please help.
I need which letters to click

Answer:

∠x = 59°

Step-by-step explanation:

∠ECD = 52°   because they are alternate angles and will be equal

∠x = 180° - 52° - 69° = 59°  because the sum of the interior angles of a triangle = 180°

Answer:

$30

Step-by-step explanation:

1 person = $ 2

18 person = 2 × 18 = $36

winner = $6

profit = 36 - 6 = $30

(1) The statement that, "The $2 million is appropriate cash-inflow for the new edition of the book" is False because the cash-inflow is $1.8 million.

(2) The statement that, "Companies should use accounting profits, not cash flows, to make capital budgeting decisions" is False because, companies should focus on cash flows.

Part (1) The $2 million is not appropriate "cash-inflow" for "new-edition" of book. The $2 million represents "expected-sales" revenue from the new edition of "Foundation of Finance," but it does not take into account any costs or expenses associated with producing or marketing the book.

It is mentioned that $200,000 would have been spent on existing past edition of textbook. This expense needs to be deducted from expected sales revenue to determine the appropriate cash inflow.

So, appropriate cash-inflow for the new edition would be $2 million minus $200,000, which equals $1.8 million.

So, the statement is False.

Part (2) : Companies should use cash flows, not accounting-profits, to make capital budgeting decisions. Accounting-profits, also known as net income or earnings, are calculated based on accrual accounting principles and include non-cash items such as depreciation and amortization.

When making capital budgeting decisions, it is essential to consider the actual "cash-flows" generated by an investment project. Cash flows represent the cash inflows and outflows that occur over a specific period, and they are crucial for evaluating the feasibility and profitability of an investment.

Therefore, the statement is False.

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Answer:

a subtraction

Step-by-step explanation:

C.

Subtraction Property of Equality

The correct answer is D.

The variable of time that could cause a student’s GPA to increase is studying.

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Answer:-x • (w2 - 12)

 ——————————————

       3w      

Answer:

i have to see the assigment

Step-by-step explanation:

Answer:

308.5 lol

Step-by-step explanation:

Answer:

1413 sq ft.

Step-by-step explanation:

Area of a semicircle=(1/2)*πr²

Radius=30ft

A=(1/2)*3.14*30²=1413 sq ft.

Answer:

the intergers include all negative whole numbers,zero,positive whole numbers

Answer:

the answer is 15. -9. 0. -3,128

Step-by-step explanation:

Answer:

Step-by-step explanation:

Common difference = 5

a₁ = 24

a₆ = a₁ + (6-1)5 = 49

Answer:

141.3

Step-by-step explanation:

27.78% of the total area is covered with red.

       (Ф/360) x πr²

We have the given semicircle as shown in image.

Total green coloured area -

A[G] = 2 x {(Ф/360) x πr²}

A[G] = 2 x (40/360 x πr²}

A[G] = (2/9)πr²

Now -

A[R] = πr²/2 - (2/9)πr²

A[R] = πr²{1/2 - 2/9}

A[R]% = (πr²{1/2 - 2/9}/πr²) x 100

A[R]% = (1/2 - 2/9) x 100

A[R]% = (9 - 4)/18 x 100

A[R]% = 5/18 x 100

A[R]% = 500/18

A[R]% = 27.78%

Therefore, 27.78% of the total area is covered with red.

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Answer:

x=15

supplementary angle equals 180

The extreme point (x*, y*) of the function z = 25x + 16y - 4xy - 2x² - y² + 30 is  (-1.75, 8) and it is a maximum point.

To find the extreme point and its nature, we need to take the partial derivatives of the function with respect to x and y and set them equal to zero. The extreme point occurs when both partial derivatives are zero.

Taking the partial derivatives, we have:

∂z/∂x = 25 - 4y - 4x

∂z/∂y = 16 - 2y

Setting these derivatives equal to zero and solving the system of equations, we find:

25 - 4y - 4x = 0 ...(1)

16 - 2y = 0 ...(2)

From equation (2), we can solve for y:

2y = 16

y = 8

Substituting this value of y into equation (1), we can solve for x:

25 - 4(8) - 4x = 0

25 - 32 - 4x = 0

-4x = 7

x = -7/4 = -1.75

Therefore, the extreme point (x*, y*) is (-1.75, 8).

Since the second derivative test confirms that the point is a maximum, we can conclude that the extreme point (x*, y*) =  (-1.75, 8) is a maximum point.

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The quotient property of radicals requires the indices of the radicals to be the same. Thus, it is not possible to write the expression (5√3 + 2√2) as a single radical.What is the quotient property of radicals?

The quotient property of radicals states that for any non-negative numbers x and y with y ≠ 0, if n is an integer greater than 1, then the following property holds:√(x/y) = √x/√yNow let's take a look at the question at hand. We can see that the two radicals have different indices. Therefore, the quotient property of radicals does not apply. As a result, it is not possible to simplify the expression as a single radical. Therefore, the expression (5√3 + 2√2) cannot be written as a single radical.

The quotient property of radicals states that when dividing radicals, the indices (or roots) of the radicals involved must be the same. In other words, for the quotient property to be applicable, the radicals being divided must have the same root.

If the radicals have different indices, it is generally not possible to simplify the expression into a single radical. This is because the rules of radical arithmetic require the indices to be the same in order to combine or simplify radicals.

For example, let's consider the expression √2 / √3. Here, the radicals have different indices (square root and cube root), so we cannot combine them into a single radical using the quotient property. The expression √2 / √3 cannot be simplified further because the indices do not match.

However, it's important to note that even though the quotient property does not apply in such cases, it does not mean that the expression is mathematically invalid or cannot be manipulated further. It simply means that the expression cannot be simplified into a single radical using the quotient property. Other algebraic techniques or operations may be necessary to further simplify or manipulate the expression if desired.

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The given information is the quotient property of radicals requires the indices of the radicals to be same.

Yes, it is not possible to write [tex]$8\sqrt{2}+5\sqrt{3}$[/tex] as a single radical because the quotient property of radicals requires the indices of the radicals to be the same.

The quotient property of radicals is a mathematical concept that explains how to divide two radicals with the same index. If r is a non-negative number and s is a non-negative number, then:

[tex](\frac{r}{s})^{n}=\frac{r^{n}}{s^{n}}[/tex]

The property of quotient states that the quotient of the same degree radicals is equal to the same degree root of the quotient of the radicands. If a and b are non-negative numbers and n is an integer greater than 1:

[tex](\frac{a}{b})^{n}=\frac{a^{n}}{b^{n}}\sqrt[n]{\frac{a}{b}}[/tex]

[tex]=\frac{\sqrt[n]{a}}{\sqrt[n]{b}}[/tex]

If you look at the terms [tex]$8\sqrt{2}$ and $5\sqrt{3}$[/tex], you can tell that their indices are not the same. The term [tex]$8\sqrt{2}$[/tex] has an index of 2 while the term [tex]$5\sqrt{3}$[/tex] has an index of 3. The quotient property of radicals requires the indices of the radicals to be the same. Therefore, you cannot add or subtract two radicals that do not have the same index.

Example: [tex]$8\sqrt{2}+5\sqrt{3}$[/tex] can be rearranged as [tex]$8\sqrt{2}+0\sqrt{3}+5\sqrt{3}$[/tex]. Then using distributive property, it can be written as [tex]$(8+0)\sqrt{2}+5\sqrt{3}$[/tex]. In conclusion, it is not possible to write [tex]$8\sqrt{2}+5\sqrt{3}$[/tex] as a single radical.

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Answer:

3rd one im pretty sure

Step-by-step explanation:

Answer:

triangle bby

Step-by-step explanation:

Step-by-step explanation:

Right because there's an angle of 90

Answer:

Hi! You're uspposed to check the equality, and it is false. 8/10 is not equal to 6/5.

However, If you add the two together by making the common denominator 10, you will get 20/10 or 2.

Answer:

4/5=6/5 :3

Step-by-step explanation:

Option A,Option B and Option C is correct

What is parallelogram?

Parallelogram is 4 sided closed figure with opposites parallel and equal

Given,AB=CD

AD=BC

Since, its opposite sides are equal, it is a parallelogram.

∴ΔABD≅ΔBCD

AC= BD(By CPCTC)

B. Triangle ABC =~ Triangle CDA ( Since its a parallelogram)

C.AB =DC(Given)

D. Angle ABD =~ Angle DBC(wrong)

Therefore,Option A,Option B and Option C is correct

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Answer:

( B )              △ABC ≅ △CDA

( C )                    AB ≅ DC

Step-by-step explanation:

Khan Academy;

ABC = CDA, but ≅ means approximately which is also true.

AB = DC, because the distance matches.

Answer:

sin 105 = sin (45 + 60) = sin 45 cos 60 + cos 45 sin 60, or

                                    = (1 / √2)(1 / 2)        + (1 / √2)(√3 / 2)

                                         1 + √3

                                    = -------------

                                           2√2

Step-by-step explanation:

To answer your questions:

14. In a two-way between-subjects ANOVA with two groups per factor, you have 2 factors and a total of 4 groups in your study.

15. If the interaction F-test in a two-way between-subjects ANOVA is significant, the next step would be to conduct a post-hoc analysis to explore the specific group differences and determine the nature of the interaction effect. The choice of post-hoc test (e.g., Tukey, Bonferroni) would depend on the specific research question and the number of comparisons being made.

16. True. When there is an interaction in a two-way between-subjects ANOVA, it means that the means across the levels of one factor significantly vary depending on which level of the second factor is being considered.

17. If you have two factors that are both on an ordinal (or rank) scale, you would use the Spearman correlation coefficient to measure the relationship between these factors.

18. In a multiple regression analysis, you can have multiple outcome variables, but typically you would have only one outcome variable that you are trying to predict.

19. In a regression analysis, the "b" refers to the unstandardized weight (also known as the regression coefficient) of a predictor variable. It represents the change in the outcome variable for a one-unit change in the predictor, holding other predictors constant.

20. If the overall regression model is significant, the next step would be to examine the individual predictor variables (b-weights) to determine which variables are significant in predicting the outcome variable.

21. The largest positive standardized regression weight is represented by ob* = -0.35.

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Answer: y=-2

Step-by-step explanation:

Based on the location of the line and the focus of the parabola, the equation of the line will be y = -2.

The line is a horizontal line which means that the primary focus will be on the y axis.

The focus of the parabola is at F(6, 4) and the line is to be 6 units below this focus which means that the line on the y axis will be at:

= 4 - 6

= -2

This leaves the formula of the line as y = -2.

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Answer:

scale factor 3 is the answer.

Step-by-step explanation:

Length = 18 in

Breadth = 3 in

height = 10 in

Volume of cuboid = l × b × h

V = 18 × 3 × 10

V = 540 in³

540 in³ is the original volume. The volume needs to be tripled, so multiply the original volume with 3

V = 540 × 3 = 1620 in³

∴ 1620 in³ will be the new volume if it's tripled and the scale factor is 3.

This indicates that the baby's weight is 0.64 standard deviations below the mean weight of newborn babies.

To calculate the z-score, we use the formula:

In this case, the observed weight is 6.70 pounds, the mean weight is 7.5 pounds, and the standard deviation is 1.25 pounds.

Plugging these values into the formula, we get:

Calculating this, we find that the z-score is approximately -0.64.

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In this case, the p-value is not provided in the question, so the actual value needs to be calculated using the appropriate statistical test.

In hypothesis testing, the p-value represents the probability of obtaining the observed sample data, or more extreme data, assuming that the null hypothesis is true.

It measures the strength of evidence against the null hypothesis.

In this case, the null hypothesis is that the population proportion of black people is 0.2.

The alternative hypothesis is that the proportion is not equal to 0.2, indicating that there may be a difference in the population proportion.

To find the p-value, a statistical test (such as a proportion test) is performed using the sample data.

Based on the given information, the p-value is the probability associated with the test statistic obtained from the test.

The p-value indicates the likelihood of observing a proportion as extreme or more extreme than the one observed in the sample, assuming the null hypothesis is true.

A smaller p-value suggests stronger evidence against the null hypothesis.

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Answer:

[tex]\dfrac{x+y}{2}[/tex]

Step-by-step explanation:

Let first number be x and another number is y.

A rational number is a fraction that can be expressed in the form of x/y.

A rational number between x and y is given by :

[tex]R=\dfrac{x+y}{2}[/tex]

So,

If x and y are two rational numbers such that x < y , then [tex]\dfrac{x+y}{2}[/tex] is a rational number in between x and y.