Given that log 2= 0.30103 and log 3= 0.47712. Evaluate log 12​

The value of the variable x is 30° and the value of the variable y is 10°.

The missing diagram is attached below.

The angle is the distance between the intersecting lines or surfaces.

Corresponding angle – If two lines are parallel, then the third line. The corresponding angles are equal angles.

Vertically opposite angle – When two lines intersect, then their opposite angles are equal.

Linear angle – If the total of two angles is 180 degrees, they are said to be linear angles.

If angle ∠1 = 105°, angle ∠12 = (3x + 15)°, and angle ∠7 = (8y-5)°.

∠1 = ∠5 = ∠9 = 105° (corresponding angles)

∠1 = ∠4 = 105° (Vertical opposite angles)

∠1 + ∠2 = 180° (linear angle)

       ∠2 = 75°

∠2 = ∠3 = 75° (Vertical opposite angles)

∠3 = ∠8 = ∠12 = 75° (corresponding angles)

Then the value of x and y will be

   ∠9 = ∠12

   ∠1 = ∠12

105° = (3x + 15)°

  3x = 90°

    x = 30°

∠6 = ∠7

75° = (8y – 5)°

8y = 80°

  y = 10°

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Answer:

Yes, she passes with 80%

Step-by-step explanation:

4 divided by 5 = 0.8

0.8 multiplied by 100 = 80%

80% is greater than the required 75% needed to pass

Answer:

Yes

Step-by-step explanation:

First lets establish the key points

We know she needs 75% to pass and she gets 4/5 of the marks

Lets make 4/5 a decimal 4/5 X 2/2 is 8/10 better know as .8

.75 = 75%

.8 = 80%

80% > 75%

Meaning She PASSED!!!

Statement 1

Twice the sum of the odd numbers would be:

[tex]2(1+3+5+\cdots+99)=2+6+10+\cdots+198[/tex], which is not equal to the sum of all the even numbers from 1 to 100.

Statement 2

The sum of all the odd numbers from 1 to 100 can be thought of as an arithmetic sequence containing 50 terms, with first term 1 and common difference 2. This means the sum of the series would be:

[tex]\frac{50}{2}[2(1)+(50-1)(2)]=2500[/tex]

which is not equal to 1002.

The statement 1 and the statement 2 are incorrect.

The sum of the arithmetic series of first term a₁ and common difference d will be s= n/2{2a₁+(n-1)d

Statement 1:

Given in statement 1, Twice the sum of the odd numbers would be:

2(1+3+5+7.......+99)=2+6+10+14+.....198

which is not equal to the sum of all the even numbers from 1 to 100.

Statement 2:

The sum of all the odd numbers from 1 to 100 can be calculated as follows where this is an arithmetic sequence of 50 terms, where the first term is 1 and the common difference is 2. This means the sum of the arithmetic series would be:

s= n/2{2a₁+(n-1)d}

putting the above formula

a₁=1

n=50

d=2

s= 50/2{2(1)+(50-1)2} = 25{2+98} =2500 ≠1002

which is not equal to 1002.

Therefore statement 1 and 2 are incorrect.

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Answer:

[tex]x=1[/tex]

Step-by-step explanation:

Given equation:

[tex]2 \ln 4+\ln x=3 \ln 2+\ln(x+1)[/tex]

[tex]\textsf{Apply the power law}: \quad n \ln x = \ln x^n[/tex]

[tex]\implies \ln 4^2+\ln x=\ln 2^3+\ln(x+1)[/tex]

Simplify:

[tex]\implies \ln 16+\ln x=\ln 8+\ln(x+1)[/tex]

Subtract ln 8 from both sides:

[tex]\implies \ln 16+\ln x- \ln 8=\ln(x+1)[/tex]

Subtract ln x from both sides:

[tex]\implies \ln 16-\ln 8=\ln(x+1)-\ln x[/tex]

[tex]\textsf{Apply the quotient law}: \quad \ln x - \ln y = \ln \frac{x}{y}[/tex]

[tex]\implies \ln \left\dfrac{16}{8}\right = \ln \left(\dfrac{x+1}{x}\right)[/tex]

Simplify:

[tex]\implies \ln 2 = \ln \left(\dfrac{x+1}{x}\right)[/tex]

[tex]\textsf{Apply the equality law}: \quad \textsf{if }\: \ln x= \ln y\:\textsf{ then }\:x=y[/tex]

[tex]\implies 2=\dfrac{x+1}{x}[/tex]

Multiply both sides by x:

[tex]\implies 2x=x+1[/tex]

Subtract x from both sides:

[tex]\implies x=1[/tex]

Let the numbers be x and x/7

Now

The numbers are

Answer:

7x+X=824

8X/8=834/8

x=108

Step-by-step explanation:

hope I helped

Answer:

20

Step-by-step explanation:

Plug in -4 for n:

(-4)^2 - (-4) = 16 + 4 = 20

[tex]4x + 7 - (x + 6) = 68 \\ \\ 4x + 7 - x - 6 = 68 \\ \\ 3x + 1 = 68 \\ \\ 3x = 68 - 1 \\ \\ 3x = 67 \\ \\ x = \frac{67}{3} \\ \\ x = 22.3[/tex]

The value of x is 67/3 or 22.3 .

Hi!

__________________________________________________________

[tex]\rightsquigarrow\circ\boldsymbol{Answer}\circ\leftharpoonup[/tex]

x=

[tex]\rightsquigarrow\circ\boldsymbol{Explanation}\circ\leftharpoonup[/tex]

First let's distribute the minus sign.

[tex]\twoheadrightarrow\sf 4x+7-x-6=68[/tex]

[tex]\bullet[/tex] Add 6 to both sides

[tex]\twoheadrightarrow\sf 4x+7-x=74[/tex]

[tex]\bullet[/tex] Subtract the x's

[tex]\twoheadrightarrow\sf 3x+7=74[/tex]

[tex]\bullet[/tex] Subtract 7 from both sides

[tex]\twoheadrightarrow\sf3x=67[/tex]

[tex]\bullet[/tex] Divide both sides by 3

[tex]\twoheadrightarrow\sf x=\cfrac{67}{3}[/tex]

[tex]\bullet[/tex] Great job! We solved for the variable

--

Hope that this helped! Best wishes.

[tex]\textsl{Reach far. Aim high. Dream big.}\\\boldsymbol{-Greetings!-}[/tex]

--

60 percent of 92 is 55.2

The statement is given as:

60 percent of 92

This means:

60% of 92

Express of as *

60% * 92

Evaluate the product

55.2

Hence, 60 percent of 92 is 55.2

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The fraction of the journey Sapna traveled by car and train is 3/8 and 5/8 respectively.

We know that fraction is an expression in mathematics used to denote the division of two whole numbers.

Given that the total distance = 48 km.

The distance Sapna traveled by car = 18 km.

So, the fraction is = distance traveled by car/total distance = 18/48 = 3/8

The distance Sapna traveled by train = 48 - 18 km = 30 km.

So, the fraction is = distance traveled by train/total distance = 30/48 = 5/8

Therefore the fraction of the journey Sapna traveled by car and train is 3/8 and 5/8 respectively.

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[tex]5(1-x)=20\\5-5x=20\\5x=-15\\x=-3[/tex]

Hii!

__________________________________________________________

[tex]\stackrel\star{\rightsquigarrow\circ\boldsymbol{\underbrace{Answer}}}\circ\leftharpoonup[/tex]

The value of x is -3! ^^

[tex]\stackrel\star{\rightsquigarrow\circ\boldsymbol{\underbrace{Explanation}}}\circ\leftharpoonup[/tex]

[tex]\bullet[/tex] First multiply 5 times 1 and -x

[tex]\twoheadrightarrow\sf 5(1-x)=20[/tex]

[tex]\twoheadrightarrow\sf 5-5x=20[/tex]

[tex]\bullet[/tex] Now subtract 5 from both sides

[tex]\twoheadrightarrow\sf -5x=15[/tex]

[tex]\bullet[/tex] Now divide both sides by -5

[tex]\twoheadrightarrow\sf x=-3[/tex]

--

Hope that this helped! Best wishes.

--

Step-by-step explanation:

simply count them.

there are 7 little rectangles building the whole.

from these 7, 4 are gray and 3 are white.

so, 3 of 7 are white.

that means,

3/7 of all the parts are white.

Answer:

[tex]x < - \frac{2 + y}{7} [/tex]

Step-by-step explanation:

[tex] - 7x > 2 + y \\ x < - \frac{2 + y}{7} [/tex]

Using a linear function, we have that:

a) The percentage will be 47% during the year of 2001.

b) The predicted percentage in 2005 is of 44.97%.

A linear function is modeled by:

y = mx + b

In which:

The percentage in 1980 is considered as the initial amount, hence b = 58.8. In 15 years, the percentage decreased from 58.8% to 50.5%, hence the slope is given by:

m = (50.5 - 58.8)/15 = 0.5533.

Hence the percentage in t years after 1980 is given by:

P(t) = 58.8 - 0.5533t.

Item a:

This is t + 1980, for which P(t) = 47, hence:

P(t) = 58.8 - 0.5533t

47 = 58.8 - 0.5533t.

0.5533t = 11.8.

t = 11.8/0.5533

t = 21.3.

1980 + 21 = 2001, hence the percentage will be 47% during the year of 2001.

Item b:

2005 is 25 years after 1980, hence the percentage is P(25), given as follows:

P(25) = 58.8 - 0.5533x25 = 44.97%.

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Answer:

600

Step-by-step explanation:

Let's consider this question using algebra.

Imagine the number of bricks in the original pile is [tex]x[/tex].

We are told that [tex]\frac{3}{4}[/tex] of the bricks are used for a project, meaning that [tex]\frac{3}{4} x[/tex] has been used, leaving us with [tex]\frac{1}{4}x[/tex] as our remainder.

Then, we are told that [tex]\frac{2}{3}[/tex] of the remainder are used to leave us with 50 bricks. This means that [tex]\frac{1}{3}[/tex] of the remainder is left, and this is equal to 50 bricks. This means that the remainder's original amount is equal to 150, because we are told that [tex]\frac{1}{3}[/tex] of the remainder is equal to 50.

So, we know that the remainder is 150, and we also know that the remainder is [tex]\frac{1}{4} x[/tex]. Let's now use these to form an equation.

[tex]\frac{1}{4} x = 150[/tex]

Because we know that a quarter of the original amount of bricks is equal to 150, we can multiply both sides of the equation by 4 to get the original amount of bricks in the pile.

[tex]x = 150 * 4 = 600[/tex]

So, there were 600 bricks in the original pile.

Answer:

true

Step-by-step explanation:

this is absolutely true

An equation is formed of two equal expressions. If x is increased by 5 then the value of y is increased by 10.

An equation is formed when two equal expressions are equated together with the help of an equal sign '='.

Given that y=2x+1, now if the value of x increased by 5. then the value of y will be,

[tex]y_1=2(x+5)+1\\y_1 = 2x + 11[/tex]

Now if we compare y and y₁, then it can be said that if x is increased by 5 then the value of y is increased by 10.

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The decision of purchasing a car must be taken by Frankie after considering the following points:

1. what he will be giving up if he spends $800 on the car

2. The cost to maintain and ensure the car

3. his short- and long-term financial goals

4. if an alternate mode of transportation, such as a bicycle or the bus, is sufficient for his needs.

Frankie is an individual person when he wants to purchase a car that is his long-term goal.

he must consider various things before making such a big expenditure.

The points to be noted before purchasing a car are:

what is the cost for Frankie for spending $800?

What will be the maintenance and insurance cost?

He must check his other short and long-term goals before purchasing a car.

Is the expense of the car a necessity for Frankie or he can use public transport.

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Answer:

Step-by-step explanation: thank me later

A,B,E

We know that cos2x=cos²x-sin²x

=cos²x-(1-cos²x)         [since, cos²x+sin²x=1]

=cos²x-1+cos²x

=2cos²x-1

So, cos2x=2cos²x-1

Hence, cos²x= (1+cos2x)/2

Trigonometric Identities are useful whenever trigonometric functions are involved in an expression or an equation. Trigonometric Identities are true for every value of variables occurring on both sides of an equation. Geometrically, these identities involve certain trigonometric functions (such as sine, cosine, tangent) of one or more angles.

Most common trigonometric identities are:

- cos²x + sin²x = 1

- sec²x - tan²x = 1

- cosec²x - cot²x = 1

- cos2x = cos²x - sin²x

Therefore we get that the statement cos² x = (1 - cos 2x)/2 is false.

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Answer:

B: 25 and 35

Step-by-step explanation:

25 product 35 875

The annual interest would be $5 if you have loaned a friend $100 and will charge him 5% annually and the total amount would be $105.

It is defined as the interest based on the principal amount, it does not include the compounded amount. The interest calculates on the initial amount of borrowed amount.

We have:

You have loaned a friend $100 and will charge him 5% annually.

As we know:

A = P(1 + rt)

P = $100

r = 5% = 0.05

t = 1 years

A = 100(1 + 0.05×1)

A = $105

I = A - P = 105 - 100 = $5

Thus, the annual interest would be $5 if you have loaned a friend $100 and will charge him 5% annually and the total amount would be $105.

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Answer:

Step-by-step explanation: 1. 5040 because 10x9x8x7

3. 10000 because 10^4=1000

1)There are 5040 possible codes are there if the digits cannot be repeated.

2)The probability that you will guess the correct code on your first try will be (1/5040).

3) Possible code = 10000 .

Given,

Numbers : 0 to 9

Here,

Total number of digit = 0,1,2,3,4,5,6,7,8,9

Given condition;

a)

Four digit card must be drawn;

The total possible ways there if the digits cannot be repeated will be;

⇒10×9×8×7

⇒5040

b)

The probability that you will guess the correct code on your first try is;

P(A) = n(A)/n(S)

Where,

n(A) is the event has the right code

n(S) is the total possible ways;

P(A) =1/5040

Hence the total possible ways there if the digits cannot be repeated and the probability that you will guess the correct code on your first try will be 5040 and (1/5040) respectively.

c)

If the gits can be repeated then we have 10 digits for each place :

Possible code = 10 * 10 * 10 *10

Possible code = 10000

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The number ab², where a and b are prime numbers, has 6 divisors.

Remember that any number can be written as a product of primes, for example, 15 can be written as:

15 = 3*5

Where 3 and 5 are primes.

Such that the divisors of 15 are the factors made with the primes on the right side.

So for the number:

N = a*b^2 = a*b*b

The divisors are:

a, b, a*b, b*b

And trivially, itself and 1, so there are a total of 6 divisors.

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Answer:

70 (100-30)

Rambling (Unrelated):

Although if you take 30 apples from your own stockpile of 100 apples, you still have 100 apples

100 apples

Answer:

7 units

Step-by-step explanation:

The short leg is opposite the 30 degree angle

sin 30 = opposite side/ hypotenuse

Hypotenuse * sin 30 = opposite side = 14 * 1/2 = 7 units

Two points ( -8,-1) and ( -1,0) are the solutions and the other points are not the solution to the inequality.

The relation between two expressions that are not equal, employing a sign such as ≠ ‘not equal to’, > ‘greater than, or < ‘less than.

Given inequality is:-

We will check all the points for the inequality:-

(−8,−1) →  x + 5y  <  2.  →  -8 +(5 x -1) < 2  →  -13 < 2 It is inequality

(−1,0)   → x + 5y  <  2   →   -1 < 2 It is inequality

(4,2)    → x + 5y  <  2   →    14 < 2  wrong

(9,6)    → x + 5y  <  2   →    39 < 2 wrong

(0,10)  →  x + 5y  <  2  →    50 < 2 wrong

Therefore the two points ( -8,-1) and ( -1,0) are the solutions and the other points are not the solution to the inequality.

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The farmer should purchase 2 bags of soil for his farm.

Area of rectangle is the region occupied by a rectangle within its four sides or boundaries. The area of a rectangle depends on its sides.

The shape of the farm, according to the picture is a parallelogram.  the total area can be calculated as follows:

Area = b X h

where

b = base

h = height

base = 6.5 + 2.5 = 9.0 yards

height = 6 yards

Area = 6 × 9 = 54 square yards.

40 square yards requires 1 bag of soil .

54 square yards will require ?

cross multiply

Bags required = 54 / 40 = 1.35 bag

Thus, the farmer will require 2 bags of soil for his farm.  

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Answer:

5 units

Step-by-step explanation:

to find out the answer for this you must first find the distance between 7 and 4 and then 6 and 10

then you would square them and then add them

lastly you would take the square root of that and youd have your answer

so

7 - 4 = 3

6 - 10 = -4 (just use 4)

3^2 + 4^2 = 9  + 16 = 25

then you take the square root of this

sqrt(25) = 5

that is your answer

To solve this problem, you will use the Distance Formula to find the distance between two coordinate points.

The Distance Formula is defined as follows:

[tex]d = \sqrt{(x_2 - x_1)^2 + (y_2 - y_1)^2}[/tex]

We must title our points by the standard coordinate naming system:

[tex](x_1, y_1) \ \text{and} \ (x_2, y_2)[/tex]

Therefore, our points can be labeled:

Now, substitute the known values as the variables in the Distance Formula:

[tex]d=\sqrt{(4 - 7)^2 + (10 - 6)^2}[/tex]

You must know the BPEMDAS acronym, which stands for:

Brackets

Parentheses

Exponents

Multiplication

Division

Addition

Subtraction

Simplify the expression using BPEMDAS:

[tex]d=\sqrt{(-3)^2 + (4)^2}[/tex]

Remember that when a number is raised to the 2nd power, it is the same thing as multiplying the number by itself:

[tex]-3\times-3 = 9[/tex]

[tex]4\times4=16[/tex]

Simplify further by removing the parentheses:

[tex]d=\sqrt{9+16}[/tex]

Compute the additive operation:

[tex]d=\sqrt{25}[/tex]

The number that is placed inside of a square root symbol (or a radical symbol) is referred to as the radicand.

In this situation, the radicand is 25.

To simplify the radicand, you may either use a calculator to compute the result, or you can determine which number raised to the 2nd power will result in a final answer of 25.

In this case, we can determine that 5² will result in a final answer of 25.

[tex]5^{2} = 25[/tex]

The final answer is 5 units.

The average queue length is greater than 10 students, the introduction of an extra checkpoint is justifiable.

Since the arrival rate and service rate follow a Poisson distribution, we can use the Poisson arrival rate formula to calculate the average queue length.

Average queue length = (arrival rate * service time) / (1 - arrival rate * service time)

For the given problem, the average queue length is:

Average queue length = (50 * 35) / (1 - 50 * 35)

= 175

Since the average queue length is greater than 10 students, the introduction of an extra checkpoint is justifiable.

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