if c is a matrix with five rows and three columns, then what is the minimum possible number of rows of zeros in any row echelon form

The inequality graphed is given as follows:

y ≥ x² - 4x - 5.

The four inequality symbols, along with their meaning on the number line and the coordinate plane, are presented as follows:

The roots of the parabola are given as follows:

x = -1 and x = 5.

Hence:

y = a(x + 1)(x - 5)

y = a(x² - 4x - 5).

When x = 0, y = -5, hence the leading coefficient a is given as follows:

-5a = -5

a = 1.

The part above is painted, with a solid line, hence the inequality is given as follows:

y ≥ x² - 4x - 5.

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Answer:

$56.00

Step-by-step explanation:

Check:

1/4(56) + 3/7(56) + 18 =

14 + 24 + 18 = 56

See the picture below.  I wanted to figure out what fraction of the paycheck was the 18.

I took 1 which is the whole pay check and subtracted out the fractions that I knew were spent 1/4 and 3/7.   That left me with 9/28.  So I knew 9/28 of the paycheck was 18 dollars.  I drew out 28 squares.  9 of those squares was worth $18.  That meant that each square was worth $2.  2 x 28 = 56

Step-by-step explanation:

1.

true

false

false

true

2.

yes

no

yes

no

yes

3.

A

4.

7,5 $

Answer: 1.845 x 10^10.

When we have a normal model for the sampling distribution, we cannot say that a sample mean or sample proportion is approximately 2 standard errors (ses) away from the population mean or the true proportion.

Instead, we can say that 95% of the sample proportions fall within two standard errors of the population proportion. Similar to this, the percentage of sample proportions decreases as the standard error distance decreases and increases as the standard error distance increases.

Therefore, the standard error distance will be greater than 2 standard errors (ses) if 99% of the sample proportions are within a given standard error distance of the population proportion.

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Answer:

The answer is B.

Step-by-step explanation:

Remove the (unnecessary) parentheses then calculate the product.

9x^2y^3×12x^-3y^5×2xy= 216y⁹

Equation which is used to find the distance between the given points A and B for the given θ = 28° is equal to AB = x cos28°.

Diagram is attached.

As given in the question,

Diagram is attached.

Given angle θ = 28°

Hypotenuse = x

Two points A and B is on the base

Base - length = AB

In the given triangle,

Equation represents the distance between two points is:

cosθ = base / hypotenuse

⇒ cos 28° = AB / x

⇒ AB = x cos 28°

Therefore, the equation used to represent the distance between two point A and B is equal to AB = x cos28°.

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Xochitl needs to increase each dimension of her 21 ft x 14 ft deck by approximately 3.01 feet to double its area.

The area of Xochitl's deck is 21 feet by 14 feet = 294 square feet. To double the area of the deck, she needs to increase the dimensions by a factor of √2.

Let x be the amount that she needs to increase each dimension by. Then the new dimensions will be 21 + x and 14 + x, and the new area will be:

(21 + x) × (14 + x) = 294 × 2

Expanding this equation and simplifying gives:

\(x^2 + 35x - 252\) = 0

Using the quadratic formula, we get:

x = \((-b ± sqrt(b^2 - 4ac)) / 2a\)

where a = 1, b = 35, and c = -252. Plugging in these values, we get:

x = \((-35 ± sqrt(35^2 + 4 × 1 × 252)) / 2\)

x = (-35 ± sqrt(17689)) / 2

We take the positive value of x, so:

x = (-35 + sqrt(17689)) / 2

x ≈ 3.01

Therefore, Xochitl needs to increase each dimension by approximately 3.01 feet to double the area of her deck.

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The correct statement regarding the residuals is given as follows:

Yes, the residuals are relatively small.

For a data-set, the definition of a residual is that it is the difference of the actual output value by the predicted output value, that is:

Residual = Observed - Predicted.

Hence, on the graph, the residuals are given by the vertical distance between each point on the line.

The points are close to the line in this problem, meaning that the residuals are small and the model is a good fit.

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Answer:

-6,48,-24,12,-6, 3

Answer:

1.75k + 1.25 < 3.

Corrected:

1.75k + 1.25 < 3.

where's the construction of what todo

The two functions f(x) and g(x) are f(x) = √x and g(x) = x - 3

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

h(x) = sqrt(x - 3)

(f ∘ g)(x) = h(x)

This means that

(f ∘ g)(x) = sqrt(x - 3)

Rewrite the above equation properly

So, we have the following representation

(f ∘ g)(x) = √(x - 3)

The function (f ∘ g)(x) is calculated as

(f ∘ g)(x) = f(g(x))

So, we have

f(g(x)) = √(x - 3)

This means that

f(g(x)) = √g(x)

By comparison. we have

g(x) = x - 3

f(x) = √x

Hence, the functions are f(x) = √x and g(x) = x - 3

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Answer: Heyaa! ~

Your Answer in simplified form is... −19√2

Step-by-step explanation:

2√2-7√18 = −19√2

Hopefully this helps you! ~

Answer:

13 weeks

Step-by-step explanation:

Answer:

about 904.78

Step-by-step explanation:

πr^2h pi(6)^2 * 8

Answer:

Proofs attached to answer

Step-by-step explanation:

Proofs attached to answer

The equation in standard form is:-3x + y = 9

An equation in slope-intercept and standard form that has a slope of 3 and passes through (-2, 3) can be obtained as follows:Slope-intercept form:y = mx + bwhere m is the slope and b is the y-intercept.

We are given that the slope, m, is 3. Therefore, the equation in slope-intercept form becomes:y = 3x + bwhere b is the y-intercept.

To find b, we substitute the coordinates (-2, 3) in the above equation and solve for b.3 = 3(-2) + b3 = -6 + bb = 3 + 6b = 9

Therefore, the equation in slope-intercept form is:y = 3x + 9Standard form:

Ax + By = C

where A, B, and C are integers and A is positive.We rewrite the equation in slope-intercept form as follows:

3x - y = -9Multiplying by -1 on both sides, we get:-3x + y = 9

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Among the options provided, a p-value of "p<.01" indicates a very significant correlation.. So, correct option is B.

A correlation coefficient measures the strength and direction of the relationship between two variables. The p-value associated with the correlation coefficient indicates the statistical significance of that relationship.

The p-value represents the probability of observing the correlation coefficient (or a more extreme value) under the assumption that there is no true correlation in the population.

In statistical hypothesis testing, a smaller p-value indicates stronger evidence against the null hypothesis, suggesting a more significant relationship between the variables.

Among the options provided, a p-value of "p<.01" indicates a very significant correlation. This means that the probability of observing the correlation coefficient (or a more extreme value) under the assumption of no correlation is less than 0.01, or 1%.

In other words, there is strong evidence to suggest that the observed correlation is not due to random chance and is likely a true relationship between the variables.

On the other hand, options such as "p=.05" and "p<.50" indicate less significant correlations, where the probability of observing the correlation coefficient under the null hypothesis is higher. Therefore, the answer that indicates a very significant correlation is "b) p<.01".

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Answer:

The equation is y= 0,65 x

Step-by-step explanation:

Research has shown that competent communicators achieve effectiveness by adjusting their behaviors to the person and situation (option e).

Effective communication involves being adaptable and responsive to the specific context, individual preferences, and the needs of the situation.

Competent communicators recognize that different people have different communication styles, preferences, and expectations. They understand the importance of tailoring their communication approach to effectively connect and engage with others.

This may involve using appropriate language, tone, non-verbal cues, and listening actively to understand the needs and perspectives of others.

By adapting their behaviors, competent communicators can build rapport, foster understanding, and promote effective communication exchanges. They are mindful of the social and cultural dynamics at play, and they strive to communicate in a way that is respectful, inclusive, and conducive to achieving mutual goals.

In summary, competent communicators understand that effective communication is not a one-size-fits-all approach. They adjust their behaviors to the person and situation, demonstrating flexibility and adaptability in order to enhance communication effectiveness.

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Competent communicators achieve effectiveness mostly by adjusting their behaviors to suit the person they are communicating with and the situation they find themselves in. While other factors, like having a broad vocabulary or giving feedback, play a part in effective communication, the former is considered the most crucial.

Research suggests that competent communicators achieve effectiveness mostly through adjusting their behaviors depending on the person they are communicating with and the situation they are in. This is option e. of your question. Communicating effectively involves behaviors like active listening, understanding the other person's point of view, being able to express thoughts and ideas clearly, and being polite and respectful. While a broad vocabulary (option b.) can be useful, it is not as crucial as adapting your behavior to fit the situation. Moreover, giving feedback (option d.) is a part of effective communication but not the sole defining factor. Apologizing when offending others (option c.) is also important but it doesn't necessarily make one a competent communicator. Using the same type of behavior in various situations (option a.) might not always work, as different situations and individuals require different communication styles.

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5a. A function to show p, the number of parrots t years after 2010 is \(P(t) = 515(1.54)^t\\\\\).

5b. The number of parrots that is expected to be there in 2016 is 6,870 parrots.

In Mathematics and Statistics, a population that increases at a specific period of time represent an exponential growth. This ultimately implies that, a mathematical model for any population that increases by r percent per unit of time is an exponential function of this form:

\(P(t) = I(1 + r)^t\\\\\)

Where:

Part a.

By substituting the given parameters into the formula, an exponential function to show p, the number of parrots t years after 2010 is given by;

\(P(t) = I(1 + r)^t\\\\\)

4418= 515(1 + r)⁵

(1 + r)⁵ = 4418/515

(1 + r)⁵ = 8.5786407766990

1 + r = 1.54

Therefore, the required exponential function to show p is given by;

\(P(t) = 515(1.54)^t\\\\\)

Part b.

When t = 6 years, the number of parrots can be calculated as follows;

\(P(6) = 515(1.54)^6\)

P(6) = 6,869.60 ≈ 6,870 parrots.

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Angle 213.7°  the bearing of D from towns  A, B, C and D .

What is an angle in math?

The bearing of B from D is angle ADB, which is

∠ADB = arctan(30/45) ≈ 33.7°

The bearing of D from B is that angle plus 180°, so is

180° +33.7° = 213.7°

We use angle ADB because the reference direction for bearings is North.

The tangent of an angle (ADB) is the ratio of its opposite side (AB) to its adjacent side (AD).

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Answer:-

-5/6, -1/6, 5/3

Step-by-step explanation:

1. the greatest negative number always is the least number.

       When you have questions like this think about it if the numbers were on a numberline.

        -5/6 would go first because that number is the furthest to the left. 5/3 would be the greatest because that number is furthest to the right.

The numerical length of the line segment FG is 10 units.

An equation is an expression that shows the relationship between two or more numbers and variables. An independent variable is a variable that does not depend on other variables while a dependent variable is a variable that depends on other variables.

Point G is on FH, hence:

FH = FG + GH

Given that GH = 8, FH = 3x + 3, FG = 2x, hence:

3x + 3 = (2x) + 8

x = 5

FG = 2x = 2(5) = 10

The numerical length of the line segment FG is 10 units.

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Answer:A

Step-by-step explanation:

Answer:

150/512 < 64/125

Step-by-step explanation:

5/8 * 6/8 * 5/8 = 150/512 = 0.295

4/5 *4/5 * 4/5 = 64/125 = 0.512

Therefore: 0.295 < 0.512 or 150/512 < 64/125

Answer:

3rd Option: ∠CAB

Step-by-step explanation:

To name an angle, you must follow the line segments accordingly.

Answer:

The angle name is CAB

Step-by-step explanation:

The name can't be B, since that's only one point of the angle. CBA is not in the order given on the picture, ABC is also not in the correct order. CAB is in the correct order. This could also be seen as BAC; even though it is "backwards" from the other correct answer, all the points are listed in order.

The side length of the square = 5 in

If the side length of a square is represented as L

The area of the square is given by the formula:

Area, A = L²

Since the Area is given in the question as:

A = 25 in²

Substitute the value of A into the formula A = L²

25 = L²

Square root both sides:

The side length of the square = 5 in

The mean score of 90, and percentile of Bob's score of 80, gives Bob's exam score as approximately 92.5%

The Z-Score of the 80th percentile is 0.8416

The formula for Z-Score is presented as follows;

\(z = \frac{x - \mu}{ \sigma} \)

Where;

\( \sigma = The \: standard \: deviation\)

\( \mu = The \: mean = 90\%\)

x = The given score

Taking the mean as a proportion, we have;

\( \sigma = \sqrt{\frac{\mu \cdot (1-\mu)}{n}}\)

Which gives;

\( \sigma = \sqrt{\frac{0.9 \times (1-0.9)}{100}}= 0.03\)

Therefore, when z = 0.8416, gives;

\(0.8416 = \frac{x - 0.9}{ 0.03} \)

x = 0.8416 × 0.03 + 0.9 ≈ 0.925

Therefore;

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