En una tienda en la que todo está rebajado el 15% he comprado un pantalón por el que he pagado 102 €. ¿Cuál era el precio antes de la rebaja?

Answer:

The value of x is D. 37°

Step-by-step explanation:

No need for math on this one, the angle next to x is 71° and is significantly bigger, so the only answer could be 37°.

The value of x will be 37°.

What is Vertically opposite angles?

Vertically Opposite Angles are the angles opposite each other when two lines cross.

Given that;

This figure has two intersecting lines and a ray.

Now, By the definition of vertically opposite angles, we get;

x° + 71° = 108°

Then, Solve for x as;

x° + 71° = 108°

Subtract 71 both side;

x° + 71° - 71° = 108° - 71°

x° = 37°

Thus, The value of x will be 37°.

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Answer:

no porque algunproblemw

"Why did you choose the outfit you wore today?" is an example of a open-ended question question.

An illustration of an open-ended question is "why did you choose the outfit you wore today?" An open-ended question is one that invites a range of responses and motivates the reply to give more specific information.

In this situation, a question is open-ended and is meant to inspire a unique response based on the person's preferences, views, or situation. In research, interviews, counseling, and other situations where gathering in-depth and varied information is desired, open-ended questions are frequently employed.

They can help researchers and practitioners better understand people's experiences and perspectives by offering insightful information about their thoughts, feelings, and behaviors.

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The equation \(y = x^2 + 4x - 12\) represents a parabolic curve in a 2D coordinate system.

What is graph?

A graph is a concept in mathematics and computer science that involves a set of nodes or vertices, linked together by edges to depict the interconnections between objects. Graphs are a powerful method for examining complex relationships within diverse systems, including communication networks, transportation systems, and social networks.

To graph this equation, you can follow these steps:

Choose a range of values for x that you want to plot. For example, you might choose x values from -6 to 2.

For each x value, calculate the corresponding y value by plugging it into the equation. For example, if x = -6, then y = \((-6)^2\) + 4(-6) - 12 = 0.

Plot each (x, y) pair on the graph.

Connect the plotted points with a smooth curve to represent the parabolic shape of the equation.

Using these steps, you can graph the equation \(y = x^2 + 4x - 12\) to visualize its shape and better understand its behavior.

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Answer:

His gain percent is 20%

Step-by-step explanation:

In this question, we want to find the percentage gain of the business.

We need the following parameters;

The cost price which is the sum of the amount she bought the goods + the amount spent on transport

Using the values we have in the question;

The cost price will be;

13,600 + 400 = Rs 14,000

The selling price = Rs 16,800

Mathematically the percentage gain will be;

% gain = (selling price- cost price)/selling price * 100%

% gain = (16,800-14,000)/14,000 * 100/1

% gain = 2800/14,000 * 100/1 = 1/5 * 100/1 = 20%

If two pentagons are similar, then their sides are proportional. To find PT, we'll need to set up a proportion.

AE / PT = AB / PQ

---There are many ways to set up this proportion, it just depends on what side lengths you have and ensuring that they match up on both shapes.

6 / x = 5 / 12.5

5x = 75

x = 15

Length of PT = 15 cm

Option C

Hope this helps!

The plane's altitude after 1 minute of flight when it leaves the runway with a speed of 275 feet per second and an angle of climb of 18 degrees is 5098.78 feet.

Therefore, the answer is 5098.78ft

Speed of airplane = 275ft/s

Angle of climb = 18°

Time travelled = 1min = 60s

Distance covered in 60s is given by multiplying speed with time taken, that is

distance = 275 × 60

= 16,500ft

But this distance obtained is not the altitude, it is the hypotenuse and we know sin∅ = altitude/ hypotenuse. That is

sin(18) = altitude/ 16500

altitude = 16500sin(18)

= 5098.78ft

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We want to find a number that is multiple of all the denominators of the fractions we have. For example, in the cases:

we have two denominators: 5 and 3

And for

we have 3 and 12

2/5 + 1/3:

We can find a common denominator by simply multiplying all the denominators. In this case the common denominator would be

5 x 3 = 15

then,

and

then we have that

1/3 + 3/12:

We can find a common denominator by simply multiplying all the denominators. In this case the common denominator would be

3 x 12 = 36

then

1/3 + 3/12:

We can find the denominator by finding the multiples of both denominators:

multiples of 3: 3, 6, 9, 12, 15, 18, 21, 24...

multiples of 12: 12, 24, 36, 48, ...

We find some the numbers that both multiples share:

multiples of 3: 3, 6, 9, 12, 15, 18, 21, 24...

multiples of 12: 12, 24, 36, 48, ...

We choose the first common multiple, and this is the common denominator. In this case it is 12. Since

3 x 4 = 12, then

The factors of the polynomial are \(\rm (x^2+5)(x+4)\)

Factorization of an algebraic expression means writing the given expression as a product of its factors.

These factors can be numbers, variables, or an algebraic expression.

Given

The given polynomial is;

\(\rm x^3 + 4x^2 + 5x + 20\)

The factors of the polynomial are as follows;

\(\rm x^3 + 4x^2 + 5x + 20\\\\x^2(x+4)+5(x+4)\\\\(x^2+5)(x+4)\)

Hence, the factors of the polynomial are \(\rm (x^2+5)(x+4)\).

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The given data can be used to test the hypothesis that the proportion of preterm births among twins has increased from 1990 to 2000 and the conclusion is that the proportion of preterm births among twins has increased from 1990 to 2000.

Using a two-proportion z-test, with the null hypothesis that the proportions are equal, we find that the test statistic is approximately 1.89, with a p-value of 0.029. This suggests that there is evidence to reject the null hypothesis at the 5% significance level, and conclude that the proportion of preterm births among twins has increased from 1990 to 2000.

However, it's important to note that this conclusion is based on the assumption that the two samples are independent and representative of the population of interest. Other factors, such as changes in the population or hospital policies, may have also contributed to the observed increase in preterm births among twins.

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Answer:

~11.34

Step-by-step explanation:

to find this out you must use the pythagorean theorem to find the length of line ad and line dc

for ad:

7.5^2 = 6.5^2 + x^2

14 = x^2

x = sqrt(14) = 3.74165739

for dc:

10^2 = 6.5^2 + y^2

57.75 = x^2

x = sqrt(57.75) = 7.59934208

now you add them

3.74165739 + 7.59934208 = 11.3409995 which is ~11.34

The estimated population of octopuses in Lizbeth Rich's study is approximately 0.9968.

The population of Lizbeth Rich's study is the total number of octopuses that she is interested in studying, which is not explicitly stated in the given information. However, we can estimate the population based on the sample size and the proportion of octopuses maintaining gardens.

In the study, Lizbeth surveys 312 randomly selected octopuses to see if they maintain a garden. Out of these 312 octopuses, 23 maintained gardens.

To estimate the population, we can use the concept of sampling proportion. We know that 23 out of 312 octopuses maintained gardens. We can set up a proportion:

23/312 = x/total population

We can cross-multiply and solve for the total population:

23 * total population = 312 * x

23 * total population = 312x

total population = (312x) / 23

To find the value of x, we need to divide the number of octopuses maintaining gardens (23) by the proportion of octopuses maintaining gardens in the sample (312):

x = 23 / 312

x ≈ 0.0737

Now we can substitute this value back into the equation to find the total population:

total population = (312 * 0.0737) / 23

total population ≈ 0.9968

So, the estimated population of octopuses in Lizbeth Rich's study is approximately 0.9968.

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Independent groups designs and within-subjects designs both have their advantages and disadvantages, and the choice of which design to use depends on various factors such as the research question, the nature of the dependent variable, and practical considerations such as time and resources.

Independent groups designs allow for the comparison of two or more groups of participants, but they are vulnerable to individual differences between participants and possible confounding variables that may affect the results. Within-subjects designs eliminate individual differences and increase statistical power, but they are vulnerable to order effects and demand characteristics that may bias the results.

In general, researchers should carefully consider the strengths and weaknesses of both designs and choose the design that best suits their research question and hypotheses.

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Stephanie's therapist incorporates both psychodynamic techniques and behavioral and cognitive techniques in her therapy sessions.

The therapist's use of psychodynamic techniques suggests an emphasis on exploring Stephanie's unconscious processes, early life experiences, and relational patterns to gain insight into her current relationships and behaviors. Psychodynamic therapy aims to uncover underlying psychological conflicts and unresolved issues that may be contributing to Stephanie's difficulties in her marriage and relationships with her parents.

In addition to the psychodynamic approach, the therapist also incorporates behavioral and cognitive techniques to address specific concerns related to Stephanie's communication skills. Behavioral interest may focus on teaching Stephanie new communication strategies, while cognitive techniques may involve identifying and challenging unhelpful thoughts or beliefs that may hinder effective communication.

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Answer:

Corresponding Angles

Vertical Angles,

Exterior Angle Theorem

Step-by-step explanation:

Answer:

b. 70+90=160

180-160=20°

a. 180-(20+90)

180-110=70

Answer:

30 inches

Step-by-step explanation:

The longest piece (15 in) is represented as 5 in the ratio, so we can find what one unit is. We can do 15÷5=3, so one unit is 3 inches. We could multiply each of them by 3 and add them up, but there's a simpler way. We can find the total of the ratio, 2+3+5=10. So, we can do 3x10=30 inches. Therefore, the length of the stick is 30 inches.

Answer:

108

Step-by-step explanation:

Let's say the width is x

Of the length is 5 times the width, then the length is 5x

Area = length * width

405 = x * 5x

405 = 5x^2

405/5 = 5x^2/5

81 = x^2

Take the square root of both sides

2/[81 = 2/[x^2

9 = x = width

9 × 5 = 45 = length

Perimeter = 2 × length + 2 × width

2 × 45 + 2 × 9

90 + 18 = 108

Answer:

7<x-5

12<x

x>12

Step-by-step explanation:

No, \(4x^{2} +8=12\) is not a linear equation

What is linear equation?

An equation is said to be linear if the maximum power of the variable is consistently 1. Another name for it is a one-degree equation. A linear equation with one variable has the conventional form Ax + B = 0. In this case, the variables x and A are variables, whereas B is a constant. A linear equation with two variables has the conventional form Ax + By = C. Here, the variables x and y, the coefficients A and B, and the constant C are all present.

No, \(4x^{2}+8=12\\4x^{2} -4=0\)is not a linear equation because An equation is said to be linear if the maximum power of the variable is consistently 1.

This is a quadratic equation, because quadratic equation has a maximum power of 2.

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Answer:

Step-by-step explanation:

Total of 2 days

Total of 3 days - $1294.77

Sunday

Answer:

The answer is B. 1/4^8

Step-by-step explanation:

Every time the power it to the negative it inverse it.

An example, 2^-2 = 1 / 2^2

So, 4^-8 = 1 / 4^8

Recall the Protractor Postulate which states that:

Consider the angle AOC, notice that the numbers matched with the rays of the angle OA and OC are 0 and 50 (note that you can either of the upper or lower numbers).

Hence, the measure of angle AOC is:

The measure of angle AOC is 50⁰.

Consider the angle FOE, notice that the numbers matched with the rays of the angle OF and OE are 140 and 120.

Hence, the measure of angle FOE is:

The measure of angle FOE is 20⁰.

Consider the angle COE, notice that the numbers matched with the rays of the angle OC and OE are 50 and 120.

Hence, the measure of angle COE is:

The measure of the angle COE is 70⁰.

Consider the angle EOB, notice that the numbers matched with the rays of the angle OE and OB are 50 and 120 and 30.

Hence, the measure of angle EOB is:

The measure of the angle EOB is 90⁰.

Finally, consider the angle EOD, notice that the numbers matched with the rays of the angle OE and OB are 120 and 90.

Hence, the measure of angle EOD is:

The measure of the angle EOD is 30⁰.

Answers:

The measure of angle AOC is 50⁰.

The measure of angle FOE is 20⁰.

The measure of the angle COE is 70⁰.

The measure of the angle EOB is 90⁰.

The measure of the angle EOD is 30⁰.

Answer:

ik the answer

Step-by-step explanation:

Answer:

a

Step-by-step explanation:

Bc i just did on edge

The pair of equations below is a result of constructing the altitude, h, in Triangle ABC is A; sin C = h/a and sin A = h/c.

Trigonometric identities are the functions that include trigonometric functions such as sine, cosine, tangents, secant, and, cot.

We know:

\(\sin(\theta) = \dfrac{\text{Length of perpendicular}}{\text{Length of Hypotenuse}}\)

So from the attached figure;

sin C = h/a

sin A = h/c

These expressions have an h term in common. We can combine them if we can find forms of the expressions in terms;

h = a (sin C)

h = c (sin A)

Thus, option A is correct pair.

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Answer:

m = 5/2

Step-by-step explanation:

The slope is rise/run or (y2 - y1) / (x2 - x1)

The y decrease by 5, and the x decrease by 2, so the slope is

-5/-2 = 5/2

So, m = 5/2

Hello!

We are going to find the slope of the line that passes through our given points: (8, 9) and (6, 4).

To find the slope, we will use the slope formula, which states:

m = (y2-y1)/(x2-x1)

Our variables in the formula are given by the coordinates that we know.

(x1, y1)

(8, 9)

And

(x2, y2)

(6, 4)

Solve:

Plug in the coordinates into the correct variable and solve:

m = (y2-y1)/(x2-x1)

m = (4 - 9)/(6 - 8)

m = -5/(6 - 8)

m = -5/-2

Simplify:

m = 5/2

Therefore, the slope of the line is 5/2.

Answer:

5/2

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Answer:

a) \(C(t)=245,000\cdot(1.035)^t\)

b) Nicki's house is worth $281,143 in 4 years

Step-by-step explanation:

Exponential Growth Function

The exponential function is commonly used to model natural growing or decaying processes where the change is proportional to the actual quantity.

An exponential growth function is expressed as:

\(C(t)=C_o\cdot(1+r)^t\)

Where:

C(t) is the actual value of the function at time t

Co is the initial value of C at t=0

r is the growth positive rate, expressed in decimal

Nicki paid Co=$245,000 for a house and it's known that home prices increase by r=3.5%=0.035 each year.

a)

Substituting the given values, the equation is:

\(C(t)=245,000\cdot(1+0.035)^t\)

\(\mathbf{C(t)=245,000\cdot(1.035)^t}\)

b) The value of Nicki's house in t=4 years is:

\(C(4)=245,000\cdot(1.035)^4\)

\(C(4)=245,000\cdot 1.148=281,143\)

Nicki's house is worth $281,143 in 4 years

PEMDAS (Parentheses, Exponents, Multiplication and Division from left to right, Addition and Subtraction. The solution to the Expression (3^0 * 8^2)^-2 is 1/4096.

The expression (3^0 * 8^2)^-2, the order of operations, which is typically referred to as PEMDAS (Parentheses, Exponents, Multiplication and Division from left to right, Addition and Subtraction from left to right).

Step 1: Simplify the exponent expressions within the parentheses:

(3^0 * 8^2) = (1 * 64) = 64

Step 2: Rewrite the expression with the simplified value:

(64)^-2

Step 3: Apply the exponent rule for a negative exponent:

(64)^-2 = 1 / (64)^2

Step 4: Evaluate the expression within the parentheses:

(64)^2 = 64 * 64 = 4096

Step 5: Rewrite the expression with the simplified value:

1 / 4096

Therefore, the solution to the expression (3^0 * 8^2)^-2 is 1/4096.

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