g working. In a class of 75 students, 45 students study French and 25 students study Ara only. If 10 students study both Arabic and French, (I)illustrate the information on a Venn
; (ii)how many students study (a) only French (b) only one subject;(c) neither Arabic nor French.​

1. The equation to be formed is 40 + 5x + 90 = 180

2. The value of x is 10

A straight line's total angles are always 180 degrees. Around the place where two lines join, they create four angles. The total of the angles on either side of a straight line, if those lines are straight and form one, is always 180 degrees.

We know that;

40 + 5x + 90 = 180 (Sum of angles on a straight line)

130 + 5x = 180

5x = 180 - 130

x = 50/5

x = 10

Thus the value of x is given as 10

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Here are the steps to calculate the expression √20 + 5 - 43 :

Step 1: Simplify the square root of 20:

[tex]\sqrt{20}[/tex]

Step 2: Calculate the value of the square root:

[tex]\sqrt{20} = 2\sqrt{5}[/tex]

Step 3: Substitute the value of the square root into the expression:

[tex]2\sqrt{5} + 5 - 43[/tex]

Step 4: Perform addition:

[tex]2\sqrt{5} + 5 = 2\sqrt{5} + \frac{5}{1} = \frac{2\sqrt{5} + 5}{1}[/tex]

Step 5: Perform subtraction:

[tex]\frac{2\sqrt{5} + 5}{1} - 43 = \frac{2\sqrt{5} + 5 - 43}{1}[/tex]

Step 6: Simplify the numerator:

[tex]\frac{2\sqrt{5} - 38}{1}[/tex]

Step 7: Simplify the expression:

[tex]2\sqrt{5} - 38[/tex]

Therefore, the calculation √20 + 5 - 43 simplifies to 2√5 - 38.

Answer:

-7

Step-by-step explanation:

divide by 7 on both sides and you get i = -7

The missing reason in the proof is "mZDEC = 90°" or "Angle DEC is a      right angle."

The missing reason in the proof is the statement "mZDEC = 90°". This statement implies that the angle DEC is a right angle, which is a crucial piece of information in proving that ABCD is a square.

In a square, all angles are right angles, so if we can establish that an angle in the figure is 90°, we can conclude that the figure is a square. In this case, the angle DEC being 90° is the key piece of evidence that supports the claim that ABCD is a square.

The statement "mZDEC = 90°" indicates that the measure of angle DEC is 90 degrees. This is significant because it confirms that one of the angles in the figure is a right angle, meeting the definition of a square.

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Answer:

d. 465 degrees (not my own answer, see below)

Step-by-step explanation:

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Answer:

ougylbhj,

Step-by-step explanation:

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Answer:

5/4 = h/44, so h = 55

The height of the tree is 55 feet.

D is correct.

No matter the values of P, V, T, p, and t, as long as the equation PV/T = pv/t holds true, the solution for v is always equal to V.

To solve for v in the equation PV/T = pv/t, we can manipulate the equation to isolate v on one side.

Starting with the given equation:

PV/T = pv/t

To isolate v, we can cross-multiply:

PVt = pVt

Next, we divide both sides of the equation by pt:

V = v

Therefore, the solution is v = V.

In other words, v is equal to V, which means they represent the same values.

This implies that v and V are interchangeable and can be used interchangeably in the equation.

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Answer:

  All statements above are false

Step-by-step explanation:

You want to know which of the statements saying translation, rotation, and reflection change the measures of line segments or angles is true.

Translation, rotation, and reflection are referred to as "rigid motion." That means all parts of the transformed figure keep their measures and positions relative to other parts of the figure. No lengths or angle measures are changed.

  All of the (above) listed statements are false.

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The sequence based on the information would be: B. an = [tex]10 1/2^{-1}[/tex]average rate of change is negative fifteen halves.

This question is about exponent function/series. You are given 3 points from the function, point A (1,10), point B( 2, 5), and point  C(4,1.25).  

If you insert point A to the function, an will give a result of 10 for n=1.

For n=0, the result would be:

an= 10([tex]1/2^{-1}[/tex])

= 10 * 2

= 20

Then the average rate of change from n=0 to n=2 would be:

Rate of change= (y₂ -y₁)/ (x₂ -x₁)

Rate of change= (5-20)/ (2-0)

= -15/2

= negative fifteen halves

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The simplified expression of the expression (x)³(−x³y)² is x⁹y²

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

(x)3(−x3y)2

Express properly

So, we have

(x)³(−x³y)²

Open the brackets

(x)³(−x³y)² = x³ * x⁶y²

Multiply (x)³ and x⁶ in the expression

So, we have the following representation

(x)³(−x³y)² = x⁹y²

Hence, the simplified expression is x⁹y²

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1. Area of the smaller circle is 100πcm²

2. Area of the bigger circle 800πcm²

The formula for the circumference of a circle is expressed as;

Circumference = 2πr

Substitute the values, we get;

20π = 2πr

Divide by the coefficient of r, we get;

r = 10cm

Now, area of a circle is expressed as;

Area = πr²

Substitute the value of the radius

Area = π × 10²

Find the square

Area = 100πcm²

Area of the big circle = 8(area of the small circle)

substitute the values

Area of the big circle = 8(100π)

expand the bracket

Area of the big circle = 800 πcm²

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The area of the composite shape is 125units²

The area of a figure is the number of unit squares that cover the surface of a closed figure.

A composite shape can be defines as a shape created with two or more basic shapes.

The composite shape can be divided into 2 equal squares and a rectangles.

Area of the square = l²

= 5× 5 = 25

For two squares it will be;

25 × 2

= 50 units²

area of the rectangle = l× w

where w is the width

A = 15 × 5

= 75 units²

Therefore the area of the composite shape = 50 + 75 = 125 units²

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24. The length RT is 18 units

25. The equation of the circle graphed is x² + (y - 3)² = 16

The length RT can be calculated using the intersecting secants equation

So, we have

11 * (11 + x) = 9 * (9 + 13)

So, we have

11 + x = 18

This gives

RT = 18

The equation of the circle graphed is represented as

(x - a)² + (y - b)² = r²

Where, we have

So, we have

(x - 0)² + (y - 3)² = 4²

Evaluate

x² + (y - 3)² = 16

Hence, the equation of the circle graphed is x² + (y - 3)² = 16

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Answer:

-3x + 3

Step-by-step explanation:

To find the equation of a line perpendicular to the line passing through (-2, 1) and (4, 3), we need to determine the slope of the original line first. Then, we can use the negative reciprocal of that slope to find the slope of the perpendicular line. Finally, we can use the point-slope form to write the equation of the perpendicular line.

Step 1: Find the slope of the original line.

Slope (m) = (change in y) / (change in x)

m = (3 - 1) / (4 - (-2))

m = 2 / 6

m = 1/3

Step 2: Determine the slope of the perpendicular line.

The slope of the perpendicular line is the negative reciprocal of the original line's slope.

Perpendicular slope = -1 / (1/3)

Perpendicular slope = -3

Step 3: Use the point-slope form to write the equation.

The point-slope form is given by:

y - y1 = m(x - x1)

Using the point (-2, 9) and the perpendicular slope (-3), we can write the equation as:

y - 9 = -3(x - (-2))

y - 9 = -3(x + 2)

y - 9 = -3x - 6

y = -3x + 3

Therefore, the equation of the line perpendicular to the line passing through (-2, 1) and (4, 3) and passing through (-2, 9) is y = -3x + 3.

Solving linear equations using matrices involves steps ranging from creating an augmented matrix, performing row operations, back substitution, and then interpreting results

To solve a system of linear equations using matrices:

Step 1: Write the system of linear equations in matrix form.

Represent the coefficients of the variables as a matrix (called the coefficient matrix), and the constants on the right side of the equations as another matrix (called the constant matrix).

Step 2: Create the augmented matrix.

Combine the coefficient matrix and the constant matrix into a single matrix by appending the constant matrix as an additional column. This combined matrix is called the augmented matrix.

Step 3: Perform row operations to achieve row-echelon form.

Use row operations (swapping rows, multiplying a row by a constant, or adding/subtracting rows) to manipulate the augmented matrix into row-echelon form. Row-echelon form has zeroes below the diagonal and non-zero elements on the diagonal.

Step 4: Perform back-substitution.

Starting from the last row of the row-echelon form matrix, solve for the variables using back-substitution. Substitute the values of the variables you find into the previous rows to determine the remaining variable values.

Step 5: Interpret the results.

Once you have solved all the variables, you have found the solution to the system of linear equations. If there are infinitely many solutions or no solutions, this will be indicated by the row-echelon form.

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Answer:

The phrase "The product of a number and five added to 17" can be represented mathematically as:

5x + 17

In this expression, 'x' represents the unknown number. The product of the number and five is calculated by multiplying the number by 5, and then 17 is added to the result.

The trigonometric equation is tan 2A cot A-1 = sec 2A

We have to prove the trigonometric equation

tan 2A cot A-1 = sec 2A

Now let us take LHS

tan 2A cot A-1  

2tanA/1-tan²A - 1 . cotA - 1

2-1+tan²A/1-tan²A

1+tan²A/1-tan²A

sec2A

Hence, the trigonometric equation is tan 2A cot A-1 = sec 2A

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8/5 is the value that is not one of the possible rational zeros of the given polynomial.

Using the Rational Root Theorem, we need to consider the factors of the constant term (-8) divided by the factors of the leading coefficient (5).

The factors of -8 are ±1, ±2, ±4, ±8.

The factors of 5 are ±1, ±5.

Since the leading coefficient of the given polynomial is positive (5), the negative factors can be ignored.

So, the possible rational zeros are:

1/1, 2/1, 4/1, 8/1, 1/5, 2/5, 4/5, 8/5

Now, we can substitute each of these values into the polynomial and see if any of them result in a zero.

Upon checking, we find that 8/5 is not a zero of the polynomial 5x³ - 2x² + 20x - 8.

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54° is the value of the given angle BAC.

As we know that the arc and angles formed by intersecting chords,

θ = (α + β)/2    .....(i)

According to the given figure, we have

θ = 10x+4

α =9x-12

β = 12x +15

Substitute the value in equation (1)

10x+4 = (9x-12+12x +15)/2

20x+8 = 21x +3

x = 8-3

x = 5

Thus,

∠BAC = θ

= 10*5+4

= 50 + 4

=54

Therefore, the value of the given angle will be 54°.

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1. Event A includes the outcomes of H and T,

2. while event AC includes all the possible outcomes of rolling a number cube, which are 1, 2, 3, 4, 5, and 6.

1. Event A is defined as tossing a heads on a coin, regardless of the outcome of rolling a number cube. Therefore, the outcomes in event A are H (heads) and T (tails), since either of these outcomes could occur when rolling a number cube and tossing a coin.

2. Event AC is the complement of event A, i.e., it is the set of outcomes that are not in event A. Since event A contains H and T, the outcomes in event AC are the remaining outcomes that are not in event A, which are all the possible outcomes when rolling a number cube: 1, 2, 3, 4, 5, and 6.

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The Area function [tex]A(x) = 2x * \sqrt(16 - x^2).[/tex]

(a) For a rectangle inscribed in a semicircle of radius 4 cm, let half-length be x and height be y.

Therefore, the Area function [tex]A(x) = 2x * \sqrt(16 - x^2).[/tex]

(b) Maximum area occurs when x = [tex]4 * sin(\pi/4), so A(4 * sin(\pi/4)) = 16 cm^2.[/tex]

(c) Dimensions for the largest inscribed rectangle are smaller dimension (height) ≈ of 2.83 cm, a larger dimension (base) ≈ of 5.66 cm.

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Answer:

Step-by-step explanation:

To determine the significance level for the difference in means between the first two groups, we need to refer to the provided normal distribution. However, you haven't provided the details or parameters of the normal distribution, such as the mean and standard deviation. Without this information, it is not possible to determine the exact significance level required.

In hypothesis testing, the significance level, typically denoted as α (alpha), is chosen by the researcher before conducting the experiment. It represents the threshold at which the researcher considers the results to be statistically significant. Commonly used significance levels are 0.05 (5%) or 0.01 (1%).

Please provide the necessary parameters or more information about the normal distribution to determine the specific significance level for the difference in means between the first two groups.

The probability that the engine will not fail between 55,000 and 65,000 miles, based on normal distribution probabilities, when the mean failure is 60,000 miles and standard deviation of 5,000 miles is e) 68%.

Normal distribution probability is a continuous probability distribution with symmetrical values that mostly cluster around the mean.

We can compute the normal distribution probability using the normal distribution calculator.

Mean number of miles when a car's engine fails = 60,000 miles

Standard deviation = 5,000 miles

Sample  cutoff = between 55,000 and 65,000 miles

The probability of the engine fail between 55,000 and 65,000 miles = 0.6827.

= 68%.

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a) 25%

b) 40%

c) 35%

d) 32%

e) 68%

The triangle shown in the figure formed by the line connecting the center of the Earth to the Station 1, the Station 1 to the Satellite, and the Satellite to the center of the Earth forms a right triangle.

A right triangle is a triangle that has a 90 degrees interior angle.

The line joining the center of the Earth and Station 1 is perpendicular to the line connecting the Satellite to Station 1, because, the line connecting the Satellite to Station 1 is a tangent and tangents to a circle are perpendicular to a radius of the circle at the point of tangency.

The triangle formed by connecting the center of the Earth to the Station 1, and connecting the Satellite to Station 1, and connecting the Satellite to the center of the Earth forms a right triangle, because the angle formed by the line connecting the center of the Earth to Station 1, forms a right angle with the tangent from the Satellite to the Station 1

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Answer:

14

Step-by-step explanation:

14.5 to 1

205/14.5 = 14

The probability values are P(30 ≤ Amount ≤ 59) = 0.43, P(Amount ≥ 60 or Amount < 30) = 0.57 and P(Amount ≥ 40) = 0.45

At least $30 but not more than $59

This means that we use the money spent from 30 to 59

So, we have

30 to 59 = 76 + 58 + 67

30 to 59 = 201

Total = 85 + 98 + 201 + 84

Total = 468

Next, we have

P(30 ≤ Amount ≤ 59) = 201/468

P(30 ≤ Amount ≤ 59) = 0.43

At least $60 or less than $30

This means that we use the money spent less than 30 and greater than or equal to 60

So, we have

At least $60 or less than $30 = 84 + 85 + 98

At least $60 or less than $30 = 267

Next, we have

P(Amount ≥ 60 or Amount < 30) = 267/468

P(Amount ≥ 60 or Amount < 30) = 0.57

At least $40

This means that we use the money spent greater than or equal to 40

So, we have

At least $40 = 58 + 67 + 84

At least $40 = 209

Next, we have

P(Amount ≥ 40) = 209/468

P(Amount ≥ 40) = 0.45

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A) The inequality that the weight of a child who has outgrown the small T-shirt is w > 55. B) The inequality that the weight of a child who is not ready for the small T-shirt yet. Is y < 43

a. To describe the weight (w) of a child who has outgrown the small T-shirt, we can use the inequality:

w > 55

This inequality states that the weight of a child (w) must be greater than 55 pounds for them to have outgrown the small T-shirt.

b. To describe the weight (y) of a child who is not ready for the small T-shirt yet, we can use the inequality:

y < 43

This inequality states that the weight of a child (y) must be less than 43 pounds for them to not be ready for the small T-shirt yet.

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