please help for brainlist ASAP and explain or no brainlist

A Venn diagram to represent the given information of a school and attached

The percentage of the teachers neither trained in USA or Britain is 68%

Since the problem is stated in percentage, the total number of teachers in the school which is the universal set is 100

15% were trained in both Britain and USA.

The number of teachers trained in Britain only

= 21% - 15% = 6%

The number of teachers trained in USA only

= 26% - 15% = 11%

The total number of teachers trained in Britain and USA

=  number of teachers trained in Britain only + number of teachers trained in USA only + number of teachers trained both Britain and USA

= 6% + 11% + 15%

= 32%

percentage of the teachers neither trained in USA or Britain

= universal set - number of teachers trained in Britain and USA

= 100% - 32%

= 68%

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The three types of co-ordinates are:

(i) Cartesian co-ordinates

(ii) cylindrical co-ordinates

(iii) spherical co-ordinates

Three digits are used to indicate distances in the three-dimensional flat space of the Cartesian coordinate system, often known as the "rectangular coordinate system." The East/West direction, North/South direction, and Elevation are represented by the first two digits, respectively.

The Cartesian coordinate system is a prime example of a coordinate system. Two perpendicular lines are picked in the plane, and a point's coordinates are assumed to be the signed distances between the lines.

So, three types of co-ordinates are:

(i) Cartesian co-ordinates

(ii) cylindrical co-ordinates

(iii) spherical co-ordinates

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what is the difference between 880 and 580

When an air cannon fires a T-shirt upward toward the basketball, the highest height it can reach is 50 and the time until a fan snatches it is 5 seconds.

Using visual charts or representations, mathematicians utilize graphs to logically communicate facts or values. A graph point often illustrates the relationship between two or more objects. In a graph, a non-linear data structure, nodes, or vertices, and edges come together. The nodes, also known as vertices, should be adhered together. The edges of this graph, E=1, 2, 1, 3, 2, 4, and (2.5), have the following values: V=1, 2, 3, 5, (3.5). (4.5). Visual depictions of exponential development in statistics include bar charts, pie charts, line charts, and more. a triangle-shaped logarithmic graph

given

y = x( 0.4 - 0.008x)

x=0

0.4 - 0.008x =0

0.4 - 0.008x

50 = x

y = 5

When an air cannon fires a T-shirt upward toward the basketball, the highest height it can reach is 50 and the time until a fan snatches it is 5 seconds.

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Answer:

75

Step-by-step explanation:

3 × 5²

= 3 × 5 × 5

= 15 × 5

= 75

Answer:

75

Step-by-step explanation:

This is testing Order of Operations

PEMDAS

In this equation we see E (exponents) and M (Multiplication)

The E comes first so doing the exponent of 5^2 we get 25, because that's the same as 5 * 5

After the E is the M, so we multiple the 25 by the 3, giving you 75.

Remember that to dilate something in the coordinate plane, multiply each coordinate by the scale factor. For this dilation, the mapping will be ( x , y ) → ( 1.5 x , 1.5 y )

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Answer:

I like to take out my work (review guide, homework, etc.) and cover my answers with a piece of paper so that only the question is showing and answer the problem. Repeat for as many problems as you'd like. I hope this helps!

Step-by-step explanation:

Answer:

9 × x = 100

x = 11

Therefore, it would take 11 more days.

Answer:

Use the formula sum of internal angles of a triangle is 180

Answer:

f (x) = -x over x+2

Step-by-step explanation: if you want to find the inverse you do f and the exponent of negative 1 (x) = - 2x over 1+x .

The symbol for greater than 1 is written as " >1".

Greater than ">" means that one number or value is larger than the other. number or value The symbol is made by your right-hand thumb and index finger, just like ">", which is known to be a "greater than" symbol. If you use this symbol to write some value is greater than 1 then you need to write 1 towards the right side of this symbol.

For example, 9 > 1. The open end of the greater than symbol is pointed at the one and it is read as '9 is greater than 1. So the symbol for any value greater than 1 is written as " >1".

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The standard form of the equation y = 3x + 10 is -3x +y = 10.

To accomplish the given equation and bring it in the standard form for our problem, we first arrange it in standard form and then apply a little algebra to subtract 3x from both sides of the equation.

Given,

y = 3x + 10

Subtract 3x from each side.

Simplify: y - 3x = 3x + 10 - 3x.

y - 3x = 10

The x word should be placed first in the left-hand side arrangement.

-3x + y = 10

We discover that y = 3x + 10 is written as -3x + y = 10.

Ax + By = C is the equation of a line in its standard form, where A, B, and C are constants. There are several possible ways to express a line's equation, and if we are given a line that isn't in standard form, we can apply a little algebra to change the equation.

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Answer:

  48%

Step-by-step explanation:

You want to know the percent of the class that is cats if there are 12 cats and 13 dogs in the class.

The percent can be found by multiplying the fraction by 100%.

  cats/class = 12/(12+13) × 100% = 12/25 × 100% = 48%

48% of the class are cats.

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The coupon which gives Hideki a better deal is Coupon 2: as the total cost is: $27

The total cost of coupon 1 will be; $28.8

The total cost of coupon 2 will be; $27

For Coupon 1; Buy 1 get one 40% off.

Total cost = $18 + 60% ($18)

Total cost = $18 + $10.8.

Total cost = $28.8

For Coupon 2; 25% off entire purchase

Total cost = 75% ($18 + $18)

Total cost = 75% ($36)

Total cost = $27

:D Your Welcome!

Jogging, cycling, swimming, aerobics, rowing, stair climbing, and sports-related games are examples of cardiovascular fitness. For Body composition, the push-up is the best example.

During a physical activity like running, jogging, or doing workouts involving cardiovascular activities, the circulatory and respiratory systems of the body provide oxygen to the skeletal muscles. When oxygen reaches the muscles, the risk of cardiovascular disease is decreased.

Also, the body is able to do larger muscle exercises due to increased flexibility, and the efficiency of the respiratory system also increases. But more blood is pumped through the body due to cardiorespiratory activities is not the benefit of doing physical activities.

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Concurrent lines are lines intersecting a common point. Medians are lines connecting the vertex to the midpoint. Altitudes are lines perpendicular to the base of the triangle and pass through the vertex opposite the base.

Concurrent lines in a triangle refer to lines that pass through a common point, such as the centroid, which is the point where the medians of a triangle intersect. Medians are lines that connect a vertex of a triangle to the midpoint of the opposite side. Altitudes are lines that are perpendicular to the base of a triangle and pass through the vertex opposite the base. They also intersect at another point called the orthocenter. The concurrent lines, medians, and altitudes of a triangle are important concepts in geometry that are used in various proofs and problem-solving tasks.

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Your question seems to be incomplete, but I assume the question was:

"What are concurrent lines, medians, and altitudes in a triangle?"

Therefore , the solution of the given problem of pentagonal comes out to be Nadia has created a pentagonal prism as a result.

Pentagons is that are two-dimensional polygons having five sides and fifth angles. When we mix the Greek terms "penta" and "gon," which mean "five" and "angles," respectively, we have the word "pentagon."

Here, we know that a pentagonal prism has five rectangular sides in addition to two pentagonal bases at the top and bottom.

Pentagonal prisms are pentagon-shaped if we look at them from the bottom.

When viewed from the side, a pentagonal prism would have a rectangular shape.

If we were to look at the pentagonal prism from the front, it would appear rectangular.

Therefore , the solution of the given problem of pentagonal comes out to be Nadia has created a pentagonal prism as a result.

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On solving the provided question, we can say that In triangle DBC and BDA, So, By SSS, △DBC ≅ △BDA

A triangle is a polygon since it has three sides and three vertices. It is one of the basic geometric shapes. The name given to a triangle containing the vertices A, B, and C is Triangle ABC. A unique plane and triangle in Euclidean geometry are discovered when the three points are not collinear. Three sides and three corners define a triangle as a polygon. The triangle's corners are defined as the locations where the three sides converge. 180 degrees is the result of multiplying three triangle angles.

In triangle DBC and BDA

BD = BD ( common base)

AB = CD

AD = BC

So, By SSS,

△DBC ≅ △BDA

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Answer:30 degrees

Step-by-step explanation:

S = O/H
sin-1(6/12) = 30

Becca's solution is not correct. Multiplying the volume of the cube (10 x 10 x 10 = 1,000 cubic cm) by 1.5 will not give the correct total volume of the composite figure.

From the information, Becca needs to find the volume of the following composite figure formed by stacking a triangular prism on top of a cube.She finds the volume of the cube by multiplying 10 by 10 by 10 to get 1,000 cubic cm. Then, she multiples by 1.5 to get the total volume of the figure.

The solution is incorrect is because the triangular prism and the cube are separate shapes and their volumes need to be added together to find the total volume of the composite figure. Becca needs to calculate the volume of the triangular prism separately and add it to the volume of the cube to find the total volume of the composite figure.

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Answer: The exponential form of 1 is 1.

In simple words, the exponents can said to be the powers of the base. For example, in 2³, the exponent will be 3. If a number is given without any power then its power is 1. The exponential form is simply the number with exponents.

Answer:

I think 0a

Step-by-step explanation:

The triangle that have the same shape but not the same size are similar triangles

Triangles with the same shape but different sizes are said to be similar triangles. Squares with any side length and all equilateral triangles are examples of related objects. In other words, if two triangles are similar, their corresponding sides are proportionately equal and their corresponding angles are congruent.

If the respective sides of two triangles have the same ratio and the corresponding angles are equal, then the triangles are comparable (or proportion). Triangles that are similar will have the same form but may not be the exact same size.

Two triangles are said to be similar if their corresponding angles are equal. Equiangular triangles are what they are called. Two equiangular triangles were the subject of a significant finding made by the well-known Greek mathematician Thales. He applied the Basic Proportionality Theorem, sometimes known as the Thales Theorem, as a conclusion.

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The given are equivalent sets because the number of elements in the sets are equal. So sets A and B are equivalent.

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3 is the coefficient of y² in the expression 3y²+4x

A coefficient is an integer that is either printed alongside or multiplied by a variable. A coefficient, in other terms, is the numerical component of a phrase including constants and variables. For example, the coefficient in the expression 2x is 2. A coefficient is a number that has been multiplied by a variable. Coefficient examples: The coefficient in the expression 14 c 14c 14c is 14. The coefficient in the phrase g is 1.

In an expression, it is generally a number, although it may also be a letter. In the phrase ax2 + bx + c, for example, x is the variable and ‘a’ and ‘b’ are the coefficients.

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Answer: (4, 0) and (0, -18)

Step-by-step explanation:

Answer:

vertex of point A′ is A′(4.5, 3)

Step-by-step explanation:

To determine the vertex of point A′ after dilation, we need to know the coordinates of point A and the scale factor of the dilation.

In this problem, point A has the coordinates (3, 2) and the scale factor of the dilation is 1.5.

To find the coordinates of the dilated point, we multiply each of the original coordinates by the scale factor:

A'(x,y) = (1.5* x, 1.5*y)

So the coordinates of the point A' are:

A'(1.53, 1.52) = (4.5, 3)

Therefore, vertex of point A′ is A′(4.5, 3)

The vertex of point A after the dilation is A′(4.5, 3)

Dilation is a transformation that changes the size of a figure or an object without changing its shape.

The figure or object and its image after dilation are similar.

The size of the figure or object may increase or decrease based on a number called the scale factor.

Dilation is defined by a point called the center of dilation and the scale factor.

Given that, a triangle ABC, has been dilated by a scale factor of 1.5.

We need to determine the vertex of A',

The rule of dilation by a scale factor of k,

(x, y) → (kx, ky)

Therefore,

A'(x,y) = (1.5·x, 1.5·y)

So the coordinates of the point A' are:

A'(1.5·3, 1.5·2) = (4.5, 3)

Therefore, vertex of point A′ is A′(4.5, 3)

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On solving the question, we can say that rounded to the nearest tenth, trigonometry is 94.7.

The area of mathematics known as trigonometry examines the correlation between triangle side lengths and angles. The area first appeared in the Hellenistic era, around the third century BC. from the use of geometry in astronomical study. The area of mathematics known as exact methods deals with specific trigonometric functions and how they might be used in calculations.

To find the length of TR, we can use the ratio of similarity between the two triangles. Since triangle NOP is similar to triangle RST, we know that the ratio of the corresponding sides is equal. In this case, we can set up the proportion:

(TR)/(NO) = (TS)/(OP)

We know that NO = 34 and OP = 19, and we are trying to find TR. We also know that TS = 60. We can set up the proportion and solve for TR:

(TR)/34 = 60/19

TR = (60/19) * 34

TR = 94.73

Rounded to the nearest tenth, TR is 94.7.

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Therefore , As a result, the value of x is about 5.4 when x3 -10x = 100, which is the answer to the given equation problem.

An equation in mathematics is a representation of two equal variables, one on each side of a "equals" sign. To tackle common issues, equations can be used. We commonly seek pre algebra help to overcome obstacles in real life. Math fundamentals are covered in pre-algebra lessons.

Here, the formula is written as x3 -10x = 100.

We continue testing for the value of x that is valid for x3 -10x = 100 via trial and error.

We've made multiple tries and have:

x = 5.4 (roughly) (approximately)

In x3 -10x = 100, replace x with 5.4.

5.4^3 -10 * 5.4 = 100

Evaluate

103.5 = 100

Approximate

100 = 100

Therefore , As a result, the value of x is about 5.4 when x3 -10x = 100, which is the answer to the given  equation problem.

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On solving the provided question, we can say that the equation, we have here is  7x +  5/19 => 7x = -5/19 = > x = -5/133

A mathematical equation is a formula that joins two statements and uses the equal symbol (=) to indicate equality. A mathematical statement that establishes the equality of two mathematical expressions is known as an equation in algebra. For instance, in the equation 3x + 5 = 14, the equal sign places the variables 3x + 5 and 14 apart. The relationship between the two sentences on either side of a letter is described by a mathematical formula. Often, there is only one variable, which also serves as the symbol. for instance, 2x – 4 = 2.

the equation, we have here is

7x +  5/19

7x = -5/19

x = -5/133

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Algebra

Geometry

Trigonometry

Calculus

Statistics and Probability

The rise is 231 feet 10 inches if the horizontal run of the roof is 15 feet 34 inches.

Let us assume that x represents the rise and y represents the run,

According to the given problem,

x= 15 feet 34 inches

Converting feet into inches,

we know, 1 feet = 12 inches

so, 15 feet 34 inches = 15*12+34 = 214 inches

Now finding the rise in terms of x and y,

13 = y/x

substituting the value of x and solving for y:

13 = y/214

y = 13*214

y = 2782 inches

Converting inches into feet,

2782 inches = 2782/12 = 231 feet 10 inches

Thus, The rise is 231 feet 10 inches if the horizontal run of the roof is 15 feet 34 inches.

Correct question: You’re on a residential construction team doing roofing. The pitch of a roof is 13 rise over run. Find the rise if the horizontal run of the roof is 15 feet 34 inches.

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Answer:

Step-by-step explanation:

5 I think