The table shows ordered pairs that belong to quadratic function H. What is the range of H?

The inequality y ≤ -4 is NOT part of the system of inequalities that defines a polygonal convex set that includes a the interior of a square whose vertices are A(4, 4), B(4, -4), C(-4, -4) and D(4, -4).

As per the given data the interior of a square whose vertices are:

A(4, 4), B(4, -4), C(-4, -4) and D(4, -4)

Diagram attached at the end of solution.

The shaded portion is the polygonal convex set, which represents the interior of the square

Clearly for points inside the set,

x ≤ 4, x ≥ - 4, y ≤ 4 and y ≥ -4

Hence options

(a) The inequality y ≥ -4 represent points inside the set.

(b) The inequality x ≥ - 4 represent points inside the set.

(c) The inequality y ≤ -4 does not represent points inside the set.

(d) The inequality x ≤ 4 represent points inside the set.

Therefore option (c), the inequality y ≤ -4, does not represent points inside the set.

Thus (c) is the correct one.

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When the florist uses 10 white roses in a bouquet, the red roses that she uses will be 25.

Ratio in Mathematics simply demonstrates how many times one number can be able to fit into another number. It should be noted that ratios contrast two numbers by dividing them. In this case, A/B will be the formula if one is comparing one variable (A) to another variable (B).

In this case, the ratio is given as 5:2. Therefore, when the florist uses 10 white roses in a bouquet, the red roses that she uses will be:

= 5/2 × 10

= 25

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A florist uses 5 red roses for every 2 white roses in her bouquets. If the florist uses 10 white roses in an arrangement, how many red roses does she use?

The following values are: 1) 9/10, 2) 1/10, 3) 24/100, 4) 21/100, 5) 1/10, 6) 15/100

There are a few steps for writing decimals in grids:

Step 1: Count how many grids are completely shaded. This will be the number for your one digit.

Step 2: In the grid that is partially shaded, count how many parts are shaded and how many total parts there are.

If the grid has 10 total parts, the number of shaded parts will be your tenth digit.

If the grid has 100 total parts, the number of shaded parts will end in the hundredth place.

Step 3: Combine your numbers from steps 1 and 2 to create the decimal that the grids represent.

As per the steps now we can calculate the decimal numbers:

0.9/100=0.9/10

0.1/100=1/10

0.24/1000=24/100

0.21/1000=21/100

0.15/1000=15/100.

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The direction and magnitude of the resultant vector are:

i. Magnitude = 6403

ii. Direction = 51.3^o

A resultant vector is just a single vector which represent two or more vectors acting at a point in both magnitude and direction.

To determine the magnitude of the resultant vector, we have;

let the resultant vector be represented by R, so that;

/Hyp/^2 = /Opp/^2 + /Adj/^2

R^2 = 5000^2 + 4000^2

      = 25000000 + 16000000

R^2 = 41000000

R = (41000000)^1/2

  = 6403.12

The resultant of the two vectors is 6403.

ii. To determine the direction (θ) of the vector,

Tan θ = y/ x

Tan θ = 5000/ 4000

θ = Tan^-1 1.25

  = 51.341

θ = 51.3^o

The direction of the resultant vector is 51.3^o.

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The length of MN if ABC~LMN would be 11 unit.

A proportion is a fraction of a total amount, and the measures are related using a rule of three.

The relations between variables, either direct or inverse proportional, can be built to find the desired measures in the problem.

Given that the side lengths of two similar triangles are always proportional.

Given that ∆ABC ~ ∆LMN, therefore:

AB = 10

LM = 5

MN = x + 4

BC= 3x + 1

Plug in the values

AB / LM = BC/ MN

Cross multiply

10/ 5 = (3x + 1)/(x + 4)

2 (x + 4) = (3x + 1)

2x + 8 = 3x + 1

x = 7

MN = x + 4 = 11

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a) The current ages of his children are: 8 years, 15 years and 17 years

b) In the year when the ages of his three children have doubled, their ages also form a pythagorean triple.

Let x be the age of the youngest child, y represents the age of the middle child and z be the age of oldest child.

The oldest child is nine years older than the youngest.

so, we get an equation,

z = 9 + x

⇒ x = z - 9

and the middle child is two years younger than the oldest.

so, we get an equation,

y = z - 2

The age of his children now form a Pythagorean triple.

⇒ x² + y² = z²

substitute the values for x and y from above two equations.

⇒ (z - 9)² + (z - 2)² = z²

⇒ z² -18z + 81 + z² - 4z +4 = z²

⇒ 2z² -22z + 85 - z² = z² - z²

⇒ z² - 22z + 85 = 0

⇒ (z - 17)(z - 5) = 0

For z = 17:

x = 17 - 9

x = 8

and y = 17 - 2

y = 15

For z = 5, the value of x would be negative which is contradiction.

As is always greater than 0

For x = 8 , y = 15 and z = 17

Consider x² + y²

= 8² + 15²

= 64 + 225

= 289

= 17²

= z²

This means, (8, 15, 17) is a Pythagorean triple.

Thus, their current ages are: 8 years, 15 years and 17 years

If  the ages of his three children have doubled then:

x = 16 , y = 30 and z = 34

Consider x² + y²

= 16² + 30²

= 256 + 900

= 1156

= 34²

= z²

This means, (16, 30, 34) also form a Pythagorean triple.

In the year when the ages of his three children have doubled, their ages will form a pythagorean triple.

Thus, the man is correct.

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The maximum level of intensity for passion is when there is a feeling of intense desire and excitement.

The years in a relationship that this can occur varies depending on the couple and other factors.

The maximum level of intensity for passion in a romantic relationship can vary for different individuals and situations. Passion is a feeling of intense desire and excitement, and it can fluctuate over time. Some people may experience intense passion in the early stages of a relationship, while others may find that it grows stronger over time.

It is not possible to set a specific number for the maximum level of intensity for passion as it's subjective and can change over time.

Some people may feel intense passion in the early stages of a relationship, while others may experience it later on. Passion can also come and go in a relationship, and its intensity may fluctuate over time.

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The expression |x-y| represents the distance of the subtraction of x by y to the number zero on the number line.

The absolute value of a number is the number without the signal, representing the difference between the number and zero.

For example:

|-2| = |2| = 0.

The definition of the absolute value function is given as follows:7

Hence, for the difference between x and y, the absolute value is given as follows:

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=================================================

Work Shown:

P( (A u B u C)' ) = 0.33

P(A u B u C) = 1 - P( (A u B u C)' )

P(A u B u C) = 1 - 0.33

P(A u B u C) = 0.67

--------

P(AuBuC) = P(A)+P(B)+P(C)-P(AnB)-P(AnC)-P(BnC)+P(AnBnC)

0.67 = 0.24 + 0.26 + P(C) - 0.05 - 0.05 - 0.05 + 0.02

0.67 = P(C) + 0.37

P(C) = 0.67 - 0.37

P(C) = 0.30

For more information, search out "inclusion-exclusion principle". Also feel free to ask me if you have any questions.

Answer:

There are 42 students in the musical.

Step-by-step explanation:

Let x be the number of students in both chorus and musical.

75 ⇒100%

x⇒56%

Find x,

x=56% divided by 100% times 75

Which equals 42 is your answer.

Answer:

19.25 km

Step-by-step explanation:

7 days = 1 week

1 day = 2.75 km

7 days = ?

Then you cross multiply.

Therefore: 7×2.75/1

19.25/1

Answer: 19.25 km

The total volume is 160.2cubic feet.

for the cone,

we can take π times the radius squared times the height.

volume = π x 9 x 4

volume = 113.0973

for the cone,

you would take π times the radius squared times the height and divide it all by 3

volume= (π x 9 x 5)/3

volume= 47.123

so, The total volume is 160.2cubic feet.

Cone

A cone is defined as a distinctive three-dimensional geometric figure with a flat and curved surface pointed towards the top.

Volume

Volume is a three-dimensional quantity that is used to measure the capacity of a solid shape. It means the amount of three-dimensional space a closed figure can occupy is measured by its volume.

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The complete question is :--

The figure is made up of a cylinder and a cone.

What is the exact volume of the figure?

Enter your answer in the box.

ft3

A shape made up of a cone on top of a cylinder. The cylinder has a height of four feet and a radius of three feet. The cone has a radius of three feet and a height of five feet.

The inequality to compare it with the times others in the family skied without falling is 2f < 223.

In math the term inequality is defined as a relation which makes a non-equal comparison between two numbers or other mathematical expressions

Here we have given that Kelvin wants to know whether he skied without falling more than twice as long as anyone else in his family.

Here we have also given that his dad tells him that he can check by using the inequality.

Based on the given details we have identified that the inequality that compare it with the times others in the family skied without falling is written as

=> 2f < 223.

here the term f refers the time skied in seconds for each person.

Complete Question:

Kelvin wants to know whether he skied without falling more than twice as long as anyone else in his family. The total amount of time spent on skied without falling 223. Then write the inequality to compare it with the times others in the family skied without falling.

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The values of x and y are 18,14 respectively.

What is Triangle  ?

Triangle can be defined in which it consists of three sides , three angles and sum of three angles is always 180 degrees.

Given ,

From the given figure ,

JK is a midsegment of triangle FGH.

And

FG = 28

FJ = x

JH = 10

JK = y

As, JK is midsegment of FG

So,

JK = FG / 2

y = 28 / 2

y = 14

So, the value of y could be 14.

And FG = 28

So,

FJ + JH = FG

10+x = 28

x = 28 - 10

x = 18

So, the value of x could be 18.

Hence, The values of x and y are 18,14 respectively.

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Answer: 181726.

Step-by-step explanation:Why?

X

Y

X+Y=!(***27652

The variables are x = 1/2 and y = 5/3

From the figure, we have been told 21x = 5x + 8. So let's solve for x.

21x = 5x + 8

21x - 5x = 8

16x = 8

x = 8/16

x = 1/2 = 0.5

Using the Basic Proportionality Theorem or Thales’s Theorem, which states that "If three or more parallel lines intersect two transversals, then they cut off the transversals proportionally". We can say:

(20y-2)/(17y + 3) = (5x+8)/(21x)

Substitute x = 0.5 and solve for y:

(20y-2)/(17y + 3) = (5(0.5) + 8)/(21(0.5))

(20y-2)/(17y + 3) = (10.5)/(10.5)

(20y-2)/(17y + 3) = 1

20y-2 = 17y + 3

20y - 17y = 3 + 2

3y = 5

y = 5/3

Thus, the variables are x = 1/2 and y = 5/3

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The intensity in watts per meter squared of 85.0-dB sound is 0.316 watts per meter squared.

To calculate the intensity in watts per meter squared of 85.0-dB sound, we first need to convert the dB sound level to a ratio.

This is done by calculating 10 raised to the power of the dB sound level divided by 10.

Therefore, 10^(85.0/10) = 316.

Next, we need to convert the ratio to intensity in watts per meter squared. This is done by dividing the ratio by 1,000,000.

Therefore, 316 / 1,000,000 = 0.000316.

Finally, we need to convert the intensity in watts per meter squared to a more readable number. This is done by multiplying the intensity by 1,000,000.

Therefore, 0.000316 * 1,000,000 = 0.316 watts per meter squared.

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The intensity in watts per meter squared of 85.0-dB sound is 0.316 watts per meter squared.

We must first translate the dB sound level into a ratio in order to determine the intensity of 85.0-dB sound in watts per square meter.

To do this, divide the decibel sound level by 10 and multiply the result by 10 raised to that power.

Consequently, 10 (10/85.0) = 316.

The ratio must then be changed to intensity in watts per square meter. To do this, double the ratio by 1,000,000.

316 divided by 1,000,000 equals 0.000316.

Finally, we must translate the intensity measured in watts per square meter into a more understandable value. The intensity is multiplied by 1,000,000 to achieve this.

Therefore, 0.316 watts per square meter are equal to 0.000316 * 1,000,000.

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The percentage of respondents said that cellular phones are "not at all annoying" is 9.52%

Now, According to the question:

Among the 1018 respondents, 97 said that cellular phones are "not at all annoying "

To find the percentage of respondents said that cellular phones are "not at all annoying"

Based on the given condition:

If we divide 97 divide by 1018, we get :

[tex]\frac{97}{1018}[/tex] ≈ 0.09528

If we want to express this number as a percentage, we need to multiply by 100. Then we get:

0.09528 x 100 = 9.52%

Hence, The percentage of respondents said that cellular phones are "not at all annoying" is 9.52%

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Answer:

Step1

First look at the value for 4 and then rest numbers 1234

Step2

4 is Unit 3 is Tens 2 is Hundred and 1 is Thousand

Step3

So in the question 4 is Unit 8 is Tens 7 is Hundred and 4 is thousand

No, because there is one x-value that corresponds to two y-values. Hence option D is the correct answer.

A relation between a collection of inputs and outputs is known as a function. A function is, to put it simply, a connection between inputs in which each input is connected to precisely one output. Each function has a range, codomain, and domain. The usual way to refer to a function is as f(x), where x is the input. A function is often represented as y = f. (x).

We know that each input is connected to precisely one output in a function. In the graph given one 2 input value correspond to the same output value and hence, it does not form a function.

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[tex]\huge\text{Hey there!}[/tex]

[tex]\mathsf{\dfrac{36^3}{12^5}}[/tex]

[tex]\mathsf{= \dfrac{36\times36\times36}{12\times12\times12\times12\times12}}[/tex]

[tex]\mathsf{= \dfrac{1,296\times36}{144\times144\times12}}[/tex]

[tex]\mathsf{= \dfrac{46,656}{20,736\times12}}[/tex]

[tex]\mathsf{= \dfrac{46,656}{248,832}}[/tex]

[tex]\mathsf{\mathsf{= \dfrac{46,656\div 15,552}{248,832 \div 15,552}}}[/tex]

[tex]\mathsf{= \dfrac{3}{16}}[/tex]

[tex]\huge\text{Therefore, your answer should be:}[/tex]

[tex]\ \huge\boxed{\mathsf{\dfrac{46,656}{248,832}\ or\ \dfrac{3}{16}}}\huge\checkmark\\\\\ \huge\boxed{\uparrow}}\huge\text{ Either of those should work because they are}\\\huge\text{equivalent to each other :) }} \huge\boxed{\uparrow}}[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

Answer: 46656/248832

Step-by-step explanation:

Potentiation in fractions.

Power is made up of a base and an exponent. The exponent indicates how many times the base will be multiplied by itself.

[tex]\boldsymbol{\sf{\dfrac{36^3}{12^5}=\dfrac{36\times36\times36}{12\times12\times12\times12\times12 }=\dfrac{46656}{248832 } }}[/tex]

36³/12⁵ = 46656/248832

By lowest terms -4x + 20 / x² - x - 12 * x + 3 / x² - 25  this we get -4 / (x - 4) (x + 5).

A numerator and denominator's lowest value after being divided by their biggest common factor.

By multiplying the reciprocal of a fraction, divide it:

-4x + 20 / x² - x - 12 * x + 3 / x² - 25

The expression is multiplied:

4(-x + 5 ) / x² - x - 12 * x + 3 / x² - 25

The expression is multiplied:

4(-x+5) / (x-4)(x+3) * x+3 / x² - 25

Applying factoring to the phrase

a² - b² = (a+b) (4-b):

4(-x + 5 )/(x-4)(x+3) * x+3 / (x+5)(x-5)

Eliminate all but the lowest term from the expression:

-4 / (x - 4) * 1 / ( x + 5)

Put the following in one fraction:

-4 / (x - 4 ) (x + 5 )

Answer : -4 / (x - 4) (x + 5).

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The bee would be located at (-4, 3, 1) at time 7. The integral of a velocity vector over a certain time period represents the net displacement of an object.

In this case, the velocity vector is represented by r'(t) and the time period is from t=0 to t=7.

If the integral of the velocity vector over this time period is equal to 0, it means that the object's net displacement over the 7 seconds is 0. This implies that the object's final position is the same as its initial position.

As the bee started at (-4,3,1) at time t=0, it means the bee would have not moved from its initial position and would be located at (-4,3,1) at time t=7.

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If the equation  y = 11x + 400 gives the cost of the field trip as a function of the number of students who attend , then the initial value of function is 400 , the rate of change is 11 , and the amount 400 represents cost of bus  and 11 represents per student ticket cost    .

Mr. Seda plans a field trip for his classes.

He rents one bus for whole class and purchases a museum ticket for each student.

the equation representing the situation is y = 11x + 400 ;

the value 400 is fix it does not change with "x" , that means ,

the initial value of the function is 400 and it denotes the cost of bus ,

the value 11x changes with the variable "x" , that means the cost of museum ticket is $11 per student .

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As per the given market value, the firm's P/E ratio for 20X2 is $2.85

The term P/E ratio is defined as measures a company's market price compared to its earnings and it shows what the market is willing to pay today for a stock based on a company's past or future earnings.

Here we have given that the market value of a share of common stock is 3. 3 times Book value (9. 42) for 20X2.

in the given values we have know that

Price of common stock = 3.3

Earning per share = 9.42

Then the value of P/E ratio is calculated as,

=> P/E ratio = 9.42/3.3

=> P/E Ratio = 2.85

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Answer:

x = -3.84

y = -4.96

Step-by-step explanation:

-7x+3y=12

2x-8y=32

We multiply the first equation by 2 and the second equation by 7

-14x + 6y = 24

14x -56y = 224

-50y = 248

y = -4.96

Now put -4.96 in for y and solve for x

-7x+3(-4.96) = 12

-7x - 14.88 = 12

-7x = 26.88

x = -3.84

Let's check

-7(-3.84) + 3(-4.96) = 12

26.88 - 14.88 = 12

12 = 12

So, x = -3.84, and y = -4.96 is the correct answer.

1. The set of all points in a plane that are the same distance from a given point called Radius. So the option B is correct.

2. A straight line from the center to the circumference of a circle or sphere is Diameter. So the option A is correct.

The set of all points in the plane that are a fixed distance (the radius) away from a fixed point is referred to as a circle (the center).

Radius is the name for any distance that connects a point on a circle to its center. Any two radii have the same length when compared to the definition of a circle. Take note of the fact that the term "radius" is being used to describe both these intervals and their typical length.

The term "chord" refers to the space that connects two points on a circle.

The term "diameter" refers to a chord that runs through the center. Since a diameter is made up of two radii that are connected at their ends, each diameter has a length that is twice as long as its radius.

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The complete question is:

1. The set of all points in a plane that are the same distance from a given point called

1. Center

2. Radius

C. Surface area

D. Circumference

2. A straight line from the center to the circumference of a circle or sphere is

A. Diameter

B. Radius

C. Surface area

D. Circumference

the answer would be 104

How you would get this answer if by dividing 156 ÷3 =52

then you would take the 52 and multiply it by 2 and get 104

I have also provided the work on how to write it out!

Hope this helps and have a good day!