Which results only in a horizontal compression of Y=1/x
* by a factor of 6?
O y =
6x
y=-
1
6x
6
y=
6
oy-
o y = - - /

Answer:

42 cm cubed

Step-by-step explanation:

6x4x4 to find volume of 96 when it is filled.

3x3x6 = 54 to find out what is cut out.

96-54 = 42 cm cubed.

The diameter of the circle is 5.2m.

The area of circular pond is 21.5 m2

area of a circle is given by the formula

area = πr²

21.5 = 3.14 r²

r² = 6.84

r = ±2.6

r is a length and it cannot be negative

So, r = 2.6

Diameter is twice of radius

d = 2r

d = 2(2.6)

d = 5.2

Therefore, the diameter of the circle is 5.2m.

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It would be c, (1, 0)

Answer:

C. L'(1, 0)

Step-by-step explanation:

Answer:

how is it possible this is impossible

Answer:

3990/(1.14)=3500

Step-by-step explanation:

The value of P(X 2 62.48) is (d) 0.009.

To solve this problem, we need to standardize the random variable X by subtracting the mean and dividing by the standard deviation to obtain a standard normal variable Z.

Calculate Z-score

Look up the probability in the standard normal table or use a calculator to find the area under the standard normal curve to the right of Z.

Using a standard normal table, we can find that the area to the right of 2.9167 is approximately 0.002.

The probability of X being greater than 62.48 is equivalent to the probability of Z being greater than 2.9167, which is the standardized version of X.

We use a standard normal table or calculator to find the area under the standard normal curve to the right of Z. The answer is the probability that Z is greater than 2.9167.

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Step-by-step explanation:

\( \underline{ \underline{ \text{Given}}}\) :

\( \underline{ \underline{ \text{To \: prove}}} : \)

\( \tt{ \sqrt{ab} - \sqrt{bc} - \sqrt{cd} = \sqrt{(a - b - c)(b - c - d)} } \)

\( \underline{ \underline{ \text{Solution}}} : \)

Left hand side ( L.H.S ) :

\( \tt{ \sqrt{ab} - \sqrt{bc} - \sqrt{cd}} \)

⟶ \( \tt{ \sqrt{d {k}^{3} \cdot \: d {k}^{2} } - \sqrt{d {k}^{2} \cdot \: dk } - \sqrt{dk \cdot \: d} }\)

⟶ \( \tt{ \sqrt{ {d}^{2} {k}^{5} } - \sqrt{ {d}^{2} {k}^{3} } - \sqrt{ {d}^{2}k } }\)

⟶ \( \tt{ \sqrt{ {d}^{2} \cdot \: {k}^{2} \cdot \: {k}^{2} \cdot \: k } - \sqrt{ {d}^{2} \cdot \: {k}^{2} \cdot \: k \: } - \sqrt{ {d}^{2}k } }\)

⟶ \( \tt{ \sqrt{ {d}^{2} } \cdot \sqrt{ {k}^{2} } \cdot \: \sqrt{ {k}^{2} } \cdot \: \sqrt{k} } - \sqrt{ {d}^{2} }\cdot \: \sqrt{ {k}^{2}} \cdot \: \sqrt{k} \: - \sqrt{ {d}^{2} } \cdot \: \sqrt{k} \)

⟶ \( \tt{d {k}^{2} \sqrt{k} - dk \sqrt{k} - d \sqrt{k} }\)

⟶ \( \tt{ d\sqrt{k} \: ( {k}^{2} - k - 1) } \)

Right Hand Side ( R.H.S) :

\( \tt{ \sqrt{(a - b - c)(b - c - d)}} \)

⟶ \( \tt{ \sqrt{(d {k}^{3} - d {k}^{2} - dk)( d{k}^{2} - dk - d)} }\)

⟶ \( \tt{ \sqrt{ \{dk( {k}^{2} - k - 1) \} \: \{d( {k}^{2} - k - 1) \}} }\)

⟶ \( \tt{ \sqrt{ {d}^{2}k( {k}^{2} - k - 1) ^{2} } } \)

⟶ \( \tt{ \sqrt{ {d}^{2}k } \cdot \: \sqrt{ {( {k}^{2} - k - 1)}^{2} } } \)

⟶\( \tt{ \sqrt{ {d}^{2} } \cdot \: \sqrt{k} \cdot \: \sqrt{( {k}^{2} - k - 1) ^{2} } }\)

⟶ \( \tt{d \sqrt{k} \: ( {k}^{2} - k - 1) } \)

L.H.S = R.H.S

Hence , Proved !

Hope I helped ! ♡

Have a wonderful day / night ! ツ

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Answer:

A = 33 ft²

Step-by-step explanation:

The area (A) of a triangle is calculated as

A = \(\frac{1}{2}\) bh ( b is the base and h the height )

Here b = 11 and h = 6 , then

A = \(\frac{1}{2}\) × 11 × 6 = 5.5 × 6 = 33 ft²

Answer:

Step-by-step explanation:

The slope-intercept form:

Find the slope using given points:

The y-intercept is given with point (0, 2):

The line is:

\(\\ \sf{:}\Rrightarrow m=\dfrac{10-2}{2-0}=\dfrac{8}{2}=4\)

Put in slope intercept form

\(\\ \sf{:}\Rrightarrow y=mx+b\)

\(\\ \sf{:}\Rrightarrow 2=4(0)+b\)

\(\\ \sf{:}\Rrightarrow 2=b\)

Equation of the line

\(\\ \sf{:}\Rrightarrow y=4x+2\)

Answer:

x < - 4

Step-by-step explanation:

Given

2x - 2 > 4x + 6 ( subtract 2x from both sides )

- 2 > 2x + 6 ( subtract 6 from both sides )

- 8 > 2x ( divide both sides by 2 )

- 4 > x , thus

x < - 4

approximately 469 million people lived in the United States, Canada, and Mexico combined

To find the total number of people living in the United States, Canada, and Mexico, we will add the population of each country together.
1. United States: 3.2 x \(10^{8}\) people
2. Canada: 3.9 x \(10^{7}\) people
3. Mexico: 1.1 x \(10^{8}\) people
Now, let's add these populations together:
(3.2 x \(10^{8}\)) + (3.9 x \(10^{7}\)) + (1.1 x \(10^{8}\))
First, we will perform the multiplication for each term:
320,000,000 (United States)
39,000,000 (Canada)
110,000,000 (Mexico)
Now, add the populations:
320,000,000 + 39,000,000 + 110,000,000 = 469,000,000

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Answer:

Man i need someone to answer this too

Step-by-step explanation:

Answer:

Harry is paid £64

Step-by-step explanation:

To work this out you have to divide 48 ÷ 6 to get 8.

8 hours x £8 = £64

Answer:

64

you have to find the LCM of 48 including 6 and use the other number which is 8 and multiply it by how long Harry worked 8 hours which gives you £64

Answer:

x = - 3

y = - 2

Step-by-step explanation:

We have y = -1x - 5, so substitute that for y in the second equation:

4x - 8y = 4

4x - 8(-1x - 5) = 4

Now, solve for x:

4x + 8x + 40 = 4

12x + 40 = 4

12x = - 36

x = -3

Now, substitute - 3 in for x in the first equation:

y = -1x - 5 = -1(-3) - 5

y = 3 - 5

y = -2

You can check that these are right by substituting them into:

4x - 8y = 4

4(-3) - 8(-2) = 4

-12 + 16 = 4

4 = 4

So, you know that you solved correctly.

The solutions to the equation 3x^2 - 9x - 12 = 0 are x = 4 and x = -1.

To solve the quadratic equation 3x^2 - 9x - 12 = 0, we can use the quadratic formula:

x = (-b ± √(b^2 - 4ac)) / (2a),

where a, b, and c are the coefficients of the quadratic equation.

In this case, a = 3, b = -9, and c = -12. Substituting these values into the quadratic formula, we have:

x = (-(-9) ± √((-9)^2 - 4 * 3 * (-12))) / (2 * 3)

= (9 ± √(81 + 144)) / 6

= (9 ± √(225)) / 6

= (9 ± 15) / 6.

We have two possible solutions:

For the positive root:

x = (9 + 15) / 6

= 24 / 6

= 4.

For the negative root:

x = (9 - 15) / 6

= -6 / 6

= -1.

The solutions to the equation 3x^2 - 9x - 12 = 0 are x = 4 and x = -1.

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The values of t that satisfy the equation 2t - 1/(t + 3) = -2 are t = -2 + sqrt(6) and t = -2 - sqrt(6).

To find the value of t that satisfies the equation 2t - 1/(t + 3) = -2, we can start by simplifying the left-hand side of the equation.

Multiplying both sides by (t + 3) to eliminate the denominator, we get:

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

Expanding and simplifying, we get:

2t^2 + 6t - 1 = -2t - 6

Rearranging and simplifying, we get:

2t^2 + 8t + 5 = 0

To solve for t, we can use the quadratic formula:

t = (-b ± sqrt(b^2 - 4ac)) / 2a

Plugging in the values for a, b, and c from our equation, we get:

t = (-8 ± sqrt(8^2 - 4(2)(5))) / 2(2)

t = (-8 ± sqrt(24)) / 4

t = (-8 ± 2sqrt(6)) / 4

Simplifying, we get two solutions:

t = -2 + sqrt(6) or t = -2 - sqrt(6)

Therefore, the values of t that satisfy the equation 2t - 1/(t + 3) = -2 are t = -2 + sqrt(6) and t = -2 - sqrt(6).

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Answer:

8/12, 11/16, 3/4, 4/8

Step-by-step explanation:

hope this helps

The median of the data-set 3, 3, 5, 7, 9, 9, 10, 10 is given as follows:

C. 8.

The median of a data-set is the middle value of a data-set, the value of which 50% of the measures are less than and 50% of the measures are greater than. Hence, the median also represents the 50th percentile of a data-set.

The data-set for this problem is given as follows:

3, 3, 5, 7, 9, 9, 10, 10.

The data-set has an even cardinality, hence the median is given by the mean of the two middle elements, as follows:

Median = (7 + 9)/2

Median = 8.

The data-set for this problem is given as follows:

3, 3, 5, 7, 9, 9, 10, 10.

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Total number of ways to arrange two focus groups of students, one group being size 4 and the other size 6, is 27,405,720.

This calculation was done using the combination formula, which takes into account the number of ways that we can select a certain number of items from a larger set, without regard to their order.

This type of problem is common in statistics and probability, where we often need to calculate the total number of ways that a certain event can occur. In this case, we wanted to determine how many different combinations of students could be chosen for the two focus groups.

It's important to note that the actual arrangement or order of the students within each group does not matter, as long as we have the correct number of students in each group. Therefore, by using the combination formula, we were able to account for all possible ways that these groups could be formed.

Overall, this type of problem highlights the importance of combinatorics in mathematics and its applications in real-world scenarios, such as organizing events, scheduling rotations, and more.

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The image above gives a better analysis of the image in the question

To get x, we will make use of the Pythagoras theorem.

since x is the hypotenuse

In the simplest radical form, x is equal to

The value of x must be between -18 and -6. The solution has been obtained using Triangle inequality theorem.

What is Triangle inequality theorem?

The triangle inequality theorem explains how a triangle's three sides interact with one another. This theorem states that the sum of the lengths of any triangle's two sides is always greater than the length of the triangle's third side. In other words, the shortest distance between any two different points is always a straight line, according to this theorem.

We are given three sides of a triangle as 8, 6 and x+20

Using Triangle inequality theorem,

⇒8+6 > x+20

⇒14 > x+20

⇒-6 > x

Also,

⇒x+20+6 > 8

⇒x+26 > 8

⇒x > -18

Also,

⇒x+20+8 > 6

⇒x+28 > 6

⇒x > -22

From the above explanation it can be concluded that x is less than -6 but greater than -22 and -18.

This means that x must lie between -18 and -6.

Hence, the value of x must be between -18 and -6.

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Answer:

If the slope is negative, then there is a negative linear relationship, as one increases the other variable or unknown "number" or wtvr you want to call it decreases. Sorry if this doesnt help im not too good at math.

Step-by-step explanation:

The order of the U5 and U6 is not equal hence isomorphic.

U5 fifth root of unit

U6  sixth root of unit

U5 = { z E c : Z^5 =1 }

= {e ^2ikx : k=0,1,2,,,,n}

U6 = { z E c : Z^6 =1 }

= {e ^2ikx : k=0,1,2,,,,n-1}

U5 = Z5

U6 = Z6

In mathematics, an isomorphism is a structure-preserving mapping between two similar structures that can be reversed by inverse mapping. Two mathematical structures are isomorphic if there is an isomorphism between them.

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Answer:

80 degrees

Step-by-step explanation:

What we see in this drawing is a triangle formed by three lines. In order to solve this problem, we need to know that when two lines intersect, the two angles formed are supplementary (meaning they add up to 180 degrees). For example, the 150-degree angle, and the angle right next to it (the angle on the left side of the triangle) add up to 180 degrees. This means that the left-most angle of the triangle is 180-150, which is 30 degrees

We can figure out the topmost angle of the triangle using the same method. We know that the angle outside the triangle is 130 degrees, so the angle right next to it (in this case, right below it), is 180-130, or 50 degrees.

Next, we use the fact that triangles are 180 degrees on the inside to figure out the third angle (the one on the right, right next to angle 1). We know that the other two angles are 30 and 50 degrees, and if you add that up, you get 80 degrees. The last angle, then, is 180-80, or 100 degrees.

Lastly, we know that the rightmost angle of the triangle and angle 1 add up to 180 degrees. In other words, 100+Angle1=180. Therefore, Angle 1 is 180-100 or 80 degrees.

1. Affordably presented by objects or environments, such as a ball providing the opportunity to practice grasping, throwing, and catching.
2. Individuals perceive these affordances and decide to engage with them, based on their current motor abilities and developmental stage.
3. Through interacting with affordances, individuals practice and develop their motor skills by attempting, refining, and mastering the actions associated with affordance.

Affordably is a term used to describe the relationship between an individual's perception of their environment and their ability to interact with it. In terms of motor development, affordances refer to the opportunities for movement that the environment presents. These opportunities can be both physical and social and can include objects to manipulate, spaces to explore, and people to interact with.

The concept of affordance is important for motor development because it provides children with opportunities to practice and refine their motor skills. As children explore their environment, they are able to perceive the various affordances that it presents, and they can use these affordances to develop their motor skills.

For example, a child may perceive that a box can be used as a stepping stool, and they may use this affordance to climb up onto a table. In doing so, they are developing their balance, coordination, and strength. Similarly, a child may perceive that a ball can be thrown, caught, and bounced, and they can use these affordances to develop their hand-eye coordination, spatial awareness, and timing.

Overall, affordance plays an important role in motor development by providing children with opportunities to explore and interact with their environment and to develop their motor skills in the process.
Affordance contributes to motor development by providing opportunities for individuals to interact with their environment, which in turn helps them develop and refine their motor skills. Affordance refers to the potential actions or uses that an object or environment provides to an individual. In the context of motor development, affordances can be seen as opportunities for practicing and enhancing motor abilities.


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The table shows the multiplication of two linear expressions and the subsequent simplification and standard form conversion. The reasons given are the input expressions,  Distributive property, Associative Property, simplification to standard form conversion. So, the correct option answer for reason 1, 2, 3 and 3 are B, C, A and D respectively.

The table shows the multiplication of two linear expressions is

Step Step

1      (1/4)x(5x-1)

2      (1/4)x(5x)+(1/4)x(-1)

3      (1/4)(5x^2)+(-1/4)x

4      (5/4)x^2+(-1/4)x

Reason 1: The multiplication of two linear expressions is given in the first column for each step.

Reason 2: The given linear expressions are rearranged in the second column for each step. It is Distributive Property.

Reason 3: The rearranged expressions in the second column are simplified using algebraic operations. It is  Associative Property.

Reason 4: The simplified expressions in the second column are written in the standard form of a quadratic polynomial.

So, the correct order of options for reason 1, 2, 3 and 3 are B, C, A and D respectively.

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_____The given question is incomplete, the complete question is given below:

A 2-column table with 5 rows. First column is labeled Step with entries one-fourth x (5 x minus 1), (one-fourth x) (5 x) + (one-fourth x)(negative 1), one-fourth times 5 times x times x + (negative 1) times one-fourth times x, (one-fourth times 5) (x times x) + (negative 1 times one-fourth) x, 5 over 4 x squared minus one-fourth x. Second column is labeled Reason with entries given, 1, 2, 3, 4. The table shows the multiplication of two linear expressions. Select the correct reason for each step. Reason 1:

Reason 2:

Reason 3:

Reason 4:

(A)associative property of multiplication

(B)multiplication

(C)Distributive property

(D) simplify

Step-by-step explanation:

i cant do this

Answer:

look here you go, I hope it helps you, in your problem c= 76.9 - 30p - 25r

Step-by-step explanation:

Answer:

The answer is

Step-by-step explanation:

To find an equation of a line when given the slope and a point we use the formula

\(y - y_1 = m(x - x_1) \)

where

m is the slope

( x1 , y1) is the point

From the question the point is (6 , - 1) and slope - 1/2

So we have

\(y + 1 = - \frac{1}{2} (x - 6) \\ y + 1 = - \frac{1}{2} x + 3 \\ y = - \frac{1}{2} x + 3 - 1 \\\)

We have the final answer as

\(y = - \frac{1}{2} x + 2 \\ \)

Hope this helps you

Answer:

x = 24

Step-by-step explanation:

in an isosceles trapezoid the upper base angles are congruent , so

2x + 15 = 63 ( subtract 15 from both sides )

2x = 48 ( divide both sides by 2 )

x = 24