graph f(x) = x^2 and g(x) = 2^x for x

Answer:

Step-by-step explanation:

sin (-90*) = -sin (90*)
...
sin = y
...
-sin(90*) = -1

The value of x for the given polynomial that are similar in nature through which the relation is satisfied is x = 21.

What about similar character?

In mathematics, similarity refers to the property of having the same shape but not necessarily the same size. Two geometric figures are said to be similar if they have the same shape and their corresponding angles are congruent, and the ratio of their corresponding side lengths is constant. This constant ratio is called the scale factor of the similarity.

For example, two triangles are similar if their corresponding angles are congruent, and their corresponding sides are in proportion. That is, if we take one side of the first triangle and divide it by the corresponding side of the second triangle, we get the same ratio as if we took another pair of corresponding sides and divided them. This ratio is the scale factor of the similarity.

According to the given information:

Similar polygons have congruent corresponding angles and proportionate corresponding sides.

To find the lengths of another polygon that is comparable, multiply or divide a polygon's side lengths by a scale factor.

Here, we use the similarity operation  in which the ratio of side are equal in nature.

⇒[tex]\frac{x-5}{12} = \frac{18}{13.5} = \frac{20}{15}[/tex]

⇒ [tex]\frac{x-5}{12} = \frac{4}{3} = \frac{4}{3}[/tex]

⇒ [tex]\frac{x-5}{12} = \frac{4}{3}[/tex]

⇒ [tex]x = 21[/tex]

So, the value of x for which the given relation is satisfied is x  = 21.

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The length of each leg of a right triangle given that one angle is 22° and the length of the hypotenuse is 10 inches are 3.75 and 9.27 inches respectively.

In order to determine the length of the opposite side and adjacent side, we would apply both the cosine and sine trigonometry ratio because the given side lengths represent the hypotenuse of a right-angled triangle.

cos(θ) = Adj/Hyp

Where:

By substituting the parameters into the sine trigonometry ratio formula, we have the following;

sin(θ) = Opp/Hyp

sin(22) = y/10

y = 10sin(22)

y = 3.75 inches.

For the adjacent side, we have:

cos(θ) = Adj/Hyp

cos(22) = x/10

x = 10cos(22)

x = 9.27 inches.

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Craig is accurate in that the supplied number line reflects the value of 1/3 since in the situation at hand, the red dot represents the value of 1/3.

Once someone outlines their solution and how they approached the challenge, clarifying questions should be asked.

List the parallels and differences between several approaches to solving the issue.

Find the mistake in a wrong response, and then provide proof to support your claim.

Create strong arguments and evaluate other people's reasoning.

What It Means: When kids can give us the right answer and explain how they arrived at it, we know they fully understand a topic.

So, in the given situation the red dot represents the value of 1/3, and thus Craig is correct that the given number line represents the value of 1/3.

Therefore, Craig is accurate in that the supplied number line reflects the value of 1/3 since in the situation at hand, the red dot represents the value of 1/3.

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A has 156 cards, B has 39 cards, and J has 312 cards.

To find out how many cards A, B, and J have, follow these steps:

Let the number of cards B has be represented by the variable 'b'.

A has four times as many cards as B, so the number of cards A has can be represented as '4b'.

J has twice as many cards as A, so the number of cards J has can be represented as '2(4b)' or '8b'.

Together, A and J have 468 cards. Therefore, the equation can be written as 4b + 8b = 468.

Combine the like terms: 12b = 468.

Divide both sides of the equation by 12 to find the value of 'b': b = 468 / 12, which results in b = 39.

Now that we have the value of 'b', we can find the number of cards A and J have:

- A has 4 times as many cards as B: A = 4 × 39 = 156 cards.

- J has twice as many cards as A: J = 2 × 156 = 312 cards.

So, A has 156 cards, B has 39 cards, and J has 312 cards.

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Answer:

The surface area of each mini muffin that needs to be covered by paper is the lateral surface area of the cylinder plus the area of each circular base. The formula for the lateral surface area of a cylinder is 2πrh, where r is the radius and h is the height. The formula for the area of a circle is πr^2. Using the given dimensions, the radius of each mini muffin is 1 inch, and the height is 1 and 1/4 inches. So the surface area of each mini muffin is: 2π(1)(1 and 1/4) + π(1)^2 = 5π/2 + π = 7.07 square inches (approx.) To wrap 6 mini muffins, we need 6 times this amount of paper: 6 x 7.07 = 42.42 square

Step-by-step explanation:

give me the brianlst

Answer:

-20p - 3.8

Step-by-step explanation:

Sure!

1.) Since you have a number outside of a parenthesis, you can distribute it to the parenthesis by multiplying it to each term in the parenthesis. You would get .2 +(-4)*5p + (-4) * 1.

2.) Now, by multiplying these together, you would get .2-20p-4.

3.) Finally, since you can further simplify by adding together like terms. .2 and -4 are both constants (numbers), so you can add them together.

4.) .2 + (-4) is equal to -3.8, so your final expression is -20p - 3.8.

The solution for differential equation is the negative square root, since y(π) = -5. Thus, the final solution is;  y = 3 - √(9 - 6 tan(x))

A differential equation is a mathematical equation that relates a function or a set of functions with their derivatives.

Given differential equation;  dy/dx = sec²(x) (2+y)²

separate the variables and integrate both sides:

∫ 1/(2+y)² dy = ∫ sec²(x) dx

Using the substitution u = 2+y, du/dy = 1, we can rewrite the left-hand side as:

∫ 1/u² du = -1/u + C₁

Similarly, we can integrate the right-hand side using the identity ∫ sec²(x) dx = tan(x) + C₂, Substituting these expressions back into the original equation, we get:

-1/(2+y) + C₁ = tan(x) + C₂

To determine the values of C₁ and C₂, we use the initial condition y(π) = -5, which implies x = π. Substituting these values, we get:

-1/(2-5) + C₁ = tan(π) + C₂

-1/(-3) + C₁ = 0 + C₂

C₁ = C₂ + 1/3

putting the value of C₁ and C₂ into the previous expression, So,

-1/(2+y) + C₁ = tan(x) + C₁ - 1/3

-1/(2+y) = tan(x) - 1/3

Multiplying both sides by (2+y)², we get:

-(2+y) = (2+y)² tan(x) - (2+y)²/3

Simplifying and solving for y, we get:

y² - 6 - 6 tan(x) = 0

Solve it for y by using the quadratic formula,

y = 3 ± √(9 - 6 tan(x))

Therefore, the solution to the differential equation dy/dx = sec²(x) (2+y)² with the initial condition y(π) = -5 is:    y = 3 ± √(9 - 6 tan(x))

We choose the negative square root, since y(π) = -5. Thus, the final solution is:     y = 3 - √(9 - 6 tan(x))

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The value of sin 315° = -√2/2, cos 9π/4 = √2/2 , tan (-135) = 1°

The study of angles and of the angular relationships of planar and three-dimensional figures is known as trigonometry. The trigonometric functions (also called the circular functions) comprising trigonometry are the cosecant , cosine , cotangent , secant , sine , and tangent .

We can use the following trigonometric identities to find the values ​​of sin, cos, and sun:

sin(x) = sin(x 360°)

cos(x) = cos(x 360°)

tan(x) = tan(x 180°)

Using these identities, we can convert  angles to equivalent angles in the first quadrant, where the values ​​of sin, cos, and sun are known.

sin (315°)

We can convert 315° to the corresponding angle in the first quadrant by subtracting 360°:

315° - 360° = -45°

Since sin(x) = sin(x 360°), we have:

sin(315°) = sin(-45°)

We know that sin(-θ) = -sin(θ), so:

sin(-45°) = -sin(45°)

We also know that sin (45°) = √2/2, so:

sin(315°) = -√2/2

Therefore, the power of 315  is equal to -√2/2.

cos(9π/4)

We can convert 9π/4 to the corresponding angle in the first quadrant by subtracting 2π:

9π/4 – 2π = π/4

Since cos(x) = cos(x 360°), we have:

cos(9π/4) = cos(π/4)

We know that cos(π/4) = √2/2, so:

cos(9π/4) = √2/2

Therefore, cos 9π/4 is equal to √2/2.

tan(-135°)

We can convert -135° to the corresponding angle in the second quadrant by adding 180°:

-135°- 180° = 45°

Since tan(x) = tan(x 180°), we have:

We know that tan(45°) = 1, so:

reddish brown (-135°) = 1

Therefore tan (-135°) equals 1.

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(a) According to the null hypothesis, there is evidence that the average telephone survey lasts less than 15 minutes and that the premium rate is not appropriate. According to the alternative hypothesis, there is evidence that the premium rate is appropriate and that the average telephone survey lasts longer than 15 minutes.

(b) The value of the test statistic is 2.959.

(a)  Based on the available data, Fowle Marketing Research Inc. is requesting a basic fee from a customer under the presumption that the average telephone survey will last 15 minutes or less. The following are the alternative and null hypotheses:

Write down the null hypothesis.

Null hypothesis:

H₀ : μ ≤ 15

Alternative hypothesis:

H₁ : μ > 15

(b) The test statistic's value is as follows:

Given the information, μ = 11, σ = 4 and n=35.

x' = Σx/n

x' = (17 + 11 + 12 + 23 + 20 + 23 + 15 + 16 + 23 + 22 + 18 + 23 + 25 + 14 + 12 + 12 + 20 + 18 + 12 + 19 + 11 + 11 + 20 + 21 + 11 + 18 + 14 + 13 + 13 + 19 + 16 + 10 + 22 + 18 + 23)/35

x' = 595/35

x' = 17

Therefore,

z = (x' - μ)/(σ/√n)

z = (17 - 15)/(4/√35)

z = 2/(4/5.92)

z = 2/0.676

z = 2.959

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The complete question is:

Fowle Marketing Research Inc., bases charges to a client on the assumption that telephone surveys can be completed in a mean time of 15 minutes or less. If a longer mean survey time is necessary, a premium rate is charged. A sample of 35 surveys provided the following survey times in minutes:

17; 11; 12; 23; 20; 23; 15; 16; 23; 22; 18; 23; 25; 14; 12; 12; 20; 18; 12; 19; 11; 11; 20; 21; 11; 18; 14; 13; 13; 19; 16; 10; 22; 18; 23.

Based upon past studies, the population standard deviation is assumed known with s = 4 minutes. Is the premium rate justified?

a. Formulate the null and alternative hypotheses for this application.

b. Compute the value of the test statistic.

According to the given question ∠1 = ∠5 ; Cοrrespοnding angles.

A figure that is created by twο rays οr lines that have the same endpοint is knοwn as an angle in plane geοmetry. Frοm the Latin wοrd "angulus," which means "cοrner," cοmes the English wοrd "angle." The vertex, which is the shared endpοint οf the twο rays, is referred tο as the side οf an angle.

There is nο requirement that an angle in the plane be in Euclidean space. If twο planes intersect in Euclidean οr anοther space tο fοrm an angle, that angle is said tο be a dihedral angle. "" is the symbοl used tο represent angles. Using the Greek letter,,, etc., οne can represent the angle between the twο rays.

Given,

The figure is attached

We have tο prοve that ∠1 = ∠5.

Cοrrespοnding angles;

When twο parallel lines are intersected by anοther line, cοmparable angles are the angles that are created in matching cοrners οr cοrrespοnding cοrners with the transversal (i.e. the transversal).

Here,

∠1 + ∠3 = 180° ; Vertical angles theοrem.

∠5 + ∠6 = 180° ; Linear pair theοrem.

∠1 + ∠3 = ∠5 + ∠6 ; 180° = 180° ; Bοth are supplementary angles.

∠3 = ∠6 ; Cοnsecutive interiοr angles

Nοw,

∠1 = ∠5 ; Cοrrespοnding angles.

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Flying with the wind, a small plane flew 338 mi in 2 h. flying against the wind, the plane could fly only 312 mi in the same amount of time. So, the rate of the plane in calm air is 162.5 mph, and the rate of the wind is 6.5 mph.

Let's use variables to represent the unknowns in this problem:

- Let p represent the rate of the plane in calm air (in miles per hour).
- Let w represent the rate of the wind (in miles per hour).

When the plane is flying with the wind, the combined speed (plane + wind) is (p + w) mph. It flies 338 miles in 2 hours, so we have:

1. (p + w) * 2 = 338

When flying against the wind, the net speed (plane - wind) is (p - w) mph. It flies 312 miles in 2 hours, so we have:

2. (p - w) * 2 = 312

Now, we'll solve the two equations simultaneously. First, divide both sides of each equation by 2:

1. p + w = 169
2. p - w = 156

Next, add the two equations together to eliminate the w variable:

(p + w) + (p - w) = 169 + 156
2p = 325

Now, divide by 2 to find the rate of the plane in calm air:

p = 325 / 2
p = 162.5 mph

Now that we have the rate of the plane, we can find the rate of the wind by substituting the value of p back into either equation 1 or 2. Let's use equation 1:

162.5 + w = 169

Subtract 162.5 from both sides to find w:

w = 169 - 162.5
w = 6.5 mph

So, the rate of the plane in calm air is 162.5 mph, and the rate of the wind is 6.5 mph.

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Answer:

1) -2.5, 0.5, 1.4, 5

3)The biggest number is a positive while the smallest number is a negative

Step-by-step explanation:

The square root of 5 is 25 because 5 x 5 = 25

5/10 is 0.5 because when simplified It is 1/2 which is 0.5

The square root of 2 is 1.4 when rounded up (When you get a decimal with a very long number, it best to round it up if allowed)

An negative number will always be the smallest since it's is not a positive no more. It is go back meaning it's turning smaller

Hope this helps

Step-by-step explanation:

1. √25

√2

[tex] \frac{5}{10} [/tex]

-2,5

2. √25 = 5 (the root is drawn from 5)

[tex] \frac{5}{10} = \frac{1}{2} = 0.5[/tex]

Divide both numerator and denominator by 5

Then you get 1/2 which is equal to 0,5 (a half)

√2 ≈ 1,41 (just use your calculator to find the approximate value)

3. Biggest number - √25

Smallest number - -2,5

√25 - (-2,5) = 5 + 2,5 = 7,5

Answer:

Step-by-step explanation:

If we input 4 into g(x), we get:

g(4) = 3(4/2) = 3(2) = 6

Therefore, the output of g(x) when we input 4 is 6.

Answer:

The answer to your problem is, 60

Step-by-step explanation:

As shown, a rhombus inside a regular hexagon. The regular hexagon have 6 congruent angles, and the sum of the interior angles is 720°

So, the measure of one angle of the regular hexagon = 720/6 = 120°

The rhombus have 2 obtuse angles and 2 acute angles.

So, the measure of each acute angle of the rhombus = 180 - 120 = 60°

So, the measure of each acute angle of the rhombus + the measure of angle x

= the measure of one angle of the regular hexagon.

Equation 60 + x = 120x = 120 - 60 = 60°

Thus the answer to your problem is, 60

The below list represents the years from driest to wettest

2012, 2011, 2009, 2008, 2010  

The average rainfall in Phoenix is 8.29 inches per year

The table shows recent data on the difference in annual rainfall from the average.  

Phoenix Annual Total Rainfall  Year compared to average yearly rainfall

2008     +6.57 inches

2009   –2.68 inches

2010     +12.26 inches

2011      –4.38 inches

2012     –4.46 inches

Driest   –4.46 inches       2012

Then  –4.38 inches in 2011    

–2.68 inches                    2009

+6.57 inches                    2008

+12.26 inches    Wettest  2010

The below list represents the years from driest to wettest

2012, 2011, 2009, 2008, 2010  

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We multiply the base's area by the prism's height to get the volume of the structure. In this case, the height of the prism is also 9 feet. Therefore, the volume of the triangular prism is 162 cubic feet.

By dividing the base's area by the prism's height, one can determine the volume of a triangular prism. The area of the triangular base can be calculated by using the formula

area of a triangle = [tex]\frac{1}{2}[/tex] × base × height.

In this case, the base of the triangular prism is 4 feet and the height is 9 feet. Hence, the triangle's base's area is:

[tex]\frac{1}{2}[/tex] × 4 ft × 9 ft = 18 square feet

Multiplying the area of the base by the height of the prism gives us the volume of the triangular prism:

Volume = Area of triangle × height of the triangle

18 sq ft × 9 ft = 162 cubic feet

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This relationship shows that the diameter of the central circle (2R) is twice the diameter of each outer circle (2r).

In this configuration, four outer circles are placed around a central circle, such that they are all tangent to the central circle and tangent to each other.
To determine the relationship between the diameter of the outer circles and the diameter of the inner circle, follow these steps:
1. Let the radius of the outer circles be r and the radius of the central circle be R.
2. In this arrangement, the distance between the centers of any two adjacent outer circles is equal to the sum of their radii, which is 2r.
3. Now, draw a straight line connecting the centers of these two adjacent outer circles.

This line will pass through the center of the central circle.
4. The length of this line is the sum of the radii of the outer circle, the central circle, and another outer circle, which is

r + R + r = 2r + R.
5. Observe that the line connecting the centers of the two adjacent outer circles, along with the radii connecting the center of the central circle to the points of tangency, forms a right-angled isosceles triangle.
6. Since it is an isosceles triangle, the length of the line connecting the centers of the two adjacent outer circles (2r + R) is also the length of the other side of the triangle, which is equal to the diameter of the outer circle (2r).
7. Therefore, the relationship between the diameter of the outer circles and the diameter of the inner circle is:

2r = 2r + R.
8. Simplify the equation to find the relationship: R = 2r.

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Answer:

answer -15 ans hope this helps

Answer:

2x+33/3

Step-by-step explanation:

11+2/3x 11+2x/3

11+2x/3 3 x 11/3 + 2x/3

3 x 11/3 + 2x/3 3 x 11 + 2x/3

3 x 11 + 2x/3  33+2x/3

33+2x/3  2x+33/3

It is not reasonable to use the least-squares regression model to predict attendance per game for 0 wins because it involves extrapolation beyond the range of the observed data

Using the least-squares regression model to predict attendance per game for 0 wins is not reasonable because it would involve extrapolating the regression line beyond the range of the data.

In other words, the least-squares regression model is designed to capture the relationship between two variables within the range of the observed data. If we attempt to use this model to make predictions outside of this range, the results may not be reliable or accurate.

For example, if we were to use a least-squares regression model to predict attendance per game based on the number of wins a sports team had, and the range of wins in our data set was from 10 to 80, then any predictions we make for 0 wins (which is outside of this range) would be extrapolations rather than interpolations.

Extrapolation can be risky because it assumes that the relationship between the two variables continues beyond the range of the data. However, this assumption may not hold true in reality, and therefore the predictions made using extrapolation may not be accurate.

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Answer:

Step-by-step explanation:

x = 7

Answer:

Step-by-step explanation:

A

The roots of the given quadratic equation are x = -3± √27

Quadratics can be defined as a polynomial equation of a second degree, which implies that it comprises a minimum of one term that is squared. It is also called quadratic equations.

Given is a quadratic equation x² + 6x = 18,

x² + 6x = 18

Comparing the equation with the standard form,

b = 6, c = -18

(x + b/2)² = -(c - b²/4)

So,

(x+6/2)² = -(-18-6²/4)

(x+3)² = -(-18-9)

(x+3)² = 27

x+3 = ±√27

x = ±√27-3

x = -3± √27

Hence, the roots of the given quadratic equation are x = -3± √27

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Answer:

5

Step-by-step explanation:

The f(x) = 2x^2 + 4, so f(4) = 2(4)^2 + 4 = 36.

To find (Fog)(0), we first need to find g(0) and then plug that value into f(x).

We have g(x) = -3x + 4, so g(0) = -3(0) + 4 = 4.

Now we have (Fog)(0) = f(g(0)) = f(4).

We have f(x) = 2x^2 + 4, so f(4) = 2(4)^2 + 4 = 36.

Therefore, (Fog)(0) = 36.

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Answer:

3.25

With 3.254, rule A applies and 3.254 rounded to the nearest hundredth is: 3.25

AND

107.7

Rounded to the nearest 0.1 or

the Tenths Place.

107.747

You rounded to the nearest tenths place. The 7 in the tenths place rounds down to 7, or stays the same, because the digit to the right in the hundredths place is 4.

107.7

When the digit to the right is less than 5 we round toward 0.

107.747 was rounded down toward zero to 107.7

Answer:

In the expression 7z^4 - 5 + 10(y^3+2), the term 10(y^3+2) has a factor of 10.

Answer:

Base of the bottle = 15 cm

Step-by-step explanation:

Let's start by using the formula for the volume of a pyramid:

Volume of a pyramid = (1/3) * Base Area * Height

We know that the volume of the bottle is 140 cm³ and the height of the pyramid is 7 cm. We need to find the width of the base of the pyramid.

Let's first find the area of the rectangular base:

Base Area = Length * Width

We know that the length of the base is 4 cm, but we don't know the width. Let's call the width "w".

Base Area = 4 * w

Base Area = 4w

Now we can substitute the values we know into the formula for the volume of a pyramid:

Volume of a pyramid = (1/3) * Base Area * Height

140 = (1/3) * (4w) * 7

Simplifying the equation:

140 = (4/3) * 7w

140 = 9.333w

w = 15

Therefore, the width of the base of the bottle is 15 cm.

The solution of the  expression 6 × [tex]\frac{1}{4}[/tex] × (12 - 3) using order of operations rule BODMAS/PEMDAS is 13.5.

What is BODMAS?

BODMAS is acronym for B is for Bracket, O is for Of, D is for Division, M is for Multiplication, A is for Addition, and S is for Subtraction. This rule is used to explain the order of operation of a mathematical expression and solve the expression in case it has more than one operational signs. BODMAS is same as PEDMAS which i acronym for P-Parentheses, E-Exponents, D-Division, M-Multiplication, A-Addition, and S-Subtraction.

Here the expression is:

6 × [tex]\frac{1}{4}[/tex] × (12 - 3)= 6 × [tex]\frac{1}{4}[/tex] × (9) {solving the brackets}

                      = 54 × [tex]\frac{1}{4}[/tex]

                      = 13.5

The value of given expression is 13.5

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The solution of the  expression is using order of operations rule BODMAS/PEMDAS is 13.5.

BODMAS stands for Bracket, Of, D, Multiplication, Multiplication by One, Addition by One, and Subtraction by One. This rule is used to specify the order of operations in a mathematical equation as well as to solve expressions with multiple operational signs. P-Parentheses, E-Exponents, D-Division, M-Multiplication, A-Addition, & S-Subtraction are collectively referred to as PEDMAS. BODMAS stands for the same thing.

The abbreviation BODMAS was created to aid kids in remembering the right order to carry out mathematical operations when solving problems.

Here the expression is:

6 × 1/4 × (12 - 3)= 6 × 1/4 × (9) {solving the brackets}

                     = 54 × 1/4

                     = 13.5

The value of given expression is 13.5

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