MA.912.FL.3.2: Solve real-world problems involving simple, compound and continuously compounded interest.

1. Earl opens a certificate of deposit with $1,500 that pays 2.75% compounded daily.
Part A: Write an equation to model this situation.
Part B. How much money will be in the account after 1 year?
Part C. How much money will be in the account after 5 years?

Answer:

m<1 = 60

m<2 = 60

m<3 = 30

Step-by-step explanation:

Algebraically, we can write the solution set of the system of inequalities as follows:   -2x - 3 ≤ y ≤ 3x 2  and  y = -5 satisfies this inequality, the point (1, -5) is in the solution set of the system of inequalities

An algebraic expression is an expression made up of constant algebraic numbers, variables and  algebraic operations (addition, subtraction, multiplication, division and exponentiation, which is a rational number).

To determine the relationship between the point (1, -5) and the given system of inequalities, we must substitute the values ​​of x and y in each inequality and check whether the point satisfies the inequality or not. 

 For the first inequality, we have: 

 y ≤ 3 x 2 

 Substituting x = 1 and y = -5, we get: 

 -5 ≤ 3 (1) 2 

 -5 ≤ 5 

 This inequality is true, so the point (1, -5) satisfies this inequality.  

 For the second inequality, we have: 

 y ≥ -2x -3 

 Substituting x = 1 and y = -5, we get: 

 -5 ≥ -2(1) -3 

 -5 ≥ -5 

 This inequality is also true, so the point (1, -5) also satisfies this inequality. 

 Since the point (1, -5) satisfies both inequalities, it lies in the region that satisfies the system of inequalities. Geometrically, the point (1, -5) lies in the shaded area between the two lines y = 3x 2 and y = -2x -3 in the xy plane. Algebraically, we can write the solution set of the system of inequalities as follows: 

 -2x - 3 ≤ y ≤ 3x 2 

 Substituting x = 1, we get: 

 -2 (1) - 3 ≤ y ≤ 3 (1) 2 

 -5 ≤ y ≤ 5 

 Since y = -5 satisfies this inequality, the point (1, -5) is in the solution set of the system of inequalities

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In the case of the property "if c² =0, then c=0", the set Z and Q do not fulfill this property, while the set 4Z does.

To determine if a set of numbers fulfills a property, you need to evaluate whether every element in the set satisfies that property. In the case of the property "if c² =0, then c=0", this means that for any element c in the set, if c² =0, then c must be equal to 0.

The set of integers does not fulfill this property because there are elements in Z that satisfy c² =0 without being equal to 0. For example, 2 × 0=0, but 2 is not equal to 0.

Similarly, the set Q (the set of rational numbers) also does not fulfill this property because there are rational numbers that satisfy c² =0 without being equal to 0. For example, (1/2) × (1/2)=1/4, which is not equal to 0.

However, the set 4Z the set of integers that are multiples of 4 does fulfill this property because every element in 4Z can be written as 4n for some integer n, and if (4n)² =0, then 4n=0, which implies that n=0, and hence c=4n=0.

and in the case of the property "if c² =0, then c=0", the set Z and Q do not fulfill this property, while the set 4Z does.

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The probability that the random variable will assume a value between 45 and 55 is given by: 0.6827

A random variable is normally distributed.

Mean μ = 50

Standard deviation σ = 5

According to the empirical rule, also known as 68-95-99.7 rule, the percentage of values that lie within an interval with 68%, 95% and 99.7% of the values lies within one, two or three standard deviations of the mean of the distribution.

The more precise statement for 68 percent is:

[tex]P(\mu-\sigma < X < \mu+\sigma) = 68.27%[/tex]

Since the interval of interest given in question is (45,55), it can be rewritten as  (50-5, 50 + 5)

Thus we have:

P(50 - 5 < X < 50+5) = 68.27%

P(45 < X < 55) = 0.6827.

Thus, 0.6827 is the probability that the random variable will assume a value between 45 and 55.

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Step-by-step explanation:

If you mean what are the solutions (zeroes or 'roots') :

the graph is equal to zero at x = 2 and 5  

  this is where the graph crosses the x-axis

the quadratic would be   f(x) = (x-2)(x-5)  = x^2 -7x+10

To compare the means of two distinct groups where one group receives a manipulation and the other serves as the control group, you will run an Independent Samples t-test. This statistical test is used to determine if there is a significant difference between the means of two independent groups on a given measure.

Here's a step-by-step explanation:

1. Define your null hypothesis (H0) and alternative hypothesis (H1). The null hypothesis usually states that there is no significant difference between the means, while the alternative hypothesis states that there is a significant difference.

2. Determine the level of significance (alpha) for the test, typically set at 0.05 or 0.01.

3. Collect data from both groups and calculate their respective means and standard deviations.

4. Calculate the t-value using the formula:
t = (M1 - M2) / sqrt((SD1^2 / n1) + (SD2^2 / n2))
where M1 and M2 are the means, SD1 and SD2 are the standard deviations, and n1 and n2 are the sample sizes of the two groups.

5. Determine the degrees of freedom (df) for the test using the formula:
df = n1 + n2 - 2

6. Use the t-value and degrees of freedom to find the corresponding p-value in a t-distribution table or by using statistical software.

7. Compare the p-value to the predetermined level of significance (alpha). If the p-value is less than or equal to the alpha, you can reject the null hypothesis and conclude that there is a significant difference between the means of the two groups.

In summary, to compare the means of two distinct groups with different manipulations, you should perform an Independent Samples t-test. This test helps you determine whether the observed differences between the groups are statistically significant or due to random chance.

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To find out how long it would take to turn a $13,000 investment in Japan into $16,000 with annual compound interest, the formula for compound interest can be used. By solving for t, we can find that it would take about 2.72 years, assuming an interest rate of 7.97%.

To solve this problem, we can use the formula for compound interest:

A = P(1 + r/n)⁽ⁿᵗ⁾

where:

A = the final amount

P = the initial investment

r = the annual interest rate (as a decimal)

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

t = the time (in years)

In this case, we are given that P = $13,000, A = $16,000, r is not given, n = 1 (since the interest is compounded annually), and we want to solve for t.

First, we can rearrange the formula to solve for t:

t = (log(A/P)) / (n * log(1 + r/n))

Substituting the given values, we get:

t = (log(16000/13000)) / (1 * log(1 + r/1))

Simplifying the equation gives:

t = log(1.2308) / log(1 + r)

To solve for t, we need to know the annual interest rate, r. We can rearrange the formula for compound interest to solve for r:

r = n[(A/P)⁽¹/⁽¹*ᵗ⁾⁾ - 1]

Substituting the given values, we get:

r = 1[(16000/13000)⁽¹/⁽¹*ᵗ⁾⁾ - 1]

Simplifying the equation gives:

r = (16000/13000)⁽¹/ᵗ⁾ - 1

We can then use trial and error or a calculator to solve for t. One way is to plug in different values for t until we get an r that makes sense. For example:

If we assume t = 3 years, then:

r = (16000/13000)⁽¹/³⁾ - 1

r = 0.0797

Plugging this value of r back into the equation for t gives:

t = log(1.2308) / log(1 + 0.0797)

t ≈ 2.72 years

Therefore, if you invest $13,000 in Japan and the interest is compounded annually, you would need to wait approximately 2.72 years for your investment to be worth $16,000.

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The output of the function g(x) when x = 4 is 9.

If you input 4 into g(x), we get:

g(4) =  = [tex]3^{4/2}[/tex] = 9

An explicit function in mathematics is one that may be explicitly computed for any given value of its independent variable, typically written as x. In other words, an explicit function does not include any additional variables or unknowns and simply expresses the dependant variable (y) as the independent variable (x). Often, it is expressed as an algebraic formula or equation that can be evaluated for any given value of x. Calculus, differential equations, and statistics are just a few of the mathematics disciplines where explicit functions are helpful. They make it simpler to analyse and resolve mathematical issues and offer a clear approach to define a relationship between two variables. In programming, explicit functions are also employed.

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Answer:

y=2x-13

Step-by-step explanation:

The value of k is equal to one half in the given case.

Since g(x) = f(kx), the value of k can be found by comparing the input values of g(x) to the corresponding input values of f(x) when x is multiplied by k.

Let's compare the values of g(x) and f(x) for x = -2:

g(-2) = 4, which means f(k(-2)) = 4, or f(-2k) = 4

f(-2) = 4, which means -2k is one of the inputs for f(x) that gives an output of 4

Next, let's compare the values of g(x) and f(x) for x = 2:

g(2) = 4, which means f(k(2)) = 4, or f(2k) = 4

f(2) = 4, which means 2k is one of the inputs for f(x) that gives an output of 4

We now have two equations: -2k is an input for f(x) that gives an output of 4, and 2k is also an input for f(x) that gives an output of 4. Therefore, we can solve for k by setting the two equations equal to each other and solving for k:

-2k = 2k/2

Multiplying both sides by -1/2, we get:

k = 1/2

Therefore, the value of k is equal to one half.

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There is no value of x that meets the requirements because this is a contradiction.

The angle addition postulate can be used to determine the value of x. According to the angle addition postulate, if point Y is inside the angle ZUVX, then

According to the geometry postulate known as the angle addition, if two or more angles are placed side by side, with a common vertex and arm connecting each pair, the sum of those angles will equal the sum of the resulting angle1.

Take the two nearby angles ACB and CDB as an illustration. To identify undiscovered angles, we can combine their measurements. According to the angle addition postulate,∠ ACB + ∠CDB equals∠ ADC2.

ZUVX plus YUVX equals ZVYX and YVYX.

Since mVYX = 282 and mZUVX = (4x - 5) are known values, we may replace them in the equation as follows:

(4x - 5) + mYUVX + mZVYX = 282

The values of mYUVX and mZVYX are unknown, but since they are supplementary angles, we do know that they add up to 180 degrees. Hence, we may replace mYUVX with 180 - mZUVX and mZVYX with 180 - mVYX:

(180 - mZUVX) + (4x - 5) = 282 + (180 - mVYX)

When we simplify this equation, we obtain:

4x - 5 + 180 - (4x - 5) = 282 + 180 - 282

More simplification results in:

175 = 78

No value of x is there:

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For the given problem, the null hypothesis cannot be tested because the sample is less than 30 boxes of cereal package filling is b)false.

The size of the sample does not affect the ability to test a null hypothesis. The sample size can affect the statistical power of the test (i.e., the ability to detect a true difference if it exists), but it does not affect the ability to test the null hypothesis itself.

There are statistical tests, such as the t-test and the z-test, that can be used to test hypotheses even with small sample sizes. Alternatively, non-parametric tests can also be used when the assumptions of the parametric tests are not met.

In statistics, the null hypothesis is a statement that there is no significant difference or relationship between two or more variables, or that any observed difference or relationship is due to chance or random sampling variability.

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The formula you will need in order to solve this question is [tex]2(wl+hl+hw)[/tex]

Step 1: Consider the information that has been provided to you in the problem.

W = 4

L = 8

H = 6

Step 2: Substitute the width, length, and height into the formula provided.

2(4×8+6×8+6×4)

Step 3: Solve.

2(4×8+6×8+6×4) = 208

With that being said, the answer to your question is 208 cm.

The speed of the train is 40 km/h. and the length and breadth of the plot are 33 meters and 16 meters respectively.

The solution is as follows :-

(i) Let's assume that the breadth of the rectangular plot is x meters. Then, according to the problem, the length of the plot is (2x + 1) meters. The area of the plot is given as 528 m². We know that the area of a rectangle is given by the product of its length and breadth. So we can write:

Area = length x breadth

528 = (2x + 1) x x

Simplifying this equation, we get:

528 = 2x² + x

2x² + x - 528 = 0

This is a quadratic equation in the variable x. We can solve this equation using the quadratic formula:

x = (-b ± √(b² - 4ac)) / 2a

where a = 2, b = 1, and c = -528. Plugging in these values, we get:

x = (-1 ± √(1² - 4(2)(-528))) / 2(2)

x = (-1 ± √(1 + 4224)) / 4

x = (-1 ± 65) / 4

The negative value of x does not make sense in the context of the problem. So we can discard it and take the positive value of x:

x = 16

This means that the breadth of the plot is 16 meters. The length of the plot is given as (2x + 1), which evaluates to 33 meters.

So the length and breadth of the plot are 33 meters and 16 meters respectively.

(ii) Let's assume that the speed of the train is x km/h. According to the problem, the distance traveled by the train is 480 km. We know that speed is defined as distance traveled per unit time. So the time taken by the train to cover the distance of 480 km at a speed of x km/h is given by:

time = distance / speed

time = 480 / x

If the speed of the train had been 8 km/h less, the time taken to cover the same distance would have been 3 hours more. So we can write another equation for the time taken in this case:

time + 3 = 480 / (x - 8)

Now we can set these two equations equal to each other, since they both represent the time taken to cover the same distance:

480 / x = 480 / (x - 8) + 3

Simplifying this equation, we get:

480(x - 8) = 480x + 3x(x - 8)

480x - 3840 = 480x + 3x² - 24x

3x² - 24x - 3840 = 0

Dividing both sides by 3, we get:

x² - 8x - 1280 = 0

This is a quadratic equation in the variable x. We can solve this equation using the quadratic formula:

x = (-b ± √(b² - 4ac)) / 2a

where a = 1, b = -8, and c = -1280. Plugging in these values, we get:

x = (8 ± √(64 + 5120)) / 2

x = (8 ± √5184) / 2

x = (8 ± 72) / 2

The negative value of x does not make sense in the context of the problem. So we can discard it and take the positive value of x:

x = 40

Therefore, the speed of the train is 40 km/h.

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The November weight is higher than the original mean weight, the new mean weight has increased. It increased by 0.21 lbs. So, correct option is A.

To determine how the November weight of 13.9 lbs affects the mean weight of the cat, we need to calculate the new mean weight with the updated data.

To do this, we first need to find the sum of all the weights, including the November weight:

Sum of weights = 13.5 + 12.5 + 10.5 + 11.2 + 11.2 + 10.8 + 9.5 + 13.4 + 11.5 + 11.8 + 13.9 = 129.8

Next, we need to find the new number of data points, which is 11 (the original 10 months plus the additional November weight).

Now, we can calculate the new mean weight by dividing the sum of weights by the number of data points:

New mean weight = Sum of weights / Number of data points = 129.3 / 11 = 11.8 lbs

The original mean weight was 11.59 lbs. So, the difference in mean weight after adding the November weight is:

Difference = New mean weight - Original mean weight = 11.8 - 11.59 = 0.21 lbs

Therefore, the correct answer is A.

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Complete question is:

The weight of a cat for 10 months is shown in the table.  In November, the cat weighed 13.9 lbs.  How did this affect the mean weight of the cat?

Month:       January February March April May June July August September October

Weight (lbs): 13.5 12.5 10.5 11.2 11.2 10.8 9.5 13.4 11.5 11.8

A. It increased by 0.21 lbs

B. It decreased by 0.21 lbs

C. It increased by 1.38 lbs

D. It decreased by 1.38 lbs

Therefore, if the test statistic falls in the critical region, we select option (b) - reject the null and conclude that there is strong support for the research hypothesis.

What happens if the test statistic falls in the critical region?

If the test statistic falls in the critical region, we reject the null and conclude that there is strong support for the research hypothesis.

A critical region is the set of all values of the test statistic that lead to the rejection of the null hypothesis. It is a predefined set of values in which the alternative hypothesis will be favored if the sample test statistic falls within that range.

The critical region is that area in which the null hypothesis is rejected at a certain significance level. If the test statistic falls into the critical region, we can reject the null hypothesis in favor of the alternative hypothesis.

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The statement " the vector spaces (consisting of all polynomial os degree at most 3) and are isomorphic" is true because linear transformation T from the vector space of polynomials of degree at most 3 with real coefficients to R^4 is an isomorphism.

It is true that the vector spaces consisting of all polynomials of degree at most 3 are isomorphic.

To see why, consider the linear transformation T from the vector space of polynomials of degree at most 3 with real coefficients to R^4 given by

T(a + bx + cx^2 + dx^3) = (a, b, c, d).

It can be shown that T is a linear transformation and an isomorphism. This means that T is a bijective linear transformation, which preserves the structure of the vector space.

Thus, the vector space of polynomials of degree at most 3 with real coefficients and R^4 are isomorphic, and therefore the original vector spaces consisting of all polynomials of degree at most 3 are also isomorphic.

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As a result, each small basket contain X=8 pieces of fruit and each large basket contains Y=17.

There are numerous practical uses for algebra. Among the most frequent applications of algebra are:

- Seeing a ball game being played by 4-5 year old children.

- Creating an activity schedule

- Cooking or doubling or splitting the dish; - Improving spatial intelligence; - Determining tax liability; - Calculating the stars

- Advances in technology - Budgeting

Assume that each small basket contains x pieces of fruit and each large basket contains y pieces of fruit.

We can create two equations using the information provided:

3x + 5y = 109

9x + 5y = 157

When the first equation is subtracted from the second equation, the result is: 6x = 48

x = 8.

Any of the two equations can be solved for x = 8 and the result is:

3(8) + 5y = 109

24 + 5y = 109

5y = 85

y = 17

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The equivalent measurements are 0.76 grams = 0.076 decagrams as 1gram = 0.1 decagrams. Option A is correct answer.

What is Measurement?

Measurement is the process of associating numbers with physical quantities and phenomena. Measurement is fundamental to the sciences; to engineering, construction, and other technical fields; and to almost all everyday activities. For that reason the elements, conditions, limitations, and theoretical foundations of measurement have been much studied. See also measurement system for a comparison of different systems and the history of their development.

Measurements may be made by unaided human senses, in which case they are often called estimates, or, more commonly, by the use of instruments, which may range in complexity from simple rules for measuring lengths to highly sophisticated systems designed to detect and measure quantities entirely beyond the capabilities of the senses, such as radio waves from a distant star or the magnetic moment of a subatomic particle.

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Answer: Dilation

Step-by-step explanation: The Square in the bottom of the original shape has been made smaller, indicating that the shape has been dilated.

Let's first draw the rhombus and label the diagonals:

================================

     A

     o

    / \

3.5   12

/       \

o----x----o

\       /

3.5   12

  \   /

   o B

================================

Let the rhombus be ABCD, with AB = BC = CD = DA. Let O be the center of the circle, which is also a vertex of the rhombus. Then, OA and OB are radii of the circle, and they are also perpendicular bisectors of sides AB and BC, respectively. Therefore, triangle AOB is a right triangle, and we can use the Pythagorean Theorem to find the length of OB:

OA = OB = OC = OD (since O is the center of the circle)

AB = BC = 12 (since 12 is the length of diagonal AC)

AO^2 = AB^2/4 + OB^2 (since AO and OB are the legs of right triangle AOB)

Substituting AB = 12 and simplifying, we get:

OB^2 = AO^2 - AB^2/4

= (3.5/2)^2 - 12^2/4

= 49/16 - 144/4

= 49/16 - 36

= 1/16

Taking the square root of both sides, we get:

OB = \sqrt{1/16} = 1/4

Now, the circle is tangent to sides AB and BC, so its diameter must be perpendicular to these sides. Therefore, the diameter of the circle is equal to the length of diagonal BD, which is the hypotenuse of right triangle AOB:

BD^2 = AB^2 + OB^2

= 12^2 + (1/4)^2

= 144 + 1/16

= 577/16

Taking the square root of both sides, we get:

BD = \sqrt{577}/4

Finally, the area of the circle is given by:

A = pi*(BD/2)^2

= pi*(\sqrt{577}/8)^2

= pi*577/64

Therefore, the exact value of the circle area is (577/64)*pi.

The relationship between velocity and time can be expressed as V = 5 + 0.5t  and the time taken is 20 seconds.

The velocity of a car is expressed as the sum of a constant part and a part that varies with time, and since the car has a constant acceleration, this varying part can be expressed as the product of acceleration and time.

I) Let Vc be the constant part of the velocity and Vv be the part that varies with time. Then we can express the velocity of the car as:

V = Vc + Vv

Since the car is moving with a constant acceleration, the varying part of the velocity can be expressed as:

Vv = at

Therefore, we can rewrite the velocity equation as: V = Vc + at

To find the relationship between the velocity and time taken, we can use the given values for V and t. Substituting t = 8s and V = 9 m/s, we get:

9 = Vc + 8a

Substituting t = 12s and V = 11 m/s, we get:

11 = Vc + 12a

We can solve these equations simultaneously to obtain the values of Vc and a. Subtracting the first equation from the second, we get:

2 = 4a

a = 0.5 m/s²

Substituting this value of an into the first equation, we get:

9 = Vc + 4

Vc = 5 m/s

Therefore, the relationship between the velocity and time taken is:

V = 5 + 0.5t

II) To find the time taken when the velocity is 15 m/s, we can use the velocity equation:

V = 5 + 0.5t

Substituting V = 15 m/s, we get:

15 = 5 + 0.5t

t = 20 seconds

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The wrong reporting on the survey represented by study uses statistical method is given by option A. The conclusion is based on a correlation that implies causality.

The problem with reporting the results of the survey as 'adding weight to a car is what makes it consume more fuel'.

It implies causality based solely on the observed correlation between car weight and fuel consumption.

Correlation does not imply causation.

Meaning that the fact that two variables are correlated does not necessarily mean that one causes the other.

It is possible that there is a third variable that causes both car weight and fuel consumption to increase.

Or that the correlation is purely coincidental.

It is important to be cautious about interpreting correlation as causation.

And based on statistical methods consider other possible explanations for the observed relationship between the variables.

Therefore, correct answer based on study of statistical methods is option A.  conclusion is based on a correlation that implies causality.

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The above question is incomplete, the complete question is:

A study uses statistical methods to conclude that there is an association between the weights of cars and the amounts of fuel consumption. The study then concludes that adding weight to a car is what makes it consume more fuel. What is wrong with reporting the results of the survey this way?

A)The conclusion is based on a correlation that implies causality.

B)The conclusion is based on a small sample.

C)The conclusion is based on a voluntary response sample.

D)The conclusion is based on a bad sample.

Answer: y = 101
z = 68

Step-by-step explanation:

Z first, bcs its ez
180 - 112 (angles on a straight line)
z = 68

104 + 87 + 68 + y = 360 (angles in a quadrilateral)
360 - 104 + 87 + 68 = y
360 - 259 = y
y = 101

Since Beth is moving faster than Amy and has a steeper path than Amy, the given graph problem's answer indicates that Beth is moving faster than Amy.

Theoretical physicists use graphs to analyse and illustrate assertions rather than values. A graph point typically depicts the connection between several different items. A specific type of transport system made up of groups or lines is called a graph.

Glue should be used to secure the channels or edges. Within the confines of this network were the digits [tex]1[/tex] through[tex]4[/tex] as well as the individuals[tex]2.5[/tex], some, or[tex]4.5[/tex]

a. To graph the information pertaining to Beth's journey, the duration can be plotted on the [tex]x- axis[/tex] and the distance can be plotted on the [tex]y- axis[/tex] The chart contains the following details:

[tex]time and distance = (5,10) (10,22)[/tex]

[tex]Slope = (22-10)/(10-5)[/tex] = [tex]12/5[/tex]

b.Beth moves at a speed of of [tex]\frac{12}{5}[/tex] [tex]feet/sec[/tex]

c. Amy moves at [tex]75 feet/sec[/tex]

[tex]rate = \frac{distance }{time}[/tex]

= [tex]\frac{75}{30}[/tex] = [tex]\frac{5}{2}[/tex][tex]feet/sec[/tex]

Amy's line has a slope of [tex]\frac{5}{2}[/tex] while Berth line has a slope [tex]\frac{12}{5}[/tex]  which is steeper

This shows that Beth is moving faster than Amy and that her route is more difficult.

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Answer: x=13

y=9

Step-by-step explanation:

yw dawg

The value of LJ is 18 feet where GH is 36ft and KP equal to PL.

The same angles, and the corresponding sides are proportional to each other. In other words, if you were to enlarge or reduce one of the triangles, it would still have the same angles as the other triangle.

If we create a dotted line connecting H and P as well as J and P,

∠JLP = ∠HKP (Similarity of triangles)

For example, consider two triangles ABC and DEF. If angle A is equal to angle D, angle B is equal to angle E, and angle C is equal to angle F, then the triangles are similar. If, in addition, the ratio of the length of side AB to side DE is equal to the ratio of the length of side BC to side EF, and also equal to the ratio of the length of side AC to side DF, then the triangles are not only similar, but they are also in proportion.

HP = JP

KP = LP

ΔHKP ≅ ΔJLP

KH = LJ

Now joining G and P,

GP = HP

PM is parallel to the GH.

PM divides GH evenly.

KH = GK = 1/2 of GH.

= 1/2 × 36

= 18 feet

As a result, we may say that LJ is 18 feet long.

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The value of X in the bottom question is 3.

The MidSegment theorem states that the segment connecting the midpoints of two sides of a triangle is parallel to the third side and half its length.

To solve for X in the top and bottom questions using the MidSegment theorem, we need to first identify the midpoints of the two sides and the third side.

For the top question, we can see that the midpoints of AB and BC are D and E respectively. So, DE is parallel to AC and half its length. We know that AC = 12, so DE = 6. We also know that DE = X + 1, so we can set up an equation:

X + 1 = 6

Solving for X, we get:

X = 5

Therefore, the value of X in the top question is 5.

For the bottom question, we can see that the midpoints of AB and AC are D and F respectively. So, DF is parallel to BC and half its length. We know that BC = 14, so DF = 7. We also know that DF = X + 4, so we can set up an equation:

X + 4 = 7

Solving for X, we get:

X = 3

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