Using Function Notation
State if the following are functions or not.

Answer:

See below

Step-by-step explanation:

For the second step, \(\angle T\cong\angle R\) by Alternate Interior Angles. The rest of the steps appear to be correct.

Assuming in a recent year, 29.1% of all registered doctors were female. If there were 49,400 female registered doctors that year, the total number of registered doctors will be 382,946

Given:

All registered were female doctors =29.1% or 0.291

Female registered doctors=49,400

Let x represent the total number of registered doctors

0.291x=49,400

Hence:

x=49,400/0.129

x=382,945.7

x=382,946 (Approximately)

Inconclusion The total number of registered doctors will be: 382,946

Learn more here:

https://brainly.com/question/12534573

Step 1: Write out angles formed on two parallel lines cut across by a transversal

=> Corresponding angles; Two angles formed on parallel lines at the same position on a transversal

Step 2: <2 and < 6 are corresponding

Step 3: Conclusion: corresponding angles are equal in measure

Thus, If m<2 =75 degrees

m<6 = 75 degrees

Use Bayes Theorem to compute that probability. I will denote bath as \(B\) and nap as \(N\), the probability will be denoted as \(P(B)\) or \(P(N)\).

By Bayes Theorem

\(P(B\mid N)=\frac{P(N\mid B)\cdot P(B)}{P(N)}\)

Which reads,

"What is the probability of \(B\) given \(N\)".

We know that \(P(N\mid B)\) is 1 because we already took a bath. So the formula simplifies to,

\(P(B\mid N)=\frac{P(B)}{P(N)}\)

Now insert the data,

\(P(B\mid N)=\frac{1/5}{4/5}=\boxed{\frac{1}{4}}\)

So the probability that you will take a bath is \(0.25\) after you have taken a nap.

Hope this helps. :)

Step-by-step explanation:

Right cylinder

Solve for surface area

A≈251.33m²

r Radius

4

m

h Height

6

m

Solution

A=2πrh+2πr2=2·π·4·6+2·π·42≈251.32741m²

Answer:

I think 251.33m² is your answer

Step-by-step explanation:

The class of the equation and the cross section equation are;

The equation is a hyperboloid of two sheets

The cross sections are;

Equation at z = 0 is; y²/8 - x²/8 = 1

Equation at y = -4 is; x²/8 + z² = 1

Equation at y = 0 is; x²/8 + z² = -1

Equation at y = 4 is; x²/8 + z² = 1

Equation at x = 0 is; y²/8 - z² = 1

An equation is a mathematical statement which indicates the equivalence two expressions by joining them with the '=' sign.

The equation can be presented as follows;

y² = x² + 8·z² + 8

y² - x² - 8·z² = 8

y²/8 - x²/8 - z² = 1

The above equation is the equation of an hyperboloid of two sheets, where;

a² = 8, b² = 1, and c² = 8

Please find attached the diagram of the surface, created with an online 3D graphing tool.

The equation for the cross section at z = 0, can be obtained by plugging in z = 0, into the equation as follows;

y²/8 - x²/8 - 0 = 1

y²/8 - x²/8 = 1

The above equation is the equation of an hyperbola in the xy plane

The equation for the cross section at y = -4, can be obtained by plugging in y = -4, into the equation as follows;

4²/8 - x²/8 - z² = 1

- x²/8 - z² = 1 - 4²/8 = -1

- x²/8 - z² = -1

x²/8 + z² = 1

The above is an equation of an ellipse in the xz plane

The equation for the cross section at y = 0, can be obtained by plugging in y = 0, into the equation as follows;

0²/8 - x²/8 - z² = 1

- x²/8 - z² = 1

Therefore; x²/8 + z² = -1

The equation for the cross section at y = 4, can be obtained by plugging in y = 4, into the equation as follows;

4²/8 - x²/8 - z² = 1

- x²/8 - z² = 1 - 2 = -1

x²/8 + z² = 1

The above equation is the equation of an ellipse in the xz plane

The equation for the cross section at x = 0, can be obtained by plugging in x = 0, into the equation as follows;

y²/8 - 0²/8 - z² = 1

y²/8 - z² = 1

The equation is the equation of an hyperbola in the yz plane

Learn more on equations of conic sections here: https://brainly.com/question/30989935

#SPJ1

Answer:

4.2 i think?

Step-by-step explanation:

Answer:

its 24m

Step-by-step explanation:

let the height of building be x

(chk the above image)

hope it helps..if it has actually.. mark me as the brainliest... ;)

Answer:

x = 36.9

Step-by-step explanation:

Use the sine function if you know the length of the opposite side and the hypotenuse. Plug your values into the equation: sine (x) = opposite ÷ hypotenuse. Say that the length of the opposite side is 6 and the length of the hypotenuse is 10. Divide 6 by 10, which is equal to 0.6. Now you know that sine (x) = 0.6 which is the same as x = sine^-1 (0.6).

Steps:

sin (x) = 6/10

sin(x) = 0.6

then we do sin^-1(0.6), which equals 36.869897645844 ° (degrees)

36.869897645844 ° (degrees) rounded to the nearest tenth is 36.9

so x = 36.9

less than zero

Step-by-step explanation:

when the discriminant is less than zero, then it has no real solutions. this can be written as

b²-4ac<0 has no real solutions.

Answer:

5220

Step-by-step explanation:

Answer: Ans is 990. First such a number is 5×0 +2=2, then 5×1 +2=7, like that in all 20 numbers are there from 2 to 97 in A.P.with common difference of 5.

Step-by-step explanation:

Answer:

Linear

Step-by-step explanation:

cost = 79 * weeks

79*1=79

79*2=158

etc.

Answer:

x + x - 45 = 90

2x - 45 = 90

2x = 135

x = 67.5, so x - 45 = 22.5

The other two angles measure 22.5° and 67.5°.

Hey there! :)

Answer:

n = 12.

Step-by-step explanation:

Given:

5/6n = 10

Solve by isolating the variable. Divide both sides by 5/6. (Multiply by the reciprocal)

5/6n · 6/5 = 10 · 6/5

n = 10 · 6/5

n = 12.

Answer:

6n = 10 ×5

6n = 50

n = 50/6

n = 8.3

Answer:

3.899,3.99,4.034,4.234,4.243

Answer:

Let's analyze each system of equations and classify them based on the number of solutions they have:

1) y = 11 − 2x

  4x − y = 7

This system of equations represents two lines. The first equation is in slope-intercept form, and the second equation is in standard form. Since the equations have different slopes and different y-intercepts, they intersect at a single point. Thus, the system has a single solution.

2) x = 12 − 3y

  3x + 9y = 24

The first equation represents a line, and the second equation is a linear equation. Since the first equation can be rewritten as 3y = 12 - x or y = 4 - (1/3)x, it indicates that the slope-intercept form can't be satisfied. Both equations are equivalent and represent the same line. Therefore, the system has infinitely many solutions.

3) 2x + y = 7

  -4x = 2y + 14

The first equation represents a line, and the second equation is also a linear equation. If we simplify the second equation, we get y = -2x - 7, which is equivalent to the first equation. Thus, the system has infinitely many solutions.

4) x + y = 15

  2x − y = 15

Both equations are in standard form. By adding the equations, we eliminate y and get 3x = 30, which simplifies to x = 10. Substituting x = 10 into either equation, we find y = 5. Therefore, the system has a single solution.

5) x + 4y = 6

  2x = 12 − 8y

The first equation represents a line, and the second equation is a linear equation. By simplifying the second equation, we get x = 6 - 8y, which is equivalent to the first equation. Therefore, the system has infinitely many solutions.

To summarize:

- System 1: Single solution.

- System 2: Infinitely many solutions.

- System 3: Infinitely many solutions.

- System 4: Single solution.

- System 5: Infinitely many solutions.

Answer:

\(x=56\)

Step-by-step explanation:

So we have the equation:

\(\frac{2(x+4)}{3}-8=32\)

First, add 8 to both sides. The left cancels:

\(\frac{2(x+4)}{3}=40\)

Multiply both sides by 3. The left cancels:

\(2(x+4)=120\)

Divide both sides by 2:

\(x+4=60\)

Subtract 4 from both sides:

\(x=56\)

And we are done!

Answer:

18

Step-by-step explanation:

just multiply

Answer:

6$ for 5 cucumbers

Step-by-step explanation:

3cucumbers = 3.6$

/3 to determine what 1 cucumber costs

1cucumber = 1.2$

×5

6$ for 5 cucumbers

Answer:

Line

Step-by-step explanation:

Answer:

LIIIIINE

Step-by-step explanation:

Here is the final matching of multiplication expressions with their estimated products:

(80)(30) = 2,400

(30)(6) = 180

(30)(5) = 150

(60)(4) = 240

(50)(30) = 1,500

29.3 x 5.9 ≈ 173

81.4 x 32.1 ≈ 2,618

32.9 x 4.81 ≈ 158

46.7 x 31.7 ≈ 1,479

59.3 x 3.57 ≈ 212

Match each multiplication expression on the left with the best estimate of its product on the right:

(80)(30) = 2,400

(30)(6) = 180

(30)(5) = 150

(60)(4) = 240

(50)(30) = 1,500

29.3 x 5.9

81.4 x 32.1

32.9 x 4.81

46.7 x 31.7

59.3 x 3.57

Matching the expressions with their estimated products:

(80)(30) = 2,400

(30)(6) = 180

(30)(5) = 150

(60)(4) = 240

(50)(30) = 1,500

Estimates for the remaining expressions:

29.3 x 5.9 ≈ 173.27

81.4 x 32.1 ≈ 2,612.94

32.9 x 4.81 ≈ 158.05

46.7 x 31.7 ≈ 1,480.39

59.3 x 3.57 ≈ 211.46

Matching the expressions with their estimated products:

(80)(30) = 2,400

(30)(6) = 180

(30)(5) = 150

(60)(4) = 240

(50)(30) = 1,500

29.3 x 5.9 ≈ 173.27

81.4 x 32.1 ≈ 2,612.94

32.9 x 4.81 ≈ 158.05

46.7 x 31.7 ≈ 1,480.39

59.3 x 3.57 ≈ 211.46

for such more question on expressions

https://brainly.com/question/4344214

#SPJ8

Answer:

k is equal to 42

Step-by-step explanation:

The scale factor from Figure 1 to Figure 2 is 2.25, meaning that all side lengths in Figure 1 must be multiplied by 2.25 to get the corresponding side lengths in Figure 2.

When we say that two figures are similar, we mean that they have the same shape but possibly different sizes. If two figures are similar, then the corresponding angles are equal and the corresponding side lengths are proportional. This means that if we take any two corresponding side lengths from the two figures and divide them, the result will always be the same constant value. This constant value is called the scale factor, or the constant of proportionality, that relates the two figures.

In this problem, we are given two quadrilaterals that are similar, and we are asked to find the scale factor from Figure 1 to Figure 2. We are given that one of the side lengths in Figure 1 is 8, and the corresponding side length in Figure 2 is 18.

To find the scale factor, we need to determine the factor by which we need to multiply all the side lengths in Figure 1 to get the corresponding side lengths in Figure 2. Let's call this factor "k".

We know that the side lengths in similar figures are proportional, so we can set up the following equation:

8k = 18

This equation says that if we multiply the length of each side in Figure 1 by "k", we will get the length of the corresponding side in Figure 2. We solve for "k" by dividing both sides of the equation by 8, which gives:

k = 18/8

We can simplify this fraction to get:

k = 2.25

This means that to go from Figure 1 to Figure 2, we need to multiply all the side lengths by 2.25. Therefore, the scale factor from Figure 1 to Figure 2 is 2.25, or 9/4, or 225%.

Learn more about scale factor here:

https://brainly.com/question/30215119

#SPJ1

In the given function H(p) = p/5 + 15, the independent variable is "p" ,

The independent variable in this function is denoted by "p." The independent variable can also be referred to as the input variable, which means that it is the value that is inputted into the function to produce an output. In this specific function, "p" represents the price of a good or service.

It is important to distinguish between the independent and dependent variables in a function. The dependent variable is denoted by "H(p)" in this case, and it is the output of the function. The value of the dependent variable is determined by the independent variable. In this function, "H(p)" represents the total cost of the good or service, which is dependent on the price "p." p is the input variable representing the price of the good or service.

For such more questions on variable

https://brainly.com/question/28248724

#SPJ8

The principle of "Caring about the development of students' mathematical proficiency" is a vital component of the teaching process.

As a teacher, you must be concerned about your student's growth in mathematics to support their success in the subject. The main points of this principle are as follows:

1. Supporting Students: The teacher must strive to provide effective support for each student's learning, based on their needs.

2. Encouraging Students: The teacher should encourage students to improve their proficiency in mathematics and support their learning by providing suitable opportunities for them.

3. Problem-Solving Skills: Teachers must help students develop problem-solving skills to tackle challenging mathematical problems.

4. Feedback and Assessment: The teacher must provide timely feedback and assessment to support the student's growth in mathematics. This feedback should be constructive and should aid in the student's development of mathematical proficiency.

5. Encouraging Student Reflection: The teacher should encourage students to reflect on their learning experiences to recognize areas where they need more support. The development of a student's mathematical proficiency should be the focus of a teacher's teaching, learning, and assessment practices.

For more questions on: mathematical proficiency

https://brainly.com/question/32786898

#SPJ8  

Answer:

  x -5y = -6

Step-by-step explanation:

A plot of the given points shows the hypotenuse is QR, and the vertex through which the altitude line goes is point P. We want a line through P that is perpendicular to QR.

__

The equation for a line perpendicular to the one through (x1, y1) and (x2, y2) can be written in the general form ...

  (x2 -x1)(x -h) +(y2 -y1)(y -k) = 0

where (x, y) = (h, k) is a point on the line.

Using points Q(3, 5) and R(5, -5) for the two points, and (h, k) = P(-1, 1), we have ...

  (5 -3)(x -(-1)) +(-5-5)(y -1) = 0

  2x +2 -10y +10 = 0 . . . . . . . . . eliminate parentheses

The standard-form equation will have mutually-prime coefficients and the constant on the right. Dividing by 2 and subtracting 6 gives ...

  x -5y = -6

Answer:

Explanation:

Recall, the sum of the angles in a triangle is 180 degrees. This means that

A + B + C = 180

From the information given,

A = 23

B = 12

Thus,

23 + 12 + C = 180

35 + C = 180

C = 180 - 35

C = 145

To find c, we would apply the law of Sines which is expressed as

a/SinA = b/SinB = c/SinC

where

A, B and C are angles in the triangle,

a, b and c are sides opposite the angles. Thus, we have

Given that a = 15, then

15/Sin23 = c/Sin145

By cross multiplying,

Answer:

0

Step-by-step explanation:

w+1/w=(2+2i)+1/(2+2i)

=(2+2i)+(2+2i)-1

=0