= find the passible values of K if x² + (k-3) x+4 = 0​

The domain of the square root function is x greater-than-or-equal-to 0, since the function is defined for all non-negative x-values or x-values greater than or equal to zero.

The domain of the square root function graphed below can be determined by looking at the x-values of the points on the graph.

From the given information, we can see that the curve starts at (0, -1) and goes through (1, -2) and (4, -3).

The x-values of these points are 0, 1, and 4.

Since the square root function is defined for any non-negative x-values or x-values more than or equal to zero, its domain is x greater-than-or-equal-to 0.

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To find an equation for the temperature, D, in terms of t, we can use the properties of a sinusoidal function to model the temperature variation over the day.

Given:

High temperature: 80 degrees

Low temperature occurs at 5 AM (t = 5)

t is the number of hours since midnight

Let's assume a sinusoidal function of the form:

D = A * sin(B * t + C) + Dc

where:

A represents the amplitude (half the difference between the high and low temperatures)

B represents the frequency (how many cycles occur over a 24-hour period)

C represents the phase shift (how much the function is shifted horizontally)

Dc represents the vertical shift (the average temperature throughout the day)

We can determine the values of A, B, C, and Dc based on the given information.

Amplitude (A):

The amplitude is half the difference between the high and low temperatures:

A = (80 - 50) / 2

= 30 / 2

= 15 degrees

Frequency (B):

Since we want the temperature to complete one cycle over a 24-hour period, the frequency can be calculated as:

B = 2π / 24

Phase Shift (C):

Since the low temperature occurs at 5 AM (t = 5), the function should be shifted horizontally by 5 hours. To convert this to radians, we multiply by (2π / 24):

C = 5 * (2π / 24)

Vertical Shift (Dc):

The average temperature throughout the day is the midpoint between the high and low temperatures:

Dc = (80 + 50) / 2

= 130 / 2

= 65 degrees

Now we can put all the values together to obtain the equation for the temperature, D, in terms of t:

D = 15 * sin((2π / 24) * t + (5 * 2π / 24)) + 65

Simplifying further:

D = 15 * sin((π / 12) * t + (π / 12)) + 65

Therefore, the equation for the temperature, D, in terms of t is:

D = 15 * sin((π / 12) * t + (π / 12)) + 65.

Answer:

a) See below.

b) $911 billion

c) See below.

Step-by-step explanation:

Linear regression is a statistical technique used to model the relationship between a dependent variable and one or more independent variables by fitting a linear equation to the observed data.

It estimates the slope and y-intercept of a straight line that minimizes the overall distance between the observed data points and the predicted values. The linear regression equation is y = ax + b.

The association between year and amount of disposable income is indicated by the linear regression equation y = ax + b.

The value of a is the slope of the linear regression line, and represents the average rate of change in disposable income per year. As a = 14.0545, it means that the disposable income increases by approximately $14.0545 billion dollars each year.  

As the value of r (correlation coefficient) is very close to +1, it indicates a very strong positive linear correlation between the year and disposable income. This suggests that as the years progress, the disposable income tends to increase.

Linear regression equation:

[tex]\boxed{y=14.05454545x-27198}[/tex]

To predict the amount of disposable income for the year 2000, we can substitute x = 2000 into the linear regression equation:

[tex]y = 14.05454545 \cdot 2000 - 27198[/tex]

[tex]y=28109.0909...-27198[/tex]

[tex]y=911.0909...[/tex]

[tex]y=911[/tex]

Therefore, the predicted amount of disposable income for the year 2000 is approximately $911 billion.

The predicted value of $911 billion for the year 2000 is significantly lower than the actual value of $8128 billion. This implies that the model is not accurately capturing the increasing trend in disposable income over time, leading to an underestimation of the income level in 2000. This suggests that the model may have limitations or inaccuracies when extrapolating beyond the range of the provided data. It indicates the need for caution and further analysis when using the model to make predictions outside of the given timeframe.

We can conclude that point A is located at the origin (0, 0).

There is only one possible location for point A is at the origin.

Let's revisit the given information to determine the possible location of point A.

Point C has the same y-coordinate as point B.

This means that the y-coordinate of point C is equal to the y-coordinate of point B.

The distance between point B and point C is equal to the distance between point C and the y-axis.

Let's assume the distance between point B and point C is represented by "d".

According to the information given, the distance between point C and the y-axis is also "d".

Point A has the same x-coordinate as point C.

This implies that the x-coordinate of point A is equal to the x-coordinate of point C.

The distance between point A and point C is twice the distance between point B and point C.

Let's assume the distance between point B and point C is represented by "d".

According to the information given, the distance between point A and point C is 2d.

Based on this information, we can analyze the relationships between the points:

Since the distance between point B and point C is equal to the distance between point C and the y-axis, we can infer that point B lies on the y-axis.

The x-coordinate of point B is 0.

As point C has the same y-coordinate as point B, the y-coordinate of point C is also determined to be the same as the y-coordinate of point B.

Since point A has the same x-coordinate as point C, the x-coordinate of point A will also be 0.

The distance between point A and point C is twice the distance between point B and point C.

As the distance between point B and point C is "d", the distance between point A and point C is 2d.

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Answer: 6 cookies

Step-by-step explanation:

4.5 dozen is 54 cookie

Dividen 54 by the 9 parents is 6 cookie so each partner need to make at least 6 cookie

Answer:

To determine the crossover point, we need to find the production volume at which the total cost of each process is equal. Let's denote the production volume as "x."

For Process A:

Fixed cost = $50,000

Variable cost = $10 per unit

Total cost for Process A = Fixed cost + (Variable cost * x)

For Process B:

Fixed cost = $30,000

Variable cost = $15 per unit

Total cost for Process B = Fixed cost + (Variable cost * x)

The selling price for the product is $25 per unit.

To find the crossover point, we'll equate the total costs of both processes and solve for "x."

Total cost for Process A = Total cost for Process B

$50,000 + ($10 * x) = $30,000 + ($15 * x)

Now, let's solve this equation to find the crossover point:

$50,000 + $10x = $30,000 + $15x

$10x - $15x = $30,000 - $50,000

-$5x = -$20,000

x = -$20,000 / -$5

x = 4,000

Therefore, the crossover point occurs at a production volume of 4,000 units.

To determine which process should be chosen above that volume, we'll compare the total costs of each process at a production volume greater than 4,000 units.

For Process A:

Total cost for Process A = $50,000 + ($10 * x)

Total cost for Process A = $50,000 + ($10 * 4,000)

Total cost for Process A = $50,000 + $40,000

Total cost for Process A = $90,000

For Process B:

Total cost for Process B = $30,000 + ($15 * x)

Total cost for Process B = $30,000 + ($15 * 4,000)

Total cost for Process B = $30,000 + $60,000

Total cost for Process B = $90,000

At a production volume greater than 4,000 units, both Process A and Process B have the same total cost of $90,000. Therefore, either process can be chosen above that volume without any cost advantage.

The inverse of the given matrix [1 0 0; 1 1 0; 1 1 1] is:

[1 0 0]

[-1 1 0]

[0 -1 1]

To find the inverse of a matrix, we can follow these steps:

Step 1: Write the given matrix and the identity matrix side by side.

[1 0 0 | 1 0 0]

[1 1 0 | 0 1 0]

[1 1 1 | 0 0 1]

Step 2: Apply row operations to transform the given matrix into the identity matrix on the left side.

Subtract the first row from the second row: R2 = R2 - R1

[1 0 0 | 1 0 0]

[0 1 0 | -1 1 0]

[1 1 1 | 0 0 1]

Subtract the first row from the third row: R3 = R3 - R1

[1 0 0 | 1 0 0]

[0 1 0 | -1 1 0]

[0 1 1 | -1 0 1]

Subtract the second row from the third row: R3 = R3 - R2

[1 0 0 | 1 0 0]

[0 1 0 | -1 1 0]

[0 0 1 | 0 -1 1]

Step 3: The matrix on the right side is now the inverse of the given matrix. Therefore, the inverse of the given matrix is:

[1 0 0]

[-1 1 0]

[0 -1 1]

The inverse of the given matrix [1 0 0; 1 1 0; 1 1 1] is:

[1 0 0]

[-1 1 0]

[0 -1 1]

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To draw the 6th term, represent it visually within the context of the pattern or sequence from which it is derived.

To draw the 6th term, we need to understand the context or pattern from which the term is derived.

Drawing the term usually involves representing the elements or characteristics of the pattern in a visual form.

Without specific information about the pattern, we can provide a general approach to drawing the 6th term.

Identify the Pattern:

Determine the sequence or pattern from which the 6th term is derived.

It could be a numerical sequence, a geometric pattern, or any other pattern.

For example, if the pattern is a number sequence of multiples of 3, the first few terms would be 3, 6, 9, 12, 15, and so on.

Visualize the Pattern: Based on the identified pattern, visualize how the elements change or progress from term to term.

This could involve drawing a diagram, a graph, or any visual representation that captures the pattern.

Consider using a coordinate grid, a number line, or any other suitable visual aid.

Locate the 6th Term:

Use the information from the pattern and the visualization to determine the specific position or value of the 6th term.

In our example of multiples of 3, the 6th term would be 18.

Draw the 6th Term: Finally, represent the 6th term in your chosen visual form.

This could mean marking the position on a number line, plotting a point on a graph, or incorporating the value into a diagram.

Note that the specific method of drawing the 6th term will depend on the nature of the pattern and the context in which it is given.

Providing more details about the pattern would allow for a more accurate and specific visual representation of the 6th term.

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Answer:

introduction of a business invironment

The correct statement is:

Only some rectangles are parallelograms.

Parallelograms have 2 pairs of parallel sides.

The only rectangles with exactly one pair of parallel sides are some of them.

This statement is true. A quadrilateral having opposing sides that are parallel is known as a parallelogram. In the case of a rectangle, all four angles are right angles, and opposite sides are equal in length. Therefore, a rectangle can be considered a special type of parallelogram.

However, not all parallelograms are rectangles because parallelograms can have angles that are not right angles.

So, while all rectangles are parallelograms, not all parallelograms are rectangles. Thus, only some rectangles have two pairs of parallel sides.

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To evaluate the limit [tex]\sf \lim_{x,y \to \infty} \frac{x+y}{x^{2} +y^{2}-xy} \\[/tex], we can analyze the behavior of the expression as both [tex]\sf x \\[/tex] and [tex]\sf y \\[/tex] approach infinity.

Let's consider the numerator [tex]\sf x + y \\[/tex] and the denominator [tex]\sf x^{2} + y^{2} - xy \\[/tex] separately.

For the numerator, as both [tex]\sf x \\[/tex] and [tex]\sf y \\[/tex] approach infinity, their sum [tex]\sf x+y \\[/tex] will also approach infinity.

For the denominator, we can rewrite it as [tex]\sf (x-y)^2 + 2xy \\[/tex]. As [tex]\sf x[/tex] and [tex]\sf y[/tex] approach infinity, the terms [tex]\sf (x-y)^2 \\[/tex] and [tex]\sf 2xy \\[/tex] will also approach infinity. Therefore, the denominator will also approach infinity.

Now, let's consider the entire fraction [tex]\sf \frac{x+y}{x^{2} +y^{2}-xy} \\[/tex]. Since both the numerator and denominator approach infinity, we have an indeterminate form of [tex]\sf \frac{\infty}{\infty} \\[/tex].

To evaluate this indeterminate form, we can apply techniques such as L'Hôpital's rule or algebraic manipulations. However, in this case, we can simplify the expression further.

By dividing both the numerator and denominator by [tex]\sf x^{2} \\[/tex], we get:

[tex]\sf \lim_{x,y \to \infty} \frac{\frac{x}{x^{2}} + \frac{y}{x^{2}}}{1 + \frac{y^{2}}{x^{2}} - \frac{xy}{x^{2}}} \\[/tex]

As [tex]\sf x[/tex] approaches infinity, the terms [tex]\sf \frac{x}{x^{2}} \\[/tex] and [tex]\sf \frac{y}{x^{2}} \\[/tex] both approach zero. Similarly, the term [tex]\sf \frac{y^{2}}{x^{2}}[/tex] and [tex]\sf \frac{xy}{x^{2}} \\[/tex] also approach zero.

Therefore, the limit simplifies to:

[tex]\sf \lim_{x,y \to \infty} \frac{0 + 0}{1 + 0 - 0} = \frac{0}{1} = 0 \\[/tex]

Hence, the limit [tex]\sf \lim_{x,y \to \infty} \frac{x+y}{x^{2} +y^{2}-xy} \\[/tex] is equal to 0.

The variance of the data-set in this problem is given as follows:

σ² = 366.3.

The variance of a data-set is calculated as the sum of the differences squared between each observation and the mean, divided by the number of values.

The mean for this problem is given as follows:

205.

Hence the sum of the differences squared is given as follows:

SS = (198 - 205)² + (190 - 205)² + (245 - 205)² + (211 - 205)² + (193 - 205)² + (193 - 205)²

SS = 2198.

There are six values, hence the variance is given as follows:

σ² = 2198/6

σ² = 366.3

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Foreign direct investment helps improve the economic situation of a recipient country by increasing employment opportunities in the country that the company invests in.

When foreign companies invest in a recipient country, they often establish or expand their operations, which requires hiring local workers. This leads to job creation and reduces unemployment rates in the recipient country.

Increased employment opportunities result in more individuals having access to income and improved standards of living.

Foreign direct investment also contributes to the transfer of technology, knowledge, and skills to the recipient country. Multinational companies often bring advanced technologies, production techniques, and management practices that may not have been available or widely adopted in the recipient country.

Furthermore, foreign direct investment stimulates domestic investment and encourages the growth of local businesses. When foreign companies invest in a recipient country, they often form partnerships or engage in supply chain relationships with local firms.

Overall, foreign direct investment increases employment opportunities, fosters technology transfer, and stimulates domestic investment, all of which contribute to improving the economic situation of a recipient country.

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Angle "a" in the given isosceles triangle is 40 degrees.

To find the size of angle "a" in the isosceles triangle with a 40-degree angle, we can use the properties of isosceles triangles. In an isosceles triangle, the two equal sides are opposite the two equal angles.

Since the given angle is 40 degrees, we know that the other two angles in the triangle are also equal. Let's call these angles "b" and "c." Therefore, we have:

b = c

Since the sum of the angles in a triangle is always 180 degrees, we can write the equation:

40 + b + c = 180

Since b = c, we can rewrite the equation as:

40 + b + b = 180

Combining like terms, we have:

2b + 40 = 180

Subtracting 40 from both sides, we get:

2b = 140

Dividing both sides by 2, we find:

b = 70

Therefore, both angles "b" and "c" are 70 degrees.

Now, we can find angle "a" by subtracting the sum of angles "b" and "c" from 180 degrees:

a = 180 - (b + c)

= 180 - (70 + 70)

= 180 - 140

= 40

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The two-way frequency table that correctly shows the marginal frequencies is Table B.

A two-way frequency table is used to display the frequencies of two categories of variables collected from a single group. We are asked to find the two-way frequency table that correctly shows the marginal frequencies and to do this, we can see that in the second table, the sum of men who participated in the survey amounted to

12 + 86 = 98

Now the total number of adults that participated in the survey was 200. This means that the number of women was 102. That is;

200 - 98 = 102

The only table that represents the number of women as 98 is table B and this makes it the correct choice.

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The 95% confidence interval for the effectiveness of the blood-pressure drug is given as follows:

[tex]22.6 < \mu < 24.4[/tex]

The mean, the standard deviation and the sample size for this problem, which are the three parameters, are given as follows:

[tex]\overline{x} = 23.5, \sigma = 12.2, n = 775[/tex]

Looking at the z-table, the critical value for a 95% confidence interval is given as follows:

z = 1.96.

The lower bound of the interval is then given as follows:

[tex]23.5 - 1.96 \times \frac{12.2}{\sqrt{775}} = 22.6[/tex]

The upper bound of the interval is then given as follows:

[tex]23.5 + 1.96 \times \frac{12.2}{\sqrt{775}} = 24.4[/tex]

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Answer:

[tex]\textsf{23)} \quad y=3\left(\dfrac{5}{3}\right)^x[/tex]

[tex]\textsf{24)} \quady=2\left(\dfrac{1}{2}\right)^x[/tex]

Step-by-step explanation:

The general formula for an exponential function is:

[tex]\boxed{\begin{minipage}{9 cm}\underline{General form of an Exponential Function}\\\\$y=ab^x$\\\\where:\\\phantom{ww}$\bullet$ $a$ is the initial value ($y$-intercept). \\ \phantom{ww}$\bullet$ $b$ is the base (growth/decay factor) in decimal form.\\\end{minipage}}[/tex]

From inspection of the given graph, the exponential curve passes through the points (0, 3) and (1, 5).

The y-intercept is the value of y when x = 0. Therefore, a = 3.

To find the value of b, substitute point (1, 5) and the found value of a into the exponential function formula:

[tex]\begin{aligned}y&=ab^x\\\\\implies 5&=3b^1\\\\5&=3b\\\\b&=\dfrac{5}{3}\end{aligned}[/tex]

To write an equation for the graphed exponential function, substitute the found values of a and b into the formula:

[tex]\boxed{y=3\left(\dfrac{5}{3}\right)^x}[/tex]

[tex]\hrulefill[/tex]

From inspection of the given graph, the exponential curve passes through points (-1, 4) and (0, 2).

The y-intercept is the value of y when x = 0. Therefore, a = 2.

To find the value of b, substitute point (-1, 4) and the found value of a into the exponential function formula:

[tex]\begin{aligned}y&=ab^x\\\\\implies 4&=2b^{-1}\\\\2&=b^{-1}\\\\2&=\dfrac{1}{b}\\\\b&=\dfrac{1}{2}\end{aligned}[/tex]

To write an equation for the graphed exponential function, substitute the found values of a and b into the formula:

[tex]\boxed{y=2\left(\dfrac{1}{2}\right)^x}[/tex]

The values into the slope-intercept form, we have y = -5x - 6

The slope-intercept form of a linear equation is given by:

y = mx + b

where 'm' represents the slope of the line, and 'b' represents the y-intercept.

In this case, the y-intercept is (0, -6), which means that the line crosses the y-axis at the point (0, -6).

The slope is given as -5.

Therefore, substituting the values into the slope-intercept form, we have:

y = -5x - 6

This equation represents the line with a y-intercept of (0, -6) and a slope of -5.

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After getting the integration  [tex]e^{(1-3x)} dx[/tex] with upper-limit 1 and lower-limit -1, we get [tex]\frac{-1}{3}[e^{-2}-e^{4}][/tex]

We know,

[tex]\int\limits^a_{b} {f(x)} \, dx[/tex] = [tex][F(x)]\limits^a_b[/tex]=F(a)- F(b).

Where,

a⇒Upper limit.

b⇒Lower limit,

f(x)⇒Any function of x.

F(x)⇒ [tex]\int {f(x)}[/tex] gives its antiderivative F(x).

Now here,

a is given as +1, and b is given as -1.

f(x)= [tex]e^{(1-3x)}[/tex].

Suppose, 1-3x =t.

∴ -3dx =dt.[By applying derivative rule]

Now,[tex]\int\limits e^{(1-3x)} dx[/tex]

=[tex]\int e^t.(\frac{-1}{3} ) dt[/tex]

=[tex]-\frac{1}{3} \int {e^t} dt[/tex].

=[tex]-\frac{e^t}{3}dt[/tex]

=[tex]\frac{1}{3}e^{(1-3x)}[/tex]

∴,[tex]\int\limits e^{(1-3x)} dx[/tex]  =[tex]\frac{1}{3}e^{(1-3x)}[/tex].

So,[tex]\int\limits^1_{-1} e^{(1-3x)} \, dx[/tex]

=- [tex][\frac{1}{3}e^{(1-3x)}]^1_{-1}[/tex]

=[tex]\frac{-1}{3}[e^{(1-3)}-e^{(1+3)}][/tex]

=[tex]\frac{-1}{3}[e^{-2}-e^{4}][/tex]

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The equation of the line perpendicular to  y = 2 / 3 x - 4 and passes through (6, -2) is y = - 3 / 2x + 7.

The equation of a line can be represented in slope intercept form as follows:

y = mx + b

where

The slopes of perpendicular lines are negative reciprocals of one another.

Therefore, the slope of the line perpendicular to y = 2 / 3 x - 4 is - 3 / 2.

Hence, let's find the line as its passes through (6, -2).

Therefore,

y = - 3 / 2 x + b

-2 = - 3 / 2(6) + b

-2  = -9 + b

b = -2 + 9

b = 7

Therefore, the equation of the line is y = - 3 / 2x + 7.

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Answer:

Step-by-step explanation:

Surface area of a cone = surface area of a circle = pi r^2

250 = pi r^2

[tex]r = \sqrt{ \frac{250}{2} } = 5 \sqrt{5} \: cm[/tex]

Because the height (h) of the cone is double the length of its radius

Then

h = 2r

[tex]h \: = 2 \times 5 \sqrt{5} = 10 \sqrt{5} = 22.36 \: cm[/tex]

The equation of the Line of the form y = mx is y = -x + 3.

To write an equation of the form y = mx for the line shown below (-1,4), we need to determine the slope (m) of the line first.

Let (x₁, y₁) = (-1, 4) be a point on the line. Now let's find another point on the line. Let's say we have another point (x₂, y₂) = (1, 2).The slope (m) of the line can be calculated using the formula:m = (y₂ - y₁) / (x₂ - x₁)Substituting the values,

we get:m = (2 - 4) / (1 - (-1))= -2 / 2= -1

Now that we know the slope of the line, we can use the point-slope form of the equation of a line to write the equation of the line:y - y₁ = m(x - x₁)Substituting the values, we get:y - 4 = -1(x - (-1))y - 4 = -1(x + 1)y - 4 = -x - 1y = -x - 1 + 4y = -x + 3

Therefore, the equation of the line is y = -x + 3 in slope-intercept form. Since the question specifically asks for the equation of the form y = mx, we can rewrite the equation in this form by factoring out the slope:y = -x + 3y = (-1)x + 3

Thus, the equation of the line of the form y = mx is y = -x + 3.

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The slope of line e is -8/7, which represents a proper fraction

The slope of line e, which is perpendicular to line d, can be determined using the concept that the slopes of perpendicular lines are negative reciprocals of each other.

First, let's find the slope of line d using the given points (10, 8) and (2, 1). The slope (m) is calculated using the formula:

m = (y2 - y1) / (x2 - x1)

Plugging in the values, we have:

m = (1 - 8) / (2 - 10)

= (-7) / (-8)

= 7/8

Since line e is perpendicular to line d, its slope will be the negative reciprocal of 7/8. The negative reciprocal is obtained by flipping the fraction and changing its sign. Therefore, the slope of line e is -8/7.

Hence, the slope of line e is -8/7, which represents a proper fraction.

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Answer:

  3902.2 ft

Step-by-step explanation:

You want the length of cable required to span the distance from the top of a mountain 3400 ft above the plain from a location 940 ft from the base of the mountain, which rises at an angle of 74°.

The edge of the base of the mountain will be at a horizontal distance from the point below the peak given by ...

  Tan = Opposite/Adjacent

  Adjacent = Opposite/Tan

  width to center = (3400 ft)/tan(74°) ≈ 974.93 . . . . feet

The cable is the hypotenuse of a right triangle with one leg 3400 ft and the other (974.93 +940) = 1941.93 ft. The length of that is ...

  c = √(3400² +1914.93²) ≈ 3902.2 . . . . feet

The shortest length of cable needed is about 3902.2 feet.

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The errors in the proposed statement to prove by contradiction that 3·√2 - 7 is an irrational number, is the option;

Proving by contradiction is an indirect method of proving a fact or a reductio ad absurdum, which is a method of proving a statement by the assumption that the opposite of the statement is true, then showing that a contradiction is obtained from the assumption.

The definition of rational numbers are numbers that can be expressed in the form a/b, where a and b are integers

The assumption that 3·√2 - 7 is a rational number indicates that we get;

3·√2 - 7 = a/b, where a and b are integers

Therefore, the error in the method used to prove that 3·√2 - 7 is an irrational number is the option; To apply the definition of rational, a and b must be integers. This is so as the value 3·√2 - 7 is a real number, which is also an irrational number, thereby contradicting the supposition.

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The option that shows the missing angles in the triangle is:

Option C: m∠1 < m∠4

We know that the sum of angles in a triangle is 180 degrees.

Therefore looking at the given triangle, we can say that:

m∠1 + m∠2 + m∠3 = 180°

We also know that the sum of angles on a straight line is 180 degrees and as such we can say that:

m∠3 +  m∠4 = 180°

By substitution we can say that:

m∠4 = m∠1 + m∠2

Thus:

m∠1 < m∠4

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The missing options are:

m∠1 > m∠4

m∠2 > m∠4

m∠1 < m∠4

m∠3 = m∠4

Answer:

Angle ACB = 44°

There are two ways to solve it. Both are right

Solution number 1

From triangle ABC

angle BAC = 180°-(102° +44°) = 36°

Because BG is parallel with AC

Another solution

The sum of angles in the shape AGBC = 360°

The correct statement about rectangles is:

1. All rectangles are parallelograms.

2. Parallelograms have exactly 1 pair of parallel sides.

3. So, all rectangles have exactly 1 pair of parallel sides.

A rectangle is a type of parallelogram that has additional properties. By definition, a rectangle is a quadrilateral with four right angles. This means that opposite sides of a rectangle are parallel. Since all four sides of a rectangle are right angles, it follows that a rectangle has exactly 1 pair of parallel sides.

Option 1 states that only some rectangles are parallelograms, which is incorrect. All rectangles are parallelograms because they have opposite sides that are parallel.

Option 2 states that parallelograms have 2 pairs of parallel sides, which is also incorrect. Parallelograms have exactly 2 pairs of parallel sides, not 4. A rectangle is a special type of parallelogram that has additional properties such as all angles being right angles.

Option 3 states that only some rectangles have 2 pairs of parallel sides, which is incorrect. All rectangles have exactly 1 pair of parallel sides, not 2. Having 2 pairs of parallel sides would make a shape a parallelogram, not a rectangle.

Therefore, the correct statement is that all rectangles are parallelograms and have exactly 1 pair of parallel sides. 1,2,3 are correct.

For more suhc questions on rectangles visit:

https://brainly.com/question/25292087

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