[/tex] feet as a multiplication expression using the unit, 1 foot, as a factor is [tex]1\frac{3}{4}[/tex]×1.

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Step-by-step explanation:

1ft=12in

1¾ft=x

x=12×7/4=21in

1¾ft=1¾×1 ft

Answer: y=-3x+b

Step-by-step explanation:

You didn't give the answers, but it would look something like this:

y=-3x+b

To find the expected number of times you would wait between 19 and 23 minutes, we need to calculate the z-scores for these values and use them to find the area under the normal distribution curve between those values.

First, we calculate the z-score for 19 minutes:

z = (19 - 22) / 3 = -1

Next, we calculate the z-score for 23 minutes:

z = (23 - 22) / 3 = 0.33

Using a standard normal distribution table or calculator, we can find the area under the normal distribution curve between these z-scores:

P(-1 < z < 0.33) = 0.4082 - 0.3413 = 0.0669

This means that there is a probability of 0.0669 of waiting between 19 and 23 minutes for a single visit to the restaurant.

To find the expected number of times you would wait between 19 and 23 minutes over 37 visits, we multiply the probability for a single visit by the number of visits:

Expected number of times = 0.0669 x 37 ≈ 2.47

Rounding to the nearest whole number, we would expect to wait between 19 and 23 minutes about 2 times over 37 visits to the restaurant.

The solution of the given algebraic expression is: ⁷/₁₂ + ⁴/₆q

We are given the algebraic expression as:

¹¹/₁₂ - ¹/₆q + ⁵/₆q - ¹/₃

Combining Like terms gives us:

(¹¹/₁₂ - ¹/₃) + (⁵/₆q - ¹/₆q)

Solving both brackets individually gives us:

((11 - 4)/12) + ⁴/₆q

= ⁷/₁₂ + ⁴/₆q

Thus, we conclude that is the solution of the given algebraic expression problem

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Answer:

Flipping a coin twice and obtaining heads the first time and tails the second time has a probability of (1/2) * (1/2) = 1/4.

   On the initial draw, there is a 4/10 chance that a drink with a lemon-lime flavor will be randomly chosen from the cooler. Because the bottle is put back in the cooler and mixed before the second draw, the likelihood of choosing a lemon-lime beverage at random is also 4/10. The likelihood of winning a lemon-lime drink on both draws is (4/10) * (4/10), which equals 16/100 or 4/25.

Step-by-step explanation:

Answer:

[tex]\textsf{30)} \quad \dfrac{1}{4}=25\%[/tex]

[tex]\textsf{31)} \quad \dfrac{4}{25}=16\%[/tex]

Step-by-step explanation:

Probability is a measure of the likelihood or chance of an event occurring.  The basic formula for probability is:

[tex]\boxed{{\sf Probability\:of\:an\:event\:occurring = \dfrac{Number\:of\:ways\:it\:can\:occur}{Total\:number\:of\:possible\:outcomes}}}[/tex]

A fair coin has two possible outcomes: heads (H) or tails (T).

Each flip of the coin is independent, meaning the outcome of one flip does not affect the outcome of the other flip.

The probability of flipping a head is P(H) = 1/2.

The probability of filliping a tail is P(T) = 1/2.

To find the probability that the first flip lands heads-up and the second flip lands tails-up, we multiply the individual probabilities together:

[tex]\sf P(H)\;and\;P(T)=\dfrac{1}{2} \cdot \dfrac{1}{2}=\dfrac{1 \cdot 1}{2 \cdot 2}=\dfrac{1}{4}[/tex]

So the probability of flipping a coin twice and getting heads on the first flip and tails on the second flip is 1/4 or 25%.

[tex]\hrulefill[/tex]

There are 10 bottles in total, so there are 10 possible outcomes.

There are 4 lemon-lime drinks in the cooler, therefore the probability of selecting a lemon-lime bottle is:

[tex]\sf P(lemon$-$\sf lime)=\dfrac{4}{10}[/tex]

As you are randomly selecting two bottles with replacement, meaning you return the bottle to the cooler before selecting the next one, the probability of selecting a lemon-lime bottle each time is the same.

To find the probability of that both drinks are lemon-lime flavored, multiply the individual probabilities together:

[tex]\begin{aligned}\sf Probability &= \textsf{P(lemon-lime)} \cdot \textsf{P(lemon-lime)}\\\\&= \dfrac{4}{10} \cdot \dfrac{4}{10}\\\\&=\dfrac{4 \cdot 4}{10 \cdot 10}\\\\&=\dfrac{16}{100}\\\\&=\dfrac{4}{25}\end{aligned}[/tex]

Therefore, the probability of randomly selecting two drinks from the cooler and getting a lemon-lime drink both times is 4/25 or 16%.

Answer:kkkkkkkkkkkkkkkkkkkkkkkkkkk mean ok 26 times

The statements that are true about triangle PQR are QR = (sqrt(3))/2 * PQ and PR = (sqrt(3))/2 * PQ.The correct answer is option B and D.

Let's analyze the statements one by one:

A. PQ = 2PR:

This statement is not true. In a 30-60-90 triangle, the ratio of the lengths of the sides is as follows: opposite the 30-degree angle is x, opposite the 60-degree angle is x√3, and the hypotenuse (opposite the 90-degree angle) is 2x.

Therefore, PQ = x, and PR = x√3. Since √3 is not equal to 2, this statement is false.

B. QR = (sqrt(3))/2 * PQ:

This statement is true. In a 30-60-90 triangle, the ratio of the lengths of the sides is as follows: opposite the 30-degree angle is x, opposite the 60-degree angle is x√3, and the hypotenuse (opposite the 90-degree angle) is 2x.

Therefore, QR = x√3/2 = (sqrt(3))/2 * x = (sqrt(3))/2 * PQ. This statement holds true.

C. OR = 2PR:

We don't have any information regarding the length of OR, so we cannot determine if this statement is true or false based on the given information.

D. PR = (sqrt(3))/2 * PQ:

This statement is true. In a 30-60-90 triangle, the ratio of the lengths of the sides is as follows: opposite the 30-degree angle is x, opposite the 60-degree angle is x√3, and the hypotenuse (opposite the 90-degree angle) is 2x. Therefore, PR = x√3 = (sqrt(3))/2 * 2x = (sqrt(3))/2 * PQ. This statement is correct.

E. QR = sqrt(3) * PR:

This statement is not true. In a 30-60-90 triangle, the ratio of the lengths of the sides is as follows: opposite the 30-degree angle is x, opposite the 60-degree angle is x√3, and the hypotenuse (opposite the 90-degree angle) is 2x. Therefore, QR = x√3, and PR = x√3. So, QR = PR, but not QR = sqrt(3) * PR.

F. PQ = sqrt(3) * PR:

This statement is not true. In a 30-60-90 triangle, the ratio of the lengths of the sides is as follows: opposite the 30-degree angle is x, opposite the 60-degree angle is x√3, and the hypotenuse (opposite the 90-degree angle) is 2x. Therefore, PQ = x, and PR = x√3. So, PQ = PR/√3, but not PQ = sqrt(3) * PR.

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The probable question may be:

In triangle PQR , m angle P = 60 deg , m angle Q = 30 deg and m angle R = 90 deg Which of the following statements about triangle PQR are true?

Check all that apply

A. PQ = 2PR

B.QR = (sqrt(3))/2 * PQ

C. OR = 2PR

D.PR = (sqrt(3))/2 * PQ

E. QR = sqrt(3) * PR

F. PQ = sqrt(3) * PR

Step-by-step explanation:

First    2x * 2x =   4x^2

Outer   2x * -3 =  -6x

Inner     3 * 2x = 6x

Last    3 * - 3 = -9

4x^2 -6x + 6x - 9   =  4x^2 - 9

Answer

4x²-9

Step-by-step explanation:

Please mark brainliest

Answer:

  3

Step-by-step explanation:

You want the value of (x+y) as determined by the system of equations ...

We can subtract the second equation from the first to get ...

  (y) -(y) = (3x -1) -(-2x +4)

  0 = 5x -5

  0 = x -1

  1 = x

Using the first equation to find y, we have ...

  y = 3(1) -1 = 2

The sum of x and y is (x +y) = (1 +2) = 3.

Let t = x+y. This means y = t -x.

Now, the equations become ...

Adding 4 times the second equation to the first gives ...

  (t -x) +4(t -x) = (3x -1) +4(-2x +4)

  5t -5x = -5x +15

Adding 5x and dividing by 5 gives ...

  t = 3

The sum of x and y is 3.

__

Additional comment

Sometimes you can find the value of the objective function directly, as in the second solution here.

The reason we chose 4 as a multiplier in the alternate solution is that we observed the equations could be written as ...

  t -4x = -1

  t +x = 4

where the variable x has coefficients with a ratio of -4. Using 4 as the multiplier eliminates the x-variable, leaving t — the variable whose value we want.

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T satisfies both the additive and scalar multiplication properties, it can be concluded that T is a linear transformation.

To prove that T is a linear transformation, we need to show that it satisfies two properties: additive property and scalar multiplication property.

Additive property:

Let z = (x1, x2) be an arbitrary vector in R2. We want to confirm that T(z1 + z2) = T(z1) + T(z2).

Let z1 = (x1, x2) and z2 = (y1, y2) be arbitrary vectors in R2.

T(z1 + z2) = T((x1 + y1, x2 + y2)) = (x1 + y1, x2 + y2)

T(z1) + T(z2) = T(x1, x2) + T(y1, y2) = (x1, x2) + (y1, y2) = (x1 + y1, x2 + y2)

We can see that T(z1 + z2) = T(z1) + T(z2), thus satisfying the additive property.

Scalar multiplication property:

Let z = (x1, x2) be an arbitrary vector in R2 and k be an arbitrary scalar. We want to confirm that T(kz) = kT(z).

T(kz) = T(kx1, kx2) = (kx1, kx2)

kT(z) = kT(x1, x2) = k(x1, x2) = (kx1, kx2)

We can see that T(kz) = kT(z), thus satisfying the scalar multiplication property.

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The missing statement in the proof of the Quadratic Formula involves simplifying the right side of the equation by taking the square root of the numerator, resulting in x plus b over 2a equals plus or minus √((b^2 - 4ac)) all over 4a squared.

The missing statement in the proof of the Quadratic Formula, we need to simplify the right side of the equation:

x plus b over 2 times a equals plus or minus the square root of b squared minus 4 times a times c, all over 4 times a squared

To simplify the right side, we can take the square root of the numerator and denominator separately:

√(b squared minus 4 times a times c) = √((b^2 - 4ac))

Now, substituting the simplified expression into the equation, we have:

x plus b over 2 times a equals plus or minus √((b^2 - 4ac)) all over 4 times a squared

This completes the missing statement in the proof of the Quadratic Formula.

In conclusion, the missing statement in the proof of the Quadratic Formula involves simplifying the right side of the equation by taking the square root of the numerator, resulting in x plus b over 2a equals plus or minus √((b^2 - 4ac)) all over 4a squared.

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The angles  ZBOC + ZAOC = 180°.

In geometry, angles are two rays that share a common endpoint. The common endpoint is called a vertex, and the rays are known as sides.

In a plane, when two lines intersect, they form four angles at the point of intersection, and when a line segment intersects a line, they form two angles.Geometry: Anglea) Draw a line segment AB.

Mark a point O on AB and draw an angle BOC. Measure ZBOC and ZAOC. Verify that ZBOC + ZAOC = 180°.

To solve this problem, the following steps should be followed:

Step 1: Draw a line segment AB

Step 2: Mark point O on AB and draw an angle BOC

Step 3: Measure angles ZBOC and ZAOC

Step 4: Add angles ZBOC and ZAOCZBOC + ZAOC = 180°

The sum of angles ZBOC and ZAOC is 180°. It is because an angle is the amount of turn between two rays with a common endpoint.

When the rays of two angles form a straight line, the two angles are called supplementary angles.The sum of supplementary angles is always 180°.

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Step-by-step explanation:

The formula:

�

�

=

�

2

(

�

1

+

�

�

)

S

n

=

2

n

(a

1

+a

n

)

is used to solve for the sum of the arithmetic sequence given the first term a₁, the number of terms n, and the last term in an.

Example:

3, 6, 9, 12, 15,...,123

The first term, a₁ = 3

The last term an = 123

Common difference, d = 3 (because the sequence are multiples of 3)

Number of terms, n= ?

Find the number of terms, n:

an = a₁ + (n-1) (d)

123 = 3 + (n-1) (3)

123 = 3 - 3 + 3n

123/3 = 3n/3

n = 41

To find the sum of the given sequence without adding 3 + 6 + 9, ... + 123, we use the formula:

S₄₁ = (41/2) (3 + 123)

S₄₁ = (41/2) (126)

S₄₁ = (41)(63)

S₄₁ = 2,583 ⇒ the sum of the given sequence

In this  rectangle, there are two lines of symmetry.

A line of symmetry is a line that divides a shape into two equal halves, such that each half is a mirror image of the other. The lines of symmetry in a rectangle are vertical and horizontal.

Vertical Line of Symmetry:

A vertical line of symmetry runs from the top to the bottom of the rectangle, dividing it into two equal halves. Each half is a mirror image of the other. To identify the vertical line of symmetry in a rectangle, you can visualize folding the rectangle along a line from top to bottom. The left and right sides of the folded rectangle will match perfectly.

Horizontal Line of Symmetry:

A horizontal line of symmetry runs from one side of the rectangle to the other, dividing it into two equal halves. Each half is a mirror image of the other. To identify the horizontal line of symmetry in a rectangle, imagine folding the rectangle along a line from left to right. The top and bottom sides of the folded rectangle will align perfectly.

I find the lines of symmetry in a rectangle, you can also observe its properties. In a rectangle, opposite sides are parallel and equal in length, and all interior angles are right angles (90 degrees). By considering these characteristics, you can determine that the vertical and horizontal lines passing through the center of the rectangle will be the lines of symmetry.

Understanding the lines of symmetry in a rectangle is essential in various applications, such as geometry, design, and architecture. These lines allow for balanced and symmetrical arrangements, providing aesthetic appeal and structural stability.

Final answer:

In following  rectangle, there are two lines of symmetry.  

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The venn diagram has been created and solved in the table below

As we can see the venn diagram:

number of bird+fish=6

number of bird+not fish= 10

number of fish+not bird=19

and number of not fish and not bird=22

Hence, we get the following table

                       Fish           Not Fish            Total

Bird                6                    10                       16

Not Bird         19                  22                       41

Total               25                 32                       57

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The Function  f(g(x)) = g(f(x)) = x + 8.

The functions are: f(x) = x + 4 and g(x) = x + 4. We can find f(g(x)) by substituting g(x) in place of x in f(x).

f(g(x)) = f(x + 4) = (x + 4) + 4 = x + 8

Similarly, we can find g(f(x)) by substituting f(x) in place of x in g(x).g(f(x)) = g(x + 4) = (x + 4) + 4 = x + 8

Thus, we can see that f(g(x)) and g(f(x)) are equal to each other,

which is x + 8.

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(1) (x + 1)/(x - 2) - (x + 1)/(x^2 + 1)

(2) -2/(2x - 1) + (3/2)/(2x + 1)

To decompose the rational expressions into partial fractions, we first need to factorize the denominators. Let's start with the first expression:

Factorizing the denominator:

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

Decomposing the fraction:

We have a linear factor and a quadratic factor, so the partial fraction decomposition will be of the form:

A/(x - 2) + (Bx + C)/(x^2 + 1)

Finding the values of A, B, and C:

Multiplying both sides of the equation by the common denominator (x - 2)(x^2 + 1) gives:

x^5 - 2x^4 + x^3 + x + 5 = A(x^2 + 1) + (Bx + C)(x - 2)

By equating coefficients of corresponding powers of x, we get:

A = 1

-2A + B = -2

A - 2B + C = 1

Solving this system of equations, we find A = 1, B = -1, and C = 0.

Therefore, the partial fraction decomposition is:

(x + 1)/(x - 2) - (x + 1)/(x^2 + 1)

Now let's move on to the second expression:

Factorizing the denominator:

4x^2 - 1 = (2x - 1)(2x + 1)

Decomposing the fraction:

Since we have two linear factors, the partial fraction decomposition will be of the form:

A/(2x - 1) + B/(2x + 1)

Finding the values of A and B:

Multiplying both sides of the equation by the common denominator (2x - 1)(2x + 1) gives:

4x^2 - 14x + 2 = A(2x + 1) + B(2x - 1)

By equating coefficients of corresponding powers of x, we get:

4A + 4B = 4 (coefficients of x^2)

A - B = -7 (coefficients of x)

A - B = 1 (constant term)

Solving this system of equations, we find A = -2 and B = 3/2.

Therefore, the partial fraction decomposition is:

-2/(2x - 1) + (3/2)/(2x + 1)

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The equation of the straight line parallel to 2x + 4y = 1 and passing through the point (1, 1) is y = (-1/2)x + 3/2.

To determine the equation of a straight line that is parallel to the line 2x + 4y = 1 and passes through the point (1, 1), we can use the fact that parallel lines have the same slope.

First, let's rearrange the given equation 2x + 4y = 1 into slope-intercept form, y = mx + b,

where m is the slope and b is the y-intercept.

2x + 4y = 1

4y = -2x + 1

y = (-2/4)x + 1/4

y = (-1/2)x + 1/4

From this equation, we can see that the slope of the given line is -1/2.

Since the parallel line we want to find has the same slope, we can use the point-slope form of a linear equation:

y - y1 = m(x - x1),

where (x1, y1) is the given point.

Plugging in the values (1, 1) and the slope -1/2 into the equation, we have:

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

To simplify, we distribute the -1/2:

y - 1 = (-1/2)x + 1/2

Next, we isolate y by adding 1 to both sides of the equation:

y = (-1/2)x + 1/2 + 1

y = (-1/2)x + 3/2.

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The perimeter of the figure, rounded to the nearest tenths place, is 41.1 units.

To find the perimeter of the figure composed of a square and four semicircles, we need to determine the lengths of the square's sides and the semicircles' arcs.

Given that the side length of the square is 4 units, the perimeter of the square is simply the sum of all four sides, which is 4 + 4 + 4 + 4 = 16 units.

Now, let's focus on the semicircles. Each semicircle's diameter is equal to the side length of the square, which is 4 units. Therefore, the radius of each semicircle is half of the diameter, or 2 units.

The formula to find the arc length of a semicircle is given by θ/360 * 2πr, where θ is the angle of the arc and r is the radius. In this case, the angle of the arc is 180 degrees since we are dealing with semicircles.

Using the formula, the arc length of each semicircle is 180/360 * 2π * 2 = π * 2 = 2π units.

Since there are four semicircles in the figure, the total length of the arcs is 4 * 2π = 8π units.

Finally, we can calculate the perimeter by adding the length of the square's sides and the length of the semicircles' arcs:

Perimeter = Length of square's sides + Length of semicircles' arcs

= 16 units + 8π units

To round the perimeter to the nearest tenths place, we need to determine the approximate value of π. Taking π as approximately 3.14, we can calculate the approximate perimeter as:

Perimeter ≈ 16 + 8 * 3.14 ≈ 16 + 25.12 ≈ 41.12 units.

Therefore, the perimeter of the figure, rounded to the nearest tenths place, is approximately 41.1 units.

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