Part A: Rhett made $250 washing cars with his mobile car wash company. He charges $70 per car and earned $50 in tips. Write an equation to represent this situation. (4 points)

Part B: Scarlett made a profit of $250.00 with her mobile car wash company. She charged $75.00 per car wash and received $35.00 in tips, but also had to pay $5.00 in cleaning supplies per car wash. Write an equation to represent this situation. (4 points)

Part C: Explain how the equations from Part A and Part B differ. (2 points)

ONLY NEED PART C

The value of "m" represents the length of side G F in the kite F G H K. The value of "m" is 3.5. Given that sides G F and F K are congruent, we can conclude that their lengths are equal.

We are given that the length of side G H is 5 m 1 and the length of side H K is 3 m 7.

To find the value of "m," we need to find the length of side G F.

Since G F and F K are congruent, we can set up an equation:

5 m 1 = 3 m 7

To solve for "m," we need to subtract 3 m from both sides of the equation:

5 m - 3 m = 3 m - 3 m + 7

This simplifies to:

2 m = 7

Now, we can solve for "m" by dividing both sides of the equation by 2:

m = 7 ÷ 2

m = 3.5

Therefore, the value of "m" is 3.5.

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The simplified form of ³√a¹²b¹⁵ is a⁴b⁵. To simplify, divide the exponents inside the radical by the index of 3.

The simplified form of the radical expression ³√a¹²b¹⁵ is a⁴b⁵.

1. To simplify the given radical expression, we need to divide the exponents inside the radical by the index, which in this case is 3.
2. Dividing 12 by 3 gives us 4, and dividing 15 by 3 gives us 5.
3. Therefore, the simplified form of ³√a¹²b¹⁵ is a⁴b⁵.

The simplified form of ³√a¹²b¹⁵ is a⁴b⁵. To simplify, divide the exponents inside the radical by the index of 3.

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The given expression is ³√a¹²b¹⁵. To simplify this radical expression, we need to find perfect cube factors of the variables under the cube root. The simplified form of ³√a¹²b¹⁵ is a¹²b¹⁵.

Let's break down the given expression:

³√a¹²b¹⁵

To simplify, we can rewrite a¹² as (a³)⁴ and b¹⁵ as (b³)⁵. Now the expression becomes:

³√(a³)⁴(b³)⁵

Using the property of exponents, we can bring the powers outside the cube root:

(a³)⁴ = a¹²
(b³)⁵ = b¹⁵

Now the expression simplifies to:

³√a¹²b¹⁵ = a¹²b¹⁵

So, the simplified form of ³√a¹²b¹⁵ is a¹²b¹⁵.

In this case, there are no perfect cube factors, so the expression cannot be simplified further.

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The atoms of distinct elements in a modeling kit can be differentiated by their atomic number, atomic mass, electron configuration, valence electrons, and chemical reactivity. These characteristics help identify and understand the unique properties and behavior of each element.

The atoms of distinct elements in a modeling kit can be identified by several characteristics beyond color. Here are some differences you can expect between the atoms of different elements:

1. Atomic number: Each element has a unique atomic number, which corresponds to the number of protons in the nucleus of its atoms. For example, hydrogen has an atomic number of 1, while helium has an atomic number of 2.

2. Atomic mass: Elements can have different atomic masses, which is the sum of protons and neutrons in the nucleus. For instance, carbon-12 and carbon-14 have different atomic masses but are both isotopes of carbon.

3. Electron configuration: The arrangement of electrons in an atom's electron shells differs between elements. For instance, oxygen has 8 electrons and its electron configuration is 2-6, while nitrogen has 7 electrons and its electron configuration is 2-5.

4. Valence electrons: The number of valence electrons, which are the electrons in the outermost shell, varies among elements. Valence electrons determine an element's chemical properties. For example, carbon has 4 valence electrons, while oxygen has 6 valence electrons.

5. Chemical reactivity: Different elements exhibit varying degrees of reactivity due to the number and arrangement of their electrons. For example, alkali metals like sodium and potassium are highly reactive, while noble gases like helium and neon are inert.
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All six ovens can bake 90 pizzas in 3 hours.

To determine how many pizzas all six ovens can bake in 3 hours, we need to calculate the number of pizzas each oven can bake in 3 hours and then multiply it by the number of ovens.

Since each oven can bake one pizza in 12 minutes, we need to convert 3 hours into minutes. There are 60 minutes in an hour, so 3 hours is equal to 3 x 60 = 180 minutes.

Now, let's calculate the number of pizzas one oven can bake in 180 minutes. Divide 180 minutes by 12 minutes (the time it takes to bake one pizza). This gives us 180/12 = 15 pizzas that one oven can bake in 3 hours.

Finally, to find out how many pizzas all six ovens can bake in 3 hours, multiply the number of pizzas baked by one oven (15) by the number of ovens (6). So, 15 x 6 = 90 pizzas.

Therefore, all six ovens can bake 90 pizzas in 3 hours.

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To identify the constant sum for the ellipse, we need to find the distance between the foci of the ellipse. The constant sum for an ellipse is equal to the sum of the distances from any point on the ellipse to each of the foci.

Given that the foci of the ellipse are f1(9, 0) and f2(11, 6), and the point (1, 6) is on the ellipse, we can calculate the distances from the point (1, 6) to each of the foci. Using the distance formula, the distance from (1, 6) to f1(9, 0) is:
√[(9 - 1)^2 + (0 - 6)^2] = √[(8)^2 + (-6)^2] = √[64 + 36] = √100 = 10

Similarly, the distance from (1, 6) to f2(11, 6) is:
√[(11 - 1)^2 + (6 - 6)^2] = √[(10)^2 + (0)^2] = √[100 + 0] = √100 = 10

The constant sum for the ellipse is the sum of these two distances, which is 10 + 10 = 20.

Therefore, the constant sum for the ellipse is 20.

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The cost of one pecan cheesecake is $12, and the cost of one chocolate marble cheesecake is $13.

Let's assume the cost of one pecan cheesecake is "P" dollars, and the cost of one chocolate marble cheesecake is "C" dollars.

According to the given information:

For James:

He sold 12 pecan cheesecakes, so the total cost of pecan cheesecakes sold by James is 12P dollars.

He also sold 1 chocolate marble cheesecake, so the total cost of the chocolate marble cheesecake sold by James is 1C dollars.

The total amount James earned from selling the cheesecakes is $157.

Therefore, we can write the equation:

12P + 1C = 157 (Equation 1)

Similarly, for Amanda:

She sold 3 pecan cheesecakes, so the total cost of pecan cheesecakes sold by Amanda is 3P dollars.

She also sold 5 chocolate marble cheesecakes, so the total cost of the chocolate marble cheesecakes sold by Amanda is 5C dollars.

The total amount Amanda earned from selling the cheesecakes is $101.

Thus, we can write the equation:

3P + 5C = 101 (Equation 2)

Now, we have a system of equations with two variables (P and C). We can solve this system to find the values of P and C.

By multiplying Equation 2 by 4, we can create an equivalent equation for the coefficient of C to match Equation 1:

12P + 20C = 404 (Equation 3)

Now, we can subtract Equation 1 from Equation 3:

(12P + 20C) - (12P + 1C) = 404 - 157

19C = 247

Dividing both sides by 19:

C = 13

Substituting the value of C back into Equation 1:

12P + 1(13) = 157

12P + 13 = 157

12P = 157 - 13

12P = 144

Dividing both sides by 12:

P = 12

Therefore, the cost of one pecan cheesecake is $12, and the cost of one chocolate marble cheesecake is $13.

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The unit circle enables the extension of trigonometric functions to all real numbers by associating angles with points on the circle, allowing us to define trigonometric ratios for any angle.

The unit circle is a circle with a radius of 1 centered at the origin in the coordinate plane. By placing the circle in the plane, we can associate each angle with a unique point on the circle. Starting from the positive x-axis, we can measure angles counterclockwise around the circle. For any given angle θ, we can find the corresponding point (x, y) on the unit circle using the trigonometric ratios. The x-coordinate represents the cosine of the angle (cos(θ)), and the y-coordinate represents the sine of the angle (sin(θ)). The unit circle's association of angles with points allows us to extend trigonometric functions to all real numbers, providing a comprehensive understanding of trigonometry beyond the traditional angle ranges.

By extending these ratios to all real numbers, we can determine the values of sine and cosine for any angle, not just those within the usual 0 to 360 degrees or 0 to 2π radians.

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Matthew will be responsible for fulfilling the loan agreement and ensuring the remaining balance is paid off.

If Joel stops paying his half of the loan and Matthew cannot locate him, the loan will still need to be repaid. In this case, Matthew will be solely responsible for making the monthly payments of $150 to pay off the remaining balance of $2,300.

Since Joel dropped out of college and took off with the boat and trailer, it is possible that Matthew might face difficulties in locating him to resolve the situation. However, from a legal standpoint, Matthew's obligation to repay the loan remains unchanged. It is advisable for Matthew to contact the lender and explain the situation, providing any relevant information about Joel's whereabouts if available.

The lender may be able to offer alternative solutions, such as adjusting the payment plan or pursuing legal action against Joel.

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The simplified value of the expression is 51.45. To simplify the expression, we need to follow the order of operations, which is also known as PEMDAS.

This stands for Parentheses, Exponents, Multiplication and Division (from left to right), and Addition and Subtraction (from left to right).

1. Start by evaluating the expression inside the parentheses: 2 - 6 = -4.
2. Next, square the result: [tex](-4)^2[/tex]= 16.
3. Then, add 5 to the result: 16 + 5 = 21.
4. Now, we can divide the sum of 5.5 and 4.3 by 4: (5.5 + 4.3)/4 = 9.8/4 = 2.45.
5. Finally, multiply the result from step 4 by the result from step 3: 2.45 * 21 = 51.45.

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The given expression: (5.5 + 4.3) / (4 * (2 - 6)^2) + 5, is simplified using the BODMAS rule, which states that mathematical operations should be performed in the order of Brackets, Orders or Indices, Division and Multiplication, and Addition and Subtraction. Following this rule, the simplified answer to the expression is (9.8 / 64) + 5.

In Mathematics, one of the fundamental principles we operate on is the order of operations, also known as

BODMAS/BIDMAS

(Brackets, Orders or Indices, Division and Multiplication, and Addition and Subtraction). Using this principle, the given expression: (5.5 + 4.3) / (4 * (2 - 6)^2) + 5, can be simplified step by step as follows:

So, the simplified answer to the expression is (9.8 / 64) + 5.

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It will take 12 hours to fill the tank if both pipes are open

A water tank can be filled by an inlet pipe in 8 hours.

It takes 3 times as long for the outlet pipe to empty the tank.

How long will it take to fill the tank if both pipes are open

The inlet pipe fills the tank in 8 hours.

The outlet pipe empties the tank in 3 times the inlet pipe or 24 hours.

Thus, the effective filling rate is 1/8 - 1/24 or 1/12 which means the tank can be filled by both pipes working together in 12 hours.

Hence, It will take 12 hours to fill the tank if both pipes are open.

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The Orthogonal Vectors passing through the points P(1, 0, -1), Q(-2, 1, 1), and R(1, -1, 1), are[tex].\dfrac{-1}{\sqrt{6} }i + \dfrac{-2}{\sqrt{6} } j + \dfrac{(-1)}{\sqrt{6} } k\\[/tex]

When two vectors are perpendicular to each other they are called Orthogonal Vectors

The vectors may be obtained as

PQ = Q - P = (-2, 1, 1) - (1, 0, -1)

                   = (-3, 1, 2)

PR = R - P = (1, -1, 1) - (1, 0, -1)

                      = (0, -1, 2)

Cross product can be calculated as

N = PQ x PR

[tex]N = \begin{vmatrix} &i &j &k \\ &-3 &1 &2 \\ & 0 &1 &2\end{vmatrix}[/tex]

[tex]N = i \times (1 \times 2 - 1 \times (-1)) - j \times 1 (-3 \times 2 - 0\times2) + k \times (-3 \times (-1) - 0 \times 1)[/tex]

[tex]N = 3i + 6j - 3k[/tex]

To find a unit vector, divide the vector N by its magnitude:

Magnitude of N =[tex]\sqrt{3^2+6^2+(-3)^2} = \sqrt{54}[/tex]

Unit vector U = {N}{|N|}= [tex]\dfrac{3}{3\sqrt{6} }i + \dfrac{6}{3\sqrt{6} } j + \dfrac{(-3)}{3\sqrt{6} } k[/tex]

Simplifying, we get:

Unit vector as a positive component

U' = -(1/√6)i - (2/√6)j + (1/√6)k

[tex]\dfrac{-1}{\sqrt{6} }i + \dfrac{-2}{\sqrt{6} } j + \dfrac{(-1)}{\sqrt{6} } k\\[/tex]

Therefore, the unit vector orthogonal to the plane through points P, Q, and R, with a postive y-component, is[tex].\dfrac{-1}{\sqrt{6} }i + \dfrac{-2}{\sqrt{6} } j + \dfrac{(-1)}{\sqrt{6} } k\\[/tex].

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To write three true conditional statements using consecutive conclusions as hypotheses, we need to establish a logical sequence. Here's an example:

1. If it rains, then the ground gets wet.
2. If the ground gets wet, then plants grow.
3. If plants grow, then animals have food.

In this example, each statement builds upon the previous one, forming a chain of logical reasoning. The first statement establishes the relationship between rain and the wetness of the ground. The second statement builds on that relationship, stating that if the ground is wet, plants will grow. Finally, the third statement concludes that if plants grow, animals will have food.

Remember, it's important for each statement to be factually accurate and logically connected to the previous one in order to maintain a valid conditional sequence.

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To test the hypothesis of a 2 ratio of 9:3:3:1 using a chi-square test, the degrees of freedom should be [tex]\(df = (n-1)\)[/tex], where n is the number of categories minus one. In this case, since we have four categories, the degrees of freedom should be

[tex]\(df = 4 - 1 \\\\= 3\)[/tex]

In a chi-square test, the degrees of freedom [tex](\(df\))[/tex] are determined by the number of categories or groups being compared. The degrees of freedom represent the number of independent pieces of information available for the calculation of the chi-square statistic.

In this scenario, we are testing a hypothesis based on a 2 ratio of 9:3:3:1. This means we have four categories or groups. The degrees of freedom (df) for a chi-square test are calculated as [tex]\(df = (n-1)\)[/tex], where n is the number of categories.

Therefore, for the given hypothesis with four categories, the degrees of freedom would be [tex]\(df = 3\)[/tex].

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The dean's statement that the average class size is 20 is technically correct, but it can be misleading because most students are in classes with much larger numbers of students.

According to the statement by the dean of Blotchville University, the average class size is 20, which means the average number of students in a class is 20.

Now, let's consider that every student at Blotchville University takes only one course per semester. Given that the total number of students enrolled at Blotchville University is 150, we can calculate the total number of classes.

The formula to calculate the total number of classes is:

Total number of classes = Total number of students / Average number of students in a class

Substituting the values, we have:

Total number of classes = 150 / 20 = 7.5

Since we cannot have a fraction of a class, we round up the value to the nearest whole number. Therefore, the total number of classes is 8.

Hence, the dean's statement that the average class size is 20 is technically correct, but it can be misleading because most students are in classes with much larger numbers of students.

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The empirical probability distribution for each eye-color is as follows: Blue = 40/119, Brown = 58/119, Green = 7/119, Hazel = 14/119.

For Blue Color Eye : Probability = (Number of occurrences of Blue)/(Total number of students)

= 40 / (40 + 58 + 7 + 14)

= 40/119

For Brown Color Eye : Probability = (Number of occurrences of Brown)/(Total number of students)

= 58 / (40 + 58 + 7 + 14)

= 58/119

For Green Color Eye : Probability = (Number of occurrences of Green)/(Total number of students)

= 7 / (40 + 58 + 7 + 14)

= 7/119

For Hazel Color Eye : Probability = (Number of occurrences of Hazel)/(Total number of students)

= 14 / (40 + 58 + 7 + 14) = 14/119.

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The given question is incomplete, the complete question is

Lorelai conducted a survey of students in her class to observe the distribution of eye color.

The table shows the results of her survey.

Eye Color     Blue   Brown   Green  Hazel

Occurrence    40       58          7         14

Determine the empirical probability distribution for each eye color.

The displacement of end d with respect to end a can be calculated using Hooke's Law and the formula: [tex]ΔL = (F * L) / (A * E),[/tex] if these values are given, you can substitute them into the formula to find the displacement.

To determine the displacement of end d with respect to end a in an assembly made of 6061-T6 aluminum, we need to consider the given values of b = 480 mm and E = 68.9 GPa.

The displacement of end d with respect to end a can be calculated using Hooke's Law and the formula:

[tex]ΔL = (F * L) / (A * E),[/tex]

where ΔL is the displacement, F is the force applied, L is the length of the assembly, A is the cross-sectional area, and E is the elastic modulus.

However, if these values are given, you can substitute them into the formula to find the displacement.

In summary, without the values for the force applied and the length of the assembly, it is not possible to determine the displacement of end d with respect to end a in an assembly made of 6061-T6 aluminum.

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The probability that Cecilia, Annie, and Kimi are the first 3 gymnasts to perform, in any order, is 1 out of 6,720.

The probability of Cecilia, Annie, and Kimi being the first 3 gymnasts to perform, in any order, can be calculated using the concept of permutations. Since the order of the three gymnasts doesn't matter, we can consider all possible arrangements of the three names.
To find the total number of possible arrangements, we use the formula for permutations of n objects taken r at a time, which is n! / (n-r)!

In this case, n = 3 (the number of gymnasts) and r = 3 (the number of positions to be filled).
Using the formula, we get:
3! / (3-3)! = 3! / 0! = 3! = 3 x 2 x 1 = 6
Therefore, there are 6 possible arrangements for the first 3 gymnasts to perform.

Since we want Cecilia, Annie, and Kimi to be the first 3 gymnasts, we count the number of arrangements where they are in the first 3 positions.
The number of favorable arrangements is 3! because there are 3 gymnasts to be placed in 3 positions, and the order matters in this case.
Therefore, the probability is the number of favorable arrangements divided by the total number of possible arrangements:
P = 3! / 3! = 1
So, the probability that Cecilia, Annie, and Kimi are the first 3 gymnasts to perform, in any order, is 1.

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To find the probability that Cecilia, Annie, and Kimi are the first 3 gymnasts to perform in any order, we need to determine the total number of possible orders and the number of favorable outcomes.

The total number of possible orders can be calculated using the concept of permutations.

Since there are 3 gymnasts, there are 3! (3 factorial) ways to arrange them in order,

which equals 3 x 2 x 1 = 6 possible orders.

To calculate the number of favorable outcomes where Cecilia, Annie, and Kimi are the first 3 gymnasts to perform,

we need to consider that there are 3 positions available for Cecilia, 2 positions remaining for Annie, and 1 position left for Kimi.

This can be calculated using the formula 3 x 2 x 1 = 6.

Therefore, the number of favorable outcomes is 6.

To find the probability, we divide the number of favorable outcomes by the total number of possible outcomes.

Probability = Number of favorable outcomes / Total number of possible outcomes

Probability = 6 / 6

Simplifying, we find that the probability is 1.

So, the probability that Cecilia, Annie, and Kimi are the first 3 gymnasts to perform, in any order, is 1 or 100%.

This means that it is guaranteed that they will be the first three gymnasts to perform,

regardless of the order in which they are chosen.

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Acc0rding to the given statement the points of intersection between the circle and line are (2, 1) and (-2, -1).

To find the point(s) of intersection between the circle and line, we can substitute the equation of the line into the equation of the circle.
Given:
Circle equation: x² + y² = 5
Line equation: y = (1/2)x
Substituting y = (1/2)x into the circle equation, we have:
x² + (1/2)x² = 5
Combining like terms, we get:
(5/4)x² = 5
Dividing both sides by (5/4), we obtain:
x² = 4
Taking the square root of both sides, we find:
x = ±2
Now, substituting these x-values into the line equation, we can find the corresponding y-values:
When x = 2, y = (1/2)(2) = 1
When x = -2, y = (1/2)(-2) = -1
Therefore, the points of intersection between the circle and line are (2, 1) and (-2, -1).

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The two given equations intersect at the points (-2, -1) and (2, 1). This solution is accurate and provides step-by-step explanations to help understand the process. It is important to note that the number of intersection points may vary depending on the equations given.

To find the points of intersection between the given circle and line, let's substitute the equation of the line into the equation of the circle.

First, we have the equation of the circle:
x^2 + y^2 = 5

And the equation of the line:
y = (1/2)x

To find the intersection points, we substitute (1/2)x for y in the equation of the circle:
x^2 + (1/2)x^2 = 5

Combining like terms, we have:
(5/4)x^2 = 5

Dividing both sides by (5/4), we get:
x^2 = 4

Taking the square root of both sides, we have:
x = ±2

Now, substitute these x-values back into the equation of the line to find the corresponding y-values.

For x = 2:
y = (1/2)(2) = 1

For x = -2:
y = (1/2)(-2) = -1

Therefore, the points of intersection are: (-2, -1) and (2, 1).

In conclusion, the two given equations intersect at the points (-2, -1) and (2, 1).

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The solution to the equation 7w + 2 = 3w + 94 is w = 23.

To solve the equation 7w + 2 = 3w + 94, we'll begin by isolating the variable w on one side of the equation.

Subtracting 3w from both sides of the equation yields:

7w - 3w + 2 = 3w - 3w + 94

This simplifies to:

4w + 2 = 94

Next, we'll isolate the term with w by subtracting 2 from both sides of the equation:

4w + 2 - 2 = 94 - 2

This simplifies to:

4w = 92

To solve for w, we'll divide both sides of the equation by 4:

4w/4 = 92/4

This simplifies to:

w = 23

To check our answer, we substitute the value of w back into the original equation:

7w + 2 = 3w + 94

Substituting w = 23 gives us:

7(23) + 2 = 3(23) + 94

This simplifies to:

161 + 2 = 69 + 94

Which further simplifies to:

163 = 163

Since both sides of the equation are equal, we can conclude that w = 23 is the solution to the equation.

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The system of equations [x + 2y = 10, 3x + 5y = 26] is x = 2 and y = 4 is the solution. The system of equations [x + 2y = 10, 3x + 5y = 26], you can use the method of substitution or elimination.

Let's use the method of substitution:
1. Solve the first equation for x in terms of y:
  x = 10 - 2y

2. Substitute this expression for x into the second equation:
  3(10 - 2y) + 5y = 26

3. Simplify and solve for y:
  30 - 6y + 5y = 26
  -y = -4
  y = 4

4. Substitute the value of y back into the first equation to find x:
  x + 2(4) = 10
  x + 8 = 10
  x = 2

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To draw a vector starting at black dot 3, consider its location and orientation, consider vector V 2v→2, draw a vector in the same direction as V 2v→2, and double-check accuracy and grading criteria.

To draw the vector starting at the black dot 3, you need to consider the location and orientation. The exact length of the vector will not be graded, but the length relative to vector V 2v→2 will be graded.

Here's how you can draw the vector:

1. Start by locating the black dot 3 on your coordinate plane.
2. Determine the direction and orientation of the vector based on the given information.
3. Consider vector V 2v→2 and its length.
4. Draw a vector starting at black dot 3 that is in the same direction as V 2v→2. Remember, the length of this vector is not important, but its relative length compared to V 2v→2 is graded.
5. Make sure the vector starts at black dot 3 and points in the same direction as V 2v→2.

Remember to double-check your work and ensure that the vector is accurate and meets the grading criteria.

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The given polynomial is divided using long division method we find the quotient is 9x² + 12x + 40, and there is no remainder.

To divide the polynomial (9x³ - 15x² + 4x) by (x - 3), we can use the long division method. Here's the step-by-step process:

Step 1: Set up the long division:

_________________________

(x - 3) | (9x³ - 15x² + 4x) + 0

Step 2: Divide the first term:

Divide 9x³ by x, which gives us 9x². Write the result above the division symbol.

Step 3: Multiply the divisor by the quotient:

Multiply (x - 3) by 9x², which gives us 9x³ - 27x².

Step 4: Subtract the product from the dividend:

Subtract (9x³ - 27x²) from (9x³ - 15x² + 4x), which leaves us with 12x² + 4x.

Step 5: Bring down the next term:

Bring down the next term, which is 4x, to the new dividend: 12x² + 4x.

Step 6: Repeat steps 2 to 5 until all terms are used:

Repeat steps 2 to 5 with the new dividend: 12x² + 4x.

Step 7: Divide the leading term of the new dividend:

Divide 12x² by x, which gives us 12x. Write the result above the division symbol.

Step 8: Multiply the divisor by the new quotient:

Multiply (x - 3) by 12x, which gives us 12x² - 36x.

Step 9: Subtract the product from the new dividend:

Subtract (12x² - 36x) from (12x² + 4x), which results in 40x.

Step 10: There are no more terms to bring down, so the division is complete.

Therefore, the quotient is 9x² + 12x + 40, and there is no remainder.

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Using numerical methods can be a bit more complicated and time-consuming, so if you have access to a graphing calculator or software, I recommend using that to find the real zeros of the function.

To find the real zeros of the function y = -8(x-5)³ - 64, we need to set y equal to zero and solve for x.
0 = -8(x-5)³ - 64

First, let's simplify the equation:
0 = -8(x-5)³ - 64
0 = -8(x-5)(x-5)(x-5) - 64
0 = -8(x-5)³ - 64

Next, let's expand and simplify the equation:
0 = -8(x³ - 15x² + 75x - 125) - 64
0 = -8x³ + 120x² - 600x + 1000 - 64
0 = -8x³ + 120x² - 600x + 936

Now, let's set the equation equal to zero:
-8x³ + 120x² - 600x + 936 = 0

Unfortunately, this equation cannot be easily factored, so we'll need to use another method to find the zeros. One option is to use a graphing calculator or software to find the x-intercepts, but if you don't have access to that, you can use numerical methods such as the Newton-Raphson method or the bisection method.

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The area of one face of the cube is 42 1/4 square inches.

To find the area of one face of the cube, we need to divide the total surface area of the cube by the number of faces it has.

A cube has 6 faces, so if the total surface area of the cube is 253 1/2 square inches, we can divide it by 6 to find the area of one face.

253 1/2 square inches ÷ 6 = 42 1/4 square inches.

Therefore, the area of one face of the cube is 42 1/4 square inches.

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To solve a polynomial inequality, The resulting values of x are the critical numbers.Once you have the critical numbers, you can use them to create test intervals for the inequality.

The critical numbers divide the number line into test intervals. Next, choose a test point from each interval and substitute it into the polynomial inequality. If the result is positive, then all values in that interval satisfy the inequality. If the result is negative, then the values in that interval do not satisfy the inequality.

When solving a polynomial inequality, it is important to find the critical numbers of the polynomial. These are the values of x where the polynomial is equal to zero or undefined. To find the critical numbers, set the polynomial equal to zero and solve for x.

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Answer:

1st Question: a. 4/5

2nd Question: c. {(-1, 1), (-4, 5), (-1, 5)}

3rd Question: a, 12

Step-by-step explanation:

1st Question:

Similarity ratio scale factor of the triangle can be easily found by dividing the respective corresponding sides of similar triangle.

[tex]\tt \frac{8}{10}=\frac{4}{5}\\\\\tt \frac{12}{15}=\frac{4}{5}[/tex]

Therefore, Similarity ratio scale factor is a. 4/5

[tex]\hrulefill[/tex]

2nd Question:

Coordinates of triangle (1,1), (5,4) and (5,1) is congruent triangle having coordinates (-1, 1), (-4, 5), (-1, 5).

Look at the picture respective side are equal:

They are congruent by SSS axiom.

Therefore, the answer is c. {(-1, 1), (-4, 5), (-1, 5)}

[tex]\hrulefill[/tex]

3rd question:

Given:
[tex]\tt \triangle ABC \sim \triangle LMN[/tex]

Since the side of similar triangle are proportional.

So,

[tex]\tt \frac{LM}{AB}=\frac{LN}{AC}[/tex]

substituting value

[tex]\tt \frac{10}{5}=\frac{3x+3}{x+5}[/tex]

[tex]\tt \frac{2}{1}=\frac{3x+3}{x+5}[/tex]

Doing criss cross multiplication.

2(x+5)=3x+3

opening bracket

2x+10=3x+3

subtracting both side by 2x.

10=3x-2x+3

10=x+3

subtracting both side by 3

10-3=x

x=7

Therefore, Length of AC= x+5=7+5=12

So, answer is a, 12

To find the value of g^(-1) o g(2), we need to determine the input value that would produce an output of 2 when fed into the function g(x).

Let's begin by finding the inverse function of g(x). We can start by replacing g(x) with y in the equation and then solving for x.

Given:

g(3x - 2) = 7x - 15

Replacing g(x) with y:

y = 7x - 15

Now, let's solve for x in terms of y:

y = 7x - 15

y + 15 = 7x

x = (y + 15) / 7

Therefore, the inverse function g^(-1)(x) is:

g^(-1)(x) = (x + 15) / 7

Now we can find g^(-1) o g(2) by plugging g(2) into g^(-1)(x):

g^(-1) o g(2) = g^(-1)(g(2))

= g^(-1)(7(2) - 15)

= g^(-1)(14 - 15)

= g^(-1)(-1)

Plugging -1 into g^(-1)(x):

g^(-1)(-1) = (-1 + 15) / 7

= 14 / 7

= 2

Therefore, the value of g^(-1) o g(2) is indeed 2.

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♥️ [tex]\large{\textcolor{red}{\underline{\mathcal{SUMIT\:\:ROY\:\:(:\:\:}}}}[/tex]

The data collection method that accurately measures all the variables important to od is c. observations.

Observations involve directly observing and recording data without any intervention or manipulation of the variables. This method allows researchers to collect data in a natural and unobtrusive manner, providing a realistic understanding of the variables being studied.

When using observations as a data collection method, researchers can gather information about various aspects of od, such as behavior, interactions, and patterns, in their natural settings. By observing the variables directly, researchers can minimize biases and obtain accurate and reliable data.

For example, if the important variables in od include customer behavior in a retail store, researchers can observe customers' actions, such as browsing, purchasing, and interacting with staff. By closely observing these variables, researchers can gain valuable insights into customer preferences, needs, and satisfaction levels.

In summary, observations as a data collection method accurately measure all the variables important to od by providing direct and unbiased information about the variables' behaviors, interactions, and patterns in their natural settings.

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The distance of 2.1 kilometers is approximately equal to 2296.79 yards.

The 2.1km is approximately equal to 1.305 miles.

To convert kilometers to yards, we need to know the conversion factor between the two units. The conversion factor for kilometers to yards is 1 kilometer = 1093.6133 yards.

Therefore, to convert 2.1 kilometers to yards, we can use the following calculation:

2.1 km * 1093.6133 yd/km = 2296.78823 yards

Rounding this value to a reasonable number of decimal places, we get:

2.1 km ≈ 2296.79 yards

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To solve the equation (x+3i)(x-3i) = 34, we expand the left side using the FOIL method and simplify the expression. Setting it equal to 34, we solve for x by subtracting 9 from both sides and taking the square root. The solutions are x = 5 and x = -5.

To solve the equation (x+3i)(x-3i) = 34, we can use the FOIL method.

First, let's apply the FOIL method to expand the left side of the equation:
(x+3i)(x-3i) = x*x + x*(-3i) + 3i*x + 3i*(-3i)
           = [tex]x^2[/tex] - 3ix + 3ix - [tex]9i^2[/tex]
           =[tex]x^2 - 9i^2[/tex]

Since [tex]i^2[/tex] is equal to -1, we can simplify the equation further:
[tex]x^2 - 9i^2[/tex] =[tex]x^2[/tex] - 9(-1)
           = [tex]x^2[/tex] + 9

Now, we can set this expression equal to 34 and solve for x:
[tex]x^2[/tex] + 9 = 34

Subtracting 9 from both sides:
[tex]x^2[/tex] = 34 - 9
[tex]x^2[/tex] = 25

Taking the square root of both sides (remembering to consider both positive and negative roots):
x = ±√25
x = ±5

So, the solutions to the equation (x+3i)(x-3i) = 34 are x = 5 and x = -5.

To solve the equation (x+3i)(x-3i) = 34, we can use the FOIL method to expand the left side of the equation. By applying this method, we obtain[tex]x^2 - 9i^2[/tex]. Since [tex]i^2[/tex] is equal to -1, we can simplify this expression further to [tex]x^2[/tex] + 9. Setting this equal to 34, we subtract 9 from both sides and solve for x. Taking the square root of both sides and considering both positive and negative roots, we find that x can equal 5 or -5. Thus, these are the solutions to the equation.

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