Question 23 (2 points)
A standard deck of cards contains 4 suits of the same 13 cards. The contents of a
standard deck are shown below:

Standard deck of 52 cards
4 suits (CLUBS, SPADES, HEARTS, DIAMONDS)

13 CLUBS
13 SPADES
13 HEARTS
13 DIAMONDS

If two cards are drawn at random from the deck of cards, what is the probability both
are kings?

4/52
3/51
12/2652
16/2704

Step-by-step explanation:

240g divided in ratios.

divide 240g in the ratio 5:4:3

To divide 240g in the ratio 5:4:3, we need to determine the amount of each part of the ratio.

First, we need to find the total number of parts in the ratio, which is 5 + 4 + 3 = 12.

Next, we divide the total amount (240g) by the total number of parts (12) to find the value of one part:

240g ÷ 12 = 20g

Therefore, one part of the ratio is equal to 20g.

To find the amount of each part of the ratio, we can multiply the value of one part by the corresponding number in the ratio.

The amounts are:

5 parts: 5 × 20g = 100g

4 parts: 4 × 20g = 80g

3 parts: 3 × 20g = 60g

Therefore, to divide 240g in the ratio 5:4:3, we need 100g, 80g, and 60g for each part of the ratio, respectively.

Answer

100g , 80g , 60g

Step-by-step explanation:

      Ratio = 5 : 4 : 3

Let the unit share be 'x'.

So, three shares are 5x, 4x and 3x.

Total weight = 240 g

Total shares = 5x + 4x + 3x =  12x

Sum of all the shares equal to the total weight.

          12x = 240g

             x = 240 ÷ 12 = 20

The value of unit share is 20 g. From this we can find the weight of each share.

5x = 5 * 20 = 100g

4x = 4 * 20 = 80 g

3x = 3 * 20 = 60 g

Option B: The ratio of the volume of soil to the volume of sand is 1:4.

Looking at the table, we can see that for every 100 m³ increase in soil, the sand volume increases by 25 m³. This gives us a ratio of 4:1, which means that the volume of sand is one-fourth of the volume of soil. Therefore, option B is correct.

Option D: The equation y = 4x models the relationship.

We can see that the volume of sand is always one-fourth of the volume of soil. Therefore, we can write y = (1/4)x or y = 0.25x. This equation is the same as y = 4x. Therefore, option D is also correct.

So, the correct statements are B and D.

In mathematics, a graph is a visual representation of data or a mathematical function. It consists of a set of points or vertices connected by lines or curves called edges or arcs, which represent the relationships between the points. Graphs can be used to show trends, patterns, and relationships in data, and they are commonly used in fields such as statistics, economics, and computer science. Some common types of graphs include line graphs, bar graphs, pie charts, scatterplots, and network graphs.

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The table mentioned in the question has been attached below.

Answer:

x = 6

Step-by-step explanation:

If 3 or more parallel lines are intersected by two or more transversals , the parallel lines divide the transversals proportionally.

here 3 parallel lines are intersected by two transversals , then

[tex]\frac{1+4x}{20}[/tex] = [tex]\frac{15}{27-15}[/tex]

[tex]\frac{1+4x}{20}[/tex] = [tex]\frac{15}{12}[/tex] ( cross- multiply )

12(1 + 4x) = 20 × 15 = 300 ( divide both sides by 12 )

1 + 4x = 25 ( subtract 1 from both sides )

4x = 24 ( divide both sides by 4 )

x = 6

Answer:

Step-by-step explanation:

13. [tex]\frac{4}{20}*100= 20[/tex]%

14. [tex]\frac{2}{25}*100=8[/tex]%

15. [tex]\frac{35}{50}*100=70[/tex]%

16. [tex]\frac{150}{200} *100=75[/tex]%

17.  [tex]\frac{4}{100}*x=56\\ 56*\frac{100}{4}=1400\\[/tex]days

Answer:

39.

Step-by-step explanation:

From the group of 10-14 hours worked per week, 8 students.

From the group of 15-19 hours worked per week, 4 students.

From the group of 20-24 hours worked per week, 12 students.

From the group of 25-29 hours worked per week, 8 students.

From the group of 30-34 hours worked per week, 4 students.

And finally, from the group of 35+ hours worked per week, 3 students.


So, 8+4+12+8+4+3 = 39 students.

The gravitational force that the moon produces on the Earth is approximately [tex]1.98 \times 10^{20}\ \mathrm{N}$.[/tex]

What is gravitational force?

Gravitational force is the force of attraction that exists between any two objects in the universe with mass. This force is directly proportional to the masses of the objects and inversely proportional to the square of the distance between their centers.

The gravitational force that the moon produces on the Earth can be calculated using the formula:

[tex]F = G \cdot \frac{m_1 \cdot m_2}{r^2}[/tex]

where:

[tex]G$ = gravitational constant = $6.67430 \times 10^{-11}\ \mathrm{N(m/kg)^2}$[/tex]

[tex]m_1$ = mass of the moon = $7.34 \times 10^{22}\ \mathrm{kg}$[/tex]

[tex]m_2$ = mass of the Earth = $5.97 \times 10^{24}\ \mathrm{kg}$ (approximate)[/tex]

[tex]r$ = distance between the centers of the Earth and the moon = $3.88 \times 10^8\ \mathrm{m}$[/tex]

Substituting these values into the formula, we get:

[tex]F &= 6.67430 \times 10^{-11} \cdot \frac{7.34 \times 10^{22} \cdot 5.97 \times 10^{24}}{(3.88 \times 10^8)^2} \&= 1.98 \times 10^{20}\ \mathrm{N}[/tex]

Therefore, the gravitational force that the moon produces on the Earth is approximately [tex]1.98 \times 10^{20}\ \mathrm{N}$.[/tex]

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The probability that X = 3 is 1/12.

To compute the probability that X = 3, we need to consider all possible ways of drawing three chips and count the number of ways in which we obtain three blue chips.

The total number of ways of drawing three chips from the urn without replacement is:

10C3 = (10!)/(3!7!) = 120

This is because we need to choose 3 chips out of the 10 in the urn, and the order in which we draw them does not matter.

Now, we need to count the number of ways in which we can obtain three blue chips. Since there are 5 blue chips in the urn, the number of ways of choosing 3 blue chips out of 5 is:

5C3 = (5!)/(3!2!) = 10

Therefore, the probability of obtaining three blue chips is:

P(X = 3) = 10/120 = 1/12

Hence, the probability that X = 3 is 1/12.

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The probability that X which denotes the total number of blue chips obtained when 3 consecutive chips are drawn from the urn without replacement is 1/12.

To calculate the probability that X = 3, the first step is to consider all the possible ways in which three chips can be drawn and count the number of ways in which we obtain three blue chips.

The total number of ways of drawing three chips from the urn without replacement is:

¹⁰C₃ = (10!)/(3!)(7!) = 120

This is because we need to choose 3 chips out of the 10 in the urn, and the order in which we draw them does not matter. Now, we need to count the number of ways in which we can obtain three blue chips. Since there are 5 blue chips in the urn, the number of ways of choosing 3 blue chips out of 5 is:

⁵C₃ = (5!)/(3!)(2!) = 10

Therefore, the probability of obtaining three blue chips is:

P(X = 3) = 10/120 = 1/12

Hence, the probability that X = 3 is 1/12.

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Answer:

-32

Step-by-step explanation:

2x ^ 2 - 4

2(-4) ^ 2 - 4(16)

32 - 64

-32

The volume of the globe is 905 cubic inches, for the given surface area.

The area is the area occupied by a two-dimensional flat surface. It has a square unit of measurement. The surface area of a three-dimensional object is the space taken up by its outer surface. The region that includes the base(s) and the curved portion is referred to as the total surface area. It is the overall area that the object's surface occupies. The total area of a form with a curved base and surface is equal to the sum of the two areas.

The volume of the globe is given as:

V = 4/3πr³

The surface area if given as:

SA = 4πr²

Substituting the values of the given SA we have:

452.39 = 4 * 3.14(r²)

r = 6.01

Now, substitute the value of r in the equation of volume we have:

V = 4/3(3.14)(6.01)³

V = 904.78.

Hence, the volume of the globe is 905 cubic inches, for the given surface area.

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Answer:

Player Efficiency Rating (PER)

Step-by-step explanation:

The statistic used in basketball as an all-in-one rating of how well a player performs per minute they play is Player Efficiency Rating (PER).

The statistic used in basketball as an all-in-one rating of how well a player performs per minute they play is the Player Efficiency Rating (PER). So, correct option is D.

PER is a widely used metric that quantifies a player's overall performance by taking into account various statistical categories and normalizing them based on playing time.

PER evaluates a player's contributions in areas such as points, rebounds, assists, steals, blocks, and turnovers. It considers both positive and negative statistical events and provides a single numerical value that represents a player's efficiency on the court. A higher PER indicates a more productive player.

On the other hand, Wins Above Replacement (WAR) is a metric commonly used in baseball to estimate the number of wins a player contributes to their team compared to a replacement-level player.

Field Goal Percentage (FG%) measures the accuracy of a player's shooting by calculating the percentage of successful field goal attempts. Double doubles (DD2) count the number of games in which a player achieves double-digit totals in two statistical categories.

Among the options listed, Player Efficiency Rating (PER) is specifically designed to assess a player's overall performance per minute played in basketball.

So, correct option is D.

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We can see here the values of the interior angles will be: A) m∠X = 131º, m∠Y = 16º, m∠Z = 33º.

An interior angle is an angle created between two adjacent sides of a polygon. To put it another way, it is the angle created by two polygonal sides that have a shared vertex.

Sum of interior angles of a triangle = 180°

[tex]2p + \frac{1}{4} p + \frac{1}{2} p = 180[/tex]

11p/4 = 180°

p = 720°/11

m∠X = 2p = 2 ×  720°/11 = 130.9 ≈ 131°

m∠Y = [tex]\frac{1}{4} p[/tex] = 1/4 × 720°/11 = 16.3 ≈ 16°

m∠Z = [tex]\frac{1}{2} p[/tex] = 1/2 × 720°/11 = 32.7 ≈ 33°

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Step-by-step explanation:

x+2  is to 4     as   28 is to 7

(x+2) / 4 = 28 / 7    <====solve for 'x'

x+2 = 16

x = 14

Hello, I think the answer is D. Since the scores arent that huge of a gap, dot plot because small number scores are reported individually

A quadratic function in standard form that passes through the points [tex](-8,0), (-5,-3), and (-2,0)[/tex] is equals to the [tex]f(x) = (1/3)( x^{2} + 10x + 16)[/tex].

f(x) = ax2 + bx + c, in which a, b, and c are integers and an is not equal to zero, is a quadratic function. A parabola is the shape of a quadratic function's graph.

In other terms, you have a quadratic equation if a times the squares of the expression after b plus b twice that same equation not square plus c equals 0.

[tex]f(x) = ax^{2} + bx + c ----(1)[/tex]

is determined by three points and must be [tex]a[/tex] not equal [tex]0[/tex]. That is for determining the f(x) we have to determine value of three values a, b, and c. Now, we have three ordered pairs [tex](-8,0), (-5,-3)[/tex], and [tex](-2,0)[/tex] and we have to determine quadratic function passing through these points. So, firstly, plug the coordinates of point[tex]( -8,0), x = -8, y = f(x) = 0[/tex] in equation [tex](1)[/tex],

[tex]= > 0 = a(-8)^{2} + b(-8) + c[/tex]

[tex]= > 64a - 8b + c = 0 -------(2)[/tex]

Similarly, for second point [tex]( -5,-3) , f(x) = -3, x = -5[/tex]

[tex]= > - 3 = a(-5)^{2} + (-5)b + c[/tex]

[tex]= > 25a - 5b + c = -3 --(3)[/tex]

Continue for third point [tex](-2,0)[/tex]

[tex]= > 0 = a(-2)^{2} + b(-2) + c[/tex]

[tex]= > 4a -2b + c = 0 --(4)[/tex]

So, we have three equations and three values to determine.

Subtract equation [tex](4)[/tex] from [tex](2)[/tex]

[tex]= > 64 a - 8b + c - 4a + 2b -c = 0[/tex]

[tex]= > 60a - 6b = 0[/tex]

[tex]= > 10a - b = 0 --(5)[/tex]

subtract equation [tex](4)[/tex] from [tex](3)[/tex]

[tex]= > 21a - 3b = -3 --(6)[/tex]

from equation (4) and (5),

[tex]= > 3( 10a - b) - 21a + 3b = -(- 3)[/tex]

[tex]= > 30a - 3b - 21a + 3b = 3[/tex]

[tex]= > 9a = 3[/tex]

[tex]= > a = 1/3[/tex]

from [tex](5)[/tex] , [tex]b = 10a = 10/3[/tex]

from [tex](4)[/tex], [tex]c = 2b - 4a = 20/3 - 4/3 = 16/3[/tex]

So,[tex]f(x)= (1/3)( x^{2} + 10x + 16)[/tex]

Hence, required values are [tex]1/3, 10/3,[/tex] and [tex]16/3[/tex].

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Answer:

-------------------------------------

Given 3 points of a quadratic function and two of them lie on the x-axis:

These two points are representing the roots of the function. With known roots we can show the function in the factor form:

Substitute the roots into the equation and use the third point with coordinates x = - 5, f(x) = - 3, find the value of a:

This gives us the function in the factor form:

Convert this into standard form of f(x) = ax² + bx + c:

There are 81 potential outcomes in Andy's sample space.

Potential Outcomes is a list of every scenario that could happen as a result of an occurrence. For instance, while rolling a dice, the possible results are 1, 2, 3, 4, 5, and 6. 6. Favorable Result - the intended outcome. For instance, if you roll a 4 on a dice, the only possible result is 4.

The total number of cards (i.e., 4 + 3 + 2 = 9) determines the number of outcomes that can occur in each draw.

We must multiply the total number of results for each draw in order to determine the total number of possible outcomes for the two draws.

For two draws with replacement, there are exactly as many outcomes available as the product of the amount of outcomes that could occur in each draw.

9 × 9 = 81.

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Answer:

Step-by-step explanation:

A

a. X= number of unbroken eggs in a standard carton. b. Y= number of absent students on first day of a course. c. U= number of swings before hitting a golf ball. d. X= length of a rattlesnake.

e. Z= royalties earned from selling a first edition of 10,000 textbooks. f. Y= pH of a soil sample. g. X= tension (psi) of a tennis racket. h. X= total coin tosses required for three individuals to get a match.

a. X can take on values 0, 1, 2, 3, 4, 5, 6, as there can be zero to six unbroken eggs in a standard egg carton. X is a discrete random variable.

b. Y can take on values 0, 1, 2, 3, ..., n, where n is the total number of students on the class list. Y is a discrete random variable.

c. U can take on values 1, 2, 3, .... U is a discrete random variable.

d. X can take on any positive real value, as the length of a rattlesnake can vary continuously. X is a continuous random variable.

e. Z can take on any non-negative real value, as the amount of royalties earned can be any non-negative amount. Z is a continuous random variable.

f. Y can take on any value between 0 and 14, as the pH of a soil sample can range from 0 to 14. Y is a continuous random variable.

g. X can take on any positive real value, as the tension at which a tennis racket has been strung can vary continuously. X is a continuous random variable.

h. X can take on values 3, 4, 5, 6, ... as there must be at least three coin tosses and the tosses must continue until a match is obtained. X is a discrete random variable.

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Therefore , the solution of the given problem of unitary method comes out to be  the attraction sold 943 child tickets and 736 adult tickets on that particular day.

It is possible to accomplish the objective by using previously recognized variables, this common convenience, or all essential components from a prior malleable study that adhered to a specific methodology. If the expression assertion result occurs, it will be able to get in touch with the entity again; if it does not, both crucial systems will undoubtedly miss the statement.

Here,

Assume the attraction sold x tickets for adults and y tickets for kids.

Based on the supplied data, we can construct the following two equations:

=>  x + y = 1679 (equation 1, representing the total number of tickets sold)

=>  35x + 20y = 44620 (equation 2, representing the total revenue generated)

Using the elimination technique, we can find the values of x and y.

When we divide equation 1 by 20, we obtain:

=>  20x + 20y = 33580 (equation 3)

Equation 3 is obtained by subtracting equation 2 to yield:

=>  15x = 11040

=>  x = 736

When we enter x = 736 into equation 1, we obtain:

=>  736 + y = 1679

=> y = 943

As a result, the attraction sold 943 child tickets and 736 adult tickets on that particular day.

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The value of sinθ = -[tex]\frac{7}{8}[/tex] using trigonometry.

One of the most significant areas of mathematics, trigonometry has a wide range of applications. Trigonometry is a field of mathematics that primarily focuses on the analysis of how a right-angle triangle's sides and angles relate to one another.  Therefore, using trigonometric formulas, functions, or trigonometric identities can be helpful in determining the absent or unknown angles or sides of a right triangle. Angles in geometry can be expressed as either degrees or radians. 0°, 30°, 45°, 60°, and 90° are some of the trigonometric angles that are most frequently used in computations.

In this question,

sin²θ + cos²θ= 1

sin²θ + (-1/4)² = 1

sin²θ = 1- (1/8)

sinθ = ± √(7/8)

since, it is in the third quadrant,

sinθ= -[tex]\frac{7}{8}[/tex]

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If T denote the number of coupons one needs to select to obtain at least one of each type., P(T > n) = ∑(-1)^x * Σ_{1≤i₁<i₂<...<iₓ≤N} P{i₁} * P{i₂} * ... * P{iₓ}

The problem of finding the probability P(T > n), where T is the number of coupons needed to obtain at least one of each type, can be solved using the principle of inclusion-exclusion.

Let S be the event that the i-th type of coupon has not yet been obtained after selecting n coupons. Then, using the complement rule, we have:

P(T > n) = P(S₁ ∩ S₂ ∩ ... ∩ Sₙ)

By the principle of inclusion-exclusion, we can write:

P(T > n) = ∑(-1)^x * Σ_{1≤i₁<i₂<...<iₓ≤N} P{i₁} * P{i₂} * ... * P{iₓ}

where the outer sum is taken over all even values of k from 0 to N, and the inner sum is taken over all sets of k distinct indices.

This formula can be computed efficiently using dynamic programming, by precomputing all values of Σ_{1≤i₁<i₂<...<iₓ≤N} P{i₁} * P{i₂} * ... * P{iₓ} for all x from 1 to N, and then using them to compute the final probability using the inclusion-exclusion formula.

In practice, this formula can be used to compute the expected number of trials needed to obtain all N types of coupons, which is simply the sum of the probabilities P(T > n) over all n.

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The rank of the three circuits consisting of concentric circular arcs according to the magnitudes of the magnetic fields they produce at C, from least to greatest is (3), (2), (1).

We know that, the radial segments don't produce magnetic field at C, so consider arcs.

Assume that the current is counter clockwise and the magnetic field to be positive pointing out of the page.

Understand that, magnetic field at the center from an arc φ of radius R is [tex]\frac{{{\mu _0}i\phi }}{{4\pi R}}[/tex]

Therefore, for (1) :

[tex]\begin{gathered}\begin{array}{l}B = \frac{{{\mu _0}i\pi }}{{4\pi \left( {3r} \right)}} + \frac{{{\mu _0}i\pi }}{{4\pi r}}\\ \Rightarrow B = \frac{1}{3}\frac{{{\mu _0}i}}{r}\end{array}\end{gathered}[/tex]

For (2) :

[tex]\begin{gathered}\begin{array}{l}B = \frac{{{\mu _0}i\pi }}{{4\pi \left( {3r} \right)}} - \frac{{{\mu _0}i\pi }}{{4\pi r}}\\ \Rightarrow B = - \frac{1}{6}\frac{{{\mu _0}i}}{r}\end{array}\end{gathered} \\[/tex]

For (3) :

[tex]\begin{gathered}\begin{array}{l}B = \frac{{{\mu _0}i\pi }}{{4\pi \left( {3r} \right)}} - \frac{{{\mu _0}i\left( {\frac{\pi }{2}} \right)}}{{4\pi r}} - \frac{{{\mu _0}i\left( {\frac{\pi }{2}} \right)}}{{4\pi \left( {2r} \right)}}\\ \Rightarrow B = - \frac{5}{{48}}\frac{{{\mu _0}i}}{r}\end{array}\end{gathered}[/tex]

Therefore, the magnitude of the magnetic fields at C after arranging them in the order of least to greatest are (3), (2), (1).

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Step-by-step explanation:

A + B = 188

A = 188 - B - (1)

Now,

A - B = 34

188 - B - B = 34 (Substituting eqn 1 in A)

188 - 34 = 2B

154 = 2B

• B = 77 tons

Now

A = 188 - B

A = 188 - 77

A = 111 tons

150 - 141 = 9 seniors are not enrolled in any classes.

The area of mathematics known as statistics is used to gather, analyse, and interpret data. To predict the future, determine the likelihood that a specific event will occur, or learn more about a survey, statistics can be employed.

The Venn diagram reveals the amount of seniors enrolling in at least one of the courses as follows:

80 + 41 + 54 - 10 - 19 - 12 + 7

= 141

Therefore, 150 - 141 = 9 seniors are not enrolled in any classes.

= 9

So, there are 9 seniors taking none of the courses. Answer: 9.

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The solution for question a), b) and c) are as follows. The number of ways to choose 24 candies is 20475. And the number of  of ways to choose 24 candies with at least a piece of each flavor is 7700. Similarly, the total number of ways to choose 24 candies with at least 2 cherry and at least 2 lemon is 272.

(a) To choose 24 candies from 5 types of hard candies, we can use the stars and bars method. We need to distribute 24 candies among 5 types, where each type can have 0 or more candies.

We can represent this by 24 stars (*) and 4 bars (|) to separate the candies of different types. The number of ways to arrange these stars and bars is the same as the number of ways to choose 4 positions out of 28 to place the bars. Therefore, the number of ways to choose 24 candies is:

(28 choose 4) = 20475

(b) To choose 24 candies with at least a piece of each flavor, we can first choose 5 candies, one of each flavor, and then choose 19 candies from the remaining candies. The number of ways to choose 19 candies from 20 candies (excluding one candy of each flavor) is:

(19 + 4 - 1) choose (4 - 1) = 22 choose 3 = 1540

Therefore, the total number of ways to choose 24 candies with at least a piece of each flavor is:

5 * 1540 = 7700

(c) To choose 24 candies with at least 2 cherry and at least 2 lemon, we can use the inclusion-exclusion principle. Let A be the event that we choose at least 2 cherry, and let B be the event that we choose at least 2 lemon. Then the number of ways to choose 24 candies with at least 2 cherry and at least 2 lemon is:

P(A union B) = P(A) + P(B) - P(A intersect B)

To calculate P(A), we can choose 2 cherry and then choose 20 candies from the remaining 3 types, which is:

(2 choose 2) * (20 + 3 - 1) choose (3 - 1) = 22 choose 2 = 231

Similarly, P(B) is also 231.

To calculate P(A intersect B), we can choose 2 cherry, 2 lemon, and then choose 18 candies from the remaining 3 types, which is:

(2 choose 2) * (2 choose 2) * (18 + 3 - 1) choose (3 - 1) = 20 choose 2 = 190

Therefore, the total number of ways to choose 24 candies with at least 2 cherry and at least 2 lemon is:

2 * 231 - 190 = 272

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Answer:

Given: Angle 1 = 32, Angle 2 = x + 29 ----- Answer is x = 119°

Given: 54 + x = 90 ----- Answer is x = 36°

Given: Angle 1 = x, Angle 2 = 24 + 2x ----- Answer is x = 22°

Step-by-step explanation:

1. Supplementary angle = 180°

Angle 1 = 32°    Angle 2 = x + 29

Angles 1 + 2 = 180°

32° + x + 29° = 180°

32° + x = 180° - 29°

32° + x = 151°

x = 151° - 32°

x = 119°

2. Complementary angle = 90°

Given: 54 + x = 90

90 - 54 = x

x = 36°

3. Complementary angle = 90°

Given: Angle 1 = x, Angle 2 = 24 + 2x

Angles 1 + 2 = 90°

x + 24 + 2x = 90°

3x + 24 = 90°

3x = 90° - 24

3x = 66°

x = 66°/3

x = 22°

Hope it helps!

By answering the presented question, we may conclude that As a result, the slope equation for the line perpendicular to y = 1/4 and passing through (-6,9) is x = -6.

Slope is the slope of the regression of a curve or a line in mathematics. It serves as a measure of the way the como of a formula varies once the x-value alters. The slope of a line is commonly symbolised by the letter m and may be computed as follows: m = (y2 - y1) / (x2 - x1) (x1, y1) and (x2, y2) have been any 2 things on the line. A line's slopes might be favorable, zero, zero, or unknown. A positive slope signifies that the line ascends to left to right, even though a negative slope indicates that now the line drops from left to right.

We must first determine the slope of a line perpendicular to the line y = 1/4 in order to derive its equation.

Because y = 1/4 is a horizontal line, its slope is zero. The slope of a line perpendicular to this line is the inverse of the slope of y = 1/4.

The negative reciprocal of 0 is undefined, although the perpendicular line can be considered a vertical line. The equation of a vertical line going through the point (-6,9) is x = -6.

As a result, the equation for the line perpendicular to y = 1/4 and passing through (-6,9) is x = -6.

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The equation of a perpendicular line passing through a point (x1, y1) may be expressed in the form: if the slope-intercept form of the equation of the original line is  [tex]y = mx + b[/tex] , where m is the slope and b is the y-intercept, then Thus, option A is correct.

The given equation is [tex]y = 7 - 11x[/tex] .

In order to determine the equation of the line perpendicular to this one, we must first determine its slope. Given that x has a -11 coefficients, the slope of the given line is -11.

The slope of the line we are looking for will be 1/11, which is the negative reciprocal of -11 because it is perpendicular to the line we are looking for.

Using the point-slope form of a line's equation, we can determine the equation of the line passing through (-6,-9) and having a slope of 1/11:

[tex]y - (-9) = (1/11)(x - (-6))[/tex]

Simplifying this equation gives:

[tex]y + 9 = (1/11)(x + 6)[/tex]

Multiplying both sides by 11 gives:

[tex]11y + 99 = x + 6[/tex]

Subtracting 6 from both sides gives:

[tex]x = 11y + 93[/tex]

Therefore, the answer is A. [tex]x = -9[/tex]  .

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Sin 30 =3/x

1/2=3/x

x=6

The slope of the function is 12. Because of the slope, Jennifer will require 12 extra meters of tape for each additional office she needs to tape the baseboards in.

A line's slope on a graph is its steepness or inclination. It may be derived from any two locations on a line by dividing the vertical change (rise) by the horizontal change (run). Positive, negative, zero, or undefinable slopes are all possible for lines. A line on a graph with a positive slope is growing as you travel from left to right, while one with a negative slope is declining. A line has a slope of zero when it is horizontal and a slope of infinity when it is vertical.

The given function is y = 12x + 25.

The standard equation of the line is given as:

y = mx + b

where, m is the slope.

Comparing the equation with the given equation the slope of the function is 12.

Because of the slope, Jennifer will require 12 extra metres of tape for each additional office she needs to tape the baseboards in. In other words, if more offices need to be painted, the amount of sellotape required also grows linearly.

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Answer:

the answer will be 117

Step-by-step explanation:

you need to multiply