Describe the slope of the line then find the slope

Answer:

B.

Step-by-step explanation:

The correct answer is B. The set is a subspace of P2. The set contains the zero vector of P2, the set is closed under vector addition, and the set is closed under multiplication by scalars.

1. The set contains the zero vector of P2:
When a=0, p(t) = 0t = 0, which is the zero vector in P2.

2. The set is closed under vector addition:
Let p1(t) = a1t and p2(t) = a2t be any two polynomials in the set. Their sum is:
p1(t) + p2(t) = a1t + a2t = (a1 + a2)t
Since a1 + a2 is also in R, the sum is still in the same set.

3. The set is closed under multiplication by scalars:
Let p(t) = at be a polynomial in the set and let c be any scalar in R. Then:
cp(t) = c(at) = (ca)t
Since ca is also in R, the product is still in the same set.

Since all three conditions are satisfied, the set is a subspace of P2.

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In this case, we'll have to carry out several steps to find the solution.

Step 01:

Data:

1. 9x² + 3x - 4 = 0

Step 02:

Discriminant:

D = b² - 4ac

9x² + 3x - 4 = 0

a = 9

b = 3

c = - 4

D = (3)² - 4(9)(-4) = 9 + 144 = 153

The answer is:

D = 153

Answer:

226.19

Step-by-step explanation:

2 hours will pass before they meet.

"Information available from the question"

In the question:

Aaron starts riding a bike at a rate of 3 mi/h on a road toward a store 20 mi away.

Zhang leaves the store when Aaron starts riding his bike, and he rides his bike toward Aaron along the same road at 2 mi/h.

Now, According to the question:

Total distance = 20mi

Aaron starts riding a bike at a rate of  = 3mi/h

Zhang rides his bike toward Aaron along the same road at  = 2mi/h

Let y be the number of hours for them to meet.

The expression is given as

3y + 2y = 20

solving for y, we have

5y = 20

y = 20/5

y = 4hrs

Therefore, 2 hours will pass before they meet.

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Answer:

A

Step-by-step explanation:

We are given:

\(\cos(22f-1)=\sin(7f+4)\)

Recall the co-function identity:

\(\sin(\theta)=\cos(90-\theta)\)

Let θ = 7f + 4. So:

\(\sin(7f+4)=\cos(90-(7f+4))\)

Substitute:

\(\cos(22f-1)=\cos(90-(7f+4))\)

Remove the cosine:

\(\displaystyle 22f-1=90-(7f+4)\)

Distribute:

\(22f-1=90-7f-4\)

Subtract:

\(22f-1=-7f+86\)

Add 7f and 1 to both sides:

\(29f=87\)

Therefore:

\(f=3\)

10 ,  [ -3 , 4 ] and  [ 0 , 0 ] are the values in linear equation .

What in mathematics is a linear equation?

An algebraic equation with simply a constant and a first-order (linear) term, such as y=mx+b, where m is the slope and b is the y-intercept, is known as a linear equation.

                        The variables in the previous sentence, y and x, are referred to as a "linear equation with two variables" at times.

a = [ 3, -4 ]

b = [ -3,4 ]

a + b =  [ 3, -4 ] +  [ -3,4 ]

     = [ 0 , 0 ]

2a + 3b  = 2  [ 3, -4 ] + 3 [ -3,4 ]

             = [6 , -8 ] + [-9 , 12 ]

             = [ -3 , 4 ]

l a - b l = l [ 3, -4 ] -  [ -3,4 ]

          = l [ 6 , -8 ] l

           = √36 + 64

           = √100

             = 10

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The p-value, which measures the strength of evidence against the null hypothesis, is extremely small. This indicates that the observed percentage of uninsured patients (35 out of 140) is significantly lower than the expected percentage of 32%.

Given that 32% of emergency room visitors are uninsured, we can calculate the expected number of uninsured patients in a sample of 140 patients:

Expected number of uninsured patients = (32% / 100%) * 140 = 0.32 * 140 = 44.8

Now, let's calculate the test statistic, which is the z-score, using the formula:

z = (observed value - expected value) / standard deviation

where p is the expected percentage of uninsured patients (32% or 0.32) and n is the sample size (140).

standard deviation = √((0.32 * (1 - 0.32)) / 140) = √(0.21824 / 140) = 0.03753

Now we can calculate the z-score:

z = (35 - 44.8) / 0.03753 = -9.8 / 0.03753 = -261.4

Since the z-score is very large (far into the tail of the distribution), the p-value will be extremely small, approaching zero. However, we can't directly find the exact p-value from the z-score table or calculator because it is beyond the limit of standard tables. We can approximate it as essentially zero.

Therefore, the p-value of the test statistic is approximately zero (0.0000) when rounded to four decimal places.

Therefore, based on this data, there is strong evidence to support the claim that the percentage of uninsured patients is below the expected percentage.

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The fraction of crayons that are blue triangle is 1/5.

The ratio of blue rounds to non-blue crayons is

The fraction of footballs that are brown rubber footballs is 8/15 and here are 4 times as many rubber footballs as non-rubber footballs

A fraction represents a part of a whole.

1. Let's say Alexa had a total of 5x crayons in the bag.

the number of blue crayons in the bag is 2x,

There is one triangle for every two round crayons,

(1/2) × 2x = x (By condition)

So, the fraction of crayons that are blue triangle is x / 5x = 1/5.

The number of blue round crayons is 2x.

The number of non-blue crayons is 5x - 2x = 3x,

The ratio of blue rounds to non-blue crayons is 2x / 3x = 2/3.

2.

4 out of 5 wall footballs are rubber, 4/5 of the footballs in the bag are rubber.

The fraction of rubber footballs that are brown is 2/3.

The fraction of footballs that are brown rubber footballs is (4/5) × (2/3) = 8/15.

The fraction of non-brown rubber footballs is (4/5) - (8/15) = 4/15.

The ratio of rubber footballs to non-rubber footballs is (4/5) / (1/5) = 4.

So there are 4 times as many rubber footballs as non-rubber footballs

Hence,  the fraction of crayons that are blue triangle is 1/5.

The ratio of blue rounds to non-blue crayons is

The fraction of footballs that are brown rubber footballs is 8/15 and here are 4 times as many rubber footballs as non-rubber footballs

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Answer:

2 + 2 ㏑2

Step-by-step explanation:

y = x (e^x)

to dy/dx (slope), we need to perform the product rule:

if y = f(x) g(x), where both f(x) and g(x) are functions in x, then dy/dx = f(x) g'(x) + f'(x) g(x).

let u = x (dy/dx = 1) and v = e^x ( dv/dx = e^x).

then dy/dx = u (dv/dx) + v (du/dx)

= x (e^x) + e^x. this is the slope.

at x = ㏑2:

dy/dx = ㏑2 (e^㏑2) + e^㏑2

= ㏑2 (2) + 2

= 2 + 2 ㏑2

The statement "the leftmost end point of a line segment must be specified as the start point of the line." is true because it extends infinitely in both directions and does not have a starting or ending point.

To specify a line segment, we must indicate the points that define its endpoints. The leftmost endpoint of a line segment is significant because it establishes the relative position of the segment in space.

Furthermore, it is essential to remember that the order of the endpoints of a line segment matters. Reversing the order of the endpoints changes the direction of the line segment. For instance, the line segment AB is not the same as the line segment BA.

Therefore, specifying the leftmost endpoint is critical because it establishes the direction of the line segment.

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To determine if the given subset is a subspace, verify that it satisfies the following conditions:
  a. It contains the zero vector.
  b. It is closed under vector addition.
  c. It is closed under scalar multiplication.

let's first define the terms:

1. Vector space: A collection of vectors that follow certain rules, such as closure under addition and scalar multiplication.

2. Subset: A set containing elements that are also elements of another set, called the superset.

3. Subspace: A subset of a vector space that is also a vector space by itself, following the same rules as the superset.

Now, you have not provided specific sets to analyze, but I can give you a general approach:

1. Identify the given set and check if it belongs to a known vector space (e.g., ℝ², ℝ³, or other function spaces).

2. To determine if the given subset is a subspace, verify that it satisfies the following conditions:
  a. It contains the zero vector.
  b. It is closed under vector addition.
  c. It is closed under scalar multiplication.

If a given subset satisfies all of the above conditions, then it is a subspace of the identified vector space. If you can provide specific sets, I'd be happy to help you determine whether they are subspaces of a particular vector space.

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To calculate the ocean freight charges in Canadian dollars, we need to determine the volume of each cargo and convert the volume to cubic meters (m³) since the ocean freight rate is given in USD per m³.

Calculate the volume of each cargo: Skid of Apple: Volume = length x width x height = 100 cm x 100 cm x 150 cm = 1,500,000 cm³. Box of Orange: Volume = length x width x height = 35" x 25" x 30" = 26,250 in³. Convert the volumes to cubic meters: Skid of Apple: 1,500,000 cm³ ÷ (100 cm/m)³ = 1.5 m³. Box of Orange: 26,250 in³ ÷ (61.0237 in/m)³ ≈ 0.43 m³. Calculate the total volume of both cargos: Total Volume = (2 skids of Apple) + (3 boxes of Orange) = 1.5 m³ + 0.43 m³ = 1.93 m³. Convert the ocean freight rate from USD to CAD:  Ocean Freight Rate in CAD = $250 USD/m³ × (1.25 CAD/USD) = $312.50 CAD/m³.

Calculate the ocean freight charges in Canadian dollars: Ocean Freight Charges = Total Volume × Ocean Freight Rate = 1.93 m³ × $312.50 CAD/m³. Therefore, the ocean freight charges for the given shipment in Canadian dollars will be the calculated value obtained in step 5.

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The distance to the top of the building changing when they are 60 feet from the base of the building is 2.19 ft/s.

In the given question we have to find how fast is the distance to the top of the building changing when they are 60 feet from the base of the building.

A family is walking toward their home, which is in an apartment building 123 feet tall.

They are walking at a rate of 5 ft/sec.

So according to the given statement diagram is

In the diagram x represent base and s represent the distance.

Using the Pythagorean theorem to find the value of s.

So the equation should be

\(s^2=x^2+(123)^2\)........................(1)

From the question, x=60 feet

Now putting the value

\(s^2=(60)^2+(123)^2\)

\(s^2\) = 3600+15129

\(s^2\) = 18729

s = 136.85

Differentiate equation 1 with respect to t using the power rule then solve the expression for ds/dt

2s ds/dt=2x dx/dt+0

2s ds/dt= 2x dx/dt

Divide by 2s on both side, we get

ds/dt= x/s dx/dt.......................(2)

They are walking at a rate of 5 ft/sec.

So dx/dt=5

Putting the value in the equation 2

ds/dt=60/136.85 ×5

ds/dt=0.438×5

ds/dt=2.19 ft/s

The distance to the top of the building changing when they are 60 feet from the base of the building is 2.19 ft/s.

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Answer:

answer = 4

Step-by-step explanation:

Answer:

4

Step-by-step explanation:

The step in which Gwen made an error for the area of the shaded region in the circle is given by:

A. Step 5.

The circumference of a circle of radius r is given by:

C = 2π r.

For this problem, the circumference is of 6π units, hence the radius is given as follows:

6π = 2π r.

r = 6/2.

r = 3 units.

The area of a circle of radius r is given by pi multiplied by the radius squared, as follows:

A = πr².

The entire area of the circle englobes 360º, but we want only the area at an angle of 72º, hence it is given by:

A = (72/360) πr².

Which is where Gwen made an error, at Step 5, hence option A is correct.

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Answer:

height of the tree ≈ 8.42 m

Step-by-step explanation:

The diagram given represents that of two similar triangles. Therefore, the corresponding lengths of the similar triangles are proportional to each other.

height of tree = h

Therefore:

1.45/h = (31.65 - 26.2)/31.65

1.45/h = 5.45/31.65

Cross multiply

h*5.45 = 1.45*31.65

h*5.45 = 45.8925

h = 45.8925/5.45

h ≈ 8.42 m (nearest hundredth)

Step-by-step explanation:

= (c - 4) ( c - 5)

= c ( c- 5 ) -4 (c - 5)

= c² - 5c - 4c + 20

Grouping of like terms since it have already been arranged.

=c² - 9c + 20

since we're finding for the coefficient of c

than we will square both sides or value

given as

\( \sqrt{c {}^{2} } - \sqrt{9c} + \sqrt{20} = 0 \\ c - \sqrt[3]{3c} + \sqrt[2]{10} = 0 \\ c - c + 5 = 0 \\ 0 = 0 - 5 \\ 0 = - 5\)

sorry but I tried.

The correct description is that moon is waxing.

The theory used in this question is the lunar cycle, which is the process by which the moon changes its shape and illumination over the course of a month.

The waxing phase of the lunar cycle is when the moon is gradually getting bigger and more illuminated.

The waning phase is when the moon is gradually getting smaller and less illuminated.

The moon is waxing:

This is an accurate description because when the moon changes from a new moon to a full moon, it is said to be waxing.

This means that the moon is gradually getting bigger, and its illuminated side is increasing.

This process is called the waxing phase of the moon's cycle.

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Answer:

0.50m/s

Step-by-step explanation:

The slope of the line passing through the points (2, 8) and (2, -4) is undefined.

The slope of the line passing through the points (-7, 8) and (2, 8) is zero.

In Mathematics, the slope of any straight line can be determined by using this mathematical equation;

Slope (m) = (Change in y-axis, Δy)/(Change in x-axis, Δx)

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Substituting the given data points into the slope formula, we have the following;

Slope, m = (-4 - 8)/(2 - 2)

Slope, m = (-12)/0

Slope, m = undefined.

Since the change in the y-axis equals to zero, the slope of this line is equal to zero:

Slope, m = (8 - 8)/(2 - (-7))

Slope, m = 0/9

Slope, m = 0

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A graph that shows a line on the scatter plot that fits the data include the following: B. scatter plot with points at 1 comma 2, 2 comma 3, 3 comma 2, 4 comma 5, 5 comma 3, 5 comma 6, 6 comma 4, and 8 comma 4, with a line passing through the coordinates 1 comma 2 and 8 comma 4.

In Mathematics and Geometry, there are different characteristics that are used for determining the line of best fit on a scatter plot and these include the following:

By critically observing the scatter plot using the aforementioned characteristics, we can reasonably and logically deduce that line B represents the line of best fit because the data points are in a linear pattern.

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Answer:

y = 5z

Step-by-step explanation:

added in the picture

\(\quad \huge \quad \quad \boxed{ \tt \:Answer }\)

____________________________________

\( \large \tt Solution \: : \)

[ let the point at which line segments SV and RT intersects be O ]

\(\qquad \tt \rightarrow \: \angle ROV + \angle ROS = 180° \)

[ linear pair ]

\(\qquad \tt \rightarrow \: \angle ROV = 180 - \angle ROS\)

\(\qquad \tt \rightarrow \: \angle ROV = 180 -2y\)

____________________________________

\(\qquad \tt \rightarrow \: \angle SVU = \angle ROV + \angle TRV\)

[ Exterior angle = sum of opposite interior angles ]

\(\qquad \tt \rightarrow \: \angle SVU = 180 - 2y + y\)

\(\qquad \tt \rightarrow \: \angle SVU = 180 - y \)

( let it be equation 1 )

____________________________________

\(\qquad \tt \rightarrow \: \angle SVU + \angle SUV + \angle VSU = 180°\)

[ Sum of angles of Triangle ]

\(\qquad \tt \rightarrow \: \angle SVU + 4z + z = 180°\)

\(\qquad \tt \rightarrow \: \angle SVU + 5z = 180°\)

\(\qquad \tt \rightarrow \: \angle SVU = 180° - 5z\)

( let it be equation 2 )

____________________________________

By comparing both equations :

\(\qquad \tt \rightarrow \: \angle SVU = 180 - y = 180 - 5z\)

\(\qquad \tt \rightarrow \: 180 - y = 180 - 5z\)

( Add 180° on both sides )

\(\qquad \tt \rightarrow \: 180 - y + 180 = 180 - 5z + 180\)

\(\qquad \tt \rightarrow \: - y = - 5z\)

\(\qquad \tt \rightarrow \: y = 5z\)

Answered by : ❝ AǫᴜᴀWɪᴢ ❞

Answer:

x=9

Step-by-step explanation:

11x - 47 = 6x - 2 .... if the two lines are parallel the corresponding angles are congruent.

11x - 6x = -2 + 47

5x = 45

\( \frac{5x}{5} = \frac{45}{5} \)

x = 9

hope it helps

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Answer:

wrong subgect

Step-by-step explanation:

Answer:

Answer:

3x + 3y = 0

7x - y = 8

Step-by-step explanation:

The equation of the plane passing through the three points (1,3,1), (2,8,8), and (11,8,2) is 7x - 17y + 10z = -34

An equation is a mathematical statement that shows the equality or balance of two expressions. It is represented by an equal sign (=) and consists of variables, numbers, and mathematical operations. Equations are used to describe relationships between different quantities and can be solved to find unknown values. For example, the equation 2x + 3 = 7 can be solved for x by subtracting 3 from both sides, giving 2x = 4, and then dividing both sides by 2, giving x = 2.

We can find the equation of a plane passing through three points using the cross product of the vectors connecting two of the points.

Let's first find two vectors that lie on the plane:

v1 = (2,8,8) - (1,3,1) = (1,5,7)

v2 = (11,8,2) - (1,3,1) = (10,5,1)

Next, we can find the normal vector to the plane using the cross product of v1 and v2:

n = v1 x v2 = <7, -17, 10>

The equation of a plane is given by Ax + By + Cz = D, where A, B, and C are the coefficients of the normal vector n = <A, B, C> and D is the constant determined by the coordinates of any point on the plane.

Let's use the point (1,3,1) to find D:

D = A * 1 + B * 3 + C * 1 = 7 - 51 + 10 = -34

Therefore, the equation of the plane passing through the three points (1,3,1), (2,8,8), and (11,8,2) is:

7x - 17y + 10z = -34

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There have been numerous cases of athletes being accused of using performance-enhancing drugs, and the numbers may vary depending on the sport, country, and time period in question.

Additionally, determining how many athletes were using or not using performance-enhancing drugs would require specific information on individual cases.

Regarding the percentage of athletes falsely accused of using performance-enhancing drugs, it is difficult to determine an accurate figure without examining each case in detail. False accusations may occur due to various reasons, such as flawed testing procedures or contaminated supplements, and the percentage of false accusations may vary depending on the situation.

If you have a specific case or sport in mind, I can try to provide you with more information on that topic.

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Answer:

It's a Rhombus!