find f(x) =32
f(x)=3x-1

The answer of the given question based on the rectangle is , The MNOP congruence is shown by  Side-Angle-Side (SAS) and the steps are given below.

In geometry, a diagonal is a straight line that connects two non-adjacent vertices of a polygon or a polyhedron. In other words, a diagonal is a line segment that joins two corners or vertices of a shape that are not next to each other. For example, in a rectangle, the diagonals are the line segments that connect opposite corners of the rectangle.

To show that the diagonals of a rectangle bisect each other and are congruent, we can use the following steps:

Therefore, we have shown that the diagonals of a rectangle bisect each other and are congruent.

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Answer: No, they don't.

Step-by-step explanation: Liz uses a 3 to 8 ratio of brown sugar to flour while Larry uses a 2 to 5 ration of brown sugar to flour. I hope this helps!

Answer:

The answer is no

Step-by-step explanation:

It is imposibble for  Liz and Larry to use the same ratio of brown sugar to flour,

The rotio of liz cup = 3:8

the ratio of larry = 2:7

The ratio of liz cup is greater than the ratio of larry.

so they are deffinetly not the same ratio,

therefore the answer is No

Hope this helps,

have a great day

7.7cm

the rest is vastly (a and d) off or just enough off (can't be less then 5.2, because that's already the shortest side), to solve this by looking at it

Answer:

\(y = x^3 +C\)

Explanation:

Given:

\(\text{Solve,} -6y'+18x^2=0.\)

\(\Longrightarrow -6y'+18x^2=0\\\\\Longrightarrow [-6y'+18x^2=0]-\frac{1}{6} \\\\\Longrightarrow y'-3x^2=0\\\\\Longrightarrow \frac{dy}{dx} =3x^2\\\)

\(\boxed{\left\begin{array}{ccc}\text{\underline{Using Speration of Varibles:}}\\\frac{dy}{dx}=f(x)g(y) \\\Rightarrow \int\frac{dy}{g(y)}=\int f(x)gx \end{array}\right}\)

\(\Longrightarrow \frac{dy}{dx} =3x^2\\\\\Longrightarrow dy =3x^2dx\\\\\Longrightarrow \int dy =\int 3x^2dx\\\\\Longrightarrow \boxed{\boxed{y = x^3 +C}} \therefore Sol.\)

Thus, the given first-order differential equation is solved.

A). Lenny is a manager at Sparkles Car Wash. The owner of the franchise asks Lenny to calculate the average number of gallons of water used by the car wash every day.

On one recent evening, a new employee was closing and accidentally left the car wash running all night. Lenny should not include the day that the car wash was left running since that is probably an outlier. When calculating the average number of gallons of water used each day, it is important to ensure that the values used are representative of a typical day.

In the case where the car wash was left running all night, the amount of water used that day would be significantly higher than usual and would not represent the normal daily water usage.

Therefore, it is best to exclude that day from the calculations to obtain an accurate average.

Lenny could also consider running the calculation for two sets of data; one with the day the car wash was left running included, and another with that day excluded.

By comparing the results of both calculations, Lenny can determine the impact of the outlier on the average number of gallons of water used each day and make an informed decision on how best to proceed with the analysis.

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The dot plot of the distribution of passing rates for the bar exam at 185 law schools in the US for a certain year with five number summary as 27​, 77.5​, 86​, 91.5​, 100 would look like the following:

The minimum value of the passing rates is 27, the lower quartile is 77.5, the median is 86, the upper quartile is 91.5, and the maximum value is 100. The distance between the minimum value and lower quartile is called the interquartile range (IQR).

It is calculated as follows:

IQR = Upper quartile - Lower quartile= 91.5 - 77.5= 14

The range is the difference between the maximum and minimum values. Therefore, Range = Maximum - Minimum= 100 - 27= 73

Hence, the dot plot of the given distribution would look like the above plot.

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Answer:

Enzymes are proteins that function as catalysts in nonliving things.

Step-by-step explanation:

Just take my word bro.

Answer:

The answer is B.) Enzymes are proteins that function as catalysts in nonliving things.

~Shoto Todoroki here~

Y=(x+4)(−x+6)

Hope this helps :D

The system of difference equations to model the number of ships possessed by each force is F(n+1) = F(n) - 0.15B(n) for French and B(n+1) = B(n) - 0.05F(n) for British with initial conditions F(0) = 33 and B(0) = 27.

Let F(n) and B(n) be the number of ships in the French-Spanish and British forces, respectively, at the end of year n.

Assumption: the two forces engage in battle once per year.

Since the French-Spanish force loses 15% of the opposing force and the British force loses 5% of the opposing force in each battle, we can model the change in the number of ships as follows:

F(n+1) = F(n) - 0.15B(n)

B(n+1) = B(n) - 0.05F(n)

where the negative signs indicate losses.

Assuming that the French-Spanish force starts with 33 ships and the British starts with 27 ships, we have the initial conditions:

F(0) = 33

B(0) = 27

Thus, the system of difference equations to model the number of ships possessed by each force is:

F(n+1) = F(n) - 0.15B(n)

B(n+1) = B(n) - 0.05F(n)

with initial conditions F(0) = 33 and B(0) = 27.

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Two samples can have the same mean but different standard deviations if one sample has more variability than the other. For example, one sample may have data points that are tightly clustered around the mean, while the other sample may have data points that are more spread out.

This can result in the same mean value for both samples, but different levels of variability.

Here's an example bar graph to illustrate this concept:

     Sample 1                Sample 2

 ╭────────────────╮   ╭────────────────╮

 │      Mean      │   │      Mean      │

 ├────────────────┤   ├────────────────┤

 │                │   │    ╭─╮         │

 │                │   │    │ │         │

 │                │   │    │ │         │

 │                │   │    ╰─╯         │

 │     o o o      │   │  o o o o o o  │

 │                │   │                │

 │                │   │                │

 │                │   │                │

 ╰────────────────╯   ╰────────────────╯

     Std. Dev.            Std. Dev.

In this example, both Sample 1 and Sample 2 have a mean value of 5. However, Sample 1 has lower variability with a standard deviation of 1, while Sample 2 has higher variability with a standard deviation of 3. The error bars on the graph represent the standard deviation for each sample.

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We are given three set of system of equations

3x + 2y + z = 8

x + y + 2z = 4

4x + y + z = 7

We have three equations with three unknowns (x, y, and z)

Firstly, we need to eliminate of the variables, so that we can solve the remaining equation simultaneously.

Firstly., we will be eliminating z

Let us combine equation 1 and 2 together

3x + 2y + z = 8 ------ equation 1

x + y + 2z = 4 --------- equation 2

To eliminate z, multiply equation 1 by 2 and equation 2 by 1

3x * 2 + 2y*2 + 2*z = 2 * 8

x *1 + y * 1 + 1 * 2z = 1 * 4

6x + 4y + 2z = 16 ------ equation 4

x + y + 2z = 4 ----------- equation 5

Substract equation 5 from 4

6x - x + 4y - y + 2z - 2z = 16 - 4

5x + 3y + 0 = 12

5x + 3y = 12 -------------- equation 6

Secondly, combine equation 2 and 3 together

x + y + 2z = 4

4x + y + z = 7

To eliminate z, multiply equation 1 by 1 and equation 2 by 2

x * 1 + y * 1 + 2z * 1= 4*1

4x *2 + 2 * y + 2*z = 2 * 7

x + y + 2z = 4 ----------- equation 7

8x + 2y + 2z = 14 -------- equation 8

Substract equation 8 from 7

x - 8x + y - 2y + 2z - 2z = 4 - 14

-7x - y + 0 = -10

-7x - y = -10 -------------- equation 9

Solve equation 6 and equation 9 simultaneously to get the values of x and y

5x + 3y = 12

-7x - y = -10

Let us eliminate y

To eliminate y, multiply equation 6 by 1 and equation 9 by 3

5x * 1 + 3y*1 = 12*1

-7x * 3 - y*3 = -10*3

5x + 3y = 12 ------ equation 10

-21x - 3y = -30----- equation 11

Add equation 11 and 10 together

5x + (-21x) + 3y + (-3y) = 12 + (-30)

5x - 21x + 3y - 3y = 12 -30

-16x + 0 = -18

-16x = -18

Divide both sides by -16

-16x/-16 = -18/-16

x = 18/16

x = 8/9

To find y, put the value of x in equation 9

-7x - y = -10

-7(8/9) - y = -10

-72/9 - y = -10

Collect the like terms

-y = -10 + 72/9

-y = -10 *9 / 1 + 72 x 9 / 9 / 9

-y = -90 + 72 / 9

-y = -18/9

-y = -2

Divide both sides by -1

-y/-1 =- -2/-1

y = 2

To find the value of z, substitute the values of x and y into equation 2

x + y + 2z = 4

Make 2z the subject of the formula

2z= 4 - x - y

2z = 4 -8/9 - 2

2z = 4 x 9 - 8 - 2*9 /9

2z = 36 - 8 - 18 / 9

2z = 10/9

Divide both sides by 2

2z / 2 = 10/9 / 2

z = 10/18

z = 5/9

The solutions are x = 8/9, y = 2 and z = 5/9

we know that 76% of the specialty soaps are made with fresh herbs, and we also know that there are a total of 350 specialty soap bars, so how many are made with fresh herbs?  well, just 76% of those 350

\(\begin{array}{|c|ll} \cline{1-1} \textit{\textit{\LARGE a}\% of \textit{\LARGE b}}\\ \cline{1-1} \\ \left( \cfrac{\textit{\LARGE a}}{100} \right)\cdot \textit{\LARGE b} \\\\ \cline{1-1} \end{array}~\hspace{5em}\stackrel{\textit{76\% of 350}}{\left( \cfrac{76}{100} \right)350}\implies 266\)

Hi

1) f(x)= 0.9 x

2) g(x) = x-100

3) f °g. is first apply g then f. so :

f°g = 0.9 ( x-100) = 0.9x-90

4) g°f. is first apply f then g

so g°f = (0.9x) -100 = 0.9x-100

I let you conclude which is the best deal :)

Answer:

38.4 miles per hour

Step-by-step explanation:

30 miles in 45 minutes

18 miles in 30 minutes

Average speed =   total distance / total time

                          =    (30+18) / ( 45 min + 30 min)

                          = 48 miles / ( 1.25 hr ) = 38.4 miles per hour

Answer:

\( \to \green{3\dfrac{3}{4}} \red\div \blue{ \dfrac{3}{8} }\)

\( \to \rm \green{ \dfrac{15}{4} } \red \times \blue {\dfrac{8}{3} }\)

\( \to \green{ \dfrac{ \cancel {15}^{5} }{ \cancel4}}\red\times\blue{\dfrac{ \cancel {8}^{2} }{ \cancel3} }\)

\( \huge\boxed{\rm \color{cyan} \to10} \)

\( \colorbox{gold}{Answer By} \: \: \: \\ \underbrace \colorbox{cyan}{ \color{purple}{SublimeRanter}}\)

Answer:

10.

3 3/4 can be changed to 15/4.

Then you can use the, "Keep, Change, Flip" method:

15/4 * 8/3

Then multiply the numerators and denominators together:

15 * 8 = 120

4 * 3 = 12

Resulting with = 120/12

Now divide thew numerator by the denominator to get you final product:

120 / 12 = 10

The final answer is 10!

Step-by-step explanation:

Hope it helps! =D

By engaging in these exercises, students can develop a deeper understanding of conditional statements and logical reasoning, which are essential skills for further studies in mathematics and logic.

In Unit 2 of a logic and proof course, homework 3 focuses on conditional statements.

Conditional statements are fundamental concepts in logic and mathematics, representing logical implications between two statements.

They are typically expressed in "if-then" format, where the "if" part is the hypothesis and the "then" part is the conclusion.

The homework may involve tasks such as:

Identifying conditional statements: Students are given a set of statements and asked to identify which ones are conditional statements.

They need to recognize the "if-then" structure and correctly identify the hypothesis and conclusion.

Analyzing the truth value of conditional statements:

Students may be given conditional statements and asked to determine whether they are true or false.

They need to evaluate the hypothesis and conclusion to determine if the implication holds in each case.

Writing converse, inverse, and contrapositive statements:

Students may be required to manipulate given conditional statements to form their converse, inverse, and contrapositive statements.

This involves switching the positions of the hypothesis and conclusion or negating both parts.

Applying the laws of logic:

Students may need to apply logical laws, such as the Law of Detachment or the Law of Modus Tollens, to deduce conclusions based on conditional statements.

Constructing counterexamples:

Students may be asked to provide counterexamples to disprove statements that are falsely claimed to be universally true based on a given conditional statement.

They also help students develop critical thinking and problem-solving abilities, as they have to analyze and manipulate logical structures.

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Given the square ABCD with points A(5, 10) and B(-4, 3), the slope of the line segment BC is 7/9

The formula for calculating the slope of a line is expressed as:

\(m=\frac{y_2-y_1}{x_2-x_1}\)

Given the coordinate point  A(5, 10) and B(-4, 3)

Substituting the given coordinate into the formula for slope

\(m=\frac{3-10}{-4-5}\\m=\frac{-7}{-9}\\m=\frac{7}{9}\)

Hence the slope of the line segment BC is 7/9

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Answer:

75 %

Step-by-step explanation:

100$= 100%

1$= 1%

75$ (left)= 75%

Answer: A

Step-by-step explanation:

when you add the 2 and 6 then multiply the answer by 2 then subtract you get A as ur answer

The equation that models the possible combination of one-dollar bills and five-dollar bills in the bucket is 101 = y + 5x.

Let's represent the number of one-dollar bills as y and the number of five-dollar bills as x.

The value of one one-dollar bill is $1, and the value of one five-dollar bill is $5.

To find the total value of bills in the bucket, we can use the equation:

Total value = (number of one-dollar bills × value of one-dollar bill) + (number of five-dollar bills × value of five-dollar bill).

In this case, the total value is given as $101:

$101 = (y × $1) + (x × $5).

So, the equation that models the possible combination of one-dollar bills and five-dollar bills in the bucket is:

101 = y + 5x.

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Answer:

Height = 18.2 inches

Step-by-step explanation:

15 gallons = 3,465 cubic inches

Length of the rectangular prism = 20 inches

Width of the rectangular prism = 10 inches

Height of the rectangular prism = x inches

Volume of the rectangular prism = 3,645 cubic inches

Volume of the rectangular prism = length × width × height

3,645 = 20 × 10 × x

3,645 = 200x

Divide both sides by 200

3,645 / 200 = x

18.225 = x

To the nearest tenth of an inch

x= 18.2 inches

Therefore,

The rectangular prism is 18.2 inches high

Answer:

X=7

Step-by-step explanation:

x-12)=0

x-12+12=0+12

x=12

Solve:

(x-7) = 0

x-7+7 = 0+7

x=7

10 packs of dog toys; or 100 dog toys all together.

Step-by-step explanation:

If Lauren bought 10 packs of dog toys, and there are 10 dog toys in each pack, you could simply multiply 10•10, which would come out to 100 dog toys.

Using the Pythagorean theorem,

Given that: a = 13 inches and c = 51 inches. Plugging in the values, we get:
13² + b² = 51²
169 + b² = 2601 ⇒ b² = 2432
Finally, find the square root of 2432 to get the width:
b ≈ 49.3 inches
So, the width of the screen is approximately 49.3 inches.

Using the Pythagorean theorem, we can find the width of the flat-screen television. Given the diagonal length (51 inches) and the height (13 inches), we can solve for the width.

To find the width of the screen, we need to use the Pythagorean theorem. We know that the diagonal of the screen is 51 inches and one side of the screen (the height) is 13 inches.

So, we can use the formula:
c^2 = a^2 + b^2

where c is the diagonal (51 inches), a is the height (13 inches), and b is the width (what we're trying to find).

Plugging in the values:
51^2 = 13^2 + b^2
2601 = 169 + b^2
2432 = b^2
b ≈ 49.3

Therefore, the width of the screen is approximately 49.3 inches.

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Answer:

( -8,0, 0) , ( -8, 1, 0) and  ( -8, 1, -5)

Step-by-step explanation:

We need to visualize the given situation in 3D

Coordinates is in the form of (x, y, z)

Henna starts from origin moves back 8 units Negative x-axis

x = -8   point will be ( -8,0, 0)

turning 1 unit right will be parallel to the y axis in positive y-axis direction

y = 1 point will be ( -8, 1, 0)

Moving down by 5 units, Negative z-axis

Z = -5 point will be ( -8, 1, -5)

Answer:

(-8,1,-5)

Step-by-step explanation:

Dont make it complicated, a whole paragraph for one answer is not needed

(a) The matrix of the quadratic form 5x₁ + 16x₁x₂ - 5x₂ is:

[5 8]

[8 -5]

(b) The matrix of the quadratic form 2x₁²x₂ is:

[0 1]

[0 0]

(a) To find the matrix of the quadratic form 5x₁ + 16x₁x₂ - 5x₂, we need to identify the coefficients of the quadratic terms and arrange them in a matrix. The quadratic terms in this case are x₁x₂ and x₂x₁, which have coefficients 16 and 8 respectively. The matrix is then formed as follows:

[0 8]

[16 -5]

The diagonal entries of the matrix correspond to the coefficients of the quadratic terms, while the off-diagonal entries correspond to the cross-product coefficients.

(b) For the quadratic form 2x₁²x₂, the only quadratic term is x₁²x₂, which has a coefficient of 2. Since there is no x₁x₂ term, the coefficient is 0. The matrix is then:

[0 1]

[0 0]

Here, the diagonal entry represents the coefficient of the quadratic term, while the off-diagonal entries are all zeros since there is no cross-product term.

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