Compare the two linear functions

Answer:

Hi there!

Your answer is:

24

Step-by-step explanation:

g(5)-3=

First plug in 5 for x in the equation g(x)

g(5) = -22 -(5)

-22-5

-27

27-3 = 24

(a) The function f(x, y) does not have a limit at (0,0). (b) No information is provided to determine the limit for f2(x, y).

(a) For the function f(x, y) = 5ry²/(3x² + y²), we can analyze the behavior as (x, y) approaches (0,0). Since the denominator 3x² + y² becomes zero as (x, y) approaches (0,0), we cannot directly evaluate the function at this point. However, by considering the parabola z = -y², we can observe that the function does not approach a specific value and thus does not have a limit at (0,0).

(b) The function f2(x, y) = Vel + Vsin(y) is not well-defined as no information or context is provided for the variables Vel, V, and U. Without this information, it is not possible to determine the limit of the function at (0,0) or any other point.

Therefore, for (a), the function f(x, y) does not have a limit at (0,0), and for (b), no information is given to determine the limit for f2(x, y).

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Answer:

c•7=c÷_1/7

c•1 over 3=c÷_3

c÷1 over 3=c÷_1/3

c÷7=c•_1/7

The point (11,11) will lie on the graph of the function f(x) = IxI

What is coordinate?

The x-coordinate informs us of a point's separation from the y-axis, which is the vertical axis. The abscissa is another term for the x-coordinate. The y-coordinate shows how far a point is from the horizontal axis, or x-axis. The term "ordinate" also applies to the y-coordinate.

the function: f(x) = IxI

The function will have every positive and negative integer contained within itself.

So coordinates of another point with the same y value (11,11) will lies on the graph so as (-11,11).

Hence point (11,11) will lie on the graph of the function f(x) = IxI

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\(\Huge \textsf{Answer:\fbox{25 pizzas and 80 sodas sold.}}}\)

\(\Huge \textsf{Step-by-step explanation}\)

\(\LARGE \bold{\textsf{Step 1: Assign Variables}}\)

\(\textsf{Let's assign a variable for the number of pizzas sold, we will call it \textit{"p."}}\\\textsf{And we will assign the variable\textit{"s"} for the number of sodas sold.}\)

\(\LARGE \bold{\textsf{Step 2: Write equations based on the given information}}\)

\(\large \bold{ \textsf{From the problem, we know that:}}\)

\(\bullet \textsf{The school made \$260 from seeling 4 pizzas and 2 sodas.}\\\\\bullet \textsf{The number of sodas sold was five more than three times the number of pizzas sold.}\)

\(\large \bold{ \textsf{We can use this information to write two equations:}}\)

\(\text{Equation 1} : 4p + 2s = 260 \text{(since each pizza costs \$4 and each soda costs \$2)}\)

\(\text{Equation 2} : s = 3p + 5 \text{(The number of sodas sold was 3 times the number of}\\\text{pizzas sold plus 5)}\)

\(\LARGE \bold{\textsf{Step 3: Solve the system of equations}}\)

\(\large \textsf{To solve the system of equations, we can substitute Equation 2 into Equation}\\\textsf{1 for \textit{"p"}:}\)

\(\bullet \textsf{4\textit{p} + 2\textit{s} = 260}\\\\\bullet \textsf{4\textit{p} + 2(3\textit{p} + 5) = 260}\)

\(\large \textsf{Simplifying this expression gives us:}\)

\(\textsf{10\textit{p} + 10 = 260}\)

\(\large \textsf{Subtracting 10 from both sides:}\)

\(\textsf{10\textit{p} = 250}\)

\(\large \textsf{Dividing both sides by 10}\)

\(\textsf{\textit{p} = 25}\)

\(\large \textsf{Now that we know the number of pizzas sold, we can use Equation 2 to find}\\\textsf{the number of sodas sold:}\)

\(\bullet \textsf{\textit{s} = 3\textit{p} + 5}\\\\\bullet \textsf{\textit{s} = 3(25) + 5}\\\\\bullet \textsf{\textit{s} = 75 + 5}\\\\\bullet \textsf{\textit{s} = 80}\)

\(\large \textsf{So, 25 pizzas and 80 sodas were sold.}\)

----------------------------------------------------------------------------------------------------------

The paired t-test results suggest that there is no significant improvement in students' learning after the new unit on factoring, based on a 90% confidence level.

To determine if there has been an improvement in students' learning after a new unit on factoring, we can perform a paired t-test on the pre-test and post-test scores of the five randomly selected students.

The differences between the pre-test and post-test scores for each student are: 3, 3, 4, 8, 0.

The mean of the differences is 3.6, and the sample standard deviation is 2.39.

The t-value for a 90% confidence interval with 4 degrees of freedom is 2.776. Since the calculated t-value of 2.68 (calculated as the mean of the differences divided by the standard error of the mean of the differences) is less than the critical t-value of 2.776, we fail to reject the null hypothesis that there is no improvement in students' learning.

Therefore, there is not enough evidence to conclude that the new unit on factoring has helped students learn based on the sample data.

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Answer:

Use the straightedge to draw GK−→−. Place the point of the compass on point H and draw an arc in the interior of the angle. Label the intersection of the arcs in the interior of the angle as point K. Place the point of the compass on point G and draw an arc that intersects the sides of ∠G.

Answer:

B. 12 + 2pi cm

Step-by-step explanation:

The shaded region is made up of 3 square sides and one half circle. The three square sides are each 4, which means that those altogether equal 12.

The circle's circumference can be found by using the equation c = (d)pi

The diameter is 4, so the whole circumference is 4pi. However, you only need half of a circle, which is represented by 2pi.

Add them all together, and you get 12 + 2pi cm.

Answer: i think B

Step-by-step explanation:

The percentage increase per year in the winner's check over the given period. If the winner's prize increases at the same rate, it will be $1,454,735,139.69 in 2040.

To calculate the percentage increase per year in the winner's check over the period from 1895 to 2007, we can use the following formula:

Percentage Increase = (Final Value - Initial Value) / Initial Value * 100

a. Calculating the percentage increase:

Initial Value = $140

Final Value = $1,171,000

Percentage Increase = (1,171,000 - 140) / 140 * 100 ≈ 835,714.29%

b. To estimate the winner's prize in 2040, we can assume the same annual percentage increase will continue. We need to calculate the number of years from 2007 to 2040 and apply the percentage increase to the 2007 prize.

Number of years = 2040 - 2007 = 33 years

Estimated prize in 2040 = 1,171,000 * (1 + (Percentage Increase / 100))^33

Estimated prize in 2040 = 1,171,000 * (1 + (835,714.29 / 100))^33 ≈ $1,454,735,139.69

Therefore, if the winner's prize increases at the same rate, it is estimated to be approximately $1,454,735,139.69 in 2040.

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Answer:

The gamers

Step-by-step explanation:

The best group for Ryan to survey would be the 25 fifth-grade boys.

The sample space S of a random experiment is defined as the set of all possible outcomes of an experiment. In a random experiment, the outcomes, also known as sample points, are mutually exclusive

Given, Ryan wants to find the favorite video game of the fifth-grade boys at His School.

The pleasant organization for Ryan to survey will be the 25 5th-grade boys. This organization might deliver him the maximum particular and applicable data approximately the fave online game of 5th-grade boys at his college.

Surveying a smaller organization of 25 5th-grade boys might be greater centered and centered as compared to surveying 25 5th-grade college students or each boy who will skip to 5th-grade subsequent year, which might encompass college students who aren't withinside the particular grade and demographic that Ryan is fascinated in.

Surveying each trainer at his college might now no longer be beneficial in this example as they may be now no longer withinside the goal demographic of 5th-grade boys.

Therefore, The best group for Ryan to survey would be the 25 fifth-grade boys.

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Complete question:

Ryan Wants To Find The Favorite Video Game Of The Fifth-Grade Boys At His School. Which Group Would Be BEST For Ryan To Survey? 25 Fifth Grade Boys 25 Fifth Grade Students Every Teacher At His School Every Boy Who Will Pass To Fifth Grade Next Year

Ryan wants to find the favorite video game of the fifth-grade boys at his school. Which group would be BEST for Ryan to survey? 25 fifth-grade boys 25 fifth-grade students every teacher at his school every boy who will pass to fifth grade next year

Step-by-step explanation:

Range= 11

Median=25

Mean=27

Answer:

Mean: 27

Median: 25

Range: 8

Midrange: 28

Step-by-step explanation:

Mean: The average.

To find the mean you have to add up all the numbers in the data value and then divide it by how many numbers there are.

I first added, 24+32+25+24+30+30+24=189.

There are 7 numbers in that data value, 189/7=27

Median: Middle number in ascending order.

So first let's rearrange the numbers from lowest to highest, 24, 24, 24, 25, 30, 30, 32.

25 is the number in the middle

Range: Difference between the greatest and lowest number.

The greatest number is 32.

The lowest number is 24.

32-24=8

Midrange: Greatest and lowest number added together and then divided by 2.

The greatest number is 32.

The lowest number is 24.

32+24=56

56/2=28

I hope I could help and this isn't confusing for you!

Answer:

Any value of x makes the equation true. All real numbers Interval Notation: ( − ∞ , ∞ )

Hope This Helps!!!

5. The probability that it will land with a value greater than 3 and on a black square is 1/6.

6. The probability is 4/3.

To solve these probability problems, let's analyze each scenario separately:

5. Amber tossed a die onto a black-and-red checkerboard. We need to find the probability that it will land with a value greater than 3 and on a black square.

The die has six sides, numbered 1 to 6. Out of these six sides, there are two possibilities that meet our condition: 4 and 5.

Now, let's consider the checkerboard. Assuming it has an equal number of black and red squares, the probability of landing on a black square is 1/2.

To find the probability of both events occurring together, we multiply the probabilities of each event. Therefore, the probability that the die will land with a value greater than 3 and on a black square is:

Probability = (Probability of landing on a number greater than 3) × (Probability of landing on a black square)

           = (2/6) × (1/2)

           = 1/6

So, the probability is 1/6.

6. The computer repairman is given 9 computers to fix. Among them are 3 bad video cards and 4 failed hard drives. We want to find the probability that the first computer he tries has a failed hard drive but a working video card.

Out of the 9 computers, the repairman has 4 computers with failed hard drives. Among these 4 computers, there are 3 computers with bad video cards.

To find the probability of selecting a computer with a failed hard drive but a working video card as the first computer, we divide the number of favorable outcomes (computers with failed hard drives but working video cards) by the total number of possible outcomes (all 9 computers).

Probability = (Number of computers with failed hard drives but working video cards) / (Total number of computers)

The number of computers with failed hard drives but working video cards is 4 (failed hard drives) × 3 (working video cards) = 12.

So, the probability is:

Probability = 12 / 9

           = 4 / 3

Therefore, the probability is 4/3.

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The point X on the line PQ is marked at 1.5 cm from P, and on the line AB is marked at 4.5 cm from A.

Given that AB and PQ are lines of length 6 cm.

PX: XQ = 1:3

We are required to mark where point X would be on the line, with a cross.

First, we need to find the length of PX and XQ.

Let's assume that PX = x cm and XQ = 3x cm.

Now, PX + XQ = 6 cm

So, x + 3x = 6cm4x = 6cmx = 6/4cmx = 1.5cm

So, PX = 1.5cm and XQ = 3 × 1.5cm = 4.5cm.

To mark the point X on line PQ:

Draw a line PQ of length 6 cm.

Now, measure 1.5 cm from P on PQ and mark a point.

Name it as X. This point X is the point where the ratio

PX: XQ = 1:3.

The required marking of point X on line PQ is shown below:

Image obtained from Brainly

On the other hand, to mark the point X on line AB:

Draw a line AB of length 6 cm.

Now, measure 4.5 cm from A on AB and mark a point. Name it as X. This point X is the point where the ratio

PX: XQ = 1:3.

The required marking of point X on line AB is shown below:

Image obtained from Brainly

Thus, point X on the line PQ is marked at 1.5 cm from P, and on the line AB is marked at 4.5 cm from A.

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create your own scale, it could be 2cm=40mm, so 3cm=60mm and 2.5cm=50mm.

then draw your trapezium in the given space using your scale

The 95% confidence interval for the mean is (1.6048, 1.6352).Hence, option (d) is the correct answer.

As given, a machine that is programmed to package 1.60 pounds of cereal is being tested for its accuracy in a sample of 40 cereal boxes, the sample mean filling weight is calculated as 1.62 pounds. The population standard deviation is known to be 0.06 pounds. We are required to find the 95% confidence interval for the mean. Here are the steps to solve this problem:

The formula to find the confidence interval is as follows;

Lower limit = x - zα/2 (σ/√n)

Upper limit = x + zα/2 (σ/√n)

Where,

x= sample mean

zα/2 = z-value of the level of significance

σ = population standard deviation

n = sample size

We are given;

x = 1.62 pounds

σ = 0.06 pounds

n = 40

We need to find the z-value of the level of significance, which can be found using the z-table or by using the calculator.Using the z-table, we get the z-value at 95% confidence interval as zα/2 = 1.96

Substituting the values, we get

Lower limit = 1.62 - 1.96(0.06/√40)

Upper limit = 1.62 + 1.96(0.06/√40)

Lower limit = 1.6048, Upper limit = 1.6352

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(a) The mean of Z in case (a) is -60 and the variance is 400.

(b) The mean of Z in case (b) is 280 and the variance is 3600.

(c) The mean of Z in case (c) is 60 and the variance is 65.

(d) The mean of Z in case (d) is -20 and the variance is 65.

(e) The mean of Z in case (e) is 80 and the variance is 505.

To find the mean and variance of the random variable Z for each case, we can use the properties of means and variances.

(a) Z = 40 - 5X

Mean of Z:

E(Z) = E(40 - 5X) = 40 - 5E(X) = 40 - 5 * 20 = 40 - 100 = -60

Variance of Z:

Var(Z) = Var(40 - 5X) = Var(-5X) = (-5)² * Var(X) = 25 * Var(X) = 25 * (4)² = 25 * 16 = 400

Therefore, the mean of Z in case (a) is -60 and the variance is 400.

(b) Z = 15X - 20

Mean of Z:

E(Z) = E(15X - 20) = 15E(X) - 20 = 15 * 20 - 20 = 300 - 20 = 280

Variance of Z:

Var(Z) = Var(15X - 20) = Var(15X) = (15)² * Var(X) = 225 * Var(X) = 225 * (4)² = 225 * 16 = 3600

Therefore, the mean of Z in case (b) is 280 and the variance is 3600.

(c) Z = X + Y

Mean of Z:

E(Z) = E(X + Y) = E(X) + E(Y) = 20 + 40 = 60

Variance of Z:

Var(Z) = Var(X + Y) = Var(X) + Var(Y) = (4)² + (7)² = 16 + 49 = 65

Therefore, the mean of Z in case (c) is 60 and the variance is 65.

(d) Z = X - Y

Mean of Z:

E(Z) = E(X - Y) = E(X) - E(Y) = 20 - 40 = -20

Variance of Z:

Var(Z) = Var(X - Y) = Var(X) + Var(Y) = (4)² + (7)² = 16 + 49 = 65

Therefore, the mean of Z in case (d) is -20 and the variance is 65.

(e) Z = -2X + 3Y

Mean of Z:

E(Z) = E(-2X + 3Y) = -2E(X) + 3E(Y) = -2 * 20 + 3 * 40 = -40 + 120 = 80

Variance of Z:

Var(Z) = Var(-2X + 3Y) = (-2)² * Var(X) + (3)² * Var(Y) = 4 * 16 + 9 * 49 = 64 + 441 = 505

Therefore, the mean of Z in case (e) is 80 and the variance is 505.

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Answer:

6 3/4 cups.

Step-by-step explanation:

If 2 1/4 cups serves 4, you need to serve 12 so you would multiply the amount of butter by 3 and get 6 3/4 cups of butter.

Answer:

47.13

Step-by-step explanation:

15inch is the diameter so do

3.142 x 15 = 47.13

Answer:

60.5・105.1 = 6,358.55

Answer:

x² + (y - 4)² = 25

Step-by-step explanation:

you didn't list any equation

Here's one possible answer

x² + (y - 4)² = 25

Answer:

Step-by-step explanation:

x²+y²=25=5²

radius r=5

(x-0)²+(y-4)²=5^2

x²+(y-4)²=25

The equation of the line through the midpoint of AB that is perpendicular to AB is y = (-1/12)x + 31/24 obtained by finding the midpoint of AB.

To find the equation of the line through the midpoint of AB that is perpendicular to AB, we can follow these steps:

Find the midpoint of AB.

The midpoint of AB can be calculated by taking the average of the x-coordinates and the average of the y-coordinates of points A and B.

Midpoint = ((x1 + x2) / 2, (y1 + y2) / 2)

Given A = (3, -5) and B = (4, 7):

Midpoint = ((3 + 4) / 2, (-5 + 7) / 2)

= (7/2, 2/2)

= (7/2, 1)

So, the midpoint of AB is (7/2, 1).

Find the slope of AB.

The slope of a line passing through two points can be calculated using the formula:

Slope (m) = (y2 - y1) / (x2 - x1)

Given A = (3, -5) and B = (4, 7):

Slope (m) = (7 - (-5)) / (4 - 3)

= 12 / 1

= 12

So, the slope of AB is 12.

Find the negative reciprocal of the slope of AB.

The negative reciprocal of a slope is the negative value of the reciprocal of that slope.

Negative Reciprocal = -1 / Slope of AB

= -1 / 12

= -1/12

So, the negative reciprocal of the slope of AB is -1/12.

Find the equation of the line through the midpoint of AB perpendicular to AB.

Since we have the slope (-1/12) and the point (7/2, 1), we can use the point-slope form of a line to find the equation.

Point-Slope Form: y - y1 = m(x - x1)

Plugging in the values, we have:

y - 1 = (-1/12)(x - 7/2)

Simplifying and converting to slope-intercept form (y = mx + b):

y - 1 = (-1/12)x + 7/24

y = (-1/12)x + 7/24 + 24/24

y = (-1/12)x + 31/24

Therefore, the equation of the line through the midpoint of AB that is perpendicular to AB is y = (-1/12)x + 31/24.

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Answer:

k=8

Step-by-step explanation:

2k+5=21  (-5 on both sides to get rid of +5)

2k=16      (divide by 2 to get rid of that 2 in front of K)

k=8

El valor que satisface D es 188.

El modelo matemático será así:

D/d = 12(resto 8)

si escribimos 8 como resto de D, entonces:

(D-8) /d=12

D-8= 12d o se puede escribir D= 12d+8

luego sustituya D= 12d+8 por D+d= 203

D+d= 203

(12d +8) +d= 203

13d= 203-8

13d= 195

re=15

sustituir d=15 en D+d= 203

D+d= 203

D+15=203

D=203-15

D=188

El modelo matemático es una forma de interpretación humana al traducir o formular problemas existentes en forma matemática, de modo que el problema pueda resolverse utilizando las matemáticas.

El uso principal de los modelos matemáticos es ayudar a las personas a comprender los problemas y simplificarlos para que puedan resolverse.

, los siguientes son algunos de los usos que se obtienen al utilizar un modelo matemático, a saber:

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When analyzing categorical data, it is often useful to examine the relationship between two variables. Crosstabs, or contingency tables, are commonly used to display the counts of observations in each combination of the two variables. However, these raw counts can be difficult to interpret, especially if the totals for each variable are different.
By transforming the counts into percentages of row or column totals, we can better understand the patterns and relationships in the data. Percentages allow us to compare the proportions of one variable within each category of the other variable, regardless of the total number of observations. This can help us identify any trends or patterns in the data that may not be immediately apparent from the raw counts.

For example, suppose we have a crosstab of gender and favorite color. The raw counts may show that more females than males prefer blue, but it's difficult to know if this difference is meaningful without knowing the total number of males and females in the sample. By transforming the counts to percentages of row totals, we can see that 40% of females prefer blue, while only 30% of males do. This suggests that there may be a relationship between gender and favorite color.

Overall, transforming raw counts into percentages of row or column totals can help us better understand the relationship between two categorical variables, especially when the totals are different.

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The correct explanation is (4). The spinner is likely fair, since in the output the player wins once or twice in the majority of the simulations.

The spinner is considered fair if the probability of winning each spin is 0.1, which means that the player should win about 1 out of every 10 spins. The output of the simulation shows that in the majority of the simulations, the player won once or twice, which is consistent with the expected probability of winning.

The fact that Miles lost all 10 times when he spun the spinner is just a matter of chance. It is possible to lose 10 times in a row even if the spinner is fair. In fact, the probability of losing 10 times in a row is about 0.1%, which is not very likely, but it is still possible.

Therefore, there is no evidence to suggest that the spinner is unfair. It is more likely that Miles simply lost due to chance.

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Answer:

-0.04761904761

Step-by-step explanation:

merry Christmas