a model of a flagpole has a scale of 1in:12ft. The flagpole is 174 feet tall. How tall is the model flagpole

The practical range of the function is between $100 and $625.

This can be calculated using the formula y=10x, where x is the number of subscriptions sold each week and y is the amount of money earned. To calculate the amount of money earned for selling t subscriptions each week, we can use the formula y = 10t. This can be interpreted as saying the amount of money (y) is equal to 10 times the number of subscriptions sold (t). For example, if Clarence sells 15 subscriptions each week, then we can calculate the amount of money he earns by plugging in t = 15. y = 10(15) = 150. This means Clarence earns $150 each week by selling 15 subscriptions. For example, if Clarence sells 10 subscriptions each week, he would earn $100 (10 x 10 = 100). If he sells 25 subscriptions each week, he would earn $625 (25 x 25 = 625). The practical range of the function is therefore $100 to $625.

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Answer:

? is 59 degrees

Step-by-step explanation:

the two angles created by the intersecting lines are vertical angles and are equal

also, we know there are a total of 180 degrees in a triangle, so

180 - (21 + 49) = 100

this will help us find '?' because we can add 21 and 100, to get 121, then deduct 121 from 180 to get the value of ? which is 59

Answer: The expected probability that the coin will land with the tails side facing up the next time it is tossed can be calculated by taking the ratio of the number of times the tails side came up to the total number of tosses. In this case, the coin landed tails 12 times out of 30 tosses. So the probability of tails is:

12/30 = 0.4

Therefore, the expected probability that the coin will land with the tails side facing up the next time it is tossed is 0.4 or 40%.

It's important to notice that this probability is based on the assumption that the coin is fair, meaning it has an equal chance of landing heads or tails each time it is tossed.

Step-by-step explanation:

The answer to the above graphing problem is that we can easily infer that the graph will initially begin to decline before quickly increasing.

A graph is a mathematical structure that joins a number of points together to represent a certain function. It establishes a pairwise link between the things. The vertices of a network, also known as its nodes, are the edges that link them (lines).

The graph's objective is to graphically portray numerical data for rapid, easy, and clear comprehension. Consequently, graphs are visual representations of data. Data can also be presented as a table, despite the fact that a graphical depiction is simpler to grasp.

Here,

If she first moves in the direction of the petrol station, the graph will be lowering.

As she fills her tank at the gas station, the graph moves upward.

As she approaches the market, the graph will eventually start to decline.

In light of the information,

We can easily deduce that the graph will start out falling, quickly climb, and then keep falling until we reach our target.

As a result, we can quickly deduce that the graph will rapidly increase after initially dropping as the answer to the given graph problem.

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1.6% change in the level of oxygen for each 1000 feet of level change.

let the oxygen level at ground be x

so the oxygen level at 2000 feet above sea level is 0.18x

ans the oxygen level at 4500 feet above sea level is 0.14x

so total change = 0.04x for 2500 feet

so per feet height change  = 0.04x/2500

for every 1000 feet of elevation change the percentage change is given by  = (0.04*1000)/2500

=> 0.016x

so percentage change = 0.016x/x * 100

=> 1.6 %

so for every 1000 feet 1.6% change in the oxygen level is observed at that elevation.

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For every 1000 feet of elevation variation, the oxygen level changes by 1.6%.

In most cases, elevation is used to describe locations on the surface of the Earth, whereas altitude or geopotential height is used to describe locations above the surface, such as those of flying airplanes or orbiting satellites, and depth is used to describe locations below the surface.

Let the ground's oxygen level be x.

the oxygen concentration is 0.18x at 2000 feet above sea level.

ans the oxygen concentration is 0.14x at 4500 feet above sea level.

hence the overall change for 2500 feet is 0.04x.

as a result, per foot height change, 0.04x/2500

The formula is (0.04*1000)/2500, where 1000 feet of elevation change equals 1000 feet of change in percentage.

=> 0.016x

Consequently, % change = 0.016x/x * 100.

=> 1.6 %

Therefore, at that elevation, there is a 1.6% variation in the oxygen level for every 1000 feet.

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Answer:

Step-by-step explanation:

just look at its last number

[tex]0.5x > 4.5[/tex]

Divide both sides by 0.5:

[tex]\dfrac{0.5x}{0.5} > \dfrac{4.5}{0.5}[/tex]

Answer:

[tex]x > 9[/tex]

Answer: Jayda finishes 39 pages in 1 hour

Step-by-step explanation:

156/4 gives us her rate since we have to find 1 hour, not 4 hours.
This is 39

I hope this way able to help you :D

The cubic equation 4 · x³ + 12 · x² + 3 · x - 5 = (2 · x - 1) · (p · x² + q · x + r) use the following coefficients: (p, q, r) = (2, 7, 5).

In this problem we find the definition of cubic equation as a product of a linear equation and a quadratic equation, the latter one has four unknown real coefficients, whose values can be found by expanding the product and comparing coefficients. First, write the entire equation:

4 · x³ + 12 · x² + 3 · x - 5 = (2 · x - 1) · (p · x² + q · x + r)

Second, expand the expression:

4 · x³ + 12 · x² + 3 · x - 5 = (2 · x - 1) · p · x² + (2 · x - 1) · q · x + (2 · x - 1) · r

4 · x³ + 12 · x² + 3 · x - 5 = 2 · p · x³ - p · x² + 2 · q · x² - q · x + 2 · r · x - r

4 · x³ + 12 · x² + 3 · x - 5 = 2 · p · x³ + (- p + 2 · q) · x² + (- q + 2 · r) · x - r

Third, find the values of p, q, r by comparison:

2 · p = 4

- p + 2 · q = 12

- q + 2 · r = 3

- r = - 5

Then:

p = 2, r = 5

q = - (3 - 2 · r)

q = - (3 - 2 · 5)

q = - (- 7)

q = 7

- 2 + 2 · 7 = 12

- 2 + 14 = 12

12 = 12

The values of real coefficients are (p, q, r) = (2, 7, 5).

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The average number of yards per completed pass is 11.

In order to determine the number of yards per completed pass, divide the total yards completed by the total number of passes.

Division is the process of dividing a number into equal parts using another number. The sign used to denote division is ÷. Division is one of the basic mathematical operations.

Number of yards per completed pass = total number of yards / total number of passes = 286 / 26 = 11

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The value of x is -6.05 so that the expression (2.1 - 0.7) + (x + 3.4) is equivalent to -3.95 + 2.7.

We determine the value of x by solving the expression.

In the question;

(2.1 - 0.7) + (x + 3.4) is equivalent to -3.95 + 2.7

Finding the value of the variable is part of solving an algebraic expression. We must perform certain algebraic operations to determine the value of one of the variables in the linear equations before we can substitute that value to determine the value of another variable.

We can write it as

(2.1 - 0.7) + (x + 3.4) = -3.95 + 2.7

Simplify the expression

1.4 + x + 3.4 = -1.25

x + 4.8 = -1.25

Subtract 4.8 on both side, we get

x = -6.05

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The complete equation is:

Enter the value of x so that the expression

(2.1 - 0.7) + (x + 3.4) is equivalent to -3.95 + 2.7.

The two solutions of the system of equations are (4, -1) and (-1, 4).

Here we want to solve the system of equations below:

x + y = 3

x^2 + y^2 = 17

We can isolate x on the first equation to get:

x = 3 - y

And replace that in the other equation to get:

(3 - y)^2 + y^2 = 17

9 - 6y  + y^2 + y^2 = 17

2y^2 - 6y + 9 - 17 = 0

2y^2 - 6y - 8 = 0

y^2 - 3y -4 = 0

Using the quadratic formula we will get the solutions:

[tex]y = \frac{3 \pm \sqrt{(-3)^2 - 4*1*(-4)} }{2} \\\\y = \frac{3 \pm5 }{2}[/tex]

So the two solutions are:

y = (3 + 5)/2 = 4

y = (3 - 5)/2 = -1

The correspondent values of x are given by evaluating the line.

x + 4 = 3

x = 3 - 4 = -1

So we have the point (-1, 4)

x - 1 = 3

x = 3 + 1

x = 4

So we have the point (4, -1)

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The system of equation: 3(2x-5)=28 represent the dimensions of the play area.

As per the data given,

We have, the width of a rectangle play area is 5 meters less than the length.

Let us assume that the length of the rectangular field = x

So, the value of the width of the rectangular field will be = (x-5)

As we know,

The Perimeter of the rectangular field can be determined by using formula:

Perimeter = 2l+2b, where, l = length of the rectangle, while b = breadth of the rectangle.

From question,

We have a value of the rectangle as 38 m

So, writing the above in form of the equation,

We can write the above as:

2(length + breadth) = 38

=> 3(x+ (x-5) =38

=> 3(x+x-5) =28

=>3(2x+5)=28

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A sample is a section of the population that has been chosen to represent the entire population.

A sample is a subset of a larger group that has been chosen to represent the entire group. A sample is supposed to represent the entire population and not exhibit any bias or distinctions based on a particular feature. Samples are employed in experimental research when a population is too big and to make sure that every member of a population is equally monitored and chosen.

a limited portion of a statistical population whose characteristics are investigated to learn more about the overall

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The points with integer coordinates in this rectangular region will be above 50.

You must use graph paper and draw the rectangle. You must draw the picture in order to solve the problem. It is not easy to visualize the rectangle, the coordinates and count the points inside it all at the same time without a picture to help you. You must draw it.


Once you draw it, the vertices are (5,4), (5,-4), (-5,-4) and (-5,4) in the clockwise directions starting from the upper left corner.

Since we are interested in points that are strictly inside the rectangle -4 < y < 4 and -5 < x < 5;
That is y = -3,-2,-1,0,1,2,3 and x = -4,-3,-2,-1,0,1,2,3,4


The points with integer coordinates that are strictly inside the rectangle are then:



(-4,3)   (-3,3),   (-2,3),   (-1,3),   (0,3),   (1,3),   (2,3),   (3,3),  (4,3)
(-4,2)   (-3,2),   (-2,2),   (-1,2),   (0,2),   (1,2),   (2,2),   (3,2),  (4,2)
(-4,1)   (-3,1),   (-2,1),    (-1,1),  (0,1),   (1,1),    (2,1),  (3,1),  (4,1)
(-4,0)   (-3,0),   (-2,0),    (-1,0)   (0,0),   (1,0),    (2,0),   (3,0),  (4,0)
(-4,-1)  (-3,-1),  (-2,-1),  (-1,-1), (0,-1),  (1,-1),  (2,-1),  (3,-1), (4,-1)
(-4,-2) (-3,-2),   (-2,-2), (-1,-2),  (0,-2),  (1,-2),  (2,-2),  (3,-2), (4,-2)
(-4,-3) (-3,-3),   (-2,-3), (-1,-3),  (0,-3),  (1,-3),   (2,-3), (3,-3), (4,-3)

So, The points with integer coordinates in this rectangular region will be above 50.

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The points with integer coordinates in this rectangular region will be above 50.

You must use graph paper and draw the rectangle. You must draw the picture in order to solve the problem. It is not easy to visualize the rectangle, the coordinates and count the points inside it all at the same time without a picture to help you. You must draw it.

Once you draw it, the vertices are (5,4), (5,-4), (-5,-4) and (-5,4) in the clockwise directions starting from the upper left corner.Since we are interested in points that are strictly inside the rectangle -4 < y < 4 and -5 < x < 5;

That is y = -3,-2,-1,0,1,2,3 and x = -4,-3,-2,-1,0,1,2,3,4

The points with integer coordinates that are strictly inside the rectangle are then:

(-4,3)   (-3,3),   (-2,3),   (-1,3),   (0,3),   (1,3),   (2,3),   (3,3),  (4,3)

(-4,2)   (-3,2),   (-2,2),   (-1,2),   (0,2),   (1,2),   (2,2),   (3,2),  (4,2)

(-4,1)   (-3,1),   (-2,1),    (-1,1),  (0,1),   (1,1),    (2,1),  (3,1),  (4,1)

(-4,0)   (-3,0),   (-2,0),    (-1,0)   (0,0),   (1,0),    (2,0),   (3,0),  (4,0)

(-4,-1)  (-3,-1),  (-2,-1),  (-1,-1), (0,-1),  (1,-1),  (2,-1),  (3,-1), (4,-1)

(-4,-2) (-3,-2),   (-2,-2), (-1,-2),  (0,-2),  (1,-2),  (2,-2),  (3,-2), (4,-2)

(-4,-3) (-3,-3),   (-2,-3), (-1,-3),  (0,-3),  (1,-3),   (2,-3), (3,-3), (4,-3)

So, The points with integer coordinates in this rectangular region will be above 50.

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Answer:

Step-by-step explanation:

The correct statement is C. The angular acceleration of each of the wheels is 4 (rad/s)^2.

The car has a uniform acceleration from 10 m/s to 20 m/s, so the average speed is (10 m/s + 20 m/s) / 2 = 15 m/s. The time it takes to travel the 150-metre-long track at this average speed can be found using the equation:

distance = speed x time

time = distance / speed = 150 m / 15 m/s = 10 s

The linear acceleration of a point on each wheel can be found using the equation:

a = (vf - vi) / t = (20 m/s - 10 m/s) / 10 s = 1 m/s^2

The angular acceleration of each wheel can be found using the equation:

alpha = a / r = 1 m/s^2 / 0.25 m = 4 rad/s^2

The initial angular velocity of each wheel is not given in the problem, so statement D is not necessarily true.

The required scale factor for the resized image is 110.25:1.

The scale factor is defined as the ratio of the modified change in length to the original length.

Here,
The original photo is 4 inches by 6 inches.
The dimensions of the resized image is 3.5 ft by 5.25 ft,
1 feet = 12 inches

As of the definition mentioned above

Scale factor = 3.5 × 12 × 5.25 × 12 / 4×6
Scale factor = 110.25:1

Thus, the required scale factor for the resized image is 110.25:1.

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A zero correlation indicates that there is no relationship between 2 variables.

The relationship between variables is described by correlation. It can be either strong or weak, as well as positive or negative. Correlation is a statistical measure that expresses how closely two variables are related linearly (meaning they change together at a constant rate). It's a common tool for describing simple relationships without stating a cause and effect relationship. A correlational study can yield three outcomes: a positive correlation, a negative correlation, or no correlation. A positive correlation is a two-variable relationship in which both variables move in the same direction.

Here,

A correlation of zero indicates that no relationship exists between two variables.

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The total number of boys enrolled in the course is 170.

Here are 374 children, are there are 5 boys to every 6 girls.

If the ratio of boys to girls is 5 to 6, then 5 out of every 11 students are boys and 6 out of every 11 students are girls.

Set up a proportion for the boys, where b = the total number of boys.

5/11 = b/374

11b = 1870

b = 1870/11

b = 170

There are 170 boys.

The total number of student is 374, so the number of girls, is 374 -b.

There are 374-170= 204 girls.

Finding a proportionality constant would be another algebraic solution to this issue. The total number indicated by the ratio is 5 + 6 or 11, which is equal to the total number of children when multiplied by the proportionality constant.

Let x = the proportionality constant

11x=374

x=34

The number of boys is 5x and the number of girls is 6x.

5x=5×34 =170 boys

6x=6×34 =204 girls.

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The point at which the triangle's three interior angle bisectors intersect appears to be the incenter.

The incenter of a triangle seems to be the point at which the triangle's three interior angle bisectors intersect. This point is equidistant from the triangle's sides.

∠ARU angle = 40°

AU length = 20°

∠QPA = 35°

A diagram is included here.

AR is the angle bisector of angle URK.

As a result, ∠ARU = ∠ARK = 40°.

Because the incenter point is equidistant from the triangle's sides.

As a result, AT = AU = AK = 20.

Because PA is the angle bisector of angle QPU.

As a result, ∠QPA = ∠UPA.

3x + 2 = 4x - 9

4x - 3x = 9 + 2

x = 11

Changing the value of x in the angle 3x + 2

We obtain ∠QPA = 3(11) + 2 = 35°.

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The 2 digit number is 45 which becomes 5/6th of itself when its digits reversed.

A number is a numerical unit of measurement and labelling in mathematics. The natural numbers 1, 2, 3, 4, and so on are the first examples.

Let the two digits of the number are x and y.

So, the number is 10x + y.

When its digits reversed: the number becomes: (10y + x)

According to the question:

(10y + x) = 5/6 (10x + y)

60y + 6x = 50x + 5y

60y - 5y = 50x - 6x

55x = 44y

x/y = 44/55

x/y = 4/5

Hence, the two digits of the number are 4 and 5 and the number is 45.

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The statements that are true about quadrilaterals are:

Parallelograms lack right angles, not all of them can be rectangles. There must be right angles for a parallelogram to be considered a rectangle.

Not every parallelogram has a rectangular component. A rhombus is not a square since its angles are not 90 degrees, yet a square is a rhombus. In a parallelogram, the opposing angles are equal (or congruent) The complementary angles to each other are consecutive angles (that means they add up to 180 degrees).A parallelogram's diagonals cut each other in half.

Therefore, option A,C and F are correct.

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As per the circumference of circle, the fencing cost altogether is $604.45

The term circumference in math is defined as the distance around a circle or any curved geometrical shape

Here we have know that a museum groundskeeper is creating a semicircular statuary garden with a diameter of 22 feet.

Here we have also know that there will be a fence around the garden and the fencing costs $8. 75 per linear foot.

Here we have the diameter then the value of radius is calculated as,

=> radius = 22/2 = 11

Then the circumference of the circle is calculated as,

=> C = 2 x π x 11

Apply the value of π as 3.14, then we get,

=> C = 2 x 3.14 x 11

=> C = 69.08

Then the cost for fencing is calculated as,

=> 69.08 x 8.75

=> $604.45

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The value of x is for the given polygons is 5.

In the given figure it is given that both the polygons are similar . They are just looking different. We can say that they are equivalent quadrilaterals.

From the figure , we can see that SR is equivalent to TW and PQ is equivalent to UV. Side PS is equivalent to TU and RQ is equivalent to WV.

So the the ration of the sides of length will also be equal.

∴ SR/PQ = TW/UV

⇒ x+1/ (10/3) = 9/5

⇒ x+1= 6

⇒x=5

Therefore, The value of x is for the given polygons is 5.

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The correct question is:

Find the value of x for the given polynomials. It is given that both polynomials are similar.

A cubic centimeter is 1000 times larger than a cubic millimeter because 1 centimeter equals 10 millimeters, and a volume is calculated by multiplying the length.

Width and height, so 1cm x 1cm x 1cm = 1cm3 and 0.1mm x 0.1mm x 0.1mm = 0.001mm3. A measure of volume in the metric system. One thousand boxy centimeters equal one liter. Also called cc, milliliter, and mL.  

A cubic centimeter ( symbol cm ³ or cc)(U.S. spelling boxy centimeter) is a generally used unit of volume extending the deduced SI-unit boxy meter. It corresponds to the volume of a  cell measuring 1 cm × 1 cm × 1 cm.

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A cubic centimetre is 1000 times greater than a cubic millimetre.

A volume is derived by multiplying the length, width and height.

As we know.

1 centimetre equals 10 millimetres.

Therefore 0.1mm x 0.1mm x 0.1mm = 0.001mm^3

And 1cm x 1cm x 1cm = 1cm^3.

A volumetric measurement using the metric system.

One litre is equivalent to one thousand boxy centimetres. Also known as cc, mL, and millilitre.

A cubic centimetre, often known as a boxy centimetre in the United States, is a commonly used volume measurement unit that extends the SI unit boxy metre. It is equivalent to the volume of a cell with dimensions of 1cm x 1cm x 1cm

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0.66 litres will be used if she wants to use equal amounts of the solution in 3 experiments.

In mathematics, division is the process of breaking a number into equal parts and determining how many equal parts can be made. For example, dividing 15 by 3 divides 15 into three equal groups of five.

The symbol '÷' or '/' is used to represent division.

Any positive number with no decimal or fractional part is referred to as a whole number. Because these criteria are met, the numbers 1,2,15,500, and 1546 are all whole numbers.

Children will practise dividing whole numbers as they begin to learn their multiplication tables. This is due to the fact that all of the numbers in the times tables are whole numbers!

They will also learn that division is the inverse operation to multiplication, which simply means that division and multiplication perform opposite functions in mathematics.

We have 2 litres of saline water

and want to divide them in 3 experiment equally, i.e.

2 ÷ 3 = 0.6667

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Answer: 0.3

Step-by-step explanation: 4+5=9. 3/9 times you will pull out grey socks. 3 Divided by 9 is .3333(forever). which is just .3 I think.

The proper interpretation of the slope coefficient b1 in a linear regression line is that, on average, a 1 unit increase in the explanatory variable causes a b1 increase in the response is true since slope is change in dependent variable.

The slope coefficient, bi, for independent variable Xi (where i can be 1, 2, 3, …, k) can be interpreted as the change in the probability that Y equals 1 resulting from a unit increase in Xi when the remaining independent variables are held constant.

The parameters or unknowns in the line are B1 and Bo. The value of y at x=0, or the y-intercept, is called Bo. B1 is the slope, or how much y shifts as x increases by one unit.

The estimated regression coefficient b1 in the multiple linear regression equation measures the relationship between risk factor X1 and outcome after adjusting for X2 (b2 is the estimated regression coefficient that quantifies the association between the potential confounder and the outcome).

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