Determine the area of the square ABCD with AB=3cm​

The book is opened to pages 11 and 12.

How to get the product of the page

x * (x + 1) = 132

Expanding the equation, we get:

x² + x = 132

To solve for x, we need to rewrite the equation as a quadratic equation:

x²+ x - 132 = 0

Now, we can factor the quadratic equation:

(x - 11)(x + 12) = 0

This equation has two solutions for x:

x = 11

x = -12

Since page numbers cannot be negative, we discard the second solution. Thus, the left-hand page number is 11, and the right-hand page number is 11 + 1 = 12.

So, the book is opened to pages 11 and 12.

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Answer:

x = 2, y = -3

Step-by-step explanation:

Since both equations are set equal to y,

\(-x+5=-2x+7 \\ \\ x=2 \\ \\ \implies y=-2+5= - 3\)

The expression that represents how many miles are left to travel before reaching the destination is: 125 - 60h.

To find the expression, we start with the total distance between the school and the state championships, which is 125 miles. Since the bus is traveling at an average speed of 60 miles per hour,

we can calculate the distance covered by the bus after h hours by multiplying the speed (60 miles/hour) by the time (h hours), which gives us 60h miles.

To find the remaining distance, we subtract the distance covered by the bus from the total distance. Therefore, the expression 125 - 60h represents the remaining distance to be traveled before reaching the destination.

As time (h) increases, the distance covered by the bus increases, and thus the remaining distance decreases.

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Answer:

\(1\frac{2}{3}\)

5x\(\frac{1}{3}\)= \(\frac{5}{3}\)= \(1\frac{2}{3}\)

Step-by-step explanation:

the width is 1/3, so 3 squares make up one whole square and 5-3=2.

So, the answer is  \(1\frac{2}{3}\). because there are 2 more 1/3 squares left

Answer: 2/8

Step-by-step explanation:

The volume of the sphere of radius 7 is \(1176 * \pi\) cubic units.

To find the volume of a sphere of radius 7 using polar coordinates, we can first observe that the equation of a sphere centered at the origin with radius r is given by:

\(x^2 + y^2 + z^2 = r^2\)

In polar coordinates, this equation becomes:

\(r^2 = x^2 + y^2 + z^2 = r^2 cos^2(\theta) + r^2 sin^2(\theta) + z^2\)

Simplifying this equation, we get:

\(z^2 = r^2 - r^2 sin^2(\theta)\)

The volume of the sphere can be found by integrating the expression for \(z^2\) over the entire sphere.

Since the sphere is symmetric about the origin, we can integrate over a single octant (0 <=\(\theta\) <= \(\pi/2\), 0 <= \(\phi\) <=\(\pi/2\)) and multiply the result by 8 to obtain the total volume of the sphere.

Thus, we have:

V = 8 * ∫∫\((r^2 - r^2 sin^2(\theta))^(1/2) r^2 sin(\theta) dr d(\theta) d(\phi)\)

Since the sphere has a radius of 7, we have r = 7 and the limits of integration are as follows:

0 <= r <= 7

\(0 < = \theta < =\pi/2\)

\(0 < = \phi < = \pi/2\)

Using these limits and integrating, we get:

V = 8 * ∫∫\((49 - 49 sin^2(\theta))^(1/2) (7^2) sin(\theta) dr d(\theta) d(\phi)\)

=\(8 * (4/3) * \pi * (49)^2/3\)

= \(1176 * \pi\)

Therefore, the volume of the sphere of radius 7 is \(1176 * \pi\) cubic units.

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Here's a Scheme function that checks whether a matrix is symmetric or not:

```scheme

(define (is-symmetric-matrix matrix)

 (define (get-element matrix i j)

   (if (null? matrix)

       #f

       (if (= i 0)

           (if (null? (car matrix))

               #f

               (if (= j 0)

                   (car (car matrix))

                   (get-element (cdr matrix) i (- j 1))))

           (get-element (cdr matrix) (- i 1) j))))

 (define (is-matrix-symmetric-helper matrix i j)

   (if (null? matrix)

       #t

       (if (equal? (get-element matrix i j)

                   (get-element matrix j i))

           (is-matrix-symmetric-helper matrix i (+ j 1))

           #f)))

 (if (null? matrix)

     #t

     (is-matrix-symmetric-helper matrix 0 0)))

```

The function `is-symmetric-matrix` takes a matrix as an input, which is represented as a list of lists. It uses a helper function called `is-matrix-symmetric-helper` to compare each element of the matrix with its corresponding element in the transposed position. The `get-element` function is used to retrieve the element at position `(i, j)` in the matrix.

The `is-matrix-symmetric-helper` function recursively iterates over the matrix, comparing each element with its transposed element. If any pair of corresponding elements is found to be different, it immediately returns `#f` (False), indicating that the matrix is not symmetric. If it reaches the end of the matrix without finding any differences, it returns `#t` (True), indicating that the matrix is symmetric.

Finally, the main `is-symmetric-matrix` function first checks if the matrix is empty. If it is, it immediately returns `#t` since an empty matrix is considered symmetric. Otherwise, it calls the helper function with the initial indices `(0, 0)` and returns its result.

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Answer:

F=(9C+160)/5

Step-by-step explanation:

C=5(F-32)/9

Simplify to 5F-160/9=c

multiply by 9 on both sides : 5F-160=9C

add 160 to both sides: 5F=9C+160

Divide by 5 on both sides: F=(9C+160)/5

Simplify: F=9/5c+32

Answer:

\(F=\frac{9C}{5}+32\)

Step-by-step explanation:

The subject of the formula is the variable that's being worked out. Originally this was C. They want us to make F the subject of the formula.

\(c=\frac{5(F-32)}{9}\)

To do this we first need to distribute 5.

\(C=\frac{5F-160}{9}\)

Divide 5F-160 by 9.

\(C=\frac{5}{9}f-\frac{160}{9}\)

We can then swap sides to make it easier.

\(\frac{5}{9}f-\frac{160}{9}=C\)

We then add \(\frac{160}{9}\) to each side.

\(\frac{5}{9}f=c+\frac{160}{9}\)

We can then find F by multiplying by 9/5 or dividing by 5/9.

\(F=\frac{9}{5}(C+160/9)\)

We then can simplify by multiplying.

\(F=\frac{9C}{5}+32\)

:D

The assumptions in each case of this statistics problem is given as follows:

ts < tc Do not reject H0

P value > α Do not reject H0

There is insufficient data to determine that the mean scores of the two groups of pupils differ.

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Answer:

-2x - 2y

Step-by-step explanation:

I am not sure what this is asking so here we go...

3(x + y ) - 5(x + y)

3x + 3y - 5x - 5y

-2x - 2y

Answer:

2.16 is the amount donmel has to put around each base

When children create an imaginary town with various blocks and figurines, they are learning through play and engaging in important cognitive and social development processes.

1. Imagination and Creativity: Building an imaginary town involves using their imagination and creativity to create a world of their own. This helps children develop their cognitive skills by coming up with ideas, planning and problem-solving.

2. Language and Communication: During play, children may engage in pretend conversations and storytelling, which helps enhance their language skills and vocabulary. They may also negotiate and cooperate with others, improving their social communication skills.

3. Fine Motor Skills: Manipulating blocks and figurines requires the use of fine motor skills. Children practice hand-eye coordination, dexterity, and control while building and arranging their town.

4. Social Skills: Collaborating with others in creating the town encourages teamwork, sharing, and turn-taking. Children learn to negotiate, compromise, and solve conflicts, promoting social and emotional development.

5. Cognitive Development: Creating an imaginary town involves categorization, spatial awareness, and problem-solving skills. Children learn to organize and categorize blocks, create different structures, and explore cause-and-effect relationships.

In conclusion, when children engage in creating an imaginary town with blocks and figurines, they develop various skills such as imagination, creativity, language, fine motor, social, and cognitive skills. Through this play activity, children learn and grow in multiple ways, contributing to their overall development.

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the angle between 0 and 2π that is coterminal with 17π/4 is π/4.

To find the angle between 0 and 2π that is coterminal with 17π/4, we need to find an equivalent angle within that range.

Coterminal angles are angles that have the same initial and terminal sides but differ by a multiple of 2π.

To determine the coterminal angle with 17π/4, we can subtract or add multiples of 2π until we obtain an angle within the range of 0 to 2π.

Starting with 17π/4, we can subtract 4π to bring it within the range:

17π/4 - 4π = π/4

The angle π/4 is between 0 and 2π and is coterminal with 17π/4.

what is equivalent'?

In mathematics, the term "equivalent" is used to describe two things that have the same value, meaning, or effect. When two mathematical expressions, equations, or statements are equivalent, it means that they are interchangeable and represent the same mathematical concept or relationship.

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Answer:

i think x is 4 but i could be wrong so sorry if im incorrect

Step-by-step explanation:

Answer:add 6

Step-by-step explanation:

yo have to add 5 then subtract to get answer

200 meters is equal to 0.124275 miles. both are unit of measurement of distance.

The conversion factor for converting meters to miles is 0.000621371. So, to convert 200 meters to miles, you need to multiply 200 by 0.000621371, which results in 0.124275 miles.

It's important to note that the mile is a unit of length commonly used in the United States, while the meter is the standard unit of length in the International System of Units (SI).

For converting small lengths, it is sufficient to use this conversion factor, but for larger or more precise measurements, it is important to use a more accurate conversion method.

It's also worth noting that converting between different units of measurement can sometimes result in slight differences in the values obtained through conversion due to rounding.

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Answer: x=9

Step-by-step explanation:

Every internal angle within a triangle produces a sum of 180. Therefore we can make this equation:

180-(12x+13)+8x-3+52=180

From there we just solve step by step.

-12x-13+8x-3+52=0

-4x+36=0

-4x=-36

x=9

Answer:

25x^6

Step-by-step explanation:

:)

Answer:

96

Step-by-step explanation:

The missing statement in the Quadratic Formula proof is "Completing the square, we get..."

The Quadratic Formula is a formula used to solve quadratic equations of the form ax^2 + bx + c = 0. The proof of the formula involves completing the square, which means manipulating the equation to express it in the form (x + p)^2 = q.

To complete the square, we add and subtract (b/2a)^2 inside the parentheses of the quadratic term, which gives us (x + b/2a)^2 - (b/2a)^2. We can then rewrite the equation as a perfect square plus a constant: (x + b/2a)^2 = (b^2 - 4ac)/4a^2.

We can then take the square root of both sides of the equation, which gives us x + b/2a = ±sqrt((b^2 - 4ac)/4a^2). Solving for x, we get x = (-b ± sqrt(b^2 - 4ac))/2a, which is the Quadratic Formula.

In summary, the Quadratic Formula is derived by completing the square, which involves manipulating the equation to express it in the form (x + p)^2 = q. We can then solve for x by taking the square root of both sides of the equation and rearranging terms.

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$ 240,437.74 - the balance of her fund on her 17th birthday.

His daughter turned 10 years old. Her reward was 5000.

subsequently, she began getting monthly interest compounded at a rate of 15%

She would thus have 5000 (the deposit from her birthday) + 15% = 5750 in her account at the end of the first month.

The amount would have been 5750 + 15% = 6612.50 at the conclusion of the second month.

She would have 6612.50 + 15% + 5000 (quarterly deposit) at the conclusion of the third month, which equals 12,604.38.

When she becomes 17 years old, if you keep doing these calculations, she will have a fun

$1,832,087,983.19

Only 145,000, including the 5,000 deposit made on her father's 17th birthday, would have been made by her father.

I would be grateful if someone could let me know where I can earn 15% compounded monthly.

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Answer:

80% increase

Step-by-step explanation:

Answer:

Step-by-step explanation:4

Step-by-step explanation:

When we have a function in formula form, it is usually a simple matter to evaluate the function. For example, the function \displaystyle f\left(x\right)=5 - 3{x}^{2}f(x)=5−3x

2

can be evaluated by squaring the input value, multiplying by 3, and then subtracting the product from 5.

Answer:

6.

Step-by-step explanation:

f(n) = -n so,

f(-6) = -(-6) = 6.

The yy-component of vector a a is -y-direction, which is equal to 0 m/s2.the product of the second term of the vector with unit vector j^j^, which is in the direction of the y-axis.

Given a vector, a⃗ a→ = (5.0 m/s2, −y−direction)Find the yy -component of the given vector a⃗ a→.Solution: The yy-component of the given vector a⃗ a→ = -y-directionTo find the yy-component of the given vector a⃗ a→, we have to take the product of the second term of the vector with unit vector j^j^, which is in the direction of the y-axis.Therefore, the yy-component of vector a⃗ a→ is :a_yy = -y-direction = (-1)(0) = 0 m/s²  Answer: 0 m/s².

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The yy-component of vector a⃗ a→ is -y-direction.

The yy-component of a vector represents the magnitude of the vector in the y-direction.

In this case, the vector a⃗ a→ is given as (5.0 m/s2, −y-direction).

Since the yy-component is the magnitude in the y-direction, the yy-component of the vector a⃗ a→ is -y-direction.

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a) U is subspace of R^3.

b) The set {(3, -2, 0), (0, 1/2, 1)} is a basis for U.

c) 2.

a) To show that U is a subspace of R^3, we need to verify the following three conditions:

i) The zero vector (0, 0, 0) is in U.

ii) U is closed under addition.

iii) U is closed under scalar multiplication.

i) The zero vector is in U since 0 + 2(0) - 3(0) = 0.

ii) Let (x1, y1, z1) and (x2, y2, z2) be two vectors in U. Then we have:

x1 + 2y1 - 3z1 = 0 (by definition of U)

x2 + 2y2 - 3z2 = 0 (by definition of U)

Adding these two equations, we get:

(x1 + x2) + 2(y1 + y2) - 3(z1 + z2) = 0

which shows that the sum (x1 + x2, y1 + y2, z1 + z2) is also in U. Therefore, U is closed under addition.

iii) Let (x, y, z) be a vector in U, and let c be a scalar. Then we have:

x + 2y - 3z = 0 (by definition of U)

Multiplying both sides of this equation by c, we get:

cx + 2cy - 3cz = 0

which shows that the vector (cx, cy, cz) is also in U. Therefore, U is closed under scalar multiplication.

Since U satisfies all three conditions, it is a subspace of R^3.

b) To find a basis for U, we can start by setting z = t (where t is an arbitrary parameter), and then solving for x and y in terms of t. From the equation x + 2y - 3z = 0, we have:

x = 3z - 2y

y = (x - 3z)/2

Substituting z = t into these equations, we get:

x = 3t - 2y

y = (x - 3t)/2

Now, we can express any vector in U as a linear combination of two vectors of the form (3, -2, 0) and (0, 1/2, 1), since:

(x, y, z) = x(3, -2, 0) + y(0, 1/2, 1) = (3x, -2x + (1/2)y, y + z)

Therefore, the set {(3, -2, 0), (0, 1/2, 1)} is a basis for U.

c) Since the basis for U has two elements, the dimension of U is 2.

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Answer:

A is the correct answer to the problem

The approximate probability the 11 players on a team will have a mean height of less than 72 inches is 0.047.

probability was calculated, we need to use the central limit theorem. This theorem states that the sample mean of a large enough sample (in this case, n=11 is considered large enough) taken from a population with any distribution will follow a normal distribution with a mean equal to the population mean and a standard deviation equal to the population standard deviation divided by the square root of the sample size.

Using this theorem and the given information, we can calculate the standard error of the sample mean as follows:

Standard error = standard deviation / square root of sample size
= 3.75 / sqrt(11)
= 1.13

Next, we need to standardize the sample mean using the z-score formula:

z = (sample mean - population mean) / standard error
= (72 - 73) / 1.13
= -0.88

Finally, we can use a standard normal distribution table or calculator to find the probability that a z-score is less than -0.88, which is approximately 0.047.

the approximate probability the 11 players on a team will have a mean height of less than 72 inches is 0.047, calculated using the central limit theorem and the z-score formula.

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Answer:

6

Step-by-step explanation:

44-38=6