helpp asapp!!!!!!!!!!!

27.42 feet.


Assuming the limb forms a right angle with the trunk of the tree, we can use trigonometry to find the length of the limb.

The opposite side of the triangle is the height of the limb, the adjacent side is the height of the tree, and the angle between them is 62 degrees.

Using the tangent function, we have:

tan(62°) = opposite / adjacent

Solving for the opposite side (height of the limb), we get:

opposite = tan(62°) x adjacent

opposite = tan(62°) x 14.9

opposite ≈ 27.42

Therefore, the longest limb is approximately 27.42 feet tall.

The measure of the angle through which the minute hand of a standard 12-hour clock rotates from the time Monique looked at the clock at the beginning of class to the time she looked at it again at the end of class is 6t degrees, where t is the time elapsed in minutes.

The number of times the figure rotates around for a central point throughout the course of a full 360-degree rotation is referred to as the order of rotation in mathematics. Since it takes 4 of these revolutions to accomplish a full 360-degree rotation, a figure that swings 90 degrees and then returns to its original location has an order of rotation of 4. The idea of rotational symmetry—the characteristic of an image that remains constant during a rotation of a specific angle—and the order of rotation are closely related. The number of rotations a figure with symmetrical can undergo and yet maintain its original appearance is known as the order of rotation.

In the given question,

A normal 12-hour clock's minute hand completes one full rotation every 60 minutes. This implies it rotates 360 degrees in 60 minutes, or at a rate of 6 degrees per minute.

Now, locate the location of the minute hand at the start of class. When Monique looked at the clock at the start of class, the minute hand would be pointing directly at the number 12. As a result, the minute hand begins at 0 degrees.

Then, at the conclusion of class, find the location of the minute hand. If Monique glanced at the clock again at the conclusion of class, she would notice that the minute hand had moved t minutes from its initial position. As a result, the minute hand would be at:

6 degrees per minute × t minutes = 6t degrees

Now, we can find the angle through which the minute hand rotates by taking the difference between the starting and ending positions of the minute hand:

Ending position - Starting position = 6t degrees - 0 degrees = 6t degrees

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The complete question is: What is the measure of the angle through which the minute hand of a standard 12-hour clock rotates from the time Monique looked at the clock at the beginning of class to the time she looked at it again at the end of class?

the weight of the pumpkin is 22 times the weight of an apple.

To find out how many times the weight of an apple is contained in the weight of a pumpkin, we need to divide the weight of the pumpkin by the weight of the apple.

First, we need to convert the mixed number 5 1/2 into a fraction. We can do this by multiplying the whole number by the denominator of the fraction, and then adding the numerator. So:

5 1/2 = (5 x 2 + 1)/2 = 11/2        

Now we can set up the division:

11/2 ÷ 1/4

To divide fractions, we need to flip the second fraction and then multiply. So:

11/2 ÷ 1/4 = 11/2 x 4/1 = 44/2

Simplifying the fraction, we get:

44/2 = 22

Therefore, the weight of the pumpkin is 22 times the weight of an apple.

In other words, the pumpkin weighs 22 times as much as the apple.

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Therefore, the long dimension of the quilt is (26x + 60)/(x + 6) cm longer than the short dimension.

Area is the measure of the extent of a 2-dimensional surface or region, usually measured in square units such as square meters (m²), square feet (ft²), or square centimeters (cm²). It is the amount of space inside the boundary of a flat shape or the surface of an object.

Here,

The area of the original square is x^2 cm². Maria adds some fabric to one side of the square, which increases the length of the rectangle by a certain amount, and adds a different amount of fabric to the adjacent side, which increases the width of the rectangle by a certain amount. Let's say Maria adds y cm of fabric to one side and z cm of fabric to the other side. Then the length of the rectangle is x + y cm and the width is x + z cm. The area of the rectangle is given by:

(x + y)(x + z) = x^2 + xy + xz + yz

We know that the area of the rectangle is x² + 13x + 30 cm². So we can set these two expressions equal to each other:

x² + xy + xz + yz = x² + 13x + 30

Simplifying this equation, we get:

xy + xz + yz = 13x + 30

We want to find the difference between the length and the width of the rectangle, which is (x + y) - (x + z) = y - z. To solve for y - z, we need to express yz in terms of y - z. We can do this by factoring the left side of the equation above:

xy + xz + yz = y(x + z) + xz = (y - z)(x + y + z)

Substituting this expression for yz in the equation above, we get:

(y - z)(x + y + z) = 13x + 30

We want to solve for y - z, so let's focus on the left side of the equation:

(y - z)(x + y + z) = y(x + y + z) - z(x + y + z)

= xy + y² + yz - xz - z² - yz

= y² - z² + xy - xz

Substituting the expression we found earlier for xy - xz, we get:

(y - z)(x + y + z) = y² - z² + (y - z)(x + z)

(y - z)[x + y + z - (x + z)] = y² - z²

y - z = (y² - z²)/(y - z) = y + z

= (13x + 30)/(x + 6)

So the difference between the length and the width of the rectangle is:

y - z = (13x + 30)/(x + 6)

Therefore, the long dimension of the quilt is (x + y) = x + (13x + 30)/(x + 6) cm, and the short dimension is (x + z) = x + (30 - 13x)/(x + 6) cm. The difference between the long and short dimensions is:

[x + (13x + 30)/(x + 6)] - [x + (30 - 13x)/(x + 6)]

= (13x + 30)/(x + 6) - (30 - 13x)/(x + 6)

= (26x + 60)/(x + 6)

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By answering the presented question, we may conclude that Because equation both of these answers are real values, the solution to the equation x2 - 9 = 0 is that it has two real solutions.

An equation in mathematics is a statement that states the equality of two expressions. An equation is made up of two sides that are separated by an algebraic equation (=). For example, the argument "2x + 3 = 9" asserts that the phrase "2x + 3" equals the number "9". The purpose of equation solving is to determine the value or values of the variable(s) that will allow the equation to be true. Equations can be simple or complicated, regular or nonlinear, and include one or more elements. In the equation [tex]"x^2 + 2x - 3 = 0,"[/tex]for example, the variable x is raised to the second power. Lines are utilised in many different areas of mathematics, such as algebra, calculus, and geometry.

(x-3)(x+3) = 0 is a rewrite of the equation [tex]x^2 - 9 = 0.[/tex] This suggests that the equation's solutions are x = 3 and x = -3.

Because both of these answers are real values, the solution to the equation x² - 9 = 0 is that it has two real solutions.

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Answer:

what do need help with ,?

The probability that you will win three rounds in a row is 1/8, or 12.5%.

The probability of winning a single round of ring toss is 50%. To calculate the probability of winning three rounds in a row, we must multiply the probability of winning each round together. So, the equation would be 0.5 x 0.5 x 0.5 which equals 0.125, or 12.5%. This means that the probability of winning three rounds in a row is 1/8, or 12.5%.

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Therefore, the football team scored 4 touchdowns, 2 field goals, and 1 safety in the game.

An equation is a mathematical statement that asserts that two expressions are equal. It typically consists of variables, constants, and mathematical operations such as addition, subtraction, multiplication, division, exponentiation, and so on. An equation is often written with an equal sign (=) between the two expressions. The goal of solving an equation is to find the values of the variables that make the equation true. Equations are used extensively in mathematics, physics, engineering, and many other fields to describe relationships between different quantities.

by the question.

Let's denote the number of touchdowns scored by "T", the number of field goals scored by "F", and the number of safeties scored by "S".

From the problem, we know:

[tex]T + F + S = 8 (they scored points 8 times)\\7T + 3F + 2S = 38 (the total score was 38 points)\\T = F + S[/tex] (they scored as many touchdowns as they did field goals and safeties combined)

Substituting the third equation into the first, we get:

[tex]F + S + F + S = 8\\2F + 2S = 8\\F + S = 4[/tex]

We now have a system of three equations:

[tex]T + F + S = 8\\7T + 3F + 2S = 38\\T = F + S[/tex]

Substituting the third equation into the first two, we get:

[tex]7(F + S) + 3F + 2S = 38\\8(F + S) = 21[/tex]

Solving for F + S, we get:

[tex]F + S = 21/8[/tex]

However, we also know that F + S = 4, so there must be a mistake somewhere. Looking back at the problem, we see that the statement "they scored as many touchdowns as they did field goals and safeties combined" implies that T = F + S + 1 (since a touchdown is worth 7 points and a field goal and safety combined are worth 4 points). Substituting this into the first two equations, we get:

[tex](F + S + 1) + F + S = 8\\7(F + S + 1) + 3F + 2S = 38[/tex]

Simplifying, we get:

[tex]2F + 2S = 6\\10F + 9S = 31[/tex]

Solving for F and S, we get:

[tex]F = 2\\S = 1[/tex]

Substituting these values back into the equation T = F + S + 1, we get:

[tex]T = 4[/tex]

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The correct order of presentation of sample distribution  should include the introduction, method, results, discussion, and conclusion.

The correct order of presentation for results of an independent samples t-test is as follows:Introduction: Introduction should include the aim of the research, the hypothesis, and the data collection method. Method: The method should include the sample size, the type of sample, the data collection method, and the statistical analysis techniques used. Results: The results should include descriptive statistics for each group, the t-test result, the degree of freedom, and the p-value. Discussion: The discussion should include the interpretation of the results, the significance of the findings, and the limitations of the study.Conclusion: The conclusion should summarize the findings and provide suggestions for future research.

Explanation In research, presenting the findings of an independent samples t-test involves comparing the means of two independent groups to determine if there is a significant difference between the two groups. The independent t-test is used when the data are independent, and it assumes that the samples have a normal distribution with equal variances.The results of the t-test can be presented using tables, graphs, or charts.

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The caffeine is leaving Bree's body at a rate of approximately 11.96 mg per hour.

What is the rate?

Rate is a measurement of the speed of change or the amount of change that occurs per unit of time or per unit of some other quantity. It is a ratio between two different measurements, typically expressed in units of distance, time, weight, volume, or currency.

The caffeine in Bree's system is decreasing linearly over the course of 6 hours (from 8am to 2pm).

We can use the information given to find the hourly decreasing rate by calculating the slope of the line connecting the two data points.

The change in caffeine over 6 hours is:

100 mg - 28.24 mg = 71.76 mg

So the hourly decreasing rate can be calculated as:

Hourly decreasing rate = Change in caffeine / Time

Hourly decreasing rate = 71.76 mg / 6 hours

Hourly decreasing rate = 11.96 mg/hour (rounded to two decimal places)

Therefore, the caffeine is leaving Bree's body at a rate of approximately 11.96 mg per hour.

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The cost of operating the dryer for a month is $6.

An electric clothes dryer has a power rating of 4000W. Assume that a family does five loads of laundry each week for 4 weeks. Further assume that each load takes one hour. A. Find the energy used in both J and kWh.

1J = 1W.s

Energy used = Power x time= 4000W x (5 x 4) x 1h= 80000Wh= 80 kWh

Thus, the energy used in kWh is 80 kWh.1kWh = 1000Wh

1kWh = 3.6 x 10^6 J

Thus, the energy used in J is 80 x 3.6 x 10^6 = 288 x 10^6 J.B. If the cost of electricity is $.075/kWh, find the cost of operating the dryer for a month (4 weeks).

The energy used by the dryer for a month is 80 kWh.

Cost of operating the dryer for a month = Energy used x Cost per kWh= 80 kWh x $0.075/kWh= $6

Therefore, the cost of operating the dryer for a month is $6.

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The point of intersection of the graph (2,9), means that at 2 minutes, the altitude was 9 thousand feet.

The y-axis in the presented graph denotes altitude in thousand feet, while the x-axis in the graph denotes time in minutes. The point of intersection, (2,9), indicates that the height was 9000 feet at 2 minutes.

The moment when the height was 9000 feet is indicated by the x-value, which in this instance is 2. It identifies the precise point in time when the height was displayed on the graph as 9000 feet.

It is crucial to understand the x-value of the point of contact because it enables precise computations and predictions about the height at various times.For example, if we want to know the altitude at 5 minutes, we can use the slope of the graph and the point of intersection to determine the altitude accurately.

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If tan ⁡θ = - 1, a possible value of θ is C. 135 degrees.

If tanθ = -1, we are looking for an angle where the ratio of the opposite side to the adjacent side is -1. This occurs in the second and fourth quadrants, where either the opposite side is positive and the adjacent side is negative or vice versa.

In the second quadrant, the angle would be (180 - 45)° = 135° or (3π/4) radians.

In the fourth quadrant, the angle would be (360 - 45)° = 315° or (7π/4) radians. Both of these angles have a tangent of -1.

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The full question is:

If tan⁡ θ = - 1, a possible value of θ is:

The system of equations- 4x-22=0

26y-2=0.

A mathematical statement known as an equation consists of two algebraic expressions separated by equal signs (=) on either side.

It demonstrates the equality of the relationship between the printed statements on the left and right unknowable quantities, you can solve equations.

A statement is not an equation if it lacks the equals sign.

Left side equals right side in all formulas.

To find the values of unknowable variables, which stand in for

When two expressions have the same value, a mathematical statement known as an equation will include the symbol "equal to" between them.

Hence, The system of equations- 4x-22=0,

26y-2=0.

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Answer:

59

Step-by-step explanation:

Let's begin by simplifying the expression:

[tex](y-4)^2-(6+y)(y-6) = y^2 - 8y + 16 - y^2 + 36 = -8y + 52[/tex]

Since we've found are final expression, we can plug in the value we are given:

[tex]-8y + 52 = 7 + 52 = \fbox{59}[/tex]

Answer:

it's the third one trust me

The value of the ratio of baking soda to salt is 3/4 : 1.

A fraction is a number that represents a portion of a whole or a ratio of two quantities.  It consists of two integers arranged one above the other and divided by a horizontal line known as a vinculum or fraction bar.The ratio of baking soda to salt in the recipe can be written as:

Baking soda : Salt = 3/4 : 3

To simplify the ratio, we can first convert the fraction 3/4 to an equivalent fraction with a denominator of 12  

3/4 = 9/12

So the ratio becomes:

Baking soda : Salt = 9/12 : 3

We can simplify this ratio further by dividing both the numerator and denominator of the first fraction by 3:

Baking soda : Salt = 3/4 : 1

Therefore, the value of the ratio of baking soda to salt = 3/4 : 1.

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The intersection points between the two lines y > (3x-4) and y > -(1/2)x+3, from the graph is (x, y) = (2, 2)

To graphically solve the system of inequalities, we will first graph the two boundary lines, which are the lines obtained by replacing the inequality symbols with equality symbols in each of the given inequalities:

y > 3x - 4 (red dotted line)

y > -(1/2)x + 3 (blue dotted line)

When we plug (0, 0) into y > 3x - 4, we get:

⇒ 0 > 3(0) - 4

⇒ 0 > -4

This inequality is true, so we shade the half-plane above the solid line,

y = 3x - 4

When we plug (0, 0) into y > -(1/2)x + 3, we get:

⇒ 0 > -(1/2)(0) + 3

⇒ 0 > 3

This inequality is not true, so we shade the half-plane below the dashed line, y = -(1/2)x + 3

The solution set is the region that is shaded in both half-planes, which is the triangular region above the solid line and below the dashed line.

Now, we have to determine the intersection points between the two lines y > (3x-4) and y > -(1/2)x+3, from the graph, we get; (x, y) = (2, 2)

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Graph of the solution-

Answer:

options C and D is the answer

Answer:

1

Step-by-step explanation:

Answer: The answer is 1 tablespoon of vanilla.

Step-by-step explanation:

Based on the given conditions, formulate:

[tex]\frac{1}{6}[/tex]  ÷ [tex]\frac{2}{12}[/tex]

Simplify fraction(s): [tex]\frac{1}{1}[/tex]

Any fraction with a denominator of 1 is equal to its numerator, which is 1.

I hope this helped you! A brainilist is highly appreciated and helpful! <3

After answering the provided question, we can conclude that Therefore, the simplified expression is [tex](y / x) * (1 / z^5)[/tex] and the value of the exponent for y is 1.

An expression in mathematics is a collection of manifestations, digits, and transnational corporations that resemble a significant correlation or regimen. A square root, a mutable, or a mix of the two can be used as an expression. Mathematical operators include addition, subtraction, pervasiveness, division, and exponentiation. Expressions are widely used in arithmetic, mathematics, and shape. They are used in the representation of mathematical formulas, the solution of equations, and the simplification of mathematical relationships.

To simplify the expression,

[tex]x^0xy^2z(^-3) = xy^2z(^-3)\\xy^2z(^-3) / x^2yz^2\\= (xy^2 / x^2y) * (1 / z^5)\\= (y / x) * (1 / z^5)[/tex]

Therefore, the simplified expression is [tex](y / x) * (1 / z^5)[/tex] and the value of the exponent for y is 1.

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Answer:

Microorganism B is 2500 times wider than microorganism A.

Step-by-step explanation:

Microorganism B is 2500 times wider than microorganism A.

Step-by-step explanation:

Take the derivative of this function using the power rule

[tex] \frac{d}{dx} ( {x}^{n} ) = nx {}^{n - 1} [/tex]

Since the terms are serpated using addition or subtraction we can take the derivative of this function separately

So our derivative end up becoming

[tex]6x - 7[/tex]

Plug in x=2

[tex]6(2) - 7 = 5[/tex]

So the gradient of the tangent line at 2,-7 is 5

Answer:

Step-by-step explanation:

Answer:

(-5, -7)

Step-by-step explanation:

To rotate a point (x,y) by 180 degrees about the origin, we can multiply its coordinates by the matrix:

-1  0

0 -1

So, to rotate the triangle JKL by 180 degrees about the origin, we can apply this transformation to each of its vertices. We have:

J(3,1)  ->  J^`(−3,−1)

K(7,−5) ->  K^`(−7,5)

L(5,7)  ->  L^`(−5,−7)

Therefore, the coordinates of the vertex L^(`) after the triangle is rotated by 180 degrees clockwise about the origin are (-5, -7).

Answer:

m = 1/7

Step-by-step explanation:

3m(n + 3p) = n + p

1st step: Replace the known  letters

3m(4 + 3 X 8) = n + p

2nd step: Solve inside the parathenstics

3m(28) = n + p

3rd step: simplify both sides of the equation

84m = 4 + 8 (combine like terms)

84m = 12

4th step: divide both sides by 84

m = 1/7

Answer: RM 86.40

Step-by-step explanation:

The profit can be calculated as follows:

Selling price = List price + Profit

Profit = (Percentage profit/100) x List price

Discount = (Discount percentage/100) x Selling price

Selling price after discount = Selling price - Discount

Let's plug in the given values into these formulas:

List price = RM 120

Percentage profit = 60%

Profit = (60/100) x 120 = RM 72

Discount percentage = 30%

Selling price = 120 + 72 = RM 192

Discount = (30/100) x 192 = RM 57.60

Selling price after discount = 192 - 57.60 = RM 134.40

To calculate the profit after discount, we need to subtract the cost price from the selling price after discount:

Profit after discount = Selling price after discount - Cost price

Cost price = List price - Profit = 120 - 72 = RM 48

Profit after discount = 134.40 - 48 = RM 86.40

Therefore, the profit after the discount is RM 86.40.

Answer:

1/2

Step-by-step explanation:

7b/14b

you can cancel out the b's to get

7/14

and simplify it to

1/2.

Answer: 1/2

Step-by-step explanation:

7 + 7 = 14, so 7 is half of 14



SteSteAnswerAnswer:

x = 3/4 and -2

Step-by-step explanation:

If x²+ 5/4x = 3/2, x²+ 5/4x - 3/2 = 0

Multiply by 4 to get 4x²+ 5x - 6 = 0

Factor it to get (4x - 3)(x + 2) = 0

anything times 0 = 0, so x = 3/4 and -2