in the adjoining figure, pq//mr and nmr=150 and qnm=40 calculate the value of X

Answer:

cgal to the store with me for the wounds on the number and the kids to today because I'm so 4

Answer:

2

Step-by-step explanation:

Answer:

32

Step-by-step explanation:

The required orders are Kara served 12.5 orders, Harry served 22.5 orders, and Erin served 50 orders.

An equation that holds true for one or more values of the variable but holds false for other values of the variable is known as a conditional equation. In Hannah's example, the equation holds true for the value of x equal to 10, but not for other values, such as 1. The equation is a conditional equation as a result.

Let we consider the number of orders Kara served as x.

Then, Harry served x + 10 orders and Erin served 4x orders.

The total number of orders they served is x + x + 10 + 4x = 86 orders.

So, 6x + 10 = 86

6x = 76

x = 12.5

Kara served 12.5 orders, Harry served 22.5 orders, and Erin served 50 orders.

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Answer:

Step-by-step explanation:

Let the orders served by Kira be k.

Orders served by Henry= 10 less than Kira

                                       = k-10

Orders served by Erin= 4 times of Kira

                                   = 4k

Total orders served= 86

     Kira+Henry+Erin= 86

               k+k-10+4k= 86

                       6k-10= 86

                            6k= 86+10

                            6k= 96

                              k= 96/6

                              k= 16

Kira= k= 16

Henry= k-10= 16-10= 6

Erin= 4k= 4x16= 64

∴ Kira served 16 orders, Henry served 6 orders & Erin served 64 orders

Answer:

36 ounces or if over 150 lbs drink more water than 36 ounces

Step-by-step explanation:

For every pound of sweat you lose you need to drink 16 ounces of water!

Answer:

4x(x+2) - x(3x+5)

Step-by-step explanation:

the area of the whole box is 4x(x+2)

to find the area of the shaded portion you have to subtract the area of the tiny box from the big box

the area of the tiny box is x(3x+5)

so, 4x(x+2) - x(3x+5) is the expression you can use to find the area of the shaded portion

The Taylor series at x=0 for the given function x * cos²((3πx)/2) is:

∑(n=0 to infinity) ∑(m=0 to infinity) (-1)^(n+m) * (x²ⁿ⁺¹) * ((((3π)/2)^(2n+2m)) / ((2n)!(2m)!))

Here, we have,

The Taylor series at x=0 for cos(x) is given by:

cos(x) = ∑(n=0 to infinity) (-1)ⁿ * (x²ⁿ)) / (2n)!

Now, let's find the Taylor series at x=0 for the given function x * cos²((3πx)/2):

To find the Taylor series for the given function, we'll use power series operations.

We'll substitute the Taylor series expansion for cos(x) into the given function and then perform the necessary operations.

Let's start with cos²((3πx)/2):

cos²((3πx)/2) = (cos((3πx)/2))²

= (∑(n=0 to infinity) (-1)ⁿ * (((3πx)/2)²ⁿ) / (2n)!)²

Expanding the square of the series, we get:

cos²((3πx)/2)

= (∑(n=0 to infinity) (-1)ⁿ * (((3πx)/2)²ⁿ) / (2n)!) * (∑(m=0 to infinity) (-1)^m * (((3πx)/2)^(2m)) / (2m)!)

Now, we'll multiply the x term to obtain the Taylor series for the given function:

x * cos²((3πx)/2) = x * (∑(n=0 to infinity) (-1)ⁿ * (((3πx)/2)²ⁿ) / (2n)!) * (∑(m=0 to infinity) (-1)^m * (((3πx)/2)^(2m)) / (2m)!)

Expanding the multiplication and rearranging the terms, we have:

x * cos²((3πx)/2) = ∑(n=0 to infinity) ∑(m=0 to infinity) (-1)^(n+m) * (x²ⁿ⁺¹) * ((((3π)/2)^(2n+2m)) / ((2n)!(2m)!))

Therefore, the Taylor series at x=0 for the given function x * cos²((3πx)/2) is:

∑(n=0 to infinity) ∑(m=0 to infinity) (-1)^(n+m) * (x²ⁿ⁺¹) * ((((3π)/2)^(2n+2m)) / ((2n)!(2m)!))

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Answer:

15

Step-by-step explanation:

y +15-8 =22

y +15 =22 +8

y +15 =30

y =30-15

y=15

Answer:

A is -4.5,2 and B is 0,-3.5

Step-by-step explanation:

Answer:

Coordinates of A: (-4.5, 2), Coordinates of B: (0, -3.5)

The answer is yes since there are no repeating x values.

Step-by-step explanation:

Answer

Step-by-step explanation:

The formula to calculate the confidence interval is given by: \(CI = X \pm Z^* \cdot \frac{\sigma}{\sqrt{n}}\) Here, X = sample mean, σ = population standard deviation, n = sample size, and Z = z-value corresponding to the level of confidence.

Constructing the 99% confidence interval:We have X = $62,000, σ = $23,000, and n = 65.The z-value for a 99% confidence interval can be found using a standard normal distribution table or a calculator.Using the calculator, we get: Z = 2.576 (rounded off to three decimal places)Now, we can substitute these values in the formula:

\(CI = X \pm Z^* \cdot \frac{\sigma}{\sqrt{n}}\)

= $62,000 ± 2.576*($23,000/√65)CI

= $62,000 ± $7,999.16

The lower limit of the interval is given by:

$62,000 - $7,999.16

= $54,000.84T

he upper limit of the interval is given by:

$62,000 + $7,999.16

= $69,000.16

Therefore, the 99% confidence interval for the average bonus that all employees working for financial companies in New York City received last year is ($54,000.84, $69,000.16).

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Let

y ------> the total payment to the phone company monthly

x -----> the number of text

we have that

March

72.60=0.05x+35

solve for x

0.05x=72.60-35

0.05x=37.6

x=752 text

April

we have

565.85=0.05x+35

solve for x

0.05x=565.85-35

0.05x=530.85

x=10,617 text

The probability of rolling an odd number on a number cube and spinning an N on the spinner is 10%.

The probability of rolling an odd number on a number cube is 1/2 or 50%, since there are three odd numbers (1, 3, 5) out of six possible outcomes. The probability of spinning an N on the spinner is 1/5 or 20%, since there is one N out of five possible outcomes. To find the probability of both events happening together, we multiply the probabilities of each event:

P(rolling an odd number) x P(spining an N) = 1/2 x 1/5 = 1/10 = 10%

Therefore, the probability of rolling an odd number on a number cube and spinning an N on the spinner is 10%.

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Answer: x y

-3. 2

0. 0

3. -2

6. -4

Step-by-step explanation:

(x-4)²+(y-6)² =100 is the equation of the circle with a center of (4,6) and a radius of 10 units

A circle is a shape consisting of all points in a plane that are at a given distance from a given point, the centre.

The standard equation of a circle is (x-h)²+(y-k)² =r²

In the equation (h, k) represents the center of the circle.

r is the radius of the circle.

From given that circle with a center of (4,6) and a radius of 10 units.

We need to find the equation of the circle.

Substitute h=4, k=6 and r=10

We get  (x-4)²+(y-6)² =10²

Hence,   (x-4)²+(y-6)² =100 is the equation of the circle with a center of (4,6) and a radius of 10 units.

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The equation x^(4/3) + 1 = x is a quartic equation, and finding the exact real solutions requires more advanced techniques. Without numerical methods or graphing, we cannot determine the specific real solutions.

To find the real solutions of the equation x^(4/3) + 1 = x, we can rewrite it as a polynomial equation by raising both sides to the power of 3:

(x^(4/3) + 1)^3 = x^3.

Expanding the left side of the equation using the binomial theorem, we have:

x^4 + 3x^(4/3) + 3 + 1 = x^3.

Simplifying further, we get:

x^4 + 3x^(4/3) + 4 = x^3.

Rearranging the equation, we have:

x^4 - x^3 + 3x^(4/3) + 4 = 0.

This is a quartic equation in terms of x. Unfortunately, solving quartic equations analytically can be complex and involve higher-level algebraic techniques. In this case, there is no straightforward algebraic solution to find the exact real solutions.

To determine the real solutions, we can utilize numerical methods or graphing techniques. Using a graphing calculator or software, we can plot the function f(x) = x^4 - x^3 + 3x^(4/3) + 4 and find the x-values where f(x) = 0. This will give us an approximation of the real solutions.

However, without the aid of numerical methods or a graphing tool, we cannot provide the exact real solutions of the equation.

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Answer:

28 tiles

Step-by-step explanation:

Attitude, beliefs, and knowledge shape a teacher's delivery: attitude affects engagement, beliefs influence instructional decisions, and knowledge enables effective communication and learning facilitation.

Attitude, beliefs, and knowledge play crucial roles in shaping how a teacher delivers a lesson. Here's a detailed explanation of their impacts:

Attitude:

Attitude refers to a teacher's mindset, emotions, and approach towards teaching. A positive attitude fosters enthusiasm, motivation, and a genuine passion for the subject matter. This translates into an engaging and dynamic teaching style, creating an environment conducive to learning. Conversely, a negative attitude can lead to disinterest, lack of enthusiasm, and a disengaged teaching approach, which can hinder students' engagement and comprehension.

Beliefs:

A teacher's beliefs influence their instructional decisions and pedagogical strategies. Beliefs about students' capabilities, learning styles, and the purpose of education can shape the teacher's approach to delivering a lesson. For example, if a teacher believes that all students have the potential to succeed, they may employ differentiated instruction techniques to cater to diverse learning needs. Conversely, if a teacher holds limiting beliefs about students' abilities, they may adopt a one-size-fits-all approach, which may hinder student progress.

Knowledge:

A teacher's knowledge encompasses both subject matter expertise and pedagogical content knowledge. Profound knowledge of the subject allows a teacher to effectively structure and present the lesson, answer student queries, and provide relevant examples. Pedagogical content knowledge helps in selecting appropriate instructional strategies, adapting to student needs, and assessing learning effectively. Without a strong knowledge base, a teacher may struggle to deliver accurate information, engage students, or address misconceptions.

Collectively, attitude, beliefs, and knowledge significantly impact a teacher's delivery of a lesson. A positive attitude enhances student motivation and engagement. Strong beliefs in students' potential and individualized instruction foster a supportive learning environment. Adequate subject knowledge and pedagogical skills enable effective communication and facilitate meaningful learning experiences. By combining these elements, teachers can create an impactful and effective learning environment that nurtures student growth and achievement.

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Answer:

\(9\ m/s^2\)

Step-by-step explanation:

For a moving object, the force acting on the object varies directly with the object's acceleration.

F ∝ a

or

\(\dfrac{F_1}{a_1}=\dfrac{F_1}{a_2}\)

Put F₁ = 8 N, a₁ = 4 m/s², F₂ = 18 N and a₂ = ?

Put all the values,

\(\dfrac{8}{4}=\dfrac{18}{a_2}\\\\2=\dfrac{18}{a_2}\\\\a_2=9\ m/s^2\)

So, the new acceleration is \(9\ m/s^2\).

Step-by-step explanation:

(1/2)³ = 1³/2³ = 1/8

that is all there is to it.

Answer:

-9^5

Step-by-step explanation:

5 is the base that makes -9 repeats its self 5 times

Answer:

\((-9)^{5}\), negative 9 to the power of 5.

Step-by-step explanation:

We multiply -9 by itself 5 times. Using the definition of exponents, we can rewrite it with base -9 and exponent 5.

I hope this helps.

Answer:

a = 127° , b = 12° , c = 115°

Step-by-step explanation:

a and 53° are same- side interior angles and sum to 180° , that is

a + 53° = 180° ( subtract 53° from both sides )

a = 127°

c and 115° are alternate angles and are congruent , then

c = 115°

53° , b and c lie on a straight line and sum to 180°

53° + b + c = 180°

53° + b + 115° = 180°

b + 168° = 180° ( subtract 168° from both sides )

b = 12°

then a = 127° , b = 12° , c = 115°

Answer:

a = 127; b = 12; c = 115

Step-by-step explanation:

c =115

b = 180 - 115 - 53

b = 12

a = b + c

a = 12 + 115

a = 127

Given a well-balanced algebraic expression, we can construct a corresponding expression syntax tree using the postfix notation. This involves converting the infix expression to postfix and then building an evaluation tree.

To construct an expression syntax tree, we first need to convert the given infix expression to postfix notation. We can achieve this by using the infixToPostfix algorithm, which uses a stack to convert the infix expression to postfix notation. For example, the infix expression 4 + ((7 + 9) * 2) would be converted to postfix notation as 479+2*+.

Next, we can use the postfix expression to build an evaluation tree. This is done by starting at the first element of the postfix expression and moving left to right. When an operator is encountered, we pop the top two nodes from the stack, create a new node with the operator as its value and the two popped nodes as its left and right children, and push the new node onto the stack.

Once the evaluation tree is constructed, we can perform an infix traversal of the tree to obtain the infix expression. This involves traversing the tree in an inorder fashion (left subtree, current node, right subtree) and appending the nodes' values to form the infix expression. In our example, the infix traversal of the evaluation tree would give us

\((4 + ((7 + 9 )* 2 )).\)

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Using Minimize of Area,

the dimensions of box is (50cm , 50cm ) that minimize the amount of material used.

We have required box is shape of square base and open top i.e cube without top

Volume of box (V) = 62500 cubic cm

Let us consider, dimensions of the base of the box be (b cm X b cm).

using , Volume = area× height

so, height of the box = {62500 / (b²)} cm.

Total surface area of the top-open box = S

= [(b²) + 4b * {62500 / (b²)}] cm²

= {(b²) + (250000 / b)} cm².

therefore, S = {b² + (250000 /b)}……………(1)

we have the area of box is minimize,

then for extreme values of S, we first calculate first order derivative of S with respect to "b" and put (dS / da) = 0.

Now, (dS / db) = [2b - {250000 / (b²)}]…………(2)

Therefore, for (dS / db) = 0

2a = 250000 / (b²)

(b³) = 125000 = (50)³

=> b = 50 cm.

Height = {62500 / (50^2)} cm = 25 cm.

For S = S min; (d² / db²) S > 0.

Now, (d²/ db²) S = [2 + {500000 / (b³)}] is greater than 0 for any positive value of x.

Therefore, S = S min, when b = 50 cm.

S min = {(50²) + (250000 / 50)} cm²= (2500 + 5000) cm² = 7500 cm².

We know that smallest amount of material will be required to make the box when its total surface area will be minimum.

Therefore, to minimize the amount of materials used, dimensions of the box are ( 50 cm, 50cm).

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Answer:

3

Step-by-step explanation:

The slope is rise/run and for this case, it is 3/1 which equals 3!!!