find the indicated partial derivatives. w = x y 2z ∂3w ∂z ∂y ∂x = ∂3w ∂x2∂y =

Answer:

Step-by-step explanation:

The relationship between h and b:

the answer is x=-1/3

The domain of the function \(f(x) = \sqrt{\frac{1}{3}x + 2\) is (d) x  ≥ -6

From the question, we have the following parameters that can be used in our computation:

\(f(x) = \sqrt{\frac{1}{3}x + 2\)

Set the radicand greater than or equal to 0

So, we have

1/3x + 2 ≥ 0

Next, we have

1/3x  ≥ -2

So, we have

x  ≥ -6

Hence, the domain of the function is (d) x  ≥ -6

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Answer:

I think it's 17.0

I'm really sorry if it's wrong

Answer:

Answer is 7:20

It's basically asking "what is the ratio of math teachers to total teachers?" assuming there are only math and science teachers at this school. For the sake of simplicity, let's just go with that. We have 14 math teachers and 14+26 = 40 teachers total. The ratio of math to total is 14:40 which reduces to 7:20 when we divide both parts of the ratio by the GCF 2.

Step-by-step explanation:

Answer:

the ratio is

14:26

but you can leave the answer like this the two numbers can be divided by 2 so

14/2=7 and 26/2=13

then the answer is 7:13.

Step-by-step explanation:

0.000672, 6.72×10⁵, 67.2×10‐⁴, 672×10⁴

Scientific notation is a way of writing numbers that looks like the following:

\(a\times10^n\)

For instance, we can write 2930 in scientific notation.

First, write all the given values in scientific notation:

Now, let's compare the values of n, and organize the numbers from least to greatest:

\(6.72\times10^{-4}\)

\(6.72\times 10^{-3}\)

\(6.72\times10^5\)

\(6.72\times 10^6\)

Finally, rewrite all the numbers as their given format:

\(0.000672\)

\(67.2\times 10^{-4}\)

\(6.72\times10^5\)

\(672\times 10^4\)

\(0.000672\)

\(67.2\times 10^{-4}\)

\(6.72\times10^5\)

\(672\times 10^4\)

Answer:

C

Step-by-step explanation:

The rational expression satisfies the conditions  x ≠ 5 or x = - 3 is,

B. x + 3/x - 5.

Polynomials can be found in the numerator, denominator, or both of rational expressions, which are fractions.

Given, An expression in variable 'x' which is x ≠ 5 or x = - 3.

Now, From the given options the rational expression satisfying the statement is,  x + 3/x - 5.

As, If x = 5 then the denominator will be zero and the expression will be undefined and on the numerator x + 3 = 0 ⇒ x = - 3.

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Answer:

i think (C)

Step-by-step explanation:

hope this helps you

Answer:

x=8

Step-by-step explanation:

6x+9=4x+25

so subtract 9 from both sides

6x=4x+16

subtract 4x from both sides

2x=16

divide both sides by 2

x=8

Answer:

x=8

Step by Step:

combine like terms

divide both sides

Answer: 0.72 pts.

Step-by-step explanation:

Answer:

x<8

Step-by-step explanation:

x+7<15

x<15-7

x<8

\(hope \: it \: helps\)

Answer:

54°

Step-by-step explanation:

m and the 54° angle are VERTICAL ANGLES. That means they are the same measure.

Answer:

Step-by-step explanation:

54 degree

Answer:

55

Step-by-step explanation:

The sum of the angles in a triangle always equal 180 degrees. 180-125=55

The claim about the function that is false is At x = 1 and x = -1, respectively, the function has a local minimum and a local maximum.

what is function ?

The study of mathematics comprises the study of quantities and their variations, equations and associated structures, shapes and their positions, and locations where they can be found. A combination of inputs and corresponding outputs are referred to as a "function," which describes the relationship between them. The term "function" refers to an association between inputs and outputs where each input produces a single, unique result. There are two domains, or scopes, assigned to each function. Usually, the symbol f is used to signify functions (x). input is an x. There are four basic categories of functions that are available: on functions, one-to-one functions, many-to-one functions, within functions, and on functions.

given

Let y=x^x

⇒ dx/dy =x ^x (1+logx)

For increasing function,  dx/dy >0

⇒x ^x (1+logx)>0

⇒1+logx>0

⇒log e

x>log e/e

⇒x> 1/e

Therefore, the function is increasing, when x> 1/e

The claim about the function that is false is At x = 1 and x = -1, respectively, the function has a local minimum and a local maximum.

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The LPA floating point arithmetic standard can approximate any number a=0.01≤x mach using the fewest bits by defining the smallest non-zero normalized number as 2^-126 and the smallest non-zero denormalized number as 2^-149.

To design an LPA floating point arithmetic standard that uses the fewest bits, we need to determine the smallest non-zero normalized number and the smallest non-zero denormalized number.

Smallest non-zero normalized number:

In a floating point system, the normalized numbers have an implicit leading bit of 1 before the binary fractional part. The exponent represents the position of the binary point. The smallest positive normalized number in a single-precision floating point format (32 bits) is given by 2^(emin - 1), where emin is the minimum exponent value.

For IEEE 754 single-precision format, emin is -126. Therefore, the smallest non-zero normalized number is 2^(-126).

Smallest non-zero denormalized number:

Denormalized numbers, also known as subnormal numbers, are used to represent values smaller than the smallest normalized number. They have a fixed exponent value of emin and a non-zero fractional part.

In IEEE 754 single-precision format, the exponent bias is 127. The smallest non-zero denormalized number is calculated as 2^(emin - (exponent bias + 23)), where 23 is the number of bits in the fractional part.

For emin = -126, the smallest non-zero denormalized number is 2^(-149).

In summary, the LPA floating point arithmetic standard can approximate any number a=0.01≤x mach using the fewest bits by defining the smallest non-zero normalized number as 2^(-126) and the smallest non-zero denormalized number as 2^(-149).

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Answer:

(111.5, 155.5)

Step-by-step explanation:

Given the data:

132 127 106 140 158 135 129 138

The Outlier formula :

Lower = Q1 - 1.5(IQR)

Higher = Q3 + 1.5(IQR)

Using a calculator :

Q1 = 128

Median, Q2 = 133.5

Q3 = 139

IQR = Q3 - Q1 = 139 - 128 = 11

Lower = Q1 - 1.5(IQR) = 128 - 1.5(11) = 111.5

Higher = Q3 + 1.5(IQR) = 139 + 1.5(11) = 155.5

(111.5, 155.5)

Answer:

y = -1/2x + 1

Step-by-step explanation:

We find slope using rise-over-run and by counting I got 1/2 but the slope is also negative. The y-intercept is 1 because the points are counting by 1/2 and the line goes through where half of 2 is on the y-axis. Hope this helps!

Answer: 0.45 :)

Step-by-step explanation:

divide y by x

Answer:

8 shelves

Step-by-step explanation:

First do 378 divided by 50 then you when you get your answer (with remaining numbers) you add one more book case so 378 divided by 50 is 7 then you have a remainder 28 so add another shelf which is now 8 shelves!

f(x)>=-7

Functions:

Function, in mathematics, is an expression, rule, or law that defines a relationship between one variable (the independent variable) and another variable (the dependent variable). Functions are ubiquitous in mathematics.

If a variable y is so related to a variable x that whenever a numerical value is assigned to x, there is a rule according to which a unique value of f(x)is determined, then f(x) is said to be a function of the independent variable x

Given :

f(x) = -3|x+1|-4

using the table of values for g(x) = |x|

Solution :

f(x) = -3|x+1|-4

f(x) = -3|g(x)+1|-4

f(x) = -3||x|+1|-4

which means |x| is always positive |x|>0

f(x) = -3||x|+1|-4

f(x) = -3x-3-4

f(x) = -3x-7

f(x)>=-7

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Answer:

the second picture answer is F.56

Step-by-step explanation:

if you add 16 + 40=56

Answer:  Approximately 9.526279 meters

======================================================

Explanation:

See the diagram below.

Draw a horizontal line to mark points A, B and C on it

A = dartboard

B = Jack's location

C = midpoint of A and B

Segment AB is the 11 meter horizontal distance from Jack to the dartboard. Half of this is BC = 11/2 = 5.5 meters.

Then just above point C, we'll have a fourth point D. Segment CD is the unknown max height of the dart. Let's call this x.

The dart will begin at point B, go upward in a parabolic arc to get to point D (the peak of the mountain), then come back down to arrive at point A.

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

Focus on triangle BCD. Angle B = 60 degrees is the angle of elevation that Jack uses to throw the dart.  

We'll use the tangent ratio to connect the opposite side x to the adjacent side 5.5

\(\tan(\text{angle}) = \frac{\text{opposite}}{\text{adjacent}}\\\\\tan(\text{B}) = \frac{\text{CD}}{\text{BC}}\\\\\tan(60) = \frac{\text{x}}{5.5}\\\\\text{x} = 5.5*\tan(60)\\\\\text{x} \approx 9.526279\\\\\)

Make sure your calculator is in degree mode.

Segment CD is approximately 9.526279 meters which is the max height the dart reaches.

See the diagram below.

Answer:

comparing given quadratic eqn 4x²+15x+9=0 with ax²+bx+C=0,we get

a=4,b=15 and c=9

Now,sum of roots=-b/a=-15/4

and, product of roots=c/a=9/4

Answer:

The sum of its root is -15/4 and the product of its root is 9/4

STEP BY STEP EXPLANATION :

To find the sum of the root -b/a gonna help us

so let's substitute the numbers.

4x^2+15x+9, from the equation

then -b/a => -15/4.

to find the product of the root we use c/a then,

c/a => 9/4.

I hope it help you a lot thank you guys

Answer:

how much hours and where is it going.

Step-by-step explanation:

Wxndy~~

Answer: x^(5/6)

Step-by-step explanation: screenshot

It should be noted that rotating Q 180 degrees using the center P has the same effect as reflecting Q over the Line M due to the fact that Lines L and M are perpendicular lines.

It should be noted that perpendicular lines are the lines that intersect at a 90-degree angle. When two non-vertical lines are in the same plane and intersect at a right angle, they are said to be perpendicular.

It should be noted that horizontal and vertical lines are simply perpendicular to each other that is, the axes of the coordinate plane. Also, the slopes of the perpendicular lines are negative reciprocals.

Based on the information, rotating Q 180 degrees from the center will be similar to reflecting Q over any of the perpendicular lines. Note that an overview was given as the information wasn't complete.

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Variance and standard deviation are both measures of the dispersion or spread of a dataset, but they differ in terms of the unit of measurement.

Variance is the average of the squared differences between each data point and the mean of the dataset. It measures how far each data point is from the mean, squared, and then averages these squared differences. Variance is expressed in squared units, making it difficult to interpret in the original unit of measurement. For example, if we are measuring the heights of individuals in centimeters, the variance would be expressed in square centimeters.

Standard deviation, on the other hand, is the square root of the variance. It is a more commonly used measure because it is expressed in the same unit as the original data. Standard deviation represents the average distance of each data point from the mean. It provides a more intuitive understanding of the spread of the dataset. For example, if the standard deviation of a dataset of heights is 5 cm, it means that most heights in the dataset are within 5 cm of the mean height.

To illustrate the application of these measures, consider a dataset of test scores for two students: Student A and Student B.

If Student A has test scores of 80, 85, 90, and 95, and Student B has test scores of 70, 80, 90, and 100, we can calculate the variance and standard deviation for each student's scores.

The variance for Student A's scores might be 62.5, and the standard deviation would be approximately 7.91. For Student B, the variance might be 125 and the standard deviation would be approximately 11.18.

These measures help us understand how much the scores deviate from the mean, and how spread out the scores are within each dataset.

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Answer:

80%

Step-by-step explanation:

We Know

There are 260 students at the rally.

208 students are wearing purple.

What percent are wearing purple?

We Take

208 divided by 260, time 100 = 80%

So, 80% students wearing purple.

Answer:

17

Step-by-step explanation:

5×5-8

5×5= 25

25-8=17