What is the value of X
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The number of pages Robert reads each day form an arithmetic sequence 27, 54, 81, 108,... After 8 days  he has read 216 pages.

The n-th term of an arithmetic sequence is given by:

a(n) = a0 + (n - 1) d

Where:

a0 = first term

d = common difference

In the given problem, the number of pages form an arithmetic sequence:

27, 54, 81, 108, ....

with:

first term = a0 = 27

common difference = d = 54 - 27 = 27

Hence, for n = 8

a(8) = 27 + (8 - 1) x 27

      = 27 + 7 x 27 = 216

Hence, after 8 days he has read 216 pages.

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the probability that the maximum safe weight will be exceed is 0.054844.

A z-score is a statistical measurement that express the relationship among standard deviation, mean value and actual value of a sample. Probability is the possibility of occurring a certain event regarding one or more conditions given in a statistical report.

Standard deviation is a statistical term that express how the available data differ from mean value.

we calculate z -value from the following equation.

Given, mean weight of passengers, μ= 1.7 tons

standard deviation,σ = 0.5 tons

number of samples, n= 36 cars

the ferry will safely accommodate 66 tons of passenger cars

The maximum safe weight will be exceeded as total 36 cars are loaded

X=g = 66/36 =1.8333

now we estimate the Z value from the following formula,

Z= (X-μ)/(σ/√n)

Z = (1.8333-1.7)/(0.5/√36)

Z= 1.5996

as the Z value is 1.5996, X>Z so

the p value is 0.054844

hence, probability is 0.054844

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For any positive numbers a, b, and d, with b ≠ 1, logb(a)+logb(d) = logab²d.

What are positive numbers ?

The numbers that are greater than zero are considered positive numbers. Zero has no positive or bad aspects.

We've, logb(a)+logb(d)

it can be written as,  logb +loga + logb + logd  ( ∵ logxy = logx +logy )

                                = 2 logb + loga + logd

                                = logb² + loga + logd   ( ∵ a logx = log x² )

                                = logab²d.

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Suppose that f and g are inverse functions, with f(g(x)) = g(f(x)) = x. A function's inverse retrieves the initial value, and g(y) = (y-5)/2 = x is the inverse of f. (x).

The inverse function theorem in mathematics provides a necessary requirement for a function to be invertible in the vicinity of a point in its domain, meaning that its derivative is continuous and non-zero at the point. This condition is relevant to differential calculus.

The derivative of the inverse function is also given a formula by the theorem. This theorem in multivariable calculus can be extended to any continuously differentiable, vector-valued function whose Jacobian determinant is nonzero at a point in its domain, providing a formula for the Jacobian matrix of the inverse.

The inverse function theorem also applies to complex holomorphic functions, differentiable functions between Banach spaces, differentiable functions between manifolds, and so forth.

Picard and Goursat used an algebraic approach to prove the theorem in the beginning.

Hence, Suppose that f and g are inverse functions, with f(g(x)) = g(f(x)) = x. A function's inverse retrieves the initial value, and g(y) = (y-5)/2 = x is the inverse of f. (x).

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The rational zero theorem states that each rational zero(s) of a polynomial with integer coefficients f(x) = [tex]a_{n} x^{n} +a_{n-1} x^{n-1} +...........+a_{1} x^{} +a_{0}[/tex]

is of the form p/q, where:

->p is a factor of the constant

->q is a factor of the leading coefficient

->p and q are relatively prime (i.e., the fraction p/q is in its simplest form)

The rational root theorem, also known as the rational root test, is an algebraic theorem that states that for a polynomial equation in one variable with integer coefficients to have a solution (root) that is a rational number, both the constant term (the term without a variable) and the leading coefficient (the coefficient of the highest power) must be divisible by the fraction's denominator.

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The best represents causation is D, As the sale of winter coats increase the amount of hot chocolate sold decreases.

Causation can be defined as the capacity of one variable to influence another. The first variable may bring the second into existence.

There are two types of causation:

Therefore the correct option is D because the best way to represent causation is when a sale of winter coat increases the amount of hot chocolate sold  decreases.

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As per the concept of the function, the difference between a hole and an asymptote is explained below

The term function in math is known as the special relationship where each input has a single output.

Here we need to find the the difference between a hole and an asymptote.

In order to find the difference, here we must know the definition is asymptote.

The term asymptote is defined as a straight line that constantly approaches a given curve but does not meet at any infinite distance.

Based on the definition of asymptote we have identified the difference between these are that the holes occur when factors from the numerator and the denominator cancel. Where as when a factor in the denominator does not cancel, it produces a vertical asymptote.

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Answer:

k = - 0.4 , y = - 0.4x

Step-by-step explanation:

given y varies directly as x then the equation relating them is

y = kx ← k is the constant of variation

to find k use the condition y = 0.4 when x = - 1 , then

0.4 = - k ( multiply both sides by - 1 )

- 0.4 = k

then constant of variation is k = - 0.4

y = - 0.4x ← equation of variation

Answer:

x=5

Step-by-step explanation:

supplementary angles adds to 180

25x+5+10x=180

35x+5=180

35x=180-5

35x=175

divide

x=5

Answer: 24

Step-by-step explanation:

1*4=4

2*4=8

3*4=12

6*4=24

9*4=36

1/3 is the slope of the line represented by the equation y = 1/3x + 4.

In other words, the slope is the ratio of the change in height to the horizontal distance between any two locations on the line. It is calculated as the ratio of the "rise" divided by the "run" between two points on a line. The angle that a straight line forms with the positive x-axis direction is known as its inclination. The slope or gradient of a line is the tangent of the angle it creates with the positive x-axis direction. A line's slope is typically represented by the symbol m.

Given

Equation

y = 1/3x + 4

Using slope intercept form,

y = mx + b

m = slope

m = 1/3

1/3 is the slope of the line represented by the equation y = 1/3x + 4.

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The quadrilateral DEFG is congruent to the quadrilateral MNOP.

The quadrilateral has four sides and four angles. The sum of internal angles is 360 degrees.

In triangles ΔFED and ΔONM, we have

    FE = ON             (Given)

∠FED = ∠ONM       (Given)

∠EDF = ∠NMO       (Given)

The triangles ΔFED and ΔONM are congruent to each other by ASA postulates. Then the measure of the side FD is equal to MO.

In triangles ΔGFD and ΔPOM, we have

    DF = MO            (Defined)

∠GFD = ∠POM       (Given)

∠FDG = ∠OMP       (Given)

The triangles ΔGFD and ΔPOM are congruent to each other by ASA postulates.

Then the quadrilateral DEFG is congruent to the quadrilateral MNOP.

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The fraction Lee give the dog Gilligan is 7/10

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

Initial amount of water = 5/7 gallons

Amount of water given to the dog = 1/2 gallons

The fraction given to the dog is then calculated as

Fraction given to the dog = Amount of water given to the dog/Initial amount of water

Substitute the known values in the above equation, so, we have the following representation

Fraction given to the dog = (1/2)/(5/7)

Express as products

Fraction given to the dog = 1/2* 7/5

Evaluate the products

Fraction given to the dog = 7/10

Hence, the fraction is 7/10

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The zeros of the function x^2 + 5x + 5  = 0 are (-5 ± sqrt (5))/2.

We know that the general form of a quadratic equation is:

ax^2 + bx + c =0

The equation we have is:

x^2 + 5x + 5  = 0

Comparing the given equation with the general form of a quadratic equation, we get that:

a = 1, b= 5, and c = 5

To find the zeros of the any quadratic function, we use the formula:

x = (-b ± sqrt (b^2 - 4ac))/(2a)

Therefore, the zeros of the equation x^2 + 5x + 5  = 0 are:

x = (-5 ± sqrt (5^2 - 4x(1)x(5))/(2x1) = (-5 ± sqrt (5))/2.

The question is incomplete, the complete question is:

What are the zeros of the function x^2 + 5x + 5  = 0?

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Answer: 216 cm3

Step-by-step explanation: 6*6*6=216 cm3

3x + 1 is called the Collatz problem.

"The 3x+1 problem, often referred to as the Syracuse problem, Collatz problem, Kakutani's problem, Hasse's algorithm, and Ulam's problem, concerns the behaviour of the iterates of the function that takes odd numbers n to 3n+1 and even integers n to n/2. One of the most well-known unsolved mathematical puzzles is the Collatz conjecture. The conjecture asks if every positive integer will eventually become 1 if two basic arithmetic processes are repeated.

Given

3x + 1 is called the Collatz problem.

"The 3x+1 problem, often referred to as the Syracuse problem, Collatz problem, Kakutani's problem, Hasse's algorithm, and Ulam's problem, concerns the behaviour of the iterates of the function that takes odd numbers n to 3n+1 and even integers n to n/2.

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The property of congruence illustrated in the statement is the transitive property.

The transitive property states that if A is congruent to B and B is congruent to C, then A is congruent to C. In other words, if two things are congruent to a third thing, they are also congruent to each other.

In the statement "If AB ≅ DE, EF ≅ DE then AB ≅ EF," AB is congruent to DE, and EF is congruent to DE, so AB must also be congruent to EF according to the transitive property.

The other properties you listed are not applicable in this case. The symmetric property states that if A is congruent to B, then B is congruent to A. The reflexive property states that every object is congruent to itself. And multiplication is not a property of congruence.

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The question is -

How do you know AB ≅ DE, EF ≅ DE then AB ≅ EF explain?

Consider a cube of side a units, with sides along x, y and z axis and one vertex at origin, as in the figure.

Here AB and CD are two diagonals of the cube, because A and B are diagonally opposite corners, also C and D.

In the figure, coordinates of A is (0, 0, 0) and that of B is (a, a, a). Then vector AB is given by,

[tex]\vec{\rm{AB}}=\rm{\left < a,\ a,\ a\right > }[/tex]

Coordinates of C is (a, 0, 0) and that of D is (0, a, a). Then vector CD is given by,

[tex]\vec{\rm{CD}}=\rm{\left < -a,\ a,\ a\right > }[/tex]

The diagonals each have a magnitude of a√3.

[tex]|\vec{\rm{AB}}|=|\vec{\rm{CD}}|=\rm{a\sqrt3}[/tex]

In the figure θ is the angle between the diagonals.

We take the dot product of the vectors AB and CD to get angle between them.

[tex]\longrightarrow\vec{\rm{AB}}\cdot\vec{\rm{CD}}=|\vec{\rm{AB}}|\cdot|\vec{\rm{CD}}|\cdot\cos\theta[/tex]

[tex]\longrightarrow\rm{\left < a,\ a,\ a\right > \cdot\left < -a,\ a,\ a\right > =a\sqrt3\cdot a\sqrt3\cdot \cos\theta}[/tex]

[tex]\longrightarrow\rm{-a^2+a^2+a^2=3a^2\cos\theta}[/tex]

[tex]\longrightarrow\rm{a^2=3a^2\cos\theta}[/tex]

[tex]\longrightarrow\rm{\cos\theta=\dfrac{a^2}{3a^2}}[/tex]

[tex]\longrightarrow\rm{\underline{\underline{\cos\theta=\dfrac{1}{3}}}}[/tex]

The angle between the diagonals satisfy this equation.

Hence Proved!

The statement that correctly describes related variables is given as follows:

Two variables are related when a discernible pattern exists between them.

Two variables are said to be related if one variable can be written as a function of another, that is, the output variable can be written as a function of the input variable.

There are multiple relations between variables, such as linear, quadratic and exponential relations. What is common for all these relations is that a pattern exists between these variables, meaning that the third option gives the correct option.

The pattern is identified from a sample of observations of these two variables, in which it is verified how the dependent variable varies according to the independent variable.

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The relationship of the volume of the pyramid to the volume of prism: The volume of a pyramid is 1/3 the volume of a prism with the same base area and height.

In this question we need to find the relationship of the volume of the pyramid to the volume of prism.

The volume of a pyramid is ________ the volume of a prism with the same base area and height.

We know that the formula for the volume of pyramid.

V1 = 1/3 * base area * height

And the formula of the volume of prism is:

V2 = base area * height

We have been given a pyramid and prism have the same base area and height.

So,  volume of pyramid = 1/3 * volume of prism

Consider a ratio the volume of the pyramid to the volume of prism.

(the volume of the pyramid) / (the volume of prism) = 1/3

Therefore, the volume of a pyramid is 1/3 the volume of a prism with the same base area and height.

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Answer:

c. 49

Step-by-step explanation:

(g o f) (3)

f(x) = 3x - 2

g(x) = x²

(g o f) (x) = (3x - 2)²

          = (3 × 3 - 2)²

          = (9 - 2)²

          =7²

          =49

According to the SAS rule, the two triangles are congruent.

In geometry  SAS rules states that if two triangle are congruent if two sides and the included angle of one triangle are equal to the two sides and the included angle of the other triangle.

Here we have to prove that the two triangle given here under are congruent using SAS rule.

While we looking into the following diagram, we have identified that the following are given,

In the given triangle, we have know that that the triangle △GHJ and △RTS, has the side values HJ =TS

Here we also know that the angles ∠GHJ=∠STR are equal.

Then the sides of the triangle HG = TR

Therefore, the △GHJ Congruent to △RTS

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We need to use the concept of Finding zeros of the polynomial function. The zeros of the function are 1/2,1+2i,1-2i.

The values of x that fulfill the formula f(x) = 0 are the zeros of a polynomial. The polynomial's zeros are the x values for which the function's value, f(x), equals zero in this case. The degree of equation f(x) = 0 determines how many zeros a polynomial has. The zeros of the polynomial are all such domain values of the function for which the range is zero.

The locations where the graph of y = f(x) crosses the x-axis are known as the polynomial's zeros graphically. In the information that follows, we will learn more about how to express a polynomial's zeros on a graph.

Take f(x)=2x^3 -5x^2+12x-5

So in the question he mentioned that (2x-1) is factor of the polynomial.

So take out (2x-1) from the polynomial function

f(x)=(2x-1)(x^2-2x+5)

We know that zeros of a polynomial can be found when f(x)=0

⇒(2x-1)=0

∴x=1/2

⇒(x^2-2x+5)=0

By using the concept of finding roots of a quadratic equation

(-b±√b2-4ac)/2a

⇒(2±4i)/2

∴x=(1+2i) and (1-2i)

∴1/2,(1+2i),(1-2i) are the zeros.

We need to use the concept of Finding zeros of the polynomial function. The zeros of the function are 1/2,1+2i,1-2i.

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To determine which graph is greater, you need to compare the y-values of the two graphs at the same x-values or look at the overall shape of the graphs.

You can compare the y-values of the two graphs at the same x-values to determine which graph is greater if one graph has a higher y-value than the other graph at a particular x-value, then the first graph is greater at that x-value.

For example, suppose you have two graphs: one is a straight line with a slope of 2 and the other is a straight line with a slope of -3. If you compare the two graphs at the same x-values, you will see that the graph with the slope of 2 has a higher y-value than the graph with the slope of -3 for all x-values. This means that the graph with the slope of 2 is always greater than the graph with the slope of -3.

You can also compare the graphs by looking at the overall shape of the graphs. For example, if one graph is always above the other graph, then it is clear that the first graph is greater. On the other hand, if one graph crosses over the other graph, then there may be some x-values for which one graph is greater and some x-values for which the other graph is greater.

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 The y-intercept is the point on the graph where it crosses the y-axis, and has coordinates of (0, b). The y-coordinate is the value of b in the slope-intercept form. The Slope is - ⅖.

Y-intercept = (0, 4), where b = 4

Given the linear equation in standard form, 2x + 5y = 20, where A = 2, B = 5, and C = 20:

Start by transforming the standard equation into its slope-intercept form, y = mx + b, where m = slope, and b = y-intercept.

Subtract 2x from both sides:

2x -2x + 5y = - 2x + 20

5y = -2x + 20

Divide both sides by 5 to isolate y:

y = - ⅖x + 4 ⇒ This is the slope-intercept form where the slope, m = -⅖, and the y-intercept, b = 4.  The y-intercept is the point on the graph where it crosses the y-axis, and has coordinates of (0, b). The y-coordinate is the value of b in the slope-intercept form. Therefore, the y-intercept is (0, 4).

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a. The system of equations that represents the scenario created is given as follows:

b. The graphic solution is the intersection of the two functions, on the image given at the end of the answer.

c. Replacing the solution on the equations, we have that:

The variables of the system are given as follows:

A test has 10 total questions, hence:

x + y = 10.

The test is worth 30 points. A true/false question is worth 2 points, while a multiple choice question is worth 4 points, hence:

2x + 4y = 30.

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The altitude of the triangle is determined by, a = √(c² - b²)

Given,

Altitude of triangle;

A triangle's altitude is determined by drawing a perpendicular line from its vertex to its opposite side. The altitude, sometimes referred to as the triangle's height, forms a right-angle triangle with the base.

Here,

The simplest way is to use the Pythagorean theorem if you are aware of two additional right triangle sides:

a² + b² = c²

Where,

a is the altitude, b is the base and c is the hypotenuse

Then,

If leg a is the missing side, change the equation such that a is on one side and compute the square root of that number:

a = √(c² - b²)

That is,

We can find the altitude of the triangle by, a = √(c² - b²)

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Plotting the points x and y tells us that the points has positive correlation

A statistical measure known as correlation expresses how closely two variables are related linearly (meaning they change together at a constant rate).

It's a typical technique for describing straightforward relationship without explicitly stating cause and consequence.

When two variables behave in unison, rising or falling in lockstep with one another, there is a positive correlation.

When two variables move in opposition to one another—for example, when one rises, the other falls—this is referred to be a negative correlation.

The variables are increasing in the sense that as x increases, y increases

also the graph is not a straight line graph

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The unit vector in the same direction will be equal to  (6 i/5.1 - 3 j/5.1).

A vector is a quantity with both magnitude and direction in physics. It is often depicted by an arrow with the same direction as the amount and a length proportionate to the size of the quantity.

A vector lacks position, but has magnitude and direction. A vector is therefore unaffected by displacement parallel to itself as far as its length is unaltered.

As per the given data in the question,

The unit vector is calculated as:

[tex]\vec u_a=\frac{\vec a}{||\vec a||}[/tex]

[tex]\vec a= x \vec i+y \vec j[/tex]

Now, calculate the magnitude of the vector,

[tex]\vec a[/tex] = √(x² + y²)

[tex]|\vec a|[/tex] = √6² - 3²

= √36 - 9

= 5.1

So, the unit vector will be,

[tex]\vec u_a[/tex] = (6 i - 3 j)/5.1

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There is a 4/5 probability of catching a T-shirt that is not a size small.

Simply put, the probability is the likelihood that something will occur.

When we don't know how an event will turn out, we can discuss the likelihood or likelihood of several outcomes.

Statistics is the study of events that follow a probability distribution.

So, there were 50 shirts thrown into the throng in total.

There were 10 little shirts thrown.

15 medium-sized shirts were hurled.

The quantity of extra-large and big shirts.

= Total shirts - ( 10 + 15)

= 50 - 25 = 25

So, a total of 25 shirts are scattered throughout the large/extra large shirts.

A number of shirts that are NOT SMALL size are now available.

= Total shirts - Shirts with small size = 50 - 10 = 40

Probability of getting a not small t-shirt = The total not small t-shirt/The total number of t-shirts

= 40/50

= 4/5

Therefore, there is a 4/5 probability of catching a T-shirt that is not a size small.

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