martin is considering the expressions 1/2(7x+48) and -(1/2x-3). he wants to know if one expression is greater than the other for all values of x. which statement about the relationship between the expressions is true
Part B how did u found your answer to part A

The area of a smaller piece of sod is,

⇒ 324 inches²

We have to given that;

There are two different sizes of sod.

And, The large pieces of sod have an area of 576 square inches. The smaller pieces of sod have an area that is 36 square inches greater than half the area of the large pieces.

Since, The large pieces of sod have an area of 576 square inches.

Hence, We get;

The area of a smaller piece of sod is,

⇒ 36 + 1/2 of 576

⇒ 36 + 288

⇒ 324 inches²

Thus, The area of a smaller piece of sod is,

⇒ 324 inches²

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Similar figures are the same shape but not the same size. you can find out the scale by using parallel lines.

Answer:

*You could just look it up.

Here's what I found on google:

Two figures are said to be similar if they are the same shape. In more mathematical language, two figures are similar if their corresponding angles are congruent, and the ratios of the lengths of their corresponding sides are equal. This common ratio is called the scale factor.

So basically, similar figures are 2 figures that are the same shape.

They don't have to be the same size.

the explanation and the answer in the photo

Answer: yes, because they are related to two quantities.

Step-by-step explanation:

First find the center, then graph all the points that are at a distance of R units from that center.

A circle of radius R is the set of all points that are at a distance R from a given point (the center of the circle).

So to graph it, we need to know these two things, radius and center.

Once we do, first we graph the center on the coordinate plane.

Once we find the center, we can find all the poiints that are at a distance of R units from our center, so we need to graph these. Once we do, we will have the graph of our circle on the coordinate plane.

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Answer:

b = 6

Step-by-step explanation:

a² + b² = c²

8² + b² = 10²

8² + b² - 8² = 10² - 8²

b² = 100 - 64 = 36 = 6²

b = 6

Based on the evidence provided, it is not possible to determine with certainty whether increasing Ads by $1 would result in a $8.90 increase in total sales.

However, intuitively, it is unlikely that the increase in total sales would precisely match the increase in Ads. The given information does not provide a direct relationship between the increase in Ads and the corresponding change in total sales. Without more specific data or interest, it is difficult to determine the exact impact of increasing Ads by $1 on total sales.

Intuitively, it is unlikely that the increase in total sales would be exactly $8.90 for every $1 increase in Ads. Sales are influenced by various factors such as market demand, customer preferences, competition, and overall marketing strategy. The relationship between Ads and total sales is typically complex and can be influenced by multiple variables.

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Answer:

I think 22 is 18 years old

Answer:   (#22)  11 years old

Step-by-step explanation:

The total ages of three students is 34. If the youngest student is 9 years younger than the oldest student, and the middle student is 4 years older than the youngest student, how old is the middle student?

Ok let's call the students' ages a, b, and c. (a is the youngest, b is the middle, c is the oldest.) The problem tells us that

a + b + c = 34,

a = c - 9, and

b = a + 4.

We want to transform the first equation into just b's, because then we can solve for b and get the middle student's age. We're going to do this using substitution. So from the third equation, rearranging it yields a = b - 4, so now we substitute that for a in the first equation:

(b - 4) + b + c = 34.

Now we need to turn the c into something with b's. Well the second equation tells us a = c - 9, so c = a + 9. What now? Well maybe we could substitute b-4 for a in this equation to get

c = (b - 4) + 9

which means c = b + 5. So now we can substitute that to get

(b - 4) + b + (b + 5) = 34

3b + 1 = 34

3b = 33

b = 11,

So the middle student's age is 11.

Answer:

12 5/8 ft

Step-by-step explanation:

13 - 1 = 12

7/8 - 1/4 = 5/8

=12 5/8

Using trigonometric function the value of x is 51.3°.

What is trigonometric function?

The functions of an angle in a triangle are known as trigonometric functions, commonly referred to as circular functions. In other words, these trig functions provide the relationship between a triangle's angles and sides. There are five fundamental trigonometric functions: sine, cosine, tangent, cotangent, secant, and cosecant.

Here Let us take the given right triangle as ABC.

∠A = x , ∠B = 90° and AB = 25 , AC= 40

Now using Cosine ratio then

Cos  A = \(\frac{adjacent}{hypotenuse}\)

=> cos x = \(\frac{25}{40}\)

=> cos x = \(\frac{5}{8}\)

=> x = \(cos^{-1}\frac{5}{8}\)

=> x = 51.3°

Hence the value of x is 51.3°.

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The derivative of \(4x^19 * 4/9x is (304/9)x^17 + (16/9)x^18\).

I assume you meant to write the derivative.

\(d/dx (4x^19) * d/dx (4/9x)\)

To compute this derivative, we can apply the product rule:

\(d/dx (4x^19 * 4/9x) = d/dx (4x^19) * (4/9x) + (4x^19) * d/dx (4/9x)\)

To differentiate \(4x^19\), we can use the power rule:

\(d/dx (4x^19) = 76x^18\)

To differentiate 4/9x, we can use the chain rule and the fact that the derivative of ln(x) is 1/x:

\(d/dx (4/9x) = (4/9) * d/dx (ln(x)) = (4/9) * (1/x) = 4/(9x)\)

Putting it all together, we get:

\(d/dx (4x^19 * 4/9x) = 76x^18 * (4/9x) + (4x^19) * (4/(9x))= (304/9)x^17 + (16/9)x^18\)

Therefore, the derivative of \(4x^19 * 4/9x is (304/9)x^17 + (16/9)x^18\).

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An equation of the parabola with the given focus and directrix is (x - 4)² = -16(y - 1).

Given that, focus of a parabola at (-4,3) and a directrix at y = 5.

A parabola refers to an equation of a curve, such that a point on the curve is equidistant from a fixed point, and a fixed line.

The general equation of a parabola is: y = a(x-h)² + k or x = a(y-k)² +h, where (h, k) denotes the vertex. The standard equation of a regular parabola is y² = 4ax.

The standard form of the equation of the parabola is (x - h)² = 4p(y - k), where

The vertex of the parabola is (h, k)

The focus is (h, k + p)

The directrix is at y = k - p  

Here, the focus of the parabola is (4, -3)

The focus is (h, k + p)

So, h = 4

Then, k + p = -3 --------(1)

It has a directrix of y = 5

The directrix of the parabola is y = k - p

∴ k - p = 5 --------(2)

Add equations (1) and (2) to find k and p, that is

(k + k) + (p - p) = (-3 + 5)

⇒ 2k + 0 = 2

⇒ 2k = 2

Divide both sides by 2

k = 1

Substitute the value of k in equation (1), we get

1 + p = -3

Subtract 1 from both sides, we get

1 - 1 + p = -3 - 1

⇒ p = -4

Substitute the values of h=4, k=1 and p=-4 in (x - h)² = 4p(y - k), that is

(x - 4)² = 4(-4)(y - 1)

⇒ (x - 4)² = -16(y - 1)

Therefore, an equation of the parabola with the given focus and directrix is (x - 4)² = -16(y - 1).

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Using the properties of similar triangles and ratio and proportion we get the vale of x as 2.8 units.

In the given figure the triangle ΔKFG and ΔFJH

KG is parallel to JH

Hence ΔKFG is similar to ΔFJH

Now using the property of similarity and proportion we can say that:

FG/FH = KF/JF

putting the values in the above proportion we get:

7 /(7+x) = 5/ 7

or, 49 = 35 +5 x

or, 14 = 5x

or, x =14/5

or, x = 2.8

The majority of ratio and percentage explanations involve using fractions.

A proportion states that two variables are equal, whereas a ratio is a fraction that is written as a:b. The two ratios given are equal to one another, as demonstrated by the proportional equation.

Hence the value of x is 2.8 units.

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Answer:

the answer for just eliminate the variables and to the solving tho get the answer as they get the answer to the number above

To ensure internal validity, it is important to have a random and representative sample that accurately reflects the population of interest.

The types of questions you are asking indicate that you are concerned about the threat to internal validity known as selection bias.

Selection bias refers to the systematic differences between the characteristics of the selected participants and the characteristics of the population from which they are drawn. It occurs when the process of selecting participants introduces a non-random element that may impact the results of the study.

In this case, you are specifically interested in how participants were selected and whether certain subgroups, such as those living on or off-campus, sorority or fraternity members, non-traditional age students, and men and women, were included in the survey. These questions suggest that you are concerned about whether the selection process introduced any biases that could affect the internal validity of the survey results.

For example, if participants were only selected from a specific residence hall or from Greek organizations, it could introduce bias because those groups may have different drinking behaviors compared to the broader student population. Similarly, if non-traditional age students or men and women were underrepresented or overrepresented in the sample, it could affect the generalizability of the findings.

To ensure internal validity, it is important to have a random and representative sample that accurately reflects the population of interest. This helps minimize the potential for selection bias and increases the generalizability of the survey results to the larger college campus population.

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There are 43,200 number of ways to arrange the letters in UNIVERSALLY so that no two vowels occur consecutively and the consonants appear in alphabetical order.

To find the number of ways to arrange the letters in UNIVERSALLY so that no two vowels occur consecutively and the consonants appear in alphabetical order, follow these steps:

1. Identify the vowels and consonants: Vowels are U, I, E, A, and Y; consonants are N, R, S, S, L, and L.

2. Arrange the consonants in alphabetical order: L, L, N, R, S, S.

3. Count the number of positions available for placing the vowels: There are 7 positions available for the vowels (between the consonants and at the beginning and the end of the word), which are _ L _ L _ N _ R _ S _ S _.

4. Count the permutations of the vowels: There are 5 vowels with the letters U, I, E, A, and Y occurring once. So there are 5! = 120 permutations.

5. Consider the consonants with repeating letters: Since there are two Ls and two Ss, we must divide the total permutations by the product of the repetitions (2! for L and 2! for S). Therefore, there are 6!/(2!*2!) = 360 arrangements for consonants.

6. Combine the permutations of vowels and consonants: To find the total number of ways to arrange the letters, multiply the permutations of vowels (120) by the arrangements for consonants (360).

120 * 360 = 43,200

So, there are 43,200 ways to arrange the letters in UNIVERSALLY so that no two vowels occur consecutively and the consonants appear in alphabetical order.

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The system of equations that represents this situation are:0.2h + 0.1s = 5s = 3h.

Given that, each hat uses 0.20, points, and 2 kilograms of yarn and each scarf uses 0.10, points, and 1 kilogram of yarn Kaelyn wants to make 3 times as many scarves as hats and use 5 kilograms of yarn.

Let h be the number of hats Kaelyn makes and s be the number of scarves she makes.

The system of equations that represents this situation is:

0.2h + 0.1s = 5 (since she wants to use 5 kilograms of yarn)

Also, since she wants to make 3 times as many scarves as hats, we have:

s = 3h (since the number of scarves is 3 times the number of hats)

Therefore, the system of equations that represents this situation are:0.2h + 0.1s = 5s = 3h.

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We are given an economy with two goods and Leontief consumers who have utility functions that depend on the minimum of the two goods. The initial endowments of the consumers are positive, and we are assuming that the aggregate endowment of the economy has more of the first good than the second. If a price system p=(p1,p2) is an equilibrium with market clearing, we need to show that p1=0 and p2>0.

We start by considering the demand function for a Leontief consumer, which is given by xi1(p) = xi2(p) = (p1 + p2)mi/pi, where mi represents the initial endowment of consumer i and pi represents the price of good i.

Since the aggregate endowment ω=(ω1,ω2) of the economy satisfies ω1 > ω2, we know that the total supply of the first good is greater than the total supply of the second good.

Now, if p1 > 0, then for any positive value of p2, the demand for the second good xi2(p) will be positive for all consumers. This implies that the total demand for the second good will be greater than the total supply, leading to a market imbalance.

To achieve market clearing, where total demand equals total supply, we must have p1 = 0. This is because if p1 = 0, the demand for the first good xi1(p) will be zero for all consumers, and the total supply of the first good will match the total supply. Additionally, p2 must be positive to ensure positive demand for the second good.

Therefore, we have shown that in an equilibrium price system with market clearing, p1 = 0 and p2 > 0, given the initial endowment condition ω1 > ω2.

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The indefinite integral of\(\int\limits^a_b {(x+5)}\sqrt{2-2} \, dx\)  is \((2/5)(2-x)^{5/2} - (14/3)(2-x)^{3/2} +C\) 

To find the indefinite integral of ∫(x + 5)√(2 – x) dx by making a change of variables, follow these steps:

1. Choose a substitution for one of the variables. Let's substitute u for (2-x):
  u = 2 - x

2. Differentiate both sides of the equation with respect to x to find du/dx:
  du/dx = -1

3. Rearrange the equation to isolate dx:
  dx = -du

4. Substitute the expressions for u and dx back into the integral:
  ∫(x + 5)√(2 – x) dx = ∫(2 - u + 5)√u (-du)
 

Simplify the expression:
  ∫(7 - u)√u (-du)

5. Now, evaluate the integral:
  -∫(7 - u)√u du

6. Distribute the -1 into the integrand and split the integral into two separate integrals:
  ∫(u√u - 7√u) du

7. Rewrite the integrals using exponents instead of radicals:
  ∫(u^(3/2) - 7u^(1/2)) du

8. Integrate each term separately:
  (2/5)u^(5/2) - (14/3)u^(3/2) + C

9. Substitute back the original variable, x, for u:
  (2/5)(2-x)^(5/2) - (14/3)(2-x)^(3/2) + C

Therefore, the indefinite integral of ∫(x + 5)√(2 – x) dx is  (2/5)(2-x)^(5/2) - (14/3)(2-x)^(3/2) + C.

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The function does not satisfy both properties, we conclude that the function \(t(a) = a^(-1)\) is not a linear transformation.

To determine whether the function\(t(a) = a^(-1)\) involving the n × n matrix a is a linear transformation, we need to check two properties: preservation of addition and preservation of scalar multiplication.

1. Preservation of Addition:

Let A and B be two n × n matrices. We need to check if t(A + B) = t(A) + t(B).

\(t(A + B) = (A + B)^(-1)\)

\(t(A) + t(B) = A^(-1) + B^(-1)\)

For this function to be a linear transformation, t(A + B) must be equal to t(A) + t(B). However, in general,\((A + B)^(-1)\) is not equal to A^(-1) + B^(-1), so the preservation of addition property does not hold.

2. Preservation of Scalar Multiplication:

Let A be an n × n matrix and k be a scalar. We need to check if t(kA) = kt(A).

\(t(kA) = (kA)^(-1) = k^(-1)A^(-1)\)

kt(A) = \(t(kA) = (kA)^(-1) = k^(-1)A^(-1)\)

For this function to be a linear transformation, t(kA) must be equal to kt(A). However, in general, \(k^(-1)A^(-1)\) is not equal to\(kA^(-1),\) so the preservation of scalar multiplication property does not hold.

Since the function does not satisfy both properties, we conclude that the function\(t(a) = a^(-1)\)is not a linear transformation.

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Determine whether the function involving the n × n matrix a is a linear transformation. t: mn,n → mn,n, t(a) = a−1

Answer:

C is the anser on edege

Step-by-step explanation:

Answer:

2 3 5 on edge

Step-by-step explanation:

Answer:

In order to calculate perimeter, you need to add together the lengths of all four sides of the square. You are given the length of one side. Remember, all sides of a square are equal, so really you already have the measures of each side. Then, you add them together, so 6 + 6 + 6 + 6 = 24 inches.

Step-by-step explanation:

when developing the formula for s(M1-M2), we consider the amount of error for each sample mean, the estimated standard error of M as a statistic, and use an average estimate when dealing with different sample sizes. This helps us determine the total amount of error when using two sample means to approximate two population means.

The independent-measures t statistic is used to determine the total amount of error when using two sample means to approximate two population means. To develop the formula for s(M1-M2), we consider the following points:

1. Each of the two sample means represents its own population mean, but there is some error involved in each case. This error is referred to as the "amount of error."

2. The "amount of error" associated with each sample mean is measured by the estimated standard error of M (sM). This statistic helps us understand how much the sample means may deviate from their respective population means.

3. To find the total amount of error involved in using two sample means to approximate two population means, we consider the size of each sample. If the samples are the same size, we can find the error from each sample separately and add the two errors together.

4. When the samples are of different sizes, a "pooled" or "average estimate" is used to account for the different sample sizes. This approach allows the larger sample to carry more weight in determining the final value of the t statistic.

In summary, when developing the formula for s(M1-M2), we consider the amount of error for each sample mean, the estimated standard error of M as a statistic, and use an average estimate when dealing with different sample sizes. This helps us determine the total amount of error when using two sample means to approximate two population means.

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Answer:

D . X is the answer

AC denotes the length of the hypotenuse and AB and BC denote the lengths of the other two sides,

\( \cos( < a) = \frac{ab}{ac} = \sin( < c) = x\)

Answer:

500=D 100=M

Step-by-step explanation:

I hope that helps :D

The domain of a function y = f(x) is the set of all possible values of x for which the function is defined. To find the domain of a function, one needs to consider the restrictions on the independent variable x. Some common restrictions are division by zero, taking the square root of a negative number, or taking the logarithm of a non-positive number.

For example, if f(x) = 1/x, the domain of the function excludes x=0 since division by zero is undefined. In contrast, if f(x) = √(x+2), then the domain of the function is all real numbers greater than or equal to -2. Since the expression under the square root must be non-negative.

To summarize, to find the domain of a function, one needs to identify any restrictions on the independent variable x, and express the domain as a set of values that satisfy those restrictions.

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Answer:

5:1

Step-by-step explanation:

Answer:

2 radians

Step-by-step explanation:

the arc length is calculated as

arc = circumference of circle × fraction of circle

let x be the central angle , then

arc = 2πr × \(\frac{x}{2\pi }\) ( cancel 2π on numerator and denominator )

    = 2r × x

given arc length = 40 , then

2 × 10 × x = 40

20x = 40 ( divide both sides by 20 )

x = 2

the central angle has a measure of 2 radians