Find tan R pleaseee I will give branliest

Kyla should babysit for 9.5 hours to buy the dress.

Double number line represents the comparison of numbers by representing them in equal ratio. The required double number line for the question is attached as figure.

The row I indicates the amount earned and row II indicates the number of hours Kyla should babysit. As is evident from the double number line, the average of last two amounts is the amount required by Kyla. Calculations are as follows -

Required amount = (49.5 + 55)/2

Required amount = 52.25

Now, the time between last two columns of row II will also be taken as average for calculation. So, time required to earn 52.25 after earning 49.5: (9 + 10)/2

Time = 0.5

Total time required to babysit = 9 + 0.5

Total time = 9.5 hours

Thus, Kyla should babysit for 9.5 hours to buy the dress.

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The complete question is -

While shopping, Kyla found a dress that she would really like, but it cost $52.25 more than she has. Kyla charges $5.50 an hour for babysitting. She wants to figure out how many hours she must babysit $52.25 to buy the dress. Use a double number line to support your answer.

The phonetic property or features that distinguishes the set of sounds in set A from those in set B is Voicing.

Voicing is the phonetic property or feature that distinguishes the set of sounds in set A from those in set B.

Voicing is the difference between sounds that are produced either with vibration of the vocal folds, which is voiced, or without such a vibration, which is voiceless.

Voicing is a crucial feature in distinguishing the two sets of sounds.

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The solution to the equation 1/((x - 1)·(x - 2)) + 1/((x - 2)·(x - 3)) = 2/3, obtained by factoring the simplified expression, which is a quadratic equation is; x = 0, and x = 4

A quadratic equation is an equation that can be expressed in the form f(x) = a·x² + b·x + c, where a ≠ 0, and a, b, and c are constant values.

The specified fractions can be expressed as follows;

1/[(x - 1)·(x - 2)] + 1/[(x - 2)·(x - 3)] = 2/3

The common factor of the denominators is (x - 2), therefore, we get;

((x - 3) + (x - 1))/((x - 1)·(x - 2)·(x - 3)) = 2/3

(2·x - 4)/((x - 1)·(x - 2)·(x - 3)) = 2/3

2·(x - 2)/((x - 1)·(x - 2)·(x - 3)) = 2/3

2/((x - 1)·(x - 3)) = 2/3

The numerator of 2 is common to both sides, therefore we get;

1/((x - 1)·(x - 3)) = 1/3

Finding the inverse of both sides indicates that we get;

(x - 1)·(x - 3) = 3

(x - 1)·(x - 3) = x² - 4·x + 3 = 3

The above quadratic equation can be evaluated as follows;

x² - 4·x = 3 - 3 = 0

x² - 4·x = 0

x·(x - 4) = 0

x = 0, or x = 4

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Answer:

8x+11=5x+2

8x-5x=2-11

3x=-9

÷by 3 both sides

x=-3

Answer:

D

Step-by-step explanation:

When 2 angles are congruent and corresponding, the lines are parallel

Answer:

12 oak trees

Step-by-step explanation:

1/4 of 48 =12

The required kite is flying at a height of approximately 45.02 meters to the nearest tenth of a meter.

To find the height at which the kite is flying, we can use trigonometry, specifically the tangent function. The tangent of the angle of elevation (42 degrees) is the ratio of the height (h) of the kite to the distance from Cynthia to the kite (50 meters).

The formula for the tangent of an angle is:

\(tan(angle) = opposite/adjacent\)

In this case, the angle is 42 degrees, the opposite side is the height of the kite (h), and the adjacent side is the length of the string (50 meters).

\(tan(42^o) = h / 50\)

To find the height (h), we can rearrange the equation:

\(h = 50 * tan(42^o)\)

Now, let's calculate the height:

\(h =50 * tan(42^o)\)

h ≈ 50 meters * 0.9004
h ≈ 45.02 meters (rounded to two decimal places)

So, the kite is flying at a height of approximately 45.02 meters to the nearest tenth of a meter.

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Answer:

Step-by-step explanation:

Don’t know

In summary, the relative ease in identifying a representative strength value arises from the concentration of observations in specific regions, where certain values occur more frequently.

The reason it is relatively easy to identify a representative strength value in this scenario is due to the distribution of observations and their concentration in certain regions. Let's analyze the provided information:

The observations are distributed over the range 122.2 and 147.7 in a fairly uniform fashion, suggesting the middle of the range as a representative value of strength. This implies that the observations are evenly spread out across the entire range, and thus, the middle value can be considered representative.

The observations are highly concentrated at around 123 or 124, suggesting that the typical value falls in this range. When the observations cluster around a particular value, it indicates a high frequency of occurrence, making it a likely representative value.

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Answer:

1

Step-by-step explanation

Since you are given two points you can calculate the slope by use the formula Y1-Y2/X1-X2.

In this case:

Y1 = 5

Y2 = 7

X1 = 7

X2 = 9

(5-7)/(7-9) = -2/-2 = 1

Answer:

624

Step-by-step explanation:

The largest number you can create is by multiplying all the numbers together:

13*1*5*8=13*40=520

Correction:

Since when you multiply a number by 1 it stays the same:

We can add 5+1 to get 6

Then we multiply it by 13 and 8 to get...

6*13*8=624

Answer:

13×8×(1×5)

Step-by-step explanation:

Subtraction or division won't get you the highest number thus use all the other possible methods

The numbers we can use are 13, 1 ,5 and 8

First, we can multiply the 2 largest number

13 and 8 which equals 104

Then we can add the rest of the numbers, 5 and 1, which is 6 and multiply them by 104 giving us

=624

now put this into an equation

13×8×(5+1)

Hopefully this helped- have a good day)

Using a mean and standard deviation as inputs, the following formula can be used to get the percentile of a normal distribution:

Percentile Value is equal to z +.

The standard deviation is a statistic that expresses how much variance or dispersion there is in a group of numbers.

While a high standard deviation suggests that the values are dispersed over a wider range, a low standard deviation suggests that the values tend to be close to the mean (also known as the anticipated value) of the collection.

The lower case Greek letter (sigma), for the population standard deviation, or the Latin symbol s, for the sample standard deviation, are most frequently used in mathematical texts and equations to indicate standard deviation.

Standard deviation may be written as SD.

A random variable, sample, statistical population, data set, or probability distribution's standard deviation is equal to the square root of its variance.

Though in algebra, it is simpler

According to our question-

a. 157 is less then 161

b. n>173, n be a real number.

Hence, Using a mean and standard deviation as inputs, the following formula can be used to get the percentile of a normal distribution: Percentile Value is equal to z +.

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Answer:

8

Step-by-step explanation:

4^3/2^3

(4^3)/(2^3)

64/8 = 8

Answer:

32,768

Step-by-step explanation:

4^3 = 64

64÷2 = 31

32^3 = 32768

hopefully I didnt get it wrong

Answer:

An algebraic equation is an equation used in algebra which uses numbers and letters. The letters are representing unknown numbers and are called variables.

Answer:

An algebraic equation is "a mathematical statement in which two expressions are set equal to each toher."

If that is too complicated to understand, look at it like this. An algebraic equation usually has two things: an equal sign, and letters. For example, this is an algebraic equation: x + 3 = 7.

Step-by-step explanation:

The overall shape of the distribution is normal.

If the overall shape of the combined distribution for both the class samples and the simulation samples was normal, then it suggests that the individual distributions of the samples were either normally distributed or approximately normally distributed.

A normal distribution, also known as a Gaussian distribution or a bell curve, is a probability distribution that is symmetric and bell-shaped. The normal distribution is commonly used in statistical analysis and modeling because it is often observed in real-world data and has some desirable properties.

When the individual distributions of the samples are combined, their values are added up or averaged, resulting in a larger sample size and a more representative estimate of the underlying distribution. If the individual distributions are normally distributed, then the central limit theorem states that the combined distribution will tend towards normality as the sample size increases. This can explain why the overall shape of the combined distribution for both the class samples and the simulation samples was normal.

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Answer:

36x

Step-by-step explanation:

i just used a calculator lol

Answer:

4.5

Step-by-step explanation:

Answer:

4.5

Step-by-step explanation:

4.5

The theory which was first developed by Karl Marx is Conflict Theory. The legal process through which one becomes a legally recognized citizen is called naturalization.

Karl Marx was a German philosopher, economist, historian, sociologist, political theorist, journalist, and socialist revolutionary. He is known as one of the founders of social sciences. His theory was based on the conflict between the two classes of society: the proletariat (working class) and the bourgeoisie (ruling class).

The legal process through which one becomes a legally recognized citizen is called naturalization. Naturalization is the process by which foreign individuals become citizens of a new country.

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Use permutations, there are 120 possible ways for the top three positions to be filled in the race. The correct answer is (c) 120.

You need to determine the number of possibilities for the top three positions in a race with six teammates. This is a problem of permutations, as the order of the finishers matters.

Step 1: Calculate the number of choices for the first position.
There are 6 teammates, so there are 6 choices for the first place.

Step 2: Calculate the number of choices for the second position.
Once the first position is occupied, there are 5 remaining teammates to choose from for the second place.

Step 3: Calculate the number of choices for the third position.
After the first two positions are filled, there are 4 remaining teammates to choose from for the third place.

Step 4: Calculate the total number of permutations for the top three positions.
To find the total number of permutations, multiply the number of choices for each position together: 6 x 5 x 4 = 120.

The correct answer is (c) 120.

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a. The graph of the budget line would have hamburgers on the x-axis and bags of figs on the y-axis. b. the budget line equation represents Rachel's affordability based on her income and the prices of hamburgers and figs. Changes in prices, income, or additional resources can affect the slope, position, or rotation of the budget line on a graph.

a) Rachel's budget line equation can be written as follows:

Budget = (Price of Hamburger * Quantity of Hamburgers) + (Price of Figs * Quantity of Figs)

Since the price per hamburger is $3 and the price per bag of figs is $2, the equation becomes:

Budget = 3x + 2y

Where x represents the quantity of hamburgers and y represents the quantity of bags of figs. The graph of the budget line would have hamburgers on the x-axis and bags of figs on the y-axis.

b) If the price of figs increases to $3, the new budget line equation becomes:

Budget = 3x + 3y

The graph of the new budget line would show a steeper slope compared to the original budget line. This indicates that the relative price of figs has increased, making them relatively more expensive compared to hamburgers.

c) In this scenario, Rachel has an income of $50, the price per hamburger is $3, the price per bag of figs is $3, and she receives an additional $10 in cash from a friend. The new budget line equation can be written as:

Budget = (3x + 3y) + 10

The graph of the new budget line would shift upward parallel to the original budget line. The additional cash from Rachel's friend increases her purchasing power, allowing her to afford more hamburgers and/or bags of figs.

d) Now, Rachel's friend gives her a gift basket containing 3 free bags of figs. In this case, the budget line equation remains the same as in part c:

Budget = (3x + 3y) + 10

However, since Rachel receives 3 free bags of figs, she can allocate more of her budget towards purchasing hamburgers. This would cause the budget line to rotate outward from the y-intercept, resulting in a flatter slope. The new budget line would reflect Rachel's ability to purchase more hamburgers with the same income and price of figs.

In summary, the budget line equation represents Rachel's affordability based on her income and the prices of hamburgers and figs. Changes in prices, income, or additional resources can affect the slope, position, or rotation of the budget line on a graph.

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Answer:

Height after 5 seconds is 215 ft

Step-by-step explanation:

Given that:

The initial velocity of object which is projected upwards is 123 ft/sec.

Height of the object, h after time t in seconds,  is given as:

\(h=-16t^2+123t\)

Here, t will always be positive, so \(123t\) and \(16t^2\) will also be positive.

But coefficient of \(16t^2\) is negative, that means something is subtracted from the positive term \(123t\).

To find:

Height of object after 5 seconds.

Solution:

Given that \(t=5\) seconds.

Let us put the value in the given relation of \(h\) and \(t\):

\(h=-16\times 5^2+123 \times 5\\\Rightarrow h=-400+615\\\Rightarrow \bold{h = 215\ ft}\)

So, height after 5 seconds is 215 ft.

2/3 + 1/4 = 11/12

Fractions are very important in many areas such as math, physics, engineering, chemistry and many more, understanding how to add fractions with unlike denominators is a fundamental skill that will help you in many aspects of your life.

Adding fractions with unlike denominators can be a bit tricky, but with the right understanding and techniques, it's definitely doable.

When we add fractions with unlike denominators, we need to first find a common denominator. A common denominator is a number that is a multiple of both denominators. Once we have a common denominator, we can add the fractions as usual by adding the numerators and keeping the denominator the same.

Here are a few examples of adding fractions with unlike denominators:

2/3 + 1/4

We can find a common denominator by finding the least common multiple (LCM) of 3 and 4. The LCM of 3 and 4 is 12.

So, we can convert 2/3 to 8/12 by multiplying the numerator and denominator by 4.

We can convert 1/4 to 3/12 by multiplying the numerator and denominator by 3.

Now we can add the fractions by adding the numerators: 8/12 + 3/12 =

1/5 + 2/7

We can find a common denominator by finding the least common multiple (LCM) of 5 and 7. The LCM of 5 and 7 is 35.

So, we can convert 1/5 to 7/35 by multiplying the numerator and denominator by 7.

We can convert 2/7 to 10/35 by multiplying the numerator and denominator by 5.

So, we can convert 3/4 to 9/12 by multiplying the numerator and denominator by 3.

We can convert 1/3 to 4/12 by multiplying the numerator and denominator by 4.

Now we can add the fractions by adding the numerators: 9/12 + 4/12 = 13/12

So, 3/4 + 1/3 = 13/12

It's important to note that when adding fractions, it's also important to simplify the final result if possible.

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Answer:

Step-by-step explanation:

Option C 200mph is the correct answer

Answer:

73 Total marbles; 70 blue 3 green

Step-by-step explanation:

10 x 7 = 70. 70 blue marbles + 3 green marbles = 73 marbles total

The standard error with "mean of 7 for some characteristic of interest and a standard deviation of 9.6 and a sample is drawn from this population of size 64" is 1.2.

Standard deviation of the theoretical distribution of a large population of such estimates is equal to the standard error, which is a measure of an estimate's statistical accuracy. The population mean's likelihood to differ from a sample mean is indicated by the standard error of the mean, or simply standard error. It reveals how much the sample mean would change if a study were to be repeated with fresh samples drawn from a single population.

Here,

Sample size=64

Standard deviation= 9.6

Error=Standard deviation/Sample size

=σ/√n

=9.6/√64

=9.6/8

=1.2

The sample is taken from this population of 64 people, with a mean of 7 for some relevant characteristics, a standard deviation of 9.6, and a standard error of 1.2.

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Answer:

Step-by-step explanation:

La answer es porque esa la respuesta 34 c  d #7 B = 9 37 134 127 la = 292-238 lan Angels Hope En help : )

Answer:

a = 143

b = 37

c = 53

d = 90

Step-by-step explanation:

Have a great day :D

Answer:

1,4,9,16,25,40,49. I am not sure, but if somebody else solves it and it matches with mine, then you will know that its correct.

Answer:

A=54

Step-by-step explanation:

A=a+b /2 h=8+13.6 /2/ ·5=54

According to the given information, the probability that a student from any major is using the Library collection is 0.578.

Transition chart:

Probability of using the library for History/Social sciences students = 0.9

Probability of using the library for Science students = 0.7

Probability of using the library for Engineering students = 0.6

Probability of using the library for Business students = 0.5

Probability of being in History/Social sciences = 0.3

Probability of being in Science = 0.25

Probability of being in Engineering = 0.15

Probability of being in Business = 0.3(b)

The transition matrix is given as:  [0.9 0.7 0.6 0.5] × [0.3 0.25 0.15 0.3]

= [0.73 0.59 0.47 0.47]

Therefore, the transition matrix is as shown:

(c) Probability that a student from any major is using the Library collection:

P(L) = 0.73 × 0.3 + 0.59 × 0.25 + 0.47 × 0.15 + 0.47 × 0.3

= 0.219 + 0.1475 + 0.0705 + 0.141

= 0.578

Therefore, the probability that a student from any major is using the Library collection is 0.578.

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