If a 15' ladder is leaned up against a building so that the bottom of the ladder is 10' from the base of the building, what angle does the ladder make with the ground

6x^3 + 4x^2 - 13x - 5

The Garden B has 76.47% more data than Garden A.

Percentage is a way of expressing a number as a fraction of 100. It is a commonly used method to represent proportions, rates, and percentages in various fields such as finance, economics, and statistics.

Let's first find the actual values of Garden A's and Garden B's data:

For Garden A, we know that 75% of its data is equal to 12.75. We can use this information to set up an equation:

0.75x = 12.75

Solving for x, we get:

x = 12.75 / 0.75 = 17

Therefore, Garden A's total data is 17.

For Garden B, we know that 50% of its data is equal to 15. We can use this information to set up an equation:

0.5x = 15

Solving for x, we get:

x = 15 / 0.5 = 30

Therefore, Garden B's total data is 30.

Now, to find how much more percent Garden B has than Garden A, we can use the formula:

percent difference = |(Garden B - Garden A) / Garden A| * 100

Plugging in the values, we get:

percent difference = |(30 - 17) / 17| * 100 = 76.47%

Therefore, Garden B has 76.47% more data than Garden A.

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1. Since triangle ABC and DEF are congruent, the value of x is -3

2. length AB = 24

length DE = 24

If the three angles and the three sides of a triangle are equal to the corresponding angles and the corresponding sides of another triangle, then both the triangles are said to be congruent.

Since triangle ABC is congruent to triangle DEF , then we can say that line AB is equal to line DE

therefore;

12- 4x = 15-3x

collect like terms

12 -15 = -3x +4x

x = -3

therefore the value of x is -3 and

AB = 12 - 4x

AB = 12 -4( -3)

AB = 12 +12 = 24

DE = 15-3x

= 15-3(-3)

= 15 + 9

= 24

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In a triangle CEF, CE and CF are the sides, while EF is the base. Let's denote the side lengths as follows:CE = xEF = yCD = zFD = wCF = pLet's start with the smallest side length. Since CE and CF are the sides of the triangle, their lengths must be greater than the base, EF. So EF is the smallest of the five side lengths.

Therefore, the order of the side lengths from smallest to largest is:EF < x < z < p < wLet's now find a way to order the remaining four side lengths. Since CEF is a triangle, the length of one side must be less than the sum of the other two sides.

We can use this property to compare the remaining four side lengths.x + y > zx + p > wz + p > wz + y > wSince x and y are greater than EF, we can use x + y > z to conclude that z is the smallest of the remaining side lengths. Thus, the order of the side lengths from smallest to largest is:EF < z < x < p < wFinally, we have to order x, p, and w.

To do this, we can use the inequalities x + p > w and p + w > x, which we get from the triangle inequality. These inequalities tell us that the sum of any two of the side lengths must be greater than the third.

Therefore, we can conclude that:p + w > xp + x > wp > x - pSince w is greater than x - p, the largest side length is w. Therefore, the final order of the side lengths from smallest to largest is:EF < z < x < p < w.

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Each person need to pay $ 80.88345.

The unitary technique involves first determining the value of a single unit, followed by the value of the necessary number of units.

For example, Let's say Ram spends 36 Rs. for a dozen (12) bananas.

12 bananas will set you back 36 Rs. 1 banana costs 36 x 12 = 3 Rupees.

As a result, one banana costs three rupees. Let's say we need to calculate the price of 15 bananas.

This may be done as follows: 15 bananas cost 3 rupees each; 15 units cost 45 rupees.

Given:

Bill without tax = 105.73

Tax = 6%

So, bill amount after tax = 105. 73 + 105. 73 x 6/100

                                        = 105.73 + 6.3438

                                        = $112.0738

Addition of 20% tip = 112.0738 + 211.46 = $323.5338.

If the amount is divided among 4 people, each will pay

= 323.5338/4

= $ 80.88345

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Answer:

4

Step-by-step explanation:

8 miles over 2 practices so double that

First we find the slope of the line 2x−3y+8=0 by placing it into slope intercept form:

2x−3y+8=0

⇒−3y=−2x−8

⇒3y=2x+8

⇒y=  

3

2

​

x+  

3

8

​

Therefore, the slope of the line is m=  

3

2

​

.

Now since the equation of the line with slope m passing through a point (x  

1

​

,y  

1

​

) is

y−y  

1

​

=m(x−x  

1

​

)

Here the point is (2,3) and slope is m=  

3

2

​

, therefore, the equation of the line is:

y−3=  

3

2

​

(x−2)

⇒3(y−3)=2(x−2)

⇒3y−9=2x−4

⇒2x−3y=−9+4

⇒2x−3y=−5

Hence, the equation of the line is 2x−3y=−5.

Answer:

y=2/3x-11/3

Step-by-step explanation:

Hi there!

We are given the equation 2x-3y=9 and we want to write an equation that is parallel to it and that passes through (4,-1)

Parallel lines have the same slopes

So we need to first find the slope of 2x-3y=9

We can do this by converting the equation of the line from standard form (ax+by=c where a, b, and c are integers) to slope-intercept form (y=mx+b, where m is the slope and b is the y intercept)

To do this, we need to isolate y on one side

2x-3y=9

subtract 2x from both sides

-3y=-2x+9

divide both sides by -3

y=2/3x-3

as 2/3 is in the place where m is, 2/3 is the slope of the line

It's also the slope of the line parallel to it that passes through (4,-1).

Here's the equation of that line so far:

y=2/3x+b

now we need to find b

as the line will pass through the point (4,-1), we can  4 as x and -1 as y in order to solve for b

-1=2/3(4)+b

multiply

-1=8/3+b

subtract 8/3 to both sides

-11/3=b

Substitute -11/3 as b into the equation

y=2/3x-11/3

There's the equation

Hope this helps!

Answer:

the answer is A and D

Step-by-step explanation:

I took this test

Answer: A and E

Step-by-step explanation:to find a proportional relationship you look at the ratio if it is a constant ratio then it is proportional

ex: A)0 5 10 15

       10 15 20 25

both on the x and y values grow by 5 each time making them proportional

Answer:

density

Step-by-step explanation:

the number of population distributed in a certain area, that is generally in km², is the density.

It can be calculated with the following data: Number of population/km²

Extra information: it obviously is an approximated value, because in certain areas it can be much higher (metropolis, for example, generally have a very high population density, meanwhile in the countryside it can be much lower). Generally, it varies from area to area.

The number of individuals in a population divided by the area that the population takes up is known as the density of the population.

Population density refers to the number of individuals in a population per unit of area. It is a measure of how crowded or dispersed a population is within a given area.

Population density is calculated by dividing the total population of an area by the total land area or water area of that region. The resulting number is often expressed in individuals per square kilometer or square mile, depending on the units of measurement used.

Population density is an important ecological concept because it can affect the ability of a population to survive and thrive within a given area. Populations that are too dense may experience competition for resources, disease outbreaks, and other negative effects.

On the other hand, populations that are too dispersed may have trouble finding mates and maintaining genetic diversity. Population density can also be used to track changes in populations over time, and to inform conservation and management efforts.

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To answer this, we will find the equation of the line that passes through point C and D and check which option is in the same line, this will be the answer.

First, let's find the slope using th coordinates of the points C and D:

Now, we can use point C, for example, to right in the slope-point form:

With this equation, we can input values of x and check is we get the same y.

Alternative A and C have x = 0, so let's check it:

I got y = 3, neither alternative have y = 3, so it isn't A nor C.

B and D have x = 1, let's check it:

We got y = 4, which matches alternative D.

So, the correct alternative is D.

Form the given five quadratics , the one representing the repeated roots is equal to option d. 25x² - 30x + 9 and repeated roots are 3/5 or 3/5.

Quadratics representing repeated roots has discriminant equals to zero.

Standard quadratic equation is:

ax² + bx + c = 0

Discriminant 'D' = b² - 4ac

option a. -x²+ 18x + 81

Discriminant

'D' = 18² - 4(-1)(81)

      = 324 + 324

      = 648

D>0 has distinct roots.

option b. 3x²- 3x - 168

Discriminant

'D' = (-3)² - 4(-3)(-168)

      = 9 - 2016

      = -2007

D< 0 has distinct roots.

option c. x²- 4x -  4

Discriminant

'D' = (-4)² - 4(1)(-4)

      = 16 + 16

      = 32

D>0 has distinct roots.

option d. 25x²- 30x + 9

Discriminant

'D' = (-30)² - 4(25)(9)

      = 900 - 900

      = 0

D = 0 has repeated roots.

Repeated roots are:

x = ( -b ±√D ) / 2a

  = [-(-30)±√0 ]/ 2(25)

  = 30/ 50

  = 3/5.

option e.  x² - 14x + 24

Discriminant

'D' = (-14)² - 4(1)(24)

      = 196 - 96

      = 100

D>0 has distinct roots.

Therefore, the quadratics which represents the repeated roots are given by option d. 25x² - 30x + 9 and its repeated roots are 3/5 or 3/5.

The above question is incomplete, the complete question is:

One of the five quadratics below has a repeated root. (There other four have distinct roots.) What is the repeated root?

a. -x²+ 18x + 81

b. 3x² - 3x - 168

c. x² - 4x - 4

d. 25x² - 30x + 9

e. x² - 14x + 24

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To find the unit rate from the given ordered pairs representing the number of crates and the corresponding cost, we need to determine the cost per crate when the number of crates is 1.

Let's say the ordered pairs are (x, y), where x represents the number of crates and y represents the cost.

To find the unit rate, we need to divide the cost (y-value) by the number of crates (x-value) when x equals 1.

For example, if we have the ordered pair (1, 5), the cost per crate would be 5 divided by 1, which equals 5. So, the unit rate would be 5 dollars per crate.

Similarly, for each ordered pair, divide the y-value by the x-value when x equals 1 to find the unit rate. This will give you the cost per crate or the rate at which the cost changes with respect to the number of crates.

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Answer:

oof this is easy

Step-by-step explanation:

Straight angles consists with

two right angles

2

Straight angles consists with

one obtuse angle and one acute angle

RESULT

My friend is wrong because a straight angle either consists with two right angles or one obtuse angle and one acute angle.

Answer:

Hi there!

Your answer is

x=2

Step-by-step explanation:

2x+5=12x-15

-12x

-10x+5=-15

-5

-10x= -20

/-10

x= 2

Answer:

x=2

Step-by-step explanation:

First you would subtract 2x from both sides so. Then you will add 15 so you can isolate your x onto your right side. Then you will divide both sides by 10 to get x=2.

The inner product of two vectors A = (2, -3,0) and B = (-1,0,5) is -2 / √(13×26).

Solving the given system of equations using Gaussian elimination:

2x + 3y + z = 2 y + 5z = 20 -x+2y+3z = 13

Matrix form of the system is

[A] = [B] 2 3 1 | 2 0 5 | 20 -1 2 3 | 13

Divide row 1 by 2 and replace row 1 by the new row 1: 1 3/2 1/2 | 1

Divide row 2 by 5 and replace row 2 by the new row 2: 0 1 1 | 4

Divide row 3 by -1 and replace row 3 by the new row 3: 0 0 1 | 5

Back substitution, replace z = 5 into second equation to solve for y, y + 5(5) = 20 y = -5

Back substitution, replace z = 5 and y = -5 into the first equation to solve for x, 2x + 3(-5) + 5 = 2 2x - 15 + 5 = 2 2x = 12 x = 6

The solution is (x,y,z) = (6,-5,5)

Therefore, the solution to the given system of equations using Gaussian elimination is (x,y,z) = (6,-5,5).

The given two vectors are A = (2, -3,0) and B = = (-1,0,5). The inner product of two vectors A and B is given by

A·B = |A||B|cosθ

Given,A = (2, -3,0) and B = (-1,0,5)

Magnitude of A is |A| = √(2²+(-3)²+0²) = √13

Magnitude of B is |B| = √((-1)²+0²+5²) = √26

Dot product of A and B is A·B = 2(-1) + (-3)(0) + 0(5) = -2

Cosine of the angle between A and B is

cosθ = A·B / (|A||B|)

cosθ = -2 / (√13×√26)

cosθ = -2 / √(13×26)

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Given:

The vertices of a triangle are D(1,5), O(7,-1) and G(3,-1).

To find:

The perpendicular bisector of line segment DO.

Solution:

Midpoint formula:

\(Midpoint=\left(\dfrac{x_1+x_2}{2},\dfrac{y_1+y_2}{2}\right)\)

The midpoint of DO is:

\(Midpoint=\left(\dfrac{1+7}{2},\dfrac{5+(-1)}{2}\right)\)

\(Midpoint=\left(\dfrac{8}{2},\dfrac{4}{2}\right)\)

\(Midpoint=\left(4,2\right)\)

Therefore, the midpoint of DO is (4,2).

Slope formula:

\(m=\dfrac{y_2-y_1}{x_2-x_1}\)

Slope of DO is:

\(m=\dfrac{-1-5}{7-1}\)

\(m=\dfrac{-6}{6}\)

\(m=-1\)

Therefore, the slope of DO is -1.

We know that the product of slopes of two perpendicular line is -1.

\(m_1\times m_2=-1\)

\(m_1\times (-1)=-1\)

\(m_1=1\)

The slope of perpendicular bisector is 1 and it passes through the point (4,2). So, the equation of the perpendicular bisector of DO is:

\(y-y_1=m(x-x_1)\)

\(y-2=1(x-4)\)

\(y-2+2=x-4+2\)

\(y=x-2\)

Therefore, the equation of the perpendicular bisector of DO is \(y=x-2\).

In standard nomenclature, a normally distributed dataset is represented as \(N(µ, σ^2)\), where µ is the mean and \(σ^2\)is the variance (square of the standard deviation).

A normally distributed phenomenon using standard nomenclature can be described as follows:

A dataset is said to be normally distributed if it follows a bell-shaped curve, which is symmetrical around the mean (µ) and characterized by its standard deviation (σ). In standard nomenclature, a normally distributed dataset is represented as \(N(µ, σ^2)\), where µ is the mean and \(σ^2\)is the variance (square of the standard deviation).

For example, if we consider the heights of adult males in a large population, we may observe that the distribution is normally distributed with a mean height (µ) of 175 cm and a standard deviation (σ) of 10 cm. In this case, the nomenclature for this normally distributed phenomenon would be N(175, 100), as the variance is \(10^2 = 100\).

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Combinations and sequences are widely used in mathematics to explain and assess situations in which the order or selection of components might influence the final result.

A combination in mathematics is a selection of elements from a set with distinct members, where the order of selection is irrelevant. A combination is a mathematical approach for determining the number of potential arrangements in a set of objects when the order of the selection is irrelevant. You can choose the components in any order in combinations. A combination is a method of picking elements from a collection when the order of selection is irrelevant. Assume we have three integers P, Q, and R. Combination defines how many possibilities we may choose two numbers from each set.

Here,

A combination is a grouping of things from a bigger set in which the order of the components is irrelevant. A sequence is a collection of elements that are ordered in a precise order. Combinations and sequences are frequently used in mathematics to describe and evaluate situations where the order or selection of components might impact the final outcome, such as in combinatorics, probability, and statistics.

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Complete question:

A combination of values that, when arranged correctly, result in a final value. true/false

The required length of licorice for $1.80 is given as 18 in.

proportionality is defined as between two or more sets of values, and how these values are related to each other in the sense are they directly proportional or inversely proportional to each other.

here,
The price of licorice is proportional to its length. It costs $0.50 to buy 5 in; it is uncertain how much licorice you can get for $1.80.
Let the price be y and the length be x,
according to the quesiton,
y = kx,
put y = 0.50 and x = 5
0.50 = 5k
k = 0.1

Now

y = 0.1 x
for
y = 1.8
1.8 = 0.1x
x = 18

Thus, the length of licorice necessary for $1.80 is specified as 18 in.

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Both Isaac and Micah are using a compass and straightedge for their constructions.

The differences between their construction steps are:

Isaac is constructing congruent segments, which means he is dividing the original line segment into equal parts, while Micah is constructing a segment bisector, which means he is dividing the line segment into two equal parts and finding the midpoint.

Isaac only needs to mark one point on the line segment with his compass to get two congruent segments, while Micah needs to mark two points and then find the midpoint between them.

The final results of their constructions are different: Isaac will have two congruent line segments, while Micah will have one line segment bisector that splits the original line segment in half.

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Answer:

£1,120

Step-by-step explanation:

The computation of the total money earned is given below:

Given that

Ratio of children to adult be 2;3

There is 80 children

each adult cost is  £8

And for children it is quarter of adult i.e  £8 ÷ 4 =  £2

For children there is an earning of

= 80 ×  £2

=  £160

And, for adult it would be

but before that the number of adults be

Let us assume the number of adults be x

\(\frac{2}{3} = \frac{80}{x}\)

After cross multiplication, the number of adult be 120

So the adult earning be

= 120 ×  £8

=  £960

So, the total money made would be

=  £960 +  £160

= £1,120

Answer:

22.5 degrees

Step-by-step explanation:

First angle = n

Second angle = x

Third angle = m

n = 30 + x

m = 2(30 + x) = 60 + 2x

60 + 2x + 30 + x + x = 4x + 90 = 180

4x = 90

x = 22.5

Please mark as brainliest if the answer is correct! :D

Also, feel free to tell me if my answer is wrong, or you have more questions. Thanks for reading!

He argues that teachers and administrators often label students based on their behavior, appearance, or other factors, which can have a profound impact on students' self-perceptions and future opportunities.

Theoretical perspectives are perspectives that sociologists use to help them better understand and explain human social behavior.

These perspectives encompass various theories and approaches to the study of education.

The following is an overview of three major theoretical perspectives and their associated classic studies of education:

Functionalism perspective

The functionalist perspective is a theoretical approach that views society as a complex system composed of various parts that work together to maintain social order.

Functionalism is also known as structural functionalism.

According to functionalists, education plays an important role in society by providing students with necessary skills and knowledge to become productive members of society.

Classic study of education:

Durkheim's study of education in "The Division of Labor in Society."

In this classic study, Durkheim argues that education serves a crucial function in socializing young people into shared cultural values, beliefs, and norms.

According to symbolic interactionists, education is a process of social interaction in which students learn to make sense of the world around them.

Classic study of education: Becker's study of labeling in "Becoming a Marijuana User.

"In this classic study, Becker demonstrates how schools play an important role in shaping student identities.

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Hi Student!

Looking at the question we can see that we are given a number which is 120 days.  The question is asking for us to convert the amount of days it took to break the code into hours.  We can do this by multiplying the amount of days that we have by 24 because there are 24 hours in a day.  The days would cancel and that would result us with just hours left.

\(120\ days*\frac{24\ hours}{1\ day}\)

\(\frac{120\ days\ *\ 24\ hours}{1\ day}\)

\(\frac{2880\ hours}{1}\)

\(2880\ hours\)

Therefore, our final answer is that it took the computer 2880 hours to break the code after we converted the days to hours.

Answer:

(0,7/6)

Step-by-step explanation:

The distance between Rachel and Amos after one hour is 15 miles.

An equation is an expression that shows the relationship between two or more numbers and variables.

Distance travelled by Rachel after one hour = 9 mph * 1 h = 9 miles

Distance travelled by Amos after one hour = 12 mph * 1 h = 12 miles

Let x represent the distance between Rachel and Amos, hence:

x² = 9² + 12²

x = 15

The distance between Rachel and Amos after one hour is 15 miles.

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Using the Pythagorean Theorem, they will be 15 miles apart after one hour.

The Pythagorean Theorem relates the length of the legs \(l_1\) and \(l_2\) of a right triangle with the length of the hypotenuse h, according to the following equation:

\(h^2 = l_1^2 + l_2^2\)

For this problem, considering their directions, their distance is the hypotenuse of a right triangle of legs 9 miles and 12 miles, hence:

\(d^2 = 9^2 + 12^2\)

\(d = \sqrt{9^2 + 12^2}\)

d = 15 miles

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The rate at which the radius is increasing when the area is 64 square meters is 32/π meters per second.

We have,

To find how fast the radius is increasing, we need to relate the rate of change of the area to the rate of change of the radius.

The area of a circle is given by A = πr², where A is the area and r is the radius.

We are given that the area is increasing at a rate of 96t square meters per second, so dA/dt = 96t.

We need to find dr/dt, the rate at which the radius is changing.

We can differentiate the area equation with respect to time:

dA/dt = d(πr²)/dt

96t = 2πr(dr/dt)

At the point when the area is 64 square meters, we can substitute the values: A = 64, t = ? (unknown), and solve for dr/dt.

64 = 2πr(dr/dt)

dr/dt = 64 / (2πr)

Now we need to find the radius at that point.

Given the equation x + 2xy - y² = 2, we can substitute x = 1 and y = 1 to find the corresponding radius.

1 + 2(1)(1) - 1² = 2

2 = 2

So, at the point (1, 1), the radius is 1.

Now we can calculate dr/dt:

dr/dt = 64 / (2πr)

dr/dt = 64 / (2π x 1)

dr/dt = 32 / π

Therefore,

The rate at which the radius is increasing when the area is 64 square meters is 32/π meters per second.

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There are several resources where you can find free SAT practice tests, including:

1.Official SAT Practice Tests:

2.Khan Academy:

3.Ivy Global:

4.PrepScholar

5.CrackSAT

6.Peterson's

There are several resources where you can find free SAT practice tests, including:

1.Official SAT Practice Tests: The College Board, the organization that creates and administers the SAT, offers eight official practice tests for free on their website. These tests are the most accurate representation of the real exam.

2.Khan Academy: The College Board has partnered with Khan Academy to provide free SAT practice materials, including full-length practice tests and personalized study plans based on your performance.

3.Ivy Global: Ivy Global offers a free SAT practice test with answer explanations that mimic the actual test.

4.PrepScholar: Prep Scholar offers a free online SAT practice test that closely resembles the real exam.

5.CrackSAT :  CrackSAT offers a wide range of free practice tests, including SAT Subject Tests.

6.Peterson's: Peterson's offers a free online practice test that includes a score report with detailed feedback.

Remember, the more practice you have, the more prepared you'll be for the SAT. So take advantage of these free resources and practice as much as you can.

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