a rectangular lot with 1,250' of frontage contains 40 acres. the adjacent lot has a front footage of 2,000'. if both lots are the same depths, how many acres are in the second lot? select one: a. 48. b. 56. c. 64. d. 72.

Answer:

b°+90°=180°(sum of angle in straight line)

b°=180°-90°

b°=90°

a°=30°(vertically opposite angle)

Answer:

A: 30 degrees

B: 60 degrees

C:105 degrees

Step-by-step explanation:

A: vertical angles are congruent

B: solve for the missing angle -- 90+30+?=180

C: Use exterior angle to find the supplementary angle

This is the final solution for the integral.

5(cos^2(x)/sin^2(x)) dx:  -5/sin^2(x) + 5x + C.

To evaluate the integral of 5 cot^2(x) dx. To do this, we'll first rewrite cot^2(x) in terms of cos(x) and sin(x), then apply integration techniques.

Recall that cot(x) = cos(x)/sin(x), so cot^2(x) = cos^2(x)/sin^2(x). Therefore, the integral becomes:
∫5(cos^2(x)/sin^2(x)) dx

Now, we'll use the substitution method. Let u = sin(x), then du = cos(x) dx. Also, note that cos^2(x) = 1 - sin^2(x) = 1 - u^2. The integral now becomes:
∫5(1-u^2)/u^2 du

To solve this integral, we'll separate the terms:

∫(5/u^2 - 5u^2/u^2) du = ∫(5/u^2 - 5) du

Now we can integrate each term:

∫5/u^2 du - ∫5 du = 5∫1/u^2 du - 5∫1 du

The integrals of 1/u^2 and 1 are -5/u and 5x, respectively. So the solution is:

-5/u + 5x + C

Now we need to substitute back sin(x) for u:

-5/sin^2(x) + 5x + C

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The Z score that is equivalent to the raw score 92.5 is B. -1.25.

A Z score represents the number of standard deviations a raw score is from the mean in a normal distribution. To calculate the Z score, we use the formula: Z = (X - μ) / σ, where X is the raw score, μ is the mean, and σ is the standard deviation.

Given that the mean score is 100 and the standard deviation is 15, we can calculate the Z score for the raw score 92.5 as follows:

Z = (92.5 - 100) / 15

Z = -7.5 / 15

Z = -0.5

Therefore, the Z score that is equivalent to the raw score 92.5 is -0.5.

The Z score is a useful measure in statistics that allows us to standardize and compare data points across different distributions. It helps us understand the relative position of a data point within a distribution and determine how unusual or typical that data point is compared to others. By calculating the Z score, we can easily determine the percentage of data points that fall below or above a particular value in a normal distribution, which aids in making statistical inferences and drawing conclusions.

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Answer:

an angle measuring 32 degrees has a complement that measures (2x-16) degrees. What is the value of x?

Step-by-step explanation:

let me know if its right

\(2(2) +x =4\\\\\implies 4 +x =4\\\\\implies 4 +x -4 = 4-4\\\\\implies x = 0\)

Answer:

x = 0

Solve solution:

Question:

2(2) + x = 4

Multiply:

2 x 2 + x 4

Cancel equal terms:

4 + x = 4

Answer: x = 0

Answer:

\(\boxed{\frac{5}{8} x^8 + c}\)

Step-by-step explanation:

\(\int\limits {5x^7} \ dx\)

\(= \frac{5}{8} x^8 + c\)

the answers is 5/8 x⁸ + c

The true statements in the function are (a), (b) and (d)

From the question, we have the following parameters that can be used in our computation:

The graph

Next, we test the options

A. In the interval 4 ≤ x ≤ 10 the average rate of change is zero.

This is true because the function is constant at this interval

B. In the interval 10 ≤ x ≤ 16 the average rate of change is 1.

Here, we calculate the rate using

Rate = (16 - 10)/(16 - 10)

Rate = 1

So, this is also true

C. In the interval 2 ≤ x ≤ 4 the average rate of change is decreasing.

This is false because the function is increasing at this interval

D. In the interval 2 ≤ x ≤ 4 the average rate of change greater than

the average rate of change in the interval 10 ≤ x ≤ 16.

Here, we calculate the rate using

Rate = (10 - 2)/(4 - 2)

Rate 2 to 4 = 4

Rate = (16 - 10)/(16 - 10)

Rate 10 to 16= 1

So, this is also true

E. In the interval 10 ≤ x ≤ 16 the average rate of change greater than

the average rate of change in the interval 2 ≤ x ≤ 4.

Here, we calculate the rate using

Rate = (10 - 2)/(4 - 2)

Rate 2 to 4 = 4

Rate = (16 - 10)/(16 - 10)

Rate 10 to 16= 1

So, this is also false

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Solving a system of equations, we conclude that the largest number on a hat is 14.

We have 3 hats, each one with a number that we will define as:

x, y, and z.

We know that by adding pairs of these numbers we get 11, 17 and 22, then we can write a system of equations:

x + y = 11

x + z = 17

y + z = 22

Clearly z is the largest number, so we want to find z.

First, we can isolate x on the first equation so we get:

x = 11 - y

Replacing that in the second equation giveS:

x + z = 17

(11 - y) + z = 17

Now our system is:

y + z = 22

(11 - y) + z = 17

Isolating y in the first one we get:

y = 22 - z

Now we can replace that in the other equation:

(11 - (22 - z)) + z = 17

Now we can solve this for z.

11 - 22 + z + z = 17

-11 + 2z = 17

2z = 17 + 11 = 28

z = 28/2 = 14

z = 14

We conclude that the largest number on a hat is 14.

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Answer:

95

Step-by-step explanation:

7*15=105

200-105=95

*Babuska*

El ángulo -3π / 4 está en el tercer cuadrante del plano cartesiano.

Answer:

Given ,

Length of rectangle = 10cm

Breadth of rectangle = 15cm

Now ,

Area of rectangle = length × breadth

‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎= ( 10 × 15 ) cm²

‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎ ‎‎= 150 cm²

\(\\\)

hope helpful ~

Question :-

Answer :-

\( \rule {210pt} {2pt} \)

Given :-

To Find :-

Solution :-

As per the provided information in the given question, we have been given that the Lenght of Rectangle is 10 cm . Breadth of Rectangle is given 15 cm . And, we have been aksed to calculate the Area of Rectangle .

For calculating the Area , we will use Area of Rectangle Formula :-

Therefore , by Substituting the given values in the above Formula :-

⇒ Area of Rectangle = Lenght × Breadth

⇒ Area of Rectangle = 10 × 15

⇒ Area of Rectangle = 150

Hence :-

\( \underline {\rule {210pt} {4pt}} \)

Additional Information :-

\( \begin{gathered}\begin{gathered}\boxed{\begin{array}{c} \\ \underline{ { \textbf {\textsf \red{ \dag \: \: More \: Formulas \: \: \dag}}}} \\ \\ \\ \footnotesize \bigstar \: \bf{Area \: _{Square} = Side \times Side} \\ \\ \\ \footnotesize\bigstar \: \bf{Area \: _{Rectangle} = Lenght \times Breadth} \\ \\ \\ \footnotesize \bigstar \: \bf{Area \: _{Triangle} = \frac{1}{2} \times Base \times Height } \\ \\ \\ \footnotesize \bigstar \: \bf{Area \: _{Parallelogram} = Base \times Height} \\ \\ \\ \footnotesize \bigstar \: \bf{Area \: _{Trapezium} = \frac{1}{2} \times [ \: A + B \: ] \times Height } \\ \\ \\ \footnotesize \bigstar \: \bf {Area \: _{Rhombus} = \frac{1}{2} \times Diagonal \: 1 \times Diagonal \: 2}\end{array}}\end{gathered}\end{gathered} \)

The length of the apothem of the regular octagon will be equal to 1.75 cm

The regular octagon is the shape made up of the 8 sides or also the combination of the 8 isosceles triangles connected together side by side.

Here it is given:

Area of the Octagon = \(10.15\ cm^2\)

The side of the octagon=1.45 cm

As we know that the octagon consists of the 8 isosceles triangles so the area of one triangle will be

\(= \dfrac{10.15}{8} =1.27\ cm^2\)

Now the area of the isosceles triangle is given as:

\(A=\dfrac{1}{2} \times h\times b\)

\(1.27=\dfrac{1}{2} \times h\times 1.45\)

\(h=1.75\ cm\)

Thus the length of the apothem of the regular octagon will be equal to 1.75 cm

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Answer:

the answer is b

Step-by-step explanation:

Answer: C

Step-by-step explanation: Hi Lazy, it is C.

The x-intercept of the line calculator is (-1,0) while the y-intercept is (0,-3).

To determine the x-intercept, let y = 0 and solve for x in the equation y = 3x - 1.

Substitute 0 for y in the equation.0 = 3x - 1

Add 1 to both sides1 = 3x

Divide both sides by 3x = 1/3

The x-intercept of the line is (1/3, 0).

To find the y-intercept, let x = 0 and solve for y in the equation y = 3x - 1.

Substitute 0 for x in the equation.y = 3(0) - 1y = -1

The y-intercept of the line is (0, -1).

Therefore, the x-intercept is (1/3, 0), and the y-intercept is (0, -1).

Therefore, The x-intercept of the line calculator is (-1,0) while the y-intercept is (0,-3). The calculation above supports the conclusion.

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Answer:

see answers down below

Step-by-step explanation:

The works man family is driving at a speed of 55 miles per hour

Their cousins family drives at 75 miles and hour.  (use the miles/hours ratio like I told you in the last answer)

900 miles/75 miles traveled by their cousins each hour equals 12 hours.

If the works man family is driving at 55 miles and hour, 900 miles needed to be traveled/ 55 miles an hour equals 16.3636363636.  This is more than 12 hours, and that means that their cousins will arrive first.  Hope this helps!

1. Affordably presented by objects or environments, such as a ball providing the opportunity to practice grasping, throwing, and catching.
2. Individuals perceive these affordances and decide to engage with them, based on their current motor abilities and developmental stage.
3. Through interacting with affordances, individuals practice and develop their motor skills by attempting, refining, and mastering the actions associated with affordance.

Affordably is a term used to describe the relationship between an individual's perception of their environment and their ability to interact with it. In terms of motor development, affordances refer to the opportunities for movement that the environment presents. These opportunities can be both physical and social and can include objects to manipulate, spaces to explore, and people to interact with.

The concept of affordance is important for motor development because it provides children with opportunities to practice and refine their motor skills. As children explore their environment, they are able to perceive the various affordances that it presents, and they can use these affordances to develop their motor skills.

For example, a child may perceive that a box can be used as a stepping stool, and they may use this affordance to climb up onto a table. In doing so, they are developing their balance, coordination, and strength. Similarly, a child may perceive that a ball can be thrown, caught, and bounced, and they can use these affordances to develop their hand-eye coordination, spatial awareness, and timing.

Overall, affordance plays an important role in motor development by providing children with opportunities to explore and interact with their environment and to develop their motor skills in the process.
Affordance contributes to motor development by providing opportunities for individuals to interact with their environment, which in turn helps them develop and refine their motor skills. Affordance refers to the potential actions or uses that an object or environment provides to an individual. In the context of motor development, affordances can be seen as opportunities for practicing and enhancing motor abilities.


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We would have to solve the equation

Step by step to determine if Timothy made a mistake.

Step 1

Expand the bracket

Hence, his step 1 is correct.

Step 2

Bring like terms together

Step 3

Simplify step 2 and find the value of x

Hence, from all the steps through 1 to 3, we can conclude that Timothy did not make a mistake. Hence the right answer is option D

Answer: the image isn't showing up for me

Step-by-step explanation:

Answer:

Step-by-step explanation:

a) The probability that A occurs =0.09+0.22+0.15+0.20 =0.66

b) The probability that B2 occurs=0.22 +0.10=0.32

Probability analyzes possibility. It is a branch of mathematics that deals with the occurrence of a random event. The value is expressed from zero to one.

Probability has been showed in Maths to predict how likely events are to happen. The meaning of probability is basically the extent to which something is that is about to happen.

This is the basic probability theory, which is also utilized in the probability distribution, where you will know the possibility of outcomes for a random experiment. To find the probability of a single event to occur, initially, we should learn the total number of possible results.

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Answer:

it would be 6 and 6 since it states equal distance and it also says a few forward and a few backward. It makes it sound like this was an equal amount each way

Step-by-step explanation:

Answer:

6 steps forward and 6 steps backward

Step-by-step explanation:

If the bear ended up back at its starting position, this means that the distances forward and backward have to be the same.

Since 6 = 6, this answer is correct.

The bear would have to take the same amount of steps forward and backwards.

$ 0.735

Explanation

he purchases 1.5 pounds of bananas

Each banana cost a $0.49 a pound

the total amount paid = the number of pounds purchased x the cost per banana

The total amount paid = 1.5 x $0.49

the totoal amount paid = $0.735

so, for 1.5 pounds of bananas he paid $ 0.735

Answer:

he paid 74 cents for his banana

Step-by-step explanation:

Answer:

40

Step-by-step explanation:

\( \frac{35x - 2 - 93}{2} = 7x + 5\)

\( \frac{35x - 95}{2 } = 7x + 5\)

\(17.5x - 47.5 = 7x + 5\)

\(17.5x = 7x + 52.5\)

\(10.5x = 52.5\)

\(x = 5\)

Plug 5 in for 7x+5.

\(7(5) + 5 = 40\)

Estimating the width and mass of objects necessitates meticulous attention to detail, a thorough understanding of the measurement tools and techniques employed, and an awareness of any potential difficulties.

Estimating the width and mass of objects can be difficult in general for several reasons:

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Mean ozone refers to the average concentration of ozone in the lower atmosphere during the time period of 13:00 to 15:00 hours at Roosevelt Island. Ozone is a pollutant that can have harmful health effects. The lower atmosphere refers to the part of the atmosphere closest to the Earth's surface.

a. When plotting histograms of ozone and temperature using SAS, the features that are seen depend on the data. The variables may or may not have roughly normal distributions.

b. When making a scatterplot with temperature on the x-axis and ozone on the y-axis, the relationship between the two variables can be described as potentially linear. There may be interesting features in the scatterplot such as clusters of data points or outliers.

c. Linear regression may not be the best choice for these data as there may be other factors that influence the relationship between temperature and ozone that are not captured by a linear model. The error terms for different days may also be correlated with each other due to common environmental factors.

d. If a linear regression is fit to the data regardless of concerns from part c, the estimates of the slope and intercept terms will give information about the relationship between temperature and ozone. The slope represents the change in ozone concentration for each degree increase in temperature, while the intercept represents the ozone concentration when the temperature is 0 degrees Fahrenheit.

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Answer:

9

Step-by-step explanation:

Answer:

6x+16+20=90

6x+36=180

6x=180-36

6x=144

x=144/6

x=26°

Answer:

answer is 15 and second one i dont know yet sorry am doing scoo

Step-by-step explanation:

Your answer: {1, 2, 3, 4, 5, 6} in roster notation

To list the elements of the set in, follow these steps:

1. Identify the distinct digits in the number 654,323.
2. Arrange them in roster notation, which means listing them within curly brackets.

The distinct digits in the number 654,323 are 2, 3, 4, 5, and 6.

So, the elements of the set in roster notation are {2, 3, 4, 5, 6}.

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Wave interference that results in greater wave amplitude is called Constructive interference.

What is Wave Interference?

Wave interference is a physical phenomena that occurs when two waves collide while traveling through the same medium. Waves interact in two ways.

a) Constructive Interference - In this case, the two waves cancel each other out because their amplitudes are equal and opposite.

b) Destructive Interference - This occurs when two waves add to each other as they travel in the same direction, resulting in a wave with a longer wavelength.

It is Constructive interference.

Therefore, Wave interference that results in greater wave amplitude is called Constructive interference.

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The distance from Gladville to Columbus is 144 miles.

The scale of map B is (3.4 cm) / (6.8 cm) = 1/2 that of map A.

Then the distance (d) between the cities is:

= (1.8 cm)/d = (1/2)·(1 cm) / (40 mi)

Multiplying by d·80 mi, we get

 144 mi·cm = d cm

Dividing by cm, we have ...

 144 mi = d

The distance from Gladville to Columbus is 144 miles.

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The spreadsheet formulas for the indicated cells are:

The value in C9 can be found by the formula =sum(C:C8) because the values from C2 to C8 were added up.

The formula in D3 converts the value in C3 to percentages. D7 does that for C7.

E4 takes the sum of the number of rooms from C2 to C4 while F5 takes the sum of D2 to D5.

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Answer:

0 years: $0

5 years: $460

10 years: $520

15 years: $580

20 years: $640

Step-by-step explanation: