Draw a conclusion based upon true statements (i) and (ii).
(i) If two triangles are congruent, then they are similar.
(ii) △ ABC is not similar to △ DEF

Answer:

Step-by-step explanation:

Samir total cups = 1 + 3 = 4

% melon = 1/4 x 100 = 25%

Kylie total cups = 2 + 9 = 11

% melon = 2/11 x 100 = 18%

Samir's is more melony.  25% > 18%

Answer:

To calculate the amount of money Glados will have in 5 years with simple interest, we can use the formula:

A = P(1 + rt)

where A is the final amount, P is the principal (initial amount), r is the annual interest rate as a decimal, and t is the time in years.

In this case, P = $700, r = 0.079 (since 7.9% is 0.079 as a decimal), and t = 5 years. Substituting these values into the formula, we get:

A = 700(1 + 0.079 x 5)

A = 700(1 + 0.395)

A = 700(1.395)

A = $976.50

Therefore, Glados will have $976.50 in 5 years, to the nearest penny.

Around [tex]312.57[/tex] yards are required to complete a full lap of the circuit.

The entire movement of an item, independent of direction, is called distance. Regardless of an object's beginning or finishing position, distance may be defined as the amount of ground it has travelled.

As a result, distance is indeed a scalar quantity. The whole path an item has taken can be used to define the distance from it. Think about it this way. If a car drives 5 km east, then turns to head north for 8 km, the final distance driven by the automobile must be 13 km.

The circumference of a semicircle with diameter d is [tex](pi/2)d[/tex]. Therefore, the length of each semicircular section is [tex](pi/2) * 36 = 18pi[/tex].

The total distance around the track is the sum of the lengths of the two straight sections and the two semicircular sections.

Distance around track [tex]= 2(100 yards) + 2(18pi yards)[/tex]

[tex]= 200 yards + 36pi yards[/tex]

[tex]= 312.57 yards[/tex] (rounded to two decimal places)

Therefore, the distance around the entire track is approximately [tex]312.57[/tex]yards.

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Answer:

Step-by-step explanation:

To calculate the company's debt ratio, we need to know its total liabilities and total assets. We can use the total assets turnover ratio to calculate the company's total assets:

Total assets turnover = Sales / Total Assets

1.04 = R6,500,000 / Total Assets

Total Assets = R6,500,000 / 1.04 = R6,250,000

Since the company is financed entirely with debt and common equity, its total liabilities are equal to its total debt. We can use the return on equity (ROE) formula to calculate the company's total equity:

ROE = Net Income / Total Equity

0.14 = R217,000 / Total Equity

Total Equity = R217,000 / 0.14 = R1,550,000

Now, we can calculate the company's debt ratio:

Debt Ratio = Total Debt / Total Assets

Debt Ratio = (Total Assets - Total Equity) / Total Assets

Debt Ratio = (R6,250,000 - R1,550,000) / R6,250,000

Debt Ratio = R4,700,000 / R6,250,000

Debt Ratio = 0.752 or 75.2%

Therefore, the company's debt ratio is 75.2%.

for the first question, the simplest way I solve reflections is by making negatives positive and positives negative.

question 2:

pi is the irrational number as it does not end

question 3:

Slope is equal to -1/2 or -0.5

as it takes 2 units right to go down by 1 unit

Question 4:

C: $11

We can now prove that ∆GFE≈∆GCD by using the Transitive Property of Equality and Substitution. Since GF=EF and GC=DC, then ∆GFE≈∆GCD.

The transitive property of equality states that if two numbers are equal to the same number, then they are equal to each other. This property is written mathematically as a = b and b = c, then a = c. This property is based on the idea of transitivity, which is the concept that if a thing is true of a first element, and the same thing is true of a second element, then it must be true of the combination of the two elements.

We will use the Transitive Property of Equality and Substitution to prove that ∆GFE≈∆GCD.

Step 1: Transitive Property of Equality

GF/GC=GE/GD (Given)

GE/GD=EF/DC (Given)

GF/GC=EF/DC

Step 2: Substitution

GF=1/2GC (Given)

GE=1/2GD (Given)

EF=1/2DC (Given)

GF=EF (Substituting the given values)

GC=DC (Substituting the given values)

Step 3: Prove

We can now prove that ∆GFE≈∆GCD by using the Transitive Property of Equality and Substitution.

Since GF=EF and GC=DC, then ∆GFE≈∆GCD.

Therefore, ∆GFE≈∆GCD is true.

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Texas' location and climate led to the development of the aviation industry.

What is the significance of Texas in the development of the aviation industry?

The development of the aviation industry in Texas can be attributed to its favorable geographical location and climate. Texas is located in the southern part of the United States, making it a strategic location for air travel between the east and west coasts of the country. Additionally, its warm and dry climate provided ideal conditions for flight testing and training.

Reason what led to the development of the aviation industry :

Texas has a long history of aviation, with the Wright brothers conducting one of their earliest flight demonstrations in the state in 1910. The establishment of military bases during World War II and the subsequent development of aircraft training facilities in Texas further fueled the growth of the aviation industry in the state. Additionally, the placement of the Johnson Space Center in Houston helped to establish Texas as a hub for aerospace research and development. However, it is Texas' favorable location and climate that truly made it a prime location for the aviation industry. Its central location made it a strategic location for air travel and logistics, while its warm and dry climate provided ideal conditions for flight testing and training. Today, Texas remains one of the top states for aviation and aerospace industries, with major airports, aircraft manufacturers, and research institutions located throughout the state.

Therefore, option (d) is correct.

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Answer:

[tex]\text{Slope} \; m = \dfrac{11}{6}[/tex]

Step-by-step explanation:

[tex]m = \dfrac{rise}{run} = \dfrac{\Delta y}{\Delta x}[/tex]

[tex]m = \dfrac{y_2 - y_1}{x_2 - x_1}[/tex]

[tex]m = \dfrac{-1/4 - 5/2}{-1/2 - 1}[/tex]

[tex]m = \dfrac{\dfrac{-11}{4}}{\dfrac{-3}{2}}[/tex]

[tex]m = \dfrac{-11}{4} \times \dfrac{2}{-3}[/tex]

[tex]m = \dfrac{-22}{-12}[/tex]

[tex]m = \dfrac{11}{6}[/tex]

b equal for the top of the bookcase to have the correct area= 5 cm2

A solid object's surface area is a measurement of the total area that the surface of the object takes up.

The definition of arc length for one-dimensional curves and the definition of surface area for polyhedra (i.e., objects with flat polygonal faces), where the surface area is the sum of the areas of its faces, are both much simpler mathematical concepts than the definition of surface area when there are curved surfaces.

A smooth surface's surface area is determined using its representation as a parametric surface, such as a sphere.

This definition of surface area uses partial derivatives and double integration and is based on techniques used in infinitesimal calculus.

Henri Lebesgue and Hermann Minkowski at the turn of the century sought a general definition of surface area.

L × b = 300

b = 300 / L

b = 300 / 60 = 5

Hence, b equal for the top of the bookcase to have the correct area= 5 cm2.

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Step-by-step explanation:

hope this will help you

Answer:

Step-by-step explanation:

We need to convert the 1 terabyte into bits, which is:

1 terabyte = 1,000 gigabytes (GB) x 1,000 megabytes (MB) x 1,000 kilobytes (KB) x 1,000 bytes (B) x 8 bits (b)

1 terabyte = 1,000,000,000,000 bytes x 8 bits

1 terabyte = 8,000,000,000,000 bits

Let's assume the total storage of all the family's phones, tablets, and cloud storage is x bits. Then, the number of more bits of storage Theresa's computer has is:

8,000,000,000,000 bits - x bits

We are not given the value of x, so we cannot calculate the exact difference.

However, we can still express the answer in scientific notation by noting that:

8,000,000,000,000 = 8 x 10^12

So, the difference in bits of storage can be written as:

(8 x 10^12) - x bits

Answer:

You divide by five because it's the common factor of 5 and 15 in the 4th line of work and the goal is to solve for x. The only way to get x alone in the inequality 5x>15 is to divide each side by 5. This would give you x and 3, hence the answer: x > 3

[tex]\frac{5x}{5} =x\\\\\frac{15}{5} =3[/tex]

The mode for the region A is 2.6.

What exactly is mode?

In statistics, the mode is the value that has highest frequency in a data set. It is one of the three measures of central tendency, along with the mean and median.

To find the mode of a data set, you simply identify the value that appears most often. If no value is repeated, the data set has no mode.

The mode is particularly useful when dealing with categorical data or data that can be easily grouped into categories, such as colors, types of fruit, or letter grades. In such cases, the mode can provide insight into which category is most common or prevalent.

Now,

As given Values for Region A are

2.3  2.5  2.6  2.6  2.6  2.7  2.7  2.8

Here 2.6 comes most times or frequency of 2.6 is highest of all.

Hence,

           The mode for the region A is 2.6.

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The slope (m) is the change in y divided by the change in x, which represents the rate at which the line is rising or falling.the equation of the line in slope-intercept form is:  [tex]y= -\frac{5}{2}x[/tex]

To find the equation of a line in slope-intercept form, we need to determine the slope (m) and the y-intercept (b) of the line.

We can use the two given points to find the slope of the line using the slope formula:

[tex]m= \frac{y_2- y_1}{m_2 - m_1}[/tex]

Let's use the first two points $(-4,9)$ and $(-2,4)$:

[tex]m= \frac{4- 9}{-2 - (-4)}[/tex]

Now that we have the slope, we can use the point-slope form of the equation of a line to find the equation of the line:

[tex]y-y_1 = m (x-x_1)[/tex]

Let's use the point (-4,9)

[tex]y-9 = \frac{-5}{2} (x- (-4))[/tex]

simplifying

[tex]y - 9= \frac{-5}{2} (x+4)[/tex]

Multiplying both sides by 2:

[tex]2y- 18 = -5(x+4)[/tex]

Expanding the right side:

[tex]2y- 18 = -5x- 20[/tex]

Adding 20 to both sides:

[tex]2y + 2 = - 5x +2[/tex]

Subtracting 2 from both sides:

[tex]2y=-5x[/tex]

Dividing both sides by 2:

[tex]y= -\frac{5}{2}x[/tex]

Therefore, the equation of the line in slope-intercept form is: [tex]y= -\frac{5}{2}x[/tex]

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The product of the fraction 1/4 x5/3 is 4/12

Fractions are defined as the part of a whole number, variable or element.

The different types of fractions in mathematics are;

Examples of simple fraction; 1/4, 2/3

Examples of improper fractions; 3/2. 4/3

Examples of proper fractions; 1/2, 2/3

From the information given, we have that;

1/4 x5/3

To determine the product, we need to multiply the numerator, then multiply the denominator

5/12

We can no longer divide the values as there is no common divisor.

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Answer:5.5

Step-by-step explanation:

5.46

You rounded to the nearest tenths place. The 4 in the tenths place rounds up to 5 because the digit to the right in the hundredths place is 6.

5.5

When the digit to the right is 5 or greater we round away from 0.

5.46 was rounded up and away from zero to 5.5

Answer:

Step-by-step explanation:

We know that the tenth of a decimal number is the first number after the decimal. In this case the tenth in 5.460 is the 4. 0.46 is all we need to round the number. Since 6 is greater than 5, 4 will round up. Hence the answer is 5.5.

The expressiοn in standard fοrm is: [tex](x - 5)^2 + (y - 9)^2 = 101[/tex]

Equatiοns are mathematical statements with twο algebraic expressiοns οn either side οf an equals (=) sign. It illustrates the equality between the expressiοns written οn the left and right sides.

Tο determine the value οf a variable representing an unknοwn quantity, equatiοns can be sοlved. A statement is nοt an equatiοn if there is nο "equal tο" symbοl in it. It will be regarded as an expressiοn.

Starting with the x terms:

[tex]x^2 - 10x[/tex]

Tο cοmplete the square, we need tο add and subtract [tex](10/2)^2 = 25:x^2 - 10x + 25 - 25[/tex]

Again, we need tο add and subtract [tex](18/2)^2 = 81:[/tex]

[tex]y^2 - 18y + 81 - 81[/tex]

This is nοw a perfect square:

[tex](y - 9)^2 - 81[/tex]

Therefοre, the expressiοn in standard fοrm is: [tex](x - 5)^2 + (y - 9)^2 = 101[/tex]

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Answer:

true

Step-by-step explanation:

bcoz in iso triangle 2 sides are equal

and in equilateral all sides are equal

Area of shaded region of the cuboid is 15cm², based on the given volume.

A cuboid is a solid form or a three-dimensional shape in geometry. A cuboid is a convex polyhedron that has six rectangular sides, eight vertices, and twelve edges. Another name for a cuboid is a rectangle prism. A cube is a cuboid with six square sides. A rectangular cube is a real-world illustration of a cuboid.

Each object in three dimensions takes up some room. The volume of this area is what is being evaluated. The area occupied within an object's boundaries in three dimensions is referred to as its volume. It is also referred to as the object's potential.

Finding an object's volume can help us calculate the quantity needed to fill it, such as the volume of water needed to fill a container, aquarium, or water tank.

Given volume of cuboid=75cm³

volume of cuboid is given by = lbh=75

where

l-length

b=breadth

h=height

h= 5cm

lbh=75

lb(5)=75

lb=75/5=15

we know that area of shaded region is given by l×b.

therefore the area=lb=15cm²

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Answer:

Step-by-step explanation:

To find the value of t, we can use the information given about the temperature at two different elevations and use the formula for a linear equation.

Let's assume that the temperature decreases by tº Fahrenheit for every additional 100 feet above sea level, where t is the constant we want to find.

Then, using the two points given:

- (8000, 65) where 65 is the temperature in Fahrenheit at 8000 feet above sea level

- (10,500, 15) where 15 is the temperature in Fahrenheit at 10,500 feet above sea level.

We can calculate the slope of the line connecting these two points:

slope = (15 - 65) / (10,500 - 8,000) = -25

The slope of the line represents the amount that the temperature decreases per unit increase in elevation. In this case, we've found that the temperature decreases by 25 Fahrenheit for each increase in elevation of 1000 feet.

To find the value of t, we need to express the slope in terms of the decrease in temperature per 100 feet of elevation. We can do this by dividing the slope by 10:

t = slope / 10 = -2.5

Therefore, the value of t is -2.5.

The calculated area of the composite figure is 129 square units

Given that we have

A composite figure

To find the area of a composite figure, you can break it down into smaller, simpler shapes whose areas you can calculate. Then you can add up the areas of these shapes to get the total area of the composite figure.

The area is then calculated as

Area = Trapezoid + Rectangle + Parallelogram + Triangle

Using the dimensions from the graph, we have

Area = 1/2 * (12 + 6) * 4 + 6 * 10 + 3 * 7 +  1/2 * 6 * 4

Evaluate

Area = 129

Hence, the area is 129 square units

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Answer:

x = 63 , y = 90

Step-by-step explanation:

assuming DF is the diameter of the semicircle , then

∠ DEF = y = 90° ( angle inh a semicircle )

then

x + y + 27° = 180° ( angle sum of a triangle )

x + 90 + 27 = 180

x + 117 = 180 ( subtract 117 from both sides )

x = 63

Answer:

44.064x

Step-by-step explanation:

Answer: when you time 88.128 by 0.5, it gives you an answer of 44.064

Hope this helps :)

Answer:

Is the problem -3/4 + 1/2 or 3/4 + 1/2?

I'll just do both then.

-3/4 + 1/2 = -1/4

3/4 + 1/2 = 5/4 or 1 1/4

Step-by-step explanation:

You're welcome.

Answer:

[tex] \frac{3}{4 } + \frac{1}{2} [/tex]

take lcm of denominators i.e. 4and 2

so, the lcm of 4 and 2 is 4.

[tex] \frac{3}{4} + \frac{2}{4} [/tex]

[tex] \frac{3 + 2}{4} [/tex]

[tex] \frac{5}{4} [/tex]

Step-by-step explanation:

hope this will be helpful:)

Answer: click thanks if you like my answer. have a good day <:

The best way to assign values for a simulation using a random digits table is to first identify the possible outcomes and assign a number or range of numbers to each outcome. Then, using the random digits table, randomly select digits and match them to the assigned outcomes.

For example, in the given scenarios for blood types in different countries, each blood type is assigned a specific number or range of numbers. Using the random digits table, the assigned numbers can be matched to the digits in the table to simulate the occurrence of each blood type in the population.

To answer the questions:

1.What is the purpose of assigning values for a simulation using a random digits table?

The purpose of assigning values for a simulation using a random digits table is to create a simulated scenario that reflects the likelihood of different outcomes based on assigned probabilities. This can help in making predictions and decisions in various fields such as medicine, finance, and social sciences.

2.In which scenario are blood types represented with the fewest number of digits?

Blood types are represented with the fewest number of digits in the third scenario for both Country X and Country Y. Blood type O is represented with 0, blood type A with 1, blood type B with 3, and blood type AB with 4, while all other digits are ignored.

3.In which scenario are blood types represented with the most number of digits?

Blood types are represented with the most number of digits in the first scenario for Country X, where blood type O is represented with 0, 1, 2, 3, 4, and 5, blood type A with 6 and 7, blood type B with 8, and blood type AB with 9. The same applies to Country Y in the first scenario.

Step-by-step explanation:

hope its help <:

The term "concatenation is associative" means that if we concatenating sequences or strings, the order in which it is performed does not matter.

Basically, in mathematics, concatenation is the operation of joining two or more sequences or strings together. The meaning of "concatenation is associative" is that when concatenating three or more sequences or strings, the order in which the concatenation is performed does not matter.

This means that we can group the concatenation of any number of sequences or strings in any way we like, and the result will always be the same.

For example, given three strings A, B, and C, the following expressions would give the same result:

(A + B) + C

A + (B + C)

All these is because the order of concatenation does not affect the final outcome. The property of associativity is important in many areas of mathematics and computer science, such as algebra, programming, and database design.

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Regine's father is currently receiving a salary of 29037.50.

A percentage increase in mathematics is the proportion by which a quantity or value has grown in comparison to its initial value. It is computed by subtracting the original value from the new value, multiplying the result by 100, and then subtracting the difference between the two values. The percentage increase formula is:

(new value - original value) / 100% of the original value is the percentage increase.

The yearly increase is 15%, thus:

salary increase = 25250 x 0.15 = 3787.50

The current salary is:

current salary = salary from two years ago + salary increase

current salary = 25250 + 3787.50

current salary = 29037.50

Hence, Regine's father is currently receiving a salary of 29037.50.

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The answer of the given question based on the logarithmic differentiation to solve with the respect to x the answer is the  derivative of y = (6 + 6x)ˣ with respect to x is:

dy/dx = (6 + 6x)ˣ * [ln(6 + 6x) + x/(1 + x)].

In calculus, derivative of  function represents  rate at which  function is changing with respect to its input variable. It is fundamental concept in calculus and is used to study many physical, economic, and scientific phenomena.

To find the derivative of y = (6 + 6x)ˣ using logarithmic differentiation, we take the natural logarithm of both sides of the equation and then differentiate implicitly with respect to x.

Taking the natural logarithm of both sides of the equation gives:

ln(y) = x ln(6 + 6x)

we differentiate both sides of the equation with respect to x, using the chain rule on the right-hand side:

1/y * dy/dx = ln(6 + 6x) + x * 1/(6 + 6x) * 6

Simplifying the right-hand side gives:

1/y * dy/dx = ln(6 + 6x) + x/(1 + x)

Multiplying both sides by y gives:

dy/dx = y * [ln(6 + 6x) + x/(1 + x)]

Substituting y = (6 + 6x)ˣ gives:

dy/dx = (6 + 6x)ˣ * [ln(6 + 6x) + x/(1 + x)]

Therefore, the derivative of y = (6 + 6x)ˣ with respect to x is:

dy/dx = (6 + 6x)ˣ * [ln(6 + 6x) + x/(1 + x)]

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Answer:

It would take Al 7.5 days to build the grill alone.

Step-by-step explanation: Since Tim and Al are bricklayers, and Tim can construct an outdoor grill in 5 days, and if Al helps Tim, they can build it in only 3 days, to determine how long would it take Al to build the grill alone should be done the following calculation:

1/5 + X = 1/3

0.20 + X = 0.333

X = 0.333 - 0.20

X = 0.1333333

X = 1 / 7.5

Therefore it would take Al 7.5 days to build the grill alone.

The area of one stretcher course of 18 concrete blocks is 467 1/2 square inches.

What is Area of stretcher course ?

To find the area of a stretcher course, you need to know the dimensions of the bricks or blocks, the number of bricks or blocks in the course, and the thickness of the mortar joints between them. The formula for the area of a stretcher course is:

Area of stretcher course = (Number of bricks or blocks) x (Length + Width) x Height

where Length is the length of each brick or block, Width is the width of each brick or block, and Height is the height of each brick or block.

According to the question :
To find the area of one stretcher course of 18 concrete blocks, we first need to calculate the total length and height of the course, taking into account the thickness of the mortar joints.

Length of the course = 18 blocks x 6 3/8 inches per block = 114 3/4 inches

Total width of the course = 17 mortar joints x 1/8 inch per joint = 2 1/8 inches

Height of the course = 4 inches

To calculate the area of the stretcher course, we need to multiply the length, width, and height of the course:

Area of stretcher course = Length x Width x Height

Area of stretcher course = (114 3/4 + 2 1/8) x 4

Area of stretcher course = (116 7/8) x 4

Area of stretcher course = 467 1/2 square inches

Therefore, the area of one stretcher course of 18 concrete blocks is 467 1/2 square inches.

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