Logical Error: In computer programming language, a logic error is a bug or in a program or code that causes it to operate incorrectly, but not to terminate abnormally (or crash).
A logic error developed unintended or undesired output or other behavior, although it may not immediately be recognized as such.
For example, assigning a value to the wrong variable may cause a many of unexpected program errors.
These errors can be programmer mistakes or sometimes machine less memory to load the code.
if(x>=5) {
// program
}
else if(x==5) {
//program
}
else(x<=5) {
//program
}
they all do not give any error.
x=5 gave an error because it is value assigning to 5.
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4. Determine the type of triangle with the given set of side lengths. Show your work. A. a = 8, b = 15, c = 17 B. a = 6, b= 15, c = 18 C. a = 7, b = 10, c = 12
So A is a triangle, and B is a triangle, and C is a right triangle (or a right-angled triangle)
Define Pythagoras Theorem.The Pythagorean Theorem states that the squares on the hypotenuse (the side across from the right angle) of a right triangle, or, in standard algebraic notation, a2 + b2, are equal to the squares on the legs.
What is right angle triangle?A right triangle, also known as a right-angled triangle, right-perpendicular triangle, orthogonal triangle, or previously rectangled triangle, is a triangle with one right angle, or two perpendicular sides. The foundation of trigonometry is the relationship between the sides and various angles of the right triangle.
A. a = 8, b = 15, c = 17
We can use the Pythagorean theorem to determine the type of triangle:
c² = a² + b²
17² = 8² + 15²
289 = 64 + 225
289 ≠ 289
Therefore, this is not a right triangle.
B. a = 6, b= 15, c = 18
We can use the Pythagorean theorem to determine the type of triangle:
c² = a² + b²
18² = 6² + 15²
324 = 36 + 225
324 ≠ 324
Therefore, this is not a right triangle.
C. a = 7, b = 10, c = 12
We can use the Pythagorean theorem to determine the type of triangle:
c² = a² + b²
12² = 7² + 10²
144 = 49 + 100
144 = 144
Therefore, this is a right triangle.
So A is a triangle, and B is a triangle, and C is a right triangle (or a right-angled triangle)
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Find the length of the altitude drawn to the hypotenuse. The triangle is not drawn to scale
the length of the altitude drawn to the hypotenuse. The triangle is not drawn to scale is 4√5
What is altitude Class 9?
The altitude of a triangle is the perpendicular line segment drawn from the vertex to the opposite side of the triangle.
In geometry, a line segment is bounded by two distinct points on a line. Or we can say a line segment is part of the line that connects two points. A line has no endpoints and extends infinitely in both the direction but a line segment has two fixed or definite endpoints.
Let's call it x
According to Euclidean theorem x^2 = 5×16
x^2= 80 and
x = 4√5
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your uncle is 2 years older than your 3 times your age. a. you are x old. write an expression to describe your uncle's age. b. you are 12 years old. how old is your uncle
The age of your uncle is modeled by:
y = 2 + 3*x
Evaluating it, we can see that when you are 12 years old, your uncle will be 38 years old.
How to find the equation for your uncle's age?Let's define the variables: y as your uncle's age and x as your age.
Here we know that your uncle is 2 years older than 3 times your age, so we can write the linear equation:
y = 2 + 3*x
This is the equation we needed to find.
b) If you are 12 years old, then we can write x = 12 in the equation above, then we will get:
y = 2 + 3*12
y = 2 + 36
y = 38
That's the age of your uncle.
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Given the triangle, find the perimeter.
7x-4
3x² + 7x -1
5x²
Answer:
[tex]\text{Perimeter}=8x^2+14x-5[/tex]
Step-by-step explanation:
[tex]\text{Perimeter}=(7x-4)+(3x^2+7x-1)+(5x^2)\\\text{Perimeter}=7x-4+3x^2+7x-1+5x^2\\\text{Perimeter}=5x^2+3x^2+7x+7x-4-1\\\text{Perimeter}=8x^2+14x-5[/tex]
Why do we not feel Earth rotation and revolution?
Earth's rotation and revolution are both very slow motions, so slow that we don't feel them. The rate of Earth's rotation is about 1,000 miles per hour, and the speed of its revolution is about 67,000 miles per hour, but both of those speeds are so slow that we don't feel any movement or acceleration.
Earth's rotation and revolution are both very slow motions, so slow that we don't feel them. The rate of Earth's rotation is about 1,000 miles per hour and its revolution is about 67,000 miles per hour, but both of these speeds are too slow to be felt.Earth's rotation and revolution are both very slow motions, so slow that we don't feel them. The speed of Earth's rotation is about 1,000 miles per hour, and the speed of its revolution is about 67,000 miles per hour, but both of those speeds are so slow that we don't feel any movement or acceleration.
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Peggy completed 5/6 of the math homework and Al completed 4/5 of the homework. Did Peggy or Al complete more hoof the math homework?
Peggy completed more of the math homework than Al
What does division of fractions mean?
A fraction is divided into additional equal pieces when it is divided into fractions. For instance, if you had three-fourths of a pizza remaining and divided each slice into two pieces, you would have received six slices, which would be equivalent to six-eighths of the entire pizza.
we know that
In order to be able to compare fractions more easily it is recommended that both have the same denominator
Peggy
5/6 x 5 = 25/30
Al
4/5 x 6 = 24/30
Peggy completed more of the math homework
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please help quickly
These polygons are similar. x=?
The value of x in the similar polygons is 7.
How to find the side of similar polygon?Two polygons are similar if their corresponding angles are congruent and their corresponding sides are in proportion.
Therefore, the polygons WXY and STU are similar.
Hence, using proportion, let's find the value of x
3 / 9 = 4 / x + 5
cross multiply
3(x + 5) = 9 × 4
3x + 15 = 36
subtract 15 from both sides of the equation
3x + 15 - 15 = 36 - 15
3x = 21
divide both sides by 3
x = 21 / 3
x = 7
Therefore,
x = 7
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Simplify (s^-5)^3. Write your answer using only positive exponents.
The given expression (s⁻⁵)³ is equivalent to (1/s)¹⁵.
What is exponent?Exponent is a quantity representing the power to which a given number or expression is to be raised, usually expressed as a raised symbol beside the number or expression. Mathematically -
[tex]$b^x = \underbrace{b \times \dots \times b}_{x \text{ times}}[/tex]
where -
[b] = base of the logarithm
[x] = exponent
Given is the expression as follows -
(s⁻⁵)³
We can write the expression as -
(s⁻⁵)³ = (1/s⁵)³ = (1/s¹⁵) = (1/s)¹⁵
Therefore, the given expression (s⁻⁵)³ is equivalent to (1/s)¹⁵.
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A school administrator asks each student if they participate in a sport and if they participate in a club. The results are shown below.
Participates in a Sport
Yes No Total
Participates in a Club Yes 620 450 1070
No 325 535 860
Total 945 985 1930
What percentage of students do not participate in a sport?
27.7%
44.6%
51.0%
62.2%.
answer is 51.1
The percentage of students who do not participate in a sport is C. 51.0%.
How to calculate the percentage?To find the percentage of students who do not participate in a sport, we can use the following formula:
(Number of students who do not participate in a sport) / (Total number of students) * 100%
From the table, we can see that the number of students who do not participate in a sport is 985, and the total number of students is 1930. So, plugging these values into the formula gives us:
= 985 / 1930 * 100%
= 51.03%
So, about 51.03% of students do not participate in a sport.
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Work out the size of angle x
Answer:
x = 13
Step-by-step explanation:
There is more than one 98-degree angle since they are all corresponding interior angles.
The supplementary angle to the 98-degree angle next to the triangle is:
180 - 98 = 82 degrees
In addition, another angle inside the triangle is an 85-degree angle. This is because this 85-degree angle is opposite adjacent to the other 85-degree angle.
Hence, the angles inside the triangle are: x, 85, and 82
x + 85 + 82 = 180 ==> Triangles add up to 180 degrees
x + 167 = 180 ==> simplify
x = 13 degrees ==> subtract 167 on both sides
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The length of the base of an isosceles triangle is x. The length of a leg is 5x -2. The perimeter of the triangle is 106. Find x. X =
Answer:
x = 10
Step-by-step explanation:
the legs of an isosceles triangle are congruent.
the perimeter is the sum of the 3 sides of the triangle
sum the 3 sides and equate to 106
x + 5x - 2 + 5x - 2 = 106
11x - 4 = 106 ( add 4 to both sides )
11x = 110 ( divide both sides by 11 )
x = 10
ACTIVITY 6: Modeling Real Life
A company is loading recliners and sofas onto a trailer that has a volume of about 3800 cubic feet. Each recliner takes up about 40 cubic feet and each sofa takes up about 80 cubic feet. The company wants the shipment to have at least 30 recliners and more than 25 sofas. Write and graph a system that represents the situation. Give one example of the numbers of recliners and sofas the company can have in the shipment.
The equation is 80x + 1200 = 3800. And the numbers of at least 30 recliners and 32 sofas the company can have in the shipment.
What is linear equation?Equations whose variables have a power of one are called linear equations. One example with one variable is where ax+b = 0, where a and b are real values and x is the variable.
Given:
A company is loading recliners and sofas onto a trailer that has a volume of about, 3800 cubic feet.
Each recliner takes up about 40 cubic feet and each sofa takes up about 80 cubic feet.
The company wants the shipment to have at least 30 recliners and more than 25 sofas.
The equation that represents the situation is,
80x + 40y = 3800,
where x is the volume of a sofa and y is the volume of a recliner.
If y = 30 then,
80x + 1200 = 3800
80x = 2600
x = 2600/80
x = 32.5
x ≈ 32
Therefore, 30 recliners and 32 sofas.
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When two rotations are performed on a single figure, does the order of the rotations sometimes, always, or never affect the location of the final image? Explain.
When two rotations are performed on a single figure, the order of the rotations never affect the location of the final image.
What is the rotation?In mathematics, rotation is defined as that of the circular movement of an object around with a center, an axis, or a fixed point. Since rotations are rigid transformations, the size, length, shape, and angle measurements of the figure are maintained.
Precession, nutation, and intrinsic rotation are the names of these rotations. The rotation of the earth on its axis is one of the greatest instances of rotation in nature.
There are broad guidelines for rotations of 90, 180, and 270 degrees around the origin that are both clockwise and anticlockwise. Counterclockwise. X and Y are rotated by 90 degrees that means (x , y) ----> (-y , x); Rotation of 180 degrees: (x, y) —- (-x , -y); Rotation of 270 degrees: (x, y) —- (y , -x).
Here two times rotation means 180 degrees that means no change in the final image.
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5
Drag each length to the correct location on the image. Each length can be used more than once, but not all lengths will be used.
What are the missing segment lengths shown in the image?
20
10 10√3
20√3 10 2 20√2
45° 45°
4
45°
20
00
45°
The missing segment lengths are CD = 10√2, AC = 10√2, BC = 10 and AB = 10.
Drag each length to the correct location accordingly
How to find the missing segment lengths?Trigonometry is a branch of mathematics dealing with the relationship between the ratios of the sides of a right-angled triangle with its angles.
In ΔACD,
sin 45° = CD/20 (sin = opp/hyp)
(√2)/2 = CD/20
CD = (√2)/2 × 20
CD = 10√2
cos 45° = AC/20 (cos = adj/hyp)
(√2)/2 = AC/20
AC = (√2)/2 × 20
AC = 10√2
In ΔABC,
sin 45° = BC/10√2 (sin = opp/hyp)
(√2)/2 = BC/10√2
BC = (√2)/2 × 10√2
BC = (10 × 2)/2
BC = 10
cos 45° = AB/10√2 (cos = adj/hyp)
(√2)/2 = AB/10√2
AB = (√2)/2 × 10√2
AB = 10
Drag each length of the missing segment to the correct location
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Can someone help me!!!!!!
The y - intercept of the graph, given the formula of 2 y - 5x = 16, is y - intercept : ( 0, 8)
How to find the y - intercept ?To find the y - intercept, use the slope - intercept form of the equation of a line which is:
y = mx + b
m = slope
b = y - intercept
So first rewrite the formula given to look like the slope - intercept :
2 y - 5x = 16
2 y = 5x + 16
( 2 y = 5x + 16 ) / 2
y = 5/ 2 x + 8
The y- intercept is therefore 8. As a point on the graph, this is ( 0, 8 )
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A bicycle has a listed price of 839.95 before tax. If the sales tax rate is 85%, find the total cost of the bicycle with sales tax included. Round to the nearest cent as necesary.
$1553.91
Step-by-step explanation:
839.95 ×.85 = 713.96
839.95 + 713.96 = 1553.91
Find the median of data 1/3 3/2 1/6 1/4 2/3
Answer:
median= 1/3
Step-by-step explanation:
The table shows the number of students going on a field trip one chaperone is needed for every 12 students
Answer:
I'm not sure what equation is needed here. Could you share the table?
Either way, you can take the number of students there are and multiply that to the number of chaperones needed per group of 12- basically see how many groups of 12 you can fit in the overall group of students
SAFF (Students against Fatty Food) is a group of students who are protesting the food in high school cafeterias. At a recent rally, the students covered the first 40 yards by 40 yards of the football field. There were 24 students in each 8 feet by 8 feet square. How many students were present at the rally?
By unitary method 24 students/(64/9) yards squared times 1600 yards squared equals 5400 students.
What is unitary method ?The unit technique is an approach to problem-solving that involves first determining the value of a single unit, then multiplying that value to determine the required value. The unit method, to put it simply, is used to extract a single unit value from a supplied multiple. For instance, 40 pens would cost 400 rupees, or the price of one pen. The process for doing this may be standardized. a single country. anything that has an identity element. (mathematics, algebra) (Linear algebra, mathematical analysis, mathematics of matrices or operators) Its adjoint and reciprocal are equivalent.
Students traverse a total area of 40 yards by 40 yards, or 1600 yards.
24 kids covered an area of 8 ft x 8 ft, or (8 ft x 1 yd/3 ft)2 = [(8/3) yard]2 = (64/9) yd.
The number of students present is calculated by multiplying the number of students per yard, or 24 students/(64/9) yd2, by the area that students cover.
Therefore: 24 students/(64/9) yards squared times 1600 yards squared equals 5400 students.
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22. The table shows the number of students
going on a field trip. One chaperone is
needed for every 12 students.
Fifth grade students 310
Sixth grade students 305
Seventh grade students 225
Write two equations with variables that you can use to find a number of chaperones needed
How many chaperones are needed?
Answer:
Step-by-step explanation: i'd say jus divide
The stem and leaf plot shows the number of days of snowfall at a winter sports resort for each of the past 171717 years.
The stem represents the tens place and the leaves represent the unit place of each data point, allowing for easy visualization of the distribution of the data.
A stem-and-leaf plot is a type of graph used to display the distribution of a set of data. It is a way to show the frequency of different values in a dataset. In this case, it is showing the number of days of snowfall at a winter sports resort for each of the past 171717 years.
Continuous and discrete data distributions are the two main forms found in statistics. Continuous data is information having a wide range of possible values. When measuring this kind of information, such weight or temperature, a scale is frequently used. A histogram is another tool for representing continuous data.
The complete question will be :
The stem and leaf plot shows the number of days of snowfall at a winter sports resort for each of the past years. represents a year with days of snowfall. Here is the five-number summary for these data Five-number summary According to the - IQR rule for outliers, how many high outliers are there in the data set?
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Answer:
0
Step-by-step explanation:
What is the y-intercept of y= -3x + 6
WASTE Suppose the waste generated by nonrecycled paper and cardboard products in tons y after x days can be approximated by the function y=1000(2)0.3x.
a. Identify key features.
y-intercept: , 1 of 8.
domain: , 2 of 8.
range: , 3 of 8.
b. Identify the relevant domain and range.
Because time , 4 of 8. , the relevant domain is , 5 of 8. .
Because the amount of recycled paper and cardboard , 6 of 8. , and the amount when x=0
is , 7 of 8.tons, the relevant range is , 8 of 8. .
a. The key features of the exponential function y = 1000(2)^(0.3x) is given as follows:
y-intercept: y = 100.Domain: all real values.Range: y ≥ 1000.b. The relevant domain and range are given as follows:
Domain: x ≥ 0.Range: y ≥ 1000.What are the features of the exponential function?The exponential function for this problem is modeled as follows:
y = 1000(2)^(0.3x).
The features are given as follows:
Initial value, when x = 0, of y = 1000, representing the y-intercept.Rate of change of 2 for each period of 0.3 units.The domain of the function is the set that composes all input values of the function, and as the exponential function does not have any restrictions such as a fraction or an even root, it is composed by all real values.
However, the relevant domain is x ≥ 0, as the number of days does not assume negative values.
The range is the set containing all output values of the exponential function. As the initial value of the exponential function is of 1000 and the function is increasing, the range is y ≥ 1000.
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The rectangular floor of a classroom is 30 feet in length and 36 feet in width. A scale drawing of the floor has a length of 5 inches. What is the area, in square inches, of the floor in the scale drawing?
HURRYYYYYYYYYYYYYY
Answer:
30 in.²
Step-by-step explanation:
Real:
length 30 ft
width 36 ft
Scale:
length 5 in.
width ?
30/36 = 5/x
30x = 5 × 36
x = 6
The scale width is 6 inches.
Scale area:
area = length × width
area = 5 in. × 6 in.
area = 30 in.²
The area, of the floor in the scale drawing is 30 in.²
What is the unitary method?The area is the total amount of space that an object's shape or a flat (2-D) surface occupies.
Given that rectangular floor of a classroom is 30 feet in length and 36 feet in width. A scale drawing of the floor has a length of 5 inches.
length 30 ft
width 36 ft
Scale: length 5 in.
Then we have
30/36 = 5/x
30x = 5 × 36
x = 6
The scale width is 6 inches.
Scale area:
The area = length × width
area = 5 in. × 6 in.
area = 30 in.²
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write the frraction 7/14 in simplest form
Answer:
To find the simplest form is to find a number than can evenly go into both numbers. 7/14=1/2. 1/2 as you can divide 7 into 7 one time and 7 into 14 twice. A half (1/2). Because 7 is the half of 14, so the simplest form is 1/2. At first look you think it's already in its simplest form, but
explanation:
[tex]\huge\text{Hey there!}[/tex]
[tex]\mathsf{\dfrac{7}{14}}\\\\\\\mathsf{= \dfrac{7\div7}{14\div7}}\\\\\\\mathsf{= \dfrac{1}{2}}\\\\\\\\\\\huge\text{Therefore, your answer should be:}\\\huge\boxed{\mathsf{\dfrac{1}{2}}}\huge\checkmark[/tex]
[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]
8. On a map of scale 1:20 000 the area of a forest is 50 cm². On another map the area of the forest is 8 cm². Find the scale of the second map.
Answer: The scale of a map is a ratio that represents the relationship between distances on the map and distances in the real world. For example, a scale of 1:20 000 means that 1 unit on the map represents 20 000 units in the real world.
In this case, we are given that the area of the forest on the first map is 50 cm² and the area of the forest on the second map is 8 cm². We can use the scale of the first map to find the scale of the second map.
Since the area of the forest on the first map is 50 cm² and the scale is 1:20 000, the area of the forest in the real world is 50 cm² * 20 000 = 1 000 000 cm².
Similarly, since the area of the forest on the second map is 8 cm², the area of the forest in the real world is 8 cm² * x, where x is the scale of the second map.
Setting these two expressions equal to each other, we get:
1 000 000 cm² = 8 cm² * x
Dividing both sides of the equation by 8 cm², we get:
x = 125 000
Therefore, the scale of the second map is 1:125 000.
Step-by-step explanation:
What are the intervals of 5?
The set of numbers x such that 0 ≤ x ≤ 5 is an interval containing 0, 5, and all numbers between 0 and 5.
Interval notation is a way of representing intervals on the number line. That is, how to write a subset of the real number line. Intervals include numbers between two specific numbers.
In mathematics, a (real) interval is a set of real numbers containing all real numbers between any two numbers in the set. For example, the set of numbers x such that 0 ≤ x ≤ 1 is an interval containing 0, 1, and all numbers in between. Other examples of intervals are the set of numbers with 0 < x < 1, the set of all real numbers, the set of non-negative real numbers, the set of positive real numbers, the empty set, and any Singleton (a set of one element).
Real intervals play an important role in integral theory. This is because real intervals are the simplest set whose "length" (or "scale" or "magnitude") is easy to define. The notion of measure can be extended to more complex sets of real numbers, leading to the Boral measure and finally the Lebesgue measure.
Intervals are central to interval arithmetic, a general numerical technique that automatically provides guaranteed bounds for any mathematical expression, even in the presence of uncertainties, mathematical approximations, and arithmetic rounding.
Complete Question:
What is the interval of 0,5 ?
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how does the value of A determine the range for f(x) = a|x|
HELP PLEASE ASAP
Answer:
It will either invert the graph or stretch/compress the horizontal
Step-by-step explanation:
When a is negative It will invert the graph, and reflect it over the x-axis
By plugging in a=1 you get a normal absolute value function of x ( a V on the graph)
If a>1 then your graph will compress
If a<1 then your graph will stretch
On her first day of work, Janabel sold one widget. On day two, she sold three widgets. On day three, she sold five widgets, and on each succeeding day, she sold two more widgets than she had sold on the previous day. How many widgets in total had Janabel sold after working 2020 days
On solving the provided question, we can say that the sequence what we tell on day 3 = he sold 5; on day 4 = he sold 7; on day 5 = he sold 9
what is a sequence?A collection of numbers, or "terms," is referred to as a sequence. Examples of terms are 2, 5, and 8. Some sequences can be made endlessly lengthy by taking advantage of a particular pattern they follow. Use the example of 2,5,8 and add 3 to continue the sequence. There are formulas that demonstrate where to look for words within a sequence. A collection of objects that are in some order is known as a sequence in mathematics (or events). It resembles a set in that it contains pieces (also called elements or terms). The entire, perhaps infinite number of ordered objects are referred to as the sequence's length. the act of placing two or more items in a logical order. Chronological.
here,
on day 1 = he sold 1
on day 2 = he sold 3
on day 3 = he sold 5
on day 4 = he sold 7
on day 5 = he sold 9
.
.
.
.
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Question 10 options:
Which is not a property of a parallelogram?
A) All sides are congruent. B) Diagonals are perpendicular bisectors of each other. C) Opposite angles are congruent. D) Diagonals are congruent.
A parallelogram is a quadrilateral with opposite sides that are parallel and equal in length. All angles are congruent, and the diagonals bisect each other and are congruent. It does not, however, have the property that all angles are equal.
A parallelogram is a four-sided shape with two pairs of parallel lines. The opposite sides of the parallelogram must be congruent, meaning that they have the same length. All angles are congruent, which means that they all have the same measure. The diagonals of the parallelogram bisect each other, meaning that they divide each other into two equal parts, and they must also be congruent. All of these properties are true for a parallelogram, except that the angles do not have to be equal. The angles can be either acute, obtuse, or right angles, but they must all have the same measure. So, in conclusion, the property that is not true for a parallelogram is that all angles are equal.
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