6 grade math problem

Answer:

d) 10 800

Step-by-step explanation:

Um ângulo é considerado raso quando sua medida é exatamente 180 graus, visto que cada grau equivale a 60 minutos, para obter a medida de um ângulo raso em minutos basta multiplicar 180 por 60:

\(180 *60=10800\ minutos\)

A resposta correta é d) 10 800.

Answer:

x=-8

Step-by-step explanation:

Multiply -4 by each number in the parenthesis ( distributive property )

Add x to -8x ( -7x )

Add 44 to 12 ( 56 )

Divide 56 and -7

 You should get x=-8

Answer:

Step-by-step explanation:

The two triangles are congruent through AA (angle-angle proportionality theorem) therefore all the sides are congruent to each other.

In this case:

2y = 5y - 7

2y - 5y = -7

-3y = -7

y = -7/-3

y = 7/3

Answer:

c

Step-by-step explanation:

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Answer:

its the one you have clicked in the pic E

Step-by-step explanation:

Answer:

C. s ≤ 750

Step-by-step explanation:

A. s≥750

B. s=750

C. s≤750

D. s<750

'no more than' in inequality means "less than or equal to"(≤) which means that the quantity could be less than or equal to.

From the question given, the theater can only receive less than 750 spectators or 750 spectators but no more than 750 spectators

The statement can be represented by the inequality;

s ≤ 750

Where

s means spectators

Must assume positive values

f is above this line outside [a, b]

So,  f(x)f′′(x)<0 cannot hold for all x.

Given,

In the question:

Let f be a twice-differentiable function on R such that f′′ is continuous. Prove that f(x)f′′(x)<0 cannot hold for all x.

Now, According to the question:

Assume that :

f"(0) > 0

Then, f(0) < 0 and as neither factor can change sign.

f"(x) > 0 > f(x) for all x ∈ R and f is strictly convex.

Pick a < b with f(a) ≠ f(b).

Then the line through (a f(b)) and (b f(b)) intersect the x - axis.

By convexity, f is above this line outside [a, b],

Hence, Must assume positive values

f is above this line outside [a, b],

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Answer:

(f - g)(x) = -x² + 2x + 2

Step-by-step explanation:

(f - g)(x) = (4x² - 7x + 6) - (5x² - 9x + 4)

(f - g)(x) = -x² + 2x + 2

Find the Lowest Common Multiple (LCM) between the denominators as the first step. Step 2: Multiply each fraction's numerator and denominator by a certain amount to give them the LCM as their new denominator. Step 3: Change the denominator but add or subtract the numerators.

Fractions with Differing Numerators: Adding and Subtracting Fractions:

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Answer:

No solution.

Step-by-step explanation:

 Solving using elimination method:

           3a = - 5b - 2

    3a + 5b = -2 ------------------(I)

            10b = 1 - 6a

   6a + 10b = 1 --------------------(II)

\(\sf \dfrac{a_1}{a_2}= \dfrac{3}{6}=\dfrac{1}{2}\\\\\dfrac{b_1}{b_2}=\dfrac{5}{10}=\dfrac{1}{2}\\\\\dfrac{c_1}{c_2} = \dfrac{-2}{1}\)

\(\sf \dfrac{a_1}{a_2}=\dfrac{b_1}{b_2}\neq \dfrac{c_1}{c_2}\)

So, this system of linear equations are two parallel lines and has no solution.

Answer: 45 yrs old

Step-by-step explanation:

Car A  = 9 yrs old

Car B = X yrs old

The ratio for the cars are

Car A : Car B

or

2 : 5

You want to make it easier to read so you make both the ratio number and the given age number (9) the same number.

Multiply Car A age by 2 to make it 18 and the Ratio 2 by 9 to make it 18. This makes them the same number. Since you did this to one side, you have to do it on the other side by multiplying the 5 by 9 which is 45.

Your new ratio is now

18 : 45

This means Car B is 45 yrs old

Answer:

3

Step-by-step explanation:

Let's represent 1st piece as a, 2nd as b, and 3rd as c.

2xa=b

a+3=c

Now replace the variables

a=3

b=6

c=6

3+6+6=15

The name for a data value that is far above or below the rest is called an outlier.

An outlier is an observation that deviates significantly from other observations in a dataset. It is an extreme value that lies outside the typical range of values and may have a disproportionate impact on statistical analyses and calculations. Outliers can occur due to various reasons, including measurement errors, data entry mistakes, or genuine rare events. Identifying and handling outliers appropriately is important in data analysis to ensure accurate and reliable results.

When dealing with outliers, it is important to assess whether they are the result of errors or genuine extreme values. Statistical techniques, such as box plots, scatter plots, or z-scores, can be used to detect outliers. Once identified, the appropriate action depends on the nature and cause of the outliers. In some cases, outliers may need to be corrected or removed from the dataset, while in other cases, they may provide valuable insights or require further investigation.

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Answer:

D

Step-by-step explanation:

D on edg

Answer:

Do you have a photo or picture of this question, I don't want to give you the incorrect answer because something was missing.

Answer: After the launch, the fireball seems to be speeding up as it’s moving upward. But a measurement of motion shows that this isn’t true, so our observations are sometimes unreliable.

Step-by-step explanation: Exact answer from plato

The narrator refers to, After launch, the fireball seems like be speeding up as it is moving upward. But measurement of the motion shows that this is not true, so our observations are sometimes unreliable.

What is an Unreliable Narrator?

The unreliable narrator is the character that says to you the story with some kind of lack of credibility. This technique could be difficult to pull off but if we do, it could be so effective. As the reader, you feel like you can believe the narrator, they are the one guiding you through the story. However, just because they are the narrator, it does not mean they are the 'good guy and that they can be trusted. Some of the best stories are when the narrator not only deceives the other characters on the book but the readers too.

How to be an unreliable narrator?

There are many roads to use this technique, and I thought that the best way to use it is by thinking outside from the box. The last thing you want to read to expect is what is about is happen, this will completely ruin what you are trying to do. Be bold or imaginative.

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To find the number of years it will take for the population of a city to increase from 120000 to 180000, we need to use the formula:

Years = log (target population / starting population) / log (1 + annual growth rate)

Where the annual growth rate is 2.5% or 0.025.

Plugging in the values, we get:

Years = log (180000 / 120000) / log (1 + 0.025)

Years = log (1.5) / log (1.025)

Years = 7.36 years

Rounding to the nearest tenth, we get:

Years = 7.4 years

So it will take approximately 7.4 years for the population of the city to increase from 120000 to 180000 people, assuming a constant annual growth rate of 2.5%.

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Answer: 200%

Step-by-step explanation: Use the formula found below,

Percent change = New - Old

|Old|

× 100%

Percent change = 24 - 8

|8|

× 100% =

16

8

× 100 = 200% (increase)

Where: 8 is the old value and 24 is the new value. In this case we have a positive change (increase) of 200 percent because the new value is greater than the old value.

Answer:

10 feet is  or 1.25% of 8 feet.

The null hypothesis for the single factor ANOVA states that all means are equally true.

The null hypothesis for a single-factor ANOVA (analysis of variance) states that all means are equal.

The alternative hypothesis, on the other hand, suggests that at least one of the means is different from the others.

The purpose of the ANOVA test is to determine whether there is sufficient evidence to reject the null hypothesis and conclude that there are significant differences between the means. A statistical formula used to compare variances across the means (or average) of different groups.

Hence, the statement is true .

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The Standard form of polynomial \(8x^2y^-\frac{3x^2y}{2} +4x^4-7xy^3\) will be.\(-7xy^3+8x^2y^2-\frac{3x^2y}{2}+4x^3\), Option D is right choice.

We have the polynomial.  \(8x^2y^-\frac{3x^2y}{2} +4x^4-7xy^3\)

then change it to standard form,

We are aware that in standard form the power of variables should be listed in decreasing order, in this example we have two variables first is x and second is y.

First write, highest degree term of y which has degree 3, next write second term of y which has degree 2 and write third term of y which has degree 1 and last one writes the term which is independent of y.

thus, we write in standard form with respect to y.

hence our required polynomial is. \(-7xy^3+8x^2y^2-\frac{3x^2y}{2}+4x^3\).

option D is right choice.

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The given series, ∑(n=1 to infinity) [(-1)^n * 14n^4 / 8], is a series with alternating signs. To determine if the series converges or diverges, we can apply the Alternating Series Test.

The Alternating Series Test states that if a series alternates signs and the absolute values of its terms decrease as n increases, then the series converges.

In this case, let's look at the absolute values of the terms in the series: [14n^4 / 8]. As n increases, the numerator (14n^4) increases, while the denominator (8) remains constant. Therefore, the absolute values of the terms are not decreasing as n increases.

Since the absolute values of the terms do not satisfy the conditions of the Alternating Series Test, we cannot determine the convergence or divergence of the series solely based on this test. Additional tests or techniques, such as the Ratio Test or the Comparison Test, may be required to determine the convergence or divergence of this particular series.

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Answer:

C = -6

Step-by-step explanation:

C = [2×1/4 + 1] ÷ [3×1/4 -1 ]

C = 3/2 ÷ -1/4

C = 3/2 × -4 = -6

C = 2d + 1 / 3d - 1

So, d = ( C + 1 ) / ( 3C - 2 )

1.

\(c = \frac{2d + 1}{3d - 1} \)

\(c = \frac{(2 (\frac{1}{4})) + 1}{(3 ( \frac{1}{4})) - 1 } \)

\(c = \frac{ \frac{1}{2} + 1}{ \frac{3}{4} - 1} \)

\(c = \frac{ \frac{1}{2} + \frac{2}{2} }{ \frac{3}{4} - \frac{4}{4} } \)

\(c = \frac{ \frac{1 + 2}{2} }{ \frac{3 - 4}{4} } \)

\(c = \frac{ \frac{3}{2} }{ \frac{ - 1}{4} } \)

\(c = \frac{3}{2} \times \frac{4}{ - 1} \)

\(c = \frac{3}{1} \times \frac{2}{ - 1} \)

\( c = \frac{6}{ - 1} \)

\(c = - 6\)

Answer:

Definition of congruency

Step-by-step explanation:

The lines stated are congruent to each other, which means if you flipped them over and moved them on to each other, only one would show.

Answer:

D) Figure M

A) Figure J

Step-by-step explanation:

#1

I solved it another question of yours

#2

f(x)=3x-11

f(4)

#3

We can see the point (2,5)

So

The function's range will be between -9,7 and 40.

The range represents all potential y values, whereas the domain represents all conceivable x values.

The provided equation is;

g(x) = x²-9

By entering the values one at a time into the previous equation, we can determine the range of the specified domain.

g(x) = x²-9

a)For x = 0

g(x) = 0²-9

g(x) =-9

b)For x =4

g(x) = 4²-9

g(x) =16-9

g(x) = 7

c)For x =7

g(x) = 7²-9

g(x) =49-9

g(x) = 40

Hence, the range of the function will be -9,7 and 40.

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The equations of the parabolas are: (a) (x + 5)^2 = 8(y + 6)    (b) (y - 6)^2 = 4(x - 0)

(c) (y - 0)^2 = 16(x + 1/43)   (d) (y + 6.4)^2 = 4y

(a) To find the equation of a parabola with directrix x = 4 and focus at (-6, -5), we can use the formula: (x - h)^2 = 4p(y - k), where (h, k) is the vertex and p is the distance between the vertex and the focus. In this case, the vertex is (-6, -5), and p is the distance from (-6, -5) to the directrix x = 4, which is 10 units. Plugging in the values, we get (x + 6)^2 = 8(y + 5).

(b) For a parabola with directrix y = 2 and focus at (3, 10), we use the formula: (y - k)^2 = 4p(x - h). The vertex is (3, 10), and the distance between the vertex and the directrix y = 2 is 8 units. Plugging in the values, we get (y - 10)^2 = 32(x - 3).

(c) To find the equation for a parabola with focus at (-3, 2) and directrix y = 6, we can use the formula (y - k)^2 = 4p(x - h). The vertex is the midpoint between the focus and the directrix, which is (-3, 4). The distance between the vertex and the focus (or directrix) is the value of p, which is 2 units. Plugging in the values, we get (y - 4)^2 = 16(x + 1/43).

(d) For a parabola with vertex at the origin and focus at (0, -6.4), we can use the formula (x - h)^2 = 4p(y - k). The vertex is (0, 0), and the distance between the vertex and the focus (or directrix) is the value of p, which is 6.4 units. Plugging in the values, we get (y - 0)^2 = 4(6.4)y, which simplifies to y^2 = 4(6.4)y.

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The correct option is A. (4, 11) and (0, 7).

The solution of the equations y = x + 7 and y = x² – 3x + 7, the solutions are located at points: (4, 11) and (0, 7).

Estimate the y-intercept, slope, and express the equation in the form of the y-intercept (y = mx + b) to find the graphed equation. The slope is the difference between the y- and x-axis values.

A graph equation is an equation in graph theory where the unknown is a graph. Isomorphic ideas are one of the key issues in graph theory.

The equations are; y = x + 7 and y = x² - 3x + 7

At the solution, the u-values are equal, which gives;

y = y

x + 7 = x² - 3·x + 7

x² - 3·x + 7 - (x + 7) = 0

x² - 4·x = 0

x·(x - 4) = 0

x = 4, or x = 0

When x = 4, y = 4 + 7 = 11

When x = 0,

         y = 0 + 7 = 7

Therefore, the solution for the equations  y = x + 7 and y = x² - 3x + 7 are are located at points: (4, 11) and (0, 7).

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The complete question is-

Based on the graphs of the equations y = x + 7 and y = x² – 3x + 7, the solutions are located at points:

A. (4, 11) and (0, 7)

B. (4, 11) and (–7, 0)

C. (–7, 0) and (1.5, 4.75)

D. (1.5, 4.75) and (0, 7)

In Algebra 2, the concept of linear functions and rate of change is introduced. Linear functions are represented by equations in the form f(x) = mx + b, where m is the slope and b is the y-intercept.

The slope represents the rate of change of the function, indicating how much the dependent variable (y) changes for every unit change in the independent variable (x). It measures the steepness or inclination of the line. By analyzing the slope, one can determine if the function is increasing or decreasing and the direction of the line.

Linear functions are fundamental in algebra, as they describe relationships that can be represented by straight lines on a graph. The slope of a linear function is a crucial concept, as it quantifies the rate of change. The slope is calculated by finding the ratio of the vertical change (change in y) to the horizontal change (change in x) between any two points on the line. This rate of change indicates how much the dependent variable (y) changes for each unit increase in the independent variable (x). A positive slope indicates an increasing function, while a negative slope represents a decreasing function. The magnitude of the slope determines the steepness of the line. The y-intercept, represented by the value of b, indicates the point where the line crosses the y-axis.

In the context of the mentioned textbook pages (20-21), it is likely that you will find explanations, examples, and practice problems related to linear functions, rate of change, slope, and y-intercept. These pages may cover topics such as finding the slope given two points, determining the equation of a line given its slope and y-intercept, graphing linear functions, and understanding the relationship between the slope and rate of change. It is recommended to refer to your textbook directly to access the specific content and exercises provided on those pages.

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