answer this correctly for brainlist
A family has a unique pattern in their tile flooring on the patio. An image of one of the tiles is shown.

A quadrilateral with a line segment drawn from the bottom vertex and perpendicular to the top that is 5 centimeters. The right vertical side is labeled 3 centimeters. The portion of the top from the left vertex to the perpendicular segment is 5 centimeters. There is a horizontal segment from the left side that intersects the perpendicular vertical line segment and is labeled 6 centimeters.

What is the area of the tile shown?

53 cm2
45.5 cm2
42.5 cm2
36.5 cm2

The mood of the categorical syllogism in example 2 is AIO.

In your example, we have the following premises and conclusion:

1. Major Premise: No dogmatists are scholars who encourage free thinking.
2. Minor Premise: Some theologians are scholars who encourage free thinking.
3. Conclusion: Some theologians are not dogmatists.

The major premise in example 2 is an A proposition (All S are not P). The minor premise in example 2 is an I proposition (Some S are P). The conclusion in example 2 is an O proposition (Some S are not P).

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To calculate the present value of $51,270 payments to be made at the end of each period for 17 periods at a 9% interest rate, we need to find the discounted value of each payment and sum them up.

The present value (PV) is calculated by discounting each future payment back to its current value using the interest rate. The formula to calculate the present value of a series of payments is:

PV = Payment × [1 - (1 + interest rate)^(-number of periods)] / interest rate.

In this case, the payment is $51,270, the interest rate is 9% (or 0.09 as a decimal), and the number of periods is 17.

Using the provided formula and rounding the factor values to 5 decimal places, we can calculate the present value as follows:

PV = $51,270 × [1 - (1 + 0.09)^(-17)] / 0.09.

Evaluating this expression will give us the present value of the payments. It's important to round the final answer to 0 decimal places, as stated in the question.

By substituting the values and calculating the expression, we can determine the present value of the $51,270 payments made over 17 periods at a 9% interest rate.

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Answer:

2g-10

Step-by-step explanation:

-2(-g+5)  take the -2 and multiply each term in the ()

-2*-g= 2g  Two negatives multiplied turns it into a positive number

-2*5= -10

The answer is 2g-10

Answer:

31.9 grams

Step-by-step explanation:

35 - 3.1 = 31.9 grams

Hope this helped you!

b/c = s/r

_________

o0o0o0o0o0

c/d = r/q

________

o0o0o0o0

Answer:

a) 2.5^2+19\times2.5-16.75

Step-by-step explanation:

(2.5)² +(19× 2.5) - 16.75

= 6.25 + 47.5 - 16.75 = 37

The slope of the line of best fit is 0. 83

Slope of a line can simply be described as the degree of the steepness of a line.

It measures the rise and fall of the line of best fit in a graph.

Another name for the slope of a line is referred to as the gradient of the line.

The formula for determining the slope of a line presented with the coordinates is written as;

Slope, m = y₂ - y₁/x₂ - x₁

From the diagram shown, we have;

Slope, m = 13 - 8/10 - 4

Subtract the values

Slope, m = 5/6

Divide the values, we get;

Slope, m = 0. 83

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Hourly earnings of call center employees is not a discrete random variable.

The answer is C.

The continuous random variable is not a discrete random variable. Continuous random variables are variables that can take an infinite range of values within a specific range, such as time, length, and weight.

A discrete random variable is a random variable that can only take certain discrete values. A discrete random variable is defined as a variable that takes on a specific set of values or a range of values.

The number of births, number of fives, and number of applicants are all random variables that can only take certain discrete values within a particular range of possible values.

So, the answer is C. The hourly earnings of a call center employee in Boston is not a discrete random variable.

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Answer:

9,-9

Step-by-step explanation:

Because your opponent is in the positive while you are in the negative

Answer:

Z= 180 X = 95   y= 147

Step-by-step explanation:

Z=180 because it is a line and when it is a line it = 180 degrees

for X you want to first find the angle of the other triangle and when you do you subtract that # from 180 because those 2 angles make a line

to find that angle next to X is...

180- (the other 2 angles in the triangle)

180- 45- 50

180-95

85 degrees

now do

180-85

95 degrees   -- this is what X =

now you want to find the angle that is left in one triangle

so do

180- 95- 52

180- 147

33 degrees -- the angle that was missing

to find Y do...

180- 33

147 degrees -- this is what Y =

Answer:

Length=22 cm

Step-by-step explanation:

Perimeter=56 cm

let width=x

According to given condition:

length=4x-2 ...........(A)

Perimeter=2(length+width)

Substitute the values in above formula:

56cm=2(4x-2+x)

56cm=2(5x-2)

56cm=10x-4

(56+4)=10x

60 cm=10x

x=60cm/10

x=6cm

For the value of length :

Substitute the value of x in equation (A):

Length=4x-2

Length=4(6)-2 cm

Length=24-2 cm

Length=22 cm

The value of the equation is A = √ ( -6 + x )

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the equation be represented as A

Now , the value of A is

Substituting the values in the equation , we get

A = √ - ( 6 - x )    be equation (1)

On simplifying the equation , we get

Remove the parentheses for addition or subtraction

A = √ ( -6 + x )

when the value of A = 0

√ ( -6 + x ) = 0

Taking squares on both sides of the equation , we get

-6 + x = 0

Adding 6 on both sides of the equation , we get

x = 6

Therefore , the value of x is 6

Hence , the equation is A = √ ( -6 + x )

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The representation which is most appropriate for showing the change in the average hourly wage is: A. scatter plot with the title average hourly wage and the x axis labeled years since 2016 and the y axis labeled hourly wage in dollars, with points at 0 comma 9, 1 comma 9 and a half, 2 comma 10, 3 comma 11, 4 comma 12, 5 comma 13, and 6 comma 14.

In this scenario, the years would be plotted on the x-axis (x-coordinate) of the scatter plot while the hourly wage would be plotted on the y-axis (y-coordinate) of the scatter plot through the use of Microsoft Excel.

On the Microsoft Excel worksheet, you should right click on any data point on the scatter plot, select format trend line, and then tick the box to display an equation for the line of best fit (trend line) on the scatter plot.

From the scatter plot (see attachment) which models the relationship between the years and hourly wage, an equation for the line of best fit is given by:

y = 0.8571x + 8.6429

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Richard's net pay for the week, considering Social Security, Medicare, and FIT deductions, can be calculated by subtracting the total deductions from his gross earnings.

First, let's determine the amount deducted for Social Security. The Social Security rate is 6.2%, and the maximum earnings subject to this deduction are $118,500. Since Richard is $1,000 below the maximum level, the amount subject to Social Security deduction is $1,000. Therefore, the Social Security deduction is 6.2% of $1,000.

Next, we calculate the Medicare deduction. The Medicare rate is 1.45%, and it is applied to the entire earnings of $1,700.

To calculate the FIT deduction, we need additional information about Richard's taxable income, tax brackets, and exemptions. Without this information, we cannot provide an accurate calculation for the FIT deduction.

Finally, we subtract the total deductions (Social Security, Medicare, and FIT) from Richard's gross earnings of $1,700 to obtain his net pay for the week.

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Based on the provided information, there is not enough information to determine the standard deviation of the scores. (Option B)

A standard deviation is defined as a measure of the data dispersion in relation to the mean. Low standard deviation indicates that the data are clustered around the mean while high standard deviation indicates data are more spread out from the mean.

In the given case, for a sample of 17 score with positive and negative values has a mean of zero. When these values are squared, the negative values become positive values and the sum of the score is 256. The formula for standard deviation of a sample is given by:

σ= √((∑(xi- μ)^2)/(N-1))

Where σ is the standard deviation, xi is the ith value of the score, µ is the mean of the score, and N is the number of sample.

In the given case, the number of th sample is given and mean can be calculated, but as xi cannot be determined, hence there is not enough information for calculate standard deviation.

Note: The question is incomplete. The complete question probably is: A sample of 17 deviation scores (some positive and some negative) has a mean of zero. Each of the scores in the sample is squared, and the sum of those squared scores is found to be 256. What is the standard deviation of the scores? A) 2.7 B) Not enough information to determine. C) 3.94 D) 0.23.

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Answer:

3a

Step-by-step explanation:

\(\dfrac{9a^3b}{3a^2b}= \\\\\\\dfrac{9}{3}\cdot \dfrac{a^3}{a^2}\cdot \dfrac{b}{b}= \\\\\\3a\)

Hope this helps!

Step-by-step explanation:

1.78 . 1012. 4.55 . 1013

ANS. 1,801.36. ANS. 4,609.15

4609.15 - 1801.36 = 2,80679 kilogram

they are 2,806.79 kilogram aparts

Answer:

Part A: X=0 because all math problems held to the 0th power equal 1.

Part B: X=1 because 6^0=1. And for the answer to be 1, X=1.

Step-by-step explanation:

Answer:

answer B:

\(x= \dfrac{\pi}{2}\ or\ \dfrac{\pi}{6}\ or\ x=\dfrac{5\pi}{6}\)

Step-by-step explanation:

\(2cos^2 x + 3sin x=3\\\\\Longrightarrow\ 2*(1-sin^2 x)+3sin x -3=0\\\\\Longrightarrow\ 2-2sin^2 x+3 sin x -3=0\\\\\Longrightarrow\ -2sin^2 x+3 sin x -1=0\\\\\Longrightarrow\ 2sin^2 x-3 sin x +1=0\\\\\Delta=3^2-4*2*1=1\\\\sin\ x=\dfrac{3-1}{4} \ or\ sin\ x=\dfrac{3+1}{4}\\\\sin\ x=\dfrac{1}{2} \ or\ sin\ x=1\\\\\Longrightarrow\ x= \dfrac{\pi}{6}\ or\ x= \dfrac{5\pi}{6}\ or\ x=\dfrac{\pi}{2} \\\)

Answer:

425÷4-75=31.25 sorry if I am wrong

Answer:

Brainliest pls

Step-by-step explanation:

a^32

The correct option for the given question is 1/3 distance from the fulcrum which is option B according to the balance rule.

On a balanced seesaw, the torques around the fulcrum calculated on one side and on another side must be equal. This means that the:\(W_1 d_1 = W_2 d_2\)

where we label the things here,

\(W_1\) is the weight of the boy

\(d_1\) is its distance from the fulcrum

\(W_2\) is the weight of his partner

\(d_2\) is the distance of the partner from the fulcrum

We know that the boy is three times heavier than his companion in this situation, so

\(W_1 = 3 W_2\)

If we plug this into the equation, we get:

\((3 W_2) d_1 = W_2 d_2\)

and by simplifying:

\(3 d_1 = d_2\\\\d_1 = \frac{1}{3}d_2\)

From the above equation, we get that the boy sits at 1/3 the distance from the fulcrum.

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Answer:

\(\frac{9\pm\sqrt{61}}{2}\)

Step-by-step explanation:

\(\displaystyle x=\frac{-b\pm\sqrt{b^2-4ac}}{2a}=\frac{-(-9)\pm\sqrt{(-9)^2-4(1)(5)}}{2(1)}=\frac{9\pm\sqrt{81-20}}{2}\\\\=\frac{9\pm\sqrt{61}}{2}\)

Answer:

A

Step-by-step explanation:

edge 2021

Answer:

It is A

Step-by-step explanation:

I got it right on the test Edge 2022.

Answer: c

Step-by-step explanation: yeah

The statement a base class cannot contain a pointer to one of its derived classes is false because a base class can indeed contain a pointer to one of its derived classes.

In object-oriented programming, a base class can have a pointer to one of its derived classes. This is known as upcasting or polymorphism. Upcasting allows for the flexibility of treating derived class objects as instances of the base class.

By using pointers, a base class can refer to derived class objects and access their member functions and variables. This enables the base class to work with different derived classes without needing to know their specific types.

Pointers to derived classes can be stored in base class member variables or passed as function parameters. This allows for dynamic binding and the ability to invoke overridden functions based on the actual derived class type at runtime.

This concept is fundamental to achieving polymorphism and code reusability in object-oriented programming languages like C++ and Java. It facilitates the implementation of inheritance hierarchies and the ability to work with objects of different derived classes through a common base class interface.

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The second-period budget constraint is given as c/(1 + r) = a + w(2) - b, Where, c is the consumption at time 2, w(2) is the wage rate at time 2 and b is the borrowing at time 1.

The given function is,  

u(c) = ln (c) (natural logarithm). As given in the question, the budget constraint at time 1 is described by  

c + a/(1 + r) = w(1) + a, Where c is the consumption at time 1, a is the assets at time 0, r is the interest rate and w(1) is the wage rate at time 1.

Therefore, by rearranging the equation for consumption at time 1 we get,

c = w(1) + a/(1 + r) - a ...(1)

Now, the individual utility function is u(c) = ln (c)

Hence,

u(c) = ln (w(1) + a/(1 + r) - a) ...(2)

Further, the second-period budget constraint is given as,

c/(1 + r) = a + w(2) - b, Where, c is the consumption at time 2, w(2) is the wage rate at time 2 and b is the borrowing at time 1. Rearranging the above equation for consumption at time 2, we get,

c = (a + w(2) - b)*(1 + r) ...(3)

Again, the utility function is u(c) = ln (c)

Thus, we get,

u(c) = ln (a + w(2) - b)*(1 + r) ...(4)

In the given question relates to consumer behavior and the utility functions and budget constraints that are defined for an individual consumer. The equations for consumption at time 1 and time 2 are obtained by using the budget constraints and rearranging the equations. The utility functions at times 1 and 2 are obtained by substituting the values of c in the utility function.

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The  lemonade does Rosanne'a brother drinks is  \(1\div 2\) liter

The remaining should be

\(= (1\ 1\div 2) -(1\div 4) \\\\= 1\ 2\div 4 -1\div 4 \\\\= 1\ 1\div 4 \ liters\)

Since The brother drinks 2/5 of that,

So,

\(= (2\div 5)(1\ 1\div 4 L) \\\\= (2\div 5)(5\div 4 L) \\\\= 2\div 4 L \\\\= 1\div 2 L\)

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Answer:

Step-by-step explanation:

we can write -9 instead of x and y=1 instead of 1

so we write solution again

-9a+1b=-31

-9a-1b=-41

-18a=-72

a=4

we should write 4 instead of a

-9(4)+1b=-31

-36+b=-31

b=5

a=4

m is parallel to AB, and passing through points C.

Therefore, m II AB.

In geometry, a line segment is a part of a line bounded by two distinct endpoints and contains every point of the line between its endpoints. The length of a line segment is given by the Euclidean distance between its endpoints. A closed segment includes two endpoints, an open segment does not include both endpoints; a half-open segment has exactly one end. In geometry, a line segment is usually represented using a line above the two end symbols (like AB).

We use the basic rules of construction to draw lines according to the problem.

Draw a straight line AB and take a point C outside of it. Using a ruler and compass to draw the AB line, follow the steps below:

Therefore, the line l is parallel to the line AB.

Complete Question:

Draw a line, say AB, take a point C outside it. Through C, draw a line parallel to AB using ruler and compasses only.

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In summary, when the two new children (ages four and twelve) are added to the existing group, the mean age increases from 8 to 8, and the standard deviation changes from its original value to approximately 3.74.

To determine the effect of adding two children (ages four and twelve) to the existing group of five children (ages five, six, eight, nine, and twelve) on the mean and standard deviation of ages, we need to calculate the new values.

Let's calculate the mean first:

Calculate the sum of the ages of the initial five children:

5 + 6 + 8 + 9 + 12 = 40

Add the ages of the two new children:

40 + 4 + 12 = 56

Calculate the new mean by dividing the sum by the total number of children (5 initial + 2 new):

56 / 7 = 8

Therefore, the new mean age is 8.

Now let's calculate the standard deviation:

Calculate the squared difference between each age and the mean for the initial five children:

\((5 - 8)^2 + (6 - 8)^2 + (8 - 8)^2 + (9 - 8)^2 + (12 - 8)^2 = 54\)

Calculate the squared difference between each new age and the new mean:

\((4 - 8)^2 + (12 - 8)^2 = 80\)

Calculate the sum of the squared differences for the initial five children and the new children:

54 + 80 = 134

Divide the sum of squared differences by the total number of children (5 initial + 2 new) and take the square root:

√(134 / 7) ≈ 3.74

Therefore, the new standard deviation is approximately 3.74.

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