please help I WILL GIVE BRAINLY

The measure of angle A is 27°

Tangent-Secant Theorem: The product of the measures of the secant segment and its external secant segment is equal to the square of the measure of the tangent segment if a tangent segment and a secant segment are drawn to a circle from an exterior point.

The Circle identities refer to a set of fundamental identities in trigonometry that relate the six trigonometric functions of an angle in a right-angled triangle.

Since AB is tangent to circle P, we know that angle ABD is a right angle, point P is the center of the circle. Then we have:

We can use the fact that the angle between a tangent and a secant is equal to half the difference between the intercepted arcs to find the measure of angle A:

angle A = (1/2) × (arc BD - arc BC)

angle A = (1/2) × (135 - 81)

angle A = 27°

Therefore, the measure of angle A is 27°

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Answer:

Angle C is 128.49°

Step-by-step explanation:

Recall the Law of Sines

\(\frac{sinA}{a}=\frac{sinB}{b}=\frac{sinC}{c}\)

Set up a proportion with the given information to find angle B

\(\frac{sin30^\circ}{15}=\frac{sinB}{11}\)

\(11sin30^\circ=15sinB\)

\(11(0.5)=15sinB\)

\(5.5=15sinB\)

\(\frac{5.5}{15}=sinB\)

\(B=sin^{-1}(\frac{5.5}{15})\)

\(B\approx21.51^\circ\)

Use angles A and B to find angle C by the Triangle Angle Sum Theorem

\(180^\circ=A^\circ+B^\circ+C^\circ\)

\(180^\circ=30^\circ+21.51^\circ+C^\circ\)

\(180^\circ=51.51^\circ+C^\circ\)

\(128.49^\circ=C^\circ\)

Therefore, angle C is 128.49°

Answer:

320cm³ (option C)

Step-by-step explanation:

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Volume of bird house = volume of a cuboid + volume of a triangular prism

Volume of a cuboid = length × breadth × height

= 8cm × 5cm × 6cm = 240cm³

Volume of triangular prism = ½ base ×height ×length

= ½ × 8×4×5 = 80cm³

Volume of bird house = 240+80

Volume of bird house = 320cm³

Amount of birdseed that will it take to fill the birdhouse = Volume of bird house = 320cm³

Answer:

slope is 9. intercept is (0,3)

Step-by-step explanation:

Answer:

hence the value of x is either 5 or 2

x=5 or x=2

The function that they can use to determine how strongly related are two of the variables is equals to the cor() which stands for correlation. So, the correct choice for answer is option (c).

The function cor() returns the correlation between two variables. In R language, the cor() function is used to determine the correlation coefficient between two

vectors. Correlations may be generated

using the cor() function, while covariance

can be generated using the cov() function. In statistical, correlation shows us how strong the relationship is between two variables. It describes the degree to which two variables are linearly connected (meaning they change together at a constant rate). In case of symmetry, the correlation between A and B is the same as the correlation between B and A. The most used correlation coefficients are Pearson, Spearman, and Kendall.

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Complete question:

A data analyst is using statistical measures to get a better understanding of their data. What function can they use to determine how strongly related are two of the variables?

A) sd()

B) mean

C) cor()

D) bias()

The Composite Trapezoidal rule is used to approximate the given integrals. In part (a), the integral \(\( \int_{1}^{2} x \ln x \, dx \)\) is approximated using \(\( n = 4 \)\)subintervals. In part (b), the integral\(\( \int_{2}^{2} x^{3} e^{x} \, dx \)\) is given with incorrect limits, so it cannot be evaluated.

To approximate \(\( \int_{1}^{2} x \ln x \, dx \)\) using the Composite Trapezoidal rule, we divide the interval \(\([1, 2]\) into \( n = 4 \)\) subintervals. The step size, \(\( h \)\), is calculated as\(\( h = \frac{b-a}{n} = \frac{2-1}{4} = \frac{1}{4} \)\). Then, we evaluate the function \(\( x \ln x \)\)at the endpoints of each subinterval and sum the areas of the trapezoids formed. The approximation formula for the Composite Trapezoidal rule is: \(\[\int_{a}^{b} f(x) \, dx \approx \frac{h}{2} \left[ f(a) + 2\sum_{i=1}^{n-1} f(x_i) + f(b) \right]\]\)

Using this formula, we can calculate the approximation for the given integral. The limits of the integral \(\( \int_{2}^{2} x^{3} e^{x} \, dx \)\) are given as \(\( 2 \)\) to 2 which indicates an interval of zero length. In this case, the integral cannot be evaluated since there is no interval over which to integrate.

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Answer:

(x+1) (x+1)

Step-by-step explanation:

Answer:

There are no like terms.

Its still x2+2x+1

Step-by-step explanation:

Answer:

4 units (if my logic is correct)

Step-by-step explanation:

1/2(5x-7)=x+1

5x-7=2x+2

3x=9, x=3

2x-2 --> 2(3)-2 = 6-2=4

Answer:

(3,-2)

Step-by-step explanation:

See attached image.

The description below proves that the perpendicular drawn from the vertex angle to the base bisect the vertex angle and base.

Let ABC be an isosceles triangle such that AB = AC.

Let AD be the bisector of ∠A.

We want to prove that BD=DC

In △ABD & △ACD

AB = AC(Thus, △ABC is an isosceles triangle)

∠BAD =∠CAD(Because AD is the bisector of ∠A)

AD = AD(Common sides)

By SAS Congruency, we have;

△ABD ≅ △ACD

By corresponding parts of congruent triangles, we can say that; BD=DC

Thus, this proves that the perpendicular drawn from the vertex angle to the base bisect the vertex angle and base.

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Answer:

Length = 10 & width = 3

Step-by-step explanation:

Perimeter = Length + Length + Width + Width

26 = 2Length + 2 Width

26 = 2 ( Length + Width )

13 = Length + width

13 - Length = Width EQUATION 1

Area = Length X Width

30 = Length X ( 13 - Length )

30 = 13Length - Length ^2

Length ^2 - 13Length + 30 = 0

( Length - 3 )( Length - 10 )

Length = 3 or Length = 10

Therefore Length = 10

From equation 1

13 - Length = Width

13 - 10 = width

width = 3

Answer:

A

Step-by-step explanation:

On Monday 4 people signed up plus the 11 who agreed to go the following day

which adds up to 15

Answer:

\(\boxed{\sf a) \ 120 \ km^2}\)

Step-by-step explanation:

The surface area is the total area of the faces added together.

Area of 2 triangles + Area of 3 rectangles

The two cross-sections are the triangles.

Area of triangle = base × height × 1/2

Area of a rectangle = length × width.

4 × 3 × 1/2 + 4 × 3 × 1/2 + 9 × 3 + 9 × 4 + 9 × 5

6 + 6 + 27 + 36 + 45

= 120

Scientific notation is built upon the idea of moving the decimal place to the left or right so many places.

A foundational background concept is that multiplying by 10 makes a number bigger and moves the decimal to the right.

For example: 3.4 x 10 = 34

The counterpart for that is that dividing by 10 makes a number smaller and moves the decimal to the left.

For example: 3.4 ÷ 10 = 0.34

So, when you see 3.4 x 10^5, this means you’re multiplying by 10 fives times, so that will move the decimal point five places to the right.

3.4 x 10^5 = 340 000

On the other hand, when you see a negative exponent on the 10, then that means you’re actually dividing by that many 10s and will move the decimal point that many places to the left. (to make the number smaller)

3.4 x 10^-5 = 0.000034

So, you need to first identify if you’ll make the number bigger or smaller (is the power of 10 postive or negative?) and then how many places the decimal point will need to move.

Trejo is correct, because if you know the x-intercepts, y-intercepts, domain, and range of a function then you automatically know the x- intercepts, y-intercepts, domain, and range of its inverse.

A relation between a set of inputs having one output each is called a function.

Given that;

Trejo says that if you know the x-intercepts, y-intercepts, domain, and range of a function then you automatically know the x- intercepts, y-intercepts, domain, and range of its inverse.

But, Hilary disagrees, She says you know the intercepts but that is all you know for sure.

Now,

We know that;

In a function, If if you know the x-intercepts, y-intercepts, domain, and range of a function then you automatically know the x- intercepts, y-intercepts, domain, and range of its inverse.

Thus, The Trejo is correct.

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The number of times x-r can be subtracted from a polynomial before r is no longer a zero is known as the multiplicity of a zero. Take your polynomial's zero 3 as an illustration.

A polynomial's x-intercepts are corresponding to the real (i.e., non-complex) zeroes of that polynomial. The number of times the corresponding factor appears in the polynomial is referred to as the "multiplicity" of a zero.

A single zero is present where the graph crosses the x-axis and appears practically linear at the intercept. It is a zero with even multiplicity if the graph hits the x-axis and then deflects off of it. A graph is considered to cross the x-axis at zero if: an odd multiplicity zero. The degree n is equal to the total of the multiplicities.

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Answer:

21 and 34.

Step-by-step explanation:

21 is 13 less than 34 and the sum of them is 55.

Answer:

Total number of stamps is 600

Number of stamps collected from Europe is 150

Number of stamps collected from America is 200

Step-by-step explanation:

1/3 of stamps collected are from America

1/4 of stamps collected are from Europe

While 250 stamps are from Africa and Asia

Now what this means is that the fraction remaining when we subtract the sum of 1/3 and 1/4 is what is equal to 250

Firstly, let’s say the total stamp is x

Now the fraction of x equal to 250 would be ;

1-1/3-1/4 = 1-(1/3 + 1/4) = 1-(7/12) = 5/12

Now, 5/12 of x = 250

5/12 * x = 250

5x = 12 * 250

5x = 3,000

x = 3,000/5

x = 600 stamps

Thus, the total number of stamps collected is 600

The number collected from America is 1/3 * 600 = 200

The number collected from Europe is 1/4 * 600 = 150

The trigonometric function with its right triangle definition is matched as below:

(a) sine

opposite/hypotenuse

(b) cosine

adjacent/hypotenuse

(c) tangent

opposite/adjacent

(d) cosecant

hypotenuse/opposite

(e) secant

hypotenuse/adjacent

(f) cotangent

adjacent/opposite

We Know That,

i) sine =opposite side of the triangle /hypotenuse side of the triangle

ii) cosine=adjacent side of the triangle/hypotenuse side of the triangle

iii) tangent=opposite side of the triangle/adjacent side of the triangle

iv) cosecant=hypotenuse side of the triangle/opposite side of the triangle

v) secant=hypotenuse side of the triangle/adjacent side of the triangle

vi) cotangent=adjacent side of the triangle/opposite side of the triangle.

Therefore, each trigonometric function is matched with its right triangle definition

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Answer:

15.81

Step-by-step explanation:

Please mark brainliest if this has helped. Have a good day and goodluck with your work!

Answer:

15.81

Step-by-step explanation:

The full answer is 15.8113883 but since you want it rounded to two decimal places the second 1 in 15.8113883 makes the number round to 15.81

Answer:

c/sin(60°) = 14/sin(25°)

c = 14sin(60°)/sin(25°) = 28.7

Answer:

A. Late payments have a negative effect on a person's credit score.

Step-by-step explanation:

Hope this Helps!

Answer:

A late payments have a negative effect on a persons credit score

Step-by-step explanation:

A credit score is basically the trust banks have with you or the potentiality that you will pay them back. Making late payments will obviously lower the banks reliability on you to pay your bill ontime and in full.

Answer:

48 wings

Step-by-step explanation:

12:3 is the ratio. So multiply both of it by 4. Then it would be 48:12

Answer:

48 chicken wings

Step-by-step explanation:

If Bao can eat 12 chicken wings in 3 minutes and 12 minutes is 3 minutes times 4, then the answer would be 12 chicken wings times 4, so 12 times 4, which is 48, so the answer would be 48 chicken wings.

Answer:

JL

JK

LK

Step-by-step explanation:

Side lengths and angle measurements are directly related, the larger the angle the longer the side. So the side opposite to the largest angle will be the greatest side. Therefore to order the sides first order the angles then find which sides are directly opposite of them in the same order.

Construct a 95% confidence interval for the expected difference in average test scores between the small class (Classroom A) and the regular class (Classroom B),

a. You can follow these steps:
1. Refer to column (4) of Table 13.2 and find the results for the regressors.
2. Calculate the standard error of the difference in average test scores using the formula:
  SE(difference) = sqrt[SE(Classroom A)^2 + SE(Classroom B)^2]
  where SE(Classroom A) and SE(Classroom B) are the standard errors for each class.
3. Calculate the margin of error (ME) by multiplying the critical value (z*) corresponding to a 95% confidence level by the standard error (SE).
4. Finally, construct the confidence interval by subtracting the margin of error from the difference in average test scores and adding it to the difference in average test scores.

b. To construct a 95% confidence interval for the expected difference in average test scores between the small class with a teacher with 5 years of experience (Classroom A) and the regular class with a teacher with 10 years of experience (Classroom B), you can follow similar steps as in part a. However, this time you need to account for the difference in teacher experience as a regressor.

c. To construct a 95% confidence interval for the expected difference in average test scores between the small class with a teacher with 5 years of experience (Classroom A) and the regular class with a teacher with 10 years of experience (Classroom B), you can follow similar steps as in part a. However, this time you need to consider both the class type and teacher experience as regressors.

d. The intercept is missing from column (4) because it represents the expected average test score when all the regressor variables are equal to zero. In this case, the intercept is not relevant to the question being asked, so it is not included in the table.

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The Methods used that summarize or organize characteristics of data is descriptive.

Methods used to summarize or organize characteristics of data are referred to as descriptive methods.

Descriptive methods are used to describe the basic features of a set of data, such as its central tendency (mean, median, mode) and dispersion (range, variance, standard deviation). These methods provide a summary of the data, often through the use of graphical representations such as histograms, bar charts, and scatter plots.

The goal of descriptive methods is to understand the underlying structure of the data, identify patterns, and present the data in a clear and meaningful way.

Descriptive methods do not make inferences about a population based on a sample or draw conclusions about causality.

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