For each value of y, determine whether it is a solution to y≤9.
y
8
4
9
12
Is it a solution?
Yes
O
No
O
O
O
X
S

Answer:

F(x) decreases by 6

Step-by-step explanation:

The two points are (-4,10) and (-1,4) and the line is going down as the x value increases. therefore subtract 4 from 10 to get a decrease of -6.

-5x^2 - 20x- 30, the equation from vertex form to standard form.

An equation is a mathematical statement containing two algebraic expressions flanked by equal signs (=) on either side.

It shows that the relationship between the left and right printed expressions is equal.

All formulas hav LHS = RHS (left side = right side).

You can solve equations to determine the values ​​of unknown variables that represent unknown quantities.

If a statement does not have an equals sign, it is not an equation. A mathematical statement called an equation contains the symbol "equal to" between two expressions of equal value.

Hence, -5x^2 - 20x- 30, the equation from vertex form to standard form.

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Probability of getting a prime number=7/7=1

Probability of getting 4 tens place=2/7

Probability of getting “3” in either it’s tens or one place=3/7

Probability is defined as the ratio of the number of favorable outcomes to the total number of outcomes of an event. For an experiment containing 'n' number of outcomes, the number of favorable outcomes can be denoted by x. The formula for calculate the probability of an event is as follows.

Probability(Event) = Favorable Outcomes/Total Outcomes = x/n

Number of Occurence= 7

Number of Occurence that prime number will come = 7

Probability of getting a prime number=7/7=1

Number of Occurence that 4 will come in tens place=2

Probability of getting a tens place=2/7

Number of Occurence that has a “3” in either it’s tens or one place=3

Probability of getting “3” in either it’s tens or one place=3/7

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Answer:

In the picture.

34 ft.

Step-by-step explanation:

f''(x) = 12x² + 6x - 4

f'(x) = 4x³ + 3x² - 4x + c

f(x) = x⁴ + x³ - 2x² + cx + d

f(0) = 5 = 0⁴ + 0³ - 2×0² + c×0 + d

d = 5

f(1) = 4 = 1⁴ + 1³ - 2×1² + c×1 + 5

4 = 1 + 1 - 2 + c + 5

4 = c + 5

c = -1

f(x) = x⁴ + x³ - 2x² - x + 5

If the midpoint of AB is =M(−6, 2) and one endpoint is =A(−8, 7), then the coordinates of the other endpoint B is (-4, -5)

To find the coordinates of endpoint B, we can use the midpoint formula, which states that the midpoint of a line segment is the average of the coordinates of its endpoints.

The midpoint formula is

Midpoint = ((x1 + x2)/2, (y1 + y2)/2)

where (x1, y1) and (x2, y2) are the coordinates of the endpoints.

We know the coordinates of point M, which is the midpoint of the line segment AB:

M = (-6, 2)

We also know the coordinates of one endpoint of the line segment, A:

A = (-8, 7)

Let's use the midpoint formula to find the coordinates of endpoint B:

Midpoint = ((x1 + x2)/2, (y1 + y2)/2)

Substituting the values we know:

(-6, 2) = ((-8 + x2)/2, (7 + y2)/2)

Simplifying

-6 = (-8 + x2)/2 and 2 = (7 + y2)/2

Multiplying both sides of each equation by 2:

-12 = -8 + x2 and 4 = 7 + y2

Adding 8 to both sides of the first equation:

-4 = x2

Subtracting 7 from both sides of the second equation:

-5 = y2

Therefore, the coordinates of endpoint B are B = (-4, -5)

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Answer: 95%

Step-by-step explanation: 38 / 40 = 0.95

The amount of energy stored in plant matter each second is 1.08 × 10^12 Joules.

Step 1: Calculation of joules of energy stored in plant matter each secondGiven that, 1.08 terawatts of energy gets stored in plant matter for photosynthesis in a second.Therefore, 1.08 × 1012 watts of energy gets stored in plant matter each second. Also, the energy stored in plants matter in Joules = Watts × seconds (Joule is the unit of energy)1.08 × 1012 watts of energy stored in plant matter in a second.1 watt-second = 1 JouleEnergy stored in plant matter in a second = 1.08 × 1012 watts × 1 second = 1.08 × 1012 Joules Answer: The amount of energy stored in plant matter each second is 1.08 × 10^12 Joules.

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In response to the stated question, we may state that As a result, there equation are 55 Democrats in the Senate.

An equation in mathematics is a statement that states the equality of two expressions. An equation is made up of two sides that are separated by an algebraic equation (=). For example, the argument "2x + 3 = 9" asserts that the phrase "2x + 3" equals the number "9". The purpose of equation solving is to determine the value or values of the variable(s) that will allow the equation to be true. Equations can be simple or complicated, regular or nonlinear, and include one or more elements. In the equation "x2 + 2x - 3 = 0," for example, the variable x is raised to the second power. Lines are utilised in many different areas of mathematics, such as algebra, calculus, and geometry.

Let's call "x" the number of Republicans in the Senate.

According to the problem, Democrats outnumber Republicans by ten. Therefore "x + 10" represents the number of Democrats in the Senate.

Because the Senate has a total of 100 senators, we may formulate an equation:

x + (x + 10) = 100

To simplify this equation:

2x + 10 = 100

Taking 10 off both sides:

2x = 90

Divide all sides by two:

x = 45

As a result, there are 45 Republicans in the Senate.

To get the number of Democrats, we may insert x = 45 into the following expression:

x + 10 = 45 + 10 = 55

As a result, there are 55 Democrats in the Senate.

Therefore:

Democrats have 55 seats.

Republicans have 45 seats.

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Answer:

A.

Step-by-step explanation:

The rate of change of the area of a square with respect to the length z, the diagonal of the square is  dA/dz = 2z; rate = 6. The correct answer is C.

We know that the area A of a square is given by A = s², where s is the length of the sides of the square. Also, we know that the diagonal of the square (z) is related to the sides by the Pythagorean theorem: s² + s² = z² or 2s² = z² or s² = z²/2.

Taking the derivative of both sides of the equation s² = z²/2 with respect to z, we get:

2s ds/dz = 2z/2

s ds/dz = z

Now, since the area A is given by A = s², we can take the derivative of both sides of this equation with respect to z:

dA/dz = d/dz (s²) = 2s ds/dz

Substituting the value of s ds/dz obtained earlier, we get:

dA/dz = 2s (z/s) = 2z

Therefore, the correct option is (c) dA/dz = 2z, and the rate of change of the area of the square with respect to the length z is 2z. When z = 3, the rate of change is 2(3) = 6. So, the answer is (c) dA/dz = 2z; rate = 6.

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Answer:

D. The electrician charges $23 per hour.

Step-by-step explanation:

C(h)= 23h+30 is in the form y=mx +b

$30 is the initial fee (b)

$23 is the amount charged per hour (h)

Simple interest just accounts for the beginning sum when calculating interest. After 15 years and under the specified circumstances, the interest earned on the given sum is $3,637.50.

How much does simple interest cost?

Simple interest is calculated as follows: I = (PxRxT)/100 if the beginning amount (also known as the principal amount) is P, the annual interest rate is R%, and the amount is left for T years.

In this instance, we are informed that:

P is equal to $5,000, R is 4.85%, and T is 15 years.

Hence, by using the method above to simple interest, we get at:

I = ($5,000x4.85x15)/100 = $3,637.50

As a result, the interest earned on the given sum with the specified circumstances after 15 years is provided by: $3,637.50

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The slope between the points (-3, 0) and (0, -1) is -1/3.

The slope of a line serves as a gauge for its steepness. It may be calculated by dividing the difference in y-coordinate by the difference in x-coordinate between any two points on a line. A line's slope might be zero, positive, negative, or undefinable. A line with a positive slope is moving upward from left to right, a negative slope is moving downward from left to right, and a line with a zero slope is level. The line is vertical if the slope is undefinable.

Let us consider the first two points (-3, 0) and (0, -1).

The slope of the line is given as:

m = (y2 - y1) / (x2 - x1)

Substituting the values we have:

m = (-1 - 0) / (0 - (-3)) = -1/3

Hence, the slope between the points (-3, 0) and (0, -1) is -1/3.

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The correct answer is option (a) Not quite - it is a more complicated method than a SRS, but the data is representative of all American adults.

The General Social Survey (GSS) is a nationally representative survey of the adult population of the United States. The GSS uses a multistage area probability sample design, which means that the sample is selected in two or more stages, with the first stage being the selection of primary sampling units (PSUs) and the second stage being the selection of households or individuals within PSUs.

While the GSS does not use a simple random sampling method, the survey design is intended to provide a representative sample of the U.S. adult population. The GSS employs a complex sampling design that takes into account stratification, clustering, and oversampling of certain groups, such as African Americans, Hispanics, and Asian Americans. This design is intended to improve the precision of estimates for these groups, which may be small in number in the overall population.

Therefore, the correct option is (a) Not quite - it is a more complicated method than a SRS, but the data is representative of all American adults.

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The contrapositive of the zero product property is that if neither of the two real numbers is 0, then the product of the two numbers will not be 0. In plain language, this means that if neither of the two numbers are 0, then the product of the two numbers cannot be 0.

In an informal version, this can be stated as "if neither number is 0, then their product cannot be 0". This can be understood as "if neither number is 0, the result of multiplying them together cannot be 0". In other words, the product of two real numbers will not be 0 if neither of them is 0.

The solution of the equation 7x² - 6x + 11 = 0 is x = 1 or x = 11/7.

In order to solve quadratic equations of the type ax2 + bx + c = 0, the quadratic formula is utilised. The equation is:

x = (-b ± √(b² - 4ac)) / 2a

where a, b, and c are constants, x is the variable we're trying to solve for, and sqrt() stands for square root. By solving the quadratic equation's square, one may deduce the quadratic formula. Any quadratic equations, whether they have real or complex roots, may be solved using the same formula.

The given equation in standard form is:

7x² - 6x + 11 = 0

The quadratic formula is given as:

x = (-b ± √(b² - 4ac)) / 2a

Substituting the values a = 7, b = -6, and c = 11.

x = (-(-6) ± √((-6)² - 4(7)(11))) / 2(7)

x = (6 ± √(196)) / 14

x = (6 ± 14) / 14

x = 1 or x = 11/7

Hence, the solution of the equation 7x² - 6x + 11 = 0 is x = 1 or x = 11/7.

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Answer:

Step-by-step explanation:

For this problem, we set up an equation

You have 40 cents a pound and 149 cents a pound

You need to make 209 pounds of 85 cents a pounded mix.

Our equation will be:

40(209 - b) + 149b = 209 x 85

b represents the number of pounds in the second mix

209-b represents the number of pounds left in the first mix

Simplifying the equation will leave us to:

8,360 - 40b + 149b = 17,765

8,360 + 109b = 17,765

109b = 9,405

b = 86.284404

109 - b = 22.715596

The derivative of the function y = xeˣ when calculated is xeˣ + eˣ

Given that

y = xeˣ

To find the derivative of the function y = xeˣ, we can use the product rule and the chain rule of differentiation.

First, we use the product rule:

d/dx = x * d/dx eˣ + d/dx x * eˣ

Next, we use the chain rule to complete the derivative

d/dx = x * eˣ + 1 * eˣ

Substituting this into the product rule equation gives:

d/dx = xeˣ + eˣ

Therefore, the derivative of y = xeˣ is  xeˣ + eˣ

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The two triangles have to have two equal angles that's congruent and one set of corresponding sides who are congruent or adjacent to the angles in order to satisfy the AAS (Angle-Angle-Side) a triangle congruence theory.

A right triangle's hypotenuse is its longest side, its "opposite" side was the one that faces a specific angle, and its "adjacent" side is the one that faces the angle in question. To define the edges of right triangles, we use specific terminology.

A triangle represents a closed, three-sided object in two dimensions. The various kinds of circles go by various titles. Three different kinds of triangles—scalene, isosceles, and equilateral—are distinguished by the lengths of their sides.

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The list above represents a polynomial of degree 4.The following polyeval( coefs,x ) function returns the value of the polynomial evaluated at x:1.

HTML representation of the polyeval( coefs,x ) function:```def polyeval(coefs, x):    poly_sum = 0    for i in range(len(coefs)):        poly_sum += coefs[i] * x**i    return poly_sum```Explanation:A polynomial can be represented in the form of a list. In Python, the representation of a polynomial as a list [1, 2, -3, 0, 2] means that the ith index corresponds to the coefficient of the term of degree i. Therefore, the list above represents a polynomial of degree 4.The following polyeval( coefs,x ) function returns the value of the polynomial evaluated at x:1. The function accepts two parameters: a list of polynomial coefficients from lowest to highest order and a value x at which to evaluate the polynomial.2. The function returns a float corresponding to the value of the polynomial evaluated at x.

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The product of any two invertible matrices is invertible that is (BC) = A⁻¹

Now, let's consider the product of two invertible matrices, say A and B. Since A and B are invertible, they both have an inverse, denoted by A⁻¹ and B⁻¹, respectively.

To show that the product AB is also invertible, we need to find a matrix that satisfies the definition of an inverse. Let's call this matrix C.

If C is the inverse of AB, then we should have:

(AB)C = C(AB) = I

where I is the identity matrix.

Now, we can use the associativity of matrix multiplication to expand the left-hand side of the equation:

(AB)C = A(BC)

Notice that B and C are both matrices, so their product BC is also a matrix. Thus, we can write:

A(BC) = I

Since A is invertible, we can multiply both sides by A⁻¹ to get:

A⁻¹A(BC) = A⁻¹I

The left-hand side simplifies to:

(BC) = A⁻¹

Now, we have found a matrix C that satisfies the definition of an inverse for AB, which means that AB is invertible.

To summarize, the product of two invertible matrices is invertible, and the proof relies on the fact that the inverse of a matrix is unique and the associativity of matrix multiplication.

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The required value of EC is 5 units.

Since DE is parallel to BC, we can use the property of similar triangles to set up a proportion:

AD/DB = AE/EC

We know that AD + DB = AB = x + 5. Since D is a point on AB, we can express AD and DB in terms of x:

AD = x, DB = x + 5 - x = 5

We also know that AE = 3 and ED = x + 1. Using these values, we can express AD in terms of ED:

AD = ED - AE = (x + 1) - 3 = x - 2

Substituting these values into the proportion, we get:

(x - 2)/5 = 3/EC

Multiplying both sides by 5EC, we get:

x - 2 = 15/EC

Multiplying both sides by EC, we get:

EC(x - 2) = 15

Expanding the left side, we get:

ECx - 2EC = 15

Solving for EC, we get:

EC = 15/(x - 2)

We are given that EC = x, so we can set these expressions equal to each other:

x = 15/(x - 2)

Multiplying both sides by (x - 2), we get:

x(x - 2) = 15

Expanding the left side, we get:

x² - 2x = 15

Bringing all terms to one side, we get:

x² - 2x - 15 = 0

We can factor this quadratic equation:

(x - 5)(x + 3) = 0

Therefore, x = 5 or x = -3. We reject x = -3 since we are given that EC > 0. Thus, the length of EC is: EC = x = 5.

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By answering the presented question, we may conclude that Therefore, the perimeter of the classroom is 96√2 + 42 feet (approx. 155.27 feet).

In Euclidean geometry, a rectangle is a parallelogram with four small angles. It may also be defined as a hexagon that is fundamental rule, or one in which all of the angles are equal. Another alternative for the parallelogram is a straight angle. Four of the vertices of a square are the same length. A quadrilateral with four 90° angle vertices and equal parallel sides has a rectangle-shaped cross section. As a result, it is also known as a "equirectangular rectangle." A rectangle is sometimes referred to as a parallelogram due to the equal and parallel dimensions of its two sides.

The perimeter-

d = √[(x2 - x1)² + (y2 - y1)²]

So, the perimeter of the classroom is:

d1 = √[(-12 - (-12))² + (15 - (-9))²] = √(24² + 24²) = √(2² × 24²) = 48√2

d2 = √[(-12 - 9)² + (15 - 15)²] = √(21²) = 21

d3 = √[(9 - 9)² + (15 - (-9))²] = √(24² + 24²) = √(2² × 24²) = 48√2

d4 = √[(9 - (-12))² + (-9 - 15)²] = √(21²) = 21

perimeter = d1 + d2 + d3 + d4

= 48√2 + 21 + 48√2 + 21

= 96√2 + 42

Therefore, the perimeter of the classroom is 96√2 + 42 feet (approx. 155.27 feet).

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a.There is a 63.21% chance that the light bulb will have to be replaced within 500 hours.

The probability that the light bulb will have to be replaced within 500 hours can be calculated by finding the area under the exponential probability density function (PDF) from 0 to 500. Using the formula for the exponential PDF with a mean of 500, we get:

P(X ≤ 500) = 1 - e^(-500/500) ≈ 0.6321

Therefore, there is a 63.21% chance that the light bulb will have to be replaced within 500 hours.

b. There is a 39.35% chance that the light bulb will last between 200 and 800 hours.

The probability that the light bulb will last more than 1,000 hours can be calculated by finding the area under the exponential PDF from 1000 to infinity. Using the same formula, we get:

P(X > 1000) = e^(-1000/500) ≈ 0.1353

Therefore, there is a 13.53% chance that the light bulb will last more than 1,000 hours.

c. The probability that the light bulb will last between 200 and 800 hours is0.3935.

It can be calculated by finding the area under the exponential PDF from 200 to 800. Again, using the same formula, we get:

P(200 < X < 800) = e^(-200/500) - e^(-800/500) ≈ 0.3935

Therefore, there is a 39.35% chance that the light bulb will last between 200 and 800 hours.

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Answer:

[tex] 900^5x^{25} [/tex]

Step-by-step explanation:

[tex] (900x^5)^5 = [/tex]

[tex] = 900^5(x^5)^5 [/tex]

[tex] = 900^5x^{25} [/tex]

Answer: 8

Step-by-step explanation:

6 + 2 is a simple arithmetic operation, which results in 8. When adding 6 and 2, you are combining two numbers to find their total. In other words, you are asking "if I have 6 items and someone gives me 2 more, how many items do I have in total?" The answer is 8, because you would have a total of 8 items.

Answer:

8

Step-by-step explanation:

[tex]6+2[/tex]

We can find the value of this by counting up 2 from 6.

7, 8

So the answer is 8