Compare the numbers with
>, <, =.
69
-0.43
- 4
-2.3

The solutions to the trigonometric equation 2 cos²0-2sin²0= √3 is option C.

It should be noted that a trigonometric equation is one that contains a trigonometric function with a variable. For example, sin x + 2 = 1 is an example of a trigonometric equation.

The equations can be something as simple as this or more complex like sin2 x – 2 cos x – 2 = 0.

In this case, solutions to the trigonometric equation 2 cos²0-2sin²0= √3 is π/12 + πn and 11x/12 + πn

The correct option is C.

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The number of tests Rick has taken are 7.

The average of given numbers is equal to the sum of all the values divided by the total number of values. It  generally refers to a measure of central tendency or the typical value within a set of data points.

The mean, or arithmetic mean, is the most commonly used type of average. It is calculated by adding up all the values in a data set and dividing by the total number of data points. Mathematically, the mean is represented as:

Mean = (Sum of all values) / (Total number of data points)

Based on the given conditions, formulate:

581/83 =7

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The correct answer is "not enough information to prove any parallel lines."

If two lines in a two-dimensional plane are parallel, then the corresponding angles formed by a transversal (a line that intersects both lines) are congruent (i.e., they have the same measure).

Additionally, the alternate interior angles (angles that are on opposite sides of the transversal and inside the pair of parallel lines), as well as the corresponding angles (angles that are in the same position relative to the transversal on the two parallel lines), are also congruent.

In the given diagram, line k is parallel to m, while line a is also parallel to line b but forming a transverse line to line k and line m. Also line k and line m form a transverse line to lines a and b.

So we can conclude that not enough information to prove any parallel lines.

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Therefore, the value of k could be either 6 or 24 if the distance between the line x+y-5 and 3x+3y-k=0 is √18.

An equation is a statement that two mathematical expressions are equal. It contains an equal sign and can include variables, constants, and mathematical operations such as addition, subtraction, multiplication, and division. Equations can be used to solve problems, find unknown values, and model real-world situations.

Here,

To find the distance between the line x+y-5 and 3x+3y-k=0, we need to find the perpendicular distance between them.

The line x+y-5 can be written in slope-intercept form as y = -x + 5, and its slope is -1.

The line 3x+3y-k=0 can be rewritten as y = -x + k/3, and its slope is also -1.

Since the slopes of the two lines are the same, they are parallel. Therefore, the perpendicular distance between them is the distance between any point on one line and the other line.

Let's choose a point on the line x+y-5. We can choose (1,4) since it lies on the line. The distance between this point and the line 3x+3y-k=0 is:

|3(1) + 3(4) - k|/√(3²+3²)

Simplifying this, we get:

|15 - k|/3√2 = √18

Multiplying both sides by 3√2, we get:

|15 - k| = 3√2 * √18

= 9

This gives us two possible values for k:

15 - k = 9, which gives k = 6

or

k - 15 = 9, which gives k = 24

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Step-by-step explanation:

30 % of 25 is

                 .30  *  25 = ~ 8 left handed   ( rounded)

Answer:

Step-by-step explanation:

in question no. 17

base=x

perpendicular=9

hipotanus=15

by applying pythagorus

(x)² + (9)² = (15)²

x=√(15)²-(9)²

x= √225-81

x=√144 = 12

now area of triangle = 1/2 ×base×height

= 1/2 × 12 × 9 = 54

area of figure 17 = 54 × 2 = 108

A. The cash flow would be $91,400 if the depreciation were $48,000.

B. The cash flow would be $81,800 if the depreciation were $16,000.

C. The lost cash flow due to the reduced depreciation from $48,000 to $16,000 is $9,600.

Earnings before depreciation and taxes = $110,000

Depreciation = $48,000

Earnings before taxes = $62,000 ($110,000 - $48,000)

Taxes (30%) = $18,600 ($62,000 x 30%)

Earnings after taxes =  $43,400 ($62,000 - $18,600)

Depreciation $48,000

Cash flow = $91,400 ($43,400 + $48,000)

Earnings before depreciation and taxes = $110,000

Depreciation = $16,000

Earnings before taxes = $94,000 ($110,000 - $16,000)

Taxes (30%) = $28,200 ($94,000 x 30%)

Earnings after taxes =  $65,800 ($94,000 - $28,200)

Depreciation $16,000

Cash flow = $81,800 ($65,800 + $16,000)

Cash flow at $48,000 depreciation = $91,400

Cash flow at $16,000 depreciation = $81,800

Lost cash flow = $9,600 ($91,400 - $81,800)

Thus, we can learn that reduced depreciation increases the tax liability, thereby reducing the cash flow.

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A. The cash flow would be $91,400 if the depreciation were $48,000.

B. The cash flow would be $81,800 if the depreciation were $16,000.

C. The lost cash flow due to the reduced depreciation from $48,000 to $16,000 is $9,600.

Earnings before depreciation and taxes = $110,000

Depreciation = $48,000

Earnings before taxes = $62,000 ($110,000 - $48,000)

Taxes (30%) = $18,600 ($62,000 x 30%)

Earnings after taxes =  $43,400 ($62,000 - $18,600)

Depreciation $48,000

Cash flow = $91,400 ($43,400 + $48,000)

Earnings before depreciation and taxes = $110,000

Depreciation = $16,000

Earnings before taxes = $94,000 ($110,000 - $16,000)

Taxes (30%) = $28,200 ($94,000 x 30%)

Earnings after taxes =  $65,800 ($94,000 - $28,200)

Depreciation $16,000

Cash flow = $81,800 ($65,800 + $16,000)

Cash flow at $48,000 depreciation = $91,400

Cash flow at $16,000 depreciation = $81,800

Lost cash flow = $9,600 ($91,400 - $81,800)

Thus, we can learn that reduced depreciation increases the tax liability, thereby reducing the cash flow.

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Answer:

Step-by-step explanation:

The null hypothesis states that there is no distinction between the mean shelf life of the rechargeable batteries marketed by Power+ and Electro. Whereas, the alternative suggestion maintains that the mean duration of the batteries sold by Power+ stands greater than that of Electro.

The test statistic is 2.24

Utilizing a t-distribution with degrees of freedom akin to the entire sample size minus two (df = n1 + n2 - 2 = 104) alongside the derived test statistic, the p-value can be accessed via calculator or software as 0.014.

As the figure procured from the p-value is lower than the significance level α = 0.05, we invalidate the null positing. The evidence warrants corroborating the allegation that the rechargeable batteries proffered by Power+ remain usable for longer than those provided by Electro.

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Step-by-step explanation:

so, overall, 63% will grow.

that means, every seed has a 63% chance to grow. in other words, the probabilty to grow is 0.63 (as 63% means 63 out of 100 = 0.63).

and a chance of

1 - 0.63 = 0.37

to not grow.

fewer than 8 out of 9 seeds means not 8 and not 9.

it is

1 - P(8) - P(9)

with P(x) means the probability that exactly x seeds out of the 9 grow/germinate.

the chance for a group of exactly 8 out of 9 seeds to grow is then the probabilty for 8 to grow and 1 not to grow :

0.63⁸ × 0.37 = 0.009181764...

but these are 8 seeds out of 9.

and we calculated the probability for only one possible grouping.

how many groups of 8 can we build out of 9 ?

as the sequence does not matter, and we cannot have repetitions (every seed can only count as 1), we have combinations

C(9, 8) = 9! / (8! × (9-8)!) = 9!/8! = 9

so, the total probability P(8) for exactly 8 seeds out of 9 to grow/germinate is

9 × 0.63⁸ × 0.37 = 9 × 0.009181764... = 0.082635875... ≈

≈ 0.083

now, the chance for a group of exactly 9 out of 9 seeds to grow is then the probabilty P(9) for all 9 to grow :

0.63⁹ = 0.015633814... ≈ 0.016

the probabilty that fewer than 8 out of the 9 will grow/germinate is

1 - 0.082635875... - 0.015633814... = 0.901730311... ≈

≈ 0.902

No, Savannah is incorrect. Doubling the length, width, and height of a right rectangular prism will not double its surface area.

Surface area is the total area of an object's exposed faces, including any external surface area. It is a measure of the size of a surface and is usually expressed in square units such as square meters or square centimeters. Surface area is a two-dimensional measurement, since it only takes into account the area of a surface, and not its thickness or volume.

The surface area of a right rectangular prism is calculated by multiplying the length by the width and then multiplying that number by two and adding the two products together.

For example, the surface area of a right rectangular prism with a length of 15 cm, a width of 10 cm, and a height of 5 cm is calculated as follows:

Surface area = (15 cm * 10 cm) + (15 cm * 5 cm) = 150 cm2 + 75 cm2 = 225 cm2

Doubling the length, width, and height of this right rectangular prism would give us a prism with a length of 30 cm, a width of 20 cm, and a height of 10 cm. The surface area of this new prism would be calculated as follows:

Surface area = (30 cm * 20 cm) + (30 cm * 10 cm) = 600 cm2 + 300 cm2 = 900 cm2

As you can see, doubling the length, width, and height of the right rectangular prism does not double its surface area - the surface area has increased by four times (900 cm2/225 cm2 = 4).

In conclusion, doubling the length, width, and height of a right rectangular prism does not double its surface area; rather, it increases the surface area by a factor of four.

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No, Savannah is incorrect. Doubling the length, width, and height of a right rectangular prism will not double its surface area.

Surface area is the total area of an object's exposed faces, including any external surface area. It is a measure of the size of a surface and is usually expressed in square units such as square meters or square centimeters. Surface area is a two-dimensional measurement, since it only takes into account the area of a surface, and not its thickness or volume.

The surface area of a right rectangular prism is calculated by multiplying the length by the width and then multiplying that number by two and adding the two products together.

For example, the surface area of a right rectangular prism with a length of 15 cm, a width of 10 cm, and a height of 5 cm is calculated as follows:

Surface area = (15 cm * 10 cm) + (15 cm * 5 cm) = 150 cm2 + 75 cm2 = 225 cm2

Doubling the length, width, and height of this right rectangular prism would give us a prism with a length of 30 cm, a width of 20 cm, and a height of 10 cm. The surface area of this new prism would be calculated as follows:

Surface area = (30 cm * 20 cm) + (30 cm * 10 cm) = 600 cm2 + 300 cm2 = 900 cm2

As you can see, doubling the length, width, and height of the right rectangular prism does not double its surface area - the surface area has increased by four times (900 cm2/225 cm2 = 4).

In conclusion, doubling the length, width, and height of a right rectangular prism does not double its surface area; rather, it increases the surface area by a factor of four.

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Applying the Pythagorean theorem, the exact values of x are:

1. x = 13      2. x = 4      3. x = 6     4. x = 8   5. x = 15    6. x = √7

If a and b are smaller sides (legs) of a right triangle, and c is the longest side (hypotenuse), the Pythagorean theorem states that:

c = √(a² + b²).

Apply the Pythagorean theorem to find the exact value of x:

1. x = √(12² + 5²)

x = 13

2. x = √(5² - 3²)

x = 4

3. x = √(10² - 8²)

x = 6

4. x = √(17² - 15²)

x = 8

5. x = √(12² + 9²)

x = 15

6. x = √(4² - 3²)

x = √7

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The probability that  a random sample of 400 registered voters from this town will have a Maureen Webster under the age of 49 is about 0.0951, or about 9.51%.

Probability is simply how likely something is to happen. When we are uncertain about the outcome of an event, we can talk about the probability of certain outcomes—how likely they are.

We can use the binomial normal approximation to solve this problem because we have a large sample (400) and the probability (p) of preferring Maureen Webster is not too close to 0 or 1.  First, we need to find the mean and standard deviation of the sample proportion, which is given by:

mean = p = 0.53

standard deviation = square (p*(1-p)/n) = square (0.53*0.47/400) = 0.0305

Next, we need to find the z-score corresponding to the sample proportion of 0.49 (which is the "less than 49 percent" threshold). It is given by:

z = (x - mean) / standard deviation = (0.49 - 0.53) / 0.0305 = -1.31

We can now use a standard normal distribution table or calculator to determine the probability that the standard normal variable is less than -1.31. This probability is approximately 0.0951.

Therefore,  we can use the binomial normal approximation to solve this problem because we have a large sample (400) and the probability (p) of preferring Maureen Webster is not too close to 0 or 1.

First, we need to find the mean and standard deviation of the sample proportion, which is given by:

mean = p = 0.53

standard deviation = square (p*(1-p)/n) = square (0.53*0.47/400) = 0.0305

Next, we need to find the z-score corresponding to the sample proportion of 0.49 (which is the "less than 49 percent" threshold). It is given by:

z = (x - mean) / standard deviation = (0.49 - 0.53) / 0.0305 = -1.31

We can now use a standard normal distribution table or calculator to determine the probability that the standard normal variable is less than -1.31. This probability is approximately 0.0951.

Therefore, the probability that  a random sample of 400 registered voters from this town is under the age of 49 Maureen Webster is about 0.0951, or about 9.51%.

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The slope of a line given the table is equal to 0.

In Mathematics and Geometry, the slope of any straight line can be determined by using the following mathematical equation;

Slope (m) = (Change in y-axis, Δy)/(Change in x-axis, Δx)

Slope (m) = rise/run

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

By substituting the given data points into the slope formula, we have the following;

Slope (m) = (9 - 9)/(3 - 1)

Slope (m) = 0/2

Slope (m) = 0.

Based on the table, the slope is the change in y-axis with respect to the x-axis and it is equal to 0.

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People who made more money generally completed more years of college than those who made less money . So correct option is D.

A graph is a visual representation of data or information that uses a set of points or nodes, connected by lines or curves, to convey relationships or patterns. Graphs can be used to illustrate data in a way that is easy to understand and analyze.

There are several types of graphs, each with its own strengths and weaknesses depending on the type of data being presented. Some common types of graphs include:

Line graph: A line graph displays data as a series of points connected by a line, and is commonly used to show trends or changes over time.

Bar graph: A bar graph displays data using rectangular bars, with the length or height of each bar representing the quantity of data being measured. Bar graphs are useful for comparing different values or categories.

Pie chart: A pie chart shows data as a circular graph, with each slice representing a portion of the whole. Pie charts are commonly used to show proportions or percentages.

Scatter plot: A scatter plot displays data as a set of points on a two-dimensional plane, with each point representing the values of two variables. Scatter plots are useful for identifying patterns or trends in the relationship between two variables.

Histogram: A histogram displays data as a set of bars, with the height of each bar representing the frequency or number of occurrences of data within a certain range or interval.

Graphs can be an effective way to communicate complex information in a simple and easy-to-understand way. They are commonly used in fields such as science, economics, and social sciences, as well as in everyday life to display data and make comparisons.

People who made more money generally completed more years of college than those who made less money .

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Answer:

Step-by-step explanation

The first step is to add up all of the numbers to get the total budget.

Total Budget = 858 + 429 + 924 + 198 + 363 + 528 =3,300

Then to find the percentage for a certain category it is:

[tex]\frac{Budget Category}{Budget Total} times 100%[/tex]

So, 429 / 3300 x 100% = 0.13 x 100% = 13% Car Expense

Answer:

Step-by-step explanation

The first step is to add up all of the numbers to get the total budget.

Total Budget = 858 + 429 + 924 + 198 + 363 + 528 =3,300

Then to find the percentage for a certain category it is:

[tex]\frac{Budget Category}{Budget Total} times 100%[/tex]

So, 429 / 3300 x 100% = 0.13 x 100% = 13% Car Expense

Answer:

12 minutes

Step-by-step explanation:

200/17

= 11.7

round up

12 minutes

The mathematical expression is -12x³[tex]y^8[/tex].

We have,

-12x to the power of 3 y to the power of 8

Now, writing the mathematical expression

-12x to the power of 3  = -12x³

and, y to the power of 8 = [tex]y^8[/tex]

So, the expression can be written as

= -12x³[tex]y^8[/tex]

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The actual distance between the two cities is equal to 288 miles.

In Geometry and Mathematics, a scale factor simply refers to the ratio of two corresponding side lengths in two similar geometric figures, which can be used to either horizontally or vertically enlarge (increase) or reduce (decrease or compress) a function that represents their size.

In Geometry, the scale factor of a geometric figure can be calculated by dividing the side lengths of the image by the side lengths of the pre-image:

Scale factor = length of image (new figure)/length of pre-image (actual figure).

Scale:

0.25 inch = 24 miles

0.25/24 = New distance/Actual distance

0.25/24 = 3/Actual distance

Actual distance = (24 × 3)/0.25

Actual distance = 288 miles.

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If the graph of f(x) is changed to [tex]f(x) = 4(\frac{5}{7} )^{x}-2[/tex], the graph of f(x) would be translated down by 2 units.

An equation of the new horizontal asymptote is y = -2.

In Mathematics and Geometry, the vertical translation a geometric figure or graph downward simply means adding a digit to the value on the y-coordinate of the pre-image or function.

In Mathematics and Geometry, a horizontal translation to the right is modeled by this mathematical equation g(x) = f(x - N) while a vertical translation to the positive y-direction (downward) is modeled by this mathematical equation g(x) = f(x) - N.

Where:

In this scenario, we can logically deduce that the graph of the parent function f(x) was translated or shifted downward (vertically) by 2 units.

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Answer:

false ,true ,true

Step-by-step explanation:

Answer:

  see attached

Step-by-step explanation:

You want the 2-way table filled based on the descriptions of its contents.

The total number of students surveyed (240) goes in blank 9, where row and column headings are both "Total".

The number 35% × 240 = 84 goes in blank 7, the total number interested in athletics.

The number 3/5 × 240 = 144 goes in blank 3, the total number interested in academic clubs.

The number 26 goes in blank 1, which is in row 1 (interested in academic clubs) and in column 1 (interested in athletics). It is the number interested in both.

Blank 2 is the difference between blank 3 and blank 1. It makes the total for the line be correct.

Blank 4 is the difference between blank 7 and blank 1. It makes the total for the column be correct.

Similarly, blanks 8 and 6 are differences that make the row and column totals (respectively) be correct.

Finally, blank 5 is the value that makes its row and column totals be correct. The fact that the one number makes two correct totals gives you a check on that number.

The filled table is shown in the first attachment. The calculations are shown in the second attachment.

Answer:

840, 14

Step-by-step explanation:

(a.) In order to solve a, we first need to solve b since we're essentially dealing with proportions.

(b.) Our proportion to solve for miles per gallon is 350 miles / 25 gallons = x miles / 1 gallon where we solve for x:

[tex]\frac{350}{25}=\frac{x}{1}\\ \\ 25x=350\\\\x=14[/tex]

Thus, the gas mileage is 14 miles per gallon

(a.) Now, we can solve for part a. using the proportion x miles / 60 gallons = 14 miles / 1 gallon:

[tex]\frac{x}{60}=\frac{14}{1}\\ \\ x=840[/tex]

The observation table in Annexure A records the minimum and maximum temperature in a community for 30 days.

To collect data on the observation table in Annexure A for 30 days of minimum and maximum temperature in your community, follow these steps:
Obtain a reliable source for temperature data: You can use local weather stations, online weather platforms, or mobile apps that provide accurate and up-to-date temperature information for your community.
Prepare the observation table:

Create a table in Annexure A with columns for Date, Minimum Temperature, and Maximum Temperature.

Make sure there are 30 rows for each day of observation.
Record daily temperatures:

For each day, note down the date and the minimum and maximum temperatures in their respective columns.

Be consistent with the time of day you record these temperatures, ideally early morning for the minimum and late afternoon for the maximum.

Repeat the process:

Continue recording daily temperatures for a total of 30 days.
Review and analyze the data:

Once the 30-day period is complete, you can analyze the data to observe trends or patterns in temperature variation.
Remember to be consistent in your data collection to ensure accurate and reliable results.

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Answer:

Pull terms out from under the radical, assuming positive real numbers.

0

Step-by-step explanation:

The equation of the line that passes through  (3,-2) and is (a) parallel to the line is y = 3x - 11 and (b) perpendicular to the line is y = - 1 / 3 x - 2.

The equation of a line can be represented in different form such as slope intercept form.

The equation of a line in slope intercept form can be represented as follows:

y = mx + b

where

Hence, let's find the equation of a line passing through (3, -2) and is parallel to the line shown.

Parallel line have the same slope.

Hence,

m = -4 + 1 / 1 - 2

m = -3 / -1

m = 3

Therefore,

y = 3x + b

-2 = 3(3) + b

b = -2 - 9

b = -11

The equation is y = 3x - 11

Hence, let's find the equation of a line passing through (3, -2) and is perpendicular to the line shown.

The slopes of perpendicular lines are negative reciprocals of one another.

hence,

m = - 1 / 3

Therefore,

y = - 1 / 3 x + b

-2 = - 1 / 3(3) + b

b = -2 + 1

b = -2

Therefore, the equation is y = - 1 / 3 x - 2.

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