Find X to this problem.

Answer:

ur answer is A

Step-by-step explanation:

I just did the problem

The time duration for the population to exceed 10,000 is approximately 6.6 hours

What is time ?

In mathematics, time is described as a continuing and continuous series of events that take place in chronological order from the past through the present and into the future. The duration of events, the gaps between them, or even the sequencing of occurrences can all be quantified, measured, or compared using time.

the time frame that an activity, process, or state lasts or continues to exist: duration is a non-spatial continuum that is measured in terms of subsequent occurrences from the past, present, and future.

The mathematical symbol used to represent the multiplication process and its subsequent product is the multiplication sign, sometimes referred to as the times sign or the dimension sign.

t = The time duration in hours

The initial population of the cells = 1,000

Therefore, at t = 0, P(0) = 1,000 = P₀ × 1.42^0

∴  P(0) = 1,000 = P₀ × 1 = P₀

P₀ = 1,000

When the population is 10,000, we have;

P(t) = 10,000 = 1,000 × 1.42^t

∴ 1.42^t = 10,000/1,000 = 10

㏒(1.42^t) = ㏒(10) = 1

∴ t × ㏒(1.42) = 1

t = 1/㏒(1.42) = 6.56649071898

∴ The time duration for the population to exceed 10,000, t ≈ 6.6 hours.

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Answer:

f(x) = -3x - 21

Step-by-step explanation:

Graphed this equation and it passes through (-6, -3), also known as Point A.

Answer:11/4

Step-by-step explanation:

Answer:

There no option for the option are you sure all option were correctly states or written otherwise the answer is not there

Step-by-step explanation:

Answer:

10

Step-by-step explanation:

Formula:

[tex]\frac{a+b}{2}*h\\\frac{3.4+b}{2}*6.7=44.89\\3.4+b=13.4\\b=10[/tex]

Answer:

b = 10

Step-by-step explanation:

[tex]A=\frac{a+b}{2}h[/tex]

[tex]44.89=\frac{3.4+b}{2} 6.7[/tex]

[tex]6.7=\frac{3.7+b}{2}[/tex]       divided both sides by 6.7

[tex]13.4=3.7+b[/tex]     multiplied both sides by 2

b = 10

3a) Rounded to the closest benchmark, Samuel walked about 3 Miles on the parade route.

3b)  Rounded to the closest benchmark, Samuel walked about 2 Miles home

3c) Samuel walked about 5 Miles in all

We know that when rounding a fraction to the closest benchmark:

1) if the numerator is much smaller than the denominator, round a fraction to 0

2) if the numerator  is about half the denominator, round a fraction to 1/2

3) if the numerator is nearly equal to the denominator, round a fraction to 1

Samuel walked 3 1/8 miles along the parade route.

Rounding to the closest benchmark a fraction 3 1/8 woule be

3 1/8

= 3            

This means, he walked about 3 Miles on the parade route.

Samuel walked 2 5/6 miles home.

Rounding to the closest benchmark a mixed fraction 2 5/6 woule be

2 5/6

= 2            

This means, he walked about 2 Miles homes.

The total distance would be,

d = 3 + 2

d = 5 miles

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Any polynomial whose coefficients are all equal to zero is said to be a zero polynomial. As a result, the zero polynomial's degree is either undefined or set to -1.

The largest exponential power in a polynomial equation is called the polynomial's degree. Any polynomial's degree is determined only by its variables; coefficients are should be disregarded. The degree of a polynomial is given for an nth degree polynomial function with real coefficients and x as the variable with the largest power n, where n accepts whole integer values:  p (x) = [tex]$$p(x)=a_n x^n+a_{n-1} x^{n-1}+a_{n-2} x^{n-2}+\ldots+a_1 x^1+a_0$$[/tex]  in standard form is given as 'n'.

The largest power of a variable in a polynomial equation is the polynomial's degree. Only terms with variables are taken into consideration when calculating the degree of a polynomial function. The degree of a polynomial is determined by the variable term's maximum exponential power.

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The data which is given by the historian is used to find the population, variable, parameter, sample, data, and statistic. He estimated the mean number of children per household in New York City in 1900.

Population - all of the households in New York City in 1900.

Variable - a quantity equivalent to the number of children in a randomly selected household

Parameter -  the mean number of children per household in New York City in 1900

Sample - the 200 households selected by the historian

Data - the 200 records collected by the historian

Statistic -  the mean number of children per household in the historian's sample.

Complete question:

Suppose a historian wants to estimate the true mean number of children per household in New York City in 1900. The historian randomly selects 200 household census records from New York City. She records the number of children residing in each household. The historian then computes the mean number of children per household among these 200 households. Classify each description as one of a parameter, variable, population, sample, data, or statistic.

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Answer:

376 cm^2

Step-by-step explanation:

SA=((8x6) x2) + ((10x8) x2) + ((6x10) x2)

SA=(48x2) + (80x2) + (60x2)

SA=96+160+120

SA=376 cm^2

Answer:

the answer us on the attatched documet

Step-by-step explanation:

can u just give me the brainliest

Therefore, the interval (0, 1) must be countless and infinite. Since the interval (0, 1) is as large as R, R is also infinite.

Interval:

In mathematics, a (real) interval is a set of real numbers containing all real numbers between any two numbers in the set. For example, the set of numbers x such that 0 ≤ x ≤ 1 is an interval containing (0, 1), and all numbers in between. Other examples of intervals are the set of numbers with 0 < x < 1, the set of all real numbers, the set of non-negative real numbers, the set of positive real numbers, the empty set, and any Singleton (a set of one element).

Real intervals play an important role in integral theory. This is because real intervals are the simplest set whose "length" (or "scale" or "magnitude") is easy to define. The notion of measure can be extended to more complex sets of real numbers, leading to the Boral measure and finally the Lebesgue measure.

Intervals are central to interval arithmetic, a general numerical technique that automatically provides guaranteed bounds for any mathematical expression, even in the presence of uncertainties, mathematical approximations, and arithmetic rounding.

Open Interval:

Open intervals do not include endpoints and are indicated by parentheses.  For example, (0, 1) means greater than 0 and less than 1. This is (0, 1) = {x | 0 This interval can also be expressed as ]0, 1[ . Please refer to the following.

Closed Interval:

A closed interval is an interval that contains all boundary points and is indicated by square brackets. For example, [0, 1] means greater than or equal to 0 and less than or equal to 1.

Half- Open Interval:

A half-open interval contains only one of its endpoints and is represented by a combination of open and closed interval notation. Example: (0, 1) means greater than 0 and less than or equal to 1, [0, 1) means greater than or equal to 0 and less than 1.

Complete Question:

II. Identify the following terms described in each item. Quantitative & Quaeritated. It can be separated into different categories that are distinguished by some nonnumeric characteristics. 2. It consists of numbers representing counts or measurements. Quantitative Quantitative 3. The result from either a finite number of possible values or countable number of possible values as 0, or 1, or 2, and so on 4. The result from infinitely many possible values that can be associated with points on a continuous scale in such a way that there are no gaps or interruptions 5. It is characterized by data that consist of names, labels, or categories only. 6. It involves data that may be arranged in some order, but differences between data values either cannot be determined or are meaningless. 7. It involves meaningful amounts of differences between data. It has no true zero point or absolute zero. 8. It contains all the properties of the interval level but has true zero point or absolute zero. 9. It is a complete collection of all elements to be studied. 10. It is a branch of Mathematics that deals with the collection, organization presentation, analysis, and interpretation of data.​

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Answer:

Set1 = 1/12

Set2 = 1/12

Set3 = -12

Step-by-step explanation:

Substitute, use Keep-Change-Flip to handle division when there's fractions involved. See image.

Also to multiply fractions, multiply

top×top and bottom×bottom straight across. Also negative times a negative is a positive and negative is like opposite so -(-6) is 6 and -(-1/2) is 1/2.

see image.

The number of pecans in each bucket will be 20 and 35.

From the information, there are 55 pecans are put in 2 buckets where one has 15 more than the other. An expression show the relationship between the variables.

In this case, 55 pecans put them in 2 buckets where one has 15 more than the other.

This will be:

x + x + 15 = 55

2x + 15 = 55.

Collect the like terms

2x = 55 - 15

2x = 40

Divide

x = 20

The other number will be:

x + 15.

= 20 + 15

= 35

The numbers are 20 and 35.

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55 pecans are put in 2 buckets where one has 15 more than the other. What is the amount in each bucket.

The required expression that has the coefficient 4 is 4x⁵. Option B is correct.

The expression is the relationship between variables and represented as y = ax + b is an example of a polynomial expression.

here,
Since the question seems to be incomplete,
A standard question can be given as,
Among the following option find the expression that has a coefficient of 4.
(a) 2x + 1
(b) 4x⁵
(c) ax⁶
(d) 7x²

Since the coefficient is the value present at the prefix of the variable term,
So the variable term that holds the coefficient 4 is 4x⁵.

Thus, the required expression is 4x⁵. Option B is correct.

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Answer:

-3

Step-by-step explanation:

y2 - y1 / x2 - x1

5 - (-1) / - 5 - (-3)

6 / -2

= -3

If Punit had 12 tomatoes. He cut each into 6 lice. He used 4 lice of the 16 sandwiches he made then 68 slices were remaining.

There were 12 tomatoes and each was cut into 6 slices, giving a total of 72 slices. Here we have to multiply 6 with 12

12×6=72

Of these, 4 slices were used to make sandwiches, leaving 68 slices remaining. Here we have to subtract 4 from 72

72-4=68

Therefore, Punit had 68 slices left, or 11.33 tomatoes, after making the sandwiches. This means that Punit had 68 lice of tomato remaining after making the sandwiches.

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1) we need to find the common denominator so we can multiply the denominators with each other.

[tex]\frac{6*4}{10*4}[/tex][tex]+\frac{3*10}{4*10}[/tex][tex]=\frac{24}{40} +\frac{30}{40}[/tex][tex]=\frac{54}{40}=1\frac{14}{40}[/tex]

2) make first fraction into improper fraction

[tex]\frac{20}{12} -\frac{2}{3} =\frac{20}{12} -\frac{2*4}{3*4} =\frac{20}{12} -\frac{8}{12}=\frac{12}{12} =1[/tex]

3) turn into improper fraction[tex]\frac{3}{4}+\frac{12}{5} +\frac{3}{4} =\frac{3*5}{4*5}+\frac{12*4}{5*4} +\frac{3*5}{4*5}=\frac{15}{20}+\frac{48}{20}+\frac{15}{20}=\frac{78}{20}[/tex]

4) turn into improper fraction

[tex]\frac{38}{8} +\frac{14}{5} =\frac{38*5}{8*5} +\frac{14*8}{5*8}=\frac{190}{40} + \frac{112}{40}=\frac{302}{40}[/tex]

then we minus 2 3/4

[tex]\frac{302}{40} - \frac{11}{4} = \frac{302}{40} - \frac{11*10}{4*10}=\frac{302}{40} - \frac{110}{40}=\frac{192}{40}[/tex]

5) 7/3= 2.33333333333 or [tex]2 \frac{1}{3}[/tex]

Answer:

it would be clustered because the scores are all close together :)

It would be clustered because the scores are all close together.

We have given that,

The list shows the score of each game completed at a bowling alley during a one-hour period.

90, 96, 120, 124, 130, 135, 138, 140, 145, 148, 290, 290.

Grouping similar objects into common groups, also known as clustering, is an important problem of unsupervised machine learning.

We have to determine the data graphed on a horizontal number line appear to be clustered or skewed.

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Answer:

15,219.90

Step-by-step explanation:

.88 rounded to the nearest tenth would be 90. 8 is closer to 10 than 0 therfore you round up to .90

Answer:

Step-by-step explanation:

A unit rate means a rate for one of something. You should write it as a ratio with a denominator of one.

For example, if you ran 70 yards in 10 seconds, you ran on average 7 yards in 1 second. Both of the ratios, 70 yards in 10 seconds and 7 yards in 1 second, are rates, but the 7 yards in 1 second is a unit rate

IT's  0.80 per serving i think

Answer:

52°

Hope this helps!

Using the mean value theorem, the least possible value of f(3) is - 2

The mean value theorem states that for a function f(x) on the interval (a, b), there exists a value c such that

f'(c) = f(b) - f(a)/(b - a)

Since ƒ(−1) = 10 and ƒ'(x) ≥−3 for all values of x, we require the least possible value of f(3).

Using the mean value theorem where

We choose f'(c) = 3 since f'(x) = 3 is the minimum value of f'(x).

So, substituting the values of the variables into the equation, we have that

f'(c) = f(b) - f(a)/(b - a)

f'(x) = f(3) - f(-1)/(3 - (-1))

f'(x) = f(3) - f(-1)/(3 + 1)

f'(x) = f(3) - f(-1)/4

So, making f(3) subject of the formula, we have that

f(3) = f(-1) + 4f'(x)

Since

Substituting the values of the variables into the equation, we have that

f(3) = f(-1) + 4f'(x)

f(3) = 10 + 4(-3)

f(3) = 10 - 12

f(3) = - 2

So, the least possible value is - 2

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Answer:

The greatest common factor is 3.

Step-by-step explanation:

If you decompose 9 you will get 3*3 so 9=3*3

If you decompose 12 you will get 2*6,then you can decompose 6 which 2*3 so 12=2*2*3

If you decompose 6 you will get 2*3 so 6=2*3

What do all of these numbers have in common?The 3.

So 3 is the greatest common factor.Now you just put the 3 in front and then open the bracket and divide each of the number by 3.

9/3=3

-12x/3=4x

6y/3=23

So,this will be your answer 3(3-4x+2y)

Answer:

3/4

Step-by-step explanation:

brainliest please

Answer:

(x so long as x is less than or equal to .7 and x is grater than 0.) I think, The number line is hard to interpret. if it's asking where the line stops then it is 7/10. but the answer in parentheses makes the most sense to me.

Step-by-step explanation:

                                                         Good Luck

                                                      Have a nice day

7 + 3x is not a factor of expression 3x^3 + 7x

Consider given expression  3x^3 + 7x

Let f(x) = 3x^3 + 7x

Assume that  7 + 3x is a factor of 3x^3 + 7x

This means,  7 + 3x = 0 would be the root.

x = -7/3

If x = -7/3 is root of polynomial f(x) = 3x^3 + 7x then f(-7/3) must be equal to 0

We find the value of given polynomial for x = -7/3

f(x) = 3x^3 + 7x

f(-7/3) = 3(-7 / 3)^3 + 7 (-7 / 3)

f(-7/3) = (3 × (-343)) / 27 + (-49 / 3)

f(-7/3) =  [(-343) - 147] / 9

f(-7/3) = -490 / 9

f(-7/3) ≠ 0

Since f(-7/3) ≠ 0, x = -7/3 is not root of polynomial  f(x) = 3x^3 + 7x

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Answer:

a)$235.20

b) $67.20

Step-by-step explanation:

Stefan sells Jin a bicycle for $151 and a helmet for $17.

a) How much did Stefan spend originally?

Total cost for Jin = $151 + $17

= $168

The total cost for Jin is 140% of what Stefan spent originally to buy the bike and helmet.

Hence,

140% of $168 = $235.20

b) How much money did he make by selling the bicycle and helmet to Jin?

This is calculated as:

$235.20 - $168

= $67.20

= ​

Answer: 14

Step-by-step explanation: 3 x 4 = 12, 12 - 2 =10, so, the bottom line is 10, and the cd line is slightly longer than the bottom one, thus, the answer is 14.

Answer:

Okie the correct answer is 5

Step-by-step explanation:

I just took the test for that and I had the same answers.

I hope that helps