A side of the triangle below has been extended to form an exterior angle of 132°. Find
the value of a.
132°

Answer:

The empty set

Step-by-step explanation:

The square of a real number is non-negative, and thus the left hand side is always positive.

The pair of triangles is similar with the ASA similarity condition

The figure that completes the question is added as an attachment

From the figure, we have the following properties:

This means that the pair of triangles is similar with the ASA similarity condition.

Since the triangles share the same point

So, the transformation to carry the triangles onto one another is dilation

Hence, the pair of triangles is similar with the ASA similarity condition

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The response to this question is that p has a value of 8, or the cube root of 8. i.e. p=∛8.

An integer y such that y³ = x is known as the cube root of a number x in mathematics. All nonzero complex numbers have three different complex cube roots, while all nonzero real numbers have exactly one real cube root and two complex conjugate cube roots. When we multiply a factor three times to obtain a number, we have obtained the cube root of that factor. Three cube root of, ending cubic root is the sign for the cube root. In contrast to cubing an integer, finding its cube root is a mathematical operation.

According to the equation, p³=8

We can clearly see that the power of p is 3.

Now by taking cube root on both the sides, we can see that the value of p is

∛p³=∛8

⇒p=∛8        

The value of p in the equation cube root of 8.

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A researcher can make generalizations about a population by utilizing inferential statistics, which is a benefit.

Two purposes dominate the use of inferential statistics: estimating population numbers (for example, the mean SAT score of all 11th graders in the US). testing hypotheses to make population-level judgments (for example, the relationship between SAT scores and family income).

Inferential statistics that are helpful in the design of experimental and quasi-experimental studies or in the assessment of program outcomes.

When comparing the average performance of two groups on a single measure to check if there is a difference, one of the simplest inferential tests may be performed. You might be interested in learning whether math test results between eighth-grade boys and girls differ or if a program group differs from a control group in terms of the outcome measure.

The t-test for differences between groups should always be taken into consideration when comparing the average performance of two groups.

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The identify each representation's associated average rate of change. The average rate of change for the functions r, q, p is 5, 5, 7/3 over the range [0.3].

Given that,

We have to find over the range [0, 3], calculate each function's average rate of change. The identify each representation's associated average rate of change.

The equation for f(x) average's rate of change across [a,b] is

m=[tex]\frac{f(b)-f(a)}{b-a}[/tex]

The function provided is

r(x)=x²+2x-5

r(0)=(0)²+2(0)-5=-5

r(3)=(3)²+2(3)-5=9+6-5=15-5=10

Now,

m₁=[tex]\frac{r(3)-r(0)}{3-0}[/tex]

m₁=[tex]\frac{10+5}{3}[/tex]

m₁=15/3

m₁=5

It is clear from the graph that q(0)=2 and q(1)=3.

Now,

m₂=[tex]\frac{q(1)-q(0)}{1-0}[/tex]

m₂=[tex]\frac{3+2}{1}[/tex]

m₂=5/1

m₂=5

It is evident from the above table that s(0)=-2 and s(3)=5.

Now,

m₃=[tex]\frac{s(3)-s(0)}{3-0}[/tex]

m₃=[tex]\frac{5+2}{3}[/tex]

m₃=7/3

Therefore, The average rate of change for the functions r, q, p is 5, 5, 7/3.

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Answer:

Step-by-step explanation:

What must be added to 3x + y to get 2x + 3y?

3x + y + z = 2x + 3y

3x + z = 2x + 3y - y

3x + z = 2x + 2y

z = 2x-3x+2y

z = -x+2y

-------------------

check

3x + y + (-x) +2y =

2x + 3y

the answer is good

This could be wrong, but I think your answer is [tex]x=-2x^3+\frac{900^{\circ \:}x-360^{\circ \:}}{9}[/tex]

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Hope this helps!

Have a great day and God bless! :)

Answer: B

Step-by-step explanation: you see how its by the 2 that means that its going to be where the 3 is

Answer:

270

Step-by-step explanation:

The area is the same as the original area multiplied by the square of the scale factor.

Answer: .17 m/h

Step-by-step explanation: One centimeter is .01 meters/one hundredth of a meter, so you just need to move the decimal two digits to the right to convert.

Answer:

63

Step-by-step explanation:

area=length×width so 9×7=63

the cost of 4 dozens of buttons will be $ 6 and the organizers can buy 216 buttons for $ 27.

We are given that:

Cost of 48 buttons = $ 6

48 buttons = $ 6

Divide both sides by 48:

1 button = $ 6 / 48 = $ 1 / 8

Now, the cost of 4 dozen buttons will be:

4 dozen buttons = 12 × 4 = 48

So, the cost will be 4 6 only.

For $ 27, the organizers can buy:

Number of buttons = 27 ÷ 1 / 8

Number of buttons = 27 × 8

Number of buttons = 216 buttons.

Therefore, the cost of 4 dozens of buttons will be $ 6 and the organizers can buy 216 buttons for $ 27.

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23$ is the total cost .

What is cost and example?

the total cost = 13$ + 10$= 23$ because he losses a hour in work .

13$ and additionally spending 10$ in carnival .

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Answer:

5x-30

Step-by-step explanation:

x+15+4x-45

5x+14-45

5x-30

We get the number of elements in the set B will be 62.

The universal set is A consists of the primary one hundred positive integers.

Set B is a subset of A.

One possibility is that B consists of the primary 62 positive integers.

Then only, the greatest quantity that may be shaped through the sum of any factors of set B is 123.

The number of elements in set B is equal to  62.

We also can selectively interchange one or more elements of B and and add them in complement of B

In most of these instances the number of elements in set B might be 62.

Therefore, we get the number of elements in the set B will be 62.

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The diagram depicting the construction of copying a line segment indicates that AB = CD = 6.7 cm.

A line segment, which can be expressed as a segment of a line, has definite length. It is a line drawn that has two endpoints.

A line segment can be named by the capital letters placed at the endpoints.

Copying a line segment, therefore gives a segment of equal length as the original line segment.

Given that the length of AB = 6.7 cm, and the line segment, CD, is obtained by copying segment AB, we have;

Length of CD = Length of AB = 6.7 cm

Therefore;

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In the given statement is:

In simple linear regression the estimated slope from the regression of y on x is the same as the estimated slope in the regression of x on y.

If Y depends on X then the regression line is Y on X.

Y is dependent variable and X is independent variable. If X depends on Y, then regression line is X on Y and X is dependent variable and Y is independent variable. The regression equation Y on X is Y = a + bx, is used to estimate value of Y when X is known.

What is Simple linear regression?

Simple linear regression is a regression model that estimates the relationship between one independent variable and one dependent variable using a straight line. Both variables should be quantitative.

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Answer:

y   [tex]\leq[/tex] -6.5

Step-by-step explanation:

2(9+y) [tex]\leq[/tex] 5

(distribute)

18 + 2y [tex]\leq[/tex] 5

(isolate variable)

2y  [tex]\leq[/tex] 5 - 18

(simplify)

2y  [tex]\leq[/tex] -13

(isolate variable)

y   [tex]\leq[/tex] -6.5

The percentage of bags that Kia still has to make for the contest is 36 %.

We are given that:

Kia has to make 14 bags out of 25 bags.

Now, she has already made 5 gift bags.

The number of bags she still has to make = 14 - 5 = 9

Now ,we need to find the percentage of 9 from the total of 25 so to get the percentage of bags that Kia still has to make.

So, we get that:

Percentage = 9 / 25 × 100 %

Percentage = 9 × 4 %

Percentage = 36 %

Therefore, we get that, the percentage of bags that Kia still has to make for the contest is 36 %.

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Answer:

Step-by-step explanation:

disribute it

Step-by-step explanation:

the slope-intercept form :

y = ax + b

"a" being the slope, "b" being the y-intercept (the y value when x = 0).

but we have the slope and a point.

so, we can start with the point-slope form and then transform it :

y - y1 = a(x - x1)

"a" is again the slope, (x1, y1) is the given point.

so, we have

y - 3 = 4(x - -4) = 4(x + 4) = 4x + 16

y = 4x + 19

and that's it.

Answer:

[14 -4 8]

Step-by-step explanation:

[4+10 -6+2 8+0]

[14 -4 8]

So the change of rate of x is -1/3 .

The Derivative of a function of a real variable measures the sensitivity to change of the function value with respect to a change in its argument. Derivatives are a fundamental tool of calculus.

Given that object is decreasing at constant rate of 2 units per second so we have [tex]y = 2x^2 + 1[/tex]

[tex]\frac{dy}{dt} = 4x \frac{dx}{dt}[/tex]

given dy/dt = -2

when x = 3/2

-2 = 4(3/2) dx/dt

-2 = 6 dx/dt

dx/dt = -2/6

         = -1/3

Hence the change of rate of x is -1/3 .

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Answer: 39.5 cm long

Step-by-step explanation: The equation can also be written s 72=2x+7, (x= length of short piece) (x+7+length of long piece.):

72=2x+7

72-7=2x

65=2x

x=32.5

Then to find out the long piece:

x+7

32.5+7=39.5

The Percent Change in the number of cupcakes is 60%

The given parameters are:

Initial number of cupcakes = 70

Final number of cupcakes = 112

The Percent Change in the number of cupcakes:

Percent = (Final number of cupcakes - Initial number of cupcakes)/Initial number of cupcakes  * 100%

This gives

Percent = (112 - 70)/70 * 100%

Evaluate the quotient

So, we have

Percent = 0.6 * 100%

Evaluate the product

So, we have

Percent = 60%

Hence, the Percent Change in the number of cupcakes is 60%

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According to the solving the dimensions of the triangles are as follow:

a . 29

b. 58

c. 57

A mathematical space's dimension is defined informally as the smallest number of coordinates required to specify any point within it. Thus, a line has a dimension of one since only one coordinate is required to identify a point on it - for example, the point at 5 on a number line.

2-D shapes really had no thickness and they can only be measured on two sides. Two-dimensional objects include the square, circle, rectangle, and triangle.

x=length of the shortest side

2x=length of another side

x+28=length of the third side

144=x+2x+x+28

144=4x+28

144-28=4x

116=4x

x=116/4

x=29 feet (one side)

Putting the value of x to find second side

2x=58 feet (second side)

x+28= 57 feet (third side)

the perimeter of the triangle = sum of all the sides

                                                = 29+58+57

                                                =144

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Answer: A is the same and equivalent

B is different not equivalent

C is the same and equivalent

Step-by-step explanation:

I'm on Edmund