IF YOU ANSWER THIS RIGHT NOW ILL GIVE YOU 64 POINTS

Answer:

_4

Step-by-step explanation:

I took the quiz in the car 100

If we want to make the graph wider, then we must have a horizontal dilation, so the correct option will be 1/4.

A horizontal dilation is a transformation that makes the graph of a function wider.

For a function f(x) an horizontal dilation of scale factor k (with k > 1) is written as:

g(x) = f(x/k)

For the case of the absolute value function we will have:

g(x) = |x/k| = (1/k)*|x|

So we need to find the value (1/k).

Remenber that k > 1, then 0 < (1/k) < 1.

This means that the only values between 0 and 1 could fill the blank in such a way that the graph of that function is wider than the one of the parent function, so from the given options, we will take:

1/k = 1/4

Then the function is:

g(x) = (1/4)*|x|

This function will have a graph wider than the one of f(x) = |x|

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Answer:

this is prolly the easiest 20 points you’ll get

Answer:

3rd option

Step-by-step explanation:

When the object hits the ground the height h(t) = 0 , then

- 16t² + 96t + 256 = 0 ( divide through by - 16 )

t² - 6t - 16 = 0 ← in standard form

(t - 8)(t + 2) = 0 ← in factored form

Equate each factor to zero and solve for t

t - 8 = 0 ⇒ t = 8

t + 2 = 0 ⇒ t = - 2

but t > o , then object takes 8 seconds to hit the ground

Answer: x-5 / x

Step-by-step explanation:

because…

Answer:

\(\frac{x - 5}{x}\)

Step-by-step explanation:

\(\frac{\frac{x - 5}{x + 4} }{\frac{x}{x + 4} }\)

It can also be written as :-

\(=> \frac{x - 5}{x + 4} \div \frac{x}{x + 4}\)

\(=> \frac{x - 5}{x + 4} \times \frac{x + 4}{x}\)

Cancel x + 4 from numerator and denominator.

\(=> \frac{x - 5}{x}\)

Answer: florist a is cheaper than florist b

Step-by-step explanation: the price of florist B's flowers are 5.20$ more than florist A's

Answer:

question>

Step-by-step explanation:

what ya need help with

You can calculate the balance in Connor's account after 15 years of regular deposits and an additional 5 years of accumulation.

To calculate the balance in Connor's account after 15 years of regular deposits and an additional 5 years of accumulation with 10% interest compounded monthly, we can break down the problem into two parts:

Calculate the accumulated balance after 15 years of regular deposits:

We can use the formula for the future value of a regular deposit:

FV = P * ((1 + r/n)^(nt) - 1) / (r/n)

where:

FV is the future value (accumulated balance)

P is the regular deposit amount

r is the interest rate per period (10% per annum in this case)

n is the number of compounding periods per year (12 for monthly compounding)

t is the number of years

P = $125.00 (regular deposit amount)

r = 10% = 0.10 (interest rate per period)

n = 12 (number of compounding periods per year)

t = 15 (number of years)

Plugging the values into the formula:

FV = $125 * ((1 + 0.10/12)^(12*15) - 1) / (0.10/12)

Calculating the expression on the right-hand side gives us the accumulated balance after 15 years of regular deposits.

Calculate the balance after an additional 5 years of accumulation:

To calculate the balance after 5 years of accumulation with monthly compounding, we can use the compound interest formula:

FV = P * (1 + r/n)^(nt)

where:

FV is the future value (balance after accumulation)

P is the initial principal (accumulated balance after 15 years)

r is the interest rate per period (10% per annum in this case)

n is the number of compounding periods per year (12 for monthly compounding)

t is the number of years

Given the accumulated balance after 15 years from the previous calculation, we can plug in the values:

P = (accumulated balance after 15 years)

r = 10% = 0.10 (interest rate per period)

n = 12 (number of compounding periods per year)

t = 5 (number of years)

Plugging the values into the formula, we can calculate the balance after an additional 5 years of accumulation.

By following these steps, you can calculate the balance in Connor's account after 15 years of regular deposits and an additional 5 years of accumulation.

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Answer: B. statistic

Step-by-step explanation: A characteristic, usually a numerical value, which describes a sample, is called a statistic.

Answer:

11.3 feet

Step-by-step explanation:

let x= answer

x²+4²=12²

x²=128

x=11.3137085

which rounds to

11.3

Answer:

≈ 11.3 ft.

Step-by-step explanation:

In order to solve this, we must use some trigonometry, in this case, SOH-CAH-TOA. If you don't know what it is, here's a quick explanation:

- SOH: Sin(θ) = Opposite / Hypotenuse

- CAH: Cos(θ) = Adjacent / Hypotenuse

- TOA: Tan(θ) = Opposite / Adjacent

(Remember, SOH-CAH-TOA can ONLY be used for right triangles. If the problem does not clearly show a right triangle, meaning that there's no box in the corner, you cannot use it)

When using SOH-CAH-TOA, we first must choose an angle, either the top one or the bottom one. We can't use the right angle as, well, you just can't :). First, we have to find the bottom angle, so circle it. Literally, just circle the angle, you'll thank me later. I'll explain why we don't solve the top angle later on.

After that, we just do some labeling on the sides of the triangle. First, label the shortest side that forms the circled angle, which is the floor (4 ft), as the Adjacent side. Then label the longest side of the triangle, which is the ladder (12 ft), as the Hypotenuse. Finally, label the side that doesn't form the circled angle as the Opposite side. This is why the circling comes in handy :)

Then, out of SOH, CAH, and TOA, we choose the one that has the sides that forms the circled angle. In this case, it's CAH, or cosine, as the adjacent and hypotenuse form the circled angle.

Next, we write out the formula and solve:

Cos(m∠Circled Angle) = Adjacent/Hypotenuse

Cos(m∠Circled Angle) = 4/12

Cos(m∠Circled Angle) x Cos^-1 = 1/3 x Cos^-1

m∠Circled Angle ≈ 70.5288 (Rounding to the nearest ten-thousandth)

Note: Pay attention to the 3rd line. 'Cos^-1' is basically the equivalent of '÷ Cos'.

The reason why we did the bottom angle first is because you cannot have two unknown variables when solving for one of them. That would've been the case if we did choose the top angle as we wouldn't know the measure of the wall nor the angle. Now that we have solved the bottom angle, we can move onto solving the length of the wall.

Looking at SOH-CAH-TOA, we can either use sine or tangent as we have the measures for both the adjacent and hypotenuse. I'll use sine cause why not? Anyways, let's move on!

Just like last time, we write out the formula and solve:

Sin(m∠Circled Angle) = Opposite/Hypotenuse

Sin(70.5288) = Opposite/12

0.9428 = Opposite/12

0.9428 x 12 = Opposite/12 x 12

11.3137 ≈ Opposite (Wall)

Wall ≈ 11.3 ft. (Rounding to the nearest tenth, as asked to do so by the problem)

Note: Be careful with SOH-CAH-TOA because I've messed up multiple times with my calculator while typing out my explanation, so just make sure you go over it several times before submitting your answer when solving trig problems :). But I'm confident with my answer, so just submit it without hesitation as I've already double-checked my work.

Answer:

m=1/128

Step-by-step explanation:

Answer:

m=128

Step-by-step explanation:

-7/8m=-112

Answer:

The Usain Bolt it ran more miles in a shorter amount of time

Step-by-step explanation:

The Usain Bolt ran over 9 miles in only 1/3 of an hour while the cat ran 3 miles in 1/8 of an hour

Mallow's Cp is used to determine the best model. The correct option is D

The C(p) criterion is a model choice criterion that was proposed by Dennis Mallow. The C(p) criterion estimates the mean square prediction error of a model, with a given number of parameters, as compared to the mean square prediction error of the full model.

In other words, it gives us an estimate of how well the model is going to do in the future. The lower the C(p) criterion, the better the model is, which means that it has less noise and can predict better.

The formula to calculate the Mallow's Cp is given as \(:C(p) = {RSS_p/σ^2} - n + 2p\)where, RSSp = Residual Sum of Squares of p variables σ2 = Estimated Variance of the Error ε n = Sample size p = Number of parameters in the model. The correct option is D

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THE ANSWER

IS

h(3) = -2(3) + 8 = -6+8 = 2

Step-by-step explanation:

hope it helps

75% people came to each other activities

PERCENTAGES:

percentage, a relative value indicating hundredth parts of any quantity. One percent (symbolized 1%) is a hundredth part; thus, 100 percent represents the entirety and 200 percent specifies twice the given quantity.

The music concert was attended by 250 people

350 people attended the drama play

the percentage of people at other activities

30 /100 × 250 = 75%

75% people came to each other activities

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The price of a gallon of milk relative to a pound of butter is 1.25.

The price of a loaf of bread relative to a gallon of milk can be calculated by finding the ratio of the price of a loaf of bread to the price of a gallon of milk.

This ratio can be calculated as follows:

Price of loaf of bread / Price of gallon of milk

= $1.50 / $3.00

= 0.5

Therefore, the price of a loaf of bread relative to a gallon of milk is 0.5.

The price of a gallon of milk relative to a pound of butter can also be calculated by finding the ratio of the price of a gallon of milk to the price of a pound of butter.

This ratio can be calculated as follows:

Price of gallon of milk / Price of pound of butter

= $3.00 / $2.40

= 1.25

Therefore, the price of a gallon of milk relative to a pound of butter is 1.25.

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The function round(price, 0) is used to round a given number (in this case, the price) to a specified number of decimal places (in this case, 0). When you use round(24.95, 0), the function will round the price to the nearest whole number. In this scenario, 24.95 will be rounded up to 25, not 24.

Yes, that is correct. The function round(price,0) rounds the price to the nearest whole number. In this case, 24.95 is rounded down to 24. However, it's important to note that this function always rounds to the nearest whole number, so if the price was 24.5 it would also round down to 24, whereas if the price was 24.6 it would round up to 25. It's also worth mentioning that there are other rounding functions that can be used to round to different levels of precision, such as rounding to the nearest tenth or hundredth.

Overall, rounding is an important tool in many areas of math and statistics, as it allows us to simplify numbers and make calculations easier to work with.
 

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when the time is between 0 and 15 minutes, the distance depends on the time on a relation: d =(1/10)t

when the time is between 15 and 40 minutes, the distance is independent of the time, it is fixed d = 1.5 miles

when the time is between 40 and 50 minutes, the distance depends on the time on the relation: d = 1.5 + (1/10)(t - 40)

Answer:

Step-by-step explanation:

I'm pretty

a. Let's check whether the given pairs are in the relation S or not.

Is 2 S 2?

To check if (2, 2) is in S, we need to evaluate the expression:

(1/2) - (1/2) = 1/2 - 1/2 = 0

Since 0 is an integer, (2, 2) is in S.

Is -1 S -1?

To check if (-1, -1) is in S, we need to evaluate the expression:

(1/-1) - (1/-1) = -1 - (-1) = 0

Since 0 is an integer, (-1, -1) is in S.

Is (3, 3) ∈ S?

To check if (3, 3) is in S, we need to evaluate the expression:

(1/3) - (1/3) = 1/3 - 1/3 = 0

Since 0 is an integer, (3, 3) is in S.

Is (3, -3) ∈ S?

To check if (3, -3) is in S, we need to evaluate the expression:

(1/3) - (1/-3) = 1/3 + 1/3 = 2/3

2/3 is not an integer, so (3, -3) is not in S.

b. Set of ordered pairs S:

S = {(x, y) | (1/x) - (1/y) is an integer}

S = {(2, 2), (-1, -1), (3, 3)}

c. Domain and Co-domain of S:

Domain of S: The set of all first components (x-values) of the ordered pairs in S.

Domain of S = {-3, -2, -1, 1, 2, 3}

Co-domain of S: The set of all second components (y-values) of the ordered pairs in S.

Co-domain of S = {-3, -2, -1, 1, 2, 3}

d. Arrow diagram for S:

Domain (C): {-3, -2, -1, 1, 2, 3}

Co-domain (D): {-3, -2, -1, 1, 2, 3}

(2, 2) -----> (0)  // 0 represents an integer

(-1, -1) -----> (0)

(3, 3) -----> (0)

(3, -3) -----> (2/3)  // 2/3 is not an integer

Note: The arrow diagram helps visualize the mapping of elements from the domain to the co-domain based on the relation S. Arrows point from the element in the domain to the result of the expression (integer or not integer) in the co-domain.

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The equation for the plane through P0(8,1,−4) perpendicular to the following line is x + 4y + 5z - 8 = 0

The slope of the perpendicular line should be a/b, and if one line is perpendicular to this line, the product of slopes should be -1. The equation of a line perpendicular to a given line ax + by + c = 0 is bx - ay + = 0, where is a constant.

The given parameters are

x=8−t​, y=1−2t​, z=3t​,

P0(- 9, 6, - 5).

Direction vector of line is < -1, 4, 5>,

This vector is normal vector for unknown plane.

So, equation of plane: -1(x - (-9)) + 4(y - 6) + 5(z - (-5)) = 0; - x - 9 + 4y - 24 + 5z + 25 = 0;

In conclusion the equation is given as  -x + 4y + 5z - 8 = 0

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Answer:

"Solving'' an inequality means finding all of its solutions. A "solution'' of an inequality is a number which when substituted for the variable makes the inequality a true statement. When we substitute 8 for x, the inequality becomes 8-2 > 5. Thus, x=8 is a solution of the inequality.

Step-by-step explanation:

Example 1:

Consider the inequality

displaymath173

The basic strategy for inequalities and equations is the same: isolate x on one side, and put the "other stuff" on the other side. Following this strategy, let's move +5 to the right side. We accomplish this by subtracting 5 on both sides (Rule 1) to obtain

displaymath174

after simplification we obtain

displaymath175

Once we divide by +2 on both sides (Rule 3a), we have succeeded in isolating x on the left:

displaymath176

or simplified,

displaymath177

All real numbers less than 1 solve the inequality. We say that the "set of solutions'' of the inequality consists of all real numbers less than 1. In interval notation, the set of solutions is the interval tex2html_wrap_inline187 .

Example 2:

Find all solutions of the inequality

displaymath189

Let's start by moving the ``5'' to the right side by subtracting 5 on both sides (Rule 1):

displaymath190

or simplified,

displaymath191

How do we get rid of the ``-'' sign in front of x? Just multiply by (-1) on both sides (Rule 3b), changing " tex2html_wrap_inline201 " to " tex2html_wrap_inline203 " along the way:

displaymath192

or simplified

displaymath193

All real numbers greater than or equal to -1 satisfy the inequality. The set of solutions of the inequality is the interval tex2html_wrap_inline205 .

Example 3:

Solve the inequality

displaymath207

Let us simplify first:

displaymath208

There is more than one route to proceed; let's take this one: subtract 2x on both sides (Rule 1).

displaymath209

and simplify:

displaymath210

Next, subtract 9 on both sides (Rule 1):

displaymath211

simplify to obtain

displaymath212

Then, divide by 4 (Rule 3a):

displaymath213

and simplify again:

displaymath214

It looks nicer, if we switch sides (Rule 2).

displaymath215

In interval notation, the set of solutions looks like this: tex2html_wrap_inline227 .

       Hence, OPTION (C) is your answer:  X  =  44

Step-by-step explanation:

       √x + 5 - 3 = 4

        √x +  5   =  3  +  4

        √x +  5   =   7

         (√x  +   5)2     =     (7)2

            x   +   5         =   49

        x   -  44     =   0

             +44      =   44

       X                =   44

       Hence,  X  =  44

        Equation: √x  +  5  =  7

      √(44)  +  5  =  7

    √49  =   7

            Hence,   x   =   44

        I hope this helps!

Rolle's Theorem has the following conditions:

f(x) must be continuous in [a,b]

f(x) must be differentiable in (a,b)

f(a) = f(b)

What is rolle's theorem?

Following are the prerequisites for Rolle's Theorem:

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The 95% confidence interval for the true proportion of all auto accidents involving teenage drivers is approximately (0.1205, 0.1927).

To find the 95% confidence interval for the true proportion of all auto accidents involving teenage drivers, we can use the formula for the confidence interval for a proportion.

The formula for the confidence interval is:

CI = p1 ± Z * √((p1 * (1 - p1)) / n)

Where:

CI is the confidence interval,

p1 is the sample proportion (proportion of accidents involving teenage drivers),

Z is the Z-score corresponding to the desired confidence level (95% confidence level corresponds to Z ≈ 1.96),

n is the sample size (number of accidents checked).

Given:

Number of accidents checked (sample size), n = 582

Number of accidents involving teenage drivers, x = 91

First, we calculate the sample proportion:

p1 = x / n = 91 / 582 ≈ 0.1566

Now we can calculate the confidence interval:

CI = 0.1566 ± 1.96 * √((0.1566 * (1 - 0.1566)) / 582)

Calculating the standard error of the proportion:

SE = √((p1 * (1 - p1)) / n) = √((0.1566 * (1 - 0.1566)) / 582) ≈ 0.0184

Substituting the values into the formula:

CI = 0.1566 ± 1.96 * 0.0184

Calculating the values:

CI = 0.1566 ± 0.0361

Finally, we can simplify the confidence interval:

CI = (0.1205, 0.1927)

Therefore, the 95% confidence interval for the true proportion of all auto accidents involving teenage drivers is approximately (0.1205, 0.1927).

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Answer:2×3=6

or Add 2 three times

Answer:

21/24

Step-by-step explanation:

The 24 for the 24ths must be in the denominator.

What do you multiply 8 by to get 24? Answer: 3.

That means you must multiply both the 7 in the numerator and the 8 in the denominator to change the fraction to 24ths.

7/8 × 3/3 = 21/24

Answer:

Step-by-step explanation:

ΔLMN = ΔOPR ----- (given)

NM / NL = RP / RO

19 / 34 = 60 / RO

RO = 60 × 34 ÷ 19

RO = 107.36

To form a triangle, the set of line segments must satisfy the triangle inequality theorem, which states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side. Therefore, we need to check if the given line segments 8 cm, 4 cm, and 3 cm meet this requirement.

We can start by checking if the sum of the two smaller sides (3 cm and 4 cm) is greater than the largest side (8 cm). 3 cm + 4 cm = 7 cm, which is less than 8 cm. Therefore, these three line segments cannot form a triangle.

In general, for a set of line segments to form a triangle, the largest side must be smaller than the sum of the other two sides. In this case, the line segment of 8 cm is too long compared to the other two sides, which makes it impossible to form a triangle.

In conclusion, there are no line segments that meet the requirements to form a triangle with lengths of 8 cm, 4 cm, and 3 cm.

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We can drag the particles in mass/grams measurement to the corresponding descriptions as follows:

1.  1.6744 × 10⁻²⁴: Two electrons and 0ne proton

2. 5.021 × 10⁻²⁴: Two protons and one neutron

3. 5.0224 × 10⁻²⁴: One proton and two neutrons

4. 3.3484  × 10⁻²⁴: One electron, one proton, and one neutron

To match the measurements to the descriptions first note that one neutron is 1.6749 × 10⁻²⁴. One proton is equal to  1.6726 × 10⁻²⁴ and one electron is equal to  9.108 × 10⁻²⁸.

To obtain the right combinations, we have to add up the particles to arrive at the constituents. So, for the figure;

1.6744 × 10⁻²⁴, we would

Add 2 electrons and one proton

= 2(9.108 × 10⁻²⁸) + 1.6726 × 10⁻²⁴

= 1.6744 × 10⁻²⁴

The same applies to the other combinations.

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