What is the solution to the equation below?
log,4x²-log6x=2
0 x = 1/12
O x= 3/2
O x=3
O x=9

Answer:

Your question doesnt make sense

Step-by-step explanation:

The unit circle is the circle centered at with radius The unit circle is a circle centered at the origin with a radius of 1 unit. It plays a fundamental role in trigonometry, providing a geometric representation of the trigonometric functions

The unit circle is a circle that is centered at the origin (0, 0) of a coordinate plane and has a radius of 1 unit. In other words, it is a circle with a diameter of 2 units.

The unit circle is particularly significant in mathematics, especially in trigonometry. Its properties and relationships with angles are extensively used in various mathematical applications.

One of the main reasons the unit circle is so important is due to its connection with the trigonometric functions sine and cosine. As an angle rotates around the origin,

the coordinates of the point on the unit circle where the terminal side of the angle intersects the circle correspond to the values of sine and cosine of that angle.

For example, if an angle of 30 degrees is measured counterclockwise from the positive x-axis, the coordinates of the corresponding point on the unit circle would be (√3/2, 1/2), which are the values of sine and cosine for that angle.

Additionally, the unit circle provides a convenient way to visualize and understand other trigonometric functions such as tangent, cotangent, secant, and cosecant.

By examining the ratios of the coordinates on the unit circle, we can relate these trigonometric functions to the lengths and angles associated with right triangles.

In summary, the unit circle is a circle centered at the origin with a radius of 1 unit. It plays a fundamental role in trigonometry, providing a geometric representation of the trigonometric functions and aiding in the understanding of angles, ratios, and relationships within the field of mathematics.

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Answer:

If we divide 5 by any other integer, then the remainder will be a non-zero positive integer.

Step-by-step explanation:

Answer:

264

Step-by-step explanation:

if you take away 57 from 264 you get 207

so x is 264

Answer:

Let's see what you can do with parallel and perpendicular. In other words, the slopes of parallel lines are equal. Note that two lines are parallel if their slopes are equal and they have different y-intercepts. In other words, perpendicular slopes are negative reciprocals of each other

Step-by-step explanation:

Slope of parallel lines = m

Slope of the perpendicular lines = -1/m

Answer:

Not a function

Step-by-step explanation:

For an equation to be a function, there should be only one y-coordinate per x-coordinate. Since this relation has both (-1,9) and (-1,4), this is not a function.

Answer:not a function

Step-by-step explanation:

because when you put the points on the coordinate plane your shape will come out as a v shaped object. In mathematics, a function is a binary relation over two sets that associates to every element of the first set exactly one element of the second set. Typical examples are functions from integers to integers or from the real numbers to real numbers

Answer:

\(x = \frac{7}{4} \)

Step-by-step explanation:

\(−8(4x−10)=24\)

\( \frac{ - 8(4x - 10)}{ - 8} = \frac{24}{ - 8} \)

\(4x - 10 = \frac{24}{ - 8} \)

\(4x−10=−3\)

\(4x=−3+10\)

\(4x=7\)

\(x = \frac{7}{4} \)

Answer:

\(x= \frac{7}{4} \)

Step-by-step explanation:

Let's solve:

\(−8(4x−10)=24\)

Step 1: Simplify both sides of the equation.

\(−8(4x−10)=24 \\ (−8)(4x)+(−8)(−10)=24(Distribute) \\−32x+80=24\)

Step 2: Subtract 80 from both sides.

\(−32x+80−80=24−80 \\ −32x=−56\)

Step 3: Divide both sides by -32.

\( \frac{ - 32x}{ - 32} = \frac{ - 56}{ - 32}

\\

x= \frac{7}{4} \)

The probability of selecting three peppers of different colors from the basket is calculated by multiplying the probability of selecting each color individually and then dividing by the total number of possible outcomes.

First, we calculate the probability of selecting a red pepper from the basket. There are 3 red peppers out of a total of 12, so the probability of selecting a red pepper is 3/12 or 1/4.

Next, we calculate the probability of selecting a green pepper. Since we are selecting without replacement, there are now only 11 peppers left in the basket, and 4 of them are green. So the probability of selecting a green pepper is 4/11.

Finally, we calculate the probability of selecting a yellow pepper. Again, since we are selecting without replacement, there are now only 10 peppers left in the basket, and 5 of them are yellow. So the probability of selecting a yellow pepper is 5/10 or 1/2.

To find the probability of selecting all three peppers of different colors, we multiply the individual probabilities together: (1/4) * (4/11) * (1/2) = 1/22.

Therefore, the probability of selecting three peppers of different colors from the basket is 1/22.

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Answer:

f⁻¹(x) = x/4 - 2

Step-by-step explanation:

Interchange the variables.
Solve for y.
Replace

y with f⁻¹ (x) to show the final answer.
Verify if f⁻¹ (x) = x/4 − 2 is the inverse of f(x) = 4x + 8.

Answer: 13.125 miles.

Step-by-step explanation:

Given : The smaller moon of Mars, Deimos, has a diameter of 7.5 miles.

The larger moon, Phobos, has a diameter that is \(1\dfrac34\) times greater.

Diameter of Phobos = \(1\dfrac34\times\text{(Diameter of Deimos )}\)

\(=\dfrac{7}{4}\times7.5 \ \ \ [1\dfrac34 =\dfrac{7}{4}]\\\\=13.125\text{ miles}\)

Hence, the  diameter of Phobos = 13.125 miles.

Answer:

Yes, the lines on the graph at 3 and -3 a part  of the solution,

Step-by-step explanation:

The inequality \(|y| \leq 3\) contains all the values of \(y\) 3 units from the origin including the values 3 and -3.

Thus, the lines on the graph y =-3 and y = 3 are the part of the solution.

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Answer:

31.9

Step-by-step explanation:

15 + 3.6 + 18.6

The number of students in the van are 6 and in the bus are 35.

A system of equations is a combination of equations with a common solution pair.

Given is that the senior class at high school A rented and filled 3 vans and 7 buses with 263 students. High school B rented 12 vans and 3 buses with 177 students. every van had the same number of students in it as did the buses.

Assume that there are {x} students in each van and {y} students in each bus. We can write the system of equations as -

3x + 7y = 263

12x + 3y = 177

Now, we can write -

3x + 7y = 263

3x = 263 - 7y

4 x 3x = 4(263 - 7y)

12x = 1052 - 28y

So -

1052 - 28y + 3y = 177

25y = 1052 - 177

25y = 875

y = 35                                           ... { 1 }

and

3x + 7 x 35 = 263

3x = 18

x = 6                                            ... { 2 }

Therefore, the number of students in the van are 6 and in the bus are 35.

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The probability of the event that the number 1 and 2 are separated into the same group is 0.48.

The integer from 1 to 10 are separated into 2 groups. Now, the ways of making two group out of 10 integers is,

= ¹⁰C₅

= 252.

Now, the total possible ways in which 1 and 2 will be in the same group is,

= 1 + 1 + ¹⁰C³

= 1 + 1 + 120

= 122

Now, the probability that 1 and 2 are in same group is,

= 122/252

= 0.48

So, the probability of 1 and 2 being in same group is 0.48.

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Answer:

6

Step-by-step explanation:

This is GCF or greatest common factor. The gcf of 30 and 24 is 6

Answer:

1. 0.0469 (4.d.p)

2. 0.05

Step-by-step explanation:

1. First we'll find the probability of drawing a blue marble.

P = (No. favourable events)/(Total events)

In this case it's:

P = (No. blue marbles)/(Total Marbles)

Therefore P(Blue) = 4/16 = 0.25

Now we find the probability of drawing a yellow marble:

The total number will be the same because the blue marble will have been put back.

P(Yellow) = 3/16 = 0.1875

Now, since we are calculating the probability of both happening we multiply together the two individual probabilities to get the combined probability of both:

0.25 x 0.1875 = 0.0469 (4.d.p)

2. The probability of drawing a blue marble is still the same so we can keep that: P(Blue) = 0.25

But this time, the marble is not replaced. This means that the total number of marbles has changed when drawing the yellow marble:

P(Yellow) = 3/15 = 0.2

Now we multiply them together again to find the combined probability of both happening:

0.25 x 0.2 = 0.05

Hope this helped!

Answer:

the right answer is a) ∆RTS=∆MON

Answer:

Answer B:

Step-by-step explanation:

just took the test)))):

the answer: B

ok done. Thank to me :>

Using the bisection concept, it is found that the congruent angle to <GFH is given by:

d. <GFC.

A bisection of an angle is when a line splits an angle into two equal angles, that is, it splits by half the original angle.

The two resulting angles will be congruent, that is, they will have the same measure.

For this problem, we have that line CH bisects angle GFH, hence, from the explanation above, we have that:

Angles GFH and GFC are congruent, as due to the bisection, they both measure 90º.

Thus option D is correct, which is the one that lists angle GFC as congruent to angle GFH, that is, both angles having the same measure, which in this case is of 90º.

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The answer is yes, (x + 6) is a possible length of a rectangle with area x² + x − 30.

To determine whether (x + 6) is a possible length of a rectangle with area x^² + x − 30, we can use an area model to visualize the situation.

First, we need to find the width of the rectangle.

The area of a rectangle is given by the formula A = lw,

where A is the area, l is the length, and w is the width.

We are given that the area is x² + x − 30, so we can set this equal to lw and solve for w:

x² + x − 30 = (x + 6)w

w = (x² + x − 30)/(x + 6)

The length of a rectangle must be greater than or equal to its width, so we need to check whether (x + 6) is greater than or equal to (x² + x − 30)/(x + 6). This simplifies to:

(x + 6) ≥ x² + x − 30

Expanding the left side and simplifying, we get:

x² + 12x + 36 ≥ x² + x − 30

11x ≥ -66

x ≥ -6

Since x must be a positive number (since we are dealing with lengths), we can conclude that (x + 6) is the possible length of the rectangle. Therefore, the answer is yes, (x + 6) is a possible length of a rectangle with an area x² + x − 30.

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A stem club has 30 members and to find out how many ways are there to choose 4 members of the club to serve on an executive committee is as follows:

Given the stem club has 30 members.

The number of ways to choose 4 members of the club to serve on an executive committee is to be considered as 30c4

we know that the formula is

     \(n{cr}\) = \(\frac{n!}{(n-r)!r!}\)

there n = 30 and r = 4

that is., \(30_{c4}\) = \(\frac{30!}{(30-4)!4!}\)

                  = \(\frac{30!}{26!4!}\)

                  = 29x15x7x9  = 27,405

Hence, the number of ways to choose 4 members of the club to serve on an executive committee is equal to 27,405.

Hence the number of ways to choose an executive member = 27,405

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Juanita received a kind of financial assistance known as a scholarship. Scholarships are awarded to students based on various criteria such as academic achievements, athletic abilities, or specific talents.

In Juanita's case, she received a scholarship from her university because of her high grades. Unlike loans, scholarships do not need to be paid back, making them a valuable form of financial aid for students. Scholarships can greatly reduce the financial burden of college education and provide recognition for students' hard work and achievements. Scholarships are highly competitive and can be based on various criteria, including academic performance, extracurricular activities, community involvement, or specific talents. They provide students like Juanita with financial support to cover tuition fees, books, living expenses, or any other education-related costs. Receiving a scholarship not only helps alleviate the financial burden of college but also recognizes and rewards Juanita's academic achievements. It is a valuable form of financial assistance that enables students to pursue their education and achieve their goals without the burden of student loans.

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On a Box and Whisker chart, a point that falls outside of the whisker but less than three interquartile ranges from the box edge is called an outlier.

Outliers are data points that significantly deviate from the majority of the data and may indicate unusual or extreme values. They are represented as individual points outside the whisker lines on the chart, indicating their deviation from the central distribution of the data.

Outliers can be important to identify as they can affect the overall interpretation and analysis of the data. Identifying outliers is important because they can indicate unusual or extreme values that may affect the overall analysis or interpretation of the data.

It is common to investigate and evaluate the reasons behind outliers to determine if they are genuine data points or if there were errors in measurement or data entry.

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Answer:

That would be 48 ounces

Step-by-step explanation:

Answer:

48 ounces

Step-by-step explanation:

Thank me later

The concept of hedonistic calculus is associated with utilitarianism and the philosophy of maximizing pleasure and minimizing pain. It is a method for calculating the overall happiness or utility of actions based on the intensity, duration, certainty, propinquity, fecundity, purity, and extent of pleasure or pain they produce.

Hedonistic calculus is a term coined by the philosopher Jeremy Bentham, who was a proponent of utilitarianism. Utilitarianism is an ethical theory that states that the right action is the one that maximizes overall happiness or utility for the greatest number of people. The goal of hedonistic calculus is to measure and compare the happiness or pleasure derived from different actions or situations.

According to Bentham, pleasure and pain are the only relevant factors in determining the moral value of an action. Hedonistic calculus involves quantifying these pleasures and pains in order to assess their overall impact. Bentham proposed seven criteria to evaluate the intensity, duration, certainty, propinquity (nearness in time), fecundity (likelihood of leading to more pleasure or pain), purity (absence of pain mixed with pleasure), and extent of the pleasure or pain produced by an action.

By assigning values to each of these criteria, hedonistic calculus aims to determine the net amount of happiness or utility generated by a particular action or decision. The idea is to maximize pleasure and minimize pain, with the ultimate goal of promoting the greatest happiness for the greatest number of individuals.

Overall, hedonistic calculus provides a systematic approach to assess and compare the consequences of actions based on their impact on pleasure and pain. It serves as a framework for utilitarians to make ethical judgments and decisions by considering the net balance of happiness produced by different choices.

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Answer: f(n+1) = 3 f(n)

Step-by-step explanation:

Given sequence : 2.5, 7.5, 22.5, 67.5, 202.5,...

Here,

\(2.5\times 3=7.5\\7.5\times3= 22.5\\22.5\times 3= 67.5\\67.5\times3=202.5\)

Common ratio = 3

Let f(n) be a term in this sequence then the next term will be f(n+1) = 3 f(n), where n is a natural number .

Required recursive formula :  f(n+1) = 3 f(n)

Answer:

15 inches

Step-by-step explanation:

18/90= price for 18 inches.

To get to 75 cents, we have to make the top equal to 1. We can do this by dividing the numerator and denominator by 18. That leaves us with 1/5.

Now, we can multiply the top and bottom by 15. This is because 5 x 15= 75.

What you do to the bottom of the fraction you also do to the top. This leaves us with the answer: 15/75. That means you can buy 15 inches of wire for 75 cents.

Gregs's mom baked 24 cookies, while Vinnie's mom baked 36 cookies. Brad's mom baked twice as much as Greg's mom, resulting in a total of 48 cookies. The total number of cookies that were baked is found by adding the number of cookies that each mom baked:

24 + 36 + 48 = 108.

The cookies can be divided into 3 groups of 36, 4 groups of 27, 6 groups of 18, 9 groups of 12, 12 groups of 9, 18 groups of 6, 27 groups of 4, or 36 groups of 3 cookies. Since there are more than 100 words required, let's talk about the importance of fractions and equivalent ratios.

In conclusion, Greg's mom baked 24 cookies, Vinnie's mom baked 36 cookies, and Brad's mom baked 48 cookies, resulting in a total of 108 cookies. The cookies can be divided into fractions or equivalent ratios to distribute them evenly among the children.

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