Zachary is solving the following equation.

Three-fourths (x minus 8) = 12

Which is the best first step to begin to simplify the equation?
Multiply both sides of the equation by Three-fourths.
Divide both sides of the equation by Four-thirds.
Distribute Three-fourths over (x – 8).
Distribute Four-thirds over (x – 8).

The relation R = {(a, b) | a ∈ S, b ∈ S and a divides b} defined on the set S = {2, 4, 8, 16, 24, 46} is not reflexive, antisymmetric, or transitive.

1. Reflexive: A relation is reflexive if every element in the set is related to itself. In this case, for the relation R, there are elements in S (such as 24 and 46) that are not related to themselves, as they do not divide themselves. Therefore, the relation R is not reflexive.

2. Antisymmetric: A relation is antisymmetric if for any two distinct elements (a, b) in the relation, (a, b) and (b, a) cannot both be in the relation. In this case, we can find examples like (2, 4) and (4, 2) that are both in R since 2 divides 4 and 4 divides 2. Hence, the relation R is not antisymmetric.

3. Transitive: A relation is transitive if for any three elements (a, b), (b, c) in the relation, (a, c) must also be in the relation. However, we can find examples like (2, 4) and (4, 8) that are in R, but (2, 8) is not in R since 2 does not divide 8. Therefore, the relation R is not transitive.

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Answer:

33.5 litres

Step-by-step explanation:

6.7 × 5 = 33.5

Answer:

33.5 litres of soda

Step-by-step explanation:

Amount of litres of soda Ethan serves at the drive-thru per hour= 6.7 L

Amount of litres of soda Ethan serves at the drive-thru in 5 hours= 6.7 x 5

                                                                                                            = 33.5 L

∴ Ethan serves 33.5 lires of soda in 5 hours.

Answer:

4 plates with 2 apples and 5 apricots per plate

Step-by-step explanation:

you are welcome

The annual value to Tracy of this benefit is $285.00

What is annual value of an insurance policy?

The annual value to Tracy means the amount she does not pay for herself for which she also derives benefits, in other words, the amount paid by the employer on behalf.

The annual value can be determined as the annual premium of the life insurance minus the total amount Tracy pays on an annual basis

Total annual premium=$32.25*12

Total annual premium=$387.00

Total amount paid by Tracy=$8.50*12

Total amount paid by Tracy=$102.00

Total annual value=Total annual premium-Total amount paid by Tracy

Total annual value=$387.00-$102.00

Total annual value=$285.00

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Step-by-step explanation:

try use ruler for AB , AC , & BC ,

then find the area of

Identifying the function of behavior is essential for designing effective behavior interventions. Therefore, the answer to the question is that there are no exceptions in the given options.

The useful generalizations from the emerging literature on functional assessment analysis include the following: inappropriate behavior is often maintained by the function it serves, such as escape from aversive tasks or situations; teaching functionally equivalent, appropriate behavior can decrease or eliminate inappropriate behavior; and much inappropriate behavior serves a communicative function.

The literature on functional assessment analysis suggests that inappropriate behavior is often maintained by the function it serves. For example, students may perform inappropriate behavior to escape from aversive tasks or situations, and teaching functionally equivalent, appropriate behavior can decrease or eliminate such behavior.

Furthermore, much inappropriate behavior serves a communicative function, such as gaining attention or expressing a need. However, high demand situations may occasion inappropriate behavior, such as frustration or anxiety. In contrast, scatter-plot assessment is primarily used to identify time-related patterns of behavior in a format that is easy to read and interpret.

When students escape from a task or environment by performing an inappropriate behavior, it is likely maintained by negative reinforcement, where the behavior results in the removal of aversive stimuli.

Therefore, identifying the function of behavior is essential for designing effective behavior interventions.

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Answer:

Domain is (-∞,∞)  

Range is (4, ∞)

Step-by-step explanation:

The parabola goes on infinitely in both directions left and right.

The parabola begins at 4, and then goes up infinitely.

The major portfolio strategies of this fund are investing in large-cap stocks and value stocks with high book-to-market ratios. The regression coefficients and p-values provide insights into the fund manager's investment strategy.

The coefficient of 0.4231 for the Large Cap asset class is statistically significant with a p-value of 0.0080, indicating a significant allocation to large-cap stocks. Additionally, the coefficient of 0.5531 for the High Book-to-Market (Value) asset class is also statistically significant with a p-value of 0.0013, indicating a significant allocation to value stocks with high book-to-market ratios.

These findings suggest that the fund manager focuses on investing in large-cap stocks and value stocks with high book-to-market ratios as part of their portfolio strategy.

Regarding the explanation of return variabilities, the R-square value of 0.3500 indicates that the asset allocation strategies explained 35% of the return variabilities in the fund. While this is a significant portion, it also implies that other factors not captured by the regression analysis contribute to the remaining 65% of return variabilities. Therefore, while the asset allocation strategies explain a substantial portion of return variabilities, other factors also play a role in determining the overall returns of the fund.

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Answer: 1223.3in^3

the answer is straight from delta math, and rounded to the nearest tenth.

Answer:

400

Step-by-step explanation:

\( \bigg( \frac{5}{6} a \bigg)^{2} \\ \\ = \bigg( \frac{5}{\cancel 6} \times \cancel {24} \bigg)^{2} \\ \\ = \bigg( 5 \times 4 \bigg)^{2} \\ \\ = {(20)}^{2} \\ \\ = 400\)

In a rectangle WXYZ, if the measure of angle 1 is 30 degrees, then the measure of angle 8 can be determined.

A rectangle is a quadrilateral with four right angles. In a rectangle, opposite angles are congruent, meaning they have the same measure. Since angle 1 is given as 30 degrees, angle 3, which is opposite to angle 1, also measures 30 degrees.

In a rectangle, opposite angles are congruent. Since angle 1 and angle 8 are opposite angles in quadrilateral WXYZ, and angle 1 measures 30 degrees, we can conclude that angle 8 also measures 30 degrees. This is because opposite angles in a rectangle are congruent.
Since angle 3 and angle 8 are adjacent angles sharing a side, their measures should add up to 180 degrees, as they form a straight line. Therefore, the measure of angle 8 is 180 degrees minus the measure of angle 3, which is 180 - 30 = 150 degrees.

So, if angle 1 in rectangle WXYZ is 30 degrees, then angle 8 measures 150 degrees.

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The hip breadth of 95% of all male is 16.2 inches, which is greater than the mean of 14.8 inches with a standard deviation of 0.9 inches.

1. Calculate the Z-score for 95th percentile:

Z = (P95 - mean)/standard deviation

= (16.2 - 14.8)/0.9

= 2.44

2. Look up the Z-score in a Z-table to find the corresponding percentile:

95th percentile = 2.44

The hip breadth of 95% of all male can be calculated using the normal distribution. First, we must find the Z-score for the 95th percentile, which is calculated by subtracting the mean (14.8 inches) from the desired percentile (16.2 inches) and dividing by the standard deviation (0.9 inches). This gives us a Z-score of 2.44. We can then look this up in a Z-table to find the corresponding percentile, which is 95th percentile. Therefore, the hip breadth of 95% of all male is 16.2 inches.

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Answer:

142.75

Step-by-step explanation:

The position vector of the particle at time t is \(r(t) = (t^2 + 8t + 1, 2t^2 + 8t + 3, -5t^2 + 8t).\)

To find the position vector r(t) at time t for a particle moving with constant acceleration, we need to integrate the acceleration vector twice with respect to time.

Given:

Initial position: (1, 3, 0)

Initial velocity: 8

Constant acceleration: (2, 4, -5)

Step 1: Find the velocity vector v(t) at time t:

We integrate the constant acceleration vector to find the velocity vector.

v(t) = ∫(2, 4, -5) dt

    = (2t + C1, 4t + C2, -5t + C3)

Using the initial velocity v(0) = 8, we can find the constants:

v(0) = (2(0) + C1, 4(0) + C2, -5(0) + C3)

     = (C1, C2, C3)

Since the initial velocity is given as 8, we have:

(1) C1 = 8, C2 = 8, C3 = 8

So the velocity vector v(t) is:

v(t) = (2t + 8, 4t + 8, -5t + 8)

Step 2: Find the position vector r(t) at time t:

We integrate the velocity vector v(t) to find the position vector.

r(t) = ∫(2t + 8, 4t + 8, -5t + 8) dt

\(= (t^2 + 8t + C4, 2t^2 + 8t + C5, -5t^2 + 8t + C6)\)

Using the initial position r(0) = (1, 3, 0), we can find the constants:

\(r(0) = (0^2 + 8(0) + C4, 2(0)^2 + 8(0) + C5, -5(0)^2 + 8(0) + C6)\)

     = (C4, C5, C6)

Since the initial position is given as (1, 3, 0), we have:

(2) C4 = 1, C5 = 3, C6 = 0

So the position vector r(t) is:

\(r(t) = (t^2 + 8t + 1, 2t^2 + 8t + 3, -5t^2 + 8t)\)

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If the curve x2/3+y2/3=4 and Let L be the tangent line to this curve at the point (1,3√3), and let A and B be the x- and y-intercepts of L, then the length of line segment AB is √38 (option b).

Explanation:

To find the length of line segment AB, follow these steps:

Step 1: We need to first find the equation of tangent line L at the given point (1, 3√3) on the curve x^(2/3) + y^(2/3) = 4.

Step 1. Find the derivative dy/dx using implicit differentiation:
(2/3)x^(-1/3) + (2/3)y^(-1/3)(dy/dx) = 0

Step 2. Solve for dy/dx (the slope of tangent line L) at point (1, 3√3):
(2/3)(1)^(-1/3) + (2/3)(3√3)^(-1/3)(dy/dx) = 0
dy/dx = -1/2

Step 3. Use the point-slope form to find the equation of tangent line L:
y - 3√3 = -1/2(x - 1)

Step 4. Find the x- and y-intercepts (A and B) of line L:
x-intercept (A): y = 0
0 - 3√3 = -1/2(x - 1)
x = 2 + 6√3

y-intercept (B): x = 0
y - 3√3 = -1/2(0 - 1)
y = 3√3 + 1/2

Step 5. Calculate the length of the line segment AB using the distance formula:
AB = √[(2 + 6√3 - 0)^2 + (3√3 + 1/2 - 0)^2] = √38

The length of line segment AB is √38 (option b).

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angle has a measure equal to the sum of the the question is ∠DQS.


According to the problem, we need to find an angle whose measure is equal to the sum of the measures of ∠SQR and ∠QRS. We can use the angle addition postulate which states that the measure of an angle formed by two adjacent angles is equal to the sum of their measures.

Let's consider angle ∠DQS. This angle is formed by adjacent angles ∠SQR and ∠QRS. Therefore, according to the angle addition postulate, the measure of angle ∠DQS is equal to the sum of the measures of ∠SQR and ∠QRS.



Thus, we can conclude that the angle ∠DQS has a measure equal to the sum of the measures of ∠SQR and ∠QRS.

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The total number of seeds that Josiah would plant would be = nR×S

To determine the total number of seeds that Josiah will plant will be to add the seeds in the total number of rooms he planted.

Let each row be represented as = nR

Where n represents the number of rows planted by him.

Let the seed be represented as = S

The total number of seeds he planted = nR×S

Therefore, the total number of seeds that was planted Josiah would be = nR×S.

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Answer:

B

Step-by-step explanation:

its B because the input for every pair has the same output, if the input had different outputs it would be considered not a function. Imagine it like a vending machine, if you were to press 3 on the vending machine you would get whatever 3 was, but if you pressed 3 and you get something else besides whatever 3 is it would be broken. I hope this was helpful, I struggled learning this stuff but now I got it down lol.

The absolute maximum value of f(x) on the interval [-3,5] is 681 and it occurs at x = -2, and the absolute minimum value of f(x) on the interval is -522 and it occurs at x = 5.

To find the absolute maximum and absolute minimum values of f(x) on the given interval, we need to find the critical points of f(x) and evaluate the function at those points as well as at the endpoints of the interval.

First, we take the derivative of f(x) and set it equal to zero to find the critical points:

f'(x) = 18x² - 36x - 144

0 = 18x² - 36x - 144

0 = x² - 2x - 8

0 = (x - 4)(x + 2)

So the critical points are x = 4 and x = -2.

Next, we evaluate f(x) at these critical points and at the endpoints of the interval:

f(-3) = 570

f(-2) = 681

f(4) = -381

f(5) = -522

Therefore, the absolute maximum value of f(x) on the interval [-3,5] is 681 and it occurs at x = -2, and the absolute minimum value of f(x) on the interval is -522 and it occurs at x = 5.

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Answer:

Multiply the denominator of the fractional part by the whole number, and add the result to the numerator.

Step-by-step explanation:

You can add or subtract mixed numbers by turning them to improper fractions first. Improper fractions are fractions where the numerator is greater than the denominator.

Answer: Perimeter: 28 units

Area: 32 square units

Step-by-step explanation:

Answer:

Perimeter = 24

Area =32

Step-by-step explanation:

To find the perimeter, add up the number of outside edges

4+ 2+2+2+2+2+4+2+2+2+2+2 =24 units

To find the area, count the number of boxes in each row

4 + 4+ 8+8+4+4 = 32 units^2

Because the graph always has a consistent slope of +2, the table x|y-2| 4|0| 6|2| is an illustration of a linear function table.

In order for a table to represent a linear function, there must be a constant rate of change (slope) between any two points on the graph. In other words, the relationship between the x-values and y-values should follow a consistent pattern.

The correct table that represents a linear function is: x|y-2| 4|0| 6|2|This is because there is a constant rate of change of +2 between any two points on the graph. For example, when x goes from 2 to 4, y increases from -2 to 0. When x goes from 4 to 6, y increases from 0 to 2.

This constant rate of change indicates that the relationship between x and y is linear.

In summary, a table represents a linear function when there is a constant rate of change between any two points on the graph. The table x|y-2| 4|0| 6|2| is an example of a linear function table because there is a consistent slope of +2 between any two points on the graph.

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Answer:

(b) 12.459 and (f) 7.65

Step-by-step explanation:

The value of 5 in 13.725 is 0.005 (or 5 in the thousandths place)

We need to find numbers with 10 times that value in the number.

Evaluating the options given :

(a) 5.368

(b) 12.459

(c) 57.31

(d) 6.508

(e) 4.315

(f) 7.65

Hence, the numbers are : (b) 12.459 and (f) 7.65

Answer:

b and f

Step-by-step explanation:

The 5 in 13.725 is in the thousandth place:  0.005

So three places after the decimal point.

If you multiply 0.005 by 10, then it becomes 0.05 (as multiplying by 10 moves the decimal point one place to the right).

Therefore, we are looking for numbers that have a 5 in the hundredth place, so a 5 in the second place after the decimal point.

There are two numbers that have a 5 in the hundredth place:

(b)  12.459

(f)  7.65

Answer:

Many mathematical operations are reversible, meaning you can go not just from A to B, but by the same reason go from B back to A.

Example x + 4 = 7. Subtract 4 from each side to get x = 7 - 4 = 3. But you could, if you wished, go from x = 3 to x + 4 = 7 by simply doing the opposite, adding 4.

Now consider an operation that is NOT reversible.

Example: Given sqrt(x) = x - 2. Square each side to get x = (x - 2)^2 =x^2 - 4x + 4, or

x^2 - 5x + 4 = 0. Factoring gives (x - 1) (x - 4) = 0. So, IF the original equation holds for a real number x, then the only possibilities are x = 1, x = 4.

If you plug x = 4 back into original equation, you get sqrt(4) = 4 - 2, which is true. But, if you plug in x = 1, you get sqrt(1) = 1 - 2, which is NOT true, as sqrt(1) = 1, not -1. The logic of the derivation was that, IF original equation were true, then x could possibly be only 1 and/or 4. In effect, it was really telling you what x is NOT, namely any number besides 1 and 4. Once you test the two “candidates” you see that one works and the other doesn’t.

Why does this happen? It has to do with the fact that square root is only a principal branch. Just as sqrt(16) is only 4 and not -4, so we are dealing with a limited possibility with which to start. Squaring glosses over this, and when you solve a quadratic equation, it generally gives two solutions (not nec. real). Because sqrt(x) started out to be nonnegative, that created the problem at end.

Answer:

% of the students prefer biology.

Step-by-step explanation:

Let's read and write all the data from the question.

100 students are interviewed to see which of biology, chemistry and physics they prefer.

Therefore, we have three categories to classify the students :

A student that prefers biology

A student that prefers chemistry

And a student that prefers physics

52 of the students are girls. Therefore,

students are boys.

29 of the girls like biology best. In order to answer the question, we will only need the amount of boys that prefer biology and sum them to the amount of girls that like biology best.

24 of the boys prefer physics. Therefore,

is the sum of the boys that prefer chemistry and biology.

13 out of the 21 who prefer chemistry are girls. Therefore,

are boys that prefer chemistry.

If 24 is the sum of the boys that prefer chemistry and biology ⇒

are boys that prefer biology.

If we sum  is the number of students that prefer biology.

If we want to calculate the percentage we need to divide the amount of students that prefer biology by the total of students interviewed and then multiply that number by 100 :

%

45 % of the students prefer biology.

The correct equation of the graphed line in standard form is `3x + y = 4`.

The given graph of the line is shown below,The given graph passes through the points (-1, 1), (0, 4), and (1, 7).

From the above graph, we can see that the y-intercept of the line is 4 and the slope of the line is 3.

We can find the equation of the line using slope-intercept form of equation of line as shown below,

y = mx + b

Here, m = slope of the lineb = y-intercept of the linem = 3 and b = 4

Therefore, the slope-intercept form of the equation of line is,y = 3x + 4

To write this equation in standard form, we can rearrange the terms in the above equation to get,

3x - y = -4

To find the equation of the graphic line in standard form, we need to rewrite it in the form Ax + By = C.

Where A, B, and C are integers.

Consider the options provided:

-3x + y = -4

y = 3x - 4

y + 3x = 4

3x - y = 4

Of these options, the standard form, The equation is 3x - y =. 4

Therefore, the equation of the straight line in standard form is 3x - y = 4.

Hence, the equation of the graphed line written in standard form is 3x - y = -4.

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Answer:

False.

Step-by-step explanation:

You can put x=0 into both of the equations to justify. At the first equation, when x=0, f(x)=0. In the second equation, when x=0, f(x)=3. F(x) is the value of y. So, the function has moved 3 units up, not 3 units to the right.