If f(x) is a continuous function on a closed interval [a,b] then:
f(x) is riemann integrable on [a,b]
If a function's lower and higher integrals are identical, the function is said to be Riemann integrable. We define ∫baf(x)dx=L(f,a,b)=U(f,a,b)
Integrability Follows from Continuity: If a function f is integrable on [a,b], it follows that it is continuous on the closed interval [a.b]. The Definite Integral as a Region's Area If the closure has no negative values and f is continuous.
The existence of a number L R such that for each sampled partition that satisfies it holds that indicates that the function f: [a, b] R is Riemann integrable.
Hence we get the required answer.
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Four is no less than the quotient of a number x and 2.1.
how do I write that as and inequality
Answer:
4>=>x/2.1
4 is greater than or equal to x/2.1
Pls mark brainiest
Step-by-step explanation:
Solve the inequality.
7(x − 3) > −7
Answer: x>2
Step-by-step explanation:
Answer:
Step-by-step explanation:
What is the equation of the line with points represented in the table?
A 2-column table with 3 rows. Column 1 is labeled x with entries negative 8, 4, 8. Column 2 is labeled y withentries 6, negative 3, negative 6.
What can you conclude about the line represented in the table? Select all that apply.
Using either slope-intercept or point-slope forms will result in different equations.
Using either slope-intercept or point-slope forms will result in the same equation.
The slope is Negative four-thirds.
The slope is Negative four-thirds.
The y-intercept is 2.
The y-intercept is 0.
Answer:
b,c,f
Step-by-step explanation:
i did the assignment
Answer:
Step-by-step explanation:
wats 6s+5≥6 can u help me with it
Answer:
s>1/6
Step-by-step explanation:
6s+5>6
6-5=1
6s=1
s>1/6
I graphed it on desmos just to be sure and the original inequality and the solution is the same.
hope this helps :)
in view of part (a), explain why the equation lim x → 1 x 2 x − 2 x − 1 = lim x → 1 ( x 2 ) is correct
The equation lim(x→1) [x^2/(x-2)] / (x-1) = lim(x→1) (x^2) is correct due to the cancellation of the common factor of (x-1) in both the numerator and denominator. This cancellation allows us to simplify the expression and evaluate the limit.
In the given equation, we have the limit of the expression [x^2/(x-2)] / (x-1) as x approaches 1. We can rewrite this expression as (x^2) / [(x-2)(x-1)]. By factoring out the common factor of (x-1) in the numerator and denominator, we obtain [(x-1)(x+1)] / [(x-2)(x-1)].
Since the factor (x-1) is common in both the numerator and denominator, it cancels out, resulting in the simplified expression of (x+1) / (x-2).
Now, as x approaches 1, we can substitute the value into the simplified expression to evaluate the limit, giving us (1+1) / (1-2) = 2 / -1 = -2.
Therefore, the equation lim(x→1) [x^2/(x-2)] / (x-1) = lim(x→1) (x^2) is correct, and the value of the limit is -2.
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Plz help me 10 pointssss
Answer:
9,450ft in 3.5 minutes
Step-by-step explanation:
2700*3=8100
2700/2=1350
8100+3150=9450
A product has a selling price of $10 per unit, variable expenses of $6 per unit and total fixed costs of $35,000. If 10,000 units are sold, net operating income will be $(1). (Enter your answer as a whole number.)
The net operating income will be $ 5000.
Net Operating Income:The profitability of real estate assets that produce income is evaluated using a formula known as net operating income (NOI). NOI is the total revenue from the asset less all running costs that are deemed to be absolutely required.
Here we have
A product has a selling price of $10 per unit, variable expenses of $6 per unit, and total fixed costs of $35,000.
In total 10,000 units are sold
The net operating income will be computed by Subtracting all expenditures from all money collected on the product.
Net operating income = ($10 - $6) × 10000 - $ 35000
= ($10 - $6) × 10000 - $ 35000
= $ 40000 - $ 35000
= $ 5000
Therefore,
The net operating income will be $ 5000.
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You are baking cookies for a bake sale. It takes 30 minutes to mix the cookie dough and 10.5 minutes to bake a sheet of cookies. The total time can be modeled by t(x) = 10.5x+30, where x is the number of sheets of cookies baked. a. Graph the function and identify its domain and range. b. Find and interpret the value of x so that t(x) = 114.
use the drawing tools to form the correct answer on the probided graph. The rectangle shown is dilated by a scale factor of 1.5 with the origin as the center of dilation draw the resulting rectangle
If the rectangle shown is dilated by a scale factor of 1.5 with the origin as the center of dilation , then the resulting rectangle is shown below. See second attached image.
What is the explanation of this dilation?From the figure given below , we can see that the coordinates of the rectangle are (4,2) , (4,4) , (-2,2) , (-2,4) .
let us name the coordinates of the rectangle as A(4,2) , B(4,4) , C(-2,4) , D(-2,2) .
and to dilate the rectangle by a scale factor of 1.5 with center of dilation at the origin , we multiply coordinates of the original shape with the dilation factor
so the rule to describe the dilation will be
(x,y) → (1.5x,1.5y)
Using this rule to find the new coordinates of the rectangle A'B'C'D' .
When A = (4,2)
A' = (1.5*4,1.5*2)
A' = (6,3)
When B = (4,4)
B' = (15*4,1.5*4)
B' = (6,6)
When C = (-2,4)
C' = (1.5*(-2),1.5*4)
C' = (-3,6)
When D = (-2,2)
D' = (1.5*(-2),1.5*2)
D' = (-3,3)
So the coordinates of the rectangle A'B'C'D' is A' = (6,3) , B' = (6,6) , C' = (-3,6) , D' = (-3,3) .
the new resulting rectangle is drawn below
Hence, if the rectangle shown is dilated by a scale factor of 1.5 with the origin as the center of dilation , then the resulting rectangle is shown below .
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Full Question:
Although part of your question is missing, you might be referring to this full question:
Use the drawing tool(s) to form the correct answer on the provided graph.
The rectangle shown is dilated by a scale factor of 1.5 with the origin as the center of dilation.
Draw the resulting rectangle. See attached image.
Please help me with this homework
A professor states that in the United States the proportion of college students who own iPhones is. 66 she then splits the class into two groups group one with students whose last name begins with a through K in group 2 with students who last name begins with l through Z she then asked each group to count how many in the group on iPhones and to calculate the group proportion of iPhone owners shop for group one the proportion is P1 and for group to the proportion is P2 to calculate the proportion you take the number of iPhone owners and divided by the total number of students in Gretna Grill what would you expect P1 and P2 to bedo you expect either of these proportions to be vastly different from the population proportion of. 66
The values of p1 and p2 are not dependent on each other. So: the values of p1 and p2 cannot be less than 0; and these values cannot be greater than 1.
The expected values of p1 and p2 is between 0 and 1 (inclusive)
p1 and p2 can be vastly different from 0.66
p1 and p2 can be similar or different
The concept is probability
Given that:
proportion of group 1
proportion of group 2
The expected values of p1 and p2
Because p1 and p2 are proportions, the values of p1 and p2 cannot be less than 0; and these values cannot be greater than 1.
So, the expected values are:
Will p1 and p2 be different from p
As explained earlier, the expected values of p1 and p2 can take any value between 0 and 1.
The values of p1 and p2 are independent of .
So, p1 or p2 can be vastly different from
Similar or different values in p1 and p2
Recall that: the expected values are:
Both values are independent of each other.
So, it will not be surprising, if both values are similar or different.
The statistical concept
When terms like proportions and selections are used as used in this question, the statistical concept is probability.
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If the vertices of triangle ABC are A(1,2). B(5.1), and C(5,4), give the image of these points after a translation of the vector ,<-2,,-4>
The translation would be:
A(1,2) = > A(-1, -2)
B(5,1) = > B(3,-3)
C(5,4) = > (3, 0)
Number 3
the triangle R'S'T' is a translation of the vector <3,2>
Number 4
J(4,5) with the translation ( x + 6, y -3)
J(4 + 6, 5 - 3)
J(10, 2)
The answer would be J(10,2)
HELP!!
Ann works 3.5 hours per day 3 days per week. If Ann
earns $6.50 per hour, how much money will she earn
during a 7-week period?
F. $487.25
G. $477.75
H. $432.25
J. $144.00
K. $123.50
Answer:
G. 477.75
Step-by-step explanation:
Shelly sells a home for $127,000 and makes 7% commissions. How much commission does she make?
when an algebra teacher gives a test to her class to measure how much algebra her students have learned, she is giving an ___________
a. achievement test
b. aptitude test
c. intelligence test
d. interest inventory
assume the point (10,20) belongs to the graph of f of x what point belongs to the graph of y equals f (x )minus 5
assume the point (10,20) belongs to the graph of f of x what point belongs to the graph of y equals f (x )minus 5
In this problem we have a transformation with the dollowing rule
(x,y) ------> (x,y-5)
so
(10,20) --------> (10, 20-5)
(10,20) --------> (10, 15)
therefore
The answer is
(10, 15)
At a prize of Rs. 10 per unit the demand of a commodity is 200 units. Its prize elasticity of demand is (-)1×5. At what prize will the demand be 250 units?
Ans- Given:- 200 units at the rate of Rs. 10/units
250 units at the rate of ?
Ep=-1.5
So, quality demanded price
200 10
250 x
Ep = ∆Q/∆P × P/Q
= 50/10-x = 10/200 = 1.5
= 5 = -1.5×2(10-x)
= x = 11.66
So, at 11.66 per unit 250 units will be demanded.
250 units would be demanded when price is $11.67.
What is price elasticity of demand?Price elasticity of demand measures the responsiveness of quantity demanded to changes in price of the good.
Price elasticity of demand = percentage change in quantity demanded / percentage change in price
What is the price?Percentage change in the quantity demanded = (250 / 200) - 1 = 25%
Percentage change in price = 25% / 1.5 = 16.67
Price = (1 + 0.1667) x 10 = 11.67
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Suppose you have the opportunity to play a game with a "wheel of fortune" (similar to the one on TV). When you spin a large wheel, it is equally likely to stop in any position. Depending on where it stops, you win anywhere from $0 to $1000. The population is the set of all outcomes you could obtain from a single spin of the wheel--that is, all dollar values from $0 to $1000. Furthermore, because we assume that the wheel is equally likely to land in any position, all possible values from $0 to $1000 have the same chance of occurring. Therefore, we have a uniform distribution for our population on the interval from SO to $1000. of FOR What are the values of a and b for this uniform distribution? What are the mean and standard deviation for this uniform distribution?What is the probability of winning more than $600 on one spin of the wheel?
The mean of this distribution is (a+b)/2 = $500, and the standard deviation is (b-a)/sqrt(12) = $288.68. The probability of winning more than $600 on one spin of the wheel is the area under the uniform distribution curve from $600 to $1000, which is (1000-600)/(1000-0) = 0.4 or 40%.
In a uniform distribution, all possible outcomes have an equal probability of occurring, and the range of values is defined by the minimum value (a) and the maximum value (b). In this case, the range is from $0 to $1000, so a=0 and b=1000.
The mean of a uniform distribution is the average of the minimum and maximum values, which is (a+ b)/2 = $500. The standard deviation of a uniform distribution is calculated using the formula (b-a)/sqrt(12), which gives a value of $288.68 for this distribution.
To find the probability of winning more than $600, we need to calculate the area under the uniform distribution curve from $600 to $1000. Since the total area under the curve is 1, we can calculate the probability by dividing the width of the interval by the total width of the distribution, which is (1000-600)/(1000-0) = 0.4 or 40%.
Therefore, the probability of winning more than $600 on one spin of the wheel is 0.4.
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Jada's credit card has an 18% APR. During the last 30-day month, she had the following transactions on her credit card.
Her balance on the first day of the month was $324.16.
On the 11th day of the month, she made a purchase of $75.88 .
the 21 day of the month, she made a purchase of $106.09.
What is the finance charge on Jada's card for this month? Please help me it’s due by 2:25pm
The current month's finance charge on Jada's credit card is found as : 7.48.
Explain the term finance charge?The entire sum of money you spend to use a certain credit is known as a finance fee. As a result, we can define the finance fee as the sum paid over and above the borrowed amount. It takes into consideration all expenses associated with your credit as well as the interest that has accumulated on your account. Finance fee, then, is what you pay for borrowing money.The provided data:
APR ; 18% = 0.18Carried unpaid balance: $324.16 + $75.88 + $106.09 = $506.13.Number of Days in Billing Cycle = 30Calculation for the finance charge:
Daily interest rate = APR / 100 / 365
Daily interest rate = 0.18 / 365 = 0.00049315.
Daily finance charge = Carried unpaid balance × Daily interest rate
= $506.13 x 0.00049315
= 0.249
Finance charge = Daily finance charge × Number of Days in Billing Cycle
= 0.249 x 30
= 7.48
Thus, the current month's finance charge on Jada's credit card is found as : 7.48.
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the bearing of p from q is 270degree what is the bearing of q from p?
Answer: 302 degrees
Step-by-step explanation:
What is the slope of the line that passes through A (-10,4) and B (2,-5)
Please help I will award brainliest to the first correct answer
Answer:
\(m = - \frac{3}{4}\)
Step-by-step explanation:
Slope formula:
slope \((m) = \frac{y_2 - y_1}{x_2 - x_1}\)
Let:
\((x_1 , y_1) = (2 , -5)\\(x_2 , y_2) = (-10 , 4)\\\)
Plug in the corresponding numbers to the corresponding variables:
\(m = \frac{y_2 - y_1}{x_2 - x_1} = \frac{4 - (-5)}{-10 - (2)}\\\)
Simplify. Note that, when there are two negative signs directly next to each other, they become positive:
\(m = \frac{4 - (-5)}{-10 - 2} = \frac{4 + 5}{-12} = \frac{9}{-12} = - \frac{9}{12}\)
Simplify. Divide common factors (3) from both the numerator and denominator:
\(m = \frac{(-\frac{9}{12})}{\frac{3}{3}} = -\frac{3}{4}\)
\(m = - \frac{3}{4}\) is your answer.
~
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What is the product of d−9 and 2d2+11d−4 ?
The product of the terms \((d - 9)\) and \((2d^{2} + 11d -4)\) will be \((2d^{3} - 7d^{2} - 103d + 36)\).
We have to find the product of two terms.
First term = (d - 9)
Second term = \((2d^{2} + 11d -4)\)
To find the product of these two terms, we will be using the distributive property. According to the distributive property, when we multiply the sum of two or more addends by a number, it will give the same result as when we multiply each addend individually by the number and then add the products together.
We have to find : \((d - 9) (2d^2 + 11d -4)\)
Using the distributive property,
\(d * 2d^{2} + d * 11 + d * (-4) - 9 * 2d^2 - 9 * 11d - 9 * (-4)\)
After further multiplication, we get
\(2d^{3} + 11d^2 - 4d - 18d^{2} - 99d + 36\)
Now, combine all the like terms.
\(2d^{3} + 11d^{2} - 18d^{2} - 4d - 99d + 36\)
\(2d^{3} - 7d^{2} - 103d + 36\)
Therefore, the product of d-9 and 2d^2 + 11d -4 is \(2d^{3} - 7d^{2} - 103d + 36\)
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Use the counterexample method to prove the following categorical syllogisms invalid. In doing so, follow the suggestions given in the text.
All meticulously constructed timepieces are true works of art, for all Swiss watches are true works of art and all Swiss watches are meticulously constructed timepieces.
The categorical syllogism "All meticulously constructed timepieces are true works of art" is invalid. A counterexample can be found by considering a meticulously constructed timepiece that lacks aesthetic value.
To use the counterexample method to prove the categorical syllogism "All meticulously constructed timepieces are true works of art, for all Swiss watches are true works of art and all Swiss watches are meticulously constructed timepieces" invalid, we need to find a counterexample that shows the conclusion is false even if the premises are true. Let's consider a scenario in which there is a meticulously constructed timepiece that is not a true work of art. This would be a counterexample to the conclusion, since the conclusion asserts that all meticulously constructed timepieces are true works of art.
For example, suppose that there is a meticulously constructed timepiece that is made with the sole purpose of accurate timekeeping, and has no aesthetic value. This timepiece can be considered a counterexample to the conclusion, since it is meticulously constructed but not a true work of art.
Therefore, the categorical syllogism "All meticulously constructed timepieces are true works of art, for all Swiss watches are true works of art and all Swiss watches are meticulously constructed timepieces" is invalid, since there exist cases where the premises are true but the conclusion is false.
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The sum of two numbers is 49 and the difference is 25 . What are the numbers?
Answer:
x = 37 y = 12
Step-by-step explanation:
Let x be one number
Let y = other number
x+y = 49
x-y = 25
Add the equations together
x+y = 49
x-y = 25
---------------
2x = 74
Divide by 2
2x/2 = 74/2
x =37
x+y = 49
37+y = 49
Subtract 37 from each side
37+y-37 = 49-37
y = 12
Solve each equation for the indicated variable 22. 12(m+3x)=18(x-3m);m
Answer:
m
Step-by-step explanation:
Simply describe Bayes rule and give an example of how it may be
used.
Bayes' rule, also known as Bayes' theorem or Bayes' law, is a mathematical formula used in probability theory and statistics. It provides a way to update our belief or probability of an event occurring, given new evidence.
The formula for Bayes' rule is:
P(A|B) = (P(B|A) * P(A)) / P(B)
where P(A|B) is the probability of event A occurring given that event B has occurred, P(B|A) is the probability of event B occurring given that event A has occurred, P(A) is the prior probability of event A occurring, and P(B) is the prior probability of event B occurring.
An example of how Bayes' rule can be used is in medical diagnosis.
Let's say a patient has a positive test result for a certain disease.
The probability of having the disease (event A) can be calculated using Bayes' rule, taking into account the sensitivity and specificity of the test.
The sensitivity is the probability of a positive test result given that the patient has the disease, and the specificity is the probability of a negative test result given that the patient does not have the disease.
By applying Bayes' rule, we can update the probability of having the disease based on the test result and the sensitivity and specificity values.
In short, Bayes' rule is a useful tool for updating probabilities based on new evidence. It is commonly used in various fields, including medicine, finance, and machine learning.
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Pls help with this math problem!!!
Evaluating the expression we will get the simpified fraction -2/3, or -0.66 as a decimal.
How to evaluate the expression?First, remember that for the quotient between two fractions
(a/b)÷(c/d)
We can rewrite it as:
(a/b)*(d/c)
Now, our expression is:
(1/3)÷(-11/7) + (-15/33)
Now, using the rule above, we can rewrite this as:
(1/3)*(-7/11) + (-15/33)
(-7/33) + (-15/33) = (-7 - 15)/33 = -22/33
Now we can simplify it, divide both numbers by 11.
-22/11 = -2
33/11 = 3
Then:
-22/33 = -2/3 = -0.66
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Natasha and Jorge were asked to find the quotient to the decimal division problem 18.8÷1.6. Natasha says her answer is 11.75. Jorge says his answer is 1.175.
a. Who is correct? Natasha or Jorge?
b. Explain how you know who is correct. Include in your explanation at least one possible error the student who was incorrect made. Giving 90 points away
a. Natasha says her answer is 11.75. Therefore, she is correct.
b. The possible error that was made was that Jorge shifted the decimal backward.
How to illustrate the information?A quotient is a quantity created by the division of two numbers in mathematics. The quotient is widely used in mathematics and is also known as the integer component of a division, a fraction, or a ratio. A decimal is a number with a whole and a fractional part. Decimal numbers are between integers and represent a numerical value for a whole plus some fraction of a whole.
From the information, it should be noted that Natasha and Jorge were asked to find the quotient to the decimal division problem 18.8÷1.6.
a. It should be noted that the division of the decimals will be:
= 18.8 ÷ 1.6
= 11.75
This can easily be done with a calculator.
b. One can easily know who is correct through the use of a calculator or mentally. The fact that Jorge got 1.175 is incorrect.
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Help pls! Correct answer gets brainliest
Answer:
2.6
the scale interval is 0.1.
point A is -1.3 whereas point B is +1.3
their distance should be 1.3+1.3 =2.6
Answer:
2.6 units
Step-by-step explanation:
since you can count and see that there are 9 minimarks in between each whole number, you know that each minimark is equal to .1, then count how many minimarks it take you to get the the first whole number go towards zero, so starting at -1.3, you would count 3 minimarks. so now you are at -1, and you can add 2 to get to +1, so now your total distance traveled is 2.3, then count how many minimarks it takes you to get to the point, which is also three, so when you add it all together, you have 2.6
the other way to solve this is to add the absolute value of each point together, granted this only works when you have one positive point and one negative point. the equation for this would be |-1.3|+|1.3|=2.6. this works because the absolute value measure the distance from zero, so you can addd them together to get the total distance
if you have any questions, leave them in the comments and i will try to answer them, if this helped, pls give brainliest
What is the connection between the decimal place value, and the fractions used in expanded form?
The decimal place value and the fractions used in expanded form are closely connected, as they both represent parts of a whole.
Expanded formThe connection between the decimal place value and the fractions used in expanded form is that each decimal place value represents a fraction with a certain denominator.
For example, the tenths place in a decimal represents the fraction 1/10, the hundredths place represents the fraction 1/100, and so on. In expanded form, a decimal can be written as a sum of fractions with these denominators.
For example, the decimal 0.34 can be written in expanded form as (3/10) + (4/100). Each fraction in the expanded form corresponds to a digit in the decimal and its place value.
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