In δmno, m = 540 inches, n = 330 inches and o=600 inches. find the measure of ∠o to the nearest 10th of a degree

Based on the above,  Frank will need to have about 533 water stations per kilometer for the 30-kilometer trail run.

If each runner is said to have about 250 milliliters (0.25 liters) of water per station and there are said to be 4000 liters of water available in total, we have to calculate the total number of water stations  by:

4000 liters of water ÷ 0.25 liters of water per station

= 16000 stations

we have 30-kilometer run, we have to divide the total number of stations by the distance and it will be:

16000 stations ÷ 30 kilometers

= 533.33 stations per kilometer

Therefore, about 533 water stations per kilometer for the 30-kilometer trail run is needed by Frank.

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see full question below

frank is designing a 30-kilometers trail run water that will be given to runners. if 4000 liters of water is available,  each runner was given about 250 milliliters (0.25 liters) of water per station.  how many water stations will there be 30-kilometer run.

The surface areas of the pyramids are listed below:

In this problem we find six cases of square pyramids, whose surface areas shall be found by means of the following formulas:

A = 4 · 0.5 · b · s + b²

Where:

Now we proceed to determine the surface area of the square pyramid:

Case 1:

A = 4 · 0.5 · (5 in) · (10 in) + (5 in)²

A = 125 in²

Case 2:

A = 4 · 0.5 · (8 ft) · (15 ft) + (8 ft)²

A = 304 ft²

Case 3:

A = 4 · 0.5 · (10 yd) · (16 yd) + (10 yd)²

A = 420 yd²

Case 4:

A = 4 · 0.5 · (3 yd) · (8 yd) + (3 yd)²

A = 57 yd²

Case 5:

A = 4 · 0.5 · (8 in) · (17 in) + (8 in)²

A = 336 in²

Case 6:

A = 4 · 0.5 · (4 ft) · (11 ft) + (4 ft)²

A = 104 ft²

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To use Lagrange multipliers, we need to define the Lagrangian function:

L(x, y, z, λ) = xyz + λ(x + y + z - 9)

Now, we need to find the partial derivatives of L with respect to x, y, z, and λ and set them equal to 0:

∂L/∂x = yz + λ = 0
∂L/∂y = xz + λ = 0
∂L/∂z = xy + λ = 0
∂L/∂λ = x + y + z - 9 = 0

From the first three equations, we can see that:

yz = -λ
xz = -λ
xy = -λ

Multiplying these equations together, we get:

(xyz)^2 = (-λ)^3

Substituting λ = -yz into the fourth equation, we get:

x + y + z - 9 = 0

Substituting λ = -yz into the first equation and solving for x, we get:

x = -λ/yz = (yz)^2/(-yz) = -y^2z^2

Similarly, we can solve for y and z:

y = -x^2z^2
z = -x^2y^2

Substituting these expressions into the constraint equation, we get:

(-y^2z^2) + (-x^2z^2) + (-x^2y^2) - 9 = 0

Simplifying and solving for xyz, we get:

xyz = sqrt(9/(x^2 + y^2 + z^2))

To maximize xyz, we need to minimize x^2 + y^2 + z^2. Therefore, we can set:

x^2 + y^2 + z^2 = 3

Substituting this into the expressions for x, y, and z, we get:

x = -y^2z^2
y = -x^2z^2
z = -x^2y^2

Substituting these expressions into xyz, we get:

xyz = sqrt(9/3) = 3

Therefore, the maximum value of f(x, y, z) = xyz subject to the constraint x + y + z - 9 = 0 is 3.
To solve this problem using Lagrange multipliers, we first set up the Lagrangian function L(x, y, z, λ) with the constraint function g(x, y, z) = x + y + z - 9.

L(x, y, z, λ) = f(x, y, z) - λ(g(x, y, z))

L(x, y, z, λ) = xyz - λ(x + y + z - 9)

Now we take the partial derivatives with respect to x, y, z, and λ, and set them equal to 0:

∂L/∂x = yz - λ = 0
∂L/∂y = xz - λ = 0
∂L/∂z = xy - λ = 0
∂L/∂λ = x + y + z - 9 = 0 (the constraint)

From the first three equations, we get:

yz = xz = xy

Since x, y, and z are positive, we can divide the first two equations:

y/z = x/z => y = x
x/z = y/z => x = y

So x = y = z. Now we can use the constraint equation:

x + x + x - 9 = 0 => 3x = 9 => x = 3

Thus, x = y = z = 3. Now we can find the maximum value of f(x, y, z):

f(3, 3, 3) = 3 * 3 * 3 = 27

So the maximum value of f(x, y, z) = xyz subject to the constraint x + y + z - 9 = 0 is 27, and this occurs at the point (3, 3, 3).

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Answer: Debnil has 2 Tablespoons of salt.

Step-by-step explanation:

3/1 is the ratio for teaspoons to tablespoons.

Substitute the 1 with the 6. What is six divided by three? 2.

The calculated two double inequalities that define shaded region are 1 ≤ y < 5 and -3 < x ≤ 2

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

The graph

On the graph, we have the following properties

Using the above as a guide, we have the following:

1 ≤ y < 5

-3 < x ≤ 2

Hence, the two double inequalities that define shaded region are 1 ≤ y < 5 and -3 < x ≤ 2

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Chris cannot build the triangular raised bed frame with the given lumber.

To determine if Chris can build her triangular raised bed frame, we need to check if the length of any one of the lumber pieces is greater than the sum of the other two. If this condition is not met, the pieces can be used to build the frame.

Let's check:

4 + 5 = 9 (no)

4 + 9 = 13 (no)

5 + 9 = 14 (yes)

Since the length of the 5-foot and 9-foot lumber pieces add up to be greater than the 4-foot piece, Chris can build her triangular raised bed frame. She can use the 4-foot and 5-foot pieces for the two shorter sides of the triangle and the 9-foot piece for the longer side.

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The probability of the captain hitting a home run in his next two at-bats is 1/36, and the best simulations to model the situation are using a six-sided number cube or a random number generator between 1 and 60.

Determine the probability that the captain will hit a home run in his next two at-bats and find the best simulation to model the situation.
The probability of the captain hitting a home run in one at-bat is 1/6. To find the probability of hitting a home run in two consecutive at-bats, you can multiply the individual probabilities:

Probability = (1/6) * (1/6) = 1/36

Now let's evaluate the provided simulations:

1. Using a six-sided number cube: Yes, this can be used to model the situation because the probability of hitting a home run (1/6) and not hitting a home run (5/6) can be represented accurately by the numbers 1 and 2-6, respectively.
2. Using a three-sided number cube: No, this cannot be used to model the situation because the probability distribution is not accurately represented with only three sides.
3. Using a coin flip: No, this cannot be used to model the situation because the probability distribution is not accurately represented with only two outcomes (heads and tails).
4. Using a random number generator between 1 and 60: Yes, this can be used to model the situation because the probability of hitting a home run (1/6) and not hitting a home run (5/6) can be represented accurately by the numbers 1-10 and 11-60, respectively.

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The marked points are (-2,-4), (-2,-1), (0,-2), (2,-1), and (2,-4), under the condition that they are on the same coordinate plane having (A) y=x-2, (B) y=-x-2, (C) y=|x|-2.

In the given graph points on the coordinate plane, we have to plot the points (x,y)
Here
x = horizontal axis
y = vertical axis.

In the given point A, y=x-2, we can continue at the origin (0,0) and move 2 units go down on the y-axis and 2 units right on the x-axis to plot point A at (2,0).

In the given point B, y=-x-2, we can continue at the origin (0,0) and transfer 2 units down on the y-axis and 2 units left on the x-axis to plot point B at (-2,0).

In the given point C, y=|x|-2, we can continue plotting two points for this equation.
When x is considered negative, we can procees at the origin (0,0) and transfer 2 units down on the y-axis and 2 units left on the x-axis to plot point C at (-2,0).
When x is positive, we can start at the origin (0,0) and move 2 units down on the y-axis and 2 units right on the x-axis to plot point C at (2,0).

Then, all points (x,y) such that (A) y=x-2, (B) y=-x-2, (C) y=|x|-2 are (-2,-4), (-2,-1), (0,-2), (2,-1), and (2,-4).
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There are approximately 500 times more high school football players than professional football players in the United States.

To determine how many times more high school football players there are than professional football players in the United States, we need to divide the number of high school players by the number of professional players:

1 x 10⁶ / 2 x 10³ = 500

Therefore, there are approximately 500 times more high school football players than professional football players in the United States.

We can determine this by dividing the two numbers and finding the ratio of high school players to professional players. The result tells us how many times greater the number of high school players is than the number of professional players. In this case, the ratio is 500:1, which means that for every professional football player, there are 500 high school football players.

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Thus, the height of cone for the given values of circumference an f volume is found as: 4 cm.

A tri shape that resembles a cone is what is known as a conical shape. A cone has a flat end that gradually taper towards a single point at the top known as the apex. Most commonly, a conical shape's flat end has an oval or circular shape. Conical shapes are on your mind when you imagine an ice cream cone with only a pointed end.

Volume of a cone = 1/3 * π *r²*h

Given that:

using circumference c = 6π

c = 2πr (for circular base)

6π  = 2πr

r = 3 cm

Now, using the volume;

Volume of a cone = 1/3 * π *r²*h

1/3 * π *3²*h = 12π

3h = 12

h = 4 cm

Thus, the height of the cone for the given values of circumference an f volume is found as: 4 cm.

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To prevent loan or credit card payment default, borrowers must make a minimum monthly payment.

Based on the outstanding debt amount, this payment includes interest and other fees along with portions of principal. The lender/creditor typically sets these payments to ensure progress towards paying off existing debt.

However, by making just minimum payments, borrowers may end up shelling out significantly more in added interest over the lifetime of the debt. Furthermore, prolonging the repayment time is another possible outcome to such a practice; hence, it remains crucial to determine suitable ways of meeting higher than expected monthly payments on debts.

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the restaurant used 754,040 ounces of cream last year.

What is an Equations?

Equations are statements in mathematics that consist of two algebraic expressions separated by an equals (=) sign, indicating the equivalence between the expressions on either side. Equations can be solved to determine the value of a variable that represents an unknown quantity. A statement that does not have an "equal to" symbol is not considered an equation and is instead referred to as an expression.

If the restaurant used 50% less cream this year compared to last year, then it means that this year's usage is 50% of last year's usage.

Let x be the amount of cream used last year.

Then we can set up the following equation:

x * 50% = 377,020

To solve for x, we need to isolate it on one side of the equation.

x * 50% = 377,020

x = 377,020 / 50%

To convert 50% to a decimal, we divide it by 100:

x = 377,020 / 0.5

x = 754,040

Therefore, the restaurant used 754,040 ounces of cream last year.

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The equation of the tangent line is y = x - 1.

To find the equation of the tangent line of y=xlog(x) at the point (1,0), we will first need to find the derivative of the function y=xlog(x) with respect to x.

Step 1: Find the derivative of y=xlog(x) with respect to x.
Using the product rule, (uv)' = u'v + uv', where u=x and v=log(x).

u' = derivative of x with respect to x = 1
v' = derivative of log(x) with respect to x = 1/x

Now, apply the product rule:
y' = u'v + uv' = 1*log(x) + x*(1/x) = log(x) + 1

Step 2: Find the slope of the tangent line at the point (1,0).
Evaluate y' at x=1:
y'(1) = log(1) + 1 = 0 + 1 = 1

The slope of the tangent line at (1,0) is 1.

Step 3: Find the equation of the tangent line.
We will use the point-slope form of a linear equation: y - y1 = m(x - x1), where (x1, y1) is the point (1,0) and m is the slope (1).

y - 0 = 1(x - 1)
y = x - 1

The equation of the tangent line of y=xlog(x) at the point (1,0) is y = x - 1.

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If Ann takes a boat then the distance between Ann's home and the market across the lake is approximately 29 km.

To find the distance from Ann's home to the market, we can use the Pythagorean theorem, which states that the square of the hypotenuse of a right triangle is equal to the sum of the squares of the other two sides.

In this case, Ann's home, the market, and the point where she crosses the lake form a right triangle, with the distance she travels across the lake being the hypotenuse.

To calculate the distance, we can use the following formula:

c^2=a^2+b^2

where c is the distance from Ann's home to the market, a is the distance from her home to the point where she crosses the lake, and b is the distance from the market to the point where she crosses the lake.

We know that a = 20 km and b = 21 km, so we can plug these values into the equation:

c^2=20^2+21^2

c^2=400+441

c^2=841

To solve for c, we take the square root of both sides of the equation:

c=sqrt(841)

c=29

Therefore, the distance from Ann's home to the market is approximately 29 km, when she takes the shortest path across the lake directly toward the market.

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The radius of the cylinder with volume of 141.3and height of 7 cm is 2.53cm.

The formula for the volume of a cylinder is V = πr²h, where r is the radius and h is the height. Given that V = 141.3 cm³ and using π ≈ 3.14, we can solve for r.

Rearranging the formula, we get r² = V/(πh), and plugging in the given values, we get r² = 141.3/(3.14*7). Since we don't know the height of the cylinder, we cannot solve for r exactly.

However, we can say that the radius of the cylinder is proportional to the square root of the volume, the height is 7 cm, then r = √(141.3/3.14*7) ≈  2.53cm. If the height is different, the radius will change accordingly.

In summary, using the formula for the volume of a cylinder andheight of 7 cm, the radius of the cylinder with volume 141.3 cm³ and using π ≈ 3.14 is approximately 2.53 cm.

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Complete question:

The volume of the cylinder is 141. 3 cubiccentimeters. What is the radius of the cylinder given that height is 7cm? use  π ≈ 3.14

The unit tangent vector T is (1/√10)i + (3/√10)k

The principal unit normal vector N is j.

vector function r(t) = ti + at²j + 3tk.
Step 1: Find the derivative of r(t) with respect to t, which gives us the tangent vector.
r'(t) = (1)i + (2at)j + (3)k
Step 2: Evaluate r'(t) at t=0.
r'(0) = (1)i + (2a*0)j + (3)k = i + 3k
Step 3: Find the magnitude of r'(0).
|r'(0)| = √(1^2 + 3^2) = √10
Step 4: Normalize r'(0) to find the unit tangent vector T.
T = r'(0) / |r'(0)| = (1/√10)i + (3/√10)k
Step 5: Find the second derivative of r(t) with respect to t.
r''(t) = (0)i + (2a)j + (0)k
Step 6: Evaluate r''(t) at t=0.
r''(0) = (0)i + (2a)j + (0)k = 2aj
Step 7: Find the magnitude of r''(0).
|r''(0)| = √(2a)^2 = 2a
Step 8: Normalize r''(0) to find the principal unit normal vector N.
N = r''(0) / |r''(0)| = (2a/2a)j = j
So, at t=0, the unit tangent vector T is (1/√10)i + (3/√10)k, and the principal unit normal vector N is j.

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The differential equation that describes the situation is: dp/dt = 41.43 * p * (1 - p/555).

The logistic differential equation is a commonly used model for population growth or decay, taking into account the carrying capacity of the environment. It is given by:

dp/dt = r * p * (1 - p/K)

where p is the population, t is time, r is the growth rate, and K is the carrying capacity.

In this case, the maximum capacity of the island is 555 bears, so we have K = 555. At 6 AM, the number of bears on the island is 165 and is increasing at a rate of 29 bears per day, so we have:

p(0) = 165 and dp/dt(0) = 29

To write the differential equation that describes this situation, we can use the initial conditions and the logistic model:

dp/dt = r * p * (1 - p/555)

Substituting the initial conditions, we get:

29 = r * 165 * (1 - 165/555)

Simplifying this expression, we get:

29 = r * 0.7

r = 41.43

Therefore, the differential equation that describes the situation is:

dp/dt = 41.43 * p * (1 - p/555)

Note that this model assumes that the growth rate of the bear population is proportional to the number of bears present and that the carrying capacity is fixed. Real-life situations may involve more complex models with time-varying carrying capacities or other factors affecting population growth.

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Answer:

Step-by-step explanation:

To solve the equation (T/12) + 5 = (T/3) + (T/4), we need to simplify the right-hand side of the equation by finding a common denominator for T/3 and T/4.

The least common multiple of 3 and 4 is 12, so we can rewrite T/3 and T/4 as (4T/12) and (3T/12), respectively. Substituting these expressions into the equation, we get:

(T/12) + 5 = (4T/12) + (3T/12)

Simplifying the right-hand side, we get:

(T/12) + 5 = (7T/12)

Subtracting (T/12) from both sides, we get:

5 = (6T/12)

Simplifying the right-hand side, we get:

5 = (T/2)

Multiplying both sides by 2, we get:

T = 10

Therefore, the solution to the equation is T = 10.

[tex]\sf\longrightarrow \: \frac{t}{12} + 5 = \frac{t}{3} + \frac{t}{4} \\ [/tex]

[tex]\sf\longrightarrow \: \frac{t + 60}{12} = \frac{t}{3} + \frac{t}{4} \\ [/tex]

[tex]\sf\longrightarrow \: \frac{t + 60}{12} = \frac{4t + 3t}{12} \\ [/tex]

[tex]\sf\longrightarrow \: 12(t + 60) = 12(4t + 3t) \\ [/tex]

[tex]\sf\longrightarrow \: 12t + 720 = 48t + 36t \\ [/tex]

[tex]\sf\longrightarrow \: 12t + 720 = 84t \\ [/tex]

[tex]\sf\longrightarrow \: 720 = 84t - 12t\\ [/tex]

[tex]\sf\longrightarrow \: 720 =72t\\ [/tex]

[tex]\sf\longrightarrow \: 72t = 720\\ [/tex]

[tex]\sf\longrightarrow \: t = \frac{720}{72} \\ [/tex]

[tex]\sf\longrightarrow \: t = 10 \\ [/tex]

[tex]\longrightarrow { \underline{ \overline{ \boxed{ \sf{\: \: \: t = 10 \: \: \: }}}}} \: \: \bigstar\\ [/tex]

The value of g'(4) is -1/3 if f is a differential function such that f (2) = 4, f(4) = 6, f'(2) = -4, and f'(6) = -3.

First, let's use the information given to find the equation of the tangent line to f at x=2. We know that f(2) = 4 and f'(2) = -4, so the equation of the tangent line at x=2 is

y - 4 = -4(x - 2)

Simplifying, we get

y = -4x + 12

Now let's use the fact that g(x) = f-1(x) for all x. This means that g(f(x)) = x for all x. We want to find g'(4), which is the derivative of g at x=4.

Using the chain rule, we have

g'(4) = [g(f(4))]'

Since f(4) = 6 and g(f(4)) = g(6) (since g(x) = f-1(x)), we can rewrite this as

g'(4) = [g(6)]'

Now we can use the fact that g(x) = f-1(x) to rewrite g(6) as f-1(6)

g'(4) = [f-1(6)]'

Now we need to find the derivative of f-1(x) with respect to x. To do this, we can use the fact that f(f-1(x)) = x for all x. Differentiating both sides with respect to x using the chain rule, we get

f'(f-1(x)) * (f-1)'(x) = 1

Solving for (f-1)'(x), we get

(f-1)'(x) = 1 / f'(f-1(x))

Now we can plug in x=6 and use the information given to find f'(f-1(6)). Since f(4) = 6, we know that f-1(6) = 4. Therefore

f'(f-1(6)) = f'(4)

Using the tangent line equation we found earlier, we know that f(2) = 4 and f'(2) = -4. Therefore, the slope of the line connecting (2,4) and (4,6) is

(6 - 4) / (4 - 2) = 1

Since the line connecting (2,4) and (4,6) is the tangent line to f at x=2, we know that this slope is equal to f'(2). Therefore

f'(4) = f'(f-1(6)) = f'(4)

Now we can plug in x=6 and f'(4) into our expression for (f-1)'(x)

(f-1)'(6) = 1 / f'(4)

Substituting this into our expression for g'(4), we get

g'(4) = [f-1(6)]' = (f-1)'(6) = 1 / f'(4)

Plugging in f'(4) = f'(f-1(6)) = f'(4), we get

g'(4) = 1 / f'(4) = 1 / (-3) = -1/3

Therefore, g'(4) = -1/3.

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The effect of the student presenting such a monologue would be B. The mean will decrease.

Order the data points:

1. 5, 1. 5, 2, 2. 5, 2. 5, 2. 5, 3, 3. 5, 3. 5, 4

Find the mean ;

= (1. 5 + 1. 5 + 2 + 2. 5 + 2. 5 + 2. 5 + 3 + 3. 5 + 3. 5 + 4) / 10

= 27 / 10

= 2. 7

Then find the new mean after the student presents the monologue:

= ( 0. 5 + 1. 5 + 1. 5 + 2 + 2. 5 + 2. 5 + 2. 5 + 3 + 3. 5 + 3. 5 + 4) / 11

= 2. 5

The mean therefore reduced.

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Answer:

b

Step-by-step explanation:

"Based on the data Stephanie collected, the best conclusion she can make is that her commute time varies between walking from home to work and walking from work to home."

Stephanie recorded the time it took for her to walk from home to work and from work to home. The recorded times for walking from home to work are 15, 16, 18, 20, and 21 minutes. The recorded times for walking from work to home are 14, 21, 21, 25, and 27 minutes.

From the given data, we can see that Stephanie's commute time is not consistent. The time it takes for her to walk from home to work varies between 15 and 21 minutes, and the time it takes for her to walk from work to home varies between 14 and 27 minutes. There is no clear pattern or trend in the data.

Therefore, the best conclusion Stephanie can make is that her commute time fluctuates, and it is not fixed or predictable. The specific duration of her commute can vary from day to day.

In conclusion, Stephanie's commute time varies between walking from home to work and walking from work to home, as indicated by the range of recorded times for each direction.

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To calculate the interest earned by Luke and Alexa, we can use the following formulas:

For compound interest:

A = P(1 + r/n)^nt

I = A - P

where:

A = the total amount

P = the principal amount

r = the annual interest rate (as a decimal)

n = the number of times the interest is compounded per year

t = the time period (in years)

I = the interest earned

For simple interest:

I = P*r*t

where:

P = the principal amount

r = the annual interest rate (as a decimal)

t = the time period (in years)

I = the interest earned

Using these formulas, we can calculate the interest earned by Luke and Alexa as follows:

For Luke:

P = £4000

r = 0.018 (1.8% as a decimal)

n = 1 (compounded annually)

t = 3 years

A = 4000(1 + 0.018/1)^(1*3) = £4316.83

I = 4316.83 - 4000 = £316.83

For Alexa:

P = £4000

r = 0.018 (1.8% as a decimal)

t = 3 years

I = 4000*0.018*3 = £216

Therefore, the total interest earned by Luke is £316.83 and the total interest earned by Alexa is £216. The difference between these two amounts is:

316.83 - 216 = £100.83

So Luke earned £100.83 more in interest than Alexa over the 3 years.

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The value of M is a^4.

Given the information, we can express the given logarithms as follows:

1) log_a(MN) = 6
2) log_a(N/M) = 2
3) log_a(N^m) = 16

From equation (1), we can write:
MN = a^6

From equation (2), we can write:
N/M = a^2 → N = a^2 * M

Now, substitute N from equation (2) into equation (3):
log_a((a^2 * M)^m) = 16

Using the power rule of logarithms, we get:
m * log_a(a^2 * M) = 16

Since log_a(a^2 * M) = 2log_a(a) + log_a(M) = 2 + log_a(M), we have:
m * (2 + log_a(M)) = 16

We don't have enough information to determine the value of 'm', but we don't need it to find the value of 'M'.

Now, substitute N back into the equation MN = a^6:
M * a^2 * M = a^6

Divide both sides by M * a^2:
M = a^(6-2) = a^4

So, the value of M is a^4.

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The value of x is 6 and the perimeter is 52 unints

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

The figure

If the lines that appear to be tangent are tangent, then we have the following equation

x + 2 = 8

Evaluate the like terms

x = 6

The perimeter is the sum of the side lengths

So, we have

Perimeter = x + 2 + 8 + 5 + 5 + 9 + 9 + 4 + 4

This gives

Perimeter = 6 + 2 + 8 + 5 + 5 + 9 + 9 + 4 + 4

Evaluate

Perimeter = 52

Hence, the perimeter is 52 unints

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In the equation , Felipe is correct.

What is equation?

The definition of an equation in algebra is a mathematical statement that demonstrates the equality of two mathematical expressions. For instance, the equation 3x + 5 = 14 consists of the two equations 3x + 5 and 14, which are separated by the 'equal' sign.

Here the given equation is (372) (675) =18k7.

We know that the factor is a number that divides the another number and leaves no reminder .

If we divide 18k7 by 372 the we get remainder 675. So 372 is not factor of 18k7.

But 372 is divides the number 18k7.

Hence Felipe is correct.

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Answer:

10 outcomes

Step-by-step explanation:

if 2 coins were selected with replacement=10×10=100

number of outcomes if 2 coins were selected without replacement=10×9=90

Finally, 100-90= 10 outcomes!

Therefore, the correct answer is option (b) c + 0.92.

The expression that represents Evelyn's grocery bill after the 8% discount is:

c - 0.08c

This can be simplified as:

0.92c

Therefore, the correct answer is option (b) c + 0.92.

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The expression that represents Evelyn's grocery bill after the coupon is applied is 0.92c. Therefore, the correct option is D.

If Evelyn has a coupon that will reduce her grocery bill by 8% and c represents the cost of her groceries, the expression that represents Evelyn's grocery bill after using the coupon is 0.92c. It is determined as follows.

1. The coupon reduces the bill by 8%, which means Evelyn will pay 100% - 8% = 92% of the original cost.

2. Convert the percentage to a decimal: 92% = 0.92

3. Multiply the original cost (c) by the decimal: 0.92c

So, the correct answer is option D: 0.92c.

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The rate at which the total number of bushels of corn currently increases per year depends on the value of "b", which represents the annual increase in yield per acre. If the yield per acre is not increasing (i.e., b = 0), then the rate of increase is a constant 1300 bushels per year.

Let's call the total number of acres the farmer is farming in corn in a given year as "a". We know that initially, a = 100 acres, and that it increases by 30 acres per year. So, in general:

a = 100 + 30t

where "t" is the number of years since the farmer started converting to corn.

Now, let's call the yield in bushels per acre in a given year as "y". We know that initially, y = 130 bushels per acre, and that it increases by "b" bushels per acre per year. So, in general:

y = 130 + bt

Finally, we can calculate the total number of bushels of corn produced in a given year by multiplying the number of acres by the yield per acre:

bushels per year = a * y

Substituting the expressions we have for "a" and "y", we get:

bushels per year = (100 + 30t) * (130 + bt)

Expanding this expression, we get:

bushels per year = 13000 + 1300t + 3900bt + 30tb

Now we can differentiate this expression with respect to time to find how rapidly the total number of bushels of corn currently increases per year:

d(bushels per year)/dt = 1300 + 3900b + 30b

Simplifying, we get:

d(bushels per year)/dt = 1300 + 3930b

So the rate at which the total number of bushels of corn currently increases per year depends on the value of "b", which represents the annual increase in yield per acre. If the yield per acre is not increasing (i.e., b = 0), then the rate of increase is a constant 1300 bushels per year. If the yield per acre is increasing, then the rate of increase will be greater than 1300 bushels per year, and the rate of increase will depend on the value of "b".

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