Please help! Equation and answer choices below.

Answer:

Step-by-step explanation:

It should be 177.88

The Results:

a) The measure of ∠BDC = 67°

b) The measure of arc DAC = 46°

a) The measure of ∠BDC

Since DC ⊥ AB, ∠DCB is a right angle, which means it measures 90°. Also, given that m∠DCB = 23, we can use the fact that the angles in a triangle sum to 180° to find ∠DBC.

∠DBC + ∠DCB + ∠B = 180 (angles in a triangle sum to 180)

∠DBC + 90 + 23 = 180 (substituting values)

∠DBC = 180 - 90 - 23 = 67°.

Thus, the measure of ∠BDC = 67°

b) The measure of arc DAC:

Since AB = AC, it implies that ∠ABC = ∠ACB (angles opposite to equal sides of an isosceles triangle are equal). Therefore, ∠ACB is also 23°.

Now, since ∠ACB is an inscribed angle that intercepts the arc DAC, the measure of the arc DAC is twice the measure of ∠ACB.

Arc DAC = 2 × ∠ACB = 2 × 23 = 46°.

Therefore, the measure of arc DAC is 46°.

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y = (-4/3)x + 1 this line will intersect point (3,-3) and be perpendicular to the line y = (3/4)x + 5.

y = (3/4)x + 5

Compare with the standard form of equation y = mx +c

3/4 is the slope.

The negative reciprocal of the slope is used to obtain a perpendicular slope.

-4/3 is the perpendicular slope.

Let's rewrite the equation: y = (-4/3)x + b

Remember that b is the line's y-intercept base. If the line must pass straight through the point (3, -3), we must determine the location of the base.

To accomplish this, we just enter our point into the formula and solve for our base.

-3 = (-4/3)(3) + b

Now calculate b: b = (-4/3)(3) + 3

b = -4 + 3 b = 1

You now get the final equation: y = (-4/3)x + 1 now that you have the base.

This line will intersect point (3,-3) and be perpendicular to the line y = (3/4)x + 5.

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Complete question:

write an equation passing through the point that is perpendicular to(3,-3); y= 3/4 x+5

Answer:

Press down the brake firmly and smoothly. ...

Don't brake and swerve the car at the same time. ...

Avoid using your transmission for quick stops. ...

Focus on where you want to go, not what you want to avoid.

Answer:

I put the equation on math-way and it gave me this:

Answer:

Starting at (0, 1), go up 4 units, then right 3 units. You will end at (3, 5). Plot that point, and then draw a line that goes through the two points.

When two boys share 35notebooks in the ratio of 2:5, each boy will get these numbers of notebooks:

The ratio refers to the relative or comparative size of one value, quantity, or number compared to another.

Ratios are depicted as proportional values using fractions, decimals, percentages, or the standard ratio form (:).

Ratios give the equivalent values of quantities that are compared.

The total number of notebooks to share between two boys = 35

The sharing ratio = 2:5

The sum of ratios = 7 (2 + 5)

The share of Boy A = 10 (²/₂ x 35)

The share of Boy B = 25 (⁵/₇ x 35)

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For the given data correct option is option a.) The range is the best measure of variability, and it equals 8.

The dots on the line plot reflect the quantity of roses purchased every day at a grocery shop based on the supplied data. The dots are scattered horizontally, with some dots above specific numbers.

1, 2, 6, 7, 8, and 9 have dots above them , thus,

for given problem,

[tex]\text{Number of Rose Bouquets: 1, 2, 6, 7, 8, 9}[/tex]

[tex]\text{The range is the difference between the highest and lowest values:}[/tex]

[tex]Range = \text{Highest value} - \text{ Lowest value}\\Range = 9 - 1\\Range = 8[/tex]

The Interquartile Range (IQR) is a measure of variability that considers the difference between the data set's 25th and 75th percentiles (Q3).

The median (Q2) would be towards these digits since there are dots above numbers 6, 7, and 8. As a result, using the information provided, the IQR cannot be computed precisely.

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The best graphical representation to display the data on the GPA of 318 students at East River High School would be a histogram.

A histogram is a graphical representation of data that groups data into bins or intervals and displays the frequency of occurrences of data within each bin. In this case, the bins would represent GPA ranges, and the frequency would represent the number of students falling within each GPA range.

A histogram is a good choice for displaying this data because it allows the viewer to see the distribution of GPA scores across the student population. It provides a visual representation of how many students fall within certain GPA ranges and can help identify trends in the data.

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Answer:

B. Mixed numbers with unlike denominators can be subtracted from each other.

Step-by-step explanation:

Mixed numbers are numbers that have a whole part and a fractional part, such as 2 1/4 or 3 3/5. Unlike denominators are fractions that have different numbers in the bottom, such as 1/4 and 3/5. They are also called unlikeable denominators because they make math harder and more annoying. Who likes to deal with fractions anyway?

Mixed numbers with unlike denominators can be subtracted from each other, but only if you follow some tedious steps. First, you have to find a common denominator for the fractions, which is the smallest number that both denominators can divide into. This is like finding a common enemy for two rival gangs. For example, to subtract 2 1/4 from 3 3/5, we need to find a common denominator for 1/4 and 3/5. The least common denominator is 20, because both 4 and 5 can divide into it. Then, we have to multiply both fractions by the same factor to get equivalent fractions with the same denominator. This is like dressing up both gangs in the same uniform to make them look alike. For example, we multiply 1/4 by 5/5 and 3/5 by 4/4 to get:

2 1/4 = 2 5/20

3 3/5 = 3 12/20

Now we can subtract the fractions by subtracting the numerators and keeping the denominators the same. This is like taking away some members from each gang and seeing who has more left. For example, we subtract 5/20 from 12/20 and get 7/20. Then we subtract 2 from 3 and get 1. Finally, we add the whole part and the fractional part together to get the final answer. This is like adding up the remaining members of one gang and giving them a name. For example, we get:

3 12/20 - 2 5/20 = (3 - 2) + (12/20 - 5/20) = 1 + 7/20 = 1 7/20

Therefore, the correct answer is B. Mixed numbers with unlike denominators can be subtracted from each other. But why would you want to do that? It's much easier to use decimals or percentages instead. Fractions are so last century.

This is because when hawks are extremely rare, their payoff is higher than that of doves regardless of the value of c. Therefore, there is no point at which their payoffs will be equal.

The mathematical field of game theory helps shed light on how it emerges. Game theory is “the study of mathematical models of strategic interaction among rational decision-makers” (according to Wikipedia).

Game theory applies to “games” as varied as economics, politics, chess, and tic-tac-toe. In each case, there are some rules, some “players” or “agents”, and a set of strategies available to them.

Each player has a concept of “utility” – a “currency” they seek to individually maximize through the strategies they play.

The currency of evolution is the concept of fitness.

That is, the chance of being represented in the next generation. Genes and traits which increase the odds of survival to reproductive age are more likely to be passed on to future generations. Therefore, they confer a greater fitness to the individual which "hosts” them.

The evolutionary game theory takes the concepts from game theory and applies them in an evolutionary context.

In the hawk-dove game, at what value of c do doves and hawks have equal payoffs when hawks are extremely rare? The answer is that there is no such value. This is because when hawks are extremely rare, their payoff is higher than that of doves regardless of the value of c. Therefore, there is no point at which their payoffs will be equal.

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Hi !

[tex]2x + 3 > 11\\\iff 2x > 8\\\iff x > \frac{8}{2}\\ \iff x > 4[/tex]

Have a nice day ;)

Answer:

x > 4

Isolate the variable by dividing each side by the factors that don't contain the variable

Probable and certain both speak about something that may (or may not) happen in the future, but probable and possible speak about future possibilities in different ways.

‘Probable’ is high up on the scale of probability.  If something is probable, then there is a high chance that something will happen.  We can imagine that ‘probable’ is around 80% and up on the scale of probability.

If something is possible, it doesn’t mean it’s probable.  However, if something is probable then it’s possible too.  And if this confuses you then you’re probably in the right place.  

Probable and certain are both on a scale of probability.  Probability is the level of possibility or chance that something will happen or will be true in the present or future.  

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Answer:

Option i) At least 64 of the numbers are greater than or equal to 35 must be true

Since the median is 35, we know that there are 63 numbers greater than 35 and 63 numbers smaller than 35. However, since there is an odd number of total numbers (127), the median itself must be included in one of these groups. Therefore, there are at least 64 numbers that are greater than or equal to 35.

The line /TV/ that we have been asked to find from the information is the question is obtained as 7.

The sine rule, also known as the law of sines, is a trigonometric formula used to find an unknown side or angle in a triangle. It states that the ratio of the length of a side of a triangle to the sine of the angle opposite that side is equal for all three sides of the triangle.

We know that the missing angle U is obtained from;

180 - (58.3 + 80)

= 41.7°

Then;

8.9/Sin 58.3 = /TV//Sin 41.7

/TV/ = 8.9 Sin 41.7/Sin 58.3

/TV/ = 5.9/0.85

= 7

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A scatter plot or a line graph could be used to represent the relationship between the two variables.

A scatter plot is a graph in which each data point is represented by a dot on the graph. In this case, the data points would represent the amount of money spent on groceries and the percentage of that money spent on fruits and vegetables. Each data point would be plotted based on its corresponding values for the two variables, with the horizontal axis representing the amount of money spent on groceries and the vertical axis representing the percentage of that money spent on fruits and vegetables. The scatter plot would allow us to see if there is any relationship between the two variables, such as whether people who spend more on groceries tend to spend a higher percentage of that money on fruits and vegetables.

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The 0.85p in the expression represents the price of the dress after removing the discount

From the question, we have the following parameters that can be used in our computation:

Sofia calculates that she must pay the following to buy the dress

p - 0.15p + 0.07(0.85p)

The 0.85p in the expression represents the price of the dress after removing the discount

Hence, 0.85 is the discounted price

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Answer:

1.2 tsp

Step-by-step explanation:

6x0.2=1.2

There are 6 mL,and if each mL is 0.2tsp, then you have to multiply.

The speed of the van traveling south is 46 miles per hour. The correct option is  (G) 46.

Let's call the speed of the van traveling south "x" in miles per hour. Then, the speed of the van traveling north is "x + 10" miles per hour.

We know that the vans have been traveling for 2.5 hours, and that they are 255 miles apart. This means that the total distance traveled by both vans is 255 miles:

Distance traveled by the van traveling south + Distance traveled by the van traveling north = 255 miles

Using the formula distance = speed × time, we can express the distances traveled by each van in terms of their speeds and the time they traveled:

Distance traveled by the van traveling south = x × 2.5 = 2.5x

Distance traveled by the van traveling north = (x + 10) × 2.5 = 2.5x + 25

Substituting these expressions into the equation above, we get:

2.5x + 2.5x + 25 = 255

Simplifying this equation, we get

5x + 25 = 255

Subtracting 25 from both sides, we get:

5x = 230

Dividing both sides by 5, we get:

x = 46

Therefore, the speed of the van traveling south is 46 miles per hour. Answer: (G) 46.

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Answer:

a = 2.1

Step-by-step explanation:

-3.7a + 1.7 = -6.07​

-3.7a = -7.77

a = 2.1

The function after each transformation is given as follows:

1. Reflected across the x-axis: f(x) = -|x + 3| + 7.

2. Translated left 4 units: f(x) = |x + 7| - 7.

3. Translated down 3 units: f(x) = |x + 3| - 10

The function for this problem is defined as follows:

f(x) = |x + 3| - 7.

When the function is reflected across the x-axis, we have that the entire function is multiplied by -1, hence:

f(x) = -(|x + 3| - 7)

f(x) = -|x + 3| + 7.

When the function is translated left 4 units, we have that x -> x + 4, hence:

f(x) = |x + 4 + 3| - 7

f(x) = |x + 7| - 7.

When the function is translated down 3 units, we have that f(x) -> f(x) - 3, hence:

f(x) = |x + 3| - 7 - 3

f(x) = |x + 3| - 10

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According to simple interest, Sally initially put $1,150 into the savings account.

To solve this problem, we need to use the formula for simple interest, which is:

Simple Interest = Principal x Rate x Time

We know that the interest earned is $745.20, the rate is 7.2%, and the time is 9 years. We can plug these values into the formula and solve for the principal:

$745.20 = Principal x 0.072 x 9

$745.20 = 0.648 x Principal

Principal = $1,150

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The solution to the initial value problem is [tex]y = 4e^{(5x^{10})[/tex]. The domain of the function is all real numbers.

Ordinary differential equations of the first order only take into account the dependent variable y's first derivative with regard to the independent variable x. They could be written as follows:

f(x,y) = dy/dx

where the supplied function of both x and y is f(x,y). There are numerous methods for solving first-order ordinary differential equations, which are crucial in many branches of science and engineering. One such method is variable separation. Other methods include Bernoulli equations, integrating components, and precise equations.

The given differential function is:

[tex]dy/dx = 10x{^9}y[/tex]

Separating the variables we have:

dy/y = 10x^9 dx

Now, integrating on both sides:

[tex]]int dy/y = \int 10x^9 dx\\ln (y) = 5x^{10} + C[/tex]

Solving for y:

[tex]y = ke^{(5x^{10})[/tex]

Now, for the initial values y = 4 and x = 0 we have:

[tex]4 = ke^{(0)}[/tex]

k = 4

Hence, the solution to the initial value problem is [tex]y = 4e^{(5x^{10})}[/tex].

The domain of the function is all real numbers.

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To find a reasonable estimate for the total time of the album, we can add the times of the shortest and longest songs and divide by 2 to find the average time per song, and then multiply by the total number of songs on the album.

The shortest song on the album is 1 minute and 14 seconds, which is equivalent to 74 seconds.

The longest song on the album is 5 minutes and 54 seconds, which is equivalent to 354 seconds.

Therefore, the average time per song is:

(74 + 354) / 2 = 214 seconds

And the total time of the album is approximately:

13 songs x 214 seconds/song = 2,782 seconds

Converting this to minutes and seconds, we get:

2,782 seconds = 46 minutes and 22 seconds

So a reasonable estimate for the total time of the album is about 46 minutes and 22 seconds.

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The distance between control room to airplane is 41027.5 feet.

What is trigonometric function?

The functions of an angle in a triangle are known as trigonometric functions, commonly referred to as circular functions. In other words, these trig functions provide the relationship between a triangle's angles and sides. There are five fundamental trigonometric functions: sine, cosine, tangent, cotangent, secant, and cosecant.

Here This distance (d) from tower will be the hypotenuse of a right triangle.

The altitude is the side opposite the angle at the tower

The tower is 200' high, therefore, the altitude above the tower.

=> 5200 - 200 = 5000 feet.

Now using sine ratio then,

=> Sin 7° = AC/BC

=> BC = AC/sin 7°

=> BC = 5000/sin 7°

=> BC = d = 41027.5 feet.

Hence the distance between control room to airplane is 41027.5 feet.

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Answer:Answer: A. tennis=17 , soccer= 12, baseball=27, basketball=44

BAR GRAPH make sure its not a histogram!!

Step-by-step explanation:

just took the test

The radius of the lid would be 3. 5 cm.

To estimate the radius of the lid, we must first determine the circumference of the jar, which is equal to the jar's perimeter. The specified circumference is 21.98 cm.

The circumference is:

C = 2πr

We can solve for circumference as:

21. 98 = 2 πr

r = 21. 98 / ( 2 π )

r = 21. 98 / (2 x 3. 1416 )

r = 21. 98 / 6. 2832

r = 3. 5 cm

In conclusion, the radius of the lid is approximately 3.5 cm.

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Answer:

Set your calculator to degree mode.

sin(72°) = x/25

x = 25sin(72°) = about 23.8 feet

To graph the line ​y=−4/7x+1​, we can use the slope-intercept form of a linear equation, y=mx+b, where m is the slope and b is the y-intercept. In this case, the slope is -4/7 and the y-intercept is 1.

To plot the line, we can select two points on the line and connect them with a straight line. One easy way to do this is to set x=0 and solve for y to find the y-intercept, which is (0,1). Then, we can set y=0 and solve for x to find another point on the line. This gives us (-7/4,0).

Once we have these two points, we can use a straight edge or ruler to draw a line through them to represent the graph of the equation. It should be a downward-sloping line that intercepts the y-axis at (0,1).

Alternatively, we can use a graphing calculator or an online graphing tool to plot the line more accurately. This will allow us to see more clearly the shape and direction of the line, as well as any other important features such as intercepts, slopes, and points of intersection with other lines.

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The total amount of cash paid  by Stein Corp. for merchandise during the interval of 2014 is $462,000, under the condition that accounts payable, for December 31, 2013 is  $ 51,000 and accounts payable, for December 31, 2014 is $46,000
Purchases-2014  is $467,000.

In order to evaluate  the cash paid for merchandise purchases during 2014, it is crucial to calculate the change in accounts payable from December 31, 2013 to December 31, 2014 and summation of  purchases made during 2014.

Accounts payable change

= Accounts payable at December 31, 2014 - Accounts payable at December 31, 2013
= $46,000 - $51,000
= -$5,000

This explains that accounts payable decreased by $5,000 from December 31, 2013 to December 31, 2014.

Cash paid for merchandise purchases in 2014

= Purchases  during 2014 + Change in accounts payable
= $467,000 - $5,000
= $462,000

The total amount of cash paid  by Stein Corp. for merchandise during the interval of 2014 is $462,000, under the condition that accounts payable, for December 31, 2013 is  $ 51,000 and accounts payable, for December 31, 2014 is $46,000
Purchases-2014  is $467,000.

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volumes from liters (L) to milliliters (mL), you can use the conversion factor that 1 L is equal to 1000 mL.

Knowing the relationship between the two units will make converting between litres and millilitres simple. Both litres and millilitres are measurements of a liquid's volume.

The basic measure of liquid capacity is the litre. The liquid volume can also be measured in millilitres, centilitres, and kilolitres. All of these units have different values from one another.

Similar to millilitres, litres also denote volume, however one litre is equivalent to one thousand millilitres (1 L = 1000 mL).

To convert the given volumes from liters (L) to milliliters (mL), you can use the conversion factor that 1 L is equal to 1000 mL. Here are the conversions:

4.27 L = 4.27 x 1000 mL = 4270 mL

0.35 L = 0.35 x 1000 mL = 350 mL

0.06 L = 0.06 x 1000 mL = 60 mL

9.05 L = 9.05 x 1000 mL = 9050 mL

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