please help i will give 100 points

4. (a) circumference of the figure: 2 * 22/7 * 3 = 18.86 cm

(b)  Area of the figure: 22/7 * 3² = 28.29 cm²

5. (a) circumference of the figure: 22/7 * 35 = 110 ft

(b) Area of the figure: 22/7 * (35/2)² = 962.5 ft²

The area of a circle is given by the formula:

A = πr²

where r is the radius of the circle

The circumference of a circle is given by the formula:

C = 2πr or πd     (Recall: d = 2r)

where r is the radius and d is the diameter of the circle

No. 4

r = 3 cm

(a) C = 2πr

C = 2 * 22/7 * 3 = 18.86 cm

(b) A = πr²

A = 22/7 * 3² = 28.29 cm²

No. 5

d = 35 ft

(a) C = πd

C = 22/7 * 35 = 110 ft

(b) A = πr²

A = 22/7 * (35/2)² = 962.5 ft²

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Based on the population mean's [tex]95[/tex]% standard error, which is [tex](-10.962 d-0.001)[/tex]

A population can be all the students at a certain school. All of the pupils enrolled at just that institution during the period of data gathering would be included. Data from all of these individuals is gathered based on the issue description.

The major trend discovered from the data sample is the sample mean. The population is used to create the sample data. In statistics, the sampling distribution is denoted by the letter "x." The population mean, on the other hand, is the average of all observations within a certain population or group.

[tex]0.025[/tex] < p value <[tex]0.05[/tex]

for [tex]95[/tex]% CI; and [tex]6[/tex] degrees of freedom, a value of [tex]t= 2.447[/tex]  

therefore confidence interval=sample mean -/+ t*std error    

margin of error [tex]=t*std error=5.4808[/tex]    

lower confidence limit [tex]= -10.9622[/tex]

upper confidence limit [tex]= -0.0006[/tex]

from above [tex]95[/tex]% confidence interval for population mean [tex]=(-10.962[/tex][tex]<[/tex]µd[tex]< -0.001)[/tex]

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The percentage of rainbow trout in the river that are longer than 487 millimeters is 85.78%.

The biologist is studying rainbow trout that live in a certain river and has estimated their mean length to be 529 millimeters. Assuming that the lengths of rainbow trout in this river are normally distributed, with a standard deviation of 70 millimeters, we can use the Z-score formula to calculate the percentage of rainbow trout that are longer than 487 millimeters.

The Z-score formula is z = (x - μ) / σ. Where μ is the population mean and σ is the population standard deviation.

In this case, we are looking for the percentage of trout that are longer than 487 millimeters. So, x = 487, μ = 529, and σ = 70.

Plugging in the values, we get z = (487-529) / 70 = -0.42.

To find the percentage of trout that are longer than 487 millimeters, we must look at the cumulative normal distribution table. The table tells us that the percentage of trout that are longer than 487 millimeters is 85.78%.

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Answer:

-2°F

Step-by-step explanation:

Let M and S represent Monday and Sunday's low temperatures respectively. The given information relates M and S with the equation:

[tex]M = 6 + \frac{S}{2}[/tex]

We can rearrange the equation to solve for S.

[tex]S = 2(M-6)[/tex]

We can substitute 5 for M and find that S = -2.

∴The low temperature on Sunday was -2°F.

.

Volume of a cube is given by side × side × side. By using the equation the volume of the given figure can be determined as 28 cubic units.

In the given figure the whole figure is divided into unit cubes. A unit cube means a cube having a unit value as all its sides. To calculate the volume of such a figure, we have to determine the number of unit cubes and multiply it by the volume of the cube.

Volume of 1 unit cube = 1 cubic units

We have to count the number of unit cubes in it. From the front view, we can see that there are three rows and each having two cubes and there are four such columns.

So the number of cubes = 3× 4 = 12

In the back row there are 4×4 cubes = 16 cubes

Total number of cubes = 12 + 16 = 28

So the volume = 28 × 1 cubic unit = 28 cubic units.

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Looking at the corresponding probability in the distribution will allow you to determine the likelihood of selling a specific quantity of face masks each day.

Here is the probability distribution for the number of face masks sold per day:

X P(X)

10 0.2

12 0.1

14 0.2

15 0.3

20 0.1

25 0.1

To find the probability of selling a certain number of face masks per day, you look at the corresponding probability in the distribution. For example, the probability of selling 15 face masks per day is 0.3.

Note that the probabilities sum to 1, which is a requirement for any probability distribution.

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Answer:Which of the following is part of the set of integers?

negative whole numbers

zero

natural numbers

positive whole numbersWhich of the following is part of the set of integers?

negative whole numbers

zero

natural numbers

positive whole numbers

Step-by-step explanation:

The probability of randomly choosing a red token from the bag is Option C: 4/25.

What is probability?

Probability is a way to gauge how likely something is to happen. Many things are difficult to forecast with absolute confidence. Using it, we can only make predictions about the likelihood of an event happening, or how likely it is. Probability can range from 0 to 1, with 0 denoting an impossibility and 1 denoting a certainty.

The total number of trials is 100.

The total number of red tokens chosen is 5 + 5 + 5 + 1 = 16.

The formula for probability is -

Probability = Favourable outcomes / Total number of outcomes

Substitute the values into the equation.

The probability of randomly choosing a red token from the bag is 16/100.

Simplifying the expression -

16/100

= 4/25

Therefore, the value for probability is 4/25.

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Answer:

See below.

Step-by-step explanation:

For this problem, we are asked to solve for CE.

Because Point D is a Centroid, CE is a median.

A Median is a line that connects from 1 vertex of a Triangle, through the Centroid, and then ending on the midpoint of the opposite side.

The distance from the Triangles' Vertex to the Centroid is 2 times the distance from the Centroid to the Midpoint.

Basically;

[tex]ED = \frac{1}{2} CD[/tex]

Let's solve for x first.

[tex]3x+2=\frac{1}{2} (8x-6)[/tex]

Distribute:

[tex]3x+2=4x-3[/tex]

Subtract 4x from both sides:

[tex]-x+2=-3[/tex]

Subtract 2 from both sides:

[tex]-x=-5[/tex]

Divide by -1:

[tex]x=5.[/tex]

CD, and DE are 2 parts of CE. When we add CD, and DE together we will have the value of CE.

[tex]CD+DE=CE.[/tex]

Let's identify CD and DE first since we have the value of x.

[tex]CD=8(5)-6=34.[/tex]

[tex]DE=3(5)+2=17.[/tex]

Add:

[tex]34+17=51 \ (CE)[/tex]

Our final answer is D, CE = 51.

Answer:

(3e+7) - (2/5)x

Step-by-step explanation:

Instead of the - 2/5x we can remove the - from it and convert the addition problem into a subtraction problem and they will be equivalent.

The angle x has a measure of -55°. It is important to note that this negative angle indicates that the angle is oriented in the opposite direction from the others, but it is still considered a valid angle measure.

The value of angle x when A, B, and C lie on a straight line, angle y = 95°, and angle z = 330°.
To find the value of angle x, we can use the property of angles that states the sum of angles on a straight line is always 180°.
The value of angle w, which is the angle between y and z.
Since angle y = 95° and angle z = 330°, angle w can be calculated by subtracting angle y from angle z:
w = z - y
w = 330° - 95°
w = 235°
As A, B, and C lie on a straight line, the sum of angles x, w, and y should be equal to 180°.
Therefore, we can set up the equation:
x + w + y = 180°
Substitute the values of w and y into the equation.
x + 235° + 95° = 180°
Solve for x.
x = 180° - 235° - 95°
x = -150°
Since the value of x is negative, it indicates that angle x is in the opposite direction of the positive angle measurement. Thus, the value of angle x is 150° in the opposite direction.
In conclusion, angle x is 150° in the opposite direction when A, B, and C lie on a straight line, angle y = 95°, and angle z = 330°.

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To calculate the error interval for x, we must analyse the probable range of values for x before it was rounded to 15.38. Because x was rounded to two decimal places, we know it is between two values.

The biggest number that can be rounded down to 15.38 is 15.375, and the smallest number that can be rounded up to 15.38 is 15.385. As a result, the error range for x is [15.375, 15.385]. The error interval for a rounded integer is the range of possible values for the original number before rounding. The integer x was rounded to 15.38 with two decimal places in this example. To calculate the error interval Consider the highest and lowest feasible numbers for x that might have been rounded to 15.38. We consider the number that ends in.385 for the highest possible value. If x was larger or equal to this value, it was rounded up to 15.39. As a result, the greatest possible value for x is 15.385. Consider the number that ends in.375 for the least feasible value. If x was less than or equal to this value, it was rounded down to 15.37. As a result, the least number that x might have been is 15.375. As a result, the error interval for x is comprised of values ranging from 15.375 to 15.385, inclusive. This might be any number.

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 The probability that X lies in the interval [3, 6] is given by:P(3 ≤ X ≤ 6) = ∫3 6f(x)dx.

Suppose we have a continuous random variable that varies from 0 to 15.

To find the probability that the random variable takes on a value in the interval [3,6], we must first calculate the area under the curve within the given interval.

This is accomplished by calculating the integral of the probability density function (PDF) of the random variable, between the two endpoints of the interval. The resulting value is the probability that the random variable takes on a value within the given interval.

To begin, let's consider the probability density function (PDF) of the random variable, f(x), which is the function that describes the likelihood that the random variable will take on any given value within its range. The PDF will be a continuous function that has a positive value for all values of x between 0 and 15, and the area under the PDF will be equal to 1, indicating that the sum of all possible values of the random variable will be 1.

We can then calculate the area under the PDF between the two endpoints of the interval [3,6], which can be represented as the integral of the PDF, f(x), from 3 to 6. This can be written as the following equation: Probability of random variable in interval [3,6] = ∫36f(x)dx.

This integral represents the area under the PDF of the random variable between the two endpoints of the interval, and its value will be the probability that the random variable takes on a value within the given interval.

OR- Given the continuous random variable varies from 0 to 15, and we have to find the probability that the random variable takes on a value in the interval [3,6]. So, let's proceed step by step.What is a continuous random variable?A continuous random variable is a variable that takes on any value within a specified range of values.

In other words, any value within the range of values can occur. Continuous random variables can be measured, such as weight, height, time, and distance. Continuous random variables can't be counted, such as the number of heads in 20 coin flips or the number of cars in a parking lot, and so on.

The probability of a continuous random variable is the area under the probability density function (PDF) that falls in the interval of interest. The probability density function (PDF) must be non-negative and integrate to 1.0 over the whole domain.

Suppose we have a probability density function (PDF) f(x) for a continuous random variable X with support S, and we want to calculate the probability that X lies in the interval [a, b], where a and b are any two numbers in S, and a ≤ b. To compute the probability, we find the area under the PDF between a and b. This is given by the integral of the PDF f(x) over the interval [a, b].

Therefore, the probability that X lies in the interval [a, b] is given by:P(a ≤ X ≤ b) = ∫a bf(x)dx  Suppose we want to calculate the probability that the random variable X takes on a value in the interval [3, 6].

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The probability that the A-rated bond defaults given that the AA-rated bond defaults is approximately 0.74.

What is probability?

Probability is a branch of mathematics in which the chances of experiments occurring are calculated.

a. To find the probability that at least one of the bonds defaults, we can use the complement rule: the probability that neither bond defaults is (1 - 0.53) * (1 - 0.47) = 0.27, since the events are independent. Therefore, the probability that at least one bond defaults is 1 - 0.27 = 0.73. So the answer is 0.73.

b. The probability that neither bond defaults is (1 - 0.53) * (1 - 0.47) = 0.27, as calculated above.

c. We want to find the conditional probability that the A-rated bond defaults given that the AA-rated bond defaults, which can be expressed as P(A defaults | AA defaults). We can use Bayes' theorem to calculate this probability:

P(A defaults | AA defaults) = P(AA defaults and A defaults) / P(AA defaults)

From the problem statement, we know that P(AA defaults) = 0.53 and P(AA defaults and A defaults) = 0.39. Therefore,

P(A defaults | AA defaults) = 0.39 / 0.53 ≈ 0.74

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Among jordan's and jamie's boxes Jamie's box has a larger volume than Jordan's box.

To find the volume of a box, we need to multiply the width, length, and height (or depth) of the box together.

If the dimensions of the box are given in meters, then the volume will be in cubic meters.

For example, if a box has a width of 2 meters, a length of 3 meters, and a height of 4 meters, then its volume would be:

Volume = 2 meters x 3 meters x 4 meters = 24 cubic meters

Therefore, the volume of the box is 24 cubic meters.

To find the volume of each box, we can multiply the width, length, and depth together:

Jordan's box volume = 5.1 m x 6 m x 4 m = 122.4 cubic meters

Jamie's box volume = 4.7 m x 8 m x 4 m = 150.4 cubic meters

Therefore, Jamie's box has a larger volume than Jordan's box.

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To find all the zeros of the function f(x) = x^3 - 3x^2 + 4x - 2 and write f(x) in factored form, we can use the Rational Root Theorem.

What is the Rational Root Theorem?

If we have a polynomial with integer coefficients, we can use the Rational Root Theorem to find all of the possible rational roots (solutions) of the polynomial. The Rational Root Theorem says that if a polynomial has a rational root p/q (where p and q are integers), then p must be a factor of the constant term of the polynomial (the term without x), and q must be a factor of the leading coefficient of the polynomial (the coefficient of the highest power of x).

To apply the Rational Root Theorem to the function f(x) = x^3 - 3x^2 + 4x - 2, we look at the constant term (-2) and the leading coefficient (1) of the polynomial to find all of the possible rational roots. The possible rational roots are: ±1, ±2.

First, let's try x = 1 as a possible root. We can use synthetic division to see if it's a zero:

1 | 1 -3 4 -2

| 1 -2 2

|__________

1 -2 6 0

There is no remainder, so x = 1 is a zero of the function. Now, we can use synthetic division again to factor out (x - 1):

(x - 1)(x^2 - 2x + 6)

To find the remaining zeros, we can solve the quadratic equation x^2 - 2x + 6 = 0 using the quadratic formula:

x = (2 ± √(2^2 - 4(1)(6))) / (2(1))

x = (2 ± √(-20)) / 2

x = 1 ± i√5

The zeros of f(x) are:

x = 1, x = 1 + i√5, x = 1 - i√5

So, we can write f(x) in factored form as:

f(x) = (x - 1)(x - (1 + i√5))(x - (1 - i√5))

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The next two terms of the arithmetic sequence are 14 and 12.75, the value -18.5 is the 30th term in the sequence.

The Arithmetic sequence given to us is 17.75, 16.5, 15.25,.... An arithmetic sequence is the one in which the terms increase or decrease with the constant value.

We can find this common difference by finding the difference of any two constant terms, so, in this sequence the common difference in -1.25.

1. The next two terms of the sequence will be (15-1) and (14-1).

So, the next two terms are 14 and 12.75.

2. The nth terms of the sequence is given by the formula,

aₙ = a₁ + (n-1)d, d is the common difference, n is the nth term, a₁ is the first term and aₙ is the nth term.

Now, putting aₙ = 18,

-18.5 = 17.75 + (n-1)(-1.25)

n = 30

So, the 30th term is -18.5 in the sequence.

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Answer:

To make a the subject of the formula, we need to isolate it on one side of the equation.

Starting with:

a + p = f

Subtracting p from both sides, we get:

a = f - p

Therefore, the formula for a as the subject is:

a = f - p

Step-by-step explanation:

By answering the presented question, we may conclude that as a result, equation the unusual item component of First Bank Corporation's financial statement would reflect a $2,762,500 loss.

A math equation is a technique that links two assertions and denotes equivalence using the equals sign (=). In algebra, an equation is a mathematical statement that proves the equality of two mathematical expressions. For example, in the equation 3x + 5 = 14, the equal sign separates the numbers 3x + 5 and 14. A mathematical formula may be used to understand the link between the two phrases written on either side of a letter. The logo and the programmed are usually interchangeable. As an example, 2x - 4 equals 2.

The following formula must be used to calculate the exceptional item component of First Bank Corporation's financial statement:

Exceptional Loss = Settlement - Tax Advantage

where:

The total settlement sum is $4,250,000.

35% tax rate

Settlement amount * tax rate = $1,487,500 tax benefit

As a result, the Exceptional Loss is:

$4,250,000 - $1,487,500 = $2,762,500 Exceptional Loss

As a result, the unusual item component of First Bank Corporation's financial statement would reflect a $2,762,500 loss.

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Therefore, the system of equations has a unique solution, (0, 5).

An equation is a mathematical statement that shows the equality between two expressions. It consists of two sides, a left-hand side (LHS) and a right-hand side (RHS), which are connected by an equals sign (=). The LHS and RHS can contain numbers, variables, and mathematical operations such as addition, subtraction, multiplication, and division.

Here,

The system of equations given is:

y = x + 5

y = 2x + 5

To determine the number of solutions, we can compare the slopes and y-intercepts of the two equations.

The slope of y = x + 5 is 1, and the y-intercept is 5.

The slope of y = 2x + 5 is 2, and the y-intercept is 5.

Since the slopes are not equal, the graphs of the lines are not parallel. Therefore, they will intersect at a single point.

To find the point of intersection, we can set the two equations equal to each other:

x + 5 = 2x + 5

Simplifying, we get:

x = 0

Substituting this value back into one of the original equations, we get:

y = x + 5

= 0 + 5

= 5

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The length of the tree house with a base of 7 ft on the model is given as follows:

1/3 ft.

The length of the model is obtained applying the proportions in the context of the problem.

The scale is a ratio that relates the size of a drawing or map to the actual size of the object or area being represented. It indicates how much the drawing or map has been reduced or enlarged in size from the actual object or area.

Hence the scale of 1:21 means that each ft on the drawing represents 21 ft of actual distance, hence the length of the drawing for an actual distance of 7 ft is given as follows:

1/21 x 7 = 1/3 ft.

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the angle will be Ф = 66.4°

What is Trigonometric Functions?

Trigonometry uses six fundamental trigonometric operations. Trigonometric ratios describe these operations. The sine function, cosine function, secant function, co-secant function, tangent function, and co-tangent function are the six fundamental trigonometric functions. The ratio of sides of a right-angled triangle is the basis for trigonometric functions and identities. Using trigonometric formulas, the sine, cosine, tangent, secant, and cotangent values are calculated for the perpendicular side, hypotenuse, and base of a right triangle.

the given triangle

cosФ = 10/25

Ф = 66.4°

Hence the angle will be Ф = 66.4°

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Answer:check explanation

Step-by-step explanation:

We would apply the formula for exponential growth which is expressed as

y = b(1 + r)^ t

Where

y represents the population after t years.

t represents the number of years.

b represents the initial population.

r represents rate of growth.

From the information given,

b = 40 × 10^6

r = 2.7% = 2.7/100 = 0.027

a) Therefore, exponential model for the population P after t years is

P = 40 × 10^6(1 + 0.027)^t

P = 40 × 10^6(1.027)^t

b) t = 2020 - 2000 = 20 years

P = 40 × 10^6(1.027)^20

P = 68150471

c) when P = 90 × 10^6

90 × 10^6 = 40 × 10^6(1.027)^t

90 × 10^6/40 × 10^6 = (1.027)^t

2.25 = (1.027)^t

Taking log of both sides to base 10

Log 2.25 = log1.027^t = tlog1.027

0.352 = t × 0.01157

t = 0.352/0.01157 = 30.4 years

The area of the floor of the 15 ft convenience store is 225 ft² and the total cost of the floor is $450.

The tile cost is 82.00 per ft².

We have to determine the area of the floor of the 15 ft convenience store.

To calculate the cost of the new tile floor, you will need to know the area of the floor. To determine the area, you will need to measure the length and width of the store.

Once you have the measurements, you can multiply the length times the width to get the area of the floor. Then, multiply the area by $2.00 to get the total cost of the new tile floor.

The dimension of the store is 15 ft.

So the area of convenience store = (side)²

The area of convenience store = (15)²

The area of convenience store = 225 ft²

Total cost of floor = 225 × 2

Total cost of floor = 450

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The complete question is:

Kaleb's mom owns a convenience store. He is helping her replace the tile floor. The tile costs $2.00 per ft². What is the area of the floor of the 15 ft convenience store? What is the total cost of the floor?

ask your teacher. She/he might be able to help you.

The coach brought a mean (average) of 5 footballs.

The sum of all values divided by the total number of values yields the mean (also known as the arithmetic mean, which differs from the geometric mean) of a dataset. The term "average" is frequently used to describe this central tendency measurement.

We must tally up all of the footballs the coach brought and divide that amount by the number of times he brought them in order to determine the mean (average) number of footballs:

Total number of footballs = 5 + 4 + 4 + 6 + 4 + 7 + 5 + 7 + 2 + 6

Total number of footballs = 50

Number of times the coach brought footballs = 10

Mean number of footballs = Total number of footballs / Number of times the coach brought footballs

Mean number of footballs = 50 / 10

Mean number of footballs = 5

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We can plot the point (0, 2) and then use the slope to find another point on the line. To do this, we can move 3 units horizontally (since b = 3) and -2 units vertically (since a = -2)

How to find?

The equation ax + by = c represents a straight line in a two-dimensional Cartesian coordinate system, where x and y are the variables and a, b, and c are constants.

a and b are the coefficients of x and y, respectively. They determine the slope or gradient of the line. Specifically, the slope of the line is given by -a/b.

c is the constant term, which represents the y-intercept of the line. It is the value of y when x = 0.

To solve an equation of this form, you can use standard algebraic techniques. One common method is to rearrange the equation to solve for y in terms of x:

ax + by = c

by = c - ax

y = (-a/b)x + (c/b)

This equation is now in slope-intercept form, where the slope is -a/b and the y-intercept is c/b.

To graph the line represented by the equation, you can plot the y-intercept (0, c/b) and then use the slope to find other points on the line. To do this, you can move b units horizontally and -a units vertically from the y-intercept to find another point on the line.

For example, let's say the equation is 2x + 3y = 6. To solve for y, we can rearrange the equation:

3y = 6 - 2x

y = (-2/3)x + 2

Now we know that the slope is -2/3 and the y-intercept is 2. We can plot the point (0, 2) and then use the slope to find another point on the line. To do this, we can move 3 units horizontally (since b = 3) and -2 units vertically (since a = -2):

(0, 2) --> (3, 0)

We can then connect the two points with a straight line to graph the equation.

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The actual length and width of the swimming pool are 34 meters and 18 meters, respectively, based on a scale of 1 inch to 4 meters.

Based on the given information, we know that the scale of the drawing is 1 inch to 4 meters. This means that every 1 inch on the drawing represents 4 meters in actual length.

The length of the swimming pool on the drawing is given as 8.5 inches. To find the actual length of the swimming pool, we need to multiply the length on the drawing by the scale factor:

Actual length of the swimming pool = 8.5 inches x 4 meters/inch = 34 meters

Similarly, the width of the swimming pool on the drawing is given as 4.5 inches. To find the actual width of the swimming pool, we can use the same formula:

Actual width of the swimming pool = 4.5 inches x 4 meters/inch = 18 meters

Therefore, the actual length of the swimming pool is 34 meters and the actual width is 18 meters.

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Option D is true, as the distance from any point to the axis of rotation remains the same after a rotation. Therefore, A'E' is equal to AE.

A polygon is a two-dimensional geometric shape that has three or more straight sides and angles. Polygons are classified according to the number of sides they have, and the most common polygons include triangles (3 sides), quadrilaterals (4 sides), pentagons (5 sides), hexagons (6 sides), heptagons (7 sides), octagons (8 sides), and so on. In a polygon, each straight line segment that connects two vertices is called a side, and each point where two sides intersect is called a vertex. The interior of a polygon is the region bounded by its sides and angles.

Here,

When polygon ABCD rotates 70° counterclockwise about point E to give polygon A'B'C'D', the corresponding sides and angles of the polygons will remain congruent. Therefore, option A is false as BB' and DD' are not corresponding sides.

Option B may or may not be true. If polygon ABCD is a regular polygon, then all the interior angles are equal, and m∠ABC is equal to m∠A'B'C'. However, if the polygon is not regular, then m∠ABC and m∠A'B'C' may have different measures.

Option C may or may not be true, for the same reason as option B. If polygon ABCD is a regular polygon, then all the interior angles are equal, and m∠ABC is equal to m∠A'B'C'. However, if the polygon is not regular, then m∠ABC and m∠A'B'C' may have different measures.

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