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Answer:

22

From the numbers already shown it looks like each time they are adding 5 to the number before it.

Answer:

See answers below

Step-by-step explanation:

3x + 10 plus angle G = 180 degree straight line

  2x + 5 is equal to G

soooo   3x + 10     + 2x + 5   = 180

                   5x + 15 = 180

                         5x = 165

                            x = 33 °

Now    3x + 10     + y+5    ALSO = straight line    and x = 33

          3 (33) + 10   + y+5   = 180

                       114  + y = 180

                             y = 66°

Angle BGK is equal to 2x+ 5

                                     = 2 (33) + 5 = 71 °

Second one :    x is equal to the angle that is between the 53 and 35 angles...the three of them form a straight (180°) line

 53 + x + 35 = 180     so x =  92 °

Third one   First realize that   IHB + HBC

   so  5y + 39   = 3y + 85       shows y = 23

then HBC + CBG  forma straight (180°) line

       3y + 85     + CBG = 180

       3 ( 23) + 85  + CBG = 180      so CBG = 26 degrees

ANSWER: (12,11), (x,y)

12 steps to the right on the x-axismaking the value a plus, and 11 steps up on the y axis making the numeral positive as well.

Answer:

29.4%

Step-by-step explanation:

the whole cirlce is 360 degrees which means 100%

to find the percentage of the shaded area, multiply the degrees by 100

⇒ 10.6 x 100 = 10600

then take the product and divide by 360

⇒ 1060 ÷ 360

⇒ 29.44

round to the nearet tenth of a percent

⇒ 29.4

Answer:

the answer is A

Step-by-step explanation:

because a parallelogram has 4 parallel sides

Answer:

a i think hope this is ok

Step-by-step explanation:

Answer:

do cubic root of 64 cause the volume is S^3

so the side is 4

Answer:

4

Step-by-step explanation:

4 is the cube root of 64

The space curve given by r(t) = 〈sin(t), cos(t/2), 4t〉 intersects the z-axis at the points (0, 0, 0), (0, 0, 8π), and (0, 0, 16π) in the given range.

To determine whether the curve intersects the z-axis, we need to find the values of t for which the z-coordinate of r(t) is equal to zero. Thus, we set the z-coordinate of r(t) equal to zero and solve for t:

4t = 0

t = 0

This means that the curve intersects the z-axis at the point (0, 0, 0).

Next, we need to find the other points where the curve intersects the z-axis in the range 8π ≤ z ≤ 16π. Since the z-coordinate of r(t) is given by 4t, we can solve for t in terms of z:

4t = z

t = z/4

Substituting this value of t into the x-coordinate of r(t), we get:

x = sin(z/4)

To find the points of intersection with the z-axis in the given range, we solve sin(z/4) = 0. This gives us:

z/4 = π, 2π, 3π, ...

z = 4π, 8π, 12π, ...

Out of these values, only the ones in the range 8π ≤ z ≤ 16π are of interest. Thus, the curve intersects the z-axis at z = 8π and z = 16π.

Therefore, the space curve given by r(t) = 〈sin(t), cos(t/2), 4t〉 intersects the z-axis at the points (0, 0, 0), (0, 0, 8π), and (0, 0, 16π) in the given range.

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Answer:

Step-by-step explanation:warm the food up.

offer strong-smelling foods.

try different brands of pet food.

try hand feeding.

check your husky nose is clean (the smell of food may help stimulate their appetite)

Answer: A.

Step-by-step explanation: This is because a function cannot have two or more x values with the same f(x) value. If this happens, the function does not exist.

The sample space, in terms of the condition (functional or defective) of each nozzle after a year, can be represented using the symbols "f" and "d" to denote a functional and defective nozzle, respectively.

The possible outcomes in the sample space can be described as a combination of these symbols. For example, if we have three nozzles, the sample space could include outcomes such as "fff" (all three nozzles are functional), "dfd" (the first and third nozzles are functional, while the second one is defective), "ffd" (the first two nozzles are functional, while the third one is defective), and so on.

Each outcome in the sample space corresponds to a particular arrangement or configuration of functional and defective nozzles after a year. The sample space encompasses all the possible combinations and provides a comprehensive representation of the different outcomes that can occur.

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Part a) x=-3, x = 0, x = 2

Part b) p(x) → ∞

a) The given function is:

p(x) = x (x + 3)(x - 2)

The zeros of the function are gotten by setting p(x) = 0

0 = x (x + 3) (x - 2)

x = 0

x + 3 = 0, x = -3

x - 2 = 0, x = 2

The zeros of the function p(x) are -3, 0, 2

b) As x → ∞

P(x) → ∞

The given system is the system of two equations.

What is the system of linear equations?

A system of linear equations is a set of two or more linear equations that contain two or more variables. These equations are often used to model real-world situations and to find the values of the variables that make all the equations in the system true.

The tables of ordered pairs represent the points on the graphs of lines q and v. From the tables, we can see that line q can be represented by the equation y = 3x + 9 and line v can be represented by the equation y = -x + 10. Therefore, the system of equations represented by lines q and v is:

y = 3x + 9

y = -x + 10

We can also write these equations in the form of Ax + By = C :

3x + y = 9

-x + y = 10

Where A, B, and C are constants.

It's a system of two equations with two variables, x and y.

Hence, the given system is the system of two equations.

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Any value that makes the two equations dependent or equivalent will result in a system of equations with infinitely many solutions.

To create a system of equations with infinitely many solutions, we need to find a value that makes the two equations dependent on each other. In other words, we are looking for a value that causes the equations to be equivalent or represent the same line.

Let's consider a simple example using the variables x and y:

Equation 1: 2x + y = 5
Equation 2: 4x + 2y = 10

To determine if there are infinitely many solutions, we need to find a value that would make the two equations equivalent. By multiplying Equation 1 by 2, we can see that both equations are the same:

2(2x + y) = 2(5) --> 4x + 2y = 10

In this case, any value of x and y that satisfies the equation 4x + 2y = 10 will result in infinitely many solutions. This means that any value that makes the two equations equivalent will give us a system with infinitely many solutions.

In conclusion, any value that makes the two equations dependent or equivalent will result in a system of equations with infinitely many solutions.

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Answer:

6.35

Step-by-step explanation:

To solve for p, we have to use inversal operations to solve equations, multiplication and division are inverse operations, power and roots are also inverse operations, then:

To paint the ceiling of a room that is 138 inches by 117 inches, you would need to purchase 3 pints of paint.

To find out how many pints of paint are needed to paint the room's ceiling, we must first convert its dimensions from inches to feet:138 inches is equivalent to 11.5 feet (138 ÷ 12 = 11.5)117 inches is equivalent to 9.75 feet (117 ÷ 12 = 9.75)To determine the total square footage of the room, multiply the room's length and width:11.5 feet × 9.75 feet = 112.125 square feet

To calculate the amount of paint needed, divide the total square footage by the number of square feet that one pint of paint will cover:112.125 square feet ÷ 50 square feet per pint = 2.24 pints

Therefore, you would need to purchase approximately 2.24 pints of paint to paint the ceiling of a room that is 138 inches by 117 inches. However, since paint is often sold in whole pints, you would need to purchase 3 pints of paint.

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Answer:

\(y=3^x\)

Step-by-step explanation:

exponential function : y = a(b)^x

where a = y intercept and b = factor ( number you are multiplying by )

according the the graph the y intercept is a 1 so a = 1

we now have y = 1(b)^x

to find the factor you plug in one of the ordered pairs into y = 1(b)^x

the ordered pair you use will not effect the outcome, i have chose (2,9)

y = 1(b)^x

(x,y) = (2,9) so x = 2 and y = 9

9 = 1(b)^2

divide both sides by 1

9 = (b)^2

take the square root of both sides

3 = b

the final equation is y = 1(3)^x or just y = 3^x

The z-score for P(? ≤ z ≤ ?) = 0.60 is approximately 0.25.

The z-score for P(z ≥ ?) = 0.30 is approximately -0.52.

How to find the Z score

P(Z ≤ z) = 0.60

We can use a standard normal distribution table or a calculator to find that the z-score corresponding to a cumulative probability of 0.60 is approximately 0.25.

Therefore, the z-score for P(? ≤ z ≤ ?) = 0.60 is approximately 0.25.

For the second question:

We want to find the z-score such that the area under the standard normal distribution curve to the right of z is 0.30. In other words:

P(Z ≥ z) = 0.30

Using a standard normal distribution table or calculator, we can find that the z-score corresponding to a cumulative probability of 0.30 is approximately -0.52 (since we want the area to the right of z, we take the negative of the z-score).

Therefore, the z-score for P(z ≥ ?) = 0.30 is approximately -0.52.

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Answer:

He will have to pay  $35.04

Step-by-step explanation:

4.99 x 5 = 24.95

59.99 - 24.95 = 35.04

Answer:

\(x = -9\)

Step-by-step explanation:

Given equation:

\(25^{2x+3} = 125^{2x+8}\)

Convert 25 and 125 to base 5:

\(\implies (5^2)^{2x+3} = (5^3)^{2x+8}\)

Apply exponent rule  \((a^b)^c=a^{bc}\)

\(\implies 5^{2(2x+3)} = 5^{3(2x+8)}\)

If \(a^{f(x)}=a^{g(x)}\) then \(f(x)=g(x)\):

\(\implies 2(2x+3) = 3(2x+8)\)

Expand:

\(\implies 4x+6 = 6x+24\)

Subtract 6x from both sides:

\(\implies -2x+6 = 24\)

Subtract 6 from both sides:

\(\implies -2x=18\)

Divide both sides by -2:

\(\implies x=-9\)

Let's solve up

\(\\ \rm\rightarrowtail 25^{2x+3}=125^{2x+8}\)

\(\\ \rm\rightarrowtail 5^{2(2x+3)}=5^{3(2x+8)}\)

\(\\ \rm\rightarrowtail 5^{4x+6}=5^{6x+24}\)

\(\\ \rm\rightarrowtail 4x+6=6x+24\)

\(\\ \rm\rightarrowtail -18=2x\)

\(\\ \rm\rightarrowtail x=-9\)

Interactions involving dummy variables can provide insights into the different effects of independent variables across categories.

1. Dummy variables are binary variables that represent categorical variables in a regression analysis. When interactions are included between dummy variables and other independent variables, it allows for differential effects of the independent variables based on the different levels of the categorical variable.

For example, let's consider a regression model to predict income based on education level and gender. We can include an interaction term between education level (represented by dummy variables for different levels) and gender. This interaction term allows us to examine whether the effect of education level on income differs between males and females. It helps capture any gender-specific differences in the relationship between education and income.

1.2 The linear probability model (LPM) is a common approach to estimate the probability of an event occurring using a linear regression framework. However, it has several problems:

1. The predicted probabilities from the LPM can fall outside the [0, 1] range: Since the LPM does not impose any restrictions on the predicted probabilities, they can sometimes exceed the valid probability range. This violates the assumption of probabilities being bounded between 0 and 1.

2. Heteroscedasticity: The LPM assumes constant error variance across the range of the predictors. However, in practice, the variability of the error term may change with different levels of the predictors, resulting in heteroscedasticity. This violates the assumption of homoscedasticity.

3. Non-linearity: The LPM assumes a linear relationship between the predictors and the probability of the event. However, this may not always be the case, and using a linear model can result in misspecification.

To remedy these problems, an alternative to the LPM is to use logistic regression or probit regression models. These models explicitly model the probability of an event occurring and address the issues mentioned above. They provide predicted probabilities that fall within the valid range of 0 to 1, account for heteroscedasticity, and allow for non-linear relationships between the predictors and the probability of the event.

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Answer:

C

Step-by-step explanation:

You divide first than you get ur fraction

We know that

• The annual pay is $40,872 based on 52 weeks per year.

First, we have to find the rate per week, let's divide.

This means that each machinist receives $786 per week.

If the firm cuts the work year to 50 weeks, then we just have to multiply it by the weekly payment to get the new amount per year.

Them, subtract the 52 weeks year payment from the 50 weeks year payment.

The required volume of the solid which was obtained by rotating the region bounded by the curve about a line is equal to  ( π/2 ) (  e⁻⁴  + e⁴).

Graph is attached.

Volume of the solid rotating the region bounded by the curves about a line with y = eˣ with x = −2, x = 2 about x-axis.

=π \(\int_{-2}^{2}\) [( eˣ - 0)² ] dx

= π \(\int_{-2}^{2}\) e⁽²ˣ⁾ dx

= π (e²ˣ) / ( 2 \(|_{-2}^{2}\)

= ( π/2 )[  e⁻⁴  - e⁴  ]

= ( π/2 ) (  e⁻⁴  +  e⁴ )

Graph is attached.

Therefore, the volume of the solid of the rotating region bounded by curves about line is equal to  ( π/2 ) (  e⁻⁴  +  e⁴ ).

Graph is attached.

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The upper bound of 206.264 to 3 decimal places would be 206.265.

What is upper bound?

In mathematics, an upper bound is a value that is greater than or equal to all of the values in a set. For example, if we have a set of numbers {1, 2, 3}, then 3 is an upper bound of this set because it is greater than or equal to all the numbers in the set.

An upper bound can be either a member of the set or not. If the upper bound is a member of the set, then it is called a maximum element of the set. If the upper bound is not a member of the set, then it is called a strict upper bound of the set.

In the context of rounding, the upper bound refers to the next highest value that a number could be rounded to. For example, if we are rounding a number to the nearest integer, the upper bound would be the next integer greater than the original number.

The upper bound of 206.264 to 3 decimal places would be 206.265.

This is because the third decimal place of the original number is 4, and any number greater than or equal to 5 in the next decimal place would round the number up to the next value. Therefore, rounding 206.264 to 3 decimal places gives 206.265.

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To find out at what point will the ball hit the ground if Chase needs to throw a basketball so that the path of the ball follows the curve of y = -x(x - 3), we can begin by setting y equal to zero. Then, solve for x. Let's get started:y = -x(x - 3)0 = -x(x - 3). The ball will hit the ground at the points (0,0) and (3,0).

We can solve this equation by using the zero-product property. That means setting each factor equal to zero and solving for x:-x = 0orx - 3 = 0x = 0or x = 3So, the ball will hit the ground at the points where x = 0 and x = 3. To determine the corresponding y-coordinates of these points, we can substitute each value of x into the equation for y:y = -x(x - 3)For x = 0:y = -0(0 - 3) = 0For x = 3:y = -3(3 - 3) = 0

Therefore, the ball will hit the ground at the points (0,0) and (3,0).

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By setting y in the equation y = -x(x-3) to 0 and solving for x, we find that Chase's basketball hits the ground at x = 0 and x = 3.

In this problem, we have the equation of the basketball's trajectory as y = -x(x-3). The curve is derived from a quadratic equation, and since the basketball hits the ground when y equals to zero, we simply set y to 0 and solve for x. So we will have the following: 0 = -x(x-3). To solve this equation, we can set each factor equal to zero: -x = 0 and x - 3 = 0. Solving these equations give us x = 0 and x = 3, respectively. These are the two points where the ball hits the ground. Thus,Chase's basketball will hit the ground at the starting point of x = 0, where Chase threw the ball, and at x = 3, the point where the basketball lands.

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The s score for a grade of 45 on this test is 62.5. To find the z score for a grade of 45 on a test with a mean of 40 and a standard deviation of 4, we can use the formula:

z = (x - mu) / sigma
where x is the value we want to find the z score for (in this case, x = 45), mu is the mean (mu = 40), and sigma is the standard deviation (sigma = 4).
Plugging in these values, we get:
z = (45 - 40) / 4 = 1.25
So the z score for a grade of 45 on this test is 1.25.
It's important to note that the z score tells us how many standard deviations away from the mean a particular value is. In this case, a grade of 45 is 1.25 standard deviations above the mean.
However, the question asks for the s score, not the z score. The s score is simply the raw score (in this case, 45) adjusted to have a mean of 50 and a standard deviation of 10. To find the s score, we can use the formula:
s = (x - mu) / sigma * 10 + 50
Plugging in the values we know, we get:
s = (45 - 40) / 4 * 10 + 50 = 62.5

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The total number of bags Sharon have is 7 and the total number of apples Sharon have is 45.

Let total number of bags = x

Let total number of apples Sharon has = y

If she packs 6 apples in each bag, she will have 3 apples left. So, mathematically we can write

6x + 3 = y                                                       equation 1

If she packs 7 apples in a bag, she will be four apples short. So, mathematically we can write

7x - 4 = y                                                         equation 2                

On subtracting equation 1 from equation 2 , we get

x - 7 = 0

⇒ x = 7

Substitute x = 7 in equation 1 , we get

6 ( 7 ) + 3 = y

⇒ y = 45

The total number of bags Sharon have is 7 and the total number of apples Sharon have is 45.

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