Question 10: The graph below shows a company's profits f(x), in dollars, depending on the price of 8.01 & 8.04
pens x, in dollars, sold by the company.
Part A (2pts): Highlight your answer below
150
90
00
30
f(x)
What does the maximum value represent?
A The point where no profit is made
B.
C.
D.
The point where the most profit is made
The point where the most pens are made
The point where no pens are made.
Part B (2 pts) Highlight/circle your answer What do the x-intercepts represent?
A.
The price per pen where the most profit is made
B.
The price per pen where no profit is made.
C.
D.
The point where the most pens are made.
The point where no pens are made.
Part C (3 pts): What is an approximate average rate of change of the graph from
x=3 to x = 6? Show your work.
Part D (3 pts) Drag & Drop into the blanks to describe the constraints of the
domain.
The domain of this graph given the situation is
because
beyond those points.
+
Z

Answer:

The reciprocal is simply the opposite, so flip it. For te first one, since its a negative, flip it to make it positive, and flip 1/5 to 5/1. I hope this helps

Step-by-step explanation:

Let's start by drawing a diagram:

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       B

      / \

     /   \

 m /     \ n

   /       \

  /_ _ _ _ _\

 A     c     C

We know that the median m is half the length of ac, so we can label ac as 2m.

We also know that the median m makes an angle of 32 degrees with side ac. Since the median m also bisects bc, we know that angles Cbm and Abm are congruent, so each must measure (180 - 32)/2 = 74 degrees.

Now we can use the fact that the angles of a triangle add up to 180 degrees to solve for angle bac:

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angle BAC = 180 - angle ABC - angle ACB

We can find angle ABC as follows:

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angle ABC = angle ABm + angle Cbm

Since Abm is a right angle and Cbm is 74 degrees, we have:

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angle ABC = 90 + 74 = 164

Similarly, we can find angle ACB as follows:

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angle ACB = angle ACm + angle CBm

Since ACm is a right angle and CBm is 74 degrees, we have:

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angle ACB = 90 + 74 = 164

Now we can plug in these values to find angle BAC:

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angle BAC = 180 - angle ABC - angle ACB

         = 180 - 164 - 164

         = 180 - 328

         = -148

This answer doesn't make sense since angles are measured between 0 and 180 degrees. So we made a mistake somewhere. Let's check our work.

We found that ABC is 164 degrees, which means that angle BCA must be (180 - 164)/2 = 8 degrees. But this is a problem since angle BCA should be greater than angle ACB, which we found to be 164 degrees. So we made a mistake when we assumed that angles Cbm and Abm are congruent.

Let's try again:

css

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       B

      / \

     /   \

 m /     \ n

   /       \

  /_ _ _ _ _\

 A     c     C

Since the median m bisects bc, we know that angles Cbm and Abn are congruent, so each must measure (180 - 32)/2 = 74 degrees.

Now we can find angle BAC as follows:

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angle BAC = angle BAm + angle CAM

Since BAm and CAM are congruent, we have:

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angle BAC = 2 * angle BAm

We know that angle BAm is equal to 90 - 32/2 = 74 degrees, so:

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angle BAC = 2 * 74

         = 148

Therefore, the measure of angle bac is 148 degrees.

Answer:

31

Step-by-step explanation:

Let x and (x + 1) be the page numbers Josiah can see

Hint 1: x(x + 1) = 930

⇒ x² + x = 930

⇒ x² + x - 930 = 0

Using quadratic formula,

\(x = \frac{-b\pm\sqrt{b^2 -4ac} }{2a}\)

a = 1, b = 1 and c = -930

\(x = \frac{-1\pm\sqrt{1^2 -4(1)(-930)} }{2(1)}\\\\= \frac{-1\pm\sqrt{1 +3720} }{2}\\\\= \frac{-1\pm\sqrt{3721} }{2}\\\\= \frac{-1\pm61 }{2}\\\)

\(x = \frac{-1-61 }{2}\;\;\;\;or\;\;\;\;x= \frac{-1+61 }{2}\\\\\implies x = \frac{-62 }{2}\;\;\;\;or\;\;\;\;x= \frac{60 }{2}\\\\\implies x = -31\;\;\;\;or\;\;\;\;x= 30\)

Sice x is a page number, it cannot be negative

⇒ x = 30 and

x + 1 = 31

The two pages Josiah can see are pg.30 and pg.31

Hint 2: The page he is reading is an odd number

Out of the pages 30 and 31, 31 is an odd number

Thereofre, Josiah is reading page 31

Answer:

$12,845.80

Step-by-step explanation:

take the first number and go +7%. repeat four times

hope this helps :-)

Answer:

4:00 pm for me because its right after school

Step-by-step explanation:

The principle of "Caring about the development of students' mathematical proficiency" is a vital component of the teaching process.

As a teacher, you must be concerned about your student's growth in mathematics to support their success in the subject. The main points of this principle are as follows:

1. Supporting Students: The teacher must strive to provide effective support for each student's learning, based on their needs.

2. Encouraging Students: The teacher should encourage students to improve their proficiency in mathematics and support their learning by providing suitable opportunities for them.

3. Problem-Solving Skills: Teachers must help students develop problem-solving skills to tackle challenging mathematical problems.

4. Feedback and Assessment: The teacher must provide timely feedback and assessment to support the student's growth in mathematics. This feedback should be constructive and should aid in the student's development of mathematical proficiency.

5. Encouraging Student Reflection: The teacher should encourage students to reflect on their learning experiences to recognize areas where they need more support. The development of a student's mathematical proficiency should be the focus of a teacher's teaching, learning, and assessment practices.

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Answer:

x=3mod4

Means that when x is divided by 4 it gives an unknown integer and a remainder of 3.

x/4 = Z + 3/4

Z= (x-3)/4

Where Z is the integer

x=5 mod6

x/6 = Y + 5/6

Y = (x-5)/6

Where Y is the integer

Z-Y must be an integer on equal to zero

(x-3)/4 - (x-5)/6

3(x-3)/12 - 2(x-5)/12

(3x-9-2x+10)/12

(x+1)/12

If it is equal to 0

x=-1. But x should be positive

If it is equal to 1

x=11

Hence the smallest possible number is 11

The value of the ratio of tan(90°-R) using the sketch is PR/PQ

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

The right triangles (see attachment)

From the right triangle, we have the following readings

Opposite of 90 - R = PR

Adjacent of 90 - R = PQ

The ratio of tan(90°-R) is then calculated as

tan(90°-R) = Opposite/Adjacent

So, we have

tan(90°-R) = PR/PQ

Hence, the ratio of tan(90°-R) using the sketch is PR/PQ

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Answer:

2) B). Minimize 7S + 9C

3) D) . 3S + 4C ≤ 500

4) B). S + C ≥ 150

5) C) $1150

Step-by-step explanation:

The company makes two types of balls, the balls and their costs are written below:

Soccer ball, S = $7

Cork ball, C = $9

Production time of each ball:

Soccer ball = 3 hours

Cork balls = 4 hours

2) To find the objective function.

Since the cost of each soccer ball is $7 and S balls are produced, the total cost of soccer balls is 7S.

Similarly, the cost of each cork ball is $9 and C balls are produced, total cost is 9C.

The objective function maximize profits and minimizes losses. Here, the objective for this linear programming model is to fulfil the given production requirements at a minimum cost.

Therefore the objective function here is: Minimize 7S+9C

3)The constraint equation for the production hours.

To produce one soccer ball, 3 hours are needed, i.e 3S, to produce one Cork ball 4 hours are needed, i.e 4C.

Since we are given a maximum productin time of 500 hours, the constraint equation for the production hours would be:

3S + 4C ≤ 500

4) Since we are told the combined production quantity for these two balls must be at least 150 units, the constraint equation for the combined production quantity is:

S + C ≥ 150

5)Since each soccer ball costs $7, 100 soccer balls would cost:

7*100 = $700

Similarly, since each Cork ball costs $9, 50 cork balls would cost:

9*50 = $450

Therefore the total cost of production would be:

$700 + $450 = $1,150

Note: Question number 1 isn't a question, it's an expression.

Using the lowest common factor of the shuttles' run times, they will depart again for the campus simultaneously at 10.25 A.M.

We can use the lowest common factor (LCM) of their run time to determine when they depart again for the campus.

The lowest common factor of 30 and 20 is 60 because both 30 and 20 can divide 60 evenly without a remainder, showing that it takes 60 minutes for the two shuttles to depart for the campus at the same time.

We can conclude that every 60 minutes or hour, the two shuttles simultaneously depart for the campus.  Every hour, the shuttle departing from Ball Hall completes 2 runs, while the shuttle departing from Lot A completes 3 runs.

Thus, using the lowest common factor, the next time both shuttles will depart for the campus at the same time is 10:25 A.M.

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The values of a and b using the factor theorem for the polynomial f(x), we set f(1) and f(-1) equal to zero. Solving the resulting system of equations, we find that a = 12 and b = -1.

To find the values of a and b using the factor theorem, we need to use the given factors (x - 1) and (x + 1) and the fact that they are roots of the polynomial f(x).
The factor theorem states that if (x - c) is a factor of a polynomial, then f(c) = 0. Therefore, we can set x = 1 and x = -1 in the polynomial f(x) to get two equations.
First, let's substitute x = 1 into f(x):
f(1) = (1)^3 + a(1)^2 + b(1) - 12
f(1) = 1 + a + b - 12
Next, let's substitute x = -1 into f(x):
f(-1) = (-1)^3 + a(-1)^2 + b(-1) - 12
f(-1) = -1 + a - b - 12
Since (x - 1) and (x + 1) are factors, f(1) and f(-1) must equal zero. Therefore, we can set the two equations equal to zero and solve for a and b:
1 + a + b - 12 = 0
-1 + a - b - 12 = 0
Rearraning the equations, we have:
a + b = 11
a - b = 13
Now, we can solve this system of equations. Adding the two equations, we get:
2a = 24
a = 12
Substituting the value of a into one of the equations, we find:
12 - b = 13
b = -1
Therefore, the values of a and b are 12 and -1 respectively.

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Answer:

2³-3/4²

Step-by-step explanation:

Activity: "Percentage Analysis in Real-Life Situations"

Objective: The objective of this activity is to help learners recognize the practical application of percentages in various social situations. It aims to develop their critical awareness of how percentages are used in real-life contexts and their significance in social, environmental, cultural, and economic relations.

Procedure:

1. Provide learners with a set of real-life scenarios, such as a discount sale, population growth, or budget allocations.

2. Ask them to identify the relevant information and calculate percentages based on the given data.

3. In small groups, learners discuss and analyze the implications of these percentages in the given social situations.

4. Encourage learners to think critically about how percentages impact decision-making, resource allocation, and understanding social phenomena.

5. Have groups present their findings and engage in a class discussion about the significance of percentages in these scenarios.

Teaching and Learning Approach:

This activity promotes an active learning approach by engaging learners in real-life problem-solving. It helps them recognize the practical relevance of percentages and fosters critical thinking skills.

By connecting mathematical concepts to social situations, learners develop a deeper understanding of how percentages are utilized in various aspects of their lives.

The teacher's role is to facilitate discussions, provide guidance, and encourage learners to articulate their understanding of the connections between mathematics and real-world contexts.

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Using it's formula, it is found that the argument of the complex number z = 4+ 3i is of 37º.

The standard format of a complex number is:

\(z = a + bi\)

In which:

The argument is given by:

\(\theta = \tan^{-1}\left(\frac{b}{a}\right)\)

In this problem, the number is:

\(z = 4 + 3i\)

Hence, \(a = 4, b = 3\), and:

\(\theta = \tan^{-1}\left(\frac{3}{4}\right) = 37\)

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I think it's 3 1/6 kilograms

Step-by-step explanation:

3 5/6 + 1 4/5 since it increased

find the LCD (Least Common Denominator)

that would be 30

3 25/30 + 1 24/30

=4 49/30

= 5 19/30

Then we do subtraction since it lost some weight

5 19/30 - 2 7/15

find LCD again

5 19/30 - 2 14/30

=3 5/30

simplify

3 1/6 kilograms. That's what I think.

Answer:

Put B on the one side, then the numbers go on the other side

The distance between Spearfish and Madison is 390 miles.

Equation modelling is the process of writing a mathematical verbal expression in the form of a mathematical expression for correct analysis, observations and results of the given problem.

Given is a mileage chart.

Assume that the distance between Spearfish and Madison is [x] miles.

Then the point of intersection of Spearfish row and Madison column would give the distance between both of them as 390 miles. So, we can write -

x = 390 miles

Therefore, the distance between Spearfish and Madison is 390 miles.

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Answer:

6(4X-1) = 24X -6 , (2 . 12X ) - (2 . 3) .

24X+6 = (6 . 4X) + (6 . 1) , 6( 4X + 1 ) .

(4 . 6X) - (4 . 2) = 24X + 8 , 4(6X + 2) .

Step-by-step explanation:

Hope it was helpful dear , good luck ^^

The y value of the functions when x is less than -1 is y = 2. The y values of the function when x is bigger than 2 is y = -1; also the filled circle is the one at y = 2. Then the rule for the function is:

Option A:

Domain of f(x):

The domain are all the values of x for which f(x) is defined. Since there is a leap from x = -1 to x = 2, the domain is:

Interval notation:

Range of f(x):

The range are all the values of y that the function gets. We have two values, -1 and 2

Answer:

Step-by-step explanation:

36x^3 - 81x

9x(4x^2 - 9)

9x(2x - 3)(2x + 3)

She is right

The total number of students in Ms. Morales's class is either 20 or 30, depending on the value of x.

Let the ratio of boys to girls in Ms. Morales's class be 3x:7x, where 3x represents the number of boys and 7x represents the number of girls.

The total number of students in the class is equal to the sum of the number of boys and the number of girls, which is 3x + 7x = 10x.

We don't know the value of x, but we do know that the class size is between 22 and 34 students.

Therefore, we can set up an inequality based on the total number of students:

22 ≤ 10x ≤ 34

Dividing all parts of the inequality by 10, we get:

2.2 ≤ x ≤ 3.4

Since x represents a whole number of students, the possible values for x are 3 (if there are 30 students in the class) or 2 (if there are 20 students in the class).

If x = 3, then the total number of students is:

10x = 10(3) = 30

If x = 2, then the total number of students is:

10x = 10(2) = 20

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Answer:

416

Step-by-step explanation:

plz mark brainliest!

Answer:

385

Step-by-step explanation:

use l x w

14x19

16x3

7x10

385

Answer:

Step-by-step explanation:

Equation

R = x(A + B)                          Divide by x

R/x = x(A + B)/x                     Combine

R/x = A + B                            Subtract B from Both sides.

R/x - B = A +B- B                   Combine

Answer: R/x - B = A                          

Answer:

1st im not sure

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.

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.pls rate 5 stars

Answer:

(a) ⅛ tan⁻¹(¼)

(b) sec x − ln│csc x + cot x│+ C

Step-by-step explanation:

(a) ∫₀¹ x / (16 + x⁴) dx

∫₀¹ (x/16) / (1 + (x⁴/16)) dx

⅛ ∫₀¹ (x/2) / (1 + (x²/4)²) dx

If tan u = x²/4, then sec²u du = x/2 dx

⅛ ∫ sec²u / (1 + tan²u) du

⅛ ∫ du

⅛ u + C

⅛ tan⁻¹(x²/4) + C

Evaluate from x=0 to x=1.

⅛ tan⁻¹(1²/4) − ⅛ tan⁻¹(0²/4)

⅛ tan⁻¹(¼)

(b) ∫ (sec³x / tan x) dx

Multiply by cos x / cos x.

∫ (sec²x / sin x) dx

Pythagorean identity.

∫ ((tan²x + 1) / sin x) dx

Divide.

∫ (tan x sec x + csc x) dx

Split the integral

∫ tan x sec x dx + ∫ csc x dx

Multiply second integral by (csc x + cot x) / (csc x + cot x).

∫ tan x sec x dx + ∫ csc x (csc x + cot x) / (csc x + cot x) dx

Integrate.

sec x − ln│csc x + cot x│+ C

Answer:

(a) Solution : 1/8 cot⁻¹(4) or 1/8 tan⁻¹(¼) (either works)

(b) Solution : tan(x)/sin(x) + In | tan(x/2) | + C

Step-by-step explanation:

(a) We have the integral (x/16 + x⁴)dx on the interval [0 to 1].

For the integrand x/6 + x⁴, simply pose u = x², and du = 2xdx, and substitute:

1/2 ∫ (1/u² + 16)du

'Now pose u as 4v, and substitute though integral substitution. First remember that we have to factor 16 from the denominator, to get 1/2 ∫ 1/(16(u²/16 + 1))' :

∫ 1/4(v² + 1)dv

'Use the common integral ∫ (1/v² + 1)dv = arctan(v), and substitute back v = u/4 to get our solution' :

1/4arctan(u/4) + C

=> Solution : 1/8 cot⁻¹(4) or 1/8 tan⁻¹(¼)

(b) We have the integral ∫ sec³(x)/tan(x)dx, which we are asked to evaluate. Let's start by substitution tan(x) as sin(x)/cos(x), if you remember this property. And sec(x) = 1/cos(x) :

∫ (1/cos(x))³/(sin(x)/cos(x))dx

If we cancel out certain parts we receive the simplified expression:

∫ 1/cos²(x)sin(x)dx

Remember that sec(x) = 1/cos(x):

∫ sec²(x)/sin(x)dx

Now let's start out integration. It would be as follows:

\(\mathrm{Let:u=\frac{1}{\sin \left(x\right)},\:v'=\sec ^2\left(x\right)}\\=> \frac{\tan \left(x\right)}{\sin \left(x\right)}-\int \:-\cot \left(x\right)\csc \left(x\right)\tan \left(x\right)dx\\\\\int \:-\cot \left(x\right)\csc \left(x\right)\tan \left(x\right)dx=-\ln \left|\tan \left(\frac{x}{2}\right)\right|\\=> \frac{\tan \left(x\right)}{\sin \left(x\right)}-\left(-\ln \left|\tan \left(\frac{x}{2}\right)\right|\right)\\\)

\(=> \frac{\tan \left(x\right)}{\sin \left(x\right)}+\ln \left|\tan \left(\frac{x}{2}\right)\right|\\\\=> \frac{\tan \left(x\right)}{\sin \left(x\right)}+\ln \left|\tan \left(\frac{x}{2}\right)\right|+C\)

Solution: tan(x)/sin(x) + In | tan(x/2) | + C

The equation of the relationship is f(200) = 0.75 * 200

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

Total number of drinks = 200

Cost of each drink = 0.75

Using the above as a guide, we have the following:

f(x) = Cost of each drink * Total number of drinks

Where

f(x) = Total cost

Substitute the known values in the above equation, so, we have the following representation

f(200) = 0.75 * 200

Hence, the equation is f(200) = 0.75 * 200

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Answer:

B

Step-by-step explanation:

\( \frac{6}{16} \times 100\% = 37.5\%\)

Answer:

1/2

Step-by-step explanation:

The Rational Root Theorem says that any rational root has

1. a numerator that is a factor of the constant term

2. a denominator that is a factor of the leading coefficient (that's attached to the highest-power term)

Numerator:  \(\pm 1\)

Denominator: \(\pm 2\)

That means there are only two possible rational roots: \(\pm \frac{1}{2}\)

Try them both by plugging them into the polynomial.

\(2\left(\frac{1}{2}\right)^3 + 3\left(\frac{1}{2}\right)^2 -1= \frac{1}{4}+\frac{3}{4}-1 =0\)

Aha!  The negative one-half value does not produce 0