10+∣9+4x∣= 11 ablute value

Answer:

D. 29

Step-by-step explanation:

When you plug -2 into the equation, you get 4(4) - 3(-2) +7, which is equal to 16+6+7 = 29

The value of function f (-2) will be 29.

What is substitution method?

To find the value of any one of the variables from one equation in terms of the other variable is called the substitution method.

Given that;

The function is,

f (x) = 4x² - 3x + 7

Now, To find the value of function f (-2) we can substitute x = -2 in the above equation;

f (x) =  4x² - 3x + 7

f (-2) = 4 × (-2)² - 3 × (-2) + 7

f (-2) = 4 × 4 + 6 + 7

f (-2) = 16 + 13

f (-2) = 29

Thus, The value of function f (-2) will be 29.

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Answer:

\(m_{perpendicular}\) = 6

Step-by-step explanation:

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

given

x + 6y = - 24 ( subtract x from both sides )

6y = - x - 24 ( divide through by 6 )

y = - \(\frac{1}{6}\) x - 4 ← in slope- intercept form

with slope m = - \(\frac{1}{6}\)

given a line with slope m then the slope of a line perpendicular to it is

\(m_{perpendicular}\) = - \(\frac{1}{m}\) = - \(\frac{1}{-\frac{1}{6} }\) = 6

In Morse code, each symbol is either a dot (.) or a dash (-)

We are asked to determine how many sequences of 4 symbols are possible.

For 1 symbol, there are 2^1 = 2 possible sequences.

For 2 symbols, there are 2^2 = 4 possible sequences.

For 3 symbols, there are 2^3 = 8 possible sequences.

Did you notice the pattern here?

The general formula for this problem would be

Where n is the number of symbols.

For the given case, we have n = 4

Therefore, there are a total of 16 possible sequences of 4 symbols.

Answer:B:(5)

Step-by-step explanation:

I just did the test

The maximum number of balls company can produce will be 5.

What is Mathematical equation ?

By definition, an equation is a mathematical statement made up of two expressions linked by an equal sign.

In other words the equation represents the graph between x and y that is for each value of x there exist one value of y here, for x = 20 baseball bats , y=5 baseball will be produce which can be seen from the given graph by drawing parallel line from the intersection point of x=20 and line AC.

Therefore, y = 5 number of baseball will be produced.

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Answer:

the explanatory variable is "the amount of practice every year" while the response variable is "the improvement in his game"

Step-by-step explanation:

In simple terms, the difference between explanatory and random variable is that the response variable is usually the focus of a question in a study/experiment while an explanatory variable is a variable that explains changes in the response variable. Which means that the explanatory variable is simply any variable that may affect the response variable.

Now, in this question, the golfer wants to determine if the amount of practice every year can be used to predict the amount of improvement in his game.

This means that the amount of practice every year explains how much he improves every year.

Thus, the explanatory variable is "the amount of practice every year" while the response variable is "improvement in his game"

Answer:

3 3/4

Step-by-step explanation:

[~S & (R V S)] ≡ (Q ⊃ S) is true when A = T, S = F, R = F, and Q = T by substituting the propositional variables.

A truth table is a table used to determine the truth values of a compound proposition, which is a logical statement made up of simpler propositions using logical operators such as "and" (represented by "&"), "or" (represented by "V"), "not" (represented by "~"), conditional (represented by "⊃"), and biconditional (represented by "≡").

Let's substitute the given truth values for the propositional variables in the given statement:

[~F & (F V F)] ≡ (T ⊃ F)

Using the truth table for conjunction (represented by "&") and disjunction (represented by "V"), we can simplify the left-hand side of the equivalence:

[T & F] ≡ (T ⊃ F)

Using the truth table for conditional (represented by "⊃"), we can simplify the right-hand side of the equivalence:

F ≡ F

Since both sides of the equivalence have the same truth value, the statement is true.

Therefore, [~S & (R V S)] ≡ (Q ⊃ S) is true when A = T, S = F, R = F, and Q = T.

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Explanation:

What you type into that calculator (or any calculator really) is this

(124/360)*2*pi*9

This is because we use this generalized formula

L = (x/360)*2*pi*r

where,

So after typing in that expression, you should get roughly 19.47787445 as shown in the screenshot below.

This then rounds to 19.48

Note: I used the calculator's stored version of pi. If you used something like pi = 3.14, then the answer would be slightly different.

Answer:

math way

Step-by-step explanation:

Answer:

Amadi: 20 years old

Chima : 4 years old

Answer:

\(y=-\frac{4}{5}x-\frac{21}{5}\)

Step-by-step explanation:

The fastest way is to use point-slope form with \(m=-\frac{4}{5}\) and \((x_1,y_1)=(-4,-1)\):

\(y-y_1=m(x-x_1)\\y-(-1)=-\frac{4}{5}(x-(-4))\\y+1=-\frac{4}{5}(x+4)\\y+1=-\frac{4}{5}x-\frac{16}{5}\\y=-\frac{4}{5}x-\frac{21}{5}\)

To graph the line passing through (-4,-1) with slope m = -4/5, we can use the slope-intercept form of the equation of a line, which is:

y = mx + b

where m is the slope and b is the y-intercept.

Substituting m = -4/5, x = -4, and y = -1, we can solve for b:

-1 = (-4/5)(-4) + b

-1 = 3.2 + b

b = -4.2

Therefore, the equation of the line is:

y = (-4/5)x - 4.2

To graph the line, we can plot the given point (-4,-1) and then use the slope to find additional points. Since the slope is negative, the line will slope downwards from left to right. We can find the y-intercept by setting x = 0 in the equation:

y = (-4/5)x - 4.2

y = (-4/5)(0) - 4.2

y = -4.2

So the y-intercept is (0,-4.2).

Using this point and the given point (-4,-1), we can draw a straight line passing through both points.

Here is a rough sketch of the graph:

     |

     |

     |     *

     |    /

     |   /

     |  /

-----*--------

     |

     |

     |

     |

     |

The point (-4,-1) is marked with an asterisk (*), and the y-intercept (0,-4.2) is marked with a dash. The line passing through these two points is the graph of the equation y = (-4/5)x - 4.2.

The mean of the test is 20.

To determine the mean of the test, we need to use the information provided about the scores falling above the mean in terms of standard deviations.

Let's denote the mean of the test as μ, and the standard deviation as σ.

We are given that a score of 29 falls three standard deviations above the mean, so we can write this as:

29 = μ + 3σ

Similarly, we are told that a score of 23 falls one standard deviation above the mean, which can be expressed as:

23 = μ + σ

Now we have a system of two equations with two variables (μ and σ). We can solve this system of equations to find the values of μ and σ.

From the second equation, we can isolate μ:

μ = 23 - σ

Substituting this value into the first equation, we have:

29 = (23 - σ) + 3σ

Simplifying the equation, we get:

29 = 23 + 2σ

2σ = 29 - 23

2σ = 6

σ = 3

Substituting the value of σ back into the second equation, we find:

μ = 23 - 3

μ = 20

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Answer:

x = -4

x = -6

Step-by-step explanation:

X^2+10x+24=0

(b/2)^2 = (10/2)^2 = 25

X^2+10x+25=-24+25

(x+5)^2 = 1

(x+5) = ± 1

x = +1 -5 = -4

x = -1 -5 = -6

Answer:

8

Step-by-step explanation:

This question is simply the reverse of the Pythagorean theorem (the question is trying to confuse you by asking for the diameter when you could simply think of it as a right triangle). So all you would need to do is take C^2 (Pencil length^2) which is equal to 289, and minus it by B^2 (Cup height^2), which is equal to 225. This would then leave you with 64, which most would know of the top of there head to be the same as 8^2. Ergo, after square rooting 64, you find that the answer is 8

Step-by-step explanation:

As my previous answer got deleted for being wrong (in which it was right), I will answer again.

The answer is 1. Why? Just plug it into the equation. F(1) = 2(1) + 5 = 7.

This is proof that it is right, and that there are some corrupt admins on brainly.

How to get to this solution?

Well notice how we are given what f(a) is. It is 2a + 5. So plug this in for f(a).

If we do so, we get 2a + 5 = 7.

Solving this equation, we get a = 1.

Answers:

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Explanation:

A conditional statement is of the form "if..., then..."

For example, "If it rains, then the grass gets wet" is a conditional statement.

We can have a basic template of "If P, then Q" to represent any conditional. The P and Q are placeholders for logical statements.

The converse of that conditional is "If Q, then P". We swap P and Q.

------------

So let's say we had this original conditional:

The converse would be:

Similar ideas apply for the other converses as well.

Answer:

If alternate interior angles are congruent, then lines are parallel.

If alternate exterior angles are congruent, then lines are parallel.

If corresponding angles are congruent, then lines are parallel.

If consecutive interior angles are supplementary, then lines are parallel.

If consecutive interior angles are supplementary, then lines are parallel.

Step-by-step explanation:

Converse

The converse of a statement is formed by switching the hypothesis and the conclusion.

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Given statement:  If lines are parallel, then alternate interior angles are congruent.

Converse statement:  If alternate interior angles are congruent, then lines are parallel.

Given statement:  If lines are parallel, then alternate exterior angles are congruent.

Converse statement:  If alternate exterior angles are congruent, then lines are parallel.

Given statement:  If lines are parallel, then corresponding angles are congruent.

Converse statement:  If corresponding angles are congruent, then lines are parallel.

Given statement:  If lines are parallel, then consecutive interior angles are supplementary.

Converse statement:  If consecutive interior angles are supplementary, then lines are parallel.

Given statement:  If lines are parallel, then consecutive exterior angles are supplementary.

Converse statement:  If consecutive exterior angles are supplementary, then lines are parallel.

Since the correlation is not linear (non-linear), this means that the points tend to lie on a curve.

In addition, since the correlation is positive, we can assume that as one variable increases, the second variable also increases.

Hence, as the independent variable increases, the dependent variable also increases. (Option 4)

We can complete the blanks with the following ratios:

(7.5 mi/1) * (1 mi/ 5280 ft) * (400ft/1 yd) * (3 ft/1 ft) =33 flags

Since we do not need a flag at the starting line, then 32 flags will be required in total.

To solve the problem, we would first convert 400 yds to feet and miles.

To convert to feet, we multiply by 3. This gives us: 400 yd * 3 = 1200 feet.

To convert to miles, we would have 0.227 miles.

Now, we divide the entire race distance by the number of miles divisions.

This gives us:

7.5 mi /0.227 mi

= 33 flags

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Answer: 4.08x2

Step-by-step explanation:

Answer:

4.08x2

Step-by-step explanation:

Answer:

................A and B....................

In set-builder notation, the same set can be expressed as {x|x (N and 4<x<10)}, which reads as "the set of all x such that x is a natural number and 4 < x < 10."

How to solve the question?

a. The set of natural odd numbers greater than 2, but less than 11 can be expressed using the roster method as {3, 5, 7, 9}. The set includes all the odd natural numbers between 2 and 11, excluding the endpoints, since 2 is not odd, and 11 is not less than 11.

b. The set {x|x (N and 4<x<10)} can be expressed using the roster method as {5, 6, 7, 8, 9}. The set includes all the natural numbers greater than 4 and less than 10, since x is a natural number (N) and satisfies the condition 4 < x < 10.

In set-builder notation, the same set can be expressed as {x|x (N and 4<x<10)}, which reads as "the set of all x such that x is a natural number and 4 < x < 10." The vertical bar separates the description of the elements of the set (the condition) from the set itself.

The roster method and set-builder notation are both ways of describing sets, but the roster method lists all the elements of a set, while the set-builder notation describes the properties or conditions that define the set. Both methods are useful in different situations and depend on the specific context and the purpose of the set description.

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Your complete question is :-

express each set using the roster method.

a. the set of the natural odd numbers greater than 2, but less than 11

b.{x|x (N and 4

Answer:

1

Step-by-step explanation:

The lower quartile of the given data set is 4.

The lower quartile is the value under which 25% of data points are found when they are arranged in increasing order.

If number of terms is even. Divide the rank ordered data set into four equal parts. The values that divide each part are called first , second and third quartiles.

According to the given question

We have a set of scores 12, 9, 4, 6, 5, 8, 9, 4, 10, 2

⇒ number of scores, N = 10

⇒ total number of scores is even

Now, the ascending order of the following set of scores is given by

2, 4, 4, 5, 6, 8, 9, 9, 10, 12

so, the middle term = \(\frac{6+8}{2} =7\)

⇒ middle quartile = 7

Therefore, the lower quartile of the given set of scores =  \(\frac{4+4}{2}\) =4

⇒ lower quartile = 4

Hence, the lower quartile of the given data set is 4.

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51.1 and 64.9

Step-by-step explanation:

Answer: 55.1 and 64.9

On edge.

Step-by-step explanation:

hum.......... não sei não menmmmmmmm

It is true that  \(f_{g}\) is differentiable at \(x_{0}\).

Assume that f and g are defined on some open interval containing \(x_{0} , f\) is differentiable at \(x_{0} , f(x_{0})=0\), and that g is continuous at \(x_{0}\).

To determine whether the product \(f_{g}\) is differentiable at \(x_{0}\) , we apply the definition of the derivative, and attempt to compute the following limit:

\(lim_{x- > x_{0} } \frac{f(x)g(x)-f(x_{0} )g(x_{0} )}{x-x_{0} }\)

Since it is given that \(f(x_{0})=0\), this limit simplifies to

\(lim_{x- > x_{0} } \frac{f(x)g(x)}{x-x_{0} }\)

Since we are told g is continuous  \(x_{0}\) , then we know

\(lim_{x- > x_{0} } g(x)=g(x_{0} )\)

Furthermore, since we are given that f is differentiable \(x_{0}\), then

\(lim_{x- > x_{0} } \frac{f(x)-f(x_{0} )}{x-x_{0} }=lim_{x- > x_{0} } \frac{f(x)}{x-x_{0} }=f'(x_{0} )\)

Therefore, by the product theorem for limits, since each of the individual limits exists,

\(lim_{x- > x_{0} } \frac{f(x)g(x )}{x-x_{0} }=lim_{x- > x_{0} } \frac{f(x)}{x-x_{0} } g(x) = lim_{x- > x_{0} } \frac{f(x)}{x-x_{0} } lim_{x- > x_{0} } g(x) =f'(x_{0} )g(x_{0} )\)

Therefore,  \(f_{g}\) is differentiable at \(x_{0}\).

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Area of rectangular prism: Base x Height.

so 3x1/3x2/5=0.4 0r 2/5

Answer:

<3, <2 or <6

Step-by-step explanation:

Answer:

2

Step-by-step explanation:

i had it in usatestprep

Answer:

true lol

Step-by-step explanation: