Select all of the statements that are true.
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The 9.7-9.7 because the distance from -9.7 to 0 on the number line is 9.7 units.
Numbers with the same absolute value are opposites because they are the same distance from each other.
The 7.1 7.1 because the distance from 7.1 to 0 on the number line is 7.1 units.
The -8.4 8.4 because the distance from -8.4 to 8.4 on the number line is 0 units.
=
Numbers with the same absolute value are opposites because they are the same distance from 0 on the number line.
The -12.5 12.5 because the distance from 12.5 to 0 on the number line is -12.5 units.
N

The rule that should be used to transform a table of data to represent the reflection of f(x) over the y-axis is option C: Multiply each y-value in the table by -1.

The reflection over the y-axis is also known as a "y-axis symmetry," which means that a graph is symmetric with respect to the y-axis.

This symmetry can be visualized by folding the graph in half along the y-axis, which results in the two halves of the graph being mirror images of each other.

To represent this reflection in a table of data, we need to change the sign of the y-values while leaving the x-values unchanged.

This can be achieved by multiplying each y-value in the table by -1. By doing so, we are essentially flipping the table vertically around the x-axis, which results in the same reflection as if we were to flip the graph horizontally around the y-axis.

Multiplying each x-value in the table by -1 (option A) would result in the reflection of f(x) over the origin, not the y-axis. Switching the x-values and y-values in the table (option B) would result in a completely different function, not a reflection of the original function.

Multiplying both the x-values and y-values in the table by -1 (option D) would result in the reflection over the origin, not the y-axis.

In summary, to represent the reflection of f(x) over the y-axis in a table of data, we should multiply each y-value in the table by -1.

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Answer: 4

Step-by-step explanation:

-4 - (-2) = -2

7--1 = 8

8 over 2

4 over 1

The mid point of the given  Coordinates U= (-5,1) and point V = (7,9):

= ( -6 , 5).

Midpoint of a Line Segment:

A line segment's midpoint is a point that divides the line segment across two equal sections. The midpoint of a line segment with coordinates at both ends X₁ , Y₁ and  X₂, Y₂ is calculated using:

Point U has Coordinates (-5,1).

point V has coordinates (7,9).

Find  coordinates of the midpoint of UV = ?

We know that to find Midpoint of a Line Segment:

                               = \(\left(\frac{x_1+x_2}{2}, \frac{y_1+y_2}{2}\right)\)

Where U

           X₁ = -5

           Y₁ = 1

Whare V

           X₂ = 7

           Y₂ = 9

Putting the value in the formula:

UV = \(\left(\frac{x_1+x_2}{2}, \frac{y_1+y_2}{2}\right)\)

       = (-5 + 7)/2 , (1 + 9)/2

       = -6 , 5

The mid point of the given  Coordinates U= (-5,1) and point V = (7,9):

= ( -6 , 5).

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The value of the error for Z, where x = 5.9 +/- 0.5 and y = 2.1 +/- 0.2, with one decimal place is 4.

To calculate the error in Z, we need to consider the uncertainties in both x and y. The error in Z can be determined by propagating the uncertainties using the formula for error propagation.

In this case, Z is given by the equation Z = x/y. To propagate the uncertainties, we use the formula for relative error:

ΔZ/Z = sqrt((Δx/x)^2 + (Δy/y)^2)

Given the uncertainties Δx = 0.5 and Δy = 0.2, and the values x = 5.9 and y = 2.1, we substitute these values into the formula:

ΔZ/Z = sqrt((0.5/5.9)^2 + (0.2/2.1)^2) = sqrt(0.0089 + 0.0181) ≈ 0.134

Multiplying this value by 100 to convert it to a percentage, we get approximately 13.4%. Rounding to one decimal place, the value of the error is 4.

Therefore, the value of the error for Z, with one decimal place, is 4.

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The teacher's goal in introducing students to a card game where they must find the missing addend could be to develop and enhance their algebraic reasoning skills.

By presenting the problem as a puzzle or game, the teacher aims to engage the students in a fun and interactive way while fostering their ability to think critically and solve mathematical problems. The game helps students practice identifying the missing addend and applying algebraic thinking to find the solution. Additionally, it promotes the development of problem-solving strategies, logical reasoning, and the ability to generalize mathematical patterns, which are foundational skills in algebraic reasoning.

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Answer:

8/3-6/4=14/12=7/6=1 1/6 or 1.167

Step-by-step explanation:

Answer:1.5 x 2=3 teaspoons vanilla

Step-by-step explanation: simply double the 1.5 teaspoons which is 3 teaspoons of vanilla

Answer:

127

Step-by-step explanation:

15+38+a=180

a= 127

False. Despite not being continuous at that point, a function can nevertheless be defined there. For instance, even when a function is defined at a certain place, it may nevertheless have a finite jump there.

False. Despite not being continuous at that point, a function can nevertheless be defined there. Functions that have a limit that is equal to their value at a particular point are said to be continuous functions. A function is said to be continuous at a particular location if it is. A function can, however, be defined at a location yet not be continuous there. For instance, even when a function is defined at a certain place, it may nevertheless have a finite jump there. This suggests that the function is not continuous at that point since the left-hand limit and the right-hand limit of the function at that point are not equal. So, even though a function is defined at a certain location, it may not be continuous there.

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2 2/6 times 3 is 7. Hope that helps!!

The Pearson correlation coefficient for the given data set is 0.5 (option a).

To calculate the Pearson correlation coefficient,

1: Calculate the mean of x and y.

Mean of x: (2 + 1 + 3) / 3 = 2

Mean of y: (6 + 2 + 4) / 3 = 4

2: Calculate the deviation of each value from the mean for both x and y.

x deviation: (2 - 2), (1 - 2), (3 - 2) = 0, -1, 1

y deviation: (6 - 4), (2 - 4), (4 - 4) = 2, -2, 0

3: Calculate the product of the deviations for each pair of values.

Product of deviations: (0 * 2), (-1 * -2), (1 * 0) = 0, 2, 0

4: Calculate the squared deviation for each value of x.

x squared deviation: \((0^2), (-1^2), (1^2)\) = 0, 1, 1

5: Calculate the squared deviation for each value of y.

y squared deviation: \((2^2), (-2^2), (0^2)\) = 4, 4, 0

6: Sum up the products of the deviations and divide by the square root of the product of the squared deviations of x and y.

Pearson correlation coefficient: (0 + 2 + 0) / sqrt((0 + 1 + 1) * (4 + 4 + 0))

Pearson correlation coefficient: 2 / sqrt(2 * 8)

Pearson correlation coefficient: 2 / sqrt(16)

Pearson correlation coefficient: 2 / 4

Pearson correlation coefficient: 0.5

Therefore, the Pearson correlation coefficient for the given data set is 0.5, which corresponds to option a.

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Work Shown:

Make sure your calculator is in degree mode.

cos(angle) = adjacent/hypotenuse

cos(37) = 30/x

x*cos(37) = 30

x = 30/cos(37)

x = 37.5640697  approximately

x = 37.6

Three ponds of squid can be purchased at the market for $18

function table  such as 24,32, 40 years

The Luck Dragons that livein the Enchanted Forest weigh 4xpounds when they are x years old.

1.Function Rules

The result of the function 4 - x for the input 2 is 2

2.Writing Equations and Inequalities:

The convention attracted more than 2,500 attendees.

x > 250

3.Graphing Inequalities

She only received $64. x 64 GRAPH in wages.

4.Solving Inequalities

3v < 21

v < 7

Three ponds of squid can be purchased at the market for $18

function table  such as 24,32, 40 years

The function table definition is a visual, gridded table with cells for input and cells for output that are organized into rows and columns

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Answer: -25

Step-by-step explanation:

14-43+4

Answer:

123

Step-by-step explanation:Im pretty sure u have to add some part of it

The values are given as follows:

The value of AC can be obtained applying the Pythagorean Theorem, as follows:

(AC)² = 20² + 15²

AC = sqrt(20² + 15²)

AC = 25.

Then there are two similar triangles, with dimensions given as follows:

Then the value of x is obtained as follows:

15/20 = x/(25 - x)

3/4 = x/(25 - x)

4x = 3(25 - x)

7x = 75

x = 10.7.

Then the altitude BD is obtained with the geometric mean theorem as follows:

BD² = 10.7 x (25 - 10.7)

BD² = 153

BD = sqrt(153)

BD = 12.4.

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The tendency to perceive meaningful patterns in random sequences of outcomes often leads us to underestimate the extent to which outcomes result from CHANCE .

The word "chance" describes unpredictability or the unexpected in relation to things like events that happen without a clear reason why and without human intention.

The conclusion is that chance is the tendency of people to recognize different kinds of significant patterns in a random order or sequence in addition to evaluating any kind of outcome. Because chance can also result in an underestimating of a system's conclusion or result, it is crucial to consider it when conducting an investigation.

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Answer:

12 adults and 4 kids were there that the fair

Step-by-step explanation:

Answer:

1) The solve by graphing will the preferred choice when the equation is complex to be easily solved by the other means

Example;

y = x⁵ + 4·x⁴ + 3·x³ + 2·x² + x + 3

2) Solving by substitution is suitable where we have two or more variables in two or more (equal number) of equations

2x + 6y = 16

x + y = 6

We can substitute the value of x = 6 - y, into the first equation and solve from there

3) Solving an equation be Elimination, is suitable when there are two or more equations with coefficients of the form, 2·x + 6·y = 23 and x + y = 16

Multiplying the second equation by 2 and subtracting it from the first equation as follows

2·x + 6·y - 2×(x + y) = 23 - 2 × 16

2·x - 2·x + 6·y - 2·y = 23 - 32

0 + 4·y = -9

4) An example of a linear system that can be solved by all three methods is given as follows;

2·x + 6·y = 23

x + y = 16

Step-by-step explanation:

The distance between points M(6, 16) and Z(-1, 14) is approximately 7.1 units.

We can use the distance formula to find the distance between two points in a coordinate plane. The distance formula is:

d = √((x2 - x1)² + (y2 - y1)²)

where (x1, y1) and (x2, y2) are the coordinates of the two points. Substituting the coordinates of M(6, 16) and Z(-1, 14), we get:

d = √((-1 - 6)² + (14 - 16)²) = √(49 + 4) = √53 ≈ 7.1

Therefore, the distance between points M(6, 16) and Z(-1, 14) is approximately 7.1 units.

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Answer: none

Step-by-step explanation:

The water level in a shallow concrete conical reservoir (vertex down) with base radius 45m and height 6m is falling at a rate of approximately 0.54m/min when the water is 5m deep.

To solve this problem, we can use the related rates formula, which states that the rate of change of one variable with respect to time is equal to the product of the rate of change of another variable with respect to time and the derivative of the first variable with respect to the second variable. In this case, we want to find the rate of change of the water level (h) with respect to time (t) when the water depth (y) is 5m. We start by finding the volume of the water in the reservoir as a function of the water depth. Since the reservoir is in the shape of a cone, we have V = \((1/3)πr^2h\), where r is the base radius of the cone and h is the height of the water level. We can solve this equation for h to get h = \((3V)/(πr^2)\).

Next, we differentiate both sides of this equation with respect to time to obtain\(dh/dt = (3/πr^2)dV/dt\). To find \(dV/dt\), we note that the water is flowing out of the reservoir at a constant rate of 50 m^3/min. Therefore, dV/dt = -50 m^3/min. Substituting this value and the given values of r and h, we obtain \(dh/dt = -(9/π)(5/3)^2/[(45/3)^2(5 - 5/3)\)] ≈ 0.54 m/min.

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We need to divide the total cost by the number of books in the package. Each book costs approximately $1.10.

To find out how much each book costs, we can use the concept of unit rate. Unit rate is a ratio of two quantities, where the denominator is always one. In this case, we want to find the cost of one book, so we need to divide the total cost by the number of books in the package.

Let x be the cost of one book. Then we have:

3x = 3.29

To solve for x, we can divide both sides by 3:

x = 3.29/3

x ≈ 1.10

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Answer:

An equation in the form y = mx + b is in the 'slope y-intercept' form where m is the slope and b is the y-intercept. We can rewrite our equation, y = 4, in slope y-intercept form as follows: y = 0x + 4. Here, it is clear that the slope, or m, is zero. Therefore, the slope of the horizontal line y = 4 is zero

Answer:

first answer is 6 wholes and 8/15 and the rest is on the page I attached

Answer:

7

Step-by-step explanation:

The taxable income of Marcel and Stephanie is less than their annual salary because they are allowed to make deductions from their income before calculating their taxable income.

These deductions include contributions to retirement plans, health insurance premiums, and other eligible expenses. The amount of deductions varies depending on factors such as the type of expense and the individual's tax filing status.

Thus, the taxable income is the amount of income that is subject to taxation, and it is generally lower than the individual's annual salary. In the case of Marcel and Stephanie, their taxable incomes are calculated by subtracting their deductions from their respective annual salaries.

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Complete Question:

Why are Marcel's and Stephanie's taxable incomes less than their annual salary? Marcel's annual salary is $30,000 and his income is $17,450. Stephanie's annual salary is $50,000 and her income is $37,600.

Answer

Step-by-step explanation: