HELP ME OUT PLEASE!!!!​

Answer:

Y=4 is a function

Step-by-step explanation:

And to me function is relation

Hope i got this right and have a great day :)

Answer: Yes

Step-by-step explanation:

Yes, y = 4, which is often written as f(x) = 4, is a function that means “take any input, and no matter what it is, produce an output of 4”.

Using the point-slope form of the equation of a line. the x-intercept of the line is \(-2.5\).

To find the x-intercept of the line, we need to find the point where the line intersects the x-axis. We know that the y-coordinate of this point is zero, because it is on the x-axis. Let's call the x-coordinate of this point "x".

We also know that the line passes through the point (-2.5,0), because it is 2.5 units to the left of the origin. Using the point-slope form of the equation of a line, we can write the equation of the line as:

\(y - 0 = m(x - (-2.5))\)

where m is the slope of the line. To find the slope, we can use the fact that the line passes through the point  \((0,1)\) and \((-2.5,0)\):

\(m = (1 - 0) / (0 - (-2.5)) = 1 / 2.5 = 0.4\)

Substituting this into the equation of the line, we get:

\(y = 0.4(x + 2.5)\)

To find the x-intercept, we set y to zero and solve for x:

\(0 = 0.4(x + 2.5)\)

\(-2.5 = x\)

Therefore, the x-intercept of the line is  \(-2.5.\)

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Answer:

(−∞,∞)

Step-by-step explanation:

Since |x−5| is always positive and −2 is negative, |x−5| is always greater than −2, so the inequality is always true.

All real numbers

So, the answer is (−∞,∞)

Answer:

0 and 8.

Step-by-step explanation:

n^2+8n=0

n(-n+8)=0

-n=-8 or n=8 and n=0.

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

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743₁₆ = 7 • 16² + 4 • 16¹ + 3 • 16⁰

743₁₆ = 1792 + 64 + 3

743₁₆ = 1859

The probability of rolling a number greater than 3 is 1/2 or 0.5.

When rolling a standard cube, there are six possible outcomes, corresponding to the six faces of the cube. Each face has a number from 1 to 6.

To find the probability of rolling a number greater than 3, we need to determine the number of favorable outcomes (rolling a number greater than 3) and divide it by the total number of possible outcomes (rolling any number from 1 to 6).

The favorable outcomes for rolling a number greater than 3 are: 4, 5, and 6. So, there are three favorable outcomes.

The total number of possible outcomes is six since there are six faces of the cube.

Therefore, the probability of rolling a number greater than 3 is:

Probability = Number of favorable outcomes / Total number of possible outcomes

Probability = 3 / 6

Probability = 1/2

Hence, the probability of rolling a number greater than 3 is 1/2 or 0.5.

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Step-by-step explanation:

Let the total number of boys be x.

We know that :-

\( \frac{1}{1} = 1\)

is the greatest fraction.

Now, considering the class AS whole, we can say that the value of class is 1.

According to Equation given:-

\( \dfrac{4}{5} + x = 1\)

\(x = \dfrac{1}{1} - \dfrac{4}{5} \)

Taking LCM,

\( \dfrac{5 - 4}{5} \)

\( = \dfrac{1}{5} \)

Fraction of the class are boys.

Hope it helps :D

the stable distribution for the given regular stochastic matrix is approximately:

π ≈ [0.5455, 0.2404, 0.2141]

How to solve?

To find the stable distribution for the regular stochastic matrix, we need to solve the equation:

πA = π

where π is the stable distribution and A is the transition matrix.

The given matrix is:

[0.4 0.2 0.6]

[0.8 0   0.2]

[0.1 0.9 0  ]

We can set up the equation as:

π[0.4 0.2 0.6] = π

π[0.8 0 0.2] π

π[0.1 0.9 0 ] π

Expanding this equation, we get:

π₁(0.4) + π₂(0.8) + π₃(0.1) = π₁

π₁(0.2) + π₃(0.9) = π₂

π₁(0.6) + π₂(0.2) = π₃

π₁ + π₂ + π₃ = 1

Simplifying and rearranging, we get:

0.4π₁ - 0.8π₂ + 0.1π₃ = 0

-0.2π₁ + 0.9π₃ - π₂ = 0

0.6π₁ + 0.2π₃ - π₃ = 0

π₁ + π₂ + π₃ = 1

We can solve this system of equations using matrix methods, such as Gaussian elimination or inverse matrices. Solving the equations, we get:

π₁ ≈ 0.5455

π₂ ≈ 0.2404

π₃ ≈ 0.2141

Therefore, the stable distribution for the given regular stochastic matrix is approximately:

π ≈ [0.5455, 0.2404, 0.2141]

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Answer:

The total amount of pollution discharged during the first 7 years of operation is 1.955 tons

Step-by-step explanation:

Given

\(r(t) = \frac{t}{t^2 + 1}\)

Required

The total amount in the first 7 years

This implies that:

\(r(t) = \frac{t}{t^2 + 1}; [0,7]\)

The total amount is calculated by integrating r(t) i.e.

\(v = \int\limits^a_b {r(t)} \, dt\)

So:

\(v = \int\limits^7_0 {\frac{t}{t^2 + 1}} \, dt\)

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

We have:

\(t^2 + 1\)

Differentiate

\(d(t^2 + 1) = 2t\)

Rewrite as:

\(2t = d(t^2 + 1)\)

Solve for t

\(t = \frac{1}{2}d(t^2 + 1)\)

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

So:

Make t the subject

\(v = \int\limits^7_0 {\frac{t}{t^2 + 1}} \, dt\)

\(v = \int\limits^7_0\frac{1}{2}* {\frac{d(t^2 + 1)}{t^2 + 1}} \, dt\)

\(v = \frac{1}{2}\int\limits^7_0 {\frac{d(t^2 + 1)}{t^2 + 1}} \, dt\)

Integrate

\(v = \frac{1}{2}\ln(t^2 +1)|\limits^7_0\)

Expand

\(v = \frac{1}{2}[\ln(7^2 +1) - \ln(0^2 +1)]\)

\(v = \frac{1}{2}[\ln(50) - \ln(1)]\)

\(v = \frac{1}{2}[3.91 - 0]\)

\(v = \frac{1}{2}[3.91]\)

\(v = 1.955\)

The volume of the container is approximately 12.9516 cubic meters when rounded to the nearest hundredth.

To find the volume of the container, we need to multiply its length, width, and height. Let's convert the given measurements to meters to ensure consistent units.

The length of the container is 2.76 meters.

The width of the container is 23.5 decimeters, which is equal to 2.35 meters (since 1 decimeter = 0.1 meters).

The height of the container is 196 centimeters, which is equal to 1.96 meters (since 1 meter = 100 centimeters).

Now we can calculate the volume of the container:

Volume = Length × Width × Height

Volume = 2.76 meters × 2.35 meters × 1.96 meters

Volume ≈ 12.9516 cubic meters (rounded to four decimal places)

Therefore, the volume of the container is approximately 12.9516 cubic meters when rounded to the nearest hundredth.

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Answer:

102 -52 =50 the age is 50 ufdhdgrthui

Let Rosemary's age = X

and Hannah's age = Y

According to question,

X + Y = 102           … (i)

X - Y = 52             … (ii)

Adding the equation (i) + (ii)

We get,

2X = 154

X = 77

now putting the value of X in Equation (ii)

We get,

77 - Y = 52

Y = 77-52

Y = 25

Hence, Rosemary's age =77 and Hannah's age = 25

Answer:

465.25 skiers at any one time.

Step-by-step explanation:

Given that:

Number of skiers unloaded per hour = 5583

Time taken to move from bottom to top = 5 minutes ;

Number of travels(rides) per hour :

1 hour / 5 minutes = 60 minutes / 5 minutes = 12 rides

If equal number of riders are conveyed per ride ; the Number of riders at any one time is :

Total number of riders conveyed at any one time = 5583 / 12

= 465.25 skiers per trip

Answer:

209

Step-by-step explanation:

now if this is correct or not but i triedi hope this helps but dont trust me i dnt ko

Solution:

Given the center O(h,k), of a circle and a point A(a,b), it is passing through.

The distance from the center to the circumference is called the radius, r. Thus;

Since the equation of a circle is;

The, the equation of the circle is;

ANSWER:

9514 1404 393

Answer:

  5/6

Step-by-step explanation:

Addition or subtraction of fractions requires a common denominator. The value 3/3 can be multiplied by 2/2 to give 6/6, which has the same denominator as the other fraction.

  \(\dfrac{3}{3}-\dfrac{1}{6}=\dfrac{3\cdot2}{3\cdot2}-\dfrac{1}{6}\\\\=\dfrac{6}{6}-\dfrac{1}{6}=\dfrac{6-1}{6}=\boxed{\dfrac{5}{6}}\)

Answer:

Find The Length Of The Side Of A Right Triangle : Example Question #1. Explanation: The Pythagorean Theorem gives us a2 + b2 = c2 for a right triangle, where c is the hypotenuse and a and b are the smaller sides.

Step-by-step explanation:

Answer:

see below

Step-by-step explanation:

Use the Pythagorean Theorem to find c:

a² + b² = c²

√a² + b² = √c²

c = √a² +b²

Answer:

A) y=9x

B) y=45 when x=5

Step-by-step explanation:

Part A

\(y=kx\\-27=k(-3)\\-27=-3k\\9=k\\y=9x\)

Part B

\(y=9(5)\\y=45\)

Answer:

This is a simple multiplication problem.

Here is my steps:

(14x^3 + 35x^2 + 4x + 10x + 8x + 20)

Combine like terms:

(14x^3 + 35x^2 + 22x + 20)

And that is your answer^^

Answer:

14x3+ 39x2 +8x +20

Step-by-step explanation:

Use the distributive property and/or the FOIL (front, outer, inner, last) method.

First:

Multiply (7x2)(2x)

=14x3

Then (7x) (5)

=35x2

Second:

Multiply (2x)(2x)

=4x2

Then (2x)(5)

=10

Third:

Multiply 4(2x)

=8x

Then (4)(5)

=20

You should get:

14x3 +35x2 +4x2 +10 +8x +10

Add all common numbers.

You should get:

14x3+ 39x2 +8x +20

The solutions to the system of equations are x = 2 and 4

From the question, we have the following parameters that can be used in our computation:

f(x) = x - 3

g(x) = 1/(x - 3)

The solution to the system of equations implies that

f(x) = g(x)

So, we have

x - 3 = 1/(x - 3)

Cross multiply the equation

This gives

(x - 3)² = 1

So, we have

x - 3 = ±1

Add 3 to both sides

x = 3 ± 1

So, we have

x = 2 and 4

Hence, the solutions to the system of equations are x = 2 and 4

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For the inequality  -5 < 4x + 3 ≤ 7 the  combined solution are x < -2 and x ≤ 1.

To solve the inequality -5 < 4x + 3 ≤ 7, we need to consider two separate inequalities:

Solve the inequality -5 < 4x + 3:

-5 < 4x + 3

Subtract 3 from both sides:

-5 - 3 < 4x

-8 < 4x

Divide both sides by 4

-8/4 > x

-2 > x

x < -2.

Now let's solve the inequality 4x + 3 ≤ 7:

4x + 3 ≤ 7

Subtract 3 from both sides:

4x ≤ 7 - 3

4x ≤ 4

Divide both sides by 4:

x ≤ 1

Therefore, the combined solution is x < -2 and x ≤ 1.

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The soccer ball is above 15 feet between 0.25 seconds and 1 second.

To determine when the soccer ball is above 15 feet, we need to find the values of t that satisfy the inequality h(t) > 15.

Given the quadratic function h(t) = -16t² + 20t + 11, we can rewrite the inequality as follows:

-16t² + 20t + 11 > 15

Subtracting 15 from both sides:

-16t² + 20t - 4 > 0

Simplifying further:

-16t² + 20t - 4 = -4(4t² - 5t + 1) = -4(t - 1)(4t - 1) > 0

Now, we can solve for t by finding the values that make the inequality true. We have two factors: (t - 1) and (4t - 1).

Setting each factor greater than zero and solving for t:

t - 1 > 0 => t > 1

4t - 1 > 0 => 4t > 1 => t > 1/4

So, we have t > 1 and t > 1/4. To satisfy both conditions, t must be greater than the maximum of 1 and 1/4, which is 1.

Therefore, the soccer ball is above 15 feet for t > 1 second.

The correct answer is:

C. The soccer ball is above 15 feet between 0.25 seconds and 1 second.

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The angle between the beam and the 35 ft cable is 43 degrees

To determine the angle between the beam, we need to know all the trigonometric identities as well as their ratios.

We have the identities as;

Also, their ratios are represented as;

sin θ = opposite/hypotenuse

cos θ = adjacent/hypotenuse

tan θ = opposite/adjacent

From the information given, we have that;

sin θ = 65/95

divide the values

sin θ = 0. 6842

find the inverse

θ = 43 degrees

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Answer:

y=-5.5x-52

Step-by-step explanation:

Your input: find the equation of a line given two points P = (-10 , 3) and Q = (-8 , -8). The slope of a line passing through the two pointsP=(x1,y1) and Q=(x2,y2) is given byWe have that x1 = -10 , y1 = 3, x2 = -8 , y2 = -8Step 2:Plug the given values into the formula for slope:Step 3:Now, the y-intercept is b=y1−m⋅x1 (or b=y2−m⋅x2, the result is the same).b = 3 - (-5.5) ⋅ (-10) = -52Step 4:Finally, the equation of the line can be written in the form y=mx+b.y = -5.5x -52The equation of the line in the slope-intercept form is:y = -5.5x -52The equation of the line in the point-slope form is:y - (3) = -5.5 ⋅ ( x - (-10))The equation of the line in the point-slope form is:y - (-8) = -5.5 ⋅ ( x - (-8))The general equation of the line is:-5.5x - y -52 = 0

Answer:

135

Step-by-step explanation:

3^3 = 27

27 x 10 / 2

270/2

135

The average number of likes will be 16.5. the correct option is D.

Mean is defined as the ratio of the sum of the number of data sets to the total number of data. The mean is calculated by adding all the data points and dividing it by the total number of the data.

Given that Bethany has a photo website where she places photos that she has taken so others can see them. Below is how many likes each of her current photos was given: 10, 13, 15, 15, 17, 29.

The average will be calculated as:-

Mean = ( 10 + 13 + 15 + 15 + 17 + 29 ) / 6

Mean = 99 / 6

Mean = 16.5

Therefore, the average number of likes will be 16.5. the correct option is D.

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The length of the side P is 15 cm. And the right option is C.

Pythagoras theorem states that “In a right-angled triangle,  the square of the hypotenuse side is equal to the sum of squares of the other two sides.

To calculate the length of side P we use Pythagoras theorem's formula

Pythagoras formula:

Where:

From the diagram,

Given:

Substitute these values into equation 1

Hence, the right option is C 15 cm.

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