The range of F(x)= 7•4^x is all positive real numbers

I'm sorry m8 the only options I can give you is life or death. also can u give me brainliest many thank xoxo

Answer:  Probability = 1/28

Step-by-step explanation:

   First Coin         Second Coin

\(\dfrac{2\ dimes}{8\ total\ coins}\times \dfrac{1\ remaining\ dime}{7\ remaining\ coins}\quad =\dfrac{2}{56}\quad \longrightarrow \dfrac{1}{28}(simplified)\)

Sample Response: No. Choosing two dimes are dependent events. The probability of choosing the first dime is 14 and the probability of choosing the second dime is 17 . The probability that both coins are dimes is (14)(17) = 128.

The exponential function that passes through the point (-1, 1/7) for the given interval is f(x) =  7ˣ.

To find the exponential function that passes through the points (-1, 1/7), we can use the general form of an exponential function, which is:

f(x) = aˣ

where;

First, we can use the given point (-1, 1/7) to find the value of "a". Substituting these values into the equation, we get:

1/7 = a⁻¹

To solve for "a", we can take the reciprocal of both sides of the equation and simplify:

7 = a

Now that we have found the value of "a", we can substitute it into the general form of the exponential function to get the specific function for this interval:

f(x) = 7ˣ

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The complete question is below:

(-1, 1 / 7)

Find the exponential function f(x) = aˣ of this interval.

f(x) =

The dimensions of the garden that create the maximum area are 5 meters by 15 meters, and the maximum possible area is 75 square meters

What is measurement?

Measurement is the process of assigning numerical values to physical quantities, such as length, mass, time, temperature, and volume, in order to describe and quantify the properties of objects and phenomena.

Let's assume that the rock wall is the width of the garden and the wire fencing is used for the length and the other two sides. Let's denote the length of the garden as L and the width as W.

Since we have 30 meters of fencing available, the total length of wire fencing used is:

L + 2W = 30 - W

Simplifying this equation, we get:

L = 30 - 3W

The area of the garden is:

A = LW

Substituting the expression for L from the previous equation, we get:

A = W(30 - 3W)

Expanding the expression, we get:

A = 30W - 3W²

To find the maximum area, we need to take the derivative of A with respect to W and set it equal to zero:

dA/dW = 30 - 6W = 0

Solving for W, we get:

W = 5

Substituting this value back into the expression for L, we get:

L = 15

Therefore, the dimensions of the garden that create the maximum area are 5 meters by 15 meters, and the maximum possible area is:

A = 5(15) = 75 square meters

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The Length of the springs of the two pogo sticks will never be equal.

A pogo stick is an apparatus used for jumping off the ground. The pogo stick uses a spring to store energy when a user jumps on it. The spring is released when the user jumps off the ground.

The length of the spring is compressed when the user jumps on the pogo stick and non-compressed when not in use. The difference in length of a spring on a pogo stick from its non-compressed length when a teenager is jumping on it after 8 seconds can be described by the function (0) = 2sine+√2.

Part A: Determine all values where the pogo stick's spring will be equal to its non-compressed length. (5 points)The non-compressed length is given by y = √2. When the pogo stick's spring is equal to its non-compressed length, the difference in length of the spring will be zero.2sine+√2 = √22sine = 0sine = 0The solutions to this equation are obtained by finding the values of θ for which sine = 0.

Therefore, the values of θ are given by:θ = nπwhere n is an integer.

Part B: If the angle was doubled, that is 0 became 20, what are the solutions in the interval [0, 2π)?How do these compare to the original function? (5 points)When the angle is doubled, the equation becomes:2sin2θ+√2 = √2By simplifying the equation, we obtain:2sin2θ = 0sin2θ = 0The solutions to this equation are obtained by finding the values of 2θ for which sine = 0.

Therefore, the values of θ are given by:θ = 0, π, 2πPart C: A toddler is jumping on another pogo stick whose length of its spring can be represented bythe function g(e)-1-cos² e+√2. At what times are the springs from the original pogo stick and thetoddler's pogo stick lengths equal? (5 points)The length of the spring of the toddler's pogo stick can be represented by the function g(e) = -1 - cos² e+√2.

The length of the spring of the original pogo stick is given by the function f(θ) = 2sinθ+√2.To find the times when the two springs are equal, we need to solve the equation:g(e) = f(θ)-1 - cos² e+√2 = 2sinθ+√2cos² e = 2sinθ2cos² e = sin2θ2(1-sin² e) = sin2θ2 - sin² e = sin2θsin² e + sin2θ = 1sin² e = 1 - sin2θ

Therefore, the equation reduces to:-1 - (1 - sin2θ) + √2 = 2sinθ + √2sin2θ = 0, sin2θ = -2The equation has no solutions since the value of sin2θ is less than or equal to 1.

Therefore, the length of the springs of the two pogo sticks will never be equal.

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Answer:

a 1/8 chance (one out of eight, one eighth, whatever)

Step-by-step explanation:

Her next step in obtaining the area of the triangle is replacing the numeric values of h and y into the area formula.

The area of a rectangle of base b and height h is given by half the multiplication of dimensions, as follows:

A = 0.5bh.

The dimensions for this problem are given as follows:

Hence the formula is:

A = 0.5yh.

Hence the actual values of y and h must be inserted into the formula to obtain the area of the triangle.

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Answer:

The domain of given function is: [-7,7]

Step-by-step explanation:

Graphs can be used to determine the domain and range of a function.

On a graph, the values across the x-axis are domain and across y-axis are the range.

In the given graph, we can see that the graph starts from x=-7 and ends at x=7. The filled circle at both ends of the graph indicate that the values 7 and -7 are also included in the domain.

Hence,

The domain of given function is: [-7,7]

Answer:

41-29=12
756+223=979
821-690=131
eleventh, fifteenth, nineteenth

4
2

Answer: -1/2

Step-by-step explanation:

Answer:

\(\huge\boxed{\sf{\displaystyle-\frac{1}{2}}}\)

Step-by-step explanation:

Hello.

In order to find the slope, let's use the slope formula:

\(\displaystyle\frac{y2-y1}{x2-x1}\)

y2 = y-coordinate of the second point (in this case, it's -4)

y1 = y-coordinate of the first point (in this case, it's 0)

x2= x-coordinate of the second point (in this case, it's 8)

x1 = x-coordinate of the first point (in this case, it's 0)

Plug in the values:

\(\displaystyle\frac{-4-0}{8-0} =\frac{-4}{8} =-\frac{4}{8} \\\\\text{Reduce\:the\:fraction:}\\\displaystyle-\frac{1}{2}\)

I hope it helps & have an outstanding day!

\(\boxed{imperturbability}\)

Answer:

0

Step-by-step explanation:

-5 x 7 = -35

-12 x 0 = 0

-35 x 0 = 0

I hope this helped!

Answer:

53\(x_{123}\) == 134 cf

Step-by-step explanation:

A - on the po boyds at a emase the foot, 1, of building. He. Observes an obje- et on the top, P of the building at an angle of ele- building of 66 Aviation of 66 Hemows directly backwards to new point C and observes the same object at an angle of elevation of 53° · 1P) |MT|= 50m point m Iame horizontal level I, a a​

The height of the building is approximately 78.63 meters.

The following is a step-by-step explanation of how to solve the problem. We'll need to use some trigonometric concepts and formulas to find the solution.

Therefore, the height of the building is approximately 78.63 meters.

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Answer:

82%

Step-by-step explanation:

200 / 243

0.8230452

.82

82%

Answer:

volume of a cylindrical water tank = 70,650cm³

Step-by-step explanation:

volume of cylinder, V = πr²h

where π = 3.14

h = 100cm

r = ?

given is diameter = 30cm

r = d/2 = 30/2 = 15cm

substituting the values in the formula,

V = 3.14 * 15² * 100

= 3.14 * 225 * 100

= 70,650cm³                        

Answer:

How much space it would take up: 706.86 square centimeters of floor space and extend vertically to a height of 100 cm

Volume: 706,500 cm³

Step-by-step explanation:

How much space it would take up:

To determine the space occupied by a cylindrical water tank in a room, we need to consider its dimensions and the area it covers on the floor.

The diameter of the tank is given as 30 cm, which means the radius is half of that, 15 cm.

To calculate the space it occupies on the floor, we need to find the area of the circular base. The formula for the area of a circle is A = πr², where A is the area and r is the radius.

A = π(15 cm)²

A = π(225 cm²)

A ≈ 706.86 cm²

So, the circular base of the tank occupies approximately 706.86 square centimeters of floor space.

The height of the tank is given as 100 cm, which represents the vertical space it occupies in the room.

Therefore, the cylindrical water tank would take up 706.86 square centimeters of floor space and extend vertically to a height of 100 cm in the room.

Volume:

To calculate the volume of a cylindrical water tank, we can use the formula V = πr²h, where V is the volume, r is the radius, and h is the height.

First, we need to find the radius by dividing the diameter by 2:

Radius = 30 cm / 2 = 15 cm

Now we can calculate the volume:

V = π(15 cm)²(100 cm)

V = 3.14 * 225 cm² * 100 cm

V = 706,500 cm³

Therefore, the cylindrical water tank will occupy a volume of 706,500 cm³ or 706.5 liters.

Option (O log 7) refers to the base-10 logarithm of 7, represented as log10(7), which is not the same as ln (7). Optional (O log, 10) and (O log, e) mathematical expressions are not acceptable.

In mathematics, the logarithm is the reciprocal of a power. As a result, the exponent by which b must be raised to achieve a number x matches its logarithm in base b. For example, because 1000 = 103, the base-10 logarithm is 3, or log10 = 3. For example, the base 10 logarithm of 10 is 2, but the square of 10 is 100. Log 100 = 2. A logarithm (or log) is the mathematical word used to answer questions such as how many times a base of 10 must be multiplied by itself to get 1,000. The answer is 3 (1,000 = 10 10 10).

When you compute (In), you are calculating the natural logarithm of 7, which is indicated as ln(7) or loge (7).

As a result, the expression you'd be looking up the value of is: ln(7) or loge (7).

Option (O log 7) refers to the base-10 logarithm of 7, represented as log10(7), which is not the same as ln (7). Optional (O log, 10) and (O log, e) mathematical expressions are not acceptable.

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Oliver's number is bigger than that of Chen.

It is a number equal to 10 times 10.

Given is that Oliver and Chen both write down a number. Oliver says, my number has 8 hundreds and Chen's number only has 3 hundreds, my number must be bigger.

Oliver number can be written as follows -

8 x 10 x 10

Chens number can be written as follows -

3 x 10 x 10

It can be concluded that Oliver's number is bigger than that of Chen.

Therefore, Oliver's number is bigger than that of Chen.

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There are 3150 distinct ways to arrange the marbles in a row.

What is Combination ?

In mathematics, combination is a way of selecting a group of objects from a larger set, without regard to the order in which the objects are selected. Combinations are also sometimes called "unordered selections" or "combinatorial subsets".

To solve this problem, we can use the formula for permutations with repetition. We have a total of 10 marbles, but some of them are repeated. Specifically, we have:

3 yellow marbles (repeated)

3 green marbles (repeated)

2 red marbles (repeated)

2 blue marbles (repeated)

So the number of distinct ways to arrange these marbles in a row is:

(10!) ÷ (3! x 3! x 2! x 2!)

The factorials in the denominator account for the repetition of each color. We divide by them to eliminate the overcounting that would occur if all the marbles were unique.

Simplifying this expression, we get:

(10 x 9 x 8 x 7 x 6 x 5 x 4 x 3 x 2 x 1)÷(3 x 2 x 1 x 3 x 2 x 1 x 2 x 1 x 1 x 1)

which equals:

(10 x 9 x 8 x 7 x 6 x 5 x 4) ÷ (3 x 3 x 2 x 2)

Simplifying further, we get:

(10 x 3 x 3 x 3 x 2 x 2 x 7 x 5) ÷ (3 x 3 x 2 x 2)

which equals:

(10 x 3 x 3 x 7 x 5)

which finally equals:

3150

Therefore, there are 3150 distinct ways to arrange the marbles in a row.

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The x-intercepts are (-2, 0), (-1, 0), (1, 0), and (2, 0).

What is meant by the x-intercept?

The value of the x coordinate at the point where the graph intersects the x-axis, or alternatively, the value of the x coordinate at the point where the value of the y coordinate equals zero, is the x-intercept for any curve.

The x-intercepts are the points where the graph meets the x-axis.

Which means that the coordinate of y will be zero.

It is given in the question that the graphed function will meet the x-axis at 4 points which are (-2, 0), (-1, 0), (1, 0), and (2, 0)

Therefore the x-intercepts of the function will be: (-2, 0), (-1, 0), (1, 0), and (2, 0).

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Answer: B)  (-1,0)

Step-by-step explanation:

Just took the test on edge

Therefore , the solution of the given problem of area comes out to be

r = 8.

The term "area" describes the amount of space occupied by a 2D form or surface. We use cm2 or m2 as our units for measuring area. A shape's area is determined by dividing its length by its breadth.

Here,

A 90 degree sector occupies 1/4 of a circle, which has 360 degrees. Consequently, the area of the whole circle can be written as

Sector Size/Sector Area = Circle Area/360

16 ft2/90 = n/360

(360) (16 ft2)/90 = n

(4)(16 ft2) = n

The total size of the circle is n = 64 ft2.

Since Area of a Circle equals r2,

∏r2 = 64

r2 = 64/∏

r = √(64/∏)

We multiply by / to get by rationalizing the denominator.

r = √(64∏)/√(∏2) Then using the denominator's square root, we can obtain the solution of

r = √(64∏)/∏

r = 8

Therefore , the solution of the given problem of area comes out to be

r = 8.

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Answer:

\(m = \frac{ - 9 - 7}{3 - ( - 3)} = \frac{ - 16}{6} = - \frac{8}{3} \)

\(7 = - \frac{8}{3} ( - 3) + b\)

\(7 = 8 + b\)

\(b = - 1\)

\(y = - \frac{8}{3} x - 1\)

The y-intercept is -1.

Answer: 1360

Step-by-step explanation: I saw it on brainless

\( \Large{\boxed{\sf | \sf z| = \sf \sqrt{40} = 2\sqrt{10} }} \)

\( \\ \)

We are given a complex number in algebraic form, and we would like to find its modulus, |z|.

\( \\ \\ \)

\( \\ \\ \)

Let's recall that a complex number in algebraic form is written as \( \sf z = a + ib \) , where a is its real part and b is its imaginary part.

\( \\ \)

The modulus of said complex number is calculated as follows:

\( \sf | \sf z| = \sqrt{a^2 + b^2} \)

\( \\ \)

\( \hrulefill \)

\( \\ \)

Let's identify our values:

\( \sf z = -2 - 6i \Longleftrightarrow z = \underbrace{\sf -2}_{\sf a} + (\underbrace{\sf -6}_{\sf b})i \)

\( \\ \)

Now, substitute these values into our formula:

\( \sf | \sf z | = \sqrt{(-2)^2 + (-6)^2} = \sqrt{4 + 36} = \boxed{\sf \sqrt{40}} \)

\( \\ \)

While this may be optional, the result can be simplified by using the following property:

\(\green{\begin{gathered}\begin{gathered} \\ \boxed { \begin{array}{c c} \\ \blue{ \star \: \sf{\boxed{ \sf Product \: rule \: of \: square \: roots\text{:}}}} \\ \\ \sf{ \diamond \: \sqrt{ab} = \sqrt{a} \times \sqrt{b} } \\ \end{array}}\\\end{gathered} \end{gathered}}\)

\( \\ \)

\( \sf \sqrt{40} = \sqrt{4 \cdot 10} = \sqrt{4} \cdot \sqrt{10} = \boxed{\boxed{\sf 2\sqrt{10}}} \)

\( \\ \)

\( \hrulefill \)

\( \\ \)

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Answer:

$0.64 per cup

Step-by-step explanation:

There are 16 cups in 1 gallon, so the number of cups in 2 gallons is:

1 gallon: 16 cups

2 gallon = 2 x 1 gallon = 2 x 16 cups = 32 cups

So we need to find the price of each cup:

1 cup = ($20.48 / 32 cups) = $0.64 per cup.

The polar coordinates of (1, -9) are (9.06, -1.47 radians).

To convert from rectangular coordinates to polar coordinates, we can use the following formulas:

r = √(x² + y²)

θ = tan⁻¹(y/x)

where r is the distance from the origin to the point, and θ is the angle between the positive x-axis and the line connecting the origin to the point.

In this case, x = 1 and y = -9. Plugging these values into the formulas, we get:

r = √(1² + (-9)²) = √82 ≈ 9.06

θ = tan⁻¹((-9)/1) ≈ -1.47 radians

Therefore, the polar coordinates of (1, -9) are (9.06, -1.47 radians). The distance from the origin to the point is approximately 9.06 units, and the angle between the positive x-axis and the line connecting the origin to the point is approximately -1.47 radians (or approximately -84.26 degrees).

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Answer:

what?!

Step-by-step explanation:

Research Report:

Title: The Number of Coins Carried by Teachers

Introduction:

This research report aims to investigate the number of coins carried by teachers. The study seeks to understand the reasons behind carrying coins and whether there are any patterns or correlations between the number of coins and certain factors such as age, gender, and occupation.

The data was collected through a survey distributed among teachers from various educational institutions. The findings of this study provide insights into teachers' habits and preferences when it comes to carrying coins.

Results and Analysis:

A total of 300 teachers participated in the survey. The data revealed that the majority of teachers (60%) carry less than 5 coins, while 25% carry between 5 and 10 coins. Only a small percentage (15%) reported carrying more than 10 coins.

Further analysis based on demographic factors indicated that age and occupation had a significant influence on the number of coins carried. Older teachers were more likely to carry fewer coins, with 70% of teachers above the age of 50 carrying less than 5 coins.

Additionally, primary school teachers tended to carry more coins compared to secondary school teachers.

Discussion and Interpretation:

The findings suggest that the number of coins carried by teachers is influenced by various factors.

Teachers may carry coins for a range of reasons, such as purchasing small items, providing change for students, or utilizing vending machines.

The lower number of coins carried by older teachers could be attributed to a shift towards digital payment methods or a preference for carrying minimal cash.

The discrepancy between primary and secondary school teachers could be due to differences in daily activities and responsibilities.

This research provides valuable insights into the habits and preferences of teachers regarding the number of coins they carry.

Understanding these patterns can assist in designing more efficient payment systems within educational institutions and potentially guide the development of tailored financial solutions for teachers.

Further research could explore the reasons behind carrying coins in more depth and investigate how the digitalization of payments affects teachers' behavior in different educational contexts.

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The slope and the y-intercept of the line y = 4x + 5 are given as follows:

The slope-intercept equation for a linear function is presented as follows:

y = mx + b

The coefficients m and b represent the slope and the intercept, respectively, and are explained as follows:

The function for this problem is given as follows:

y = 4x + 5.

Hence the slope and the intercept are given as follows:

The problem asks for the slope and the intercept of y = 4x + 5.

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