For triangle ABC, a = 79, b = 68, c = 61, then M∠A= ___ °Round answer to one decimal place.

Answer:

C. 5/16 - inches

Step-by-step explanation:

15/32= 0.467

13/32=0.406

5/16=0.313

3/8=0.375

Answer:

= f / g^3.

Step-by-step explanation:

fg^-1 / g^2

= fg^(-1-2)

= fg^-3

= f / g^3.

Answer:

Yes, it would still be considered a hexagon. The reason why we require "6 angles" is probably just because you don't want the 6 lines to cross and create "more than 6 angles". The hexagons you are probably thinking of (the one with all the angles and sides equal) would be regular hexagons.

Answer:

The correct answer is A.

Step-by-step explanation:

Answer:

4.5 centimeters

Step-by-step explanation:

For the triangle with area 144 square cm:

144 = (1/2)(6)x

144 = 3x, so x = 48 cm

So for the triangle with area 81 square cm:

(1/2)(x)(8x) = 81

4x^2 = 81

x^2 = 81/4 so x = 9/2 = 4.5 cm and

8x = 36 cm

Answer:

4.5

Step-by-step explanation:

Answer:

Yes true i tried it out

Answer:

The area of the pentagon is 52.5 in²

Step-by-step explanation:

The area of a regular pentagon is given by:

area = (5*l*a)/2

Where l is the length of each side and a is the length of the apothem. Applying the data from the problem we have:

area = (5*5*4.2)/2

area = (105)/2

area = 52.5 in²

The area of the pentagon is 52.5 in²

The relationship between the number of plants and the number of roses is a linear relationship.

The given points on the graph are;

(1, 5), (2, 10), (3, 15), (4, 20)

The difference between consecutive x-values is 1, which is constant;

2 - 1 = 3 - 2 = 4 - 3 = 1

Similarly, the difference between consecutive y-values is also a constant, 5;

10 - 5 = 15 - 10 = 20 - 15 = 1

The x-values are the x-coordinates of the points found by using the numbers along the X-axis, while the y-values are the y-coordinates of the points, corresponding to the numbers located along the y-axis

Given that the differences between consecutive terms of the x and y-values are constant, therefore;

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Answer:

See image

Step-by-step explanation:

Plato

"Basketball players are generally taller.

Basketball player heights vary slightly more.

Step-by-step explanation:

I hope this helps!

Basketball players are taller because the average (mean) of basketball players is greater than soccer players.

Basketball player heights vary more because the MAD is greater or more than the soccer players."

Answer:

110000=p(1+0.019)^168

23.62p=110000

p=4660

credit: sqdancefan

Answer:

84330

Step-by-step explanation:

The compound interest formula gives the value of an investment.

 A = P(1 +r/n)^(nt)

where principal P is invested at annual rate r compounded n times per year for t years. Using your given values, we can solve for P.

 110,000 = P(1 +0.019/12)^(12·14)

 P = 110,000/(1 +0.019/12)^(12·14) ≈ 110,000/1.00158333...^168

 P ≈ 110,000/1.30446

 P ≈ 84326.04 ≈ 84,330 . . . . dollars

48$ dollars would be the correct anwser

The domain of the function \(f(x) = \sqrt{\frac{1}{3}x + 2\) is (d) x  ≥ -6

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

\(f(x) = \sqrt{\frac{1}{3}x + 2\)

Set the radicand greater than or equal to 0

So, we have

1/3x + 2 ≥ 0

Next, we have

1/3x  ≥ -2

So, we have

x  ≥ -6

Hence, the domain of the function is (d) x  ≥ -6

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Answer:

-48y⁴

Step-by-step explanation:

2y × 6y² × (-4y)​

-48y⁴

Step-by-step explanation:

To find probability ratio wise

Sports Cars: Total Cars

3 + 3 + 2 = 8 total cars

2 sports cars

Ratio is 2:8

Reduces to 1:4

30m +21

Answer:

\( \huge{ \bold{ \boxed{ \text{30m + 21}}}}\)

Step-by-step explanation:

\( \text{4(9m + 3) + 9 - 2(3m) }\)

\( \text{Step \: 1} : \text{Distribute \: 4 \: through \: the \: parentheses}\)

➵ \( \text{36m + 12 + 9 - 2(3m)}\)

\( \text{Step \: 2} : \text{Multiply \: 2 \: by \: 3m}\)

➵ \( \text{36m + 12 + 9 - 6m}\)

\( \text{Step \: 3 : \: Combine \: like \: terms}\)

\( \text{Like \: terms \: are \: those \: which \: have \: the \: same \: base.}\)

➵ \( \text{36m - 6m + 12 + 9}\)

➵ \( \text{30m \: + 12 + 9}\)

\( \text{Step \: 4 : Add \: the \: numbers}\)

➵ \( \text{30m \: + \: 21}\)

\( \sf{Hope \: I \: helped}\)!

\( \sf{Best \: regards}\) !

~TheAnimeGirl

False, The eigenvalues of a matrix A are not same as the eigenvalues of the reduced row echelon form of A.

A matrix's eigenvalues are not the same as those of the matrix's reduced row echelon form, contrary to what is claimed.

This is due to the fact that when a matrix is reduced to its echelon form via row operations, its eigenvalues may not always stay the same. The eigenvalues of a matrix may be different in the reduced row echelon form than they are in the original matrix as a result.

Think about these matrices as an illustration:

Likewise, B's reduced row echelon form is B, and B's eigenvalues are both 1.

A = [1 2; 2 1]

and

B = [1 0; 0 1].

The eigenvalues of a matrix and its reduced row echelon form are thus typically not the same.

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FALSE. The eigenvalues of a matrix A are NOT the same as the eigenvalues of the reduced row echelon form of A.

Explanation:

Eigenvalues are scalar values that, when multiplied by an eigenvector, produce the same effect as the original matrix A on that eigenvector. Mathematically, for a matrix A and its eigenvector v, Av = λv, where λ is the eigenvalue.

Row echelon form is a matrix transformation using elementary row operations to obtain a triangular form. The reduced row echelon form (RREF) is a further simplified version of the row echelon form.

However, transforming a matrix A to its RREF changes the properties of the matrix, and therefore the eigenvalues of matrix A and its RREF are generally not the same. The eigenvalues are preserved only under specific matrix transformations, such as similarity transformations, which row echelon form is not one of them.

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Answer:

See below.

Step-by-step explanation:

The top number is the product (multiplication) of the two side numbers. The bottom number is the sum (addition) of the two side numbers.

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10÷2=5

5+2=7

6÷3=2

2+3=5

4÷-4=-1

-1-4=-5

this is the pattern

A response variable in statistics is a variable that is being measured or observed in a study. It is thought to be affected by the explanatory variable.

Response variable in statistics is a variable that is being measured or observed in a study. It is also known as the dependent variable or the outcome variable.

This variable is thought to be affected by the explanatory variable, also known as the independent variable.

This allows us to understand if the changes involved are significantly related or not or whether it is due to certain factors.

For example, if a study is examining the effect of exercise on weight loss, the response variable would be weight loss and the explanatory variable would be exercise. The response variable is typically plotted on the y-axis of a graph, while the explanatory variable is plotted on the x-axis.

In summary, a response variable in statistics is a variable that is being measured or observed in a study.

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Step-by-step explanation:

So you're going to try to always make the equation be in a y= mx +b point slope form. It just makes creating a graph easier.

First, we're going to put x to the opposite side so it's in the y= mx + b form. Remember that every time you cross the equal sign you do the opposite -\(x^{2}\) turns into + \(x^{2}\).  

y- \(x^{2}\) = -1 becomes y = \(x^{2}\) -1.

Now all you have to do is plug in values. I recommend you start off small, so they can fit in your graph.

An example would be x = 2 now you plug in to find y which is \(2^{2}\) = 4 -1 = 3. So you graph the point (2, 3).

To find the x- intercept and y- intercept you need to plug in 0. For the y-intercept, plug in 0 for x, since you're trying to find the y.

y = \(0^{2}\) - 1. The y-intercept is -1 or the point (0, -1)

For the x-intercept, plug in 0 for y, since you're trying to find the x.

0 = \(x^{2}\) -1 . Because you're trying to find x, you need to isolate x. Move -1 to the other side. Again, remember since you're moving across the = sign it changes to be positive. 1 = \(x^{2}\). To get rid of squared, you're going to have to square root it. \(\sqrt{x^2}\) = x and \(\sqrt{1}\) = 1. So the x- intercept is 1 or the point (1, 0).

To make the graph, know that the y axis is vertical (up and down) and the x axis is horizontal (left right). So, the point (0,0) would be on the bottom left corner.

Question in English:

Car A travels along a straight road at a constant speed of 80 km / h another car B is located 30 km in front of the car and it travels along the same road at a constant speed of 60 km / h cuál what is the rule of correspondence of both cars? And your table of values?

Plzzzzz give me Brainliest!!!!!  

Question 3: The probability that two separate event A and B will occur together (P(A or B)) is 0.7424

Question 4: The probability of the intersection of event A and B P(A and B) is 0.15.

Question 5: The probability of the intersection of event A and B P(A and B) is 0.

Question 6: The probability that two separate event A and B will occur together (P(A or B)) is 0.45

Question 3:

You may calculate the probability that two separate event A and B will occur together as follows:

P(A or B) = P(A) + P(B) - P(A and B)

As, A and B are independent events,

P(A and B) = P(A) x P(B)

P(A or B) = P(A) + P(B) - P(A) x P(B)

P(A or B) = 0.34 + 0.56 - 0.34 x 0.56

P(A or B) = 0.7424

Rounding to four decimal places, the chance of choosing A or B is therefore 0.7424.

Question 4:

As per the given information,

A and B are independent events,

The probability of their intersection can be calculated as:

P(A and B) = P(A) x P(B)

P(A and B) = 0.3 x 0.5

P(A and B) = 0.15

With two decimal places added, the probability of A and B is thus 0.15.

Question 5:

As per the given information,

A and B are nonoverlapping events, so they have no outcomes in common,

so their intersection has probability zero:

P(A and B) = 0

Question 6:

As per the given information,

A and B are nonoverlapping events, so they have no outcomes in common,

so their intersection has probability zero:

P(A and B) = 0

To find the probability of the union of A or B, we can use the following formula:

P(A or B) = P(A) + P(B) - P(A and B)

As A and B are nonoverlapping event, P(A and B) = 0:

P(A or B) = P(A) + P(B)

P(A or B) = 0.05 + 0.4

P(A or B) = 0.45

So, the probability of A or B is 0.45.

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If the shaded area of a circle is 25 cm squared. if the diameter of the circle is 10cm, the percentage of the circle is shaded is: 31.83% .

We can start by finding the area of the entire circle. The formula for the area of a circle is:

A = πr^2

where A is the area and r is the radius. Since the diameter of the circle is 10 cm, the radius is half of that, or 5 cm. Therefore, the area of the entire circle is:

A = π(5 cm)^2 = 25π cm^2

Next, we can find what percentage of the circle is shaded by dividing the shaded area by the total area of the circle and multiplying by 100:

Percentage shaded = (shaded area / total area) x 100

Percentage shaded = (25 cm^2 / 25π cm^2) x 100

Percentage shaded = 100 / π ≈ 31.83%

Therefore, approximately 31.83% of the circle is shaded.

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Answer:

i need to see shape

Step-by-step explanation:

Answer:

8:31

Step-by-step explanation:

all of them are equal with 1:4 except 8:31

1. Hi, Im the new kid in class and I like cars.

2. 2240.

( 20 + 20 = 40)

40 x 56 = 2240.

Answer:

it means ''Hi I'm the new kid from class and I like cars.

and 2240 is the answer for the equation

Step-by-step explanation:

hope this helped you!

Epidemiology is the study of the patterns, causes, and effects of health and disease conditions in populations. While I don't have personal experiences or hopes, individuals taking an epidemiology course may have various expectations and goals.

Some common reasons for taking an epidemiology course may include gaining a comprehensive understanding of epidemiological concepts and methods, acquiring practical skills for conducting research and analyzing data, and applying epidemiological knowledge to improve public health outcomes.

Epidemiology is a multidisciplinary field that encompasses a wide range of topics, such as study design, data analysis, disease surveillance, outbreak investigation, and risk assessment. Each topic offers unique insights into understanding and addressing public health challenges. For example, studying disease transmission patterns can help identify preventive measures and develop effective interventions to control infectious diseases. Analyzing risk factors for chronic diseases can inform targeted prevention strategies and health promotion initiatives.

Epidemiology plays a crucial role in driving positive social change by providing evidence-based insights for decision-making and policy development. By understanding the distribution and determinants of health and disease, epidemiologists can identify health disparities, assess the effectiveness of interventions, and contribute to health equity initiatives. Epidemiology also informs public health responses during outbreaks and emergencies, helping to protect populations and minimize the impact of disease outbreaks.

Professionals in public health can utilize the knowledge and skills gained from an epidemiology course to conduct research, collect and analyze data, evaluate interventions, and contribute to evidence-based public health practices. They can use this information to advocate for policy changes, implement preventive measures, and address health disparities, ultimately working towards positive social change in their communities and beyond.

In summary, an epidemiology course equips individuals with the necessary tools and understanding to contribute to public health and effect positive social change. By applying epidemiological concepts and methods, public health professionals can make informed decisions, develop effective interventions, and advocate for policies that improve population health outcomes.

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Six factorial (6!) is equal to six multiplied by five multiplied by four multiplied by three multiplied by two multiplied by one, divided by three multiplied by two multiplied by one expression  (3 × 2 × 1).

6! (6-3)!

= 6 × 5 × 4 × 3 × 2 × 1 / 3 × 2 × 1

= 6 × 5 × 4 / 3 × 2 × 1

= 120 / 6

= 20

6! (6-3)! is a mathematical expression that can be simplified by breaking it down into two parts. The first part is 6! which stands for 6 factorial and is equal to 6 multiplied by 5 multiplied by 4 multiplied by 3 multiplied by 2 multiplied by 1. The second part is (6-3)! which stands for (6 minus 3) factorial and is equal to 3 multiplied by 2 multiplied by 1. When these two parts are combined, the expression can be simplified to 6 × 5 × 4 divided by 3 × 2 × 1, which equals 120 divided by 6, which is equal to 20.

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