the measure of AOC is 90 find the value of x, A 30 B 10 C 11

The cell phone costs Rs 13,560 after a 20% discount and 13% VAT are applied.

First, we need to calculate the discount amount given on the market price of the mobile phone:

Discount = 20% of the market price

Discount = 0.20 x 15000

Discount = 3000

So, the discounted price of the mobile phone is:

Discounted Price = Market Price - Discount

Discounted Price = 15000 - 3000

Discounted Price = 12000

Now, we need to add the VAT amount to the discounted price:

VAT = 13% of the discounted price

VAT = 0.13 x 12000

VAT = 1560

Therefore, the final price of the mobile phone, including the discount and VAT, is:

Final Price = Discounted Price + VAT

Final Price = 12000 + 1560

Final Price = 13560

So, the price of the mobile phone, after allowing a 20% discount and levying 13% VAT, is Rs 13,560.

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The amount of the constant k is known as the "constant of proportionality".

Given any position, we can calculate k by dividing the y-coordinate by the x-coordinate because k is constant (the same for every point). Where k is the constant of variation, y = kx.

We refer to a relationship between two variables as having a direct relationship when the equation for the relationship is of the form y = kx, where k is a constant. The "constant of proportionality" is the value of the constant k.

For some constant k, often known as the proportionality or variational constant, y=kx. (Some textbooks will refer to direct variation as "y varies as x," "y varies proportionally as x," or "y is directly proportional to x.

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The function which represents the cost to drive a car from this agency miles x a day is :

C(x) = 15, if 0 ≤ x ≤ 200

      = 15 + 0.05x, if x > 200

Given that,

A car rental agency charges $15 a day for driving a car 200 miles or less.

The function can be written as,

C(x) = 15 if 0 ≤ x ≤ 200

If a car is driven over 200 miles, the renter must pay $0.05 for each mile over 200 driven.

C(x) = 15 + 0.05x, if x > 200

Hence the correct option is D.

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To find the length of the graph of f(x)=ln(4sec(x)) for 0≤x≤π/3, we first need to compute the derivative of the function.

f(x) = ln(4sec(x))
f'(x) = (1/sec(x)) * (4sec(x)) * tan(x) = 4tan(x)
Next, we use the arc length formula:
L = ∫ [a,b] √[1 + (f'(x))^2] dx
Substituting in the values, we get:
L = ∫ [0,π/3] √[1 + (4tan(x))^2] dx
We can simplify this by using the identity 1 + tan^2(x) = sec^2(x):
L = ∫ [0,π/3] √[1 + (4tan(x))^2] dx
 = ∫ [0,π/3] √[1 + 16tan^2(x)] dx
 = ∫ [0,π/3] √[sec^2(x) + 16] dx
 = ∫ [0,π/3] √[(1 + 15cos^2(x))] dx
 = ∫ [0,π/3] √15cos^2(x) + 1 dx
Using the substitution u = cos(x), we get:
L = ∫ [0,1] √(15u^2 + 1) du
This can be solved using trigonometric substitution, but the details are beyond the scope of this answer. The final result is:
L = 4/3 * √(15) * sinh^(-1)(√15/4) - √15/2
Therefore, the length of the graph of f(x)=ln(4sec(x)) for 0≤x≤π/3 is approximately 3.195 units.

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I tried helping but I cant figure it out let me see..

Answer: 0,3

Step-by-step explanation:

Answer:

5/9

Step-by-step explanation:

brainliest when possible.

hope this helps

I really tried my best to give you a very direct answer

you calculate for the LCM of the denominator

9

7

6

5

which Thier Lcm is 630

3561.5 cm² is the surface area of the cereal box.

To find the total surface area of the cereal box, we need to find the area of all six faces and add them together.

The cereal box has dimensions of 44.5 cm x 28.5 cm x 7 cm.

The area of the top and bottom faces is:

44.5 cm x 28.5 cm = 1269.75 cm²

The area of the front and back faces is:

44.5 cm x 7 cm = 311.5 cm²

The area of the left and right faces is:

28.5 cm x 7 cm = 199.5 cm²

Adding up the areas of all six faces, we get:

1269.75 cm² + 1269.75 cm² + 311.5 cm² + 311.5 cm² + 199.5 cm² + 199.5 cm²

= 3561.5 cm²

Therefore, the total surface area of the cereal box is 3561.5 square centimeters.

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Complete question:

Answer:

d i think

Step-by-step explanation:

Answer: C

Step-by-step explanation:

our points are

(0, 64) and (17, 30)

slope = 30-64/17-0 = -34/17 = -2

y=-2x+64 aka C

Answer:

The family traveled at 45 miles per hour.

Step-by-step explanation:

In this triangle, the product of tan A and tan C is `(BC)^2/(AB)^2`.

The given triangle ABC has angle A measuring 45 degrees, angle B measuring 90 degrees, and angle C measuring 45 degrees , Answer: `(BC)^2/(AB)^2`.

We have to find the product of tan A and tan C.

In triangle ABC, tan A and tan C are equal as the opposite and adjacent sides of angles A and C are the same.

So, we have, tan A = tan C

Therefore, the product of tan A and tan C will be equal to (tan A)^2 or (tan C)^2.

Using the formula of tan: tan A = opposite/adjacent=BC/A Band, tan C = opposite/adjacent=AB/BC.

Thus, tan A = BC/AB tan C = AB/BC Taking the ratio of these two equations, we have: tan A/tan C = BC/AB ÷ AB/BC Tan A * tan C = BC^2/AB^2So, the product of tan A and tan C is equal to `(BC)^2/(AB)^2`.

Answer: `(BC)^2/(AB)^2`.

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Answer:

please the question is not complete oo

Answer:

-2

Step-by-step explanation:

The final equation is y= -2x+4, so the slope is -2

Answer:

The slope is -2

Step-by-step explanation:

This equation is in point slope form

(y-y1) = m(x-x1)  where m is the slope and ( x1,y1) is a point on the line

y+2=−2(x−3)

y- -2=−2(x−3)

The slope is -2 and a point on the line is ( -3,-2)

Note that where in a Rhombus ACDB, m∠CDB = 60 degrees and BC = 10. The diagonals cross at point M. The length of the side of ACDB is 10.

A rhombus is a quadrilateral with four equal-length sides in planar Euclidean geometry. The term equilateral quadrilateral refers to the fact that all of its sides are the same length.

Note that the above-described Rhombus is described accordingly. Since the diagonals are perpendicular to each other and bisect one another each at an inner angle that is 90° each, then we can say that;

∠MDC = 30°
MC = 1/2BC

= 1/2 * 10
= 5

Thus,

DC = MC/Sin30°
= 5/1/2
= 5 * 2
= 10

Thus, the measure of a side of a Rhombus - ACDB is 10.

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Answer:

0.649 has 3 significant figures and 3 decimals. When rounded to 1 significant figure, it becomes 0.6.

When rounding 0.649 to 1 significant figure, then it is equal to 0.6. The remaining digits (4 and 9) are dropped.

When rounding a number to 1 significant figure, we consider the first non-zero digit from the left. In the case of 0.649, the first non-zero digit is 6.

Since we are rounding to 1 significant figure, we keep the first non-zero digit and ignore all the digits after it.

To determine the rounding, we look at the digit following the first non-zero digit, which is 4 in this case. If it is less than 5, we round down; if it is 5 or greater, we round up. In the given number, the digit after 6 is 4, which is less than 5. Therefore, we round down.

So, rounding 0.649 to 1 significant figure gives us 0.6.

The remaining digits (4 and 9) are dropped as they are not significant when rounding to 1 significant figure.

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Answer:

3.456 x 10^11

Step-by-step explanation:

= 3.456 × 10¹¹

scientific notation

= 3.456e¹¹

scientific e notation

= 345.6 × 109

engineering notation

billion; prefix giga- (G)

= 3.456 × 10¹¹

standard form

= 345600000000

(real number)

==============================================

Explanation:

Place the decimal point between the first two nonzero digits. So we'll place the decimal point between the 3 and 2 to get 3.245

Now ask yourself "how many spots to the right must I move the decimal point to get back to 324.5?" The answer is "2 spots to the right"

That "2" from "2 spots to the right" is the exponent over the 10.

So that's how we get to the answer 3.245 * 10^2

Using your calculator, you should find that 3.245 * 10^2 = 324.5

--------------

Side note: if the exponent over the 10 is negative, then the decimal point will move left that number of spaces.

For example, 3.2 * 10^(-2) = 0.032 showing it has moved 2 spaces to the left.

Answer:

.15¢

Step-by-step explanation:

1.20$ total divided by 8 and its .15¢

Answer:

77.10-pound sterling

Step-by-step explanation:

Has not been rounded

Answer:

D) 2

Step-by-step explanation:

Reciprical of slope

-1/2

reciprical is

+2/1

2

The value of the given expression [\(87^3+ 13^3/87^2 -87 * 13 + 13^2\)] by simplifying the numerator and denominator using suitable identities is 100.

We will first calculate the numerator:

As  (\(a^3\) + \(b^3\)) = (a + b)(\(a^2\) - ab + \(b^2\)) :

\(87^3\) + \(13^3\) = (87 + 13)(\(87^2\) - \(87 * 13\) + \(13^2\))

= 100(\(87^2\) - 87 * 13 + \(13^2\))

Now, calculate the denominator:

\(87^2 - 87 * 13 + 13^2\)

As,(\(a^2 -2ab +b^2\)) =\((a - b)^2\):

\(87^2 - 87 * 13 + 13^2 = (87 - 13)^2\)

\(= 74^2\)

So by solving the equation further:

\((87^3+13^3) / (87^2- 87 * 13+13^2) = 100*(87^2- 87 *13 + 13^2)/(87^2 - 87 * 13 + 13^2)\)

As we can see the numerator and denominator are the same expressions (\(87^2 - 87 * 13 + 13^2\)). so, they cancel each other:

\((87^3 + 13^3) / (87^2 - 87 * 13 + 13^2) = 100\)

So, the value of the given expression is 100.

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(c) Two assumptions necessary for the validity of the ANOVA are:

1. Independence: The observations within each group and between groups should be independent of each other. This means that the value of one observation should not be influenced by or related to the value of another observation.

2. Homogeneity of variances: The variances within each group should be roughly equal. This assumption, also known as homoscedasticity, ensures that the variability in the dependent variable is similar across all groups.

(d) The company uses leaflets of four different designs to promote its printers. To assess the impact of leaflet design on sales, an ANOVA is performed. The null hypothesis states that the mean sales are equal across all leaflet designs, while the alternative hypothesis suggests at least one mean is different.

By comparing the computed F-statistic with the critical F-value at a significance level of 0.05, the ANOVA determines whether there is sufficient evidence to reject the null hypothesis. If the p-value is less than 0.05, it indicates a significant difference among the leaflet designs.

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Answer:

4

Step-by-step explanation:

Raising 50 cents by 25 cents is adding on 25 cents. 0.50 + 0.25 = 0.75

And it was 0.75 per cup so 0.75c

The statement  of the given question is True.

True. This is because there are only 14 different types of socks to choose from, so if you choose 15 socks, there must be at least one pair of socks that match. This is known as the Pigeonhole Principle, which states that if there are more pigeons than pigeonholes, at least one pigeonhole must contain more than one pigeon. In this case, the socks are the pigeons and the different types of socks are the pigeonholes.

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Answer:

704 pi in ^3

Step-by-step explanation:

The volume of a cylinder is given by

V = pi r^2 h where r is the radius and h is the height

V = pi ( 8)^2 * 11

V = pi (704)

V = 704 pi in ^3

Answer:

Step-by-step explanation:

Solution,

Radius(R)= 8 in.

Height (h)= 11 in.

Volume of cylinder=?

Now,

Volume of cylinder:

\(\pi {r}^{2} h\)

\(\pi \: {(8)}^{2} \times 11 \)

\(\pi \times 64 \times 11\)

\(704\pi \: {inches}^{3} \)

Hope this helps...

Good luck on your assignment..

A. The mean height of all seventh graders is likely to be between 52 and 64 inches. - This statement is likely to be true. The mean height of Elena's sample is 58 inches, and the MAD is 3 inches. The range of 52 to 64 inches is within one MAD of the mean, which suggests that a large majority of the heights will fall within this range.

B. Another random sample of 20 students will always have a mean of 58 inches. - This statement is not necessarily true. The mean of another random sample of 20 students may or may not be exactly 58 inches. It could be close to 58 inches, but it is not guaranteed to be the same.

C. A sample of 20 female students would be more likely to get an accurate estimate of the mean height of the population than a sample of a mix of 20 male and female students. - This statement is not necessarily true. Whether a sample of only female students or a mix of male and female students provides a more accurate estimate depends on the actual distribution of heights within the population. Without further information, it is not possible to determine which sample would be more likely to provide an accurate estimate.

D. A sample of 100 seventh graders would be more likely to get an accurate estimate of the mean height of the population than a sample of 20 seventh graders. - This statement is likely to be true. A larger sample size generally provides a more accurate estimate of the population mean. With a sample size of 100, there is a higher chance of capturing the true range of heights and reducing the sampling error compared to a sample of only 20 students.

E. Elena's sample proves that half of all seventh graders are taller than 58 inches. - This statement is not necessarily true. Elena's sample represents only 20 students and may not be representative of the entire population. It does not provide conclusive evidence about the proportion of seventh graders who are taller than 58 inches.

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♥️ \(\large{\textcolor{red}{\underline{\mathcal{SUMIT\:\:ROY\:\:(:\:\:}}}}\)

The True statement are:

A. The mean height of all seventh graders is likely be between 52 and 64 inches.

D. A sample of 100 seventh graders would be more likely to get an accurate estimate of the

mean height of the population than a sample of 20 seventh graders.

A. Seventh graders' average height is probably between 52 and 64 inches. This claim is probably accurate.

B. The mean height of a second random sample of 20 students will always be 58 inches. This claim may not always be accurate.

C. This claim may not always be accurate. Depending on how the population's heights are actually distributed, a sample of exclusively female students or one that includes both male and female students will yield a more precise estimate. It is impossible to predict which sample would be more likely to produce an accurate estimate without more details.

D. A sample of 100 seventh graders has a higher chance of providing an accurate estimation of the population's mean height than a sample of 20 students. - This claim is probably accurate.

E. Elena's survey, half of the seventh grade students are taller over 58 inches. - This claim may not always be accurate.

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Answer:

I'm gonna go with B

Step-by-step explanation:

Don't take my word for it