8. Using only a compass and straightedge, find the image of A after a rotation by 180° counterclockwise about point B. Label the image A', please provide a picture of the answer

The given conditional statements are false, true, false, True.

They are determined by following:

(a) False - The statement "If 10<7,10<7, then 3=43=4" is false, since 10 is not less than 7.
(b) True - The statement "If 7<10,7<10, then 3=43=4" is true, since 7 is less than 10.
(c) False - The statement "If 10<7,10<7, then 3+5=83+5=8" is false, since 10 is not less than 7.
(d) True - The statement "If 7<10,7<10, then 3+5=83+5=8" is true, since 7 is less than 10.

Conditional statements are used in mathematics and logic to express relationships between events and conditions. These statements consist of an "if-then" structure, where the "if" clause is the antecedent or condition, and the "then" clause is the consequent or outcome.

The truth value of the conditional statement depends on whether the condition is true or false. If the condition is true, then the outcome is also true, and the statement is considered true.

If the condition is false, then the outcome may be true or false, and the statement is considered false. Conditional statements are widely used in mathematical proofs, programming, and reasoning to establish logical connections between different events and conditions.

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There are 169 outcomes in the complement of the given event.

To find the number of outcomes in the complement of the given event, which is that out of 344 high school students in their senior year, 175 are left-handed, you need to follow a few steps. So, let's get started. To find the number of outcomes in the complement of the given event, you will first find the total number of students that are right-handed, which can be found by subtracting the number of left-handed students from the total number of students:344 - 175 = 169Therefore, there are 169 right-handed students.

Next, to find the number of outcomes in the complement of the given event, you will need to subtract the number of outcomes in the given event from the total number of possible outcomes. Since the number of possible outcomes is equal to the total number of students, the number of outcomes in the complement of the given event can be found by subtracting the number of left-handed students from the total number of students:344 - 175 = 169 Therefore, there are 169 outcomes in the complement of the given event.

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Answer:

x = 45.

Step-by-step explanation:

Given a straight line with the equation.

First collect like terms:

2x + x = 180 - 45

Then calculate:

3x = 135

Finally after dividing both sides by 3:

x = 45

Answer:

Step-by-step explanation:

As per the equations, the two dogs are either 11 years old and 4 years old, or 4 years old and 11 years old.

Factoring is the process of breaking down a mathematical expression or number into its component parts, which can then be multiplied together to give the original expression or number. In algebra, factoring is often used to simplify or solve equations.

An equation is a statement that shows the equality of two expressions, typically separated by an equals sign (=). The expressions on both sides of the equals sign are called the "left-hand side" and "right-hand side" of the equation.

In the given question,

Let's call the age of the first dog "x" and the age of the second dog "y". We know that their ages add up to 15, so we can write:

x + y = 15

We also know that their ages multiply to 44, so we can write:

x * y = 44

Now we have two equations with two unknowns, which we can solve simultaneously to find the values of x and y.

One way to do this is to use substitution. From the first equation, we can solve for one variable in terms of the other:

y = 15 - x

We can substitute this expression for y into the second equation:

x × (15 - x) = 44

Expanding the left side, we get:

15x - x^2 = 44

Rearranging and simplifying, we get a quadratic equation:

x^2 - 15x + 44 = 0

We can factor this equation as:

(x - 11)(x - 4) = 0

Using the zero product property, we know that this equation is true when either (x - 11) = 0 or (x - 4) = 0.

Therefore, the possible values of x are x = 11 and x = 4.If x = 11, then y = 15 - x = 4, which means that the ages of the two dogs are 11 and 4.

If x = 4, then y = 15 - x = 11, which means that the ages of the two dogs are 4 and 11.

Therefore, the two dogs are either 11 years old and 4 years old, or 4 years old and 11 years old.

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Answer:

36 × 10^6 m²

Step-by-step explanation:

Given the side length of a square = 6 × 10³m,

To solve for the area of a square, use the following formula:

A = S² where:

S = side of the square

Substitute the given value for the side into the formula:

A = S²

A = (6 × 10³)²

A = 36000000 or 36 × 10^6 m²

NOTE:

6 × 10³ is also the same as 6 × 1000 = 6000,

(6 × 10³)² is essentially 6,000² = 36,000,000

Therefore, its area in square meters is 36 × 10^6

The equation that correctly represents this situation is c(t) = 45 + 45(t-2). This equation states that the total number of credits the student will have after t semesters is equal to 45 (the number of credits they had before beginning college) plus 45 times the number of semesters after two (t-2).

To explain this equation in more detail, we need to break it down. First, the student had some credits earned while in high school, so the equation starts off with c(t) = 45, which is the number of credits the student had before beginning college.

Next, 45(t-2) represents the number of credits earned in the additional semesters since college began. The t-2 part of the equation means that the total number of credits earned in the additional semesters starts at zero for t = 2. Then, for each additional semester, 45 credits are added. So, for example, when t = 5, 45 credits are added to the initial 45 credits the student had before beginning college, resulting in 90 credits.Therefore, the equation  c(t) = 45 + 45(t-2)  correctly represents this situation.

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a) Biker A follows the hypotenuse of the triangle on a straight path.

It is probable that the bikers will meet at the vertex located at the base of the triangle.

The bikers have created a triangle with sides measuring 12, 21, and 24 miles and angles measuring 61, 89, and 30 degrees, respectively.

a) Biker A follows the hypotenuse of the triangle on a straight path.

It is probable that the bikers will meet at the vertex located at the base of the triangle.

They cover almost equal distances from their starting points:

24 miles ≈ √12²+21² miles

b) They encounter each other.

c) The angle at one vertex measures 30 degrees.

d) e) As shown in the attached picture, it is an almost right triangle.

f) Together, they cover a total distance of 57 miles (12+21+24).

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It is important to be aware that the distribution of sample means x may not match the distribution of the original x values exactly, due to sampling variability.

if the original distribution of x values is known to be normalize size needs to be large, then the sample size does not need to be restricted in order to claim that the distribution of sample means x taken from random samples of a given size is normal. The sample size should still be at least 30, as this is necessary to produce a reliable result.

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(a) Symbol used for sample standard deviation is “s” or “σˆ” (s-hat). The unit for the sample standard deviation is grams, as it is calculated from a sample.

(b) Symbol used for population standard deviation is “σ” (sigma).The unit for the population standard deviation is also grams, as it is calculated for the entire population.

The population standard deviation is a parameter, which is a fixed value calculated from every individual in the population.

A sample standard deviation is a statistic. This means that it is calculated from only some of the individuals in a population. Since the sample standard deviation depends upon the sample, it has greater variability.

(c) Symbol used for sample variance is “s²” or “σ²ˆ” (sigma-hat squared). The unit for the sample variance is grams², as it is calculated from a sample.

(d) Symbol used for population variance is “σ²” (sigma squared). The unit for the population variance is also grams², as it is calculated for the entire population.

Population variance refers to the value of variance that is calculated from population data, and sample variance is the variance calculated from sample data.

Due to this value of denominator in the formula for variance in case of sample data is ‘n-1’, and it is ‘n’ for population data. As a result both variance and standard deviation derived from sample data are more than those found out from population data.

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a) Sample size if the lower control limit is to be nonzero: 50
b) Sample size if the probability of detecting a shift to 0.04 is to be 0.50: 100

a) How large should the sample size be if the lower control limit is to be nonzero?

n = (2σ / d)²We know that:

Center line (CL) = 0.01

Sigma (σ) = LCL = 0.005

d = Centerline - LCL = 0.01 - 0.005 = 0.005

Substituting the values in the formula, we get

n = (2 * 0.005 / 0.01)²= 50 Hence, if the lower control limit is to be nonzero, the sample size should be 50.

b) How large should the sample size be if we wish the probability of detecting a shift to 0.04 to be 0.50?

The probability of detecting a shift to 0.04 is denoted by β and is calculated using the following formula:

β = Φ [(-Zα/2 + Zβ) / √ (p₀q₀/n)], Where, Φ is the standard normal distribution function, Zα/2 is the critical value for the normal distribution at the (α/2)th percentile, Zβ is the critical value for the normal distribution at the βth percentile, p₀ is the assumed proportion of nonconforming items, q₀ is 1 – p₀, and n is the sample size.

In order to determine the sample size, we must first select a value for β. If we select a value for β of 0.50, then β = 0.50. This implies that we have a 50% chance of detecting a shift if one occurs. Since the exact value for p₀ is unknown, we assume that p₀ = 0.01, which is equal to the center line.

n = (Zα/2 + Zβ)² p₀q₀ / β², Substituting the values in the formula, we get,

n = (Zα/2 + Zβ)² p₀q₀ / β²= (1.96 + 0.674)² (0.01) (0.99) / 0.50²= 99.7 ≈ 100

Hence, if we wish the probability of detecting a shift to 0.04 to be 0.50, the sample size should be 100.

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a) To write the ratio of the number of machines to the number of crates packed per day in the form 1: n, we need to find the number of crates packed per day per machine. We can do this by dividing the total number of crates packed per day by the number of machines:

Number of crates packed per day per machine = 150 crates/day ÷ 60 machines = 2.5 crates/machine/day

Therefore, the ratio of the number of machines to the number of crates packed per day in the form 1: n is 1:2.5 or 2:5.

b) To find out how many crates of limes 70 of these machines would pack per day, we can use the ratio from part (a) to set up a proportion:

1 machine : 2.5 crates/day = 70 machines : x crates/day

Solving for x, we get:

x = (70 machines × 2.5 crates/day) / 1 machine = 175 crates/day

Therefore, 70 of these machines would pack 175 crates of limes per day.

Step-by-step explanation:

a) The ratio of the number of machines to the number of crates packed per day can be written as:

60 : 150

To simplify this ratio, we can divide both sides by 10:

6 : 15

Finally, we can divide both sides by 3 to get the ratio in the form 1 : n:

1 : 2.5

Therefore, the ratio of the number of machines to the number of crates packed per day is 1 : 2.5.

b) If 60 machines can pack 150 crates per day, then one machine can pack:

150/60 = 2.5 crates per day

So, 70 machines can pack:

70 × 2.5 = 175 crates per day

Therefore, 70 machines can pack 175 crates of limes per day.

Answer: profit

Step-by-step explanation:

3.95 (price of one share) multiplied by 40 (the amount of shares bought) would have cost $158. so selling all for $200 would be a $42 profit

The survey ratings provide valuable feedback for drivers who are looking for quality tires for their vehicles. These ratings can give insight on steering responsiveness, how quickly a tire wears, and overall customer satisfaction. Drivers can also see how their tire of choice stacks up against other tires, making it easier to make an informed decision when shopping for tires.

The Tire Rack is America’s leading online distributor of tires and wheels. They conduct extensive testing to ensure that customers are provided with the most suitable tires for their vehicles, driving styles, and driving conditions. They also use an independent consumer survey to help drivers gain insight on long-term tire experiences.

The following data show survey ratings on a 1-10 scale, with 10 being the highest rating, of 18 maximum performance summer tires, as of February 3, 2009 (Tire Rack website). The variables are Steering (steering responsiveness), Tread Wear (quickness of wear), and Buy Again (overall tire satisfaction and desire to purchase the same tire again). The Yokohama Aegis LS4 has a Steering rating of 7.9, Tread Wear rating of 7, and Buy Again rating of 7.1. The Dunlop SP20 FE has a Steering rating of 5.7, Tread Wear rating of 5, and Buy Again rating of 3.3.

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The vector u2 is (0, √3/3, 2/3). It is a unit vector that is orthogonal to both 8,-8,8 and 0,5,5.

Given two vectors 8,-8,8 and 0,5,5, we need to find another unit vector that is orthogonal to both the given vectors. Let's call this vector u1.The vector u1 can be obtained by taking the cross product of the two given vectors:u1 = (8,-8,8) × (0,5,5)u1 = (-40,-40,40)

To get a unit vector, we need to normalize u1 by dividing it by its magnitude:|u1| = √((-40)² + (-40)² + 40²) = 60u1 = (-40/60, -40/60, 40/60) = (-2/3, -2/3, 1/3)Now we need to find another unit vector that is orthogonal to u1.

One way to do this is to take the cross product of u1 with another vector, and then normalize the result. We can choose any vector that is not parallel to u1. For example, we can choose the vector (1,0,0).u2 = u1 × (1,0,0)u2 = (-2/3, -2/3, 1/3) × (1,0,0)u2 = (0,1/3,2/3)

To get a unit vector, we need to normalize u2 by dividing it by its magnitude:|u2| = √(0² + (1/3)² + (2/3)²) = 1/√3u2 = (0, √3/3, 2/3)

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Answer:

Step-by-step explanation:

2(2x-5) = 18 (FOIL)

4x-10=18

4x = 28

x= 7

Answer:

x = -2

Step-by-step explanation:

2(2x - 5) = -18

Divide both sides by 2.

2x - 5 = -9

Add 5 to both sides.

2x = -4

Divide both sides by 2.

x = -2

Answer: 54 square in

Step-by-step explanation:

I don't know if this is the same person but I answered this same question just now please check my profile or comment if you want the explanation

Jen has 54 pages left to read to meet her assignment requirement.

The inequality that represents this situation is p ≥ 85 - 31

To find how many pages Jen has left to read, we can subtract the number of pages she has already read from the minimum number of pages she needs to read.

The minimum number of pages Jen needs to read is 85, and she has already read 31 pages. So, the number of pages she has left to read, p, can be found by:

p = 85 - 31

p = 54

Therefore, Jen has 54 pages left to read.

To represent this situation with an inequality, we can use:

p ≥ 85 - 31

This inequality states that the number of pages Jen still needs to read, p, must be greater than or equal to the difference between the minimum number of pages she needs to read (85) and the number of pages she has already read (31).

Solving for p:

p ≥ 85 - 31

p ≥ 54

This means that Jen must read at least 54 more pages to meet her assignment requirement.

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Answer:

Length = 53 feet

Width = 22 feet

Step-by-step explanation:

Perimeter = 2(length + width)

Then:

a = 2w + 9            Ec. 1

150 = 2(a + w)       Ec. 2

a = length

w = width

From Eq. 1:

a - 9 = 2w            Eq. 3

From Eq. 2:

150 = 2*a + 2*w

150 = 2a + 2w

150 - 2a = 2w        Eq. 4

Equalizing Eq. 3 and Eq. 4

a - 9 = 150 - 2a

a + 2a = 150 + 9

3a = 159

a = 159/3

a = 53

From Eq. 1:

a = 2w + 9

53 = 2w + 9

53 - 9 = 2w

44 = 2w

44/2 = w

w = 22

Check:

From Eq. 2

150 = 2(a+w)

150 = 2(53+22)

150 = 2*75

The position of C on the number line is 1/8th position.

A number line is a visual representation of the real numbers as points or marks on a straight line. The number line is usually represented horizontally, with zero in the middle and positive numbers to the right of zero and negative numbers to the left of zero.

From the given number line, there are total 8 points between 0 to 1

That means, it's fractions of 8.

Location of point C is on the 1st point,

So, position of C on this number line = (1/8) ÷ (1-0) = 1/8

Therefore, In the number line, C is located in the 1/8th place.

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Answer:

It has no solution within Real numbers. Its solutions are Complex/imaginary, since its discriminant is negative (-64).

Step-by-step explanation:

The normalized form of the equation

(x+2)^2= - 16

x^2 + 4x + 4 = - 16

x^2 + 4x + 20 = 0

We have in the form ax^2 + abx + c = 0

a = 1

b = 4

c = 20

Discriminant is b^2 - 4ac = 4^2 - 4*1*20 = 16 - 80 = - 64

Discriminant is negative, therefore, no Real solutions.

The  value of x in the interval (3 < x < 6) for which the rate of change of the cost is zero.

(a) To verify that C(3) < C(6), we have to find the values of C(3) and C(6).The given function is C(x) = s(x x+3)The order size is measured in hundreds. So, when x = 3, the order size is 300 and when x = 6, the order size is 600.Therefore, C(3) = s(3 x 3+3) = s(18) and C(6) = s(6 x 6+3) = s(39)Now, as s(x) > 0, we can see that C(6) > C(3). Hence, C(3) < C(6).(b) According to Rolle's Theorem, the rate of change of the cost must be 0 for some order size in the interval (3 < x < 6).We know that the function is continuous and differentiable in the interval (3 < x < 6). Now, the rate of change of the cost is given by the derivative of the function C(x) with respect to x.C(x) = s(x x+3)C'(x) = s[1 + (x + 3) . 1] = s(1 + x + 3) = s(x + 4)As per Rolle's Theorem, there must exist a value of x in the interval (3 < x < 6) such that C'(x) = 0.So, s(x + 4) = 0x + 4 = 0x = -4Thus, the order size is -4 x 100 = -400. However, this is an absurd answer as the order size cannot be negative. Therefore, there is no value of x in the interval (3 < x < 6) for which the rate of change of the cost is zero.

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Using the property of a kite: the angles formed by two unequal sides of a kite are equal. The value of ∠BCD∠BCD is

∠BCD = ∠BAD ⇒ ∠BCD = 106°  

Answer:

[tex]x = 4\sqrt{3}[/tex]

Step-by-step explanation:

The triangle is right-angled

In a right-angled triangle, the following equality holds

[tex]\tan x = \dfrac{\text{Side Opposite x}}{\text{Side adjacent to x}}\\\\\tan 30 = \dfrac{4}{x}\\\\[/tex]

[tex]\tan 30 = \dfrac{1}{\sqrt{3}}\\\\\dfrac{1}{\sqrt{3}} = \dfrac{4}{x}\\\\[/tex]

Cross multiply:
[tex]1 \times x = 4 \times \sqrt{3}\\\\x = 4\sqrt{3}[/tex]

As a result, Lara made a $6,262.71 initial deposit into her savings account.

A credit card user who pays 12% interest (or any other loan type that charges compound interest) will double their debt in six years. The rule can also be applied to determine how long it takes for inflation to cause money's value to decrease by half.

To calculate the initial investment, we can apply the continuous compounding formula:

A = Pe(rt)

Where:

A = the current balance ($7,000.00)

P = the initial deposit (unknown)

r = the annual interest rate (11% or 0.11 as a decimal)

t = the time in years (1 year)

Plugging in these values, we get:

$7,000.00 = Pe(0.11 * 1)

A shorter version of the exponential expression:

$7,000.00 = Pe0.11

$7,000.00 = P * 1.1166 (rounded to 4 decimal places)

Dividing both sides by 1.1166:

P = $6,262.71 (rounded to the nearest cent)

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The probability of drawing a diamond, then a black card, and then a face card from a standard deck of 52 cards with replacement is 3/104 or 0.028846 .

The probability that the first card will be a diamond, the second card will be a black card, and the third card will be a face card is given by the expression, `(13/52) × (26/52) × (12/52)`.

In a standard deck of 52 cards, there are 13 diamonds, 26 black cards (13 clubs and 13 spades), and 12 face cards (4 Jacks, 4 Queens, and 4 Kings).

To calculate the probability that the first card will be a diamond, the second card will be a black card, and the third card will be a face card, we use the formula of probability:

`P(E) = n(E) / n(S)`

where, P(E) = Probability of an event

n(E) = Number of favorable outcomes

n(S) = Total number of outcomes

Total number of outcomes = 52

First card will be a diamond

Number of diamonds in a deck of 52 cards = 13

Total number of outcomes after drawing the first card = 52

Probability of drawing a diamond in the first attempt = P(diamond)`= 13/52

Probability of drawing a black card in the second attempt, given that the first card is a diamond= `P(black/diamond)`= (26/52) = `(1/2)`

Probability of drawing a face card in the third attempt, given that the first card is a diamond and second card is a black card= `P(face/diamond and black)`= `(12/52)` = `(3/13)`

Therefore, probability that the first card will be a diamond, the second card will be a black card, and the third card will be a face card`= P(diamond) × P(black/diamond) × P(face/diamond and black) = (13/52) × (1/2) × (3/13)= 3/104`

Therefore, the required probability is 3/104 or 0.028846 rounded to the nearest millionth.

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Answer:

Step-by-step explanation:

120

Answer:

10 sides

Step-by-step explanation:

We can use the formula for the sum of the interior angles of a polygon to solve this problem. The formula for the sum of the interior angles of a polygon with n sides, where S is the sum of the interior angles, and n is the number of sides of the polygon is:

S = (n - 2) x 180 degrees

If the sum of the interior angles is 1440 degrees, we can set this equal to the formula and solve for n:

1440 = (n - 2) x 180

Dividing both sides by 180, we get:

8 = n - 2

Adding 2 to both sides, we get:

n = 10

Therefore, a polygon with a sum of interior angles of 1440 degrees has 10 sides.

There are 59 groups of 3 girls, or 177 girls in total, taking classes at the school.

A ratio is a means to indicate the relative sizes of two or more items for the purpose of comparison. It can be shown with a colon or as a fraction. Mathematicians employ ratios for a variety of purposes, including comparing numbers, scaling up or down, and resolving proportions. Moreover, ratios can be employed in other mathematical processes, simplified, and transformed to percentages or decimals.

Given that for every three girls there are 4 boys in class.

Thus, the proportion can be given as:

4x = 236

x = 59

Now, the proportion of girls are 3x.

3(59) = 177 girls.

Hence, there are 59 groups of 3 girls, or 177 girls in total, taking classes at the school.

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