There exists exactly one line througn any two points. True or False

Answer: its 236

Step-by-step explan

Answer:

2,000 pages.

Step-by-step explanation:

The heat teacher has 60 notebooks in total. If the teacher evenly distributed the notebooks among the 6 students, then that would be

60 ÷ 6 = 10 notebooks to each student.

Now let's say a kid named Ethan found out each of his notebooks contains 200 pages. Ethan has 10 notebooks in total so he needs to do

10 × 200 = 2,000 pages in total.

We do 10 × 200 since Ethan has 10 notebooks, and each of his notebooks have 200 pages.

Thus 2,000 is the answer.

Answer:

1st Option

Step-by-step explanation:

Pythagorean Theorem: a² + b² = c²

Step 1: Find the missing leg

2² + b² = 6²

b² = 36 - 4

b = √32

Step 2: Find cosA

cosA = √32/6

cosA = 4√2/6

cosA = 2√2/3

The like terms on the list are given as follows:

\(\sqrt{2}, -3\sqrt{2}, 5\sqrt{2}, \sqrt{50}\)

Like terms are terms that share these two features:

If two terms are like terms, then they can be either added or subtracted.

In the case the terms are roots, they have the same root.

The square root of 50 is given as follows:

\(\sqrt{50} = \sqrt{2 \times 25} = 5\sqrt{2}\)

Hence the like terms are given as follows:

\(\sqrt{2}, -3\sqrt{2}, 5\sqrt{2}, \sqrt{50}\)

There are no terms with 3 or 5 on the root, hence the other two terms have no like terms.

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Under the consideration of collinearity of two line segments, the length of the line segment ST is equal to 13.

According to the statement seen in this question, the line segments RT and  ST are collinear to each other. Mathematically speaking, the length of the line segment ST can be found by using the following formula:

RT = RS + ST

ST = RT - RS

ST = 19 - 6

ST = 13

Under the consideration of collinearity of two line segments, the length of the line segment ST is equal to 13.

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Answer:

Check your question well

Step-by-step explanation:

U didn't ask to draw angle p so how can we get the angle r

The solution is given below.

In maths a bar model is a pictorial representation of a problem or concept where bars or boxes are used to represent the known and unknown quantities. Bar models are most often used to solve number problems with the four operations – addition and subtraction, multiplication and division.

here, we have,

"5y=95"

"6b=12"

"168/c=8"

" v / 7=5"

so, the bar model ,

y = 95/5

  =19

b= 12/6

 = 2

c = 168/8

 = 21

v = 5* 7

  = 35

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i think you can do this one :    )

Answer:

X=22 because of the symmetrical angle so 158+158=316 and one full angle = 360 then 360-316=44 and there are two sides so 44÷2=22

The area of each polygon in this problem is given as follows:

a) 252 square units.

b) 65 square units.

For item a, we have a rectangle of dimensions 12 and 21, hence the area is the multiplication of the dimensions, as follows:

A = 12 x 21 = 252 square units.

For item b, we have a triangle with base 13 and height 10, hence the area is half the multiplication of the base by the height, as follows:

A = 0.5 x 13 x 10 = 65 square units.

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Answer:

16 + x > 31, so x > 15

16 + 31 > x, so x < 47

Combining these inequalities, we have

15 < x < 47.

Since x is the shortest side of this triangle, and since the triangle is not isosceles,

15 < x < 16. So one possible value of x is 15.1.

Jacob is playing miniature golf, then the ball is can not reach the hole in one shot, so Jacob is correct.

Jacob is playing miniature golf.

He states that he cannot hit the ball from the start.

Bounce it off the back wall once

And reach the hole in one shot.

So, we can write,

The ball is need to bounce off the back wall once.

The ball is can not reach the hole in one shot.

Jacob is correct.

It is not possible to hit the ball from the start,

Bounce it off the back wall once,

And reach the hole in one shot.

Therefore, Jacob is playing miniature golf, Then the Jacob is correct.

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constraints in mathematical modeling can be represented using equations or inequalities, as well as systems of equations and/or inequalities.

In mathematical modeling, constraints are conditions or limitations that restrict the possible values or solutions of a problem. They can be represented using equations or inequalities, as well as systems of equations and/or inequalities. The solutions to these constraints can then be interpreted as viable or non-viable options within the context of the model.

Here are a few examples to illustrate the representation of constraints and the interpretation of solutions:

Example 1: Production Constraints

Let's say we are modeling a production process where we have limited resources. We have a constraint that the total number of units produced cannot exceed 100. We can represent this constraint as an inequality:

x ≤ 100

where x represents the total number of units produced. The solution to this constraint would be any value of x that is less than or equal to 100. Any value greater than 100 would be a non-viable option within the context of the production process.

Example 2: Budget Constraints

Suppose we are creating a budget for a project and have a constraint that the total expenses cannot exceed $5000. We can represent this constraint as an equation:

x + y + z = 5000

where x, y, and z represent different expense categories. The solution to this constraint would be any combination of values for x, y, and z that sum up to 5000. Any combination that exceeds 5000 would be non-viable within the budget constraints.

Example 3: Optimization Problem

Consider an optimization problem where we want to maximize a certain objective function subject to certain constraints. For instance, suppose we want to maximize the area of a rectangular garden while having a fixed perimeter of 40 meters. We can represent this problem using equations and inequalities:

2x + 2y = 40 (perimeter constraint)

Area = x * y (objective function)

The solution to this problem would be the values of x and y that satisfy the perimeter constraint while maximizing the area. These solutions would be the viable options within the context of the garden design.

In summary, constraints in mathematical modeling can be represented using equations or inequalities, as well as systems of equations and/or inequalities. The solutions to these constraints represent the viable or non-viable options within the context of the model, and they help guide decision-making and problem-solving processes.

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To find the distinct equivalence classes of the relation "r," we need to determine the sets of elements in set "a" that are related to each other based on the given condition. In this case, the condition is that for any "m" and "n" in set "a," "m r n" if and only if "5|(m^2 - n^2)."

To list the distinct equivalence classes using set-roster notation, we need to identify sets of elements that are related to each other under the relation "r." Let's proceed with finding these sets:

Start by picking an arbitrary element "x" from set "a."
Identify all elements "y" in set "a" such that "x r y." In other words, find elements that satisfy the condition "5|(x^2 - y^2)."
Repeat steps 1 and 2 until all elements in set "a" have been considered.
Group all elements found in step 2 for each iteration into distinct sets.

For instance, let's assume set "a" contains the elements {1, 2, 3, 4, 5}. We will go through the steps mentioned above:

Pick 1 from set "a."
Identify elements related to 1: 1 r 4 (since 5|(1^2 - 4^2)), and 1 r 3 (since 5|(1^2 - 3^2)).
Repeat steps 1 and 2 for the remaining elements: 2 r 5 (since 5|(2^2 - 5^2)).
Group the elements found in step 2 into sets: {1, 4, 3}, and {2, 5}.

Therefore, the distinct equivalence classes of "r" are {1, 4, 3} and {2, 5}. The distinct equivalence classes of the relation "r" on set "a" are {1, 4, 3} and {2, 5}. To find the distinct equivalence classes, we need to determine sets of elements in set "a" that are related to each other under the relation "r." The relation "r" is defined as "5|(m^2 - n^2)." This means that for any elements "m" and "n" in set "a," "m r n" if and only if "5" divides the difference between the squares of "m" and "n." Using the set-roster notation, we can list the distinct equivalence classes as {1, 4, 3} and {2, 5}. These sets represent elements that are related to each other based on the given condition. To find these sets, we follow the steps outlined above. Starting with an arbitrary element from set "a," we identify all elements related to it. We repeat this process for all elements in set "a" and group the related elements into distinct sets.

The distinct equivalence classes of the relation "r" on set "a" are {1, 4, 3} and {2, 5}. These sets represent elements that are related to each other based on the given condition "5|(m^2 - n^2)."

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Answer:

A,B,C, and F

Step-by-step explanation:

Edge 2020

Answer:

A. B. C. and F.

Step-by-step explanation:

Answer:

A.

Step-by-step explanation:

Find the scale by dividing 80 by 48 you get 1.6 then multiply by 60

Answer: A

Step-by-step explanation:

The missing number of the series is 21.

The given sequence appears to follow the pattern of the Fibonacci sequence, where each number is the sum of the two preceding numbers. The Fibonacci sequence starts with 0 and 1, and each subsequent number is obtained by adding the two previous numbers.

Using this pattern, we can determine the missing number in the sequence.

0, 1, 1, 2, 3, 5, 8, 13, -, 34, 55

Looking at the pattern, we can see that the missing number is obtained by adding 8 and 13, which gives us 21.

Therefore, the completed sequence is:

0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55.

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The missing number in the sequence 0, 1, 1, 2, 3, 5, 8, 13, -, 34, 55 is 21.

To find the missing number in the sequence 0, 1, 1, 2, 3, 5, 8, 13, -, 34, 55, we can observe that each number is the sum of the two preceding numbers. This pattern is known as the Fibonacci sequence.

The Fibonacci sequence starts with 0 and 1. To generate the next number, we add the two preceding numbers: 0 + 1 = 1. Continuing this pattern, we get:

Therefore, the missing number in the sequence is 21.

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Answer:

The table is missing in the question. The table is provided below.

Step-by-step explanation:

1. In the table, it is given the difference of high temperature. They are :

-7, -7, 2, 5, -3, -2

Now adding the differences of high temperatures and taking out its average.

-7 + (-7) + 2 + 5 + (-3) + (-2)= -12

Average : \($-\frac{12}{6}=-2$\)

Thus the answer is an integer.

2.  In the table, it is given the difference of high temperature. They are :

0, -3, -7, -1, 1, 0

Now adding the differences of high temperatures and taking out its average.

0 + (-3) + (-7 )+ (-1) + 1 + 0= -10

Average : \($-\frac{10}{6} = -1.66$\)

Thus, the answer is not an integer. The answer lies between the integers -2 to -1.

Answer:

Ok to clear some question the top guy got 6 because there are 6 numbers

Step-by-step explanation:

Answer:

no it isn't

because there are two 4 with differents outputs

Step-by-step explanation:

Answer:

No, it is not a function.

Step-by-step explanation:

There are two outputs for the same input of 4.

Answer:

x = 11/3 = 3 2/3

y = 13/3 = 4 1/3

Step-by-step explanation:

Here, we want to solve the system of equations simultaneously

x + y = 8

2x -3 = y

From the second equation, we have an equation for y

we can simply proceed to substitute this into the first equation

x + 2x - 3 = 8

3x - 3 = 8

3x = 8 + 3

3x = 11

x = 11/3

Recall;

y = 2x - 3

y = 2(11/3) - 3

y = 22/3 - 3

y = (22-3(3))/3

y = (22-9)/3 = 13/3

Answer:

The answer is 25

Step-by-step explanation:

If he ran 5 on Monday, twice that is 10, and 10+5 is 15. Also, 5+5 is 10, and 15+10 is 25.

Answer:

R'=(-3,6)

Q'=(-3,-3)

S'=(7,6)

T'=(7,-3)

Answer:

see explanation

Step-by-step explanation:

A translation of 7 units right means adding 7 to the x- coordinate. The y- coordinate remains unchanged, then

Q (- 10, - 3 ) → Q' (- 10 + 7, - 3 ) → Q' (- 3, - 3 )

R (- 10, 6 ) → R' (- 10 + 7, 6 ) → R' (- 3, 6 )

S (0, 6 ) → S' (0 + 7, 6 ) → S' (7, 6 )

T (0, - 3 ) → T' (0 + 7, - 3 ) → T' (7, - 3 )

We can conclude that the value of r(2) which is -6 and x - 2 is not the factor for r(x).

So, we know that the equation is:

Now, calculate the equation when x = 2.

Now, we can conclude that:

Therefore, we can conclude that the value of r(2) which is -6 and x - 2 is not the factor for r(x).

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Answer:

w = -48

Step-by-step explanation:

6 = -w/8

6*8 = (-w/8) * 8     =>  48 = -w

(-1) * 48 = (-1) * (-w)   =>  -48 = w    =>  w = -48

Multiply both sides of the equation by 8.

Swap the sides so that all the terms of the variables are on the left side.

Multiply both sides by −1.

DM is congruent to line CM because CDM is congruent to triangle CBM using the SAS congruence criteria for triangles.

Draw a diagram of the rectangle ABCD with M as the midpoint of AB. Draw lines CM and DM ( refer to the attached image). Since AB is a line segment, we know that AM is congruent to MB (because M is the midpoint of AB). Since ABCD is a rectangle, we know that AB is parallel to CD, and AD is parallel to BC. Thus, we have two pairs of parallel lines: AB and CD, and AD and BC.

Using the fact that opposite sides of a rectangle are congruent, we have CD = AB. Now, we have a pair of congruent sides (DM and CM) that are opposite each other in triangle CDM and CBM respectively. We also have another pair of congruent sides (CD and AB) that are opposite each other in both triangles. Finally, we know that the angle CMD is congruent to the angle CMB because they are vertical angles. By the Side-Angle-Side (SAS) congruence criterion, we can conclude that triangle CDM is congruent to triangle CBM.

Therefore, line DM is congruent to line CM by SAS congruence criteria.

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The base and exponent of −2^4 are

Base: -2

Exponent: 4

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

-2^4

In the expression -2^4, -2 is the base and 4 is the exponent.

The base is the number that is being multiplied by itself and the exponent is the number of times the base is being multiplied by itself.

In this case the base is -2 and the exponent is 4.

So the expression -2^4 means -2 multiplied by itself 4 times.

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