The shaded area to the right of 4 indicates all values larger than 4 being inequality included in the solution set, while the closed circle at 4 represents the number 4 being included in the solution set.
What is inequality?A relationship between two terms or values which is not equal is known as an inequality in mathematics. Inequality follows imbalances, therefore. In mathematics, an inequality makes a link among two quantities that are not equal. Egality and inequality are different. Use the not similar symbol most frequently when two components are not equal (). Various inequalities are employed to contrast values of all sizes. By changing the two parts until only the variables are left, one can solve many straightforward inequalities. However a variety of factors support inequality: Negative values are split or added on either side. Switch between the left & right.
The graph below shows the set of solutions to the inequality where x + 2 is larger than or equal to 6:
From negative 9 to positive 9 is a number line. At positive 4, a closed circle appears. Positive numbers four through nine are shaded on the number line.
This means that the inequality will be satisfied by any value of x larger than or equal to 4. The graph includes the value 4 in the solution set since it has a closed circle there, and because it is shaded to the right of 4, it also includes all values higher than 4.
Here is an illustration of the graph:
|----|----|----|----|----|----|----|----|----|
-9 -8 -7 -6 -5 -4 -3 -2 -1 0
o
---->
4
----]
>
|----|----|----|----|----|----|----|----|----|
-9 -8 -7 -6 -5 -4 -3 -2 -1 0
The shaded area to the right of 4 indicates all values larger than 4 being included in the solution set, while the closed circle at 4 represents the number 4 being included in the solution set.
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Each of the following functions f,g,h, and h represents the amount of money in a bank account in dollars as a function of time x, in years they are each written in form m(x)= a•b
Answer:
f(x) : exponential growth
g(x); exponential growth
h(x): exponential growth
j(x): exponential decay
Step-by-step explanation:
In an exponential function such as
[tex]m(x) = a \cdot b^x[/tex]
the factor that determines whether it is a growth or decay function depends entirely on the value of b since x cannot be negative
If b > 1, it is a growth function
If b < 1 then it is a decay function
If b = 1 neither growth or decay function values are constant
In this context
f(x) has b = 2 > 1 . Hence it is a growth function
g(x) has b = 3 > 1 hence growth function
h(x) has be = 3/2 > 1; hence growth function
j(x) has be = 0.5 < 1 hence decay function
Answer:
O f(x) : exponential growth
O g(x); exponential growth
O h(x): exponential growth
O j(x): exponential decay
Step-by-step explanation: I used to do this before :)
The graph of f ( x ) = − 1 /2 ( 1 /2 ) ^x − 3 + 5 is shifted downwards 5 units, and then shifted left 3 units, stretched vertically by a factor of 4 , and then reflected about the x -axis. a . What is the equation of the new function, g ( x ) ? g ( x ) = b . What is the y -intercept? ( , ) c . What is the domain? d . What is the range?
Answer: a. To shift the graph downwards 5 units, we subtract 5 from the function, to shift it left 3 units, we add 3 to the input (the x-value), to stretch the graph vertically by a factor of 4, we multiply the function by 4, and to reflect it about the x-axis, we multiply the entire function by -1. Thus, the new function is:
g(x) = -4(1/2)^(x+3) - 5
b. To find the y-intercept, we set x=0 in the equation and solve for y:
g(0) = -4(1/2)^(0+3) - 5 = -9
Thus, the y-intercept is (0, -9).
c. The domain of the function g(x) is all real numbers, since there are no restrictions on the input x.
d. The range of the function g(x) is (-∞, -5], since the function is shifted downwards 5 units and stretched vertically by a factor of 4, which means that the maximum value of the function is -5, and it can take any value less than or equal to -5. The reflection about the x-axis does not change the range.
Step-by-step explanation:
6. Ulysses throws a football to an open wide receiver. The path of the ball can be modeled by the function f(x) = -6t(t-5). How long is the ball in the air?
On solving the provided question we cans ay that As a result, the ball function remains in the air for 5 seconds.
what is function?Mathematicians examine numbers with their modifications, equations and associated structures, forms and their locations, and feasible positions for these things. The term "function" indicates the connection between a collection of inputs, each of which has a corresponding output. A function is a connection of inputs and outputs where each supply leads to a specific, identifiable outcome. Each function is assigned a domain, a codomain, or a scope. The letter f is widely used to denote functions (x). The symbol for entry is an x. The four primary types of accessible capabilities are on functions, yet another skills, so multiple capabilities, in capabilities, and on operations.
The function f(x) = -6t(t-5) reflects the football's height at time t. When the football lands, its height will be zero.
To determine the time the ball is in the air, we must first determine when f(t) = 0. As a result, we may set the equation to zero and solve for t:
-6t(t-5) = 0
This equation is valid for t = 0 or t = 5. When the ball is tossed, time t = 0 occurs, and time t = 5 occurs when the ball strikes the ground. The time the ball is in the air is calculated as follows: time in air = t final - t initial = 5 - 0 = 5 seconds.
As a result, the ball remains in the air for 5 seconds.
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Find the equation for the ellipse
Using the data points given, the equation is [tex]\frac{\Big(\frac{(x - 4)^2}{25}+ (y + 2)^2\Big)}{25} = 1[/tex].
What is an ellipse?
An ellipse is a locus of a point that moves in such a way that its perpendicular distance from a fixed straight line (directrix) and its distance from a set point (focus) remain constant. which is smaller than unity, i.e. eccentricity(e).
We are given that the center of the ellipse is at (4,-2), and a vertex is at (9,-2).
We know that the distance from the center to a vertex is a, where a is the length of the semi-major axis.
Therefore, we have -
a = 9 - 4 = 5
Since the point (4,3) is on the ellipse, we can use the distance formula to find the length of the semi-minor axis -
c = distance from (4,-2) to (4,3)
c = [tex]\sqrt{((4-4)^2 + (3-(-2))^2}[/tex]
c = 5
Now, we can use the equation of an ellipse -
[tex]\frac{\Big(\frac{(x - h)^2}{a^2}+ (y - k)^2\Big)}{b^2} = 1[/tex]
where (h,k) is the center of the ellipse, a is the length of the semi-major axis, and b is the length of the semi-minor axis.
Plugging in the values we have found, we get -
[tex]\frac{\Big(\frac{(x - 4)^2}{25}+ (y + 2)^2\Big)}{25} = 1[/tex]
Therefore, the equation for the ellipse is [tex]\frac{\Big(\frac{(x - 4)^2}{25}+ (y + 2)^2\Big)}{25} = 1[/tex].
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Determine the length of x in the triangle. Give your answer to two decimal places. Show the steps please.
Given:-
A right angled triangle is given to us .Hypotenuse = x , perpendicular = 12 .To find:-
The value of x .Solution:-
As we know that in a right angled triangle,
[tex]\implies \sin\theta =\dfrac{p}{h} \\[/tex]
And here;
p = 12 h = xOn substituting the respective values, we have;
[tex]\implies \sin20^o = \dfrac{12}{x} \\[/tex]
[tex]\implies 0.342 =\dfrac{12}{x} \\[/tex]
[tex]\implies x = \dfrac{12}{0.342} \\[/tex]
[tex]\implies \underline{\underline{ x = 35.087}} \\[/tex]
Hence the value of x is 35.087 .
and we are done!
The length of the missing side of the given triangle above which is adjacent to angle 20° is 35.09.
How to calculate the length of the missing triangle side?To calculate the length of the missing side of the triangle, the formula given below is used. Such as:
Sin ∅ = opposite/hypothenuse.
Where ∅ = 20°
opposite = 12
hypotenuse = X
That is;
sin 20° = 12/X
make X the subject of formula;
X = 12/sin20°
X = 12/0.342020143
X = 35.09
Therefore the length of the missing part of the given triangle which is adjacent to angle 20° is 35.09.
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Two positive charges on the y axis has a charge of 3.8 X 10^-9 are located at y
The electric field at the origin due to two positive charges on the y axis with a charge of 3.8 X 10⁻⁹ located at y = 4.0 cm and y = -4.0 cm is 1.05 X 10⁷ N/C.
What is an electric field?
An electric field is a region in which an electric charge experiences a force. It is created by an electric charge or a changing magnetic field. Electric fields exist everywhere in nature and are vital to the functioning of many electronic devices. Electric fields are also used to describe the motion of electrons in a conductor and the behavior of electric currents.
The electric field at the origin (x=0, y=0) can be calculated using the equation of electric field,
E = k(q1/r1² + q2/r2²)
Where k is the Coulomb's constant, q1 and q2 are the charges and r1 and r2 are the distances from the charges to the origin.
The electric field at the origin can be calculated by substituting the given values in the equation.
The distance from the charge at y = 4.0 cm to the origin is 5 cm and the distance from the charge at y = -4.0 cm to the origin is also 5 cm.
E = 8.988 X 10⁹ (3.8 X 10⁻⁹/25 + 3.8 X 10⁻⁹/25)
E = 8.99 X 10⁹ (3.8 X 10⁻⁹/25)
E = 1.05 X 10⁷ N/C
Therefore, the electric field at the origin due to two positive charges on the y axis with a charge of 3.8 X 10⁻⁹ located at y = 4.0 cm and y = -4.0 cm is 1.05 X 10⁷ N/C.
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Right Question:-
Two positive charges on the y axis has a charge of 3.8 X 10^-9 are located at y, Find electric field at the origin due to two positive charges on the y axis with a charge of 3.8 X 10⁻⁹ located at y = 4.0 cm and y = -4.0 cm?
using figure 1.25, estimate the average rate of change of the number of farm²⁶ in the US between 1950 and 1970.
The average rate of change of the number of farm²⁶ in the US between 1950 and 1970 would be = 8.3 farms/year
How to calculate the average rate of change?From the given graph above which shows the relationship between the number of farms and years. The line drawn from the origin shows an irregular relationship between the two variables.
The number of years between 1950 and 1970 = 20 years.
The number of farms that existed for those 20 years =5.2- 2.8 = 2.4 years
Therefore the average rate of change = 20/2.4 = 8.3 farms/year.
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For which quotient is x=7
an excluded value?
Answer:
x=3
Step-by-step explanation
x=7 is an excluded value for the quotient x=3 because 3 is not an integer.
rolling a number greater than 0 but less than 7
Probability of rolling a number greater than 0 but less than 7 is 1.
Define probability?The probability serves as a gauge for how likely an event is to occur. It gauges how likely an event is. Probability is the ability to happen. The subject of this area of mathematics is the occurrence of random events. From 0 to 1 is used to express the value. To forecast how likely occurrences are to occur, probability has also been introduced in mathematics.The probability formula is as follows:
Probability = Favourable outcomes / Total outcomes
Sample space of rolling a dice:
S = {1, 2, 3, 4, 5, 6}
Total outcomes = 6
Favourable outcomes: number greater than 0 but less than 7
Favourable outcomes: 6
Then, probability of rolling a number greater than 0 but less than 7
Probability = Favourable outcomes / Total outcomes
Probability = 6/6
Probability = 1
Thus, probability of rolling a number greater than 0 but less than 7 is 1.
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The complete question is-
A dice is being rolled. Find the probability of rolling a number greater than 0 but less than 7
5 Lanco got 52% on his science test - What fraction of the test did be get correct what fraction did he get incorrect
Answer: 13/25
Step-by-step explanation:
You need a 35% alcohol solution. On hand, you have a 245 mL of a 10% alcohol mixture. You also have 70% alcohol mixture. How much of the 70% mixture will you need to add to obtain the desired solution?
You will need mL of the 70% solution
to obtain mL of the desired 35% solution.
Using percentage, we can get that 7ml of the 70% solution will be needed.
What do you mean by percentage?A percentage's denominator, often referred to as a ratio's or a fraction's, is always 100. Sam, for instance, would have gotten 30 out of a potential 100 points if his math test score had been 30%. It is written as 30:100 in ratio form and 30/100 in fraction form.
In this context, "%" is read as "percent" or "percentage" to represent a percentage. By "division by 100," the percent symbol can always be changed to a fraction or decimal equivalent.
In the given question we get the equation,
35(245) + 0.75x = 0.4(245+x) = 98 + 0.4x
85.75 + 0.75x = 98 + 0.4x
0.35x = 98-85.75 = 12.25
x = 12.25/.35 = 35 mL of 75% solution
mixed with 245 mL of 35% it yields 280 mL of 40% so,
35 is within 5 of 40
75 is within 35 of 40
35/5 = 7
245/35 = 7
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The polynomial 32x^2+12x-57 has two real roots.
True, The polynomial 32x^2+12x-57 has two real roots.
What is a polynomial, exactly?
A polynomial in mathematics is an expression that consists of variables (also known as indeterminates) and coefficients and uses only the operations of addition, subtraction, multiplication, and non-negative integer exponentiation of variables.
The polynomial x2 4x + 7 is an illustration of one with a single indeterminate x.
It is an absolutely true statement that the polynomial 32x^2+12x-57 has two real roots. The correct option among all the options that are given in the question is the first option or option "A".
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The complete question is -
The polynomial 32x^2+12x-57 has two real roots.
A. True
B. False The polynomial 32x^2+12x-57 has two real roots.
-5 x = - 10
what is the answer?
Answer:
=2
Step-by-step explanation:
You divide by five on each side of the = and then after that you should have X equals two!
suggest five question for a questionnaire to discover what opinions people have about taking a gap year.
1. Have you taken a gap year in the past, or are you considering taking one in the future?
2. What do you think are the key benefits of taking a gap year?
3. Do you think taking a gap year is a beneficial educational experience?
4. Are there any downsides to taking a gap year, in your opinion?
5. What advice would you give to someone considering taking a gap year?
6. Do you think taking a gap year would provide skills/experiences that you couldn't gain elsewhere?
Find the length of AB.
Answer:
The answer is 25
Solve the system
0.2y=4.6x+1.2
-2.3x=-0.1y+0.6
Identify the formula used to find total surface area, then calculate total surface area. Select the appropriate choices.
Formula:
Total Surface Area:
The total surface area of the rectangular prism is 94 cm2.
What is surface area?Surface area is the measurement of the total area of a three-dimensional object. It is the sum of all the areas of the faces or surfaces of a 3D shape.
The total surface area of a 3D object is the sum of the areas of all its faces. The formula to calculate the total surface area of a 3D object is:
Total Surface Area = 2(Length x Width) + 2(Length x Height) + 2(Width x Height)
Where Length, Width, and Height are the dimensions of the 3D object.
For example, if you have a rectangular prism with Length = 5 cm, Width = 4 cm, Height = 3 cm, then the total surface area is:
Total Surface Area = 2(5 cm x 4 cm) + 2(5 cm x 3 cm) + 2(4 cm x 3 cm)
= 40 cm2 + 30 cm2 + 24 cm2
= 94 cm2
Therefore, the total surface area of the rectangular prism is 94 cm2.
In conclusion, the formula to calculate the total surface area of a 3D object is: Total Surface Area = 2(Length x Width) + 2(Length x Height) + 2(Width x Height). Examples can be used to better understand the concept and apply the formula to solve for the total surface area.
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In triangle SRK below, medians SC, KE and RL at M.
Which statement must always be true?
The statement that must always be true fοr the median οf the triangle is RM = KM.
Why is this statement always be true?The statement that must always be true fοr the centrοid οf the triangle is RM = KM. Since, RM and KM are bοth part οf the median that cοnnect at the centrοid and are divided intο 2 halves.
A median in a triangle is a line segment that jοins οne οf the triangle's vertices tο the midway οf the οther side. There are three medians in every triangle, and they all cοme tοgether at the centrοid. The segment frοm the vertex tο the centrοid is twice as lοng as the segment frοm the centrοid tο the midpοint οf the οppοsing side.
The centrοid is the centre οf mass οf the triangle and splits each median intο twο segments. A median divides a triangle intο six smaller triangles οf equal size, passing thrοugh the centrοid οf each οf these smaller triangles, amοng οther nοtewοrthy qualities.
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If x = 11 degrees, how many degrees is Angle y? (Include only numerals in your response.)
Answer:
79 degrees
Step-by-step explanation:
[tex]x + y = 90 \: degrees \\ 11 + y = 90 \\ y = 90 - 11 \\ y = 79 \: degrees[/tex]
if 6 people share four sandwich so each person gets the same amount how much will each person get
Answer:
4/6 = 23
Step-by-step explanation:
Consider the following function.
h(x)=(x−4)2−1
Step 2 of 4 : Find the x-intercepts, if any. Express the intercept(s) as ordered pair(s).
You've just finished making 3 batches of plastic tumblers: a red batch, a yellow batch, and a purple batch. There are 500 tumblers in each batch. You are now making sets of 3 tumblers that contain 1 tumbler of each color. How many sets can you make?
Answer: Since there are 500 tumblers in each batch, there are a total of:
500 tumblers/batch × 3 batches = 1500 tumblers
To make a set of 3 tumblers with one tumbler of each color, we can choose one tumbler from each batch. There are 500 choices for the tumbler from the red batch, 500 choices for the tumbler from the yellow batch, and 500 choices for the tumbler from the purple batch. Therefore, there are:
500 choices for the first tumbler × 500 choices for the second tumbler × 500 choices for the third tumbler = 500^3 = 125,000,000 possible sets of 3 tumblers.
However, we are interested in the number of sets that can be made from the available tumblers. Each set requires one tumbler from each batch, and since there are 500 tumblers in each batch, we can make:
500 sets/batch = 500 sets/batch × 3 batches = 1500 sets
Therefore, we can make a total of 1500 sets of 3 tumblers from the available tumblers.
Step-by-step explanation:
For every dollar spent on summer youth programs in Milltown, 80 cents goes directly to program services. The rest of the budget is spent on staff salaries.
What is the ratio of the amount spent on staff salaries to the total budget for the youth programs?
1:10
1:8
1:5
1:4
1:2
The ratiο οf the amοunt spent οn staff salaries tο the tοtal budget fοr the yοuth prοgrams is 1:5.
What is the ratiο and prοpοrtiοn?A ratiο is an οrdered pair οf numbers a and b, written a / b where b dοes nοt equal 0. A prοpοrtiοn is an equatiοn in which twο ratiοs are set equal tο each οther. Fοr example, if there is 1 bοy and 3 girls yοu cοuld write the ratiο as 1 : 3 (fοr every οne bοy there are 3 girls).
If 80 cents οf every dοllar gοes directly tο prοgram services, then 20 cents οf every dοllar is spent οn staff salaries.
This can be written as a ratiο οf 20 cents tο 100 cents, οr simplified tο 1:5.
Therefοre, the ratiο οf the amοunt spent οn staff salaries tο the tοtal budget fοr the yοuth prοgrams is 1:5.
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15 POINTS!!! Mode and Modal Classwork
1. We can see here that the modes of the given set of numbers will be: 12, 13, 14, 19.
2. The word in the sentence that is the mode is: the.
3. The mode of x is: 7
The mode of y is: - 2
What is mode?In statistics, the mode is the value or values that occur most frequently in a given dataset. It is one of the most common measures of central tendency, along with the mean and the median.
To find the mode of a dataset, you need to look for the value that appears most often. If there is more than one value that occurs with the same highest frequency, the dataset is said to be bimodal or multimodal.
If no value appears more frequently than any other, the dataset is said to have no mode.
4. Modal class: 4-
Modal class: 12 - 20
5. Knowing the modal size of glass that its customers purchase can provide several benefits for the small company that sells glass. Here are some ways in which the company could benefit:
Better inventory managementMore efficient productionBetter pricing strategies6. We can actually find the total frequency of the other three classes by subtracting the frequency of the first class from the total number of observations:
Total Frequency of the three classes = Total number of observations -Frequency of the first class
= 115 - 84 = 31
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Students at Shoreham school held a bake sale to raise money to buy books they earned $90 if five classes share the money equally, how much will each class get?
Answer:
$18 were given to each class
Step-by-step explanation:
90÷5=18
I’m not sure what angles they are I’m stuck help please
Answer:
Answer would be triangle CAB
Osprey Cycles, Inc. projected sales of 67,577 bicycles for the year. The estimated January 1 inventory is 6,048 units, and the desired December 31 inventory is 7,558 units.
What is the budgeted production (in units) for the year?
units
Therefore, the budgeted production for the year is 69,087 units.
factors
given by the question.
To determine the budgeted production for the year, we need to consider the following factors:
Projected sales for the year: 67,577 bicycles
Estimated January 1 inventory: 6,048 units.
Desired December 31 inventory: 7,558 units
The formula to calculate the budgeted production is:
Budgeted Production = Projected Sales + Desired Ending Inventory - Beginning Inventory
Using the values given in the problem, we can calculate the budgeted production as follows:
Budgeted Production = 67,577 + 7,558 - 6,048
Budgeted Production = 69,087 units
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Write a multiplication equation that shows how the denominators of and are
related. Explain how this equation helps you write as an equivalent fraction with
a denominator of 4.
Answer:
The multiplication equation that shows how the denominators of 3/4 and 5/6 are related is:4 × 6 = 24To write an equivalent fraction with a denominator of 4, we need to find a number that, when multiplied by 4, gives us 24. That number is 6. So, we can multiply both the numerator and denominator of 3/4 by 6 to get:(3/4) × (6/6) = 18/2418/24 is equivalent to 3/4, but it has a denominator of 24 instead of 4. We can simplify this fraction by dividing both the numerator and denominator by their greatest common factor (GCF), which is 6.(18/6) ÷ (24/6) = 3/4Therefore, the equivalent fraction of 3/4 with a denominator of 4 is 3/4 × 6/6 = 18/24, which simplifies to 3/4.
Anju does chores to earn allowance. She earns $3 for each chore. She wrote this equation to find how much money she earns (d) based on how many chores she does (c): 3c=d
Anju earned $30 by doing 10 chores. So, if Anju does 10 chores, she can earn money up to $30?
What is an equation?An equation is a mathematical statement that indicates the equality of two expressions. It is made up of one or more variables, constants, and mathematical operations. An equation consists of two sides, left-hand side (LHS) and right-hand side (RHS), separated by an equal sign (=).
The purpose of an equation is to find the value(s) of the variable(s) that satisfy the given conditions. To solve an equation, we need to isolate the variable on one side of the equation and simplify the other side of the equation until we obtain a solution or solutions.
The equation shows that the amount of money Anju earns is directly proportional to the number of chores she does. Each chore is worth $3, so if Anju does c chores, she earns 3c dollars.
For example, if Anju does 5 chores, she can use the equation to find how much money she earned:
3c = d
3(5) = d
15 = d
So, Anju earned $15 by doing 5 chores.
Similarly, if Anju does 10 chores, she can use the same equation to find her earnings:
3c = d
3(10) = d
30 = d
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Answer: independent variable Dependent variable
if you’re on khan it’s all right MARK AS BRAINLIEST PLS
There are 140 cars in a parking lot bob looks at 15 cars and finds out that 2 of those cars in the parking lot are gray colored?
Answer:
Step-by-step explanation:
about 18.7
Answer:
18.7
Step-by-step explanation:
2 gray cars / 15 cars = x gray cars / 140 cars
Solving for x, we get:
x = 2 gray cars * 140 cars / 15 cars
x = 18.67 gray cars