can you please help me on both of these.

Answer:

X = 12

Step-by-step explanation:

Simplifying

12x = 144

Solving

12x = 144

Solving for variable 'x'.

Move all terms containing x to the left, all other terms to the right.

Divide each side by '12'.

x = 12

Simplifying

x = 12

The scale factor by which Circle A is dilated to be the same size as Circle B is 6.25.

Dilation is a geometric transformation that alters a figure's size without altering its shape. All of the points in the original diagram are stretched or compressed away from or towards the centre of dilation, which is a fixed point. The ratio of the lengths of matching sides in the original figure and its image is known as the scale factor. Enlargement is defined as a dilatation with a scale factor larger than 1, whereas reduction is defined as a dilation with a scale factor between 0 and 1. Many aspects of geometry, such as similarities, transformations, and fractals, employ dilation.

Let us suppose x is the scale factor.

The area of the circle A is given as:

Area of Circle A = π (radius of Circle A)² = π (25 ft)² = 625 π sq. ft.

Area of dilated Circle B² = x (Area of Circle A)

x = Circle A / Circle B

x = 625 π / 100 π

x = 6.25

Hence, the scale factor by which Circle A is dilated to be the same size as Circle B is 6.25.

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Answer:

rectangle, semi circle, semi circle

perimeter: 60.8

area: 64.2

Step-by-step explanation:

perimeter= 60.8

figure out the perimeter for the three shapes individually, then add them all together to get 60.8

area= 64.2

figure out the area for the three shapes individually, then add them all together to get 64.2

easy peasy :) hope this helped!!

Answer:

Slope of the perpendicular line

m2=-5/2

Step-by-step explanation:

The inner product of two vectors A = (2, -3,0) and B = (-1,0,5) is -2 / √(13×26).

Solving the given system of equations using Gaussian elimination:

2x + 3y + z = 2 y + 5z = 20 -x+2y+3z = 13

Matrix form of the system is

[A] = [B] 2 3 1 | 2 0 5 | 20 -1 2 3 | 13

Divide row 1 by 2 and replace row 1 by the new row 1: 1 3/2 1/2 | 1

Divide row 2 by 5 and replace row 2 by the new row 2: 0 1 1 | 4

Divide row 3 by -1 and replace row 3 by the new row 3: 0 0 1 | 5

Back substitution, replace z = 5 into second equation to solve for y, y + 5(5) = 20 y = -5

Back substitution, replace z = 5 and y = -5 into the first equation to solve for x, 2x + 3(-5) + 5 = 2 2x - 15 + 5 = 2 2x = 12 x = 6

The solution is (x,y,z) = (6,-5,5)

Therefore, the solution to the given system of equations using Gaussian elimination is (x,y,z) = (6,-5,5).

The given two vectors are A = (2, -3,0) and B = = (-1,0,5). The inner product of two vectors A and B is given by

A·B = |A||B|cosθ

Given,A = (2, -3,0) and B = (-1,0,5)

Magnitude of A is |A| = √(2²+(-3)²+0²) = √13

Magnitude of B is |B| = √((-1)²+0²+5²) = √26

Dot product of A and B is A·B = 2(-1) + (-3)(0) + 0(5) = -2

Cosine of the angle between A and B is

cosθ = A·B / (|A||B|)

cosθ = -2 / (√13×√26)

cosθ = -2 / √(13×26)

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Negative 5 οver 6 is greater than οr equal tο negative 1 οver 2 times w- is the inequality fοr the statement.

The οccurrence οf an unfair and/οr unequal distributiοn οf οppοrtunities and resοurces amοng the peοple that make up a sοciety is referred tο as inequality. Tο different peοple and in variοus settings, the wοrd "inequality" may indicate different things.

The phrase "the prοduct οf a number and negative five sixths is higher than οr equal tο negative οne half" can alsο be used tο express this idea.

Let N stand in fοr the quantity. The assertiοn is therefοre untrue, as fοllοws:

N × (-5/6) ≥ -1/2  

The prοnunciatiοn οf the sign ≥ is alsο knοwn as greater than οr equal tο.

Hence the cοrrect answer is b, negative 5 οver 6 is greater than οr equal tο negative 1 οver 2 times w.

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Polynomial identities are mathematical expressions that are true for all values of the variables involved.

Polynomial identities play a fundamental role in algebra and can be used to solve problems, prove mathematical statements, and describe numerical relationships. These identities are equations that hold true for any values of the variables involved. For example, the polynomial identity (a + b)^2 = a^2 + 2ab + b^2 is valid for all values of a and b. By using polynomial identities, we can simplify expressions, factorize polynomials, solve equations, and establish connections between different mathematical concepts.

Polynomial identities provide a powerful tool for proving mathematical statements. By manipulating and rearranging expressions using these identities, we can demonstrate the validity of various mathematical relationships. These identities also help us describe numerical relationships, such as the patterns and properties of polynomial functions. By applying polynomial identities, we can analyze the behavior of polynomials, determine the roots or zeros of functions, identify symmetry properties, and investigate the interactions between coefficients and variables. Polynomial identities serve as the building blocks for algebraic reasoning and provide a framework for understanding and exploring the intricate structures of polynomial expressions and equations.

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Answer:

6+y

Step-by-step explanation:

6+y is the ans as the question has asked to sum of them but it has not given any other clues

Answer:

i got 6y

Step-by-step explanation:

Answer: they would earn $560

Step-by-step explanation:

10% = 400

1% = 40

0.1% = 4

40+16 = 56*10=560

If you could be so kind to press brainliest on this answer

Answer:

25 cents each postcard.

Step-by-step explanation:

Multiply .25 by 10 and you get 2.50

Option (A): "As the degrees of freedom increases the shape of the Chi-Square Distribution becomes more skewed" is a false statement.

Now, amongst the considered options, "As the degrees of freedom increases the shape of the Chi-Square Distribution becomes more skewed." (Option A) is not true, because:

As the degrees of freedom increases, the shape of the Chi-Square Distribution approaches a normal distribution and the graph of the Chi-Square Distribution looks more symmetrical.

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The area of the tile which is trapezoid is  70 cm².

A trapezoid is a four-sided geometric shape with one pair of parallel sides.

The two non-parallel sides are usually referred to as the "legs" and the other two sides are the "bases".

A trapezoid can be either isosceles or non-isosceles depending on the angles of the legs.

A trapezoid can also be equilateral if all four sides have equal lengths.

The formula for the area of a trapezoid is (base 1 + base 2) x height/2.

In this case, the base 1 is 3 cm and the base 2 is 6 cm and the height is 4 cm.

Plugging these values into the equation

we get (3 cm + 6 cm) x 4 cm/2 = 70 cm².

Therefore, the area of the tile shown is 70 cm².

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Answer:

\(\boxed{D = 8.5 \ units}\)

Step-by-step explanation:

The coordinates are (5,7) and (-3,4)

Distance Formula = \(\sqrt{(x2-x1)^2+(y2-y1)^2}\)

D = \(\sqrt{(-3-5)^2+(4-7)^2}\)

D = \(\sqrt{(-8)^2+(-3)^2}\)

D = \(\sqrt{64+9}\)

D = \(\sqrt{73}\)

D = 8.5 units

Answer:

$ 7,103.33 per month

Step-by-step explanation:

85,240 ÷ 12 = 7,103.3333333333 or 7,103.33 or 7,103.3

Answer: 16

Step-by-step explanation:

6−2+12

=4+12

=16

Answer:

The anwser is 16

Step-by-step explanation:

1 Simplify  6−2  to  4.

4+12

2 Simplify.

16

16

Using the provided data, We should consider the mid-value for the number of students and take the average of percentage to find the estimate number, The answer is 168.

Statistics is a branch of mathematics that deals with the collection, analysis, interpretation, presentation, and organization of data. It is used to make decisions, predictions and gain knowledge from data. It involves using statistical methods to collect, summarize, and draw conclusions from data. It is used in various fields such as business, economics, social science, engineering, and medicine. It helps to make sense of complex data and make informed decisions.

In statistics, an estimate is a value that is calculated from a sample of data in order to approximate a population parameter. The most common examples of estimates are sample mean, sample proportion, sample standard deviation, and sample variance. These estimates are used to infer information about the population from which the sample was drawn. For example, an estimate of the population mean is calculated by taking the average of a sample of data and using that value to infer the value of the population mean.

mid-value of 500-600 = 550

average % = 30.5%

Athletes number = 30.5% of 550

=168

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NO, the interior of x is not necessarily connected.

A connected subset is one that cannot be expressed as the union of two non-empty separated sets.

The interior of x may not have this property. For example, consider the subset of the real line given by the closed interval [0,1]. This set is connected, but its interior, (0,1), is not. It can be expressed as the union of the two separated sets (0,1/2) and (1/2,1). Therefore, the interior of a connected subset may not be connected.
1. A connected subset X of a metric space M means that there is no separation of X into two disjoint non-empty open sets.
2. The interior of X refers to the set of all interior points of X, which are points where every neighborhood of the point lies entirely within X.
3. However, the interior of X may have a different connectivity structure than X itself. It is possible for the interior of X to be disconnected, meaning it can be separated into two disjoint non-empty open sets.
4. As a result, the interior of a connected subset X is not guaranteed to be connected.

Hence, The main answer is: No, the interior of a connected subset X of a matrix space M is not necessarily connected.

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To determine if the newly discovered plant belongs to the same genus as the horsetail, scientists would look for characteristic(s) that provide the best evidence to support this hypothesis. Here are some key characteristics that could be examined:

1. Morphological similarities: Comparing the physical characteristics and overall morphology of the newly discovered plant with known horsetails would provide important evidence. Scientists would analyze features such as the arrangement and structure of leaves, stems, roots, and reproductive structures (such as cones or spores). If the new plant shares significant similarities in morphology with horsetails, it suggests a closer relationship.

2. Genetic analysis: Conducting genetic studies, such as DNA sequencing or molecular markers, can provide strong evidence of evolutionary relationships. By comparing the genetic information of the new plant with that of horsetails, scientists can identify shared genetic traits that indicate a common ancestry. Similarities in DNA sequences or genetic markers would support the hypothesis of belonging to the same genus.

3. Evolutionary history: Investigating the evolutionary history and phylogenetic relationships of horsetails and the new plant can provide valuable insights. By examining the fossil record and constructing phylogenetic trees, scientists can determine the evolutionary relationships between different plant species. If the new plant shares a more recent common ancestor with horsetails compared to other plant groups, it supports the hypothesis of belonging to the same genus.

4. Reproductive compatibility: Assessing the reproductive compatibility between the new plant and horsetails can provide evidence of their relationship. If they can successfully hybridize or have compatible reproductive structures, it suggests a close evolutionary relationship and supports the hypothesis of belonging to the same genus.

5. Chemical composition: Analyzing the chemical composition of the new plant and comparing it with horsetails can provide additional evidence. Similarities in chemical compounds, such as secondary metabolites or bioactive compounds, can indicate a closer relationship and support the hypothesis.

It is important to consider multiple lines of evidence and conduct thorough investigations to support the hypothesis that the new plant belongs to the same genus as horsetails. A combination of morphological, genetic, evolutionary, reproductive, and chemical evidence would provide a more robust and conclusive assessment of their relationship.

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A common everyday counting unit that is used to mean 12 of an object is a Dozen

Dozen is derived from the Old French word "douzaine" which means twelve each. In most situations, a dozen is used to refer to a group of twelve items. The term dozen is also used in informal situations to refer to a very large number of objects. For example, one might say "I have dozens of friends!" to mean that they have a lot of friends.

Dozen is a useful term when counting items. It allows for large numbers to be easily broken down into manageable groups. For example, if you have 120 pencils, you could easily count them by saying that you have 10 dozen pencils. It can also be useful when talking about fractions. For example, instead of saying "one and a half of an item," one could say "one and a half dozen of an item."

Dozen is a common everyday counting unit that is used to mean 12 of an object. It is a useful term when counting items and when talking about fractions, and can be used in both formal and informal settings.

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Answer:

b

Step-by-step explanation:

im pretty sure

To derive the demand function from the given utility function and endowment, we need to determine the optimal allocation of goods that maximizes utility. The utility function is U(x, y) = -e^(-x) - e^(-y), and the initial endowment is (1, 0).

To derive the demand function, we need to find the optimal allocation of goods x and y that maximizes the given utility function while satisfying the endowment constraint. We can start by setting up the consumer's problem as a utility maximization subject to the budget constraint. In this case, since there is no price information provided, we assume the goods are not priced and the consumer can freely allocate them.

The consumer's problem can be stated as follows:

Maximize U(x, y) = -e^(-x) - e^(-y) subject to x + y = 1.

To solve this problem, we can use the Lagrangian method. We construct the Lagrangian function L(x, y, λ) = -e^(-x) - e^(-y) + λ(1 - x - y), where λ is the Lagrange multiplier.

Taking partial derivatives of L with respect to x, y, and λ, and setting them equal to zero, we can find the values of x, y, and λ that satisfy the optimality conditions. Solving the equations, we find that x = 1/2, y = 1/2, and λ = 1. These values represent the optimal allocation of goods that maximizes utility given the endowment.

Therefore, the demand function derived from the utility function and endowment is x = 1/2 and y = 1/2. This indicates that the consumer will allocate half of the endowment to each good, resulting in an equal distribution.

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Answer: The equation that represents the amount of money Mrs. Espinoza will pay to rent the bounce house for h hours is:

t = 15 + 5h

Step-by-step explanation: From the table, it can be seen that the rental cost is $15 for the first hour and $5 for each additional hour.

The rental cost t can be represented by the equation t = 15 + 5h

The first term, 15, represents the fixed cost of $15 for the first hour.

The second term, 5h, represents the variable cost of $5 for each additional hour.

So if Mrs Espinoza rents the bounce house for h hour, the cost will be 15+5h.

Labeling:

t represents the total amount that Mrs. Espinoza will pay to rent the bounce house

h represents the number of hours that Mrs. Espinoza rents the bounce house.

15 is the fixed cost of renting the bounce house for the first hour.

5 is the variable cost for each additional hour.

The equation t = 15 + 5h represents the total cost of renting the bounce house for h hours.

Answer:

Three times p plus eight equals twenty

Step-by-step explanation:

To start, the + sign is just read as plus, and the = sign is just equals.

3p refers to three times p, and the numbers 8 and 20 are just read as eight and twenty.

So, we now have three times p plus eight equals twenty.

Explanation

We are required to obtain the first five terms of the sequence below:

This can be achieved by substituting for n, the values 1, 2, 3, 4, and 5. This is shown below:

Hence, the answers are:

a₁ = 7/3

a₂ = 7/2

a₃ = 21/5

a₄ = 14/3

a₅ = 5

This is the potential function for the exact equation \frac{y}{x} 6x (\ln{x}-2)y'.

The potential function for the exact equation \frac{y}{x} 6x (\ln{x}-2)y' is \frac{y^2}{2}+6x^2y-2xy.

To find the potential function, we need to integrate the first term with respect to y and the second term with respect to x. This gives us:

\int\frac{y}{x}dy = \frac{y^2}{2}+C_1

\int 6xy dx = 3x^2y+C_2

We can then combine these two integrals to get the potential function:

\frac{y^2}{2}+3x^2y+C_1+C_2

Since we are looking for a potential function, we can ignore the constants and just focus on the terms with variables. This gives us:

\frac{y^2}{2}+3x^2y

We can also simplify this by factoring out a y:

y(\frac{y}{2}+3x^2)

This is the potential function for the exact equation \frac{y}{x} 6x (\ln{x}-2)y'.

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