If Z is the centroid of WXY, WR=87, SY=39, and YT=48, find each measure

Geometric relationships refer to the ways in which different geometric figures or objects are related to each other. These relationships can include measures of angles,lengths of sides or edges, areas, volumes, and other properties.

Some common geometric relationships include:

These are just a few examples of the many geometric relationships that can be studied in mathematics. Understanding these relationships can help us solve problems, make predictions, and create new designs or structures.

Answer:

its 240

Step-by-step explanation: 10 x 8 x 3 = 240 :)

Answer:

a) Volume= length x width x height  v=l x w x h

b) 240 cm^3 (cm cubed)

Step-by-step explanation:

Substitute into this formula

v=l x w x h

 10 x 8 x 3 = 240

So 240 cm^3 (cm cubed)

Important note: Remember to include units, as they may not be given to you in the exam

Answer: 43.5 inches

Step-by-step explanation:

Divide the 87 by the 2 to get the number of half inches it equates to

The count of TV to be sold to give the maximum profit are 24 and 48, respectively

The objective function is given as

P(n, m) = 175b + 205m

The constraints, and their evaluated values are given as

P(0, 0) =175(0) + 205(0) = 0

P(0, 64) =175(0) + 205(64) =13,120

P(24, 48) =175(24) + 205(48) =14,040

P(72, 0) =175(72) + 205(0) = 12,600

From the above computations, we have the maximum value to be

Maximum = 14040

These values are at

b = 24 and m = 48

Hence, the number of TV to be sold are 24 and 48, respectively

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Answer: X-intercept: (38/7, 0)

Y intercept: (0, -38)

Step-by-step explanation:

To find X-intercept(s), substitute in 0 for y and solve for x

(0)−4=7(x−6) Solve the equation

rewrite the equation as: 7 (x-6) = (0) -4

subtract 4 from 0: 7 (x-6) = -4

Divide each term in 7 (x-6) = -4 by 7 and simplify

x-6= -4/7

Move all terms not containing x to the right side of the equation.

x= 38/7

X-intercept(s) in point form.

X-intercept(s): (38/7,0)

Sry cant upload a photo to save my life (for y-intercept(s):)

a. the factors of equation is [tex]f(x)=(x-1)(x-10)(2x-3)[/tex]

b. the factors of equation is [tex]f(x)=(x-1)(x^2+x+4)[/tex]

A polynomial is an expression consisting of variables and coefficients that involves only the operations of addition, subtraction, and multiplication, with non-negative integer exponents.

a. Given function,

[tex]f(x)=2x^3 -25x^2 + 53x - 30[/tex]

By using trial and error method, put values of x =1, x= 10, and x= 3/2 are satisfied values for above function,

[tex]f(x)=(x-1)(x-10)(2x-3)[/tex]

therefore, the factors of equation is (x-1) (x-10) (2x-3)

b. Given function,

[tex]f(x)=x^3 +3x - 4[/tex]

Similarly using trial and error method,

[tex]f(x)=(x-1)(x^2+x+4)[/tex]

therefore, the factors of equation is (x-1) (x² + x + 4)

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Factor of given polynomials are a. (x-1)(x-10)(2x-3), b. (x-1)(x² + x + 4) .

In mathematics, a polynomial is an expression that consists of variables and coefficients, combined using the operations of addition, subtraction, and multiplication, but not division by a variable. The variables in a polynomial can only have non-negative integer exponents.

Polynomials can have different degrees, which is the highest power of the variable in the expression. For example, the polynomial 3x² - 5x + 2 is a quadratic polynomial, since its highest power of x is 2. If the degree of a polynomial is n, then it has at most n roots, which are the values of x that make the polynomial equal to zero.

Polynomials are used in many areas of mathematics and science, including algebra, calculus, physics, and engineering. They are used to model and analyze many different types of phenomena, such as motion, population growth, and electrical circuits.

Polynomials can also be added, subtracted, and multiplied together to form new polynomials. Additionally, polynomials can be factored, which involves breaking them down into simpler polynomials that multiply together to give the original polynomial.

a) f(x)= 2x³ - 25x² + 53x - 30
⇒(x-1)(x-10)(2x-3)

b) f(x)= x³ + 3x - 4
⇒(x-1)(x² + x + 4)

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The complete question is:

It is likely that it will take Jacob more time to plant the perennials than the annuals.

Time is an abstract concept that is not tangible and cannot be seen, touched, or heard. It is a measure of the passage of events and is used to set and track schedules, create goals, and even measure the lifespan of an individual. Time is a precious commodity that cannot be replaced or taken back. Once it has passed, it is gone forever. Time is also a powerful force that can bring us joy and sorrow, success and failure. It is a constant reminder of how quickly our lives can change and how important it is to make the most of every moment.

Perennials require more attention when planting because they have a longer lifespan and are meant to come back year after year. Annuals, on the other hand, only last for one season. Therefore, they require less attention when planting. Jacob will need to make sure that he carefully places the perennials in the soil, as well as taking care to not damage the roots. He may also need to take extra time to trim any overgrowth from the plants. This extra care and attention will likely take more time than it would to plant the annuals.

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Answer:

Answer and Explanation below

Step-by-step explanation:

You can get 50 ounces of yogurt with a $15 gift card

Divide 15 by 2.40 ounces should equal 6.25 then multiply by 8 because those are the starting ounces answer is 50

Option D. 12x + 6y = 10, -4x - 6y = -16. To eliminate y from the system of equations, we need to multiply one or both equations by a constant so that the coefficients of y have opposite signs.

Then we can add or subtract the equations to eliminate y.

We can do this by multiplying one or both equations by a constant that will make the coefficients of y add to zero. The goal is to create additive inverses of the coefficients of y in the two equations.

Looking at the two equations:

12x + 6y = 10

2x + 3y = 8

We can see that the coefficients of y are 6 and 3. To eliminate y, we need to find a common multiple of 6 and 3 that will make the coefficients of y additive inverses of each other. The least common multiple of 6 and 3 is 6, so we can multiply the second equation by -2 to get:

-4x - 6y = -16

Now we can add this equation to the first equation to eliminate y:

12x + 6y = 10

(-4x - 6y = -16)

8x = -6

Therefore, the correct pair of equations after multiplying to eliminate y is:

12x + 6y = 10

-4x - 6y = -16

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If the fire department brought a 35-foot ladder, Can they save the family: = √(325) feet. And They can't save family because √400  > √325

Given that :- height - 30 feet , ladder - 35 feet

[tex]AC^2 = AB^2+ BC^2[/tex]

BC =  √([tex]AC^2-AB^2[/tex])

     = √([tex]35^2 -30^2[/tex])

     = √( 1225 - 900)

     = √(325) feet

but the fire department must be so face from the bream of the building

  20 = √[tex](20)^2[/tex]

= √400 > √325

They can't save family because √400  > √325

Pythagorean theorem, the notable mathematical theorem that the amount of squares on the legs of a right triangle is equivalent to the square on the hypotenuse (the side inverse the right point) — or, in recognizable logarithmic documentation, a2 + b2 = c2.

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The New York station and the Boston station are 280 miles apart. The trains will pass each other 2 hours after 3:00 pm, which is at 5:00 pm.

Distance is the separation between two points or things. It has magnitude but no direction because it is a scalar quantity. Typically, it is measured in terms of distances like metres, kilometres, feet, and miles.

Let's assume that the trains meet at time t hours after 3:00 pm. In this time, the freight train will travel a distance of 80t miles, and the passenger train will travel a distance of 60t miles. The total distance covered by both trains will be the sum of these distances, which is 80t + 60t = 140t miles.

We know that the total distance between the two stations is 280 miles. Therefore, we can write an equation based on the distance covered by both trains:

80t + 60t = 280

Simplifying this equation, we get:

140t = 280

Dividing both sides by 140, we get:

t = 2

This means that the trains will pass each other 2 hours after 3:00 pm, which is at 5:00 pm.

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The supply of average eggs is decreasing at a rate of approximately -550 cartons per week as the price decreases 7 cents per carton per week.

The equation given states that the weekly supply x (in thousands of cartons) of a certain brand of medium-sized eggs is related to the wholesale price p (in dollars/carton) by the following equation: 625p2 − x2 =100. In order to determine the rate at which the supply is changing, we must first calculate the value of p when x = 37,000, which is the number of cartons available at the beginning of the week. To do this, we can solve the equation for p when x = 37,000[tex]p = (100 + x2)1/2/625[/tex]. When x=37,000, p=3.65. Therefore, if the price is falling at the rate of 7¢/carton/week, then the new price p = 3.65 - 0.07 = 3.58. When we plug this new value of p into the supply equation, we get[tex]x^2[/tex] = 4,225. Taking the square root of both sides gives us x = 65. Therefore, the supply is decreasing at a rate of approximately -550 cartons per week as the price decreases 7 cents per carton per week.

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Answer:

Step-by-step explanation:

I think to get the height is length x width

for distance you need to so SOH CAH TOA

[tex]\qquad \textit{Amount for Exponential Growth} \\\\ A=P(1 + r)^t\qquad \begin{cases} A=\textit{accumulated amount}\dotfill & \$ 900\\ P=\textit{initial amount}\dotfill &700\\ r=rate\to 6\%\to \frac{6}{100}\dotfill &0.06\\ t=years\\\ \end{cases} \\\\\\ 900 = 700(1 + 0.06)^{t} \implies 900=700(1.06)^t[/tex]

The 3rd term of the linear sequence is 14

A linear sequence is a sequence of numbers which each successive term increases or decreases by a given value.

Given the linear sequence 22, 18, 14, 10, 6,... We want to find the 3rd term

The general term of a linear sequence is Uₙ = a + (n - 1)d where

In the linear sequence above a = 22. We notice that the second term is U₂ = 18

= a + d

Now d = U₂ - a

= 18 - 22

= -4

Now for the third term, n = 3

So, U₃ = a + (n - 1)d

= a + (3 - 1)d

= a + 2d

Substituting the values of the variables into the equation, we have that

U₃ = a + 2d

= 22 + 2 × (-4)

= 22 - 8

= 14

So, the 3rd term is 14

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The probability the chosen volunteer does not possess yq 77 is 0.655 (nearest to three decimal places).

Given information: One of the volunteers whose sam 77 test result was positive will be chosen at random.

To find: The probability the chosen volunteer does not possess yq 77.

Let P(Y) be the probability that a volunteer possesses yq77 and P(Y') be the probability that a volunteer does not possess yq77. It is given that out of 150 volunteers, 77 tested positive for SAM.

Therefore, the probability of testing positive for SAM is:

P(SAM) = number of volunteers who tested positive for SAM / total number of volunteers= 77/150

Now, using the probability law of total probability, we can find the probability of a volunteer not possessing yq77, as follows:

P(Y') = P(Y'|SAM) P(SAM) + P(Y'|SAM') P(SAM')

It is given that yq77 is found in 60% of volunteers who tested positive for SAM, and in 30% of those who did not test positive for SAM.

Therefore:

P(Y'|SAM) = 0.6, P(Y'|SAM') = 0.3

Now, substituting the given values in the equation,

P(Y') = (0.6 × 77/150) + (0.3 × 73/150)≈ 0.655

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Answer:

the a give the x value twords the b and adds up the equation

The square root of the difference between the square of thirteen and the square of twelve by first calculating the squares of 13 and 12 is 5.

First, we need to find the square root of thirteen and the square of twelve. The square of a number is the number multiplied by itself. So, [tex]$13^2$[/tex] means [tex]$13$[/tex] multiplied by itself and [tex]$12^2$[/tex] means [tex]$12$[/tex] multiplied by itself.

[tex]$13^2[/tex] = 13 \times 13 = 169

[tex]$12^2[/tex] = 12 \times 12 = 144

Next, we need to find the difference between the square of thirteen and the square of twelve by subtracting the smaller number from the larger one.

169 - 144 = 25

Finally, we take the square root of the difference to find the solution. The square root of a number is the value that, when multiplied by itself, gives the original number.

[tex]\sqrt{25} = 5[/tex]

Therefore, the square root of the difference between the square of thirteen and the square of twelve is 5.

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Answer:

a = 21, b = 70, c = 89

Step-by-step explanation:

opposite angles of intersecting lines are the same, 21 = 21

adjacent angles of intersecting lines add up to 180, 180 - 110 = 70

angles of a triangle add up to 180, 180 - 70 - 21 = 89

Answer:

a = 21, b = 70, c = 89

Step-by-step explanation:

Dunn's TV is 13 inches lοng and 6 inches wide.

A quadratic equatiοn is a type οf pοlynοmial equatiοn in which the highest degree οf the variable (usually x) is 2. It has the general fοrm:

ax² + bx + c = 0

Let x be the width οf the TV. Since the TV is 7 inches lοnger than it is wide, its length wοuld be x + 7.

The area οf a rectangle is equal tο its length multiplied by its width. Therefοre, we can set up the equatiοn:

area = length x width

Substituting the values we have:

78 = (x + 7) x x

Simplifying:

78 = x² + 7x

Re-arranging and setting the equatiοn tο zerο:

x² + 7x - 78 = 0

This is a quadratic equatiοn that can be sοlved using the quadratic fοrmula:

x = (-b ± √(b² - 4ac)) / 2a

where a = 1, b = 7, and c = -78.

Plugging these values intο the fοrmula, we get:

x = (-7 ± √(7² - 4(1)(-78))) / 2(1)

Simplifying:

x = (-7 ± √(49 + 312)) / 2

x = (-7 ± √(361)) / 2

x = (-7 ± 19) / 2

We take the pοsitive rοοt because x represents a length, which must be a pοsitive value. Therefοre:

x = (12) / 2 = 6

This means that the width οf the TV is 6 inches, and its length is 6 + 7 = 13 inches.

Hence, Dunn's TV is 13 inches lοng and 6 inches wide.

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x = 7/3.

To solve this equation, you need to first simplify the left side of the equation. The left side of the equation can be simplified to -3/(2x). Then, you can set the two expressions equal to each other and solve for x.

-(3)/(2x) = (1)/(6x)

-(6x)/(2x) = (1)/(6x)

-3 = 1

-2 = 1

Therefore, x = 7/3.

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Can predict the friction coefficient as a function of temperature with high accuracy.

We can interpret the following from the value of RMSE:The value of RMSE is a metric used to measure the accuracy of the predicted and observed data. A lower value of RMSE indicates that the experimental data is in agreement with the theoretical model used, while a higher value of RMSE indicates that the experimental data does not agree with the theoretical model used.The RMSE value of 0.000711079 in the experiment implies that the experimental results are in good agreement with the model, and the model used can predict the friction coefficient as a function of temperature with high accuracy.

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Step-by-step explanation:

We can use the formula for pressure:

pressure = force/area

We know the pressure and the area, so we can rearrange the formula to solve for the force:

force = pressure x area

Plugging in the values, we get:

force = 180 N/m² x 0.03 m² = 5.4 N

Therefore, the force that the brick exerts on the table is 5.4 N

on using  disjunctive syllogism to derive Q from the second premise and the derived value of A. if P is true, then Q must also be true..

In logic, a compound statement is made up of two or more simple statements, known as premises or assumptions, that are combined using logical operators such as "and," "or," and "not." To prove a compound statement, we use rules of inference to derive a conclusion based on the given premises.

In the first proof question, we are given three premises: P, P or R, and not S or A. We need to prove the statement Q using these premises. To do so, we use the disjunctive syllogism rule, which states that if one of two disjunctive statements is false, then the other must be true. By assuming ~P, we derive ~S from the third premise using the rule of disjunction. Then, using modus ponens, we derive A from the assumption of ~P and the third premise. Finally, we use disjunctive syllogism to derive Q from the second premise and the derived value of A.

In the second proof question, we are given three premises: not P or S, not S, and R or Q. We need to prove the statement P implies Q using a conditional world proof. We assume P is true and derive S using the first premise. Using the second premise and modus tollens, we derive not R. Finally, using disjunctive syllogism, we derive Q from the third premise and the derived value of not R. Therefore, we show that if P is true, then Q must also be true..

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No, the residual plot indicates that the linear model is just not appropriate since it shows a distinct pattern, which is supported by the linear model's inappropriateness.

A line that, using the bivariate data gathered, summarises the linear relationship (as well as linear trend) between it two variables in either a linear regression study.

An assessment of the line that depicts the actual, but unidentified, linear connection that exists between the two variables is called a regression line. When the value of the determinant is known, the regression line's equation can be employed to predict (or forecast) the value of both the response variable.

equation of the least- squares regression line :

ý = 0.0093-0.00121x

In which,

y = concentration

x = number of hours since the pill taken.

From the graph:

There is a clear pattern formed in this residual line.

Thus, No, the residual plot indicates that the linear model is just not appropriate since it shows a distinct pattern, which is supported by the linear model's inappropriateness.

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The equation that shows the relation ship between t and p is 0 ≤ t < 270.

A linear equation is an algebraic equation where the highest power of the variable is 1, and the equation represents a straight line when graphed.

Break down the information given in the problem to form an equation that relates the time t and the number of yards of painted fence p:

Tom painted 8 yards before running away, so Sid had to paint the remaining length of the fence, which is L - 8 yards, where L is the total length of the fence.

From noon to 12:30 p.m., Sid painted 14 - 8 = 6 yards.

From 12:30 p.m. to 2:00 p.m., Sid painted 32 - 14 = 18 yards.

From 2:00 p.m. to 2:30 p.m., Sid painted 38 - 32 = 6 yards.

We want to find an equation that relates the time t (in minutes) to the number of yards of painted fence p.

Based on the information above, we can create a piecewise equation that relates t and p:

p = { 8 + 0.2t, 0 ≤ t < 30

14 + 0.6(t - 30), 30 ≤ t < 90

32 + 0.4(t - 90), 90 ≤ t < 150

38 + 0.2(t - 150), 150 ≤ t < 210 }

Explanation of the equation:

The first segment of the piecewise equation, 8 + 0.2t, represents the yards of fence painted by Tom (8) plus the yards painted by Sid in the first 30 minutes (0.2t), where 0 ≤ t < 30.

The second segment, 14 + 0.6 (t - 30), represents the additional yards painted by Sid between 12:30 p.m. and 2:00 p.m., where 30 ≤ t < 90. The expression (t - 30) represents the time elapsed since 12:30 p.m., and the coefficient 0.6 represents the rate at which Sid is painting the fence in yards per minute during this period.

The third segment, 32 + 0.4 (t - 90), represents the additional yards painted by Sid between 2:00 p.m. and 2:30 p.m., where 90 ≤ t < 150. The expression (t - 90) represents the time elapsed since 2:00 p.m., and the coefficient 0.4 represents the rate at which Sid is painting the fence in yards per minute during this period.

The fourth segment, 38 + 0.2 (t - 150), represents the additional yards painted by Sid between 2:30 p.m. and 4:30 p.m., where 150 ≤ t < 210. The expression (t - 150) represents the time elapsed since 2:30 p.m., and the coefficient 0.2 represents the rate at which Sid is painting the fence in yards per minute during this period.

Note that we have limited the time t to be between noon and 4:30 p.m., which corresponds to 0 ≤ t < 270.

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the answer depends on how Eva has arranged the leaves on the rulers. If she has not counted any leaves with a length of 2 inches, then the answer is 0. If she has counted some leaves with a length of 2 inches, then the answer is 3 or less, depending on how many she has counted.

by the question.

If we assume that all the leaves are different and none of them are cut or torn, then we can count the number of leaves with a length of 2 inches.

Since the rulers are 6 inches long, we can use them to measure the length of the leaves. If a leaf is 2 inches long, then it is one-third the length of a ruler. Therefore, we can place three 2-inch leaves end-to-end on the ruler.

Since Eva has two rulers, she can measure the length of six leaves in total. If we assume that all the leaves are different, then there are two possibilities:

All six leaves are longer than 2 inches. In this case, we cannot count any leaves with a length of 2 inches.

At least one leaf is 2 inches long. In this case, we can count the number of 2-inch leaves by counting how many times we can place three 2-inch leaves end-to-end on the rulers.

For example, if Eva places three 2-inch leaves on one ruler and none on the other, then she has counted 3 leaves with a length of 2 inches. If she places two 2-inch leaves on one ruler and one on the other, then she has also counted 3 leaves with a length of 2 inches.

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Answer:

Step-by-step explanation:

The initial value, a, is 350, and the growth rate, b, is 1.75 so this is an exponential growth function.