The table shows the favourite type of film of 20 people.
Action
Horror
Comedy

SSS (Side-Side-Side) , SAS (Side-Angle-Side) , ASA (Angle-Side-Angle) and AAS (Angle-Angle-Side) are the four postulates that defines the Congruency of a triangle.

What is Congruence of triangles ?

Two triangles are said to be congruent if all three corresponding sides are equal and all the three corresponding angles are equal in measure. These triangles can be slides, rotated, flipped and turned to be looked identical. If repositioned, they coincide with each other. The symbol of congruence is’ ≅’.

In Mathematics , Four postulates are defined in order to judge the congruency of a triangle , they are as followed :

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Three is the slope of the line y= 3x + 5.

The slope of a line is a measure of its steepness or incline. It is defined as the change in the y-value of a point on the line divided by the corresponding change in the x-value.

In the equation y = 3x + 5, the coefficient of x (3) is the slope of the line. Therefore, the slope of the line y = 3x + 5 is 3.

A line's slope might be zero, positive, negative, or undefinable. Positive slope lines climb as they move from left to right. A negative slope line slopes downward as it moves from left to right. Zero slopes indicate that a line is horizontal. An arbitrary sloped line has a vertical component.

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The length of side x is 3 in simplest radical form with a rational denominator.

To find the length of side x in simplest radical form with a rational denominator, you will need to follow these steps:

Write the equation that relates the length of side x to the other known quantities in the problem.

Remove the radical expression from the equation's other side.

Simplify the radical expression, if possible. This may involve finding the prime factorization of the number inside the radical and applying the rules for simplifying radicals.

If the radical cannot be simplified further, consider whether you can rationalize the denominator. To rationalize the denominator, you will need to multiply the radical expression by a fraction that has the radical in the numerator and the same expression under the radical in the denominator. This will eliminate the radical from the denominator.

Simplify the resulting expression by combining like terms and reducing the fraction, if necessary.

For example, suppose we want to find the length of side x in the following equation:

2x = √27 + 3

To solve for x, we need to isolate the radical expression on one side of the equation. By taking 3 away from both sides, we can accomplish this:

2x - 3 = √27

Then, multiplying both sides by 2 gives us:

x - 3/2 = √27 / 2

The radical expression √27 / 2 cannot be simplified further, but we can rationalize the denominator by multiplying the expression by the fraction (√27 / √27):

x - 3/2 = √27 / 2 * √27 / √27

This gives us:

x - 3/2 = 3√3 / 2

Finally, we can simplify the expression by combining like terms and reducing the fraction:

x = 3√3 / 2 + 3/2

x = 3/2 + 3/2

x = 3

Therefore, the length of side x is 3 in simplest radical form with a rational denominator.

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As the question is incomplete, an integer, a rational number that is not an integer, and an irrational number are explained with examples.

                                negative interger: -12, -6, -32 etc.

                                 zero integers: 0

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Answer:

I have solved it and attached a picture in the explanation part!

Step-by-step explanation:

Answer: 9:00

Step-by-step explanation:

You just solve it.

The velocity of the wind if the speed of the plane in still air is 550 miles per hour is of:

50 miles per hour.

To obtain the velocity of the wind, we need to consider the relation between velocity, distance and time, which states that velocity is distance divided by time, as follows:

v = d/t.

In which:

On the flight from Boston to London, the wind was helping the plane, hence the equation is given as follows:

v + vw = d/t

In which vw is the velocity of the wind.

We have that the parameters are given as follows:

v = 550, t = 5.

Hence:

550 + vw = d/5.

d = 5(550 + vw).

For the return flight, the wind was in the opposite direction of the plane, and the flight took 6 hours, hence:

550 - vw = d/6

Hence:

d = 6(550 - vw)

Hence the velocity of the wind can be calculated as follows:

5(550 + vw) = 6(550 - vw)

11vw = 550

vw = 550/11

vw = 50 miles per hour.

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Answer:

Arabella

Step-by-step explanation:

I am assuming the information in your table looks like this:

                    P(brushing in morning)      P(brushing in evening)

Braxton                       .72                                        .85

Arabella                      .82                                        .79

Now, to find the probability either of Braxton or Arabella brushes in both the morning and evening (knowing they are independent), we multiply them together.

P(Braxton brushes in morning AND evening) = .72 × .85 = .612 = 61.2%

P(Arabella brushes in morning AND evening) = .82 × .79 = .6478 = 64.78%

Since 664.77% > 61.2%, we know that Arabella is more likely to brush her teeth in both the morning and evening compared to Braxton

Arabella is more likely to brush both morning and evening than Braxton, as her probability of brushing both morning and evening is higher.

The probability that an event will occur is measured by the ratio of favorable examples to the total number of situations possible

Probability = number of desirable outcomes / total number of possible outcomes

The value of probability lies between 0 and 1

Given data ,

To find out who is more likely to brush both morning and evening, we need to calculate the probability of each person brushing both morning and evening and compare the results.

For Braxton, the probability of brushing both morning and evening is:

P(Braxton brushes both morning and evening) = P(Braxton brushes in the morning) × P(Braxton brushes in the evening)

= 0.72 × 0.85

P ( B ) = 0.612

For Arabella, the probability of brushing both morning and evening is:

P(Arabella brushes both morning and evening) = P(Arabella brushes in the morning) × P(Arabella brushes in the evening)

= 0.82 × 0.79

P ( A ) = 0.6478

And , P ( A ) > P ( B )

Therefore, Arabella is more likely to brush both morning and evening than Braxton, as her probability of brushing both morning and evening is higher.

Hence , the probability is solved

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The complete question is attached below :

Two friends argue over who brushes their teeth more often. To settle the argument, they keep track of the number of mornings and nights they brushand calculate a probability. These are shown in the table.Who is more likely to brush both morning and evening? Assume all events are independent.

The value of b when the system has an infinite number of solutions is 12.

The Given equations are

y=6x-b ---(1)

6=3x+3y ----(2)

If the system has an infinite number of solutions, then equation 1 is equal to equation 2

If a pair of linear equations have unique or infinite solutions, then the system of equation is said to be a consistent pair of linear equations

Isolate variable y in equation 2

2=x+y

Multiply by 6 on both sides

y=6x-12 -----(3)

To find the value of b, equate equation 1 and equation 3

6x-b=6x-12

b=12

Thus the value of b=12.

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In order to prove the triangles are similar, you have to use SAS, SSS and AA rule.

In triangle, the similarity theorem states that if they have the same ratio of corresponding sides and equal pair of corresponding angles.

Here we have to find the 3 shortcuts to prove the triangles are similar.

According to the similarity theorem, here we have triangle that is similar to other if two pairs of angles are congruent (AA) or if two pairs of sides are proportional and the included angles are congruent whereas if three pairs of sides are proportional (SSS).

Here we must know that the term similarity and congruent are similar terms.

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The relationship between area and sides of rectangle is Area = product of length and breadth.

The geometrical shape which has four right angles and four straight sides. The identical sides are parallel to each other.

the sides of rectangle which are situated along the horizontal axis and parallel to each other are called length. The other parallel sides which situated along the vertical axis are called breadth. The area of rectangle = length× breadth

hence, area of rectangle is the product of two unequal side length.

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Answer:

There is no way to answer this question without more information about the amounts of orange juice and lemon-lime soda in Martha's fruit punch the last time.

Step-by-step explanation:

The square root of 2 is "irrational" (cannot be represented as a fraction) because, if it could, we would have the nonsensical circumstance .

A square root is a factor of a number in mathematics that, when multiplied by itself, equals the original value. The square roots of 9, for instance, are 3 and -3. The Babylonians developed efficient approaches to approximate square roots as early as the second millennium BC.

here,

The square root of 2 is "irrational" (cannot be represented as a fraction) because, if it could, we would have the nonsensical circumstance that the fraction would have even integers at both the top and bottom and could thus always be simplified.

As a result, the square root cannot be expressed as a fraction.

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A removable discontinuity exists when a function is not defined at a certain point. An infinity discontinuity occurs when the function approaches infinity. A jump discontinuity occurs when the function has a finite jump in value at a certain point. An essential discontinuity exists when the limit of the function exists but the function is not defined at the point. A mixed discontinuity is a combination of the other discontinuities.

A removable discontinuity occurs when a function is not defined at a certain point. This means that the limit of the function as it approaches the point does not exist. However, if the function can be modified by adding or subtracting a constant to make the limit exist, then the discontinuity is removable. An example of this would be f(x) = 1/x, which is undefined at x = 0, but if we subtract 1 from both sides, the limit of f(x) as x approaches 0 is 0. An infinity discontinuity occurs when the function approaches infinity as it approaches a certain point. This means that the limit of the function as it approaches the point does not exist. An example of this would be f(x) = 1/x as x approaches 0, where the limit of f(x) is infinity. A jump discontinuity occurs when the function has a finite jump in value at a certain point. This means that the limit of the function from both sides of the point do exist, but they are not equal. An example of this would be f(x) = x + 1 for x >= 0 and f(x) = x for x < 0, where the function jumps from 0 to 1 at x = 0.An essential discontinuity exists when the limit of the function exists but the function is not defined at the point. An example of this would be f(x) = 1/x for x != 0, where the limit of f(x) as x approaches 0 is 0, but the function is not defined at x = 0. A mixed discontinuity is a combination of the other discontinuities. It occurs when the limit of the function as it approaches a certain point exists, but the value of the function at the point is undefined. An example of this would be f(x) = x^2 - 1 for x != 1, where the limit of f(x) as x approaches 1 is 0, but the function is undefined at x = 1.

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If the two shapes are congruent, then the two shapes has same scale factor.

Here we have to prove that the two shapes are congruent.

Here we know that the two shapes are given, if those two shapes are congruent then it must satisfies the following conditions,

Either all three pairs of corresponding sides are equal or if two pairs of corresponding sides and the corresponding angles between them are equal or at least if two pairs of corresponding angles and the corresponding sides between them are equal.

If any one of the given condition is satisfied, then those two shapes are said to be in the form of congruent to each other.

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The rate of change of the volume of the cube is 0.4s cm³/s

Rate of change is the rate at which a quantity increases or decreases with time.

Since the side of the cube is increasing at a constant rate of 0.2 centimeters per second. Its volume is given by V = L³ where L = length of side of cube.

Now, to find the rate of change of its volume, we differentiate the equation with respect to time, t.

So, V = L³

Differentiating, we have

dV/dt = dL³/dt

= dL³/dL × dL/dt

= 2L² × dL/dt

Since the rate of increase of the side of the cube is dL/dt = 0.2 cm/s, we have that

dV/dt = 2L² × dL/dt

= 2L² × 0.2 cm/s

= 0.4L² cm³/s

We know that the area of a cube s = L². So, substituting this into the equation, we have

dV/dt = 0.4L² cm³/s

= 0.4s cm³/s

So, the rate of change is 0.4s cm³/s

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Answer:

In a triangle, there are a total of 180 degrees.

Step-by-step explanation:

his is because the interior angles of a triangle always add up to 180 degrees. This is a property of triangles that can be proven using geometry.

Consider a triangle with three angles, A, B, and C. The sum of the angles in a triangle is equal to the sum of the angles in a straight line, which is 180 degrees. Therefore, the sum of the angles in the triangle is A + B + C = 180 degrees. This means that the three angles in a triangle always add up to 180 degrees.

It is important to note that this applies to all triangles, regardless of their size or shape. Whether the triangle is a right triangle, an isosceles triangle, an equilateral triangle, or any other type of triangle, the sum of its interior angles will always be 180 degrees.

The mean varies in the distribution of sample data. Therefore, statement II is correct and option a is the correct option.

A statistic sampling distribution is a type of probability distribution created by choosing several random samples from the same population, each of a preset size. One can better understand the variations in a sample statistic by using these distributions.

The population's mean, from which the sample of items was taken, is the mean of the sampling distribution. Therefore, if the population mean is μ, then the sampling distribution mean is also μ.  In a population distribution, the mean does not vary from one sample to another. Also, the sample mean will always have the same mean in the sampling distribution. But the mean will vary if we take different samples in the distribution of sample data. Therefore, statements II is correct.

The complete question is -

Which of the following distributions has a mean that varies?

I. The population distribution

II. The distribution of sample data

III. The sampling distribution of the sample mean

a) ll only

b) III only

c) I only

d) all three distributions

e) II and III

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The third binomial formula is given by ( a + b )( a - b) = a² - b².

Binomial theorem in the standard form is given by :

( a + b )ⁿ = ⁿC₀aⁿb⁰ +  ⁿC₁aⁿ⁻¹b¹ + ⁿC₂aⁿ⁻²b² +..............+  ⁿCₙa⁰bⁿ

Binomial formula starts from n = 2

First binomial formula of the binomial theorem is given by :

( a ± b )² = a ² ± 2ab + b²

Second binomial formula is given by:

( a ± b )³ = a³ ± 3a²b + 3ab² ± b³

Third binomial formula is given by :

( a + b) ( a - b) = a² - b²

Therefore, the third binomial formula is equal to ( a + b )( a - b) = a² - b².

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Answer:

y=8x+2.

Step-by-step explanation:

Slope intercept equation: y=mx + or - b.

m or slope is 8. plug that into the slope intercept equation of y=mx+b

2 is positive. so its +2 after 8x.

-2.25 + 0.4 = -2.8

-1.85 = -2.8

-185/100 = -28/10

-37/20 = -14/5

Answer:

you pay 370.30

you saved 158.70

I believe

Answer:

$370.3

Step-by-step explanation:

If you need to find 30% of $529 you need to put 30% into a decimal. 30/100 =0.3 so if we do 0.3 x 529 we get the answer $158.7.

Then we subtract 529 by 158.7 to get 370.3 as the sale price.

The person that is correct is Beth because the total discount is 70% off before the discount took effect on the original price.

A discount sale is defined as the selling of items at a price that is below the normal price is a way to show appreciation or to encourage the customers.

The first discount announced by the shop = 50% off.

The second discount announced by the shop= 20% off.

The total discount by the shop = 50 + 20 = 70% off.

The original cost of the uniform = $45.00

Beth is correct because when the discounts were added, the total discount is 70%.

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By using the SSS triangle property we will find the angle of the triangle.

SSS means-Side Side Side

"SSS" is when we know three sides of the triangle, and want to find the missing angles.

To solve an SSS triangle we use the following steps:

First to calculate one of the angles we use the Law of Cosines

Apply the same process the Law of Cosines again to find another angle.

finally, use the angles of a triangle to add to 180° to find the last angle.

We use the "angle" of the Law of Cosines:

[tex]cos(C)=\frac{a^2+b^2-c^2}{2ab}[/tex]

[tex]cos(A)=\frac{b^2+c^2-a^2}{2ab}[/tex]

[tex]cos(B)=\frac{a^2+c^2-b^2}{2ab}[/tex]

By using these formulas the angles of a triangle are measured.

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Answer:

306m

Step-by-step explanation:

someone else asked the same question here! https://brainly.com/question/30091724

there are better explainations there :)

you're looking for the perimeter, so you need to add all the sides. that's 55+55+98+98, which is 306.

The standard form of a quadratic equation is  ax² + bx + c = 0.

A quadratic equation is an algebraic expression in the form of variables and constants.

A quadratic equation has two roots as it's degree is two.

The standard form of a quadratic equation is ax² + bx + c = 0.

Where, 'x' is the variable and a, b, c are constants.

Suppose you are given to find the roots of a quadratic equation

2x² + 6x + 4 = 0.

It says two numbers that multiply to 8 and add to 6.

So,

2x² + 2x + 4x + 4 = 0.

2x(x + 1) + 4(x + 1) = 0.

(x + 1)(2x + 4) = 0.

(x + 1) = 0 Or (2x + 4) = 0.

x = - 1 Or x = - 2.

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No, 7 3x is not a factor of 3x² 7x.

Factor is an element that is used in mathematics and economics to describe the relationship between two or more variables. It is a numerical value that is multiplied by a given number to produce a product. Factors can also refer to the elements of a decision-making process, such as risk, cost, and potential reward. Factors are used to determine the potential outcome of a situation and to make decisions based on those outcomes.

A factor is a number that can be divided into another number without leaving a remainder. To test if 7 3x is a factor of 3x² 7x, it must be possible to divide 3x² 7x by 7 3x without leaving a remainder. However, this is not possible, as 3x² 7x is not divisible by 7 3x. Therefore, 7 3x is not a factor of 3x² 7x.

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Answer: Monomial, binomial,trimonial,  polynomials

Step-by-step explanation:

A probability is given by the division of the number of desired outcomes by the number of total outcomes.

The total number of games is given as follows:

5 + 11 + 6 + 6 = 28.

He scored 2 touchdowns in 6 games, hence the probability is of:

p = 6/28 = 3/14.

He scored more than 1 touchdown in 6 + 6 = 12 games, hence the probability is of:

p = 12/28 = 6/14 = 3/7.

The estimated value is the mean, which is the sum of all observations divided by the number of values, hence:

Mean = (0 x 5 + 1 x 11 + 2 x 6 + 3 x 6)/28 = 1.46 touchdowns.

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Answer: [-11, 11)

Step-by-step explanation:

Because the point is closed and shaded in at x = -11, we know that the value is included in the domain. So, in interval notation, we will use a "[".

Because the point is empty and not shaded in at x = 11, we know that values approaching x = 11 are included, but not x = 11 itself. So, in interval notation, we will use a ")".