Write by which rule you know the triangles are congruent, or write CNBD (Cannot Be Determined). Segments and angles are congruent only if marked congruent. FAD congruent to FED by

Answer:

6.375 cubic inches

Step-by-step explanation:

To find the volume of a cube using the formula V = s^3, where s represents the length of one side, we simply need to raise s to the power of 3.

Given that the length of one side, s, is 2 1/4 inches, we need to first convert the fractional part to decimal form:

[tex]\sf:\implies{2 1/4 inches = 2 + 1/4 inches}[/tex]

[tex]\sf:\implies{= 2.25 inches}[/tex]

Now, we can use this value in the formula:

[tex]\sf:\implies{V = s^3 = 2.25^3}[/tex]

To raise a number to the power of 3, we simply multiply the number by itself three times:

V = 2.25 × 2.25 × 2.25 = 6.375 cubic inches

Therefore, the volume of the cube with sides of length 2 1/4 inches is 6.375 cubic inches.

Let's call the event of flipping two tails in a row "success." The probability of success on any given flip is (1-p) ^2.

The number of flips required to get two tails in a row is a random variable, which we can calculate the expected value of. This expected value can be calculated as an infinite sum:

E = 1 * (1 - (1-p) ^2) + 2 * (1-p) ^2 * p + 3 * (1-p) ^2 * (p^2) + ...

This sum can be simplified using geometric series formula:

E = 1 / (1 - (1-p) ^2 * p)

So, the expected number of flips required to get two tails in a row with a biased coin with probability p of heads is given by the above formula.

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The square of a binomial, when the binomials are subtracted, is defined as follows:

(a - b)² = a² - 2ab + b².

When the two binomials are added, the square is given as follows:

(a + b)².

Expanding the square, we have that:

(a + b)² = (a + b) x (a + b).

(a + b)² = a² + ab + ab + b².

(a + b)² = a² + 2ab + b².

Which is the result presented in this problem.

Now, when the binomial has a minus sign, involving a subtraction, the pattern is obtained as follows:

(a - b)² = (a - b) x (a - b).

(a - b)² = a² - ab - ab + b².

(a - b)² = a² - 2ab + b².

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Point B of line segment AB = (-3 , 2)

The midpoint is the middle point of a line segment. It is equidistant from both endpoints, and it is the centroid both of the segment and of the endpoints. It bisects the segment.

Given,

Midpoint of AB = (x , y) = (-5, 0)

A = (x₁ , x₂) = (-7, -2)

Let B = (x₂ , y₂)

Midpoint (x , y) = [(x₁ + x₂)/2 , (y₁ + y₂)/2]

(-5, 0) = [(-7 + x₂)/2 , (-2 + y₂)/2]

Comparing horizontal coordinates,

(-7 + x₂)/2 = -5

(-7 + x₂) = -10

x₂ = -10 + 7

x₂ = -3

Comparing vertical coordinates

(-2 + y₂)/2 = 0

(-2 + y₂) = 0

y₂ = 2

B = (x₂ , y₂) = (-3 , 2)

Hence, (-3 , 2) is point B of line segment AB.

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The length of segment BC is 27.4.

To find the length of segment BC, we need to use the Pythagorean theorem on triangle BCD. The theorem states that in a right triangle, the sum of the squares of the two shorter sides is equal to the square of the longest side (the hypotenuse). We know that BD = 12 and CD = 30, the equation is:

BC² = CD² - BD²

Substituting the values:

BC² = 30² - 12²

BC² = 900 - 144

BC² = 756

Finally, taking the square root of both sides:

BC = √(756) = 27.4

So the length of segment BC is approximately equal to 27.4.

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The width of the rectangle is y = (8P - 2x) ÷ 2 and the maximum area of the rectangle is A = x x y.

The perimeter of a rectangle is given by the following equation: 2L + 2w = P, where P is the perimeter, L is the length, and w is the width. We are given that the rectangle has a perimeter of 8P units. Let x represent the length of the rectangle and let y represent the width. Then, the equation for the perimeter of the rectangle in terms of x and y is: 2x + 2y = 8P.

To solve for y, we can subtract 2x from both sides of the equation to get: 2y = 8P - 2x. Then, we divide both sides of the equation by 2 to get: y = (8P - 2x) ÷ 2.

Now, we can use the area formula for rectangles, A = L x w, to determine the maximum area of a rectangle with a perimeter of 8P units. Substituting the values for length and width, we get: A = x x (8P - 2x) ÷ 2. We can rearrange this equation to make x the subject: A = x x (8P - 2x) ÷ 2 → x2 - (8P/2)x + A = 0.

Now, we can use the quadratic equation to solve for the length of the rectangle, x. We get: x = (8P ± √(64P2 - 16A)) ÷ 4. Therefore, the width of the rectangle is y = (8P - 2x) ÷ 2 and the maximum area of the rectangle is A = x x y.

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a) The function will be C(n) = 0.74 * min(n, 100) + 0.69 * max(n-100, 0)

b. The cost of 53 CDs will be $39.22

c. The cost of 201 CDs will be $143.69.

An equation simply has to do with the statement that illustrates the variables given. In this case, it is vital to note that two or more components are considered in order to be able to describe the scenario

a) C(n) = 0.74 * min(n, 100) + 0.69 * max(n-100, 0)

b) C(53) = 0.74 * min(53, 100) + 0.69 * max(53-100, 0)

= 0.74 * 53

= 39.22

c) C(201) = 0.74 * min(201, 100) + 0.69 * max(201-100, 0) = 0.74 * 100 + 0.69 * (201-100) = 74 + 0.69 * 101

= 74 + 69.69

= 143.69

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Answer: Looking at the unit price allows you to compare the price of different sized packages and different brands to find the best deal.

Step-by-step explanation: The "unit price" tells you the cost per pound, quart, or other unit of weight or volume of a food package. It is usually posted on the shelf below the food.

The unit rate price of an item at a supermarket is necessary to help buyers to understand and compare the prices for different things at the rate.

Shopkeepers sell their items according to some fixed unit rates. These rates can be used by the customer to compare within different qualities of that specific product and to understand how much quantity of goods they can purchase under their budget.

Everyone can easily learn about the amount of money to be paid to the shopkeeper. If we have unit rates we can compare the prices of items fairly in the market. So it is helpful to buy and sell the items at unit rates for a better economy.

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At a significance threshold of 0.10, p-value(0.0005)< [tex]\alpha[/tex] =0.10, therefore we reject [tex]H_{0}[/tex].

Under the assumption of independence, the expected frequencies for contingency tables are

[tex]e_{ij} = \frac{(Row_{i}Total)(Column_{j} total)}{SampleSize}[/tex]

Using the formula for the number of freshmen without body art: (247*168)/490=84.69.

State the null and alternative hypotheses:

[tex]\alpha = 0.10[/tex]

[tex]H_{0}[/tex]: There is a connection between body art and class standing 

Ha: There is no connection between class standing  and rejection from body art. [tex]H_{0}[/tex] if the probability is less than 0.10.

the test statistic for independence is

[tex]X^2= \sum\limits_i \sum\limits_j\frac{(f_{ij}-e_{ij} )^2 }{e_{ij} }[/tex]

where fij = observed frequency for the contingency table category in rows i and j

eij = expected frequency for the contingency table category in rows i and j based on the assumption of independence

We only need to add up the values as they have already been obtained and are listed in the table to obtain the chi-square value.

Therefore,

[tex]X^2= 2.56+ 4.33+1.1+0.02+0.69+0.02+1.2+0+0.49+0.51+0.33+0.25+4.99+4.31+8.41+0.27[/tex]

[tex]X^{2} = 29.48[/tex]

Consequently, the probability of p-value=0.0005

Given DF=9.

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The total amount of money that Allam will have to pay is given as follows:

$18.

The total amount of money that Allam will have to pay is obtained applying the proportions in the context of the problem.

The extra payments are given as follows:

Hence the extra percentage is given as follows:

5 + 15 = 20%.

Meaning that the price of the meal is multiplied by 1.2, which is equivalent to 100 + 20 = 120%.

Considering a meal of $15, the total price is given as follows:

1.2 x 15 = $18.

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Answer:

b. -3

Step-by-step explanation:

30 - 3 = 27

27 - 3 = 24

24 - 3 = 21....

Answer:

b

Step-by-step explanation:

The distribution being simulated is a discrete uniform distribution.

A discrete uniform distribution is a type of probability distribution where all outcomes are equally likely. In this case, the probability of rolling any number from 1 to 6 is the same for each die. Therefore, the distribution being simulated is a discrete uniform distribution.

A discrete uniform distribution is a type of probability distribution where all outcomes are equally likely. This means that the probability of each outcome is the same. For example, if you were to roll a die, each number from 1 to 6 would have the same probability of being rolled. This type of distribution is commonly used when there are a finite number of outcomes, such as rolling a die or flipping a coin. In this case, the probability of each outcome is the same, resulting in a uniform distribution. This type of distribution is useful when all outcomes are equally likely, such as when a fair die is rolled. In such a situation, a discrete uniform distribution is the most appropriate model for the probability of each outcome.

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The Venn diagram shown to Region V: Items in A, B, and C are ; A' ∩ B' ∩ C'

We are given that the diagram we need to find the regions represent the set.

A Venn diagram is an illustration that uses circles to show the relationships among things or finite groups of things. Circles that overlap have a commonality while circles that do not overlap do not share those traits. Venn diagrams help to visually represent the similarities and differences between two concepts.

The Venn diagram, the item represents the regions four, five, six and seven.

Therefore, it can be written us for Union Fight, Union Six, Union Seven. , we concluded that the regions represent see R. C.

This is equal to for Union Fighting Union Six, Union Seven.

We have, region represent A' ∩ B' ∩ C'

Therefore, the Venn diagram shown to regions represent

A' ∩ B' ∩ C' is Region V

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LAN: LAN messenger

WAN: SD-WAN

Some of the main differences between LAN and WAN are listed below:

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The function  [tex]f(x) = (x^2 - 9)^3[/tex]   is continuous on the entire real number line because its domain is the entire real line and it is a polynomial, which is a continuous function.

The function   [tex]f(x) = (x^2 - 9)^3[/tex]   is continuous on the entire real number line because its domain is the entire real line and it is a polynomial, which is a continuous function. A function is considered continuous at a point if the limit of the function as the input approaches the point exists and is equal to the function's value at that point. In this case, the function's domain is the entire real line, meaning that it is defined for all real values of x. The function is also a polynomial, which is a continuous function by definition. Thus, the function is continuous on the entire real number line.

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The general antiderivative of the rate of change function s(m) = 500m + 8 DVDs per month is [tex]S(m) = 250m^2/2 + 8m + C[/tex].

The general antiderivative of a rate of change function is calculated by integrating the rate of change expression over the given interval. In this case, the rate of change of DVD orders is given by s(m) = 500m + 8 DVDs per month. We can calculate the general antiderivative of this expression by integrating it over the given interval from m = 0 (the beginning of the year) to some arbitrary value m. This gives us the following expression for the general antiderivative: [tex]S(m) = 250m^2/2 + 8m + C[/tex], where C is the constant of integration. To calculate the value of S(m) for any given value of m, we simply plug the value of m into the expression above and solve for S(m). For example, if m = 5, then [tex]S(5) = 250(5)^2/2 + 8(5) + C = 1250 + 40 + C = 1290 + C[/tex]

The general antiderivative of the rate of change function s(m) = 500m + 8 DVDs per month is [tex]S(m) = 250m^2/2 + 8m + C[/tex].

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An observation of a blue automobile occurs at 20.8% of the relative frequency.

The ratio (fraction or proportion) of the number of times a data value appears in the set of all outcomes to the total number of outcomes is known as the relative frequency.

Divide each frequency by the overall sample size, in this example 20 students, to determine the relative frequencies.

Example: Out of a total of 12 games played, your team has won 9 of them, making its winning percentage 9 percent. 9/12, or 75%, is the relative frequency of winning.

So, we have:

RF(A) = f(A) / ∑f

Where f(A) is the frequency of event A and ∑f is the total frequency.

(Refer to the table attached below)

Total car = 251 + 198 + 195 + 293 = 937

The relative frequency of blue cars is as follows:

RF(blue) = 195 / 937 = 0.208 = 20.8%

Therefore, an observation of a blue automobile occurs at 20.8% of the relative frequency.

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Complete question:

Using the following table, what is the percent of the relative frequency of a Blue car being observed? Car Color Frequency Relative FrequencyBlack 251 0.251Red 198 0.198Blue 203 0.203Silver 293 0.293A. 20.3%B. 0.002%C. 23.625%D. 2.03%

Answer:

Each change in the solution area makes the inequality true.

The probability that the randomly chosen employee knows C/C++ or R will be 0.30.

The probability is computed by dividing the total number of possible outcomes by the number of possible ways the event could occur.

Probability and odds are two distinct ideas.

Odds are calculated by dividing the likelihood of an event by the likelihood that it won't.

Mathematics' study of random events is known as probability, and there are four primary types of probability: axiomatic, classical, empirical, and subjective.

So, employees who know C/C++ are 60%.

Which will be: 60/100

Employees who know R are 50%.

That will be 50/100.

The probability that a randomly chosen employee knows C/C++ or R:

60/100 * 50/100

6/10 * 5/10

30/100

0.30

Therefore, the probability that the randomly chosen employee knows C/C++ or R will be 0.30.

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The x-intercept of this line is equal to -5.

In Mathematics, the point-slope form of a straight line can be calculated by using this mathematical expression:

y - y₁ = m(x - x₁) or y - y₁ = (y₂ - y₁)/(x₂ - x₁)(x - x₁)

Where:

Next, we would determine the linear equation representing the line which passes through the data points (0, 10) and (5, 20) by using the point-slope form as follows:

y - y₁ = (y₂ - y₁)/(x₂ - x₁)(x - x₁)

y - 10 = (20 - 10)/(5 - 0)(x - 0)

y - 10 = 2x

y = 2x + 10

When y = 0, the x- intercept is given by:

0 = 2x + 10

2x = -10

x = -10/2

x = -5.

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The sample correlation coefficient of 0.81 indicates a strong positive correlation between the number of rooms and the cost per night, which appears reasonable given the results of the scatter diagram.

a. The mean number of rooms is 1,346.5. To calculate this, we added up the number of rooms for each hotel and divided by 12, the total number of hotels in the sample.

b. The mean cost per night for a double room is $380. To calculate this, we added up the cost per night for each hotel and divided by 12, the total number of hotels in the sample.

c. The scatter diagram shows a positive correlation between the number of rooms and the cost per night. As the number of rooms increases, so does the cost per night. This makes sense because larger hotels tend to be more expensive than smaller ones.

d. The sample correlation coefficient is 0.81, which indicates a strong positive correlation between the number of rooms and the cost per night. This appears reasonable given the results of the scatter diagram.

The mean number of rooms in the sample of 12 top rated hotels in the US is 1,346.5, and the mean cost per night for a double room is $380. The sample correlation coefficient of 0.81 indicates a strong positive correlation between the number of rooms and the cost per night, which appears reasonable given the results of the scatter diagram.

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Answer:

$120

Step-by-step explanation:

Art now has $120 in his bank account ($96 + $24).

The system can never have infinitely many solutions.

A system of linear equations consists of two or more equations made up of two or more variables such that all equations in the system are considered simultaneously. The solution to a system of linear equations in two variables is any ordered pair that satisfies each equation independently.

The equation y=ax+4 is in the slope-intercept form.

Therefore, the slope m=a and the y−intercept b=4

The equation y=bx−2 is in the slope-intercept form.

Therefore, the slope m=b and the y−intercept b=−2

Since the two lines have different y−intercept, they can never be the same for any values of a and b.

Therefore, the system can never have infinitely many solutions.

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Two instructional techniques can be utilized to support and promote mathematical communication:

Mathematics and math education both require communication. It is a method for exchanging concepts and making comprehension clear. Ideas become subjects of reflection, improvement, discussion, and modification through communication.

The term "mathematical communication skills" (MCS) refers to -

Thus, two instructional techniques can be utilized to support and promote mathematical communication:

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Answer:

D.) f(x)= x-4

Step-by-step explanation:

Attached is an image with all the functions graphed.

Function A: Red

Function B: Blue

Function C: Green

Function D: Purple

From the image, you can see that function D is the only function with an x-intercept of 4.

If you wanted to find the function with an x-intercept of 4, you could plug in 4 for x and see which gives you y=0 as a solution.

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The transformations that could be used to show that Henry's claim is incorrect are:

Horizontal stretch by a factor of 1/3.

Dilation by a factor of 2 units through origin.

Given that a a square is plotted on a coordinate plane.

Henry claims that any transformation on the square will preserve the length of its sides.

We need to check which claims is incorrect.

We must find transformations that do not maintain the length of the square's sides in order to refute Henry's assertion.

Analyzing each transformation now:

a) A translation of 5 units to the right:

The square's shape is unaltered by this transformation. The length of the sides does not change, but the square is merely moved 5 units to the right. The sides' length is preserved by this modification.

b) A horizontal stretch of the square by a factor of 1/3:

This change enlarges the square horizontally. The lengths of the original square's sides will not be kept because they will be multiplied by a factor of three-quarters. The sides' length is not preserved in this change.

c) Two-unit dilation through the origin:

This transformation uniformly scales the square by a factor of two. The lengths of the sides will alter as a result of multiplying all of them by 2. The sides' length is not preserved in this change.

d) Rotation of the square 45 degrees clockwise about its center:

This transformation spins the square, but the side lengths stay the same. The length of the sides are preserved by this translation because the rotation does not change the square's dimensions.

Therefore, the following transformations could be used to refute Henry's assertion:

b) Horizontal stretch by a factor of 1/3.

c) Dilation by a factor of 2 units through the origin.

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The maximum error of the calculator would be 0.0003 if it is increased to 4-digit accuracy.

2.345 * 0.678

the calculator will return

1.592

a. Determine the maximum error of the calculator

The maximum error of the calculator is 0.003 since the calculator retains only 3 digits to the right of the floating point.

b. If you increase the accuracy of the calculator to 4-digit, what would be the maximum error?

The maximum error of the calculator would be 0.0003 if it is increased to 4-digit accuracy.

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