Answer:
3.14 × 1×1= 3.14 mm^2
..........................
Please its due today
a) The domain and the range of the function are given as follows:
Domain: [-4,5).Range: [0,9].b) The zero of the function is given as follows: (3,0).
c) The behaviors are given by these following intervals:
Increasing: (-4,0) U (3,5).Decreasing: (0,3).Constant: DNE.d) The extremas are given as follows:
Relative minimum: (3,0).Relative maximum: (0,9).e) The function is neither even nor odd.
What are the features of the function?The domain of a function is the set that contains all the input values for the function, hence in the graph it is given by the values of x.
The range of a function is the set that contains all the output values for the function, hence in the graph it is given by the values of y.
The zeros are the points of the function at which it either crosses or touches the x-axis.
The function is increasing when the graph is moving up, and decreasing it the graph is moving down.
The extremas are given as follows:
Relative minimum: function changes from decreasing to increasing.Relative maximum: function changes from increasing to decreasing.The function is classified as even, odd or neither as follows:
Even: f(x) = f(-x) for all values of x.Odd: f(-x) = -f(x) for all values of x.Neither: none of the two above statements are true.More can be learned about functions at https://brainly.com/question/24808124
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Carlos has 38. he puts 8 apples into each bag. If he fills as many bags as possible, how many apples are left?
Answer: 6 is how many apples are left
Step-by-step explanation:
5. Measure the length of each leg and the hypotenuse of this triangle: a.f = units ag units fg = units
To find the length of the side opposite the angle, multiply the hypotenuse by sin(). Alternatively, to obtain the side next to the angle, multiply the hypotenuse by cos()
What is Hypotenuse triangle?The term "hypotenuse" refers to a right-angled triangle's longest side as compared to the base and perpendicular lengths. The right angle, the largest angle of the three angles in a right triangle, is opposite the hypotenuse side. In essence, only the right triangle possesses the hypotenuse feature, not any other triangles. When we study the right-angled theorem, Pythagoras Theorem, or Pythagorean Theorem, this is better understood.
Hypotenuse TheoramPythagoras theorem defines the hypotenuse theorem. This theorem states that the square of a right-angled triangle's hypotenuse side is equal to the sum of its base and perpendicular squares, so that;
Hypotenuse2 = Base2 + Perpendicular2
The square root of the sum of the base and perpendicular squares of a right-angled triangle provides the formula to get the hypotenuse. The hypotenuse formula is represented as follows:
Hypotenuse = √[Base2 + Perpendicular2]
Length of the hypotenuse:Hypotenuse length: In the scenario where the square root is not a perfect square, we take an approximation of the root here in order for the solution to appear.Additionally, the squares of the base and the height should always be added to establish the value, however this does not provide a perfect square.Due to the imperfect square-root number, we must therefore approximation the solution.To know more about Hypotenuse Triangle refer to:
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HELP DUE IN 15 MINS!
Determine if the figure is a parallelogram. Justify your answer by picking the property that verifies it is a parallelogram or the one the property that it fails to meet the criteria for.
1. Is the figure a parallelogram? Yes or NO??
2. Why?? A. Both Diagonals Bisect Each Other, B. One set of Opposite Sides are parallel and congruent, C. Both sets of opposite sides are parallel, D. Both sets of opposite sides are congruent, E. Both Pairs of opposite angles are congruent.
Answer:
B and D both lead to failure. I have no idea how to pick which one is right. I guess D but don't be surprised if it is B. The question tries to do too much.
D
Step-by-step explanation:
No.
You need one more fact.
You can't pick A. Angles are not noted.
B: there is no mention of parallel sides. This is why the proposition fails to give a parallelogram.
C: you haven't got both sides being parallel. You haven't even got one set of opposite sides being parallel
D: This is probably another alternative. You don't know anything about 1 set of opposite sides.
E: No angles are marked.
a=1/2(a+b)h work out the value of A when a=7, b=6 and h=10
Answer:
A = 65
Step-by-step explanation:
A = 1/2(7+6)·10
A = 5(7+6)
A = 5(13)
A = 65
A parabola has a maximum value of 4 at x = -1, a y-intercept of 3, and an x-intercept of 1.
Which graph matches the description?
Answer:
Step-by-step explanation:
The second graph is the right one. Note that when x = 1, y (the maximum) is 4, and that the x-intercepts are -3 and 1.
The x-intercepts are -3 and 1.
We have given,
A parabola has a maximum value of 4 at x = -1,
A y-intercept of 3, and an x-intercept of 1.
What is the maximum point of the graph?The maximum value of a graph is the point on the graph where the y-coordinate has the largest value.
A maximum graph is one that represents the largest value of the y-coordinate.
The second graph is the right one.
Note that when x = 1, y (the maximum) is 4,
and that , The x-intercepts are -3 and 1.
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Find the midpoint between p and q.
p = (12,-3,6)
q = (-9,2,0)
Answer:
A on edge
Step-by-step explanation:
( 3/2, -1/2, 3)
5. QRST is a Rhombus. The diagonals intersect at point 0. mZROS = 7x1, mzSTO= 4x - 22, QT = 4y + 2, ST = 8y-8 R T S X= y = mZTOQ = mzQRS = Perimeter QRST=_
The value of x is 18.45°.
The value of y is 2.5 units.
The measure of the angle TOQ is 128.15°.
The measure of the angle QRS is 90°.
The perimeter of QRST is 36 units.
What is a rhombus?A quadrilateral with all equal sides is a rhombus. Rhombuses are a particular kind of parallelogram in which all of the sides are equal since the opposite sides of a parallelogram are equal.
Given, m∠ROS = 7x - 1, m∠STO= 4x - 22.
We know the sum of linear pair of angles is 180°.
Therefore,
7x - 1 + 4x - 22 = 180.
11x = 203.
x = 203/11.
x = 18.45°.
Also given that line segment QT = 4y + 2 and ST = 8y - 8.
We know the sides of a rhombus are of equal length.
Therefore,
4y + 2 = 8y - 8.
- 4y = - 10.
4y = 10.
y = 10/4.
y = 2.5.
We know vertically opposite angles are equal hence m∠ROS = m∠TOQ.
= 7(18.45) - 1.
= 128.15°.
m∠QRS is 90° as all four interior angles of a rhombus are right angles.
The perimeter of QRST is 4×(QT).
= 4×(10 + 2).
= 4×12.
= 36 units.
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Use the data for the books each class donated for a book drive and find the upper quartile. 28 15 40 45 27 19 50 36 42 37 21 25
A.35
B.18
C.41
D.23
Answer:
41
Step-by-step explanation:
when you find the median you split the numbers in half from the upper to lower parts of the data. then you find the median of the upper part and that is the upper quartile.
median: 32
32, 36, 37, 40, 42, 45, 50
add 40+42 then divide by 2 and you get 41
hopefully this helps
What the answer is? Please answer fast!
Answer:
A
Step-by-step explanation:
it includes all the combinations.
Let g be a twice-differentiable function with g'(x) > 0 and g"(x) > 0 for all real numbers x, such that
g(3) 12 and g(5) = 18. Which of 20, 21, and 22 are possible values for g(6) ?
(A) 21 only
(B) 22 only
(C) 20 and 21 only
(D) 21 and 22 only
g(6) must be greater than 21 which is 22 only.
What is function?In mathematics, a function is an expression, rule, or law that establishes the relationship between an independent variable and a dependent variable.
Since g'(x) > 0 for all x and we know that g(x) is an increasing function.
Additionally, since g"(x) > 0 for all x, we know that g(x) is a concave-up function.
Since g(x) is increasing, we know that g(6) > g(5) = 18.
Now, we can use the fact that g(x) is concave-up to find a lower bound on g(6).
By the definition of concave-up, we know that the slope of the tangent line to g(x) is increasing.
This means that the slope of the line connecting (3,g(3)) to (5,g(5)) is less than the slope of the line connecting (5,g(5)) to (6,g(6)).
Using this information, we can find a lower bound on g(6):
g(5)- g(3) / (5-3) < g(6)- g(5)/ (6-5)
18- 12/2 < g(6)- 18
3 < g(6) - 18
g(6) > 21
Therefore, g(6) must be greater than 21.
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The ratio of the measures of the three angle in a triangle is 15:8:13. Find the measure of the three angles.
Answer:
a=15x; b=8x; c=13x
180°=a+b+c=15x+8x+13x=36x
=> x=180÷36=5
=> a=15×5=75°; b=8×5=40°; c=13×5=65°
What is the degree of 3x³?
Answer:
3x³ is a polynomial of degree
The degree of the polynomial 3x³ is 3
What is the length of the hypotenuse of a 45 45 90 triangle with a leg of 12?
It is given that a 45-45-90 triangle whose each leg is 12 cm, then the length of the hypotenuse can be found out as 12/√2
since the hypotenuse is one of the legs multiplied by √2.
dividing the hypotenuse by √2 will get the length of one leg. since it is a 45 45 90 triangle, the length of the two legs are the same.
It is given that a 45-45-90 triangle whose each leg is 12 cm, then the length of the hypotenuse can be found out as:
By using the Pythagoras theorem, we have
a^2+b^2= c^2
Substituting the given values, we have
12/√2
Thus, the length of the hypotenuse will be
12/√2
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How do I do this ? Because I’m having trouble with problems like this .
Answer:
[tex]\sqrt[3]{x^{9} x}[/tex]
Step-by-step explanation:
When you are multiplying powers that have the same bases (in this case x) you add the exponents. If you do not see an exponent, the exponent is 1.
9 + 1 = 10
help last question A semicircular mat has a diameter of 18 m. What is the area of the mat?
Answer:
127.2
Step-by-step explanation:
The area of a semicircle is:
[tex]\frac{\pi r^{2} }{2}[/tex]
So to figure it out we first find the diameter:
18÷2=9
Then we plug it into the equation
[tex]\frac{9^{2}\pi }{2} = \frac{81\pi}{2}[/tex] Which we can put into a calculator to get 127.2345... so we round to 1 d.p to get our answer, 127.2 (the fifth digit, 3, rounds down)
A box of highlighters originally cost
$
18
. It goes on sale at
10
%
off the original price.
Fill in the blanks:
Original percentage
=
%
Percentage off
=
%
Percentage left over
=
%
Complete the number sentence to show how to find the sale price of the box of highlighters:
Sale price
=_______% x $18
Answer:
Answer = 15
Step-by-step explanation:
10% is taking away the precentage away from the original price. 2, 4, 6 ,8 ,10, 12 ,14 ,16,18 is the 100% Its the WHOLE number. youre taking away 10% off.
For m(x)=
-3/4x+6, find the value of x for which m(x) = 0.
The value of x when m(x) = 0 is 8.
What is Linear Function?A linear function can be defined as the function whose graph is a straight line. It can also be defined as the function with one or more variables but does not have exponents to the variables or the exponent of the variable is 1.
The given function is,
m(x) = -3/4 x + 6
Here the value of m(x) depends on the value of x.
m(x) = 0
-3/4 x + 6 = 0
-3/4 x = -6
x = -6 ÷ -3/4
x = 6 × 4/3
x = 8
Hence when m(x) = 0, the value of x is 8.
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i need help REALLY FAST what is the distance between the points (-1, -3 3/4) and (-1, 4 1/2) ?
Answer:
8 1/4
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDAS
Brackets Parenthesis Exponents Multiplication Division Addition Subtraction Left to RightAlgebra I
Coordinates (x, y)Algebra II
Distance Formula: [tex]\displaystyle d = \sqrt{(x_2-x_1)^2+(y_2-y_1)^2}[/tex]Step-by-step explanation:
Step 1: Define
Identify
Point (-1, -3.75)
Point (-1, 4.5)
Step 2: Find distance d
Simply plug in the 2 coordinates into the distance formula to find distance d
Substitute in points [Distance Formula]: [tex]\displaystyle d = \sqrt{(-1--1)^2+(4.5--3.75)^2}[/tex][√Radical] (Parenthesis) Subtract: [tex]\displaystyle d = \sqrt{(0)^2+(8.25)^2}[/tex][√Radical] Evaluate exponents: [tex]\displaystyle d = \sqrt{0+68.0625}[/tex][√Radical] Add: [tex]\displaystyle d = \sqrt{68.0625}[/tex][√Radical] Evaluate: [tex]\displaystyle d = 8.25[/tex]√(4/7)² solve for points
Answer:
unless I'm confused this morning, the square root of a squared number is equal to the number, so:
4/7 would ne my answer
Step-by-step explanation:
How many solutions does the system of linear equations represented in the graph below have?
Answer:
b. one solution
Step-by-step explanation:
two lines are intersecting.
i hope this helps :)
Answer:
B. One Solution.
Step-by-step explanation:
Two linear lines are intersecting at one point. (One point = One solution).
6. Find cos C using the triangle below. Answers may be in decimal OR fraction form.
PLS HELP QUICK
how do i solve this
Answer:
[tex]\pi \times r = 3.14 \times 5 = 15.7[/tex]
Please help me, i’m stuck and confusedd..
Which expression is equivalent to cos (62)?
Answer:
The trigonometric value is equal to cos 62° is sin 28°
In a chess club the probability that Shaun will beat Mike is 3/8 .
The probability that Shaun will beat Tim is 5/7 .
(Assume all the games are independent of one another)
If Shaun plays 1 game with Mike and then 1 game with Tim, what is the probability that Shaun loses both games?
Answer:
11%
Step-by-step explanation:
Shaun's percentage of winning against Mike is 8/11 or 73%
Shaun's percentage of winning against Tim is 7/12 or 58%
Shaun's percentage of losing against Mike is 100-73 = 27%
Shaun's percentage of losing against Tim is 100-58 = 42%
Shaun's percentage of losing against Mike and Tim is .27 x .42 which is approximately 11%
What is the solution to the equation below?
log, x = 3
O A. x = 0.5
O B. x = 729
O C. x = 2
O D. x = 19,683
Before beginning a unit of frog anatomy, a seventh grade biology teacher gives each of the 24 students in the class a pretest to assess their knowledge of frog anatomy. The teacher wants to compare the effectiveness of an instructional program in which students physically dissect frogs with the effectiveness of a different program in which students use computer software that only simulates the dissection of a frog. After completing one of the two programs, students will be given a posttest to assess their knowledge of frog anatomy. The teacher will then analyze the changes in the test scores (score on posttest minus score on pretest). a) Describe a method for assigning the 24 students to two groups of equal size that allows for a statistically valid comparison of the two instructional programs. b) Suppose the teacher decided to allow the students in the class to select which instructional program on frog anatomy (physical dissection or computer simulation) they prefer to take, and 11 students choose actual dissection and 13 students choose computer simulation. How might that self-selection process jeopardize a statistically valid comparison of the changes in the test scores (score on posttest minus score on pretest) for the two instructional programs? Provide a specific example to support your answer.
The following method for assigning the 24 students to two equal-sized groups allows for a statistical valid comparison of the two instructional programmes.
What is instructional program?An instructional programme is a course of study that requires the completion of a specified number of course credits from a prescribed group of courses and results in a formal award.
A) Each student will be given a unique random number generated by a random number generator on a calculator, statistical software, or a random number table. The assigned numbers will be listed in ascending order. Students with the lowest 12 numbers on the ordered list will be assigned to the instructional programme that requires physically dissecting frogs.
Students with the highest 12 numbers will receive an instructional programme that simulates frog dissection using computer software.
B) By not randomizing and allowing students to self-select, there is the possibility of changes in the differences between pre test and post test scores for a specific group due to the characteristics of students who choose a particular instructional method, rather than the instructional method itself.
For example, suppose frog-loving students already know a lot about frog anatomy; these students would be less likely to show a large difference between pre and post test scores. Assume that the frog-loving students prefer the computer simulation method (perhaps because they do not like the notion of dissecting the frogs they love).
The possible low change in pre- and post-test scores for the computer simulation group could then be attributed to the students' prior knowledge of frog anatomy, rather than to the instructional method itself. Because the students entering the frog dissection group have lower pre-test scores (less prior knowledge), they are more likely to show greater improvement between pre-test and post-test scores.
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help on hw NEED ASAP WILL SEND 90$
Answer:
what's the question
Step-by-step explanation:
what's the question and no it will be for free <3
Consider the number . what happens when z is raised to successively increasing powers? use the drop-down menus to complete each sentence. the modulus increases by a factor of . the argument increases by π over 3.
The modulus increases by a factor of 10 and the argument increases by 5π/3.
Modulus of the complex number:
The modulus of a complex number is the square root of the sum of the squares of the complex number's real and imaginary parts. If z is complex, the absolute value of complex z is given by √{[Re(z)]2 + [Im(z)] and denoted by |z|. exclusive. The absolute value of a complex number z = a + ib is the distance between the origin (0, 0) of the complex plane and the point (a, b). The modulus of a complex number is a distance, so its value is always non-negative.
The absolute value of a complex number z = x + iy denoted by |z| is given by the formula |z|. Given = √(x2 + y2), where x is the real part of the complex number z and y is the imaginary part. The modulus of a complex number z can also be computed using the conjugate of z. Since
z. z = (x+ iy)(x −iy)
=x²+y² , we have
z. z = |z|²
⇒ |zI =√z. z.
Then,
The modulus of the z will be =|z|= √p²+q²
We have,
z = 5 – 5i √3
So,
Now rewrite this given equation in the form of z = r(Cosθ + iSinθ),
For this first calculate the modulus,
|Z| = √((5√3)² + 5²)
|Z| = √(25×3 + 25)
|Z| = √(100) = 10
And,
Argument, θ = tan⁻¹ (b/a)
θ = tan⁻¹ (5√3/5)
θ = tan⁻¹ (√3)
θ = 71
Therefore, the modulus increases by a factor of 10, and the argument increase by 5π/3.
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Answer:
The modulus increases by a factor of ✔ 10.
The argument increases by ✔ 5π over 3
Step-by-step explanation:
correct on edge 2023