To find the distance from the edge of a lake to the tree on the island in the lake, Lisa sets up a
triangular configuration as show in the diagram. The distance from Location A to Location B is 97
meters. The measures of the angles at A and B are 46 and 103 °. What is the distance from the
edge of the lake at B to the tree on the island at C? Round the distance to the nearest tenth of a
meter.
A
B
C

X is 55 after rearranging the equation given

Therefore , the solution of the given problem of area comes out to be the land acquired by university is of 3 miles square area.

The term "area" describes the amount of space occupied by a 2D form or surface. We use cm2 or m2 as our units for measuring area. A shape's area is determined by dividing its length by its breadth.

Area = length x breadth.

Here,

Given : A triangle land which has

height = 2miles

and base = 1.5+ 1.5 = 3 miles

Thus,

To find the area of triangle :

=> Area = 1/2*b*h

=>Area = 3*2/2

=> Area = 3 miles square

Therefore , the solution of the given problem of area comes out to be the land acquired by university is of 3 miles square area.

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Log to exponential form is very useful to easily perform complicated numeric calculations. The logarithmic form

loga N=x

can be easily transformed into the exponential form as:

ax=N

Normally, large astronomical and scientific calculations are written in exponential form, and here we can use the log to exponential form of transformation.

Logarithms are occasionally transformed using antilog tables to normal form, rather than transforming into exponential form.

Log to exponential form required specific formulas of logarithms and exponents. Logarithms help in easily transforming the multiplication and division across numbers into addition and subtraction.

And exponentials help in working across numbers with different bases and different powers.

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Answer:

x^2(x^2 - 15) + 9(x-6)(x+1)

Step-by-step explanation:

To factor the expression x^4 - 15x^2 + 54 completely, we need to find the common factors in each term. In this case, we can see that the terms x^4 and -15x^2 share a common factor of x^2. To factor this out, we can use the difference of squares factorization:

x^4 - 15x^2 + 54 = x^4 - 15x^2 + (9x^2 - 9x^2) + 54

= x^2(x^2 - 15) + 9(x^2 - 6)

= x^2(x^2 - 15) + 9(x-6)(x+1)

Since x^2-15 can't be factored further. The expression is fully factored.

We can check this by multiplying it back and it should be the same as original expression.

The measure of the ACB arc is 250° when in the picture we have a circle with an angle AOB is a central angle with a measure of 110°.

Given that,

In the picture we have a circle with an angle AOB is a central angle with a measure of 110°.

We have to find the measure of the ACB arc.

We know that,

Suppose that AB is the minor arc that is m(arc AB) = 110°

We know that measure of the major arc is 360°-  measure of minor arc.

m(arc ACB)= 360- m(arc AB)

m(arc ACB)= 360-110

m(arc ACB)= 250°

Therefore, The measure of the ACB arc is 250° when in the picture we have a circle with an angle AOB is a central angle with a measure of 110°.

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Answer: B

Step-by-step explanation:

Area = 4 x 5

         = 20 cm^2

Remember that area of parallelogram is the base x perpendicular height. is The perpendicular height is not 6cm but 5cm. (right angle labelled on diagram)

Answer: 20 cm²

Step-by-step explanation:

area parallelogram = base x height

=> 4 x 5 = 20

The two equation to set up to solve the equation |3x - 2| = 19 are

Question 2

x = 5 OR -9

Question 3

x ≥ 6 OR x ≥ -9

Without taking direction into account, absolute value describes how far away from zero a certain number is on the number line.

A number can never have a negative absolute value.

The equation is written in the form below

|3x - 2| = 19

removing the absolute value sign

3x - 2 = ± 19

the two equations are

3x - 2 = 19

3x - 2 = -19

Question 2

solving for x

3|x + 2| - 7 = 14

3|x + 2| = 14 + 7

3|x + 2| =  21

divide through by 3

|x + 2| =  7

removing the absolute value sign

x + 2 =  ±7

solving for x for positive value

x + 2 = 7

x = 5

solving for the negative sign

x + 2 = -7

x = -9

Question 3

-2|2x+3| + 14 ≥ -16

-2|2x+3| ≥ -30

dividing through by -2

|2x+3| ≥ 15

2x+3 ≥ ±15

solving for the positive sign

2x+3 ≥ 15

x ≥ 6

solving for the negative sign

2x+3 ≤ -15

x ≥ -9

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Consequently, there is a 0.89736 percent chance or probability that he weighs fewer than 258 kilograms.

Probability fundamentals. A probability is a number that expresses the possibility or likelihood that a specific event will take place. Probabilities can be stated as proportions with a range of 0 to 1, or as percentages with a range of 0% to 100%.

Here,

we use the z-score algorithm to answer this query.

Score Z = x - μ/σ

x = the raw score

 population mean= μ 

Population standard deviation is σ

Hence,

x = 258, μ = 220, σ = 30

Z = 258 - 220/30

=1.26667

Probability based on the Z-Table:

P(x<258) = 0.89736

Consequently, there is a 0.89736 percent chance that he weighs fewer than 258 kilograms.

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Answer:

51.50004959055205

Step-by-step explanation:

[tex]sin (x) = \frac{18}{23}[/tex]

Using percentage and equations, Greg has 734 songs, Raj has 426 songs and Mark has 720 songs

Percentage is a way of expressing a number as a fraction of 100. It is often denoted using the percent symbol, "%". For example, 45% (read as "forty-five percent") is equal to 45/100, or 0.45. Percentages have no dimension, which it's why they are dimensionless number. for example 60% of a number, then it means 60 per cent of its whole.

In this problem, we can write an equations and solve to determine the number of songs Greg has on his computer.

Let;

Since Mark has 720 songs in his computer;

x = 14 + 720

x = 734

Greg has 734 songs

We can calculate the number of songs Raj has by;

y = 60%(720) - 6

y = [(0.6) * 720] - 6

y = 426

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Answer:

8.2 × 10⁻³

Step-by-step explanation:

1.64 × 10⁰      1.64 × 1         1.64

-------------- = -------------- = ---------- = 0.0082

2.0 × 10²        2 × 100        200

Scientific notation: 8.2 × 10⁻³

I hope this helps!

There are three basic methods for solving quadratic equations: factoring, using the quadratic formula, and completing the square.

quadratic equations

Quadratic equations are the polynomial equations of degree 2 in one variable of type f(x) = ax^2 + bx + c = 0 where a, b, c, ∈ R and a ≠ 0. It is the general form of a quadratic equation where 'a' is called the leading coefficient and 'c' is called the absolute term of f (x).

factoring

factorization or factoring consists of writing a number or another mathematical object as a product of several factors, usually smaller or simpler objects of the same kind.

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The estimated solution of the system 3x + y = 10 and y = 6x + 1 is (1, 7)

An equation is used to show the relationship between numbers and variables.

The standard form of a linear equation graph is:

y = mx + b

Where m is the slope of the line and b is the y intercept.

Given the linear equation:

3x + y = 10

y = -3x + 10   (1)

y = 6x + 1     (2)

Subtracting equation 2 from 1 to solve using elimination method gives:

0 = -9x + 9

9x = 9

x = 1

put  x = 1 in eqn 2:

y = 6(1) + 1

y = 7  

The solution is (1, 7)

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Answer:

meter per second(m/s)

Answer:

Hey there! The metric system has a unit called meters per second for measuring speed. It's abbreviated as m/s and it's used to measure how far something travels in a certain amount of time. For example, if something goes 50 meters in 10 seconds, its speed would be 50 m/s / 10 s = 5 m/s. There are other units for measuring speed too, like kilometers per hour (km/h) and centimeters per second (cm/s). It just depends on what you're measuring and how precise you need to be.

________________________________________________________

Well, speed is all about how far something goes in a certain amount of time. So if you increase the distance traveled or decrease the time it takes to travel that distance, the speed will increase. On the other hand, if you decrease the distance traveled or increase the time it takes to travel that distance, the speed will decrease.

There are all sorts of situations where knowing the speed of something is important. For example, if you're driving a car, it's important to know how fast you're going so you can stay safe and follow the speed limits. In sports, measuring speed can help coaches and players improve their performance. And in science, measuring the speed of light or other phenomena can help us better understand the world around us. So as you can see, speed is a pretty important concept!

The linear equation that passes through these two points is:

y = -4x

A general linear equation can be written as:

y = a*x + b

Where a is the slope and b is the y-intercept.

If we know that the line passes through two known points (x₁, y₁) and (x₂, y₂), then we can write the slope as:

a = (y₂ - y₁)/(x₂ - x₁)

Here we know the two points (-2, 8) and (5, -20), so the slope is:

a = (-20 - 8)/(5 + 2) = -28/7 = -4

So the line is:

y = -4*x + b

To find the value of b, we can replace the values of the point (-2, 8), so we will get:

8 = -4*(-2) + b

Now we can solve this for b.

8 = -4*(-2) + b

8 = 4*2 + b

8 = 8 + b

8 - 8 = b

0 = b

Then the linear equation is:

y = -4*x

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One mole consists of 6.02214076×10²³ units which is Avogadro's number. Thus one mole is known as Avogadro's number.

What is one mole?

A mole is 6.02214076×10²³ of any chemical unit, including atoms, molecules, ions, and others. Due to the large number of atoms, molecules, or other components that make up any substance, the mole is a useful measure to utilize. The mole was initially defined as the quantity of atoms contained in 12 grammes of carbon-12, but the General Conference on Weights and Measures declared in 2018 that the mole will only contain 6.02214076×10²³ of some chemical unit as of May 20, 2019.

In chemistry, a mole, sometimes spelled mol, is a common scientific measurement unit for significant amounts of very small objects like atoms, molecules, or other predetermined particles.

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Answer: The teacher's claim is that there will be at least three numbers on the whiteboard whose digits have the same sum, no matter what the students write. To see if this claim is true, we can consider different cases for the number of students in the class.

If there are only two students in the class, the teacher's claim is not true. The two students can write any two different two-digit numbers, and it's not guaranteed that the digits in those numbers will have the same sum.

If there are three students in the class, the teacher's claim is true. The three students can write any three different two-digit numbers, and at least one of those numbers is guaranteed to have digits that have the same sum as one of the other numbers.

If there are more than three students in the class, the teacher's claim is true. No matter what numbers the students write, there will always be at least three numbers whose digits have the same sum.

Therefore, the smallest number of students for the teacher's claim to be true is three students.

It's worth mentioning that the teacher's claim is not necessarily true for all cases, it's only true that any three numbers picked out of the two-digit numbers set, will have digits with the same sum.

Step-by-step explanation:

Therefore the product of two conjugates is a difference of two squares.

When two binomials have the same terms but different arithmetic operators in the center of these related words, they are said to be conjugate. For instance, the conjugate of p + q is p - q.

An integer known as a binomial number is produced by evaluating a homogeneous polynomial with two terms, also known as a binomial.

This statement is true.

The conjugates of a complex number are two complex numbers that differ only in their signs. They are of the form a + bi and a - bi.

When two conjugates are multiplied, the product is (a + bi)(a - bi) = a^2 + (bi)^2 = a^2 - b^2 + (2abi) = (a^2 - b^2) + (2ab)i.

which is in the form (a^2 - b^2) + (2ab)i = (a^2 - b^2) + (2ab)i = (a+b)(a-b)

So the product of two conjugates is a difference of two squares.

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Trigonometric identities are categorized as various identities out of which 11 are ,

Trigonometric Identities are used when trigonometric functions are given in an expression. Geometrically, these identities include one or more trigonometric functions

These are the sine , cosine or the tangent functions.

There are numerous trigonometric identities relating the side length and angle of a triangle. Only the right-angle triangle has the trigonometric identities.

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The expression 14x⁴y³ - 42x³y⁴ is rewritten to 14x³y³(x - y)

An algebraic expression can be described as a mathematical expression that is made up of terms, coefficients, variables, factors and constants.

They are also made up of some arithmetic operations, such as;

From the information given, we have the algebraic expression;

14x⁴y³ - 42x³y⁴

Now, factor the common numbers, we have;

14(x⁴y³ - 3x³y⁴)

Factor the common variables, we get;

14x³y³(x - y)

Hence, the expression is 14x³y³(x - y)

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A triangular number succession is the representation of numbers as just an ordered set of equilateral triangles. The order of these numbers is 1, 3, and 6.

A triangular number is one that may be written as the sum of a initial n positive integers.

The first 3 triangular numbers are therefore 1, 3, and 6.

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To find the length of the side opposite the angle, multiply the hypotenuse by sin(). Alternatively, to obtain the side next to the angle, multiply the hypotenuse by cos()

The term "hypotenuse" refers to a right-angled triangle's longest side as compared to the base and perpendicular lengths. The right angle, the largest angle of the three angles in a right triangle, is opposite the hypotenuse side. In essence, only the right triangle possesses the hypotenuse feature, not any other triangles. When we study the right-angled theorem, Pythagoras Theorem, or Pythagorean Theorem, this is better understood.

Pythagoras theorem defines the hypotenuse theorem. This theorem states that the square of a right-angled triangle's hypotenuse side is equal to the sum of its base and perpendicular squares, so that;

Hypotenuse2 = Base2 + Perpendicular2

The square root of the sum of the base and perpendicular squares of a right-angled triangle provides the formula to get the hypotenuse. The hypotenuse formula is represented as follows:

Hypotenuse = √[Base2 + Perpendicular2]

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The solutions can be read off of the diagonal entries in the reduced matrix.

To solve a 3 x 3 system of equations using matrices, first we need to create the augmented matrix for the system of equations. The augmented matrix contains the coefficients of the variables and the constants for each equation on each row. Then we can use row operations to reduce the augmented matrix to reduced row-echelon form. This can be done by adding or subtracting rows to each other, multiplying or dividing a row by a non-zero number, and swapping two rows. After reducing the matrix to row-echelon form, we can back-substitute the solutions to the system of equations. The solutions can be read off of the diagonal entries in the reduced matrix. For example, if the matrix is reduced to the form [a b c d e f g h i] then the solution to the system of equations is x = d/a, y = e/b, and z = f/c.

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If the confidence interval for a difference between groups includes zero, that means that if you run your experiment again you have a good chance of finding no difference between groups.

If the confidence interval for a difference between groups includes zero, that means that if you run your experiment again you have a good chance of finding no difference between groups.

If the confidence interval for a correlation or regression includes zero, that means that if you run the experiment again there is a good chance of finding no correlation in the data.

In both of these cases, you will also find a high p-value when you run the statistical test, meaning that the results could have occurred under the null hypothesis of no relationship between variables or no difference between groups.

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[tex]8x+5y=-17[/tex] when y is -5

Substitute for y with given value:

[tex]8x+5(-5)=-17[/tex]

[tex]8x-25=-17[/tex]

Add 25 to both sides:

[tex]8x-25+25=-17+25[/tex]

[tex]8x=8[/tex]

Divide both sides by 8:

[tex]\dfrac{8x}{8} =\dfrac{8}{8}[/tex]

[tex]\fbox{x = 1}[/tex]

Answer: You plug in y as 0 into your equation.

Step-by-step explanation:

Do the above thing OK.

this is your proper answer

hii, how are you

Answer:

15

Step-by-step explanation:

Draw a line and locate the origin '0', mark the positive numbers on the right and the negative number on the left of '0' at an equal distance.

A number line is a horizontal straight line in which the integers are placed in equal intervals. All the numbers can be represented in a number line. This line can be extended indefinitely at both ends. 

A number line is a graphical representation of numbers on a straight line. It is used for comparing and ordering numbers. It can be used for representing any real number that includes every whole number and natural number.

Draw a line and locate the point ‘0’. This point is known as the origin. If the given number is positive, draw it on the right side of the origin. If it is a negative number, draw it on the left side of zero. Divide each unit into the values equal to the denominator of the given fraction.

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