Both angle A & B are supplementary. If angle A is x and angle B is 3x, then what is x equal to AND what does angle B equal?

Answer:

Step-by-step explanation:

x+7=15

x=15-7

x=8

since it is a rectangle the breadth are equal.

The null hypothesis is H: p = 0.25 and the alternative hypothesis is H: p > 0.25.

Any variation between the selected attributes that you observe in a collection of data is thought to be the result of chance, according to the null hypothesis.

According to the facts provided, the allegation is that the card was recognized much more frequently than randomness would predict.

The proportion of card selected will be:

= 1/4

= 0.25

Therefore, the null hypothesis is H: p = 0.25 and the alternative hypothesis is H : p > 0.25.

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The p-value of the test statistic is 0.0512

We can conduct a hypothesis test for the proportion using a z-test.

The null hypothesis is that the proportion of readers who own a particular make of car is equal to 70%:

H0: p = 0.7

The alternative hypothesis is that the proportion is different from 70%:

Ha: p ≠ 0.7

The test statistic is calculated as:

z = (p' - p) / sqrt(p*(1-p)/n)

where p' is the sample proportion, p is the hypothesized proportion under the null hypothesis, and n is the sample size.

Plugging in the values from the problem, we get:

z = (0.64 - 0.7) / sqrt(0.7*(1-0.7)/200) = -1.96

Using a standard normal distribution table or calculator, we can find that the probability of getting a z-score of -1.96 or lower (or 1.96 or higher) is 0.0256. Since this is a two-tailed test, we double the probability to get the p-value:

p-value = 2*0.0256 = 0.0512

Therefore, the p-value of the test statistic is 0.0512, rounded to four decimal places.

Since the p-value is greater than the commonly used significance level of 0.05, we do not reject the null hypothesis and conclude that there is not enough evidence to support the claim that the proportion of readers who own a particular make of car is different from 70%.

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"Mathematics for the Practical Man" is a book that aims to provide a simplified and quick explanation of various mathematical concepts such as algebra, geometry, trigonometry, logarithms, coordinate geometry, and calculus.

The book is targeted towards individuals who may not have a strong background in mathematics, but need to understand these concepts for practical purposes.

The book is divided into chapters that cover each topic in depth, providing clear explanations and examples for the reader to follow. The language used in the book is simple and easy to understand, without sacrificing the accuracy and rigour of the mathematical concepts being taught. Overall, "Mathematics for the Practical Man" is a useful resource for anyone who needs to quickly and easily learn or refresh their knowledge of key mathematical concepts.

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As the y-intercept increases, the graph of the line shifts up;

As the y-intercept decreases, the graph of the line shifts down

There are two perspectives on this issue. The graphical technique would be the first method.

If we merely alter the y-intercept, the slope remains unchanged;

The vertical axis is the y-axis;

A higher or lower y-intercept can be obtained by shifting the line's point of intersection with the y-axis, respectively.

Now, using algebraic reasoning, a line has the general form of the following equation:

When x = 0, the y-intercept is essentially computed as follows:

y = b:

The graph shifts up or down depending on how much we change the b value, which also affects how much the y value changes.

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The value of d for the given arrangement is, 6.67

An angle is a mathematical term, which we can define, when two straight lines or rays meet at a common endpoint. The common point is called the vertex of an angle. The word angle comes from a Latin word named ‘angulus,’.

Interior angles:- The inner angle made by the intersection of two polygonal sides.

Exterior angles:- The outer angle made by the intersection of two polygonal sides.

Given that,

The school's height = 30 ft

Suppose, her height = 4 ft

The distance of mirror from the school = 50 ft

Her distance from the mirror  = d

From the law of optics,

It is known that,

Angle of incident = Angle of reflection

So, the elevation angle of her and building's top  point will be same

Now it can be written as

tanα =  30/50

tanα =  4/d

Now equating both the expression,

30/50 = 4/d

3/5 = 4/d

d = 20/3

d = 6.67

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There are 2 parallel lines with the intersection. The angles of x=171° and y=9°.

Given that,

In the picture there is a diagram and we have to find the angle of x and y.

There are 2 parallel lines with the intersection.

If a transversal cuts two parallel lines, then the equivalent angles in the pair are equal.

The pair of corresponding angles are equal

x=19y

So,

We can say x and y are on the line

Then,

x+y=180°

19y+y=180°

20y=180°

y=180/20

y=9°

Now,

x=19y

x=19×9

x=171°

Therefore, the angles of x=171° and y=9°.

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Answer:

x = 3

Step-by-step explanation:

(4/5)^x = 64/125​ means that 4^x / 5^x = 64/125

x can only be 3 because 4^3 = 64 and 5^3 = 125

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The frequency distribution of the digits indicates that the heights were reported rather than actually measured. This is because the frequency of the digits is not evenly distributed, which would be expected for a set of actual measurements.

Frequency Distribution:

Digit Frequency

0 3

1 5

2 9

3 5

4 3

5 4

6 4

7 4

8 2

9 1

From the distribution of the digits, it appears that the heights were reported rather than actually measured. This is because the frequency of the digits is not evenly distributed, which would be expected for a set of actual measurements.

The frequency distribution of the digits indicates that the heights were reported rather than actually measured. This is because the frequency of the digits is not evenly distributed, which would be expected for a set of actual measurements. For example, the frequency of the digit '2' is more than twice as high as the frequency of the digits '1' and '3', which is not likely to occur in a set of actual measurements.

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Answer:

I usually use

Step-by-step explanation:

Use  ^

The missing value of y is -15. B.

The missing value of y in the given scenario where y varies indirectly with x, we can use the inverse variation formula:

y = k/x

where k is the constant of variation.

Given the points (12, 5) and (-4, y), we can use the first point (12, 5) to find the value of k:

5 = k/12

To solve for k, we multiply both sides of the equation by 12:

5 × 12 = k

k = 60

Now that we have the value of k, we can substitute it into the formula to find the missing value of y using the second point (-4, y):

y = 60/(-4)

y = -15

We may apply the inverse variation formula to get the value of y that is absent in the circumstance where y changes indirectly with x: y = k/x, where k is the variational constant.

We may utilise the first point (12, 5) to get the value of k given the points (-4, y) and (12, 5).

5 = k/12

We multiply both sides of the equation by 12 to find the value of k: 5 x 12 = k k = 60.

Now that we know the value of k, we can use the second point (-4, y) in the calculation to get the value of y that is missing:

y = 60/(-4)

y = -15

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Answer:

t=p(unit pf weight)

Step-by-step explanation:

t=plbs

total price is the price time the lbs of feed

(unit of weight may change) depending on question

Answer:

\(\frac{1}{2}\) \(x\)⁸

Step-by-step explanation:

Given expression:

       \(\frac{6x^{10} }{12x^{2} }\)  

= \(\frac{6}{12}\)  x \(\frac{x^{10} }{x^{2} }\)  

   As a rule of exponents;

         \(\frac{a^{n} }{a^{m} }\)  = \(a^{n-m}\)

So;

            =  \(\frac{1}{2}\) x \(x^{10-2}\)  

            = \(\frac{1}{2}\) \(x\)⁸

Answer:

263.5

Step-by-step explanation:

Answer:

263.5

Step-by-step explanation:

3.65x10

36.5-5

=31.5

23.8x10

238-6

=232

31.5+232

263.5

\( \frac{4y}{9} - \frac{2y}{3} = 10 \\ = > \frac{4y - 6y}{9} = 10 \\ = > \frac{ - 2y}{9} = 10 \\ = > y = 10 \times \frac{9}{ - 2} \\ = > y = - 5 \times 9 \\ = > y = - 45\)

-45

Markup price is 30% more then Cost price.

The selling price includes a VAT (which is a form of tax) and a discount.

A Vat is a form of tax which increases the price of a good and a discount reduces the price.

The marked price is mp = cp(1 + 5%) = 1.50cp

The selling price is sp = mp(1 -10%) = 0.90mp

The gain is profit =sp -cp

= (0.90(1.50cp)) -cp

= cp(0.90·1.50 -1)

= 0.04cp

Mark up = (selling price - cost price) / cost price

(20900 - 16,000) / 16,000 = 0.306 = 30.6 %

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The ways that the exercise can be expressed such that for every 6 squares there are 3 circles include:

This question is asked in Spanish on an English site so the answer will be provided in English for better learning by other students.

The ratio of squares to circles is 6:3 or simplified, 2:1. This means for every 2 squares, there is 1 circle.

You could also use a proportional statement such that the number of squares is twice the number of circles. For every 6 squares, there are 3 circles.

There is also equation form where we can say, if S is the number of squares and C is the number of circles, the relationship could be expressed as S = 2C. This means the number of squares is twice the number of circles.

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The translated question is:

How to express this exercise for every 6 squares there are 3 circles.

Answer:

105 Shops did not sell clothes.

Step-by-step explanation:

Answer:

-15.5x-120

Step-by-step explanation:

-1.5x-2x-12(x+10)=-1.5x-2x-12x-120

=-15.5x-120

Answer:

-3.5x - 12(x + 10)

-3.5x - 12x - 120

-15.5x - 120

Step-by-step explanation:

brainliest plz

Answer:

-2

Step-by-step explanation:

The solution of the system of equations is given by the ordered pairs [10, 0] and [8, -6].

In order to graphically solve the given system of equations on a coordinate plane, we would use an online graphing calculator to create a plot of the system of equations and then determine their point of intersection;

x² + y² = 100   ......equation 1.

3x - y = 30 ......equation 2.

Based on the graph shown in the image attached above, we can reasonably infer and logically deduce that the solution to this system of equations lies in both Quadrant I and Quadrant IV, and it is represented by this ordered pairs (10, 0) and (8, -6).

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The shortest possible length of the other side is 15 units, and the longest possible length is 25 units.

Let's denote the shortest possible length of the other side of the triangle as 'x' units. To find the longest possible length, we subtract the lengths of the given side and the shortest side from the perimeter:

Longest possible length = Perimeter - Given side - Shortest side

= 40 - 15 - x

= 25 - x

Since a triangle's perimeter is the sum of its three sides, we can set up an equation:

Given side + Shortest side + Longest side = Perimeter

Substituting the values:

15 + x + (25 - x) = 40

Simplifying:

40 - x + x = 40 - 15

40 = 25 + x

x = 40 - 25

x = 15

Therefore, the shortest possible length of the other side is 15 units, and the longest possible length is 25 units.

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The equation of a circle centered at the point (-7,-1) and passes through the point (8,7) is (x+7)² +(y+1)² = 289

The standard equation of a circle is expressed as shown

(x-a)^2 + (y-b)^2 = r^2

where:

(a, b) is the centre

r is the radius

Given the following

Centre = (-7, -1)

Determine the radius

r = √(8+7)² +(7+1)²

r² = 15² + 8²

r² = 225 + 64

r² = 289

Substitute the centre and radius

(x-(-7))^2 + (y-(-1))^2 = 289
(x+7)² +(y+1)² = 289

Hence the equation of a circle centered at the point (-7,-1) and passes through the point (8,7) is (x+7)² +(y+1)² = 289

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The value of the numerical expression is:

498+9-0*5*7+9 =  516

In mathematics, the order of operations are the rules that tell the sequence in which the multiple operations in an expression should be solved.

A way to remember the order of the operations is BODMAS, where each letter stands for a mathematical operation.

Bracket                  (  )

Of multiplication    of

Division                   ÷

Multiplication          x

Addition                  +

Subtraction             -

To determine what is 498+9-0*5*7+9 = . Let use BODMAS:

498+9-0*5*7+9 = 498 + 9 - (0*5*7) + 9     (Multiplication comes first)

                          =  498 + 9 - 0 + 9            (Addition)

                         = 516

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Answer:

(2/x²y³)    

Step-by-step explanation:

(2(x^-2)y)/(y^4)

x^-2 can also be written as (1/x²)

(2(1/x²)y)/(y^4)

(2/x²)(y)/(y^4)

(2y/x²)/(y^4)

this can also be written as (2y/x²) × (1/y^4)

= 2y/(x² × y^4)

WHEN THE SAME VARIABLE IS DIVIDED THEIR POWERS ARE SUBTRACTED

= (2/x²y³)       (we got y³ by y^1 /y^4  The powers got subtracted)

The sequence 200, 40, 8, ... is a geometric sequence. Let's define the geometric sequence before we explain why the above sequence is geometric. In a geometric sequence, each term is multiplied by the same common ratio to obtain the next term.

A geometric sequence can be represented by the formula a, ar, ar^2, ar^3, ... , where a is the first term, r is the common ratio, and ar, ar^2, ar^3, ... are the successive terms. The common ratio can be calculated using any two consecutive terms in the sequence.To determine if a sequence is geometric or not, we need to check whether the ratio of successive terms is the same. In the given sequence, 200 is the first term, 40 is the second term, and 8 is the third term.

So, the common ratio is =0.2Similarly, the ratio between 40 and 8 is Therefore, the ratio of successive terms is 0.2, which is constant. Hence, the given sequence is a geometric sequence.

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The points (0, 3), (3, 4), and (5, 6) are not collinear, it indicates that the points (0, 3), (3, 4), and (5, 6) do not lie on the same line.

Collinearity refers to a geometric property where points lie on the same line. In order to determine if the given points are collinear, we can check if the slopes between each pair of points are equal.

Let's calculate the slopes between the pairs of points:

Slope between (0, 3) and (3, 4):

Slope = =\((y_2 - y_1) / (x_2 - x_1)\) = (4 - 3) / (3 - 0) = 1/3

Slope between (0, 3) and (5, 6):

Slope = =\((y_2 - y_1) / (x_2 - x_1)\)= (6 - 3) / (5 - 0) = 3/5

Slope between (3, 4) and (5, 6):

Slope =\((y_2 - y_1) / (x_2 - x_1)\) = (6 - 4) / (5 - 3) = 2/2 = 1

Since the slopes between the pairs of points are not equal, it indicates that the points (0, 3), (3, 4), and (5, 6) do not lie on the same line. Therefore, they are not collinear.

Collinearity is determined by the equality of slopes between points. If the slopes are equal, the points are collinear; otherwise, they are not.

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Question: Determine whether these points are collinear (0,3),(3,4) , and (5,6).

Hello:

Okay, this problem should be taken in a series of steps:

What is the slope's formula?

  \(\rm\hookrightarrow \frac{y_2-y_1}{x_2-x_1}\)

Okay, now let's use this knowledge  

10. (5,-19) and (-5,21)

       \(Slope = \frac{21--19}{-5-5} =\frac{40}{-10}=-4\)

11. (12,1) and (12, -1)

      \(Slope = \frac{-1-1}{12-12} =\frac{-2}{0}\)

12. (8,7) and (4,7)

     \(Slope = \frac{7-7}{4-7} =0\)

Answer:

Hopefully that helps!

Answer:

2

Step-by-step explanation:

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Explanation, because there can be only 2 captians, its Logic ;)