A figure lies entirely in Quadrant I. The figure is reflected in the x-axis. In which quadrant is the image?

Answer:

1) x/2

2) 5/7

3) x + 3 / x + 5

4) 1/x + 3

5) x + 1

Step-by-step explanation:

I'm assuming that the numbers right after the x's are the exponents of those x's since you didn't include the ^ symbol before the exponent number.

Steps for 1:

You can simplify the fraction 4/8 to 1/2. Now you have x³/2x². Next, simply the x's. When dividing variables of the same letter with exponents, subtract the bottom exponent from the top. In this case, it's 3 - 2 = 1. After dividing, move the x to the top. You are now left with x/2.

Steps for 2:

The first step is to factor both 5x + 20 and 7x + 28. To do this, find the greatest common factor (GCF) that you can take out for each. The GCF of  5x + 20 is 5, so you factor 5 out of 5x and 20. After doing so, for the numerator (the top), you're left with 5(x + 4).

Same thing for 7x + 28. The GCF is 7, so you factor 7 out of 7x and 28. After doing so, you're left with 7(x + 4) for the denominator (the bottom).

Now, your fraction should look like this: 5(x + 4) / 7(x + 4). Since x + 4 appears in the numerator and denominator, it cancels out (just cross both out). You're now left with 5/7.

Steps for 3:

Same steps from 2. First, factor 3x + 9. The GCF of 3x and 9 is 3, so factor 3 out of both. After doing so, you're left with 3(x + 3) for the numerator.

The GCF of 3x and 15 is also 3, so factor 3 out of both. After doing so, you're left with 3(x + 5) for the denominator. Your fraction now is 3(x + 3) / 3(x + 5). Since 3 appears on the top and bottom, it cancels out (just cross both out). You're now left with x + 3 / x + 5.

Steps for 4:

Similar steps as the ones above.

x - 3 can't be factored, but x² - 9 can be factored. After you factor x² - 9, your entire fraction is now x - 3 / (x + 3)(x - 3). Since x - 3 appears on the top and bottom, they cancel out (cross them out). You're now left with 1/x+3.

Steps for 5:

Similar steps as the ones above.

x - 1 can't be factored, but x² - 2x + 1 can be factored. After factoring, your entire fraction is now (x - 1)(x - 1) / x - 1. Since x - 1 appears on the top and bottom, they cancel out (cross them out). You're now left with the remaining x - 1.

Hope this helps!

The solution to the equation 3.3 + 4x = -6.9x + 6.6, rounded to the nearest tenth, is x ≈ 0.3.

To solve the equation 3.3 + 4x = -6.9x + 6.6, we need to isolate the variable x on one side of the equation.

First, let's simplify the equation by combining like terms:

3.3 + 4x = -6.9x + 6.6

Next, let's move the variable terms (4x and -6.9x) to one side and the constant terms (3.3 and 6.6) to the other side:

4x + 6.9x = 6.6 - 3.3

Combine the x terms on the left side:

10.9x = 3.3

Now, divide both sides of the equation by 10.9 to solve for x:

x = 3.3 / 10.9

Using a calculator, we can find the decimal approximation of x:

x ≈ 0.3028

Rounding to the nearest tenth, the solution to the equation is x ≈ 0.3.

In summary, the solution to the equation 3.3 + 4x = -6.9x + 6.6, rounded to the nearest tenth, is x ≈ 0.3.

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Answer: The awnser is D

Step-by-step explanation: gabriel has 30 dollars and a 2 dollar off coupon. he can add the coupon to his total amount making 32 dollars. the money he spends on groceries is subtracted from that amount and is left with 32-2.5x-2y.

Answer:

answer is 32-2.5x-2y

Step-by-step explanation:

Answer:

2a. \(\frac{9}{16}\)

2b. \(1.331\)

3. \(c\)

4a. \(a=12\)

4b. \(b=4\)

4c. \(c=4\)

5. in order on number line except it is going down↓

\(\sqrt{2}=1.41\)

\(\sqrt[3]{8} =2\)

\(\sqrt{6}=2.45\)

\(\sqrt{9}=3\)

\(\sqrt[3]{30}=3.11\)

\(\sqrt{18}=4.24\)

Given: A quadratic equation,

Required: To transform the equation by completing the square.

Explanation: The general quadratic equation of the form,

can be transformed into a complete square by adding and subtracting the following term,

Hence, adding 4 and subtracting 4 from the given equation,

Now the equation can be transformed as follows,

or,

Final Answer: The

To find the length of the hypotenuse in a right-angled triangle, we can use trigonometry. Using the given values of RS and angle Q, we can solve for QS ≈ 24.08 cm to the nearest hundredths place.

To find the length of the hypotenuse in a right-angled triangle with a given angle and one side, we can use trigonometry. In this case, we are given the angle Q, which is 65°, and the length of one of the sides, RS, which is 22 cm. We can use the sine function to relate the opposite side, RS, to the hypotenuse, QS. Solving for QS gives us QS = RS / sin(65°), which we can then evaluate to find QS ≈ 24.08 cm. Therefore, x ≈ 24.08 cm to the nearest hundredths place.

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The missing figure is in the image attached below

Answer:

78kg

Step-by-step explanation:

76×5= 380kg

380-72-74-75-81= 78kg

The property that can be used to expand the expression is the Distributive Property.

The distributive property is one of the four basic properties of arithmetic. It states that for any real numbers a, b, and c, the expression:

a (b + c) = ab + ac.

In simpler terms, the distributive property is used to expand an expression, which involves breaking it down into smaller parts and then combining them again. To use the distributive property, one multiplies the number outside the parenthesis by every term inside the parenthesis and then combines the resulting terms. For example, to expand the expression 3(2x + 4), we multiply 3 by 2x and 3 by 4 and then add the two products. Therefore, 3(2x + 4) = 6x + 12.The distributive property is particularly useful when dealing with expressions that involve variables and coefficients. It allows us to simplify complicated expressions by breaking them down into smaller, more manageable parts. This makes it easier to solve equations and perform other mathematical operations.

In conclusion, the distributive property can be used to expand expressions. It is an essential tool in algebra and is used to simplify complicated expressions. By breaking expressions down into smaller parts and then combining them again, we can solve equations and perform other mathematical operations more efficiently.

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We will use the fact that the quotient between height and shadow length must be a constant, we will find that the height of the tree is 7.14ft

If we assume the sun is at a constant height, then the quotient between the height and the length of the shadow needs to be a constant.

Then we can write the relation:

(height of the tree)/(shadow of the tree) = (height of Diego)/(shadow of diego).

Here we can define:

Height of the tree = h

Shadow of the tree = 10ft

Height of Diego = 5ft

Shadow of Diego = 7ft

Replacing that in the equation above we get.

h/10ft = (5ft/7ft)

Solving for h:

h = 10ft*(5/7) = 7.14 ft

The height of the tree is 7.14 ft.

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David earned $484 in total.

Given that, David earns $11 an hour. He was scheduled to work 35 hours. However, he picked up an additional 7 hour shift. He is paid double time for anything over 40 hours.

We need to find how much did he get paid in total.

The unitary method is a technique for solving a problem by first finding the value of a single unit, and then finding the necessary value by multiplying the single unit value.

Now, total number of hours David worked=35+7=42

Upto 40 hour he get paid $11 per hour.

So, the total money = 40×11=$440

He gets paid $22 for each extra hour.

That is 2×22=$44

Total money earned=440+44=$484

Therefore, David earned $484 in total.

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We have proved that tanθ.cosθ + cotθ.sinθ = sinθ + cosθ.

What are trigonometric identities?

Trigonometric Identities are the equalities that involve trigonometry functions and hold true for all the values of variables given in the equation. There are various distinct trigonometric identities involving the side length as well as the angle of a triangle.

                  tan∅ = sin∅/cos∅

                  cot∅ = cos∅/sin∅

Given:

tanθ.cosθ + cotθ.sinθ = sinθ + cosθ

Now LHS =  tanθ.cosθ + cotθ.sinθ

                = (sinθ/cosθ)cosθ + (cosθ/sinθ)sinθ

                = sinθ + cosθ

LHS = RHS

Hence, we have proved that tanθ.cosθ + cotθ.sinθ = sinθ + cosθ.

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Answer:

11 divided from two source of income a equal divide for time. Would represent five and a half twice. To simplify the statement it's 11 hours divided by itself reflecting 5.5. let's work out the $80 that she needs to make between the two jobs one if she's working 5.5 hours for $6 that's the representation of $33.00 ,her next job she works 5.5 hours for $10 an hour which gives her a sum of $55 those two sums together at 11 hours would bring her to a sum of $88 for 11 hours of work a week.

Step-by-step explanation:

Answer:

m∠JKM = 63°

m∠MKL = 27°

Step-by-step explanation:

Since ∠JKL is a right angle. This means that by summing up both m∠JKM and m∠MKL will result in the same as ∠JKL figure. Thus, m∠JKM + m∠MKL = m∠JKL which is 90° by a right angle definition.

\(\displaystyle{\left(12x+3\right)+\left(6x-3\right) = 90}\)

Solve the equation for x:

\(\displaystyle{12x+3+6x-3 = 90}\\\\\displaystyle{18x=90}\\\\\displaystyle{x=5}\)

We know that x = 5. Next, we are going to substitute x = 5 in m∠JKM and m∠MKL. Thus,

m∠JKM = 12(5) + 3 = 60 - 3 = 63°

m∠MKL = 6(5) - 3 = 30 - 3 = 27°

Answer:

1: yes, because side MQ creates two right triangles inside the equalateral one,  serving as the leg of both (reflexive property). In each right triangle, MQ would be the height.

2. (im unsure but i THINK i did it right)

1=yes

2=no

3=yes

3:The missing side would be 24.7

Step-by-step explanation:

Explanation for #3- A squared +B sqaured = C squared.

You know that one of the legs is 8 less than 42

42-8=34

34=one of the legs.

lets plug them all in: 42 squared - 34 sqaured = ?

1764-1156= 608

the square root of 608 is 24.7

so the missing side is 24.7

I hope this helps :)

\(r(1) = (2 \: .1 \: . \frac{2}{3} )\)

\(r(0) = (0 \: .0 \: .0)\)

\( \gamma r =( 2 \: .1 \: . \frac{2}{3} )\)

\(l = \sqrt{2 {}^{2} + 1 {}^{2} + \frac{4}{9} } \)

\(l = \sqrt{4 + 1 + \frac{4}{9} } \)

\(l = \sqrt{ \frac{36 + 9 + 4}{9} } \)

\(l = \sqrt{ \frac{49}{9} } = \frac{7}{9} \)

(I'm not sure of my answer tho)

Normally I'd see a plus sign between the x,y and z values of the r(t) equation, so im assuming these represent the x,y,z coordinates in terms of t.

So i calculated ∆r(t) and found the length of the equation using the formula for length

The required curvature of the curve `y = sin(3x)` at `x = 1/√2` is `2.44`.

Calculate the derivative,

`y = sin(3x)` and `x = 1/√2`.

Now, `y' = 3cos(3x)`Also, `y'' = -9sin(3x)`

Therefore, the curvature `k = |y''|/(1+y'²)³/²`

Substitute `y''` and `y'` in the above equation,  

`k = 9|sin(3x)|/(1+(3cos(3x))²)³/²`

Substitute `x = 1/√2` in the above equation,

`k = 9|sin(3/√2)|/(1+(3cos(3/√2))²)³/²`

Hence, `k = 9|0.59|/(1+(3(-0.81))²)³/²`

So, `k = 2.44` (approx)

Therefore, the required curvature of the curve `y = sin(3x)` at `x = 1/√2` is `2.44`.

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The number of independent variables that can be tested in a single experiment depends on various factors, including the research design, resources, and the complexity of the study. In general, it is best to limit the number of independent variables to maintain control over the experiment and facilitate clear interpretation of results.

In simpler experiments, researchers often focus on a single independent variable to study its effect on the dependent variable while controlling for other factors. This allows for a clear cause-and-effect relationship to be established.

However, in more complex experiments, researchers may introduce multiple independent variables to examine their combined effects or interactions. This can provide insights into how different factors influence the outcome simultaneously.

The exact number of independent variables that can be tested in a single experiment varies, but it is generally recommended to keep the number manageable and avoid excessive complexity. This ensures that the experiment remains feasible, interpretable, and effectively addresses the research question or hypothesis.

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The measures such as overall team free throw percentage, the percentages of the other players, the median, the mean, and the shape of the distribution would remain the same.

The 3 players with the highest free throw percentage increased their percentage by 4 points, but all other statistical measures, such as overall team free throw percentage and the percentages of the other players, would stay the same.

The overall team free throw percentage is calculated by adding the percentages of all players and dividing the total by the number of players. Since the percentages of the other players remain the same, the overall team free throw percentage would remain unchanged.

Additionally, since only the 3 players with the highest percentages increased theirs, the median and mean of the free throw percentages would remain the same.

The increase in free throw percentage of the 3 players affects the free throw percentage distribution, but the shape of the distribution would remain the same.

That is, the distribution will still have the same range, but the 3 players with the highest free throw percentage would have a slightly higher percentage.

In conclusion, the only statistical measure that would change after Mrs. Carroll recalculates the free throw percentages of the team is the percentage of the 3 players with the highest free throw percentage, which would increase by 4 points.

All other measures, such as overall team free throw percentage, the percentages of the other players, the median, the mean, and the shape of the distribution would remain the same.

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Answer:

f(x)=x^2+8x+24

Step-by-step explanation:

The reason that it is the 4th one is because there is an x^2 which indicates a quadratic and it is negative because the quadratic is going down

To calculate the number of MADs that the means are apart, we need to find the difference between the two means and then divide that by the MAD.

The difference between the means is 20 - 16 = 4.

Dividing that by the MAD of 2.5, we get:

4 / 2.5 = 1.6

Therefore, the means are 1.6 MADs apart.

1. Find the difference between the two mean ages: 20 years (mean age of second sample) - 16 years (mean age of first sample) = 4 years.

2. Divide the difference by the MAD: 4 years (difference between means) / 2.5 (MAD) = 1.6.

So, the means are 1.6 MADs apart.

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Answer:

Step-by-step explanation:

10*4*6

10*24

240

Answer: Pressure and Volume have an inverse and Temperature and Moles have an inverse relationship

Step-by-step explanation:

There is an inverse relationship between the following variables that define the properties of a gas:

1. Pressure (P) and Volume (V): According to Boyle's Law, when the temperature (T) is held constant, the product of pressure and volume remains constant for a given amount of gas. Mathematically, PV = constant. As one variable increases, the other decreases, indicating an inverse relationship.

2. Temperature (T) and Volume (V) in certain cases: In the case of Charles's Law, when the pressure is constant, the volume is directly proportional to temperature. However, if we consider a constant product of temperature and volume (TV = constant), and the pressure increases, then we observe an inverse relationship between temperature and volume.

Remember, these inverse relationships occur while keeping other variables constant. This is a multiple response question as both relationships mentioned above display an inverse relationship between different variables that define the properties of a gas.

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Answer:

4. m=1.25 b=6 y=1.25x+6

5. m=20 b=10 y=20x+10

Answer:

3/16

Step-by-step explanation:

you do length x width x height, and get 3/16

The revised sentence is "Despite the apprehension felt by millions of Chinese people at the start of a new year, they faced the harsh realities of poverty and famine."

The revised sentence is clearer and more concise than the original one. It begins by acknowledging the apprehension felt by millions of Chinese people, but then quickly shifts the focus to the difficult circumstances they faced, which is the main point being made.

The original sentence didn't flow as smoothly because it started with a statement about apprehension and then shifted to a new idea about hardships without smoothly connecting the two. The revised sentence also removes the phrase "but the hardships of poverty and famine faced them" at the end, as it is redundant and unnecessary.

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This is an example of a one-sample of t-test for the difference in muscle strength between the left and right hands of a random sample of 15 left-handed men, with a one-sided alternative hypothesis that the left hand is stronger.

In this example, the researcher was interested in testing whether left-handed men have stronger left hands than right hands, given that they live in a world designed for right-handed people. Muscle strength was measured on both hands of a random sample of 15 left-handed men, and the difference between the left and right hand strength was calculated for each individual.

A one-sample t-test was used to test the null hypothesis that the mean difference in muscle strength between the left and right hands is zero, against the alternative hypothesis that the mean difference is greater than zero (indicating that the left hand is stronger). The resulting t-statistic was 1.80, which would have a corresponding p-value associated with it.

If the p-value is less than the chosen level of significance (e.g., 0.05), then the null hypothesis can be rejected in favor of the alternative hypothesis, providing evidence to support the claim that left-handed men have stronger left hands than right hands in a world designed for right-handed people.

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According to the information presented in this video, all of the following activities are likely to occur in the information requirements determination​ (IRD) phase of systems analysis except beta testing.

According to the information presented in this video, all of the following activities are likely to occur in the information requirements determination (IRD) phase of systems analysis except beta testing. The IRD phase of the systems analysis process is used to determine information requirements for the system being developed. The IRD process identifies what information is needed to support business functions and operations.

The activities that are carried out during the IRD phase of the systems analysis process include: Reviews of paper-based forms and reports Interviews with system users Observation of system use Meetings with the development team Therefore, the answer is option C. Beta testing is not a part of the IRD phase of systems analysis.

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The location of the values square root of 11, square root of 8, and twenty two ninths on the number line is illustrated below.

It should be noted that a number line simply means a straight line that serves as an abstraction for real numbers.

It should be noted that square root of 11 will be 3.316. The square root of 8 is 2.83 and twenty two ninths on the number line will be around 20.22.

This is important to know the place where each falls on the number line.

Note that an overview was given.

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The initial pressure is increased, the final volume will decrease, and if the initial pressure is decreased, the final volume will increase, assuming that the temperature remains constant.

Boyle's law states that at constant temperature, the pressure and volume of a gas are inversely proportional to each other. Mathematically, this can be expressed as:

Where P1 and V1 are the initial pressure and volume of the gas, and P2 and V2 are the final pressure and volume of the gas, respectively.

To obtain an equation for the final volume of a gas from its initial volume when the pressure is changed at constant temperature, we can rearrange Boyle's law equation as follows:

In this equation, we have isolated V2 on one side of the equation by dividing both sides by P2, which gives us the ratio of the initial pressure to the final pressure (P1/P2), and then multiplying it by the initial volume (V1).

So, the final equation for the final volume of a gas from its initial volume when the pressure is changed at constant temperature is:

The first step is simply to rearrange Boyle's law equation, and the second step is to explain the resulting equation. The equation shows that the final volume of a gas (V2) is proportional to the initial volume of the gas (V1) and the ratio of the initial pressure (P1) to the final pressure (P2).

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