the following statements best describes the sequence that represents the number

of dots in each group?

A The sequence is arithmetic, because the first differences are constant.

B) The sequence is arithmetic, because the second differences are constant.

c) The sequence is quadratic, because the first differences are constant.

The sequence is quadratic, because the second differences are constant.

**Answer:**

a

hddhdhdhhdgdhdgdhf

yyeyeyehrggggdgfhfhhfbfbdbfbdfbbfhhbfbdvwshhdgnhh

The **sequence **is **arithmetic** because the **second **differences are **constant**. Then the **correct **option is **B**.

A **sequence **is a list of **elements **that have been **ordered **in a **sequential **manner, such that members **come **either **before **or **after**.

Consider the given figure, which shows groups of **dots **arranged in **increasingly **larger **hexagons**.

If the **pattern **continues, the **next **group of **dots **would have 61 **dots**.

The **first difference **will be

The difference between 7 and 1 is 6.

The difference between 19 and 7 is 12.

The difference between 37 and 19 is 18.

The difference between 61 and 37 is 24.

The **second difference **will be

The difference between 12 and 6 is 6.

The difference between 18 and 12 is 6.

The difference between 24 and 18 is 6.

Thus, the **sequence **is **arithmetic**, because the **second **differences are **constant**. Then the **correct **option is **B**.

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In a right triangle the length of a hypotenuse is c and the length of one leg is a. Find the length of the other leg b, if:

c=5, a=3

**Answer:**

b=4

**Step-by-step explanation:**

[tex]a^{2}+b^{2}=c^{2}[/tex]

[tex]3^{2}+b^{2}=5^{2}[/tex]

[tex]9+b^{2}=25[/tex]

[tex]b^{2}=16[/tex]

[tex]\sqrt{b^{2}} = \sqrt{16}[/tex]

b=4

Mr. Pinello has 80 colored pencils and 64 markers to divide into containers for his class. He wants each container to have the same number of items. What is the greatest number of containers he can make if he wants each container to have the same number of colored pencils and markers

The** greatest number **of **containers** is 2⁴ = 16 containers.

Since Mr. Pinello has 80 colored pencils and 64 markers to divide into containers for his class. He wants each container to have the same number of items. To find the number of containers, we need to find the **highest common factor (H.C.F)** of both numbers.

So, writing both numbers in **prime factorization**, we have

For the 80 colored pencils,

80 = 2 × 2 × 2 × 2 × 5

= 2⁴ × 5

Also, the **prime factorization** for the 64 markers, we have

64 = 2 × 2 × 2 × 2 × 2 × 2

= 2⁶

So, the** highest common factor** is 2⁴

So, the** greatest number **of **containers** is 2⁴ = 16 containers.

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The length of a piece of wire is 5/6 the length of a rope. The length of a piece of string is 1/4 the length of the rope. The length of the piece of string is 4.5 centimeters. Find the ratio of the length of the piece of wire to the length of the rope to the length of the piece of string.

Show your solution.

The **ratio **of the **length** of the piece of **wire** to the length of the **rope** to the length of the piece of **string** is 6:5:1.5

The **ratio** shows how many times **one value** is contained in **another** **value**.

Example:

There are 3 apples and 2 oranges in a basket.

The **ratio** of apples to oranges is 3:2 or 3/2.

We have,

Let the **length** of the **rope** = x

**Length **of a piece of **wire** = (5/6)x

**Length** of a piece of **string** = (1/4)x

**Length** of the piece of **string** = 4.5cm

This can be written as,

4.5cm = (1/4)x

45/10 x 4 = x

x = 9 x 2

x = 18 cm

Now,

**Length** of the **rope** = 18 cm

**Length** of a piece of **wire** = 5/6 x 18 = 15 cm

Now,

Length of the **rope **: Length of a piece of **wire** : Length of a piece of **string**

18:15:4.5

We can simplify the **ratio** as,

Taking out the **common** factor 3.

6:5:1.5

Thus,

The required **ratio** is 6:5:1.5

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The Maid of the Mist is a boat tour at the bottom of Niagara Falls. The boat carries an average of 500 people per day for a fare of $20/each. The operators estimate that for each $1 increase in fare, 20 fewer people will take the trip. (HINT: Revenue = Price x Sales)

What fare will maximize the revenue of the Maid of the Mist boat tours?

The **Maid of the Mist **is a boat tour at the bottom of **Niagara Falls. **the fare that will maximize the **revenue **of the Maid of the Mist boat tours is $30.

Generally, To maximize the **revenue **of the Maid of the Mist boat tours, we need to find the fare that results in the highest total revenue.

The** total revenue **is equal to the price of the ticket multiplied by the number of tickets sold. We are given that the boat tour currently charges a fare of $20/each and that for each $1 increase in fare, 20 fewer people will take the trip.

Let's call the number of tickets sold at a given fare "**x**". We can express the total revenue as a function of the fare as follows:

Total revenue = Fare * x

We are also given that for each $1 increase in fare, the number of tickets sold decreases by 20. We can express this relationship as follows:

x = 500 - (Fare - 20) * 20

Substituting this **expression **for x into our equation for total revenue, we get:

Total revenue = Fare * (500 - (Fare - 20) * 20)

To find the fare that maximizes the** total revenue**, we can take the derivative of this function with respect to Fare and set it equal to zero:

d(**Total revenue**)/d(Fare) = 0 = 1 - (Fare - 20) * 40

Solving for Fare, we find that the fare that maximizes the total revenue is $30.

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write the equation in slope intercept form and graph using a table.

x + y = 5

**Answer: y = -x + 5**

**(0, 5), (1, 4), (2, 3), (3 2) ...**

I can't remember how to do this. I need help with this.

How many roots do the functions have in common?

f(x)=x^2-9

f and g share same roots?

f and g share one root in common but each have another root not shared?

f and g share no roots in common

**Answer:**

f and g share no roots in common

**Step-by-step explanation:**

The roots of [tex]f(x)=0[/tex] are [tex]x=\pm 3[/tex].

From the graph, the roots of [tex]g(x)=0[/tex] are where the graph of [tex]g(x)[/tex] intersects the [tex]x[/tex] axis, which are at [tex]x=2, 10[/tex].

NO LINKS!!

The supply and demand curves for a business dealing with wheat are:

Supply: p = 1.55 + 0.00014x^2

Demand: p = (2.358 - 0.007x)^2

where p is the price in dollars per bushel and x is the quantity in bushels per day. Use a graphing utility to graph the supply and demand equations and find the market equilibrium. (The market equilibrium is the point of intersection of the graphs for x > 0. Round your answers to 2 decimal places.)

x= ________ bushels

p = $_________

Given **curves**:

See the attached, where both **curves and **their **intersection **is shown.

According to this **we have**:

**Answer:**

x = 96.05 bushels

p = $2.84

**Step-by-step explanation:**

**Graph **the two **equations **(see attachment).

The **market equilibrium** is the point of **intersection **of the graphs for x > 0.

From inspection of the graph, the **point of intersection** is (96.05, 2.84).

Therefore:

x = 96.05 bushelsp = $2.84pls help i will mark brainliest

Determine the value of y for the inequality 4 times the quantity y plus one fifth end quantity is less than or equal to four fifths.

y ≥ 0

y ≤ 0

y is greater than or equal to negative 1 over 40

y is less than or equal to negative 1 over 40

The **value** of **y** is **less than or equal to 0** (y ≤ 0).

**What is inequality?**

In mathematics, **inequalities** describe the relationship between two values that are **not equal**. Equal means to be equal, not. The "not equal symbol (≠)" is typically used to indicate that two values are **not equal**. But different **inequalities** are used to compare the values to determine whether they are **less than** or **greater than**.

Given:

4y + 1/5 ≤ 4/5

We have to find the value of y.

Subtract 1/5 from both sides,

4y + 1/5 - 1/5 ≤ 4/5 - 1/5

4y ≤ 3/5

Multiply both sides by 1/4

4y x 1/4 ≤ 3/5 x 1/4

y ≤ 3/20

y ≤ 0.15

Hence, the **value** of **y** is **less than or equal to 0** (y ≤ 0).

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Which of the following is the best description of a simple random sample of size n from a population of size N.

A) Any method of sampling in which individuals are selected in a completely haphazard fashion.

B) Any method of sampling in which every group of individuals of size n is equally likely to be selected.

C) Any method of sampling in which every individual is equally likely to be selected.

D) Any method of sampling in which each individual has a probability of n/N of being selected.

E) Any method of sampling that involves the use of a random digits table.

The best description of a **simple random sample** of size n from the **population** of size N is that any method of sampling in which every individual is **equally **likely to be selected. The correct answer is option C.

Simple random sampling is a kind of **probability** sampling in which the researcher **randomly **chooses a subset of participants from a **population**. Every member of the population has an equal chance of being chosen. Then, the data is collected from as large a percentage as possible of this random** subset**.

A simple random sample is identical to a** random sample**. The difference is that in a simple random sample, each member in the population has an **equal chance** of being selected. With random sampling, each member does not automatically have an equal chance of being selected.

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Find the surface area of the cylinder in terms of pi

Surface area of the cylinder is **211.5 **[tex]cm^{2}[/tex]

The entire area that is occupied by the **flat surfaces of the cylinder's bases **and its **curving surface** is known as the surface area of a cylinder.

A cylinder's volume is** π r² h**, and its surface area is **2π r h + 2π r².**

Diameter is 9 cm, and height is 19 cm,

therefore** r = 4.5 cm** and **height is 19 cm.**

A = 2 r² π + 2 r π h

A = 2 * 4.5*4.5 π + 2 ·* 4.5* 19 π

A = 40.5 π + 171 π

A = 211.5 [tex]cm^{2}[/tex]

Surface area of the cylinder is **211.5 **[tex]cm^{2}[/tex]

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What is the domain and range for this graph?

The domain is **R(-∞,∞) **and the range is **R(-∞,∞) **for this **graph**.

**What do you mean by the domain and range of the graph?**

**Graphs** can be used as another tool for determining the **domain and range **of functions. The domain of a graph is made up of all the input values displayed on the x-axis since the term "domain" refers to the set of potential input values. The y-axis on a graph represents the possible output values, or range.

**According to the given question,**

We have a **given graph** in the question.

Now, we can see that line on the graph is covering both sides of the x-axis and y-axis on the graph,

Domain of the graph is **R(-∞,∞).**

Range of the graph is **R(-∞,∞).**

Therefore, the domain is **R(-∞,∞) **and the range is **R(-∞,∞) **for this **graph**.

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According to the given information the **domain of this graph** is (− ∞, + ∞) and the range of this graph 2.

Graphs may be used as another tool for determining the domain as well as **range** of functions. The domain of something like a graph is made up of each of the input values displayed on the x-axis since the term "domain" refers towards the set of potential input values. The y-axis of a graph represents the potential output values, or range.

In order to identify the numbers of something like the autonomous variable x and acquire the domain, we simply solve the formula y = f(x). Simply put, x=g(y) will determine the **function's range** once we identify g's domain (y).

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If 0.05 = 2a + 5b and 0.2 = 8a + 2b are two normal equations, find the parameters a and b.

**Step-by-step explanation:**

0.05 = 2a + 5b

0.2 = 8a + 2b

the trick is to multiply the equations with contacts, so that an addition or subtraction of the equating can be made, and one variable is eliminated in that result, which allows us then to solve for the second variable.

and then we use one of the original equations to solve for the first variable.

in our case, multiplying the first one by 4 and then subtracting the second one sends to be the simplest approach :

0.2 = 8a + 20b

- 0.2 = 8a + 2b

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

0 = 0 + 18b

b = 0/18 = 0

0.05 = 2a + 5b = 2a + 5×0 = 2a

a = 0.05 / 2 = 0.025

a = 0.025

b = 0

Solve for x and show steps . Is the solution extraneous ? Check your work to show how you determined if the solution is extraneous or not

Square 4x-3=5

The solution of the** equation** 4x - 3 = 5 is not **extraneous** .

**Extraneous solutions **are values that we get when solving equations that aren't really solutions to the equation.

Therefore, let's solve the equation to know whether it is extraneous solution.

Hence,

4x - 3 = 5

add 3 to both sides of the **equation**

4x - 3 + 3 = 5 + 3

4x = 8

divide both sides of the equation by 4

4x / 4 = 8 / 4

x = 2

Therefore, it is not extraneous solution.

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Solve the following fractions

2 3/8+2 1/8

**Answer:**

[tex] \sf \: 4 \frac{4}{8} [/tex]

**Step-by-step explanation:**

Given problem,

[tex] \sf \rightarrow \: 2 \frac{3}{8} + 2 \frac{1}{8} [/tex]

Let's solve the problem,

[tex] \sf \rightarrow \: 2 \frac{3}{8} + 2\frac{1}{8} [/tex]

[tex] \sf \rightarrow \: \frac{19}{8} + \frac{17}{8} [/tex]

[tex] \sf \rightarrow \: \frac{(19 + 17)}{8} [/tex]

[tex] \sf \rightarrow \: \frac{36}{8} [/tex]

[tex] \sf \rightarrow \: 4 \frac{4}{8} [/tex]

Hence, the answer is 4 4/8.

find the range of the function y = 1/2x + 2 if the domain is {-4, -2, 0}

The **range **of the **function **y = 1/2 x + 2 is {0, 1, 2}, if the **domain **of the function is {-4, -2, 0}.

An **expression**, rule, or law in mathematics that specifies the **relationship **between an independent **variable **and a dependent variable.

The given **function **is,

y = 1/2 x + 2.

Also, the **domain **of the **function **is {-4, -2, 0}.

Since, the domain of the **functions **defines the values of x,

And range defines the value of y in **function**.

The **value **of y at x = -4

y = 1/2(-4) + 2 = -2 + 2 = 0

At x = -2,

y = 1/2(-2) + 2 = -1 + 2 = 1

At x= 0,

y = 1/2 (0) + 2 = 2

The **values **of y are 0, 1 and 2.

Hence, the **range **of the **function **is {0, 1, 2}.

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Julian's carpet has an area of 160 square feet. He hires the Carpet Pro carpet cleaning service, which is able to clean 9 square feet of his carpet every minute. Therefore, in the first minute, CarpetPro is able to clean 9 square feet of Julian's carpet (leaving 151 square feet remaining to be cleaned). In the second minute, the cleaner is again able to clean 9 square feet of carpet (leaving 142 square feet to be cleaned), etc. Which of the following functions expresses the number of square feet that still remain to be cleaned after t minutes from the time that the carpet cleaner began cleaning this carpet. O A(t) = 220 - 9t O A(t) = 220 - 0.1^t O A(t) = 220(0.1)^t O A(t) = 220(0.9t) O A(t) = 220 - 0.9t

The **function **that **expresses **the **area **of the 160 square feet carpet remaining after *t* minute is; A(t) = 160 - 9·t

A **function **is a **rule **that **maps **the **elements **of a set known as the **input **of the function, to the elements of another set, known as the **output **of the function, such that each element of the input is mapped to exactly one element of the output set.

The **area **Julian's carpet covers = 160 square feet

The area the Carpet Pro cleaning service is able to clean every minute = 9 square feet.

A **table of values **showing the area of the carpet remaining after each minute of cleaning by Carpet Pro, can be presented as follows;

Time, *t* (minute) [tex]{}[/tex] Area remaining to be cleaned (square feet), A(t)

0 [tex]{}[/tex] 160

1 [tex]{}[/tex] 151

2 [tex]{}[/tex] 142

3 [tex]{}[/tex] 133

4 [tex]{}[/tex] 124

5 [tex]{}[/tex] 115

The change in the area of the carpet remaining is a constant and therefore, the **first difference** of the values in the above table is a constant which indicates that the relationship is a **linear** relationship, with an equation of the form *y* = m·x + c

Where;

m = The slope = (151 - 160)/(1 - 0) = -9

c = The y-intercept The value of the function when the input (time) is zero, which is 160

c = 160

x = The number of minutes that elapse, *t*

y = The number of square feet remaining after *t* minutes, A(t)

Plugging in the above value, we get;

A(t) = -9·yt + 160

The function that expresses the number of square feet remaining A(t) after *t* minutes from the time the carpet cleaner began cleaning the carpet is; A(t) = 160 - 9·t

The possible options based on a similar question posted online and the 160 square feet area of the carpet specified in the question are;

A(t) = 160 - 9·t

A(t) = 160 - 0.1^t

A(t) = 160·(0.1)^t

A(t) = 160·(0.9·t)

A(t) = 160 - 0.9·t

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2. The linear equation that represents this table of values is

x

0

1

2

3

y

4

3

2

0

The required **linear equation **that represents the table is y = -x + 4.

An **equation **is a combination of different **variables**, in which two mathematical expressions are **equal **to each other.

Given that,

The **values **of x are 0, 1, 2, 3,

And values of y are 4, 3, 2, 1.

The **linear equation **that represents the values, can be written as,

y = -x + 4

When the values of x are **substitute **in the above **equation**, the values of y are,

At x = 0, the value of y = 4

At x = 1, the value of y = 3

At x = 2, the value of y = 3

And at x = 3 the value of y = 1

Hence, the required **linear equation **is y = -x + 4.

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Someone help me with this please!

**Answer:**

y = x - 3

**Step-by-step explanation:**

1. slope-intercept form: y = mx + b

given: m = 1; (-4, -7)

2. plug in the values from the given point [(x, y) --> (-4, -7)] into the linear equation of the slope-intercept form.

y = mx + b

-7 = 1(-4) + b

-7 = -4 + b

b = -3

3. construct the final equation in slope-intercept form.

y = mx + b

y = x - 3

write I. decimal the one hundred forty nand sixty-nine hundredth

**Answer:**

140.69

**Step-by-step explanation:**

I hope this helps

If a student is chosen at random, what is the probability that: Write your answers in percent form. Round to the nearest tenth of a percent. a) The student has competed in none of the categories? b) The student has competed in all three of these categories? c) The student has competed in Smooth or Standard, but not Rhythm? d) The student has competed in Rhythm and Standard, but not Smooth? e) The student has competed in Rhythm.

The student has completed in** Rhythm **will be 57.7%

What is probability ?

Probability is simply how likely something is to happen. Whenever we're unsure about the outcome of an** event**, we can talk about the probabilities of certain outcomes—how likely they are. The analysis of events governed by probability is called statistics. Probability determines the likelihood of an event occurring: P(A) = f / N. Odds and probability are related but odds depend on the probability. You first need probability before determining the odds of an event occurring.

To find,

a) The student has competed in none of the categories is 10.3%

b) The student has competed in all three of these categories is 14.1%

c) The student has competed in Smooth or Standard, but not Rhythm

d) The student has competed in Rhythm and Standard, but not Smooth is 17.9%

The student has completed in** Rhythm **will be 57.7%

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A child has the magnet numbers 1 through 50 on their fridge. What is the probability that the child will choose a number that is not a multiple of 9?

The **probability** that the child will choose a number that is not a multiple of 9 is 90%.

**Probability** refers to the chance or **likelihood** that an expected outcome occurs when multiple developments or events could have happened.

**Probability** describes the **ratio** between expected favorable outcomes and possible outcomes.

**Probability** as a ratio is described as a **fractional value** when it is not 100% certain or uncertain.

In such cases, **probability** hovers between zero and 1.

The multiples of 9 from 1 through 50 are five (9, 18, 27, 36, and 45).

The other numbers from 1 to 50 are 45 (50 - 5).

The **probability **of choosing a multiple of 9 is 10% (5/50 x 100).

The **probability** of choosing a number that is not a multiple of 9 is 90% (45/50 x 100) or (1 - 0.05).

Thus, the **probability** that the child chooses a non-multiple of 9 between 1 and 50 is 90%.

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Hannah drove 450 miles to her brother's house at an average speed of 60 miles per hour. How long did she take?

Hannah drove 450 miles to her brother's house at an average speed of 60 miles per hour. How long did she take? (Time)

[tex]t=\dfrac{Distance}{Speed}[/tex]

[tex]t=\dfrac{450}{60}[/tex]

[tex]t=7.5hours[/tex]

Remember, time must be converted to seconds as it is the unit for time.

7.5 hours to seconds

1 hour = 3600 seconds

3600 seconds * 7.5 hours

[tex]=\fbox{27000 seconds}[/tex]

It took Hannah approximately 7.5 hours (or 450 minutes) to get to her brothers house.

This is because 450 divided by 60 is 7.5.

This is because 450 divided by 60 is 7.5.

Complete the following table.

For country A , the **doubling time** = 26

For country B , the **growth rate** = 1.5

**Define growth rate?**

The growth rate is the** fractional change **per unit time, ∆x. x. ∆t , the fractional change divided by the** length **of the time period.

For Country A :

Formula for doubling time,

T = [tex]\frac{log 2}{log (1 + \frac{k}{100} )}[/tex]

The given growth rate , k% = 2.7%

T = [tex]\frac{log 2}{lod (1 + \frac{2.7}{100} )}[/tex]

= [tex]\frac{log 2}{log (1 + 0.027)}[/tex]

= [tex]\frac{log 2}{log (1.027)}[/tex]

= 26.017

≅ 26

**Therefore, the doubling time (T) = 26 years**

For Country B :

Formula for growth rate

k = 100 [tex][2^{1/T} - 1][/tex]

k = 100 [tex][2^{1/46} - 1 ][/tex] (Since T = 46 years)

k = 100 [1.01518 - 1]

k = 100 [0.01518]

k = 1.518

k ≅ 1.5

**Therefore, the growth rate is 1.5 % per year.**

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nothing?????????????

Answer:

YES

Step-by-step explanation:

SOMETHING OF COURSE!!!!!!!!!!

6.20 Let the random variable Y possess a uniform distribution on the interval (0, 1). Derive the a distribution of the random variable W = Y. b distribution of the random variable W = VY.

**Distribution** of the **random** **variable** W = Y. b **distribution** of the random **variable** W = VY is **derived**.

**What is Random Variable?**

A **continuous** random **variable** is a **random** variable where the **data** or **value** can assume **infinitely** many **values** ( meaning it’s a **continuous** set of **data**. )

For **example** a **random** **variable** measuring the time taken for someone to cook rice is **continuous** since there are an **infinite** number of possible **times** that can be done.

a) If the **random** **variable** Y has a **uniform** **distribution** on the interval (0, 1), then the **probability** density function (PDF) of Y is given by:

[tex]f_Y(y) = 1 for 0 < y < 1[/tex]

= 0

If we let W = Y, then the **PDF** of W is simply the **same** as the **PDF** of Y, since W and Y are **equal**. Therefore, the **PDF** of W is given by:

[tex]f_W(w) = 1 for 0 < w < 1[/tex]

= 0

b) If we let W = VY, where V is a **constant**, then the **PDF** of W is given by:

[tex]f_W(w) = f_Y(w/V) / |V|[/tex]

Substituting in the **expression** for the PDF of Y, we get:

[tex]f_W(w) = 1/|V| for 0 < w/V < 1[/tex]

= 0

If V > 0, then this **reduces** to:

[tex]f_W(w) = 1/V for 0 < w < V[/tex]

= 0

If V < 0, then the **range** of w is **reversed** and the **PDF** becomes:

[tex]f_W(w) = -1/V for V < w < 0[/tex]

= 0

The **normalization** **factor** [tex]|V|[/tex] is necessary because the **transformation**

W = VY stretches or **compresses** the original **uniform** **distribution** on the **interval** (0, 1) by a factor of [tex]|V|[/tex].

Hence, **Distribution** of the **random** **variable** W = Y. b **distribution** of the random **variable** W = VY is **derived**.

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Solve the following for x

(2x-5)°

Based on the definition of **isosceles triangle**, the **value of x** is: 25.

An **isosceles triangle** has two base angles that are equal and are opposite two equal sides.

The image shows an **isosceles triangle** that is inscribed in the circle. Therefore, the two base angles will each equal (2x - 5).

To find the **value of x**, create the equation below:

2(2x - 5) + 90 = 180

4x - 10 + 90 = 180

4x + 80 = 180

Subtract 80 from both sides:

4x + 80 - 80 = 180 - 80

4x = 100

Divide both sides by 4:

4x/4 = 100/4

x = 25

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Which of the following describes a situation in which the total distance a baseball player travels is 0 meter from his starting point? (5 points)

The player runs 3 meters forward and then runs 3 meters in the opposite direction.

The player runs 4 meters forward and then runs 3 meters in the opposite direction.

The player runs 3 meters forward and then runs 0 meter in the opposite direction.

The player runs 3 meters forward and then runs 4 meters in the opposite direction.

The total **distance **a baseball player travels is 0 **meter** from his starting point in the first case when he runs 3 meters forward and then runs 3 meters in the opposite direction.

What is **distance** ?

A measurement of how far away two things or points are might be **quantitative** or occasionally **qualitative**.

If an object covers the same distance in the **forward **and** opposite **direction, it will cover 0 meter from his starting point.

It happens because when it covers a distance say 5 **Km** in forward direction and then, when it goes in the opposite **direction** with equal distance, it reaches to its starting point from where it was started.

Hence, If the player runs 3 meters forward and then runs 3 meters in the opposite direction, h will be at his starting point or we can say, he will cover 0 meter from his** starting point**.

However, in all other cases, the distance is not equal in both forward and opposite direction.

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PLEASE HELP ASAP The set of all numbers greater than -10 and less than -3

**Answer**

**-15**

**Step-by-step explanation: your welcome**

It would be an inquity

if a number is subtracted from its square the result is 30. find all possible values for the number

Answer:

It's 6 and -5.

Step-by-step explanation:

:D

Which of the following are irrational? Explain how you know?

a. √27

b. 5.0287

c. √49

d. _³√125

**c. √49** and **d. _³√125** are **irrational numbers** .

**RATIONAL NUMBERS**

A rational number is a number that can be written in the form **p/q** , where p and q are integers and **q ≠ o**.

**IRRATIONAL NUMBER**

An irrational number is a number that cannot be written as the ratio of two **integers**. Its decimal form does not stop and does not repeat.

a. √27 = 5.196152.

Do you think the decimal part stops after 5.196152? No, it is never-ending. Therefore, it is a **non-terminating decimal** with non-repeating numbers.

The number 5.1961524227... can't be written in p/q form. So √27 is an irrational number.

b . The number 5.1961524227... can't be written in p/q form. So it is an irrational number.

c. The number √49 can be written in p/q form as 7/1 . So √49 is an irrational number.

d. The number 3√125 can be written in p/q form as 5/1 . So it is an irrational number.

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This is in finance literacy Please help ASAP
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