what property is 201.75 + -201.75

Answer:

Regular polygon of 10 sides or 10-gon

Explanation:

The angle of rotation symmetry is equal to

θ = 360/n

Where n is the order of rotation. In a regular polygon, the order of rotation for symmetry is the number of sides.

In this case, we can replace θ by 36 degrees and solve the equation for n

36 = 360/n

n = 360/36

n = 10

Therefore, the shape of rotation should be a regular polygon of 10 sides.

Answer:

The person's angular momentum will be double

Step-by-step explanation:

Let

Speed of person=v

Mass of person=m

Radius=r

Speed of person=2v

We have to find the person's angular momentum when the speed of person is double and all else remains same.

We know that

Angular moment ,L=mvr

Using the formula

Angular momentum of person when speed 2v

L'=m(2v)r

\(\frac{L'}{L}=\frac{m(2v)r}{mvr}=2\)

\(L'=2L\)

Hence, the angular moment of person will be double when the speed of person is double.

The measure of angle a is 15 degrees and this can be determined by using the properties of the isosceles triangle.

In geometry, interior angles are formed in two ways. One is inside a polygon, and the other is when parallel lines cut by a transversal. Angles are categorized into different types based on their measurements.

Given:

The following steps can be used in order to determine the measure of angle a:

Step 1 - According to the given data, it can be concluded that triangle PQR and triangle PSR are isosceles triangles.

Step 2 - Apply the sum of interior angle property on triangle PQR.

\(\angle\text{Q}+\angle\text{P}+\angle\text{R}=180\)

\(\angle\text{Q}+2\angle\text{R}=180\)

\(2\angle\text{R}=180-60\)

\(\angle\text{R}=60^\circ\)

Step 3 - Now, apply the sum of interior angle property on triangle PSR.

\(\angle\text{P}+\angle\text{S}+\angle\text{R}=180\)

\(\angle\text{S}+2\angle\text{R}=180\)

\(2\angle\text{R}=180-90\)

\(\angle\text{R}=45^\circ\)

Step 4 - Now, the measure of angle a is calculated as:

\(\angle\text{a}=60-45\)

\(\angle\text{a}=15\)

The measure of angle a is 15 degrees.

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The value of the correlation coefficient based on the provided R-squared is approximately 0.995562, indicating a strong positive linear relationship between leaf water potential and sap flow velocity for tree #2.

The correlation coefficient, denoted as "r," is a measure of the strength and direction of the linear relationship between two variables.

It ranges between -1 and 1, where -1 indicates a perfect negative correlation, 1 indicates a perfect positive correlation, and 0 indicates no correlation.

In the given least squares regression output, the value of R-squared (R-sq) is provided as 0.99115489.

R-squared represents the proportion of the total variation in the dependent variable that can be explained by the independent variable(s).

It is calculated as the squared value of the correlation coefficient (r).

To find the value of the correlation coefficient based on R-squared, we take the square root of R-squared:

r = √(R-sq)

Using the given value of R-squared (0.99115489), we can calculate the correlation coefficient:

r = √(0.99115489) ≈ 0.995562

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Answer:

I believe it's written y = 1/2x - 1

Hope this helps :)

The bicycle manufacturer is studying the reliability of its models and analyzing the probability of defects. They found the probability of a brake defect is 4 percent and the probability of both brake and chain defects is 1 percent.

Given that the probability of a defect with brakes or chain is 6 percent, we can find the probability of a chain defect using the formula: P(A and B) = P(A|B) * P(B), where P(A and B) is the probability of both events A and B occurring, P(A|B) is the probability of event A occurring given that event B has occurred, and P(B) is the probability of event B occurring.

In this case, we want to find the probability of a chain defect given that there is a defect with either the brakes or the chain. Let's use the events: A = brake defect, B = chain defect, From the problem statement, we know that: P(A) = 0.04 (probability of a brake defect), P(A and B) = 0.01 (probability of both a brake defect and a chain defect)
P(A or B) = 0.06 (probability of a defect with the brakes or the chain).

To find P(B|A or B), we can use the formula: P(B|A or B) = P(A and B) / P(A or B) = 0.01 / 0.06, = 1/6, = 0.1667, So the probability of a chain defect given that there is a defect with either the brakes or the chain is 16.67%, or approximately 2/12 or 1/6.

Therefore, the correct answer is option 2: 2%, Solving for the probability of a chain defect, we get: P(chain defect) = 0.06 - 0.04 + 0.01 = 0.03, So, the probability of a chain defect is 3 percent.

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Answer:

315 Children

Step-by-step explanation:

a+c=330

21a=c

Substitute the c's

a+(21a)=330

22a=330

Divide by 22 on each side

a=15

15 Adults

Now put "a" back into one of the equations.

21(15)=c

315=c

So 315 children and 15 adults.

Answer:

lmfa you answer my questions i recently posted ill answer yours...

Step-by-step explanation:

okay?

Answer: it is probaly is 1/5

Step-by-step explanation:

The function rule that describes the translation will be T(x + 1, y - 9). Then the correct option is A.

A spatial transformation is each mapping of feature space to itself and it maintains some spatial correlation between figures.

A square on a coordinate plane is translated 9 units down and 1 unit to the right.

If the translate rightward by c then the coordinate will be (x + c, y)

If the translate downward by d then the coordinate will be (x + c, y - d)

Then the function rule that describes the translation will be T(x + 1, y - 9).

Then the correct option is A.

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The differences are not all equal, this sequence is not an Arithmetic sequence.

An arithmetic sequence refers to a sequence of numbers that have a common difference. This means that the numbers in the sequence increase or decrease by a fixed amount known as the common difference. An example of an arithmetic sequence is 2, 4, 6, 8, 10, and so on, where the common difference is 2.  Therefore, a sequence that has a common difference is an arithmetic sequence.
Here are some examples of sequences to determine if they are arithmetic:
1. 4, 9, 14, 19, 24, ...
To determine whether this is an arithmetic sequence, we need to find the common difference. We do this by subtracting each number from the one that follows it:
9 − 4 = 5
14 − 9 = 5
19 − 14 = 5
24 − 19 = 5
Since the differences are all equal to 5, this sequence is an arithmetic sequence with a common difference of 5.
2. 2, 5, 8, 11, 14, ...
To determine whether this is an arithmetic sequence, we need to find the common difference. We do this by subtracting each number from the one that follows it:
5 − 2 = 3
8 − 5 = 3
11 − 8 = 3
14 − 11 = 3
Since the differences are all equal to 3, this sequence is an arithmetic sequence with a common difference of 3.
3. 3, 6, 11, 18, 27, ..
To determine whether this is an arithmetic sequence, we need to find the common difference. We do this by subtracting each number from the one that follows it:
6 − 3 = 3
11 − 6 = 5
18 − 11 = 7
27 − 18 = 9
Since the differences are not all equal, this sequence is not an arithmetic sequence.

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Answer:

Hmmmm...I believe the answer is letter D.

Answer:

a) \(x(x+3)\)

b) \(2x(x-8)\)

c) \(3x(2+3x^{2})\)

d) \(4x^{2} (3x-1)\)

Step-by-step explanation:

a) \(x^{2} +3x=x(x+3)\)

b) \(2x^{2} -8x=2x(x-8)\)

c) \(6x+9x^{3} =3x(2+3x^{2})\)

d) \(12x^{3} -4x^{2} =4x^{2} (3x-1)\)

Factors of the following algebraic expression are

a. Factors of x² + 3x   are x and x+3

b. Factors of 2x² -8x  are 2, x and ( x-4)

c. Factors of 6x +9x³ are 3, x  and (2 + 3x²)

d. Factors of 12x³ - 4x² are 4, x, x and (3x -41)

The factor of an given algebraic expressions are one or more numbers or linear or other expressions that multiply to form the given algebraic expression and cannot be broken down further into simpler expressions.

For finding factors of an algebraic expression we can simply take out common expressions from all the terms of the expression and try to simplify it.

a. x² + 3x = x( x+3), (taking x common from both terms)

b. 2x² -8x = 2x ( x-4) (taking 2x common from both terms)

c.  6x +9x³ = 3x (2 + 3x²)   ( taking 3x common from both terms)

d.12x³ - 4x² = 4x× x × (3x -41) ( taking 4x²  common from both terms)

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Answer:

For the function: \(g(x)=-x^2-3x+5\), the average rate of change of function over the interval \(-7\leq x\leq 2\) is 2

Step-by-step explanation:

We are given function: \(g(x)=-x^2-3x+5\), we need to find average rate of change of function over the interval \(-7\leq x\leq 2\)

The formula used is: \(Average \ rate \ of \ change=\frac{g(b)-g(a)}{b-a}\)

We have b=2 and a= -7

Finding f(b) and f(a)

Finding g(b) by putting x=2

\(g(x)=-x^2-3x+5\\g(2)=-(2)^2-3(2)+5\\g(2)=-4-6+5\\g(2)=-10+5\\g(2)=-5\)

Finding g(a) by putting x=-7

\(g(x)=-x^2-3x+5\\g(-7)=-(-7)^2-3(-7)+5\\g(-7)=-49+21+5\\g(-7)=-23\)

Now, finding average rate of change when g(b)=-5 and g(a)=-23

\(Average \ rate \ of \ change=\frac{g(b)-g(a)}{b-a}\\Average \ rate \ of \ change=\frac{-5-(-23)}{2-(-7)}\\Average \ rate \ of \ change=\frac{-5+23}{2+7}\\Average \ rate \ of \ change=\frac{18}{9}\\Average \ rate \ of \ change=2\)

So, Average rate of change = 2

Therefore for the function: \(g(x)=-x^2-3x+5\), the average rate of change of function over the interval \(-7\leq x\leq 2\) is 2

Answer:

Ana baked 5 cookies and wanted to divide 1.5 of the cookies to her friends and the rest to her family. How many cookies were given to her friends?

Step-by-step explanation:

Answer:

that is my answer hopes it helps you

Step-by-step explanation:

the 5÷ 1 and 1 I got 1.5 for answer

In the given question, we have to find the cardinality of the following sets:U = ( x | x E N and x < 10) b = (x |x E N and x is even and x <10) c = (x | x E N and x <5)

Cardinality is a mathematical term for the number of elements in a set. It is indicated as |A|. Therefore, the cardinality of set U is 10. The cardinality of set b is 5. The cardinality of set c is 5. The set with more than 250 elements is none of the given sets since all sets have less than 10 elements and thus less than 250 elements. Therefore, the correct answer is that none of the given sets have more than 250 elements.

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The magnitude of his displacement is 77.221952836296 m

In this question,

A baseball player hits a triple and ends up on third base.

A baseball "diamond" is a square, each side of length 25.740650945432 m, with home plate and the three bases on the four corners.

We need find the the magnitude of his displacement.

The magnitude of his displacement is the distance from home plate to the third base.

the distance from home plate to the third base is

= 3 × 25.740650945432

= 77.221952836296 m

Therefore, the magnitude of his displacement is 77.221952836296 m

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15. 70° because a right angle is 90° and we have the angle of ADB which is 20°. So 90°-20°=70°.

16. 70° because angle PSQ is 60° and angle QSR is 10°. So 60°+10°=70°.

17. 55° because it says it in the explanation. I assume this is a typo and they meant to ask the measurement of ADC and in that case it would be 130° because angle ADB is 75° and angle BDC is 55°. 75°+55°=130°.

18. 40° because angle PSQ is a right angle which means it's 90°. So 130°-90°=40°.

19. 140° because angle ADB is 120° and angle BDC is 20° so 120°+20°=140°.

20. 125° because again it's in the explanation. But if it's a typo and they meant what is the measurement of PSQ then it is 50° because PSR is 125° and QSR is 75° so 125°-75°=50°.

Hope this helps! :)

The algebraic expression for "The product of 9 and two more than a number" is 9(x + 2).

In the given word phrase, "a number" is represented by the variable x. The phrase "two more than a number" can be translated as x + 2 since we add 2 to the number x. The phrase "the product of 9 and two more than a number" indicates that we need to multiply 9 by the value obtained from x + 2. Therefore, the algebraic expression for this word phrase is 9(x + 2).

"A number": This is represented by the variable x, which can take any value.

"Two more than a number": This means adding 2 to the number represented by x. So, we have x + 2.

"The product of 9 and two more than a number": This indicates that we need to multiply 9 by the value obtained from step 2, which is x + 2. Therefore, the algebraic expression becomes 9(x + 2).

In summary, the phrase "The product of 9 and two more than a number" can be algebraically expressed as 9(x + 2), where x represents the number.

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The values for a, b, and c, and Simplified the expression step by step to find the final result of 1/4.

To evaluate the expression "(a + c)² / b²" with the given values a = -2, b = 6, and c = -1, we substitute these values into the expression and perform the calculations step by step.

First, let's substitute the values:

(a + c)² / b² = (-2 + (-1))² / 6²

Simplifying the addition inside the parentheses:

(a + c)² / b² = (-3)² / 6²

Calculating the squared terms:

(a + c)² / b² = 9 / 36

Simplifying the fraction:

(a + c)² / b² = 1/4

Therefore, the value of "(a + c)² / b²" when a = -2, b = 6, and c = -1 is 1/4.

To summarize:

(a + c)² / b² = 1/4

It's important to note that when evaluating expressions, we substitute the given values into the variables and perform the calculations following the order of operations. In this case, we substituted the values for a, b, and c, and simplified the expression step by step to find the final result of 1/4.

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Median is better than mean as it is not affected by extremely high or low values in the same way that the mean is

The median is a measure of central tendency, like the mean, but it is not affected by extremely high or low values in the same way that the mean is. Because of this, the median is often a better measure of central tendency when there are outliers in the data, or when the data is skewed (not normally distributed). For example, consider the following set of numbers: 1, 2, 3, 100. The mean of these numbers is 26, but the median is 3, which is a better representation of the "typical" value in this set.

However, the mean is still a useful measure and has its own advantages. For example, the mean is sensitive to every value in the data set, so it can provide a more comprehensive summary of the data. Additionally, the mean is easier to work with mathematically than the median, so it is often used in statistical tests and calculations.

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Answer:

diameter: 2.4 mi

circumference = 38.96 mi

Step-by-step explanation:

d=2r=2·6.2=12.4

C=2πr=2·π·6.2≈38.95575

Answer:

The type of number that represents -4/2 is:

Choice B) Integer

Choice C) Rational

Step-by-step explanation:

The number -4/2 is an integer because it represents a whole number (-2) and it is also a rational number because it can be expressed as a fraction of two integers.

-4/2 is an :

Solution:

Before we make any decisions about the type of number -4/2 is, let's simplify it first.

It's the same as -2. Now, let's familiarize ourselves with the sets of numbers out there. Where does -2 fit in?

______________

This set incorporates only positive numbers and zero. So -2 doesn't belong here.

This set incorporates whole numbers and negative numbers. So -2 belongs here.

This set has integers, fractions, and decimals. So -2 does belong here too.

This is a set for numbers that cannot be written in fraction form (a/b, where b ≠ 0). So -2 doesn't belong here.

-4/2 belongs in the integer and rationals set.

(a)The population of interest is the entire university community at Botho University. (b)The sample is the random sample of 200 members. (c)The average time spent in the library, which is 30 minutes, is a statistic because it is computed from the sample and represents a characteristic of the sample, not the entire population.

a) The population of interest in this case would be the entire university community at Botho University. It includes all members of the university community who could potentially spend time in the library.

b) The sample in this case is the random sample of 200 members that was taken from the university community. It represents a subset of the population of interest and is used to make inferences about the larger population.

c) In this case, 30 minutes is a statistic, not a parameter.

A statistic is a value calculated from a sample that describes some characteristic of the sample. In this case, the average time spent in the library, which is 30 minutes, was computed from the sample of 200 members. It represents the average time spent in the library by the sampled members.

On the other hand, a parameter is a value that describes a characteristic of the population. Since the average time spent in the library is based on the sample and not the entire population, it cannot be considered a parameter.

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IF the base area of the pyramid will be 400 square feet. Then the volume of the given pyramid will be 3466.67 cubic feet.

It deals with the size of geometry, region, and density of the different forms both 2D and 3D.

The dimension of the pyramid is shown in the diagram.

Then the base area of the pyramid will be

Area = 20 x 20

Area = 400 square feet

Then the volume of the given pyramid will be

V = 1/3 x area x height

V = 1/3 x 400 x 26

V = 3466.67 cubic feet

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Answer:

-9 + 3f

Step-by-step explanation:

Solve -9 + f + 2f.

1. Combine the like terms

= -9 + 3f

One product/service that is currently in the decline stage is DVD rentals. The decline can be attributed to the rapid rise of digital streaming platforms and the decreasing popularity of physical media. Companies competing in a declining market have strategic options such as harvesting and divesting. Harvesting involves maximizing profits from the declining product/service by reducing costs and maintaining a loyal customer base, while divesting involves exiting the market and reallocating resources to more profitable ventures.

DVD rentals are in the decline stage of the product lifecycle due to several factors. The advent of digital streaming platforms like Netflix, Hulu, and Amazon Prime Video has revolutionized the way people consume media. The convenience and vast content libraries offered by these platforms have led to a significant decline in DVD rentals. Moreover, the proliferation of high-speed internet connections and the increasing availability of streaming devices have made it easier for consumers to access digital content.

In a declining market, companies have strategic options to consider. One option is harvesting, which involves maximizing profits from the declining product/service. Companies can achieve this by reducing costs associated with production, distribution, and marketing, as the demand for the product/service diminishes. They may also focus on retaining their loyal customer base by providing incentives, discounts, or exclusive offers. For example, DVD rental companies may lower rental fees, offer bundle deals, or introduce loyalty programs to retain their remaining customers.

Another strategic option is divesting, which involves exiting the declining market altogether. Companies may choose to reallocate their resources to more profitable ventures or invest in emerging technologies or industries. In the case of DVD rentals, companies could divest by shutting down physical rental stores and selling off their DVD inventory. They could then shift their focus to digital streaming services or invest in other areas with growth potential, such as content production or streaming device manufacturing.

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