The distance of the line segment joining the two points is [tex]2\sqrt{2}[/tex].
What is the distance between two points ( p,q) and (x,y)?The shortest distance (length of the straight line segment's length connecting both given points) between points ( p,q) and (x,y) is:
[tex]D = √[(x-p)² + (y-q)²] D = \sqrt{(x-p)^2 + (y-q)^2} \: \rm units.[/tex]
Given;
The two points;
(2,0) (0,-2)
Now,
D=[tex]\sqrt{(0-2)^2+(-2-0)^2}[/tex]
=2[tex]\sqrt{2}[/tex]
Therefore, the distance between two points will be 2[tex]\sqrt{2}[/tex]
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Mabel was asked whether the following equation is an identity: ( 4 x − 3 ) ( x − 2 ) 2 = 4 x 3 − 19 x 2 + 4 x − 12 (4x−3)(x−2) 2 =4x 3 −19x 2 +4x−12left parenthesis, 4, x, minus, 3, right parenthesis, left parenthesis, x, minus, 2, right parenthesis, squared, equals, 4, x, cubed, minus, 19, x, squared, plus, 4, x, minus, 12 She performed the following steps: ( 4 x − 3 ) ( x − 2 ) 2 ↪ Step 1 = ( 4 x − 3 ) ( x − 2 ) ( x − 2 ) ↪ Step 2 = ( 4 x − 3 ) ( x 2 − 2 x − 2 x + 4 ) ↪ Step 3 = ( 4 x − 3 ) ( x 2 − 4 x + 4 ) ↪ Step 4 = 4 x 3 − 16 x 2 + 16 x − 3 x 2 − 12 x − 12 ↪ Step 5 = 4 x 3 − 19 x 2 + 4 x − 12 Step 1 Step 2 Step 3 Step 4 Step 5 =(4x−3)(x−2) 2 =(4x−3)(x−2)(x−2) =(4x−3)(x 2 −2x−2x+4) =(4x−3)(x 2 −4x+4) =4x 3 −16x 2 +16x−3x 2 −12x−12 =4x 3 −19x 2 +4x−12 For this reason, Mabel stated that the equation is a true identity. Is Mabel correct? If not, in which step did she make a mistake?
Yes, Mabel is correct. She correctly followed all the steps and arrived at the correct answer.
A polynomial identityYes, Mabel is correct. All of the steps she took were mathematically valid and the final equation is the same as the original equation, so her conclusion that it is an identity is correct. An identity is an equation that is true for all values of the variables. This equation, ( 4 x − 3 ) ( x − 2 ) 2 = 4 x 3 − 19 x 2 + 4 x − 12, is an algebraic identity, meaning that it is always true for any value of x. The steps Mabel took were mathematically correct. In Step 1, she correctly multiplied out the parentheses. In Step 2, she correctly factored out the (x-2). In Step 3, she correctly applied the distributive property to expand the equation. In Step 4, she correctly multiplied out the parentheses. In Step 5, she correctly simplified the equation. The equation, ( 4 x − 3 ) ( x − 2 ) 2 = 4 x 3 − 19 x 2 + 4 x − 12, is an identity because it is true for any value of x. Mabel was correct in her conclusion that the equation is an identity.To learn more about A polynomial identity refer to:
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A middle school took all of its 6th grade students on a field trip to see a symphony at a theater that has 4100 seats. The students filled 2296 of the seats in the theater. What percentage of the seats in the theater were filled by the 6th graders on the trip?
The percentage of the seats in the theater were filled by the 6th graders on the trip with expression is 56%.
What is a expression? What is a mathematical equation?A mathematical expression is made up of terms (constants and variables) separated by mathematical operators. A mathematical equation is used to equate two expressions. Equation modelling is the process of writing a mathematical verbal expression in the form of a mathematical expression for correct analysis, observations and results of the given problem.
We have a middle school that took all of its 6th grade students on a field trip to see a symphony at a theater that has 4100 seats. The students filled 2296 of the seats in the theater.
Assume that the theater filled up [x]% of seats at the theater. Then, we can write -
[x]% = (2296/4100) x 100
[x]% = 0.56 x 100
[x]% = 56%
Therefore, the theater filled up with 56% of seats with 6th grade students.
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Hannah makes 5 out of 8 attempted free-throws! What is the average waiting time for Hannah to make her first basket, and what is the probability that she will make a basket on or before her last attempt within her average waiting time?
The probability that she will make a basket on or before her last attempt within her average waiting time are 1/8 and 2/8
How can we interpret probability?Probability of an event is a measurement of how likely an event can occur as an outcome of a random experiment;
Probability ranges from 0 to 1, both inclusive. Events whose probability is closer to 0 are rarer to occur than those whose probabilities are closer to 1 (relatively);
When converted to percentage, we just need to multiply its decimal representation by 100. In percentage form, the probability ranges from 0% to 100%;
Given:
Hannah makes 5 out of 8 attempted free-throws.
Now,
The average waiting time of hannah to make her first basket is 5/8
The probability of hannah making basket at her last attempt is 1/8
The probability of hannah making basket before her last attempt is 2/8
Hence, the probabilty will be 1/8 and 2/8;
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Find the volume of the solid of revolution obtained by rotating the region bounded by the curve
y=3xâx2 and the line y=2x about the y-axis.
The region enclosed by the curve y=3x-x2 and the line y=2x can be rotated about the y-axis to determine the volume of the solid of revolution. The cylindrical shell method can be used to determine this volume.
The cylindrical shell method can be used to determine the volume of the solid of revolution created by rotating the area enclosed by the curve y=3x-x2 and the line y=2x about the y-axis.
We must first determine the region's boundaries.
At x=2 and y=4, y=2x.
When y=3x-x2, x=0, and y=0.
As a result, the region's boundaries are x=0 to x=2 and y=0 to y=4.
The following formula determines the solid's volume:
Volume equals b a 2 y r2 d y
where x is a constant and r is the cylindrical shell's radius.
As a result, the solid of revolution's volume is given by:
Volume = 4.002y x 2.2dy
= 2π ∫4 0 (3x2-x3)dx
= 2π [x3-x4/4]
4 0
= 2π (16/4)
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6-4 RectanglesQuadrilateral ABCDis a rectangle.1.IfAC= 2x+ 13 andDB= 4xâ 1, findDB.DB: 72.IfAC=x+ 3 andDB= 3xâ 19, findAC.AC= 143.IfAE= 3x+ 3 andEC= 5xâ 15, findAC.AC=604.IfDE= 6xâ 7 andAE= 4x+ 9, findDB.Db=825.Ifmâ DAC= 2x+ 4 andmâ BAC= 3x+ 1, findmâ BAC.6.Ifmâ BDC= 7x+ 1 andmâ ADB= 9xâ 7, findmâ BDC.7.Ifmâ ABD= 7xâ 31 andmâ CDB= 4x+ 5, findmâ ABD.8.Ifmâ BAC=x+ 3 andmâ CAD=x+ 15, findmâ BAC:39
Sides AC and DB of the rectangle ABCD are equal to 2x + 13 and 4x – 1, respectively. Angle BAC is measured by 3x + 1 and angle CAD by x + 15. Angles ABD and CDB are measured as 7x - 31 and 4x + 5, respectively. Angles BDC and ADB are measured as 7x + 1 and 9x – 7 respectively. Angles AEC and AE are measured as 5x - 15 and 3x + 3 respectively.
A rectangle is a polygon with four right angles and four sides. Two sides of the rectangle ABCD are AC and DB, with AC equal to 2x + 13 and DB to 4x - 1. Angle BAC is measured by 3x + 1 and angle CAD by x + 15. Angles ABD and CDB are measured as 7x - 31 and 4x + 5, respectively. Angles BDC and ADB are measured as 7x + 1 and 9x – 7 respectively. Angles AEC and AE are measured as 5x - 15 and 3x + 3 respectively.
You can find the missing sides and angles by looking at the rectangle's angles and sides. As an illustration, if AC = 2x + 13 and DB = 4x - 1, then DB = 72. Similar to this, if AC = x + 3 and DB = 3x - 19 then AC = 14. If AE = 3x + 3 and EC = 5x - 15, then AC = 6 is the result. If AE = 4x + 9 and DE = 6x - 7 then DB = 8 is the result.
The measures of the angles can be solved for using the supplied equations. As an illustration, if mDAC = 2x + 4 and mBAC = 3x + 1, then mBAC = 39. Similar to how mBDC = 7x + 1 if mADB = 9x - 7 and mBDC = 7x + 1 if mBDC = 7x + 1. Last but not least, mABD = 7x - 31 if mCDB = 4x + 5 and mABD = 7x - 31.
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a demographer uses birth records to keep track of the ages of all the people born in a small town. they keep a log of all the ages in years. this variable is best described as...
The variable a log of all the ages in years is best described as quantitative and continuous.
As we know the variables are classified as qualitative and quantitave.
The quantitative variables are further classified as: discrete and continuous.
A discrete variable is a variable that can only take specific numeric values but values have a clear quantitative interpretation.
This variable takes the values that are countable and have a finite number of values.
In case of continuous quantitative variable, it can take any value in an interval.
The values of continuous quantitative variable are not countable and they have an infinite number of possibilities.
As we know the age is a discrete variable as it is commonly expressed as an integer.
Here, a demographer they keep a log of all the ages in years.
So, variable is continuous variable.
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Hannah makes 5 out of 8 attempted free-throws! What is the average waiting time for Hannah to make her first basket, and what is the probability that she will make a basket on or before her last attempt within her average waiting time?
42% of people are likely to see a movie today, or probability of 0.42.
Explain about the probability?A probability is a number that expresses the possibility or likelihood that a specific event will take place. Probabilities can be stated as proportions with a range of 0 to 1, or as percentages with a range of 0% to 100%.
By dividing the number of preferable possibilities by the total number of potential outcomes, probability, which measures the likelihood that an event will occur, is obtained. A coin flip is the most basic illustration. There are only two outcomes that can occur when you flip a coin: either heads or tails.
Probability is a measure of the likelihood that an event will occur or the likelihood that something will happen.
The likelihood that a movie is being viewed right now is:
0.5 of 0.6(if it rains today) (if it rains today).
0.3 of 1 - 0.6 = 0.4(if it does not rain today) (if it does not rain today).
therefore adding them:
p =0.5 (0.6) +0.3(0.4)
=0.3 +0.12 = 0.42
42% of people are likely to see a movie today, or 0.42.
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i currently average a 7 over the first 3 test of the year. what do i need to average over the 4 test in order to bring my overall to an 8?
Answer:
11
Step-by-step explanation:
You have an average of 7 on 3 tests, and you want to know the score required of the 4th test to make the average be 8.
AverageThe average is the sum, divided by the number.
If you have an average of 7 on the first 3 tests, the sum of those scores is ...
average = sum/number
7 = sum/3
21 = sum
If you want an average of 8 on 4 tests, the sum of the scores must be ...
8 = sum/4
32 = sum
In order to increase the sum of scores from 21 to 32, you must have a score of ...
32 -21 = 11
You need to score 11 on the 4th test to bring the average to an 8.
__
Alternate solution
The difference between the scores you have and the average you want is ... 3(7 -8) = -3.
In order to bring your average up to 8, you need to have a total of 3 more points than that average on your 4th test: 8 + 3 = 11. (This brings the total of differences from average to zero: (-1) +(-1) +(-1) +(3) = 0.)
Your 4th test must have a score of 11 to bring your average on 4 tests up to 8.
Please answer this question for me
The area for the given quadrilateral will be 5400m^2, Perimeter=300m and no. of rabbits that van fit are 270.
what are quadrilaterals?
A quadrilateral is a polygon with four sides, four vertices, and four angles.
It is formed by joining four non-collinear points. The sum of the interior angles of quadrilaterals is always equal to 360 degrees. The word quadrilateral is derived from the Latin words ‘Quadra’ which means four and ‘Latus’ means ‘sides’. Not all the four sides of a quadrilateral need to be equal in length. Hence, we can have different types of quadrilaterals based on sides and angles.
Five special quadrilaterals are shown below in the image, along with their definitions and pictures, and points for them to get proven.
Now
as given quadrilateral is rectangular in shape because opposite sides are equal and parallel.
and Length = 90m and breadth=60m
Therefore,
Area=L*B =90*60=5400m^2
Perimeter=2(L+B)=2*150=300m
one rabbit takes 20m^2 of area
No. of rabbits that can fit in 5400m^2 of area=5400/20=270
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9=1=1/1/0²
p= 13.6 correct to 3 significant figures.
By considering bounds, work out the value of q to a suitable degree of accuracy.
Give a reason for your answer.
Answer: I'm sorry but this equation is not valid, and it does not make any sense to me. There is no variable q and the equation is not a mathematical equation so I cannot give you a value of q. Also, the statement p = 13.6 is not related to the equation provided. Therefore, I cannot answer this question. Can you please provide more context or clarify what you are trying to ask?
Find the domain of f(x) = √-6x - 7
Use two lower case o's for infinity. "oo" is how you type in infinity.
Answer: The domain of a function is the set of all possible input values (x-values) for which the function produces a valid output (y-value).
The square root function is defined for non-negative numbers, so the expression inside the square root must be non-negative.
In this case, -6x - 7 must be greater or equal to 0.
-6x - 7 ≥ 0
x ≥ (7 + 7)/6 = 14/6 = 7/3
So the domain of the function is x ≥ 7/3, or x ∈ [7/3, ∞)
In interval notation, the domain of f(x) = √-6x - 7 is x ∈ [7/3, oo)
Step-by-step explanation:
TRAVEL Marion is travelling 500 miles by car. She drives 250 miles at an average rate of x miles per hour the first day and the remaining 250 miles at an average rate of x−5
miles per hour. Select the expression that represents the amount of time Marion spent traveling the 500 miles. (Hint: Write out the units to determine how to solve the problem.)
Multiple choice question.
A)
x(x−5)/500x−1250
B)
62,500/x(x−5)
C)
500x−1250/x(x−5)
D)
500/2x−5
Answer:
C) (500x - 1250)/x(x - 5)----------------------------------
We know that the equation for the time is:
time = distance / speedFind the time at travel in the first day:
250/xFind the time at travel in the second day:
250/(x - 5)To find the total time add app the two expressions we got above:
250/x + 250/(x - 5) = 250[1/x + 1/(x - 5)] = 250(x - 5 + x)/x(x - 5) = 250(2x - 5)/x(x - 5) = (500x - 1250)/x(x - 5)There matching choice is C.
convert the following unsigned binary numbers to hexadecimal. a. 1101 0001 1010 1111 b. 001 1111 c. 1 d. 1110 1101 1011 0010
Answer:
a. D1AF
b. 1F
c. 1
d. EDB2
Step-by-step explanation:
You want these unsigned binary numbers converted to hexadecimal.
a. 1101 0001 1010 1111
b. 0001 1111
c. 0001
d. 1110 1101 1011 0010
HexEach group of 4 bits can take on any of 16 different values. Conveniently, each of those corresponds to a hexadecimal digit, as shown in the attachment.
To do the conversion, we replace each group of 4 bits by its hexadecimal equivalent.
a. D1AF
b. 1F
c. 1
d. EDB2
__
Additional comment
A couple of the given numbers are one or more bits short of a group of 4 bits. You may want to check your actual problem statement to see if the numbers here are the same. The attached table applies in any event.
Write an equivalent expression by distributing the "-" sign outside the parentheses:
-(-3.4c + 1)
Answer: 3.4c - 1
Step-by-step explanation:
multiply each part within the parentheses by the negative sign
so -3.4c x -1 = 3.4c
and 1 x -1 = -1
add those two together and we get 3.4c - 1
What is the answer to this question?
The unknow angle in the isosceles triangle is as follows:
m∠C = 80 degrees.
How to find the angles of an isosceles triangle?An isosceles triangle is a triangle that has two of its sides equal to each other and also have two if its angles equal to each other.
The base angles of the isosceles triangles are equal and the legs of the triangle are equal.
Therefore, in ΔABC
AB = BC
Hence,
m∠A ≅ m∠C
The angle A and angle C are the base angles. This makes them congruent to each other.
Therefore,
m∠C = 80 degrees
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elvis and costello bought 36 lemmons to make lemmondae elvid squxed 1/3 of them costello squezzed 4/9 their mom did the rest how many lemmons did the mom sqeze
Their mom squeezed 8 lemons and Elvis and Costello bought 36 lemons.
What is the equation?The equation is defined as mathematical statements that have a minimum of two terms containing variables or numbers that are equal.
Let's represent the number of lemons Elvis squeezed "E", the number of lemons Costello squeezed "C", and the number of lemons their mom squeezed "M".
We know that:
E + C + M = 36 (because they bought 36 lemons in total)
E = (1/3) x 36 = 12 (because Elvis squeezed 1/3 of the lemons)
C = (4/9) x 36 = 16 (because Costello squeezed 4/9 of the lemons)
We can use the first equation to find the value of M:
M = 36 - E - C
Substituting in the values we know:
M = 36 - 12 - 16
M = 8
So their mom squeezed 8 lemons.
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A fair coin is tossed four times, and the sequence of heads and tails is observed. (a) List each of the 16 sequences in the sample space S. (b) Let events A, B, C, and D be given by A = {at least 3 heads}, B = {at most 2 heads}, C = {heads on the third toss}, and D = {1 head and 3 tails}. If the probability set function assigns 1/16 to each outcome in the sample space, find (i). P(A), (ii) P(A n B), (iii) P(B), (iv) P(A n C), (v) P(D), (vi) P(A U C), (vii) P(B n D).
The probability of getting at least two heads is there for 11/16. There are six ways to get two heads and two tales
There are 24 = 16 outcomes in all.
The phrase "at least two heads" is defined as "all outcomes" minus "at most 1 tails": tttt, or httt, thtt, ttht, ttth; that is, 5 ways; the probability of at least two heads is therefore (16-5)/16=11/16.
For instance, two heads: hhtt. How many different ways are there to arrange two h's and two t's? One may naively say 4! (4*3*2*1) However, this treats H and H, T and T as distinct when they are actually one and the same. To make up for this, we divide twice by 2: Probability is 6/16=3/8 since 24/(2*2)=6 ways.
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The question is wrong, the correct question:
A fair coin is tossed 4 times. What is the probability of getting at least 2 heads, two heads, or two tails?
Elena wants to add (2.3×105)+(3.6×106) and writes (2.3×105)+(3.6×106)=5.9×106. Find Elena's mistake and fix it.
What was her mistake? I havent seen any comments saying anything about it.
The mistake of Elena is that the powers of the terms were not the same and the correct result is 3.83 ×10^6.
What was the mistake?We have to note that the addition of the exponents is not just like the addition of the ordinary numbers that we know. The operation of the addition of the exponents would require an extra care to ensure that the powers of the two terms to be added is exactly the same.
In the work of Elena; (2.3×10^5)+(3.6×10^6)=5.9×10^6. This is wrong because the powers of the terms on the right hand side are not the same. As such the correct approach would be;
0.23 × 10^6 + 3.6×10^6 = 3.83 ×10^6
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While trying to decipher the madness that is Calc 2, you and your classmates Donald and Joe are discussing a problem. Donald has come up with the following work for the problem.
∫3xsin(x3)dx=x3 du=3x2 dx
=x/x∫3xsin(x3)dx
=x/1∫3x2sin(x3)dx
=x/1∫sin(u)du=x1⋅−cos(4)+C
=∫xcos(x)3)+C
Joe, on the other hand strongly believes Donald is wrong. A heated argument develops about who is correct and why. In your judgement, is Donald's work correct or not? Is there a way to double: check? Be sure to support your thinking.
Donald's work seems to be inaccurate. He substitutes u = x3 in the first step, however he does not correctly adjust the bounds of integration. He divides by x in the subsequent phase, which results in a division by zero at x = 0.
Additionally, it appears like Donald made a mistake while integrating sin(u)du in the final step. It should have been -cos(u) + C rather than x*cos(u) + C. One could try an alternative approach or use a calculator or computer to assess the integral to verify the work. Another option would be to look up the right answer in a book or internet resources.
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You randomly choose one of the tiles shown. Select the favorable outcome(s) of choosing a 6.
Answer:
Step-by-step explanation:
I DONT UNDERSTAND
HELP PLEASEEEEE I GIVE WAT EVER
Answer:
Step 1
Step-by-step explanation:
I believe is correct pls report if wrong idc it is my fault
Question 2 of 16
In a survey of the students' lunch preferences at a school, 523 said they prefer chicken, 295 said they prefer pasta, and 126 said they prefer salad.
How many more students prefer chicken than students combined who prefer pasta and salad?
Answer:
102
Step-by-step explanation:
523 said they prefer chicken,
295 said they prefer pasta,
and 126 said they prefer salad.
523-295-126 =102
premise 1: if 901,223 is divisible by 6, then it is divisible by 3 premise 2: conclusion: 901,223 is not divisible by 6 supply the missing premise that would make this a valid argument. state what valid argument form you used.
Premise 3: 901,223 is not divisible by 6.
Valid argument form used: Modus Tollens.
Step 1: Divide 901,223 by 6.
901,223 ÷ 6 = 150,203.83333
Step 2: Round down the answer.
150,203.83333 rounded down = 150,203
Step 3: Check if the answer is divisible by 3.
150,203 ÷ 3 = 50,067.3333
Step 4: Round down the answer again.
50,067.3333 rounded down = 50,067
Step 5: Check if the answer is divisible by 3.
50,067 ÷ 3 = 16,689
Step 6: Round down the answer again.
16,689 rounded down = 16,689
Step 7: Check if the answer is divisible by 3.
16,689 ÷ 3 = 5,563
Step 8: Round down the answer again.
5,563 rounded down = 5,563
Step 9: Check if the answer is divisible by 3.
5,563 ÷ 3 = 1,854.3333
Step 10: Round down the answer again.
1,854.3333 rounded down = 1,854
Step 11: Check if the answer is divisible by 3.
1,854 ÷ 3 = 618
Step 12: Check if the answer is divisible by 3.
618 ÷ 3 = 206
Step 13: Check if the answer is divisible by 3.
206 ÷ 3 = 68.66666666
Step 14: Round down the answer again.
68.66666666 rounded down = 68
Step 15: Check if the answer is divisible by 3.
68 ÷ 3 = 22.66666666
Step 16: Round down the answer again.
22.66666666 rounded down = 22
Step 17: Check if the answer is divisible by 3.
22 ÷ 3 = 7.333333
Step 18: Round down the answer again.
7.333333 rounded down = 7
Step 19: Check if the answer is divisible by 3.
7 ÷ 3 = 2.333333
Step 20: Round down the answer again.
2.333333 rounded down = 2
Step 21: Check if the answer is divisible by 3.
2 ÷ 3 = 0.666666
Conclusion: 901,223 is not divisible by 6
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find a polynomial function with the leading coefficient one or negative 1 that has the given zeros multiplicity and degrees 01 multiplicity to 03 multiplicity to degree 4
The function is negative for since the leading coefficient is positive and the highest degree is odd (9) (-inf, -6).
Find a polynomial function ?The function is negative for since the leading coefficient is positive and the highest degree is odd (9) (-inf, -6).
It then crosses the -6 root to turn positive until it again crosses the -2 root.
(It crosses because the odd multiplicity of both roots)
The function remains negative from -2 until root 4, where it crosses into the positive, where it does not cross since there is an even multiplicity.
In light of the aforementioned, only the first option makes sense. because the leading coefficient is positive and the highest degree is odd (9) the function is negative for (-inf, -6).
Then it crosses the -6 root to become positive until it crosses again the root -2.
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solve for inequality
|x-1/2| + 4 ≤ 5/2
The solution set of the inequality |x - 1 / 2| + 4 ≤ 5 / 2 is x ≥ 2 and x ≤ - 1.
How to determine the solution set involving absolute values
In this problem we find an inequality including an absolute value, which requires some additional treatment by taking definition of absolute value into account, in order to determine the complete solution set:
For x < 1 / 2:
- x + 1 / 2 + 4 ≤ 5 / 2
- x + 9 / 2 ≤ 5 / 2
4 / 2 ≤ x
x ≥ 2
For x ≥ 1 / 2:
x - 1 / 2 + 4 ≤ 5 / 2
x + 7 / 2 ≤ 5 / 2
x ≤ - 2 / 2
x ≤ - 1
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Identify the slope and one point on the line, given the equation
The slope of the line of the equation y - 12 = 3/4(x + 7), is: 3/4.
How to Identify the Slope of a Line in Point-Slope Form?The point-slope form of a linear equation is given as y - y1 = m(x - x1), where m is the slope of the line, (x1, y1) is a point on the line, and y and x are the variables.
To identify the slope of a line in point-slope form, you can simply look at the coefficient of x, which is the value of m. In the equation y - y1 = m(x - x1), m is the slope of the line.
This value tells you the rate of change or steepness of the line. A positive slope value implies that the line is increasing and a negative value implies that the line is decreasing.
Given the equation of a line in point-slope form as y - 12 = 3/4(x + 7). Therefore, the slope (m) can be identified as 3/4.
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metric time is defined so that one day equals 10 hours, one hour equals 100 minutes, and one minute equals 100 seconds. convert 255 metric minutes into standard hours.
Converting 255 metric minutes as per the defined metric time into standard hours is equal to 2.55 hours.
Using defined metric time we have,
One day is equal to 10 hours
One hour is equal to 100 minutes
One minute is equal to 100 seconds
To convert 255 metric minutes into standard hours we have,
100 minutes = 1 hour
⇒ 1 minutes = ( 1 / 100 ) hour
⇒ 255 metric minutes = ( 255 ) × ( 1 / 100 ) hour
⇒ 255 metric minutes = ( 255/ 100 ) hour
⇒ 255 metric minutes = 2.55 hours
Therefore, the conversion of 255 metric minutes into standard hour using metric time is equal to 2.55 hours.
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The equation of the plane passing through the point (-8,3,7) and parallel to the plane 4x + 8y ~ 2z = 45, is given by 4x - 8y - 2z = -22 4x + 8y + 2z = -22 4x + 8y _ 2z = -22 4x + 8y - 2z = 22
The equation of the plane passing through the point (-8,3,7) and parallel to the given plane will be 4x + 8y - 2z = -22.
The given equation of the plane is 4x + 8y - 2z = 45.
To find the equation of the plane which passes through the point (-8,3,7) and is parallel to the given plane, we need to calculate the values of x, y and z in the given equation.
We have x = -8, y = 3 and z = 7 in the given point.
Substituting these values in the given equation, we get
4(-8) + 8(3) - 2(7) = 45
-32 + 24 - 14 = 45
-22 = 45
This is not possible.
Hence, the equation of the plane passing through the point (-8,3,7) and parallel to the given plane will be 4x + 8y - 2z = -22.
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What is the limit of the function?
Select True or False for each limit statement
Answer:
all are True
Step-by-step explanation:
You want to know if the end behavior is properly described for the polynomial functions shown in the table.
-2x³ at -∞A function of odd degree with a positive leading coefficient has a graph that has a generally positive slope (/).
When the leading coefficient is negative, the slope is generally negative (\). In this case, the sign of the end behavior is opposite the sign of x.
x → -∞, -2x³ → ∞ . . . . . True
2x⁴ at ∞A function of even degree with a positive leading coefficient has a graph that generally opens upward (U). The sign of the end behavior will match the sign of the leading coefficient.
x → ∞, 2x⁴ → ∞ . . . . . True
-9x⁵ at ∞This function is of odd degree with a negative leading coefficient. The sign of the end behavior is opposite the sign of x.
x → ∞, -9x⁵ → -∞ . . . . . True
All the Limit statement are True
Explain about the limit of the function?
If the polynomial functions indicated in the table's final behavior are appropriately explained, you wish to know.
-2x³ at -∞
The graph of an odd-degree function with a positive leading coefficient has a generally upward slope (/).
The slope is often negative when the leading coefficient is negative. The sign of the end behavior is thus the opposite of the sign of x.
x -, -2x3 -∞ are True
2x⁴ at ∞
The graph of an even degree function with a positive leading coefficient typically opens upward (U). The final behavior's sign will coincide with the leading coefficient's.
x, 2x4 ∞ are True
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How do I solve this math problem
The estimate of the integral by parts ∫₀³f(x)g'(x) = 62.1
What is integration?Integration is the process of reverse differentiation. It is the process of finding the anti-derivative of a function.
How to estimate the value of the integral?Since we have the integral [tex]\int\limits^3_0 {f(x)g'(x)} \, dx[/tex] and f(x) = x³. To evaluate the integral within the limits, we use integration by parts.
So, for any integral by parts
[tex]\int\limits^a_b {u(x)v'(x)} \, dx = [u(x)v(x)]^{a} _{b} - \int\limits^a_b {v(x)u'(x)} \, dx[/tex]
So, for the given integral [tex]\int\limits^3_0 {f(x)g'(x)} \, dx[/tex], we have that
[tex]\int\limits^3_0 {f(x)g'(x)} \, dx = [f(x)g(x)]^{3} _{0} - \int\limits^3_0 {g(x)f'(x)} \, dx[/tex]
So, we have that
[tex]\int\limits^3_0 {f(x)g'(x)} \, dx = [f(x)g(x)]^{3} _{0} - \int\limits^3_0 {g(x)f'(x)} \, dx\\= [f(x)g(x) - f(0)g(0)] - [{g(3)f'(3) - g(0)f'(0)}][/tex]
Now, we have that f(x) = x³. So,f'(x) = 3x².
So,
f(3) = 3³ = 27 and f'(3) = 3(3)² = 27.Also, form the table
g(0) = 2.3 and g(3) = 4.9Substituting these into the equation, we have that
[tex]\int\limits^3_0 {f(x)g'(x)} \, dx = [f(3)g(3) - f(0)g(0)] - [{g(3)f'(3) - g(0)f'(0)}]\\= [27 \times 4.9 - 0 \times 2.3] - [{4.9 \times 27 - 2.3\times 27}]\\= (132.3 - 0) - (132.3 - 62.1)\\= 132.3 - 132.3 + 62.1\\= 0 + 62.1\\= 62.1[/tex]
So, integral [tex]\int\limits^3_0 {f(x)g'(x)} \, dx = 62.1[/tex]
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