Match the system of equations with the number of solutions.
y = 6z+8
y = 6x-4
y = 3x + 2
y + 3x = -7
4z - 2y = 10
2z-y = 5
4z + y = 8
y=-2z+8
No Solution

Match The System Of Equations With The Number Of Solutions.y = 6z+8y = 6x-4y = 3x + 2y + 3x = -74z -

Answers

Answer 1

Answer:

Step-by-step explanation:

The system of equations with no solution is:

y + 3x = -7

4z - 2y = 10

The system of equations with exactly one solution is:

y = 6z+8

y = 6x-4

y = 3x + 2

2z-y = 5

y=-2z+8

The system of equations with infinitely many solutions is:

4z + y = 8


Related Questions

A girl is on a bridge 38.9 m high. She throws a rock straight down at -12.5 m/s. How long does it the rock to hit the ground

Answers

Answer:

3.14 seconds

Step-by-step explanation:

In quantitative literacy

Answers

In quantitative literacy, the solution involves finding the LCM of the numbers and then squaring it to obtain the smallest square number that satisfies the given conditions.

In quantitative literacy, finding the smallest square number that is divisible by 8, 12, 15, and 20.

To solve the problem, we need to determine the least common multiple (LCM) of these four numbers.

Let's list the multiples of each number until we find a common multiple:

Multiples of 8: 8, 16, 24, 32, 40, 48, 56, 64, 72, 80, 88, 96, 104, 112, 120, ...

Multiples of 12: 12, 24, 36, 48, 60, 72, 84, 96, 108, 120, ...

Multiples of 15: 15, 30, 45, 60, 75, 90, 105, 120, ...

Multiples of 20: 20, 40, 60, 80, 100, 120, ...

From the lists above, we can see that 120 is the smallest common multiple of all the numbers. To find the smallest square number, we need to square 120:

120^2 = 14,400

The smallest square number that is divisible by 8, 12, 15, and 20 is 14,400.

In quantitative literacy, the solution involves finding the LCM of the numbers and then squaring it to obtain the smallest square number that satisfies the given conditions.

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Find the missing side length.
1) 10 / ?
2) 24 / 15
( look at photo )

Answers

The answer will be 18. The sides are being added by half of the previous number it seems

True or False: If the discriminant is less than zero, then the graph will never cross the x-axis.


False


True

Answers

Answer:

True

Step-by-step explanation:

If the discriminant [tex]D=b^2-4ac < 0[/tex], then there are two complex roots

If the discriminant [tex]D=b^2-4ac > 0[/tex], then there are two real roots

If the discriminant [tex]D=b^2-4ac=0[/tex], then there is only one real root

True is the correct answer for this problem

What is this answer? Cant figure out nor parents

Answers

Answer:

A. 144

D. √9 * √16.  

Step-by-step explanation:

The product property of square roots states that for any two numbers (a and b), where both are greater than or equal to 0, the square root of a product is equal to the product of the square root:

[tex]\sqrt{ab}=\sqrt{a} *\sqrt{b}[/tex]

Thus, √(9 * 16) is equivalent to √9 * √16.  

We can see this mathematically if we evaluate the expressions:

[tex]\sqrt{(9*16)}=\sqrt{9}*\sqrt{16}\\ \sqrt{144}=3*4\\ 12=12[/tex]

Thus, the answers are A and D.

If you can only choose one answer, choose D because the question didn't explicitly ask us to evaluate √(9 * 16).

If you can choose multiple answers, choose A and D.

The three steps below were used to find the value of the expression [(-10 + 2) - 1] + (2 + 3). Step 1: ? Step 2: -9 + 2 + 3 Step 3: -7 + 3 Which expression is missing from Step 1? Question 3 options: [-10 + -1 + 2] + (2 + 3) [-8 - 1] + (2 + 3) [-10 + 1] + (2 + 3) [8 + 1] + (2 + 3)

Answers

Therefore, the missing expression in Step 1 is [-8 - 1] + (2 + 3).

In order to find the missing expression in Step 1, let's analyze the given steps and the final expression.

Step 1: ?

Step 2: -9 + 2 + 3

Step 3: -7 + 3

To find the missing expression in Step 1, we need to work backwards from Step 3 to Step 1.

In Step 3, the expression "-7 + 3" gives us a result of -4.

In Step 2, the expression "-9 + 2 + 3" gives us a result of -4.

So, the missing expression in Step 1 should also evaluate to -4 when performed correctly.

Let's check the available options:

[-10 + -1 + 2] + (2 + 3) = -11 + 2 + 5 = -4

[-8 - 1] + (2 + 3) = -9 + 5 = -4

[-10 + 1] + (2 + 3) = -9 + 5 = -4

[8 + 1] + (2 + 3) = 9 + 5 = 14

Out of the given options, only option 2, [-8 - 1] + (2 + 3), correctly evaluates to -4. Therefore, the missing expression in Step 1 is [-8 - 1] + (2 + 3).

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100 Points! Geometry question. Photo attached. Name the angle of depression and the angle of elevation in each figure. Thank you!

Answers

Answer:

carnival one
elevation = SWT
depression = RTW

deer one
elevation = ABC
depression = DCB

Step-by-step explanation:

50 points, pls answer

Is it possible for a satellite to see

of the Earth’s equator? Why or why not?


11-94.

Answers

a. The image is attached below.

b. Length of the equator is 24,000 miles.

c. The image is attached below.

d. No, it is not possible for a satellite to see 50% of the Earth's equator.

Satellite B will see more of the Earth's equator than Satellite A. This is because the viewing angle of Satellite B is larger than the viewing angle of Satellite A. The viewing angle of Satellite B is 60 degrees, while the viewing angle of Satellite A is 45 degrees.

The length of the equator in view of Satellite B is 24,000 miles. This can be calculated using the following formula:

length of the equator = 2 * [tex]\Pi[/tex] * radius * sin(m/2)

Use a third color to draw the viewing angle from Satellite C. Label the points of tangency J and K. If m/C=45", find the mJK and mJZK

This is because the Earth is a sphere, and a sphere has no flat surfaces. A satellite can only see a portion of the Earth's surface, and the portion that it sees will always be less than 50% of the total surface area.

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Please answer: h^-1(x) for this question

Answers

All the solutions are,

g⁻¹ = { (7, - 7), (- 7, - 6), (6, - 1), (9, 3) }

h⁻¹ (x) = 5x - 13

⇒ (h⁻¹ о h ) (- 3) = 3

We have to given that,

Functions g and f are defined as,

g = {(- 7, 7), (- 6, - 7), (- 1, 6), (3, 9)

And, h (x) = (x + 13) / 5

Now, We can simplify for inverse function as,

For inverse function of g,

g = {(- 7, 7), (- 6, - 7), (- 1, 6), (3, 9)

g⁻¹ = { (7, - 7), (- 7, - 6), (6, - 1), (9, 3) }

And, Inverse function of h is,

h (x) = (x + 13) / 5

y = (x + 13) / 5

Solve for x,

5y = x + 13

x = 5y - 13

h⁻¹ (x) = 5x - 13

So, We get;

⇒ (h⁻¹ о h ) (- 3)

⇒ (h⁻¹ (h (- 3))

⇒ (h⁻¹ (- 3 + 13)/5)

⇒ (h⁻¹ (2))

⇒ 5 (2) - 13

⇒ 10 - 13

⇒ - 3

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If every floor is 5.079 meters tall how many floors are in the burj Khalifa (please help I need this before 12)

Answers

Answer:
147 floors

Explanation:

To determine the number of floors in the Burj Khalifa, we can use the information provided. We know that Andre stood 1000 meters away from the building and looked up at a 39.62-degree angle using a laser rangefinder. Let's calculate the height of the Burj Khalifa using basic trigonometry.

First, we can find the height of the building using the tangent function:

tan(angle) = height / distance

tan(39.62 degrees) = height / 1000 meters

height = tan(39.62 degrees) * 1000 meters

height ≈ 747.97 meters

Now, let's calculate the number of floors in the Burj Khalifa. We are given that each floor is 5.079 meters tall.

Number of floors = height / height of each floor

Number of floors = 747.97 meters / 5.079 meters

Number of floors ≈ 147.23 floors

Since we cannot have fractional floors, we can round the number down to the nearest whole number.

Therefore, there are approximately 147 floors in the Burj Khalifa.

The aquarium has 10 more red fish than blue fish. 60 percent of the fish are red. How many blue fish are in the aquarium? Show your work. (10 points)​

Answers

Answer:

There are 20 blue fish in the aquarium.

Step-by-step explanation:

If 60% of the fish are red than 40% are blue. That means that 20% fish is 10 fish. 20% = 10 fish. 40% = 20 fish.

______
36 | 8,325

is it

203 R17 or 231 R9 or 231 R11 or 234 R1

Answers

The quotient is 231, and the remainder is 9 or 231 R9.

To perform long division to find the quotient and remainder of 8,325 divided by 36, you would proceed as follows:

         ______

36 | 8,325

- 7,200 (36 x 200)

        1,125

1,080 (36 x 30)

         45

and,   36 (36 x 1)

          9

The quotient is 231, and the remainder is 9.

Therefore, the correct answer is 231 R9.

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Show your work HELPPPP DUE TOMORROW!!

Answers

Answer:

10

Step-by-step explanation:

[tex]2\frac{3}{8}[/tex]+[tex]1\frac{3}{4}[/tex]+[tex]5\frac{7}{8}[/tex]=

[tex]2\frac{3}{8} +1\frac{6}{8} +5\frac{7}{8}[/tex]=

[tex]8\frac{16}{8} =10[/tex]

If (2x-7), (x-1), 3x, x, (x+2), 30 and 10
1. Find the value of x
2. Find the value of the largest angle
PLEASE HELP ME ASAP ​

Answers

The value of x in arithmetic progression is 5/3 and the largest angle is 30.

The given sequence is: (2x-7), (x-1), 3x, x, (x+2), 30, 10.

In an arithmetic progression, the common difference (d) between consecutive terms remains constant.

The common difference between the terms = (x - 1) - (2x - 7) = x - 1 - 2x + 7 = 6 - x

6 - x = 3x - (x - 1)

6 - x = 3x - x + 1

6 - x = 2x + 1

-x - 2x = 1 - 6

-3x = -5

x = -5 / -3

x = 5/3

Therefore, the value of x is 5/3.

2x-7 = 2 ×5/3 -7 = -3.66

x-1 = 5/3-7 = -5.33

3x = 3 × 5/3 = 5

x + 2 = 5/3+2 =3.66

Thus, the largest angle is 30.

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Your question is incomplete, most probably the full answer is:

If (2x-7), (x-1), 3x, x, (x+2), 30 and 10 are in AP, then

1. Find the value of x

2. Find the value of the largest angle

Which of the following is the appropriate notation when calculating conditional probabilities

Answers

The notation which is the most appropriate notation when calculating conditional probabilities is option B.

What is the notation for conditional probabilities?

The appropriate notation for calculating conditional probabilities is often denoted using the vertical bar symbol "|". This symbol represents "given" or "conditional on."

In a mathematical expression, the conditional probability of event A given event B is written as P(A | B), where "P" stands for probability. This notation indicates that the probability of event A occurring is being calculated assuming that event B has already occurred.

Thus option B is correct.

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Two math students were asked to write an exponential growth equation that had a starting value of 300 and a growth rate of 2%. Pierre thinks the answer is y=300(1.02)^x and Scott thinks that the answer is y=300(1.2)^x. Are either of them right and why?

Answers

Incorrect,  the correct exponential growth equation as it accurately represents a starting value of 300 and a growth rate of 2%. Scott's equation

Neither Pierre nor Scott has the correct exponential growth equation.

The exponential growth equation represents a relationship where a quantity increases or grows exponentially over time. It is typically represented as y = a(1 + r)^x, where "a" represents the initial or starting value, "r" represents the growth rate (expressed as a decimal), "x" represents the time or number of periods, and "y" represents the resulting value after the growth.

In this case, Pierre's equation is y =[tex]300(1.02)^x.[/tex]This equation suggests a growth rate of 2% (0.02 as a decimal), which means that the quantity would increase by 2% with each period. This aligns with the given growth rate of 2%. Thus, Pierre's equation is correct.

On the other hand, Scott's equation is y = [tex]300(1.2)^x[/tex]. This equation suggests a growth rate of 20% (0.2 as a decimal), which means that the quantity would increase by 20% with each period. However, the given growth rate is 2%, not 20%. Therefore, Scott's equation is incorrect.

To summarize, Pierre's equation, y = 300(1.02)^x, is the correct exponential growth equation as it accurately represents a starting value of 300 and a growth rate of 2%. Scott's equation, y = 300(1.2)^x, does not match the given growth rate and is therefore incorrect.

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Martin's school is due west of his house and due south of his friend Hayley's house. The
distance between the school and Hayley's house is 12 kilometers and the straight-line
distance between Martin's house and Hayley's house is 13 kilometers. How far is Martin's
house from school?

Answers

The distance between Martin's house and the school is 5 kilometers.

How to solve for distance

To find the distance between Martin's house and the school, we can use the Pythagorean theorem.

Let's represent the distance between Martin's house and the school as x kilometers.

According to the given information:

Distance between Martin's house and Hayley's house (hypotenuse) = 13 kilometers

Distance between the school and Hayley's house (one side of the right triangle) = 12 kilometers

Using the Pythagorean theorem, we have:

x[tex]x^2 + 12^2 = 13^2[/tex]

Simplifying the equation:

[tex]x^2 + 144 = 169x^2 = 169 - 144x^2 = 25[/tex]

Taking the square root of both sides:

x = √25

x = 5

Therefore, the distance between Martin's house and the school is 5 kilometers.

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Applying the General Multiplication Rule A box contains four red balls and eight black balls. Two balls are randomly chosen from the box, and are not replaced. Let event B be choosing a black ball first and event R be choosing a red ball second. What are the following probabilities? P(B) = P(R | B) = P(B ∩ R) = The probability that the first ball chosen is black and the second ball chosen is red is about percent.

Answers

The probability that the first ball chosen is black and the second ball chosen is red is 24.24%

How do i determine the probability?

First, we shall obtain the total balls present in the box. Details below:

Red ball (R) = 4Black ball (B) = 8Total ball =?

Total ball = 4 + 8

Total ball = 12 balls

Next, we shall obtain the probability of chosen a black ball first. Details below:

Black ball (B) = 8Total ball = 12 ballsProbability of chosen a black ball first, P(B) =?

P(B) = n(B) / n(T)

P(B) = 8 / 12

Next, we shall obtain the probability of chosen red as the 2nd ball. Details below:

Red ball (R) = 4Total pen = 11Probability of chosen red as the 2nd ball, P(R | B) =?

P(R | B)= n(R) / n(T)

P(R | B) = 4 / 11

Finally, we shall obtain the probability that the first ball chosen is black and the second ball chosen is red. Details below:

Probability of chosen a black ball first, P(B) = 8 / 12Probability of chosen red as the 2nd ball, P(R | B) = 3 / 11Probability that the 1st ball is black and the 2nd is red, P(B ∩ R) =?

P(B ∩ R) = [P(B) × P(R | B)] × 100

P(B ∩ R) = [(8 / 12) × (3 / 11)] × 100

P(B ∩ R) = 0.2424 × 100

P(B ∩ R) = 24.24%

Thus, the probability that the first ball chosen is black and the second ball chosen is red is 24.24%

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What value of x would make 5 Superscript x Baseline equals 625 true? Enter the answer in the box

Answers

The value of x that makes [tex]5^x = 625[/tex] true is x = 4.

To determine the value of x in the equation [tex]5^x = 625[/tex], we need to find the exponent that results in 625 when applied to the base 5.

Since 625 can be expressed as 5 raised to the power of 4 ([tex]5^4 = 625[/tex]), the value of x that satisfies the equation is 4.

When we substitute x = 4 into the equation, we get [tex]5^4 = 625[/tex], which is true.

Therefore, x = 4 is the solution to the equation, indicating that 5 raised to the power of 4 equals 625.

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Find the measure of the each angle to the nearest degree. cos−11013

Answers

The function cos(x) is periodic, with a period of 2π radians or 360 degrees. This means that cos(x) = cos(x + 2π) for any value of x.

To find the measure of the angle whose cosine is -1/13, we can use the inverse cosine function (also called arccosine). The arccosine function gives the angle whose cosine is a given value.

arccos(-1/13) is the angle whose cosine is -1/13. We can use a calculator to find an approximate value of this angle:

arccos(-1/13) ≈ 100.96 degrees

Therefore, the measure of the angle whose cosine is -1/13 is approximately 101 degrees.

The Maths GCSE test scores of 240 students are shown in the histogram below.

Answers

The required median is 110- 120 and the upper quartile of the scores is 110-120.

Given that, the data from the histogram is

CI                 |             f

80-90          |            5

90-100,        |            3

100-110,        |            4

110-120,        |            4

120-130,       |             3

130-140,       |             3

140-150,       |             2

150-160        |             2

To find the median and upper quartile of the given scores, make the cumulative frequency table.

The cumulative frequency table is given below.

CI                 |             f               |             cf            

80-90          |            5               |             5

90-100,        |            3               |             8

100-110,        |            4               |            12

110-120,        |            4               |             16

120-130,       |             3               |             19

130-140,       |             3               |             22

140-150,       |             2               |             24

150-160        |             2               |             26

N = 26.

The median is the N/2 th score when N is even.

Median  = 13th score = 110-120 scores

To find the upper quartile, the product of (3/4 and N )th score gives the upper quartile.

Upper quartile = (3/4 x 26)th score.

Upper quartile = 19.5th  score.

The upper quartile score range is 110 - 120.

Therefore,the required median is 110- 120 and the upper quartile of the scores is 110-120.

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What is the value of x?
NO SPAM OR I WILL REPORT YOU AND BAN YOU IMMEDIATELY

Answers

Using a trigonometric relation, we can see that the value of x is 10.39

How to find the value of x?

Here we have a right triangle. We can see that we know the measures of the hypotenuse, and the angle opposite to the side x.

Then to get the value of x, we can use the trigonometric relation:

sin(a) = (opposite cathetus)/hypotenuse.

Replacing the values that we know, we will get.

sin(60°) = x/12

solve that for x:

12*sin(60°) = x

10.39 = x

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Fraction 1: the quantity x plus 1 over the quantity x squared minus 25; Fraction 2: the quantity x plus 5 over the quantity x squared plus 8 times x plus 7; Find Fraction 1 times by Fraction 2.

Answers

The product of the fractions is 1/[(x - 5)(x + 7)]

How to evaluate the product of the fractions

From the question, we have the following parameters that can be used in our computation:

Fraction 1 = (x + 1)/(x² - 25)

Also, we have

Fraction 2 = (x + 5)/(x² + 8x + 7)

So, we have

Product = (x + 1)/(x² - 25) * (x + 5)/(x² + 8x + 7)

When factored, we have

Product = (x + 1)/(x - 5)(x + 5) * (x + 5)/(x + 1)(x + 7)

Evaluate the products

Product = 1/(x - 5) * 1/(x + 7)

This gives

Product = 1/[(x - 5)(x + 7)]

Hence, the product of the fractions is 1/[(x - 5)(x + 7)]

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Robert has some nickels and some dimes. He has a maximum of 29 coins worth no less than $2.20 combined. If Robert has 10 nickels, determine all possible values for the number of dimes that he could have. Your answer should be a comma separated list of values. If there are no possible solutions, submit an empty answer.

Answers

Let's solve this problem step by step.

Robert has 10 nickels, which means he already has 10 coins. We need to find the possible values for the number of dimes he could have.

Let's assume Robert has x dimes.

The value of 10 nickels is 10 * $0.05 = $0.50.
The value of x dimes is x * $0.10 = $0.10x.

The total value of the coins is at least $2.20. So we can write the inequality:

$0.50 + $0.10x ≥ $2.20

Now let's solve this inequality for x:

$0.10x ≥ $2.20 - $0.50
$0.10x ≥ $1.70
x ≥ $1.70 / $0.10
x ≥ 17

Therefore, the possible values for the number of dimes Robert could have are 17 or greater.

So, the comma-separated list of possible values for the number of dimes is: 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29.

Note: We have considered the maximum limit of 29 coins mentioned in the problem, so any value of x greater than or equal to 17 and less than or equal to 29 would satisfy the given conditions.
Final answer:

Robert's dimes are anywhere between 17 and 19.

Explanation:

Nickels

are worth 5 cents, and

dimes

are worth 10 cents. Since Robert has 10 nickels, he already has 50 cents. To reach a minimum of $2.20, or 220 cents, Robert needs at least 170 more cents. Because each dime is worth 10 cents, he needs a minimum of 17 dimes. If he has a maximum of 29 coins in total, subtracting the 10 nickels means that he can have up to 19 dimes. So, Robert could have anywhere between 17 and 19 dimes.

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find the surface area​

Answers

The surface area of the cylinder is: 156π.

Here, we have,

given that,

the cylinder has:

radius = 6 in

height = 10 in

now, surface area of the cylinder is:

SA = 2πrh + πr²

here, we have,

SA = 2π *6 * 10 + π6²

     = 120π + 36π

     = 156π

Hence, The surface area of the cylinder is: 156π.

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100 Points! Geometry question. Photo attached. Please show as much work as possible. Thank you!

Answers

The surface area of each solid is listed below:

Case A: A = 584.988 ft²

Case B: A = 320π in²

How to determine the surface area of a solid

In this problem we must determine the surface area of each of two solids, that is, the sum of the areas of all faces, whose area formulas are introduced below:

Square

A = l²

Where l is the side length.

Triangle

A = 0.5 · w · h

Where:

w - Widthh - Height

Circle

A = π · r²

Where r is the radius.

Lateral side of a cylinder

A = 2π · r · h

Where h is the height of the cylinder.

Now we proceed to determine the surface area of each solid:

Case A:

A = (14 ft)² + 4 · 0.5 · (14 ft) · √[(7 ft)² + (12 ft)²]

A = 584.988 ft²

Case B:

A = 2π · (8 in)² + 2π · (8 in) · (12 in)

A = 320π in²

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stuck on this question any help would be appreciated :)

Answers

The points that represent this data set are shown in the scatter plot attached below.

How to construct and plot the data in a scatter plot?

In this exercise, we would plot the number sold on the x-coordinates of a scatter plot while the prices ($) would be plotted on the y-coordinate of the scatter plot through the use of Microsoft Excel.

On the Microsoft Excel worksheet, you should right click on any data point on the scatter plot, select format trend line, and then tick the box to display a linear equation for the line of best fit on the scatter plot.

Based on the scatter plot shown below, which models the relationship between the number sold and the prices ($), a linear equation for the line of best fit is as follows:

y = 0.23x + 1.00

In conclusion, the slope of the line is 0.23 and the y-intercept is 1.00.

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Can somebody please help me thank tou

Answers

Answer:

Step-by-step explanation: On the left side find the number that is able to make that sum true for that equation. on the right side you just subtract the answer with the number to get your answer.

Answer:

Step-by-step explanation:

I Think this is the  answer

On the left side find the number that is able to make that sum true for that equation. on the right side you just subtract the answer with the number to get your answer

if a student is a sophomore what is the probabillty that they travle the world

Answers

Traveling the world is a popular dream for many people, including students. While there is no way to know for sure what the probability is that a sophomore student will travel the world, there are some factors that may influence their likelihood of doing so.

For example, students who have access to financial resources and support from their families may be more likely to travel than those who don't. Additionally, students who are studying subjects that are related to travel, such as international relations, may be more interested in exploring the world.

There are also other factors that can influence a student's travel plans, such as personal preferences, cultural background, and availability of opportunities. Ultimately, the decision to travel the world is a personal one that depends on a wide range of factors.

In summary, there is no definitive answer to the question of what the probability is that a sophomore student will travel the world. However, there are many factors that can influence their likelihood of doing so.

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100 Points! Geometry question. Photo attached. Please show as much work as possible. Thank you!

Answers

Answer:

100°

Step-by-step explanation:

tThe sum of all arc measures that make up that circle is 360 degrees.

QS + RQ + RS = 360

QS = 360 - 120 - 140 = 100

An arc angle is the degree measurement of that angle inside the circle, opposite the arc

m∠R = arc QS = 100°

Answer:

∠ R = 50°

Step-by-step explanation:

the inscribed angle R is half the measure of its intercepted arc QS

the sum of the arcs on a circle is 360° , that is

RQ + QS + SR = 360°

120° + QS + 140° = 360°

QS + 260° = 360° ( subtract 260° from both sides )

QS = 100°

Then

∠ R = [tex]\frac{1}{2}[/tex] × 100° = 50°

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