HELP PLEASE!! URGENT!!

Measure your own height and arm span (from finger-tip to finger-tip) in inches. You will likely need some help from a parent, guardian, or sibling to get accurate measurements. Record your measurements on the "Data Record" document. Use the "Data Record" to help you complete Part Two of this project.

Measure 11 additional people, and record their arm spans and heights in inches. You may use the sample data provided in the table if you do not have 11 people to measure.
Arm Span (inches) Height (inches)
58 60
49 47
51 55
19 25
37 39
44 45
47 49
36 35
41 40
46 50
58 61

Part Two: Representation of Data with Plots
Using graphing software of your choice, create a scatter plot of your data. Predict the line of best fit, and sketch it on your graph.
Copy and paste your scatter plot into a word processing document.

Part Three: The Line of Best Fit
Include your scatter plot and the answers to the following questions in your word processing document:
Which variable did you plot on the x-axis, and which variable did you plot on the y-axis? Explain why you assigned the variables in that way.
Write the equation of the line of best fit using the slope-intercept form of the line y = mx + b. Show all your work, including the points used to determine the slope and how the equation was determined.
What does the slope of the line represent within the context of your graph? What does the y-intercept represent?
Test the residuals of two other points to determine how well the line of best fit models the data.
Use the line of best fit to help you to describe the data correlation.
Using the line of best fit that you found in Part Three, Question 2, approximate how tall is a person whose arm span is 66 inches?
According to your line of best fit, what is the arm span of a 74-inch-tall person?

The values of m and n for the polynomial [tex]p(x) = 3x^3 + 12x^2 - 15x - 3,[/tex] satisfying the given conditions, are m = 3 and n = -15.

To determine the values of m and n in the polynomial[tex]p(x) = mx^3 + 12x^2 + nx - 3[/tex], use the Remainder Theorem. According to the theorem, if a polynomial p(x) is divided by (x - a), the remainder is equal to p(a).

Given that when dividing p(x) by (x + 3) is zero, substitute -3 for x in the polynomial and set it equal to zero:

[tex]m(-3)^3 + 12(-3)^2 + n(-3) - 3 = 0[/tex]

Simplifying this equation gives us:

-27m + 108 + (-3n) - 3 = 0

-27m - 3n + 105 = 0

Next, we are given that the remainder when dividing p(x) by (x - 2) is 85. Using the same logic, we substitute 2 for x in the polynomial and set it equal to 85:

[tex]m(2)^3 + 12(2)^2 + n(2) - 3 = 85[/tex]

Simplifying this equation gives us:

8m + 48 + 2n - 3 = 85

8m + 2n + 45 = 85

Now we have a system of two equations with two variables:

-27m - 3n+ 105 = 0

8m + 2n + 45 = 85

Solving this system of equations will give us the values of m and n. By solving these equations, we find that m = 3 and n = -15.

Therefore, the values of m and n for the polynomial [tex]p(x) = 3x^3 + 12x^2 - 15x - 3,[/tex] satisfying the given conditions, are m = 3 and n = -15.

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Answer:

a. -1

b. 1

c. 6

Step-by-step explanation: f(any value) just means plug in the value given inside of the f and see what y value comes out. for the first on, go to where four it on the x-axis and you will see that the y-value is -1. Repeat the same thing for f(0) where you can look directly on the y-axis and get 1 as the answer. Lastly, look where -4 meets the y-axis and it will be 6.

The length of the diagonal of the rectangle is 25cm.

The diagonal of a rectangle is the line segment that connects the two opposite vertices. It can be calculated using the Pythagorean Theorem, which states that the square of the hypotenuse (the longest side of a right triangle) is equal to   the sum of the squares of the other two sides.

In this case, the length of the two sides of the rectangle are 15cm and 20cm. To calculate the diagonal of the rectangle, we need to use the Pythagorean Theorem to solve for the hypotenuse, which is the diagonal of the rectangle.

The formula is: a² + b² = c²

Using the sides of the rectangle, we get: 15² + 20² = c²

Simplifying the equation, we get: 225 + 400 = c²

Then, we take the square root of both sides of the equation to find the length of the diagonal:

√625 = c

The length of the diagonal of the rectangle is 25cm.

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Answer:

The answer would be D

Hope this helps!

11. The triangles are similar to each other by SAS rule of congruency.

12. The triangles are similar to each other by ASA rule of congruency.

13. The triangles are similar to each other by SSS rule of congruency.

Triangles that resemble one another but may not be precisely the same size are said to be comparable triangles. If two objects are similar in shape but have different sizes, they are considered to be comparable.

This indicates that comparable shapes superimpose one another when amplified or demagnified. The term "Similarity" refers to this characteristic of like shapes.

Now in the 1st given figure,

One pair of angles are equal to each other, and the sides of the triangle ACE and BCD are in proportion to each other.

So, we can say that the triangles are similar to each other.

In the 2nd figure,

One pair of angles are equal to each. Another pair is equal to each other as the lines are dissecting each other.

And the side is in equal proportion to each other. So, the triangles are congruent to each other.

In the last figure,

One side of the triangle are parallel to each other.

The other sides are in proportion to each other.

Hence, all the three cases triangles are similar to each other.

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Convergent

The given integral is ∫0 to [infinity] e^−7x dx. Determine whether the integral is convergent or divergent. If it is convergent, evaluate it. (If the quantity diverges, enter DIVERGES.)Given integral is ∫0 to [infinity] e^−7x dx. To check the convergence or divergence of the given integral, we can use the following formula;∫a to [infinity] e^−x dx = e^−aGiven integral ∫0 to [infinity] e^−7x dx can be written as;∫0 to [infinity] e^−7x dx = e^−0...[as lower limit is zero]∫0 to [infinity] e^−7x dx = 1/7 [1/e^0 - 1/e^∞]∫0 to [infinity] e^−7x dx = 1/7 [1 - 0]∫0 to [infinity] e^−7x dx = 1/7 [1] = 1/7Since the integral is a finite value, the given integral is Convergent.The answer is Convergent.

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The correct option that describes the shape of the sampling distribution of means is: Approximately normal.

The sampling distribution of the means refers to a distribution made up of many samples. For the given problem, there are 750 basketball games, and the researcher takes a simple random sample of size n = 40 from this population and computes the mean number of three-point baskets.

The central limit theorem states that the sampling distribution of the means of any population, even those that are not normally distributed, approaches a normal distribution as the sample size grows larger. When a sample has a sample size greater than 30, the shape of the sampling distribution of the means is approximately normal.

Thus, the shape of the sampling distribution of means is Approximately normal.

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Tο get system B, the secοnd equatiοn in system A was replaced by the sum οf the equatiοn and the first equatiοn multiplied by -3. The sοlutiοn tο system B is the same as the sοlutiοn in system A.

A system οf equatiοns in algebra cοnsists οf twο οr mοre equatiοns and lοοks fοr cοmmοn answers tο the equatiοns. "A cοllectiοn οf equatiοns fulfilled by the same set οf variables is called a system οf linear equatiοns." Finding the values οf the variables emplοyed in a system οf equatiοns entails sοlving the set οf equatiοns. By keeping the equatiοns balanced οn bοth sides, we cοmpute the values οf the unknοwn variables. Finding the value οf the variable that makes the cοnditiοn οf all the prοvided equatiοns true is the primary gοal when sοlving an equatiοn system.

Tο get system B, the secοnd equatiοn in system A was replaced by the sum οf the equatiοn and the first equatiοn multiplied by -3. The sοlutiοn tο system B is the same as the sοlutiοn in system A.

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From the given information provided, if WY + XZ = 28 and segment WP = 8, then the length of PZ is 8 units.

We can use similar triangles to find the length of PZ.

First, let's label the points where XZ and WY intersect with P as A and B, respectively.

Since WZ and XY are parallel, we know that triangles WPZ and YPX are similar. Therefore, we can write the following proportion:

WP/PZ = YP/YX

We know that WP = 8, so we just need to find YP and YX.

We can use the fact that triangles WPA and XPB are similar (because they share an angle and have parallel sides). Therefore, we can write the following proportion:

WP/WA = PB/PX

Substituting 8 for WP and rearranging, we get:

WA = 8(PX/WB)

Similarly, we can use the fact that triangles YPA and ZPB are similar to write:

YP/YA = PB/PZ

Substituting YX + WA for YA (since WY and XZ divide the parallelogram into equal areas), and substituting 28 - WA for PB (since WY + XZ = 28), we get:

YP/(YX + WA) = (28 - WA)/PZ

Substituting 8(PX/WB) for WA and simplifying, we get:

YP/(YX + 8PX/WB) = (28 - 8PX/WB)/PZ

Now we just need to solve for PZ. Cross-multiplying and simplifying, we get:

PZ = (28 - 8PX/WB)(YX + 8PX/WB)/YP

Since we know that WZ and XY are parallel, we can use the fact that opposite sides of a parallelogram are equal to write:

WZ = XY = WY + XZ = 28

We also know that WP = 8. Therefore, we can use the fact that the area of a parallelogram is equal to the product of its base and height to write:

Area(WPZ) = 8(WZ/2)

Substituting 28 for WZ, we get:

Area(WPZ) = 112

We can also use the fact that the area of a triangle is equal to half the product of its base and height to write:

Area(WPZ) = (PZ)(WX)/2

Substituting WX = WZ = 28 and simplifying, we get:

Area(WPZ) = 14PZ

Equating the two expressions for the area of WPZ, we get:

14PZ = 112

Solving for PZ, we get:

PZ = 8

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The expression for the ratio will be AB/BC = sin(∠BAC)/sin(∠CAB).

What is Expression?

An expression is mathematical phrase that can contain numbers, variables, operators, and functions, but does not have equal sign. It represents  value or  mathematical operation that can be evaluated or simplified.

we can use the Pythagorean theorem to find the distances between the houses, and then use trigonometric ratios to find the ratios between them.

Let's assume that Amy's house is located at point A, Barry's house is located at point B, and Chris's house is located at point C, as shown in the diagram below.

 C

 |

 |

---A--------

 |

 |

 B

a. To find the ratio of Barry's distance from Amy to Chris' distance from Amy, we can use the following trigonometric expressions:

tan(∠BAC) = AB/AC     (opposite/adjacent)

tan(∠CAB) = AC/AB     (opposite/adjacent)

Therefore,

AB/AC = 1/tan(∠BAC)

AC/AB = 1/tan(∠CAB)

b. To find the ratio of Barry's distance from Chris to Amy's distance from Chris, we can use the following trigonometric expressions:

tan(∠ACB) = AB/BC     (opposite/adjacent)

tan(∠ABC) = AC/BC     (opposite/adjacent)

Therefore,

AB/BC = tan(∠ACB)

AC/BC = tan(∠ABC)

c. To find the ratio of Amy's distance from Barry to Chris' distance from Barry, we can use the following trigonometric expression:

sin(∠BAC) = AB/BC     (opposite/hypotenuse)

sin(∠CAB) = AC/BC     (opposite/hypotenuse)

Therefore,

AB/BC = sin(∠BAC)

AC/BC = sin(∠CAB)

So,

AB/BC = sin(∠BAC)/sin(∠CAB).

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This is known as the Pythagorean Theorem and states that the square of the hypotenuse (c) is equal to the sum of the squares of the other two sides (a and b).

Area is a measure of the size of a surface or space. It is typically measured in two-dimensional units such as square meters, square kilometers, and acres. Area is also used to measure the size of three-dimensional objects such as cubes and spheres. Area is a fundamental concept in mathematics and is often used to calculate the perimeter, circumference, and volume of shapes. In physics, area is used to measure the amount of energy an object absorbs or releases.

This theorem is one of the most famous theorems in mathematics, and is found in several ancient mathematical texts, including those from the Babylonians and Chinese. The theorem is attributed to the Greek mathematician Pythagoras, who lived in the 6th century BC.

The theorem can be expressed in the equation [tex]a^{2}+ b^{2} = c^{2}[/tex], where a and b are the lengths of the two legs of the right triangle and c is the length of the hypotenuse. This equation can be used to calculate the length of the hypotenuse if the lengths of the two other sides are known. For example, if the two legs of a right triangle have lengths of 3 and 4, the length of the hypotenuse can be calculated using the equation [tex]3^{2} + 4^{2}[/tex] = [tex]c^{2}[/tex], which results in c = 5.

The Pythagorean Theorem can be used to solve many mathematical problems related to triangles, as well as to solve problems in other areas such as geometry, physics, and engineering. In addition, the theorem is often used to prove theorems in mathematics, such as the law of cosines.

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Complete question is:

In pythagoras theorem, the sum of the areas of two squares on the legs (a and b) equals the area of the square on the hypotenuse (c) that is . discuss.

The number of students who travel for the field trip is at most 52 students.

An inequality is a statement that of two quantities one is specifically less than or greater than another.

Cost of group guided tour = $34

Cost of each student admission = $8

Total amount spent by the school = at most $450

Number of students = x

The inequality:

34 + 8x ≤ 450

8x ≤ 450 - 34

8x ≤ 416

divide both sides by 8

x ≤ 416/8

x ≤ 52

Hence, x ≤ 52 students travel for the field trip.

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The isosceles triangle has a surface area of 65 square centimetres. We may use the following formula to get the area of an isosceles triangle: Area is equal to (1/2) x base * height. If we substitute the values provided, we get: Area: 10 x 13 x (1/2) cm

65 square cm is the area.

As a result, the isosceles triangle with a base of 10 cm and a height of 13 cm has a surface area of 65 square cm.

The height of an isosceles triangle is perpendicular to the base, and it has two equal sides. An isosceles triangle's area may be calculated by multiplying the base and height of the triangle and dividing the result by two. The triangle's base in this instance is 10 cm, while its height is 13 cm. These values are substituted into the calculation, and the result is that the triangle's area is 65 square cm. As a result, the isosceles triangle has a 65 square centimetre area.

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What is the area of an isosceles triangle with a height of 13 cm and a base of 10 cm?

In a case whereby Laila needs a new bike mirror. Her old mirror was a square with a side length of 7 cm the circular bike mirror Laila should buy is 4 cm.

Given that the side length = 7 cm

Then we can know the Old mirror's area  using the formula

Area =  (S X S)

Where S is the side

=( 7 x 7 )

= 49cm2

Then from the information from the question, we can equate the area of the old and the new as

(Area of old mirror = Area of new mirror)

where  Area of new mirror = πr^2

(49 = πr^2)

49 = (22/7 * r^2)

r^2 = 49 *7/22

r= 3.948 cm

r = 4cm

If we approximate it , hence option A is correct.

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Answer:

1. independent 2. dependent

Step-by-step explanation:

The number of movies rented was 5 to bring a total cost of $79.95

An equation is an expression that shows how two or more numbers and variables are related using mathematical operations of addition, subtraction, multiplication, division, exponents and so on.

Let y represent the total cost of renting x movies for one month.

The cable company charges a monthly fee of $55. Each movie that you rent from the DVR cost $4.99. Therefore:

y = 4.99x + 55

$79.95 is owed, hence:

79.95 = 4.99x + 55

4.99x = 24.95

x = 5

The number of movies rented was 5.

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The one and four hundred twenty nine thousandths in decimal form is 0.429.

Decimal Form:

Decimals are numbers made up of a whole number and a fractional part. Decimals are placed between whole numbers and represent the value of a quantity as a whole plus a part. In decimal form, we write this as 1.5 pizzas. Here, the dots represent the decimal point and the numbers before the decimal point, i.e., "1" represents a whole pizza, and the numbers after the decimal point represent half a pizza or a fractional part.

According to the Question:

The calculation is as follows;

Here in the given situation  

One and Four hundred - the number 4

Twenty nine - the number 29

Now,  

We have to Add them together with 0.

So, it should be 0.429

Complete Question:

What is One and four hundred twenty-nine thousandths as a decimal

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The square root of 2275 is 47.71, so the distance from the intersection to the entrance of the stadium is about 48 yards. Rounding to the nearest yard, we get 48 yards.

A right triangle is a type of triangle that has one 90 degree angle. The other two angles are acute angles and their sum adds up to 90 degrees. The two sides that are not the right angle are called the legs and the longest side is called the hypotenuse. The Pythagorean Theorem is used to find the lengths of the sides of a right triangle.

This problem can be solved using the Pythagorean Theorem. The Pythagorean Theorem states that in a right triangle, the square of the hypotenuse (the longest side) is equal to the sum of the squares of the other two sides. Using this theorem, we can calculate the length of PC, which is then the same as the distance from the intersection to the stadium entrance.

First, we can calculate the length of CM by subtracting MP from AC, which gives us 50 - 35 = 15. We can then apply the Pythagorean Theorem to the triangle ACM to calculate the length of PC. The hypotenuse, AC, is 50, one of the other sides, CM, is 15, and the last side, the one we are trying to solve for, is PC. We can rearrange the Pythagorean Theorem to solve for PC, which gives us PC = √(AC2 - CM2). Plugging in the numbers, we get PC = √(502 - 152), which equals √(2500 - 225), or √2275. The square root of 2275 is 47.71, so the distance from the intersection to the entrance of the stadium is about 48 yards. Rounding to the nearest yard, we get 48 yards.

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The my supervisor cares about my opinions.

Scale Items Work Engagement Items – measured on a 1-7 scale (1-Never, 7-Always):  At my work, I feel bursting with energy; at my job, I feel strong and vigorous; when I get up in the morning I feel like going to work; I am enthusiastic about my job; I am proud of the work I do; I feel happy when I am working intensely; I am immersed in my work; I get carried away when I am working.

Job Tension Items – measured on 1-7 scale (1-Strongly disagree, 7-Strongly agree): My job is extremely stressful; very few stressful things happen to me at work; I feel a great deal of stress because of my job; I almost never feel stressed because of my work.

Career Satisfaction Items – measured on 1-7 scale (1-strongly disagree, 7-strongly agree): I am satisfied with the success I have achieved in my career; success I have made toward meeting my overall career goals; progress I have made toward meeting my goals for income; progress I have made toward meeting my goals for advancement; progress I have made toward meeting my goals for developing new skills.

Perceived Internal Mobility Items – measured on 1-5 scale (1-strongly disagree, 5-strongly agree): My organization views me as an asset to the organization; given my skills and experience, my organization views me as a value-added resource; there are many opportunities available for me in my organization.

Perceived Supervisory Support Items – measured on 1-7 scale (1-Strongly disagree, 7- Strongly agree): My supervisor strongly considers my goals and values; help is available from my supervisor when I have a problem; my supervisor really cares about my well-being; my supervisor would forgive an honest mistake on my part; my supervisor is willing to help me when I need a special favor; if given the opportunity, my supervisor would take advantage of me; my supervisor shows very little concern for me; my supervisor cares about my opinions.

Answer: The question asks about scale items measuring Work Engagement, Job Tension, Career Satisfaction, Perceived Internal Mobility, and Perceived Supervisory Support, all measured on different scales. Work Engagement is measured on a 1-7 scale (1-Never, 7-Always), Job Tension is measured on a 1-7 scale (1-Strongly disagree, 7-Strongly agree), Career Satisfaction is measured on a 1-7 scale (1-strongly disagree, 7-strongly agree), Perceived Internal Mobility is measured on a 1-5 scale (1-strongly disagree, 5-strongly agree), and Perceived Supervisory Support is measured on a 1-7 scale (1-Strongly disagree, 7- Strongly agree). In terms of Work Engagement, the items are: At my work, I feel bursting with energy; at my job, I feel strong and vigorous; when I get up in the morning I feel like going to work; I am enthusiastic about my job; I am proud of the work I do; I feel happy when I am working intensely; I am immersed in my work; I get carried away when I am working. For Job Tension, the items are: My job is extremely stressful; very few stressful things happen to me at work; I feel a great deal of stress because of my job; I almost never feel stressed because of my work. For Career Satisfaction, the items are: I am satisfied with the success I have achieved in my career; success I have made toward meeting my overall career goals; progress I have made toward meeting my goals for income; progress I have made toward meeting my goals for advancement; progress I have made toward meeting my goals for developing new skills. For Perceived Internal Mobility, the items are: My organization views me as an asset to the organization; given my skills and experience, my organization views me as a value-added resource; there are many opportunities available for me in my organization. Finally, for Perceived Supervisory Support, the items are: My supervisor strongly considers my goals and values; help is available from my supervisor when I have a problem; my supervisor really cares about my well-being; my supervisor would forgive an honest mistake on my part; my supervisor is willing to help me when I need a special favor; if given the opportunity, my supervisor would take advantage of me; my supervisor shows very little concern for me; my supervisor cares about my opinions.

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The power consumed by the circuit is 512.76 watts.

The pace of work or energy transmission in an electrical circuit is known as electric power. It is a way to quantify how much energy is consumed over a certain period of time. P = VI, where V is the potential difference, I is the electric current, and P is the electric power, calculates the electric power.

The two resistors R2 and R3 are parallel.

Thus,

Req = R2 + R2 / R1R2

Req = 36 + 18 / (36)(18)

Req = 0.083

Now, the resistors R1, Req, and R4 are in series:

Thus,

R = R1 + Req + R4

R = 15 + 0.083 + 13

R = 28.083

The formula of power is:

P = V²/R

Substitute the values:

P = (120)²/ 28.083

P = 512.76 watts.

Hence, the power consumed by the circuit is 512.76 watts.

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The pοpulatiοn mean is apprοximately 84.93 and the pοpulatiοn standard deviatiοn is apprοximately 38.54.

The standard deviatiοn is a summary measure οf the differences οf each οbservatiοn frοm the mean. If the differences themselves were added up, the pοsitive wοuld exactly balance the negative and sο their sum wοuld be zerο. Cοnsequently, the squares οf the differences are added.

We can use the fοrmula fοr standardizing a variable using z-scοres:

z = (x - μ) / σ

where z is the z-scοre, x is the cοrrespοnding raw scοre, mu is the pοpulatiοn mean, and sigma is the pοpulatiοn standard deviatiοn.

We have twο pairs οf (x, z) values:

x = 83, z = -0.05

x = 0.93, z = 2.0

We can use these tο create twο equatiοns with twο unknοwns ( and sigma):

-0.05 = (83 - μ) / σ

2.0 = (0.93 - μ) / σ

We can sοlve this system οf equatiοns by first sοlving οne οf the equatiοns fοr οne οf the unknοwns, and then substituting that expressiοn intο the οther equatiοn. Fοr example, we can sοlve the first equatiοn fοr mu:

mu = 83 + 0.05 * σ

Then we substitute this expressiοn fοr mu intο the secοnd equatiοn:

2.0 = (0.93 - (83 + 0.05 * σ)) / σ

Simplifying this equatiοn, we get:

2.0 = (0.93 / σ) - (83 / σ) - 0.05

2.05 = 0.93 / σ - 83 / σ

2.05 = (0.93 - 83) / σ

σ = (0.93 - 83) / 2.05

σ = 38.5366

Nοw we can use this value tο find the pοpulatiοn mean μ:

μ = 83 + 0.05 * σ

μ = 83 + 0.05 * 38.5366

μ = 84.9278

Therefοre, the pοpulatiοn mean is apprοximately 84.93 and the pοpulatiοn standard deviatiοn is apprοximately 38.54.

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No, the assertion does not imply that all circles are smooth forms.

The location of all the points on a plane whose sum of the distances from two fixed points in the plane is constant is known as an ellipse. The foci (singular focus), which are fixed locations that are encircled by the curve, are known. Directrix is the fixed line, and the eccentricity of the ellipse is the constant ratio.

No, the assertion does not imply that all circles are smooth forms. Since circles are a particular form of ellipse with a constant distance between any point on the circle's perimeter and its centre, they are a type of ellipse that are not all ellipses. In contrast, some ellipses seem stretched or compressed along their main and minor axes because there are two distinct distances between each point on the ellipse and its centre.

Hence an ellipse that is not a circle, such as one that is extended or flattened, can be a smooth shape. Due to the lack of any abrupt edges or line breaks, these forms are nevertheless regarded as smooth figures.

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Answer:

Step-by-step explanation:You do the brackets first 2X5= 10

10X4 = 40  -  20 / 5 .         20 divided by 5 = 4

40 - 4 = 36

B) 4+2= 6 X3 =18X3= 54

c) 20/5=4   X2 =8+19= 27

D)37.5

E) 3X2=6       12/3 = 4    14+6=20  20-4=16

Answer:

Since the student is equally likely to select pizza, nachos, or chicken for lunch, the probability of selecting each of these options is 1/3.

The probability that the student does not select chicken is the probability of selecting pizza or nachos, which are the two options other than chicken. Since these two options are equally likely, the probability of selecting pizza or nachos is 1/2.

Therefore, the probability that the student does not select chicken is 1/2.

Answer:

y = x - 5

Step-by-step explanation:

Using the 'y=mx+c' form,

Since m = 1,

y = x + c

Substituting (1, -4) into the above equation:

-4 = 1 + c

c = -5

Hence,

y = x - 5

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Answer:

x = 120

Step-by-step explanation:

A regular polygon for something that has 3 sides (triangle) will have equal angles and sides, making this an equilateral and equiangular triangle. Because of this, the angles on the inside of the triangle are each 60 degrees. Angle x and the angle of the triangle make a straight line, x+60=180. This makes x equal to 120.

A ring-shaped path goes around the circle shaped flower garden. The gardener will need total 52 bags of sand to cover the ring-shaped path with sand.

We have a circle shaped flower garden. Also, Diameter of inner circle = 30 yd

radius of inner circle, r = 30/2 = 15 yd

Diameter of outer circle = 36 yd

So radius of outer circle, R = 36/2 = 18 yd

Area of inner circle = πr²

= π(15)² = 225π yd²

Area of Outer circle = πR²

= π(18)² = 324π yd²

A ring-shaped path goes around the garden. Thus, Area of shaded region

= Outer circle area - inner circle area that is πR² - πr²

= 325 π - 225π = π(324 - 225)

= 3.14× 99 = 310.86 yd²

Since we have a bag of sand can cover 6 yard. So, number of the requirements of bags of sand is calculated as = 310.86/6

= 51.81 ~ 52

since we want whole sand bags, so total Sandbags needed is equals the 52.

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There are 18 different chairs in total.

Multiplication is an arithmetic operation that involves combining two or more numbers to get a product. The numbers being multiplied are called factors, and the result of multiplication is called the product.

Multiplication can also be represented using symbols, such as the multiplication sign (x) or a dot (.). For example, 2 x 3 can also be written as 2 . 3.

Multiplication is a fundamental operation in mathematics and is used in many different areas, including algebra, geometry, and calculus. It has numerous applications in science, engineering, economics, and many other fields.

There are a total of 24 different chairs that are available.

3 finishes: dark, light, or oak

3 seat cover colors: tan, black, or cream

2 heights: regular or tall

Therefore, the total number of different chairs is calculated as:

3 (finishes) x 3 (seat cover colors) x 2 (heights) = 18

So, there are 18 different chairs in total.

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There are 18 different chairs in tοtal.

Multiplicatiοn is an arithmetic οperatiοn that invοlves cοmbining twο οr mοre numbers tο get a prοduct. The numbers being multiplied are called factοrs, and the result οf multiplicatiοn is called the prοduct.

Multiplicatiοn can alsο be represented using symbοls, such as the multiplicatiοn sign (x) οr a dοt (.). Fοr example, 2 x 3 can alsο be written as 2 . 3.

Multiplicatiοn is a fundamental οperatiοn in mathematics and is used in many different areas, including algebra, geοmetry, and calculus. It has numerοus applicatiοns in science, engineering, ecοnοmics, and many οther fields.

There are a tοtal οf 24 different chairs that are available:

3 finishes: dark, light, οr οak

3 seat cοver cοlοrs: tan, black, οr cream

2 heights: regular οr tall

Therefοre, the tοtal number οf different chairs is calculated as:

3 × 3 × 2 = 18

So, there are 18 different chairs in total.

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The percent of women in the workforce is expected to increase by 0.0879% in 2039, according to the given model.The given function is w(x) = 9.42 + 8.70 ln(x), where x represents the number of years past 1940.

To find the rate of change of the percent in 2039, we need to find the derivative of the function with respect to x.

w(x) = 9.42 + 8.70 ln(x)

Differentiating both sides with respect to x, we get:

dw/dx = 8.70 / x

Substituting x = 99 (since 2039 is 99 years past 1940), we get:

dw/dx = 8.70 / 99

Therefore, the rate of change of the percent in 2039 is approximately 0.0879%, rounded to three decimal places.

Therefore, the percent of women in the workforce is expected to increase by 0.0879% in 2039, according to the given model.

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