Cristobal is comparing the membership club fees at two different bookstores. At the first bookstore, it costs $24.27 annually to be a
member of the club, but he will save 15% on all his purchases. At the second bookstore, it costs $36.54 annually to be a member of
the club, but he will save 25% on all his purchases.
How much does Cristobal need to spend in a year for the membership at the second bookstore to be the better value?

The required answer is  sec θ = -√2.

Explanation:-

Part 1: Given cosine of theta is equal to radical 3 over 2 on the domain [0,[infinity]).

To determine three possible angles θ,  the cosine inverse function which is a cos and since cosine function is positive in the first and second quadrant. Therefore  conclude that, cosine function of θ = radical 3 over 2 implies that θ could be 30 degrees or 330 degrees or 390 degrees. So, θ = {30, 330, 390}.Part 2:To convert 495° to radians, multiply by π/180°.495° * π/180° = 11π/4To find sec θ, we use the reciprocal of the cosine function which is sec.

Therefore, sec θ = 1/cos θ.To find cos 11π/4,  the reference angle, which is 3π/4. Cosine is negative in the third quadrant so the final result is sec θ = -√2.

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The correct answer is Option B.

The given statement is an interpretation of a confidence interval, which is a statistical range of values that has a certain level of confidence of containing the true population parameter, in this case, the population mean of hours worked by adults in the previous week.

The interpretation correctly states that there is a 95% chance that the mean number of hours worked by adults in the previous week falls within the interval of 41.1 to 45.9 hours. This interpretation does not make any implication about individuals, but rather the population mean, which is the parameter of interest in this case. It also does not imply that the population mean varies, but rather that the true value of the mean is somewhere within the given interval with a 95% level of confidence. Finally, it does not imply that the mean is only for last week, but rather that the interval estimate is for the mean number of hours worked by adults in the previous week.

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Answer:

[ - 2, - 7 ]

Step-by-step explanation:

Answer:

90

Step-by-step explanation:

5x10 = 50

18-10 = 8

8 is the height of the triangle

8x5 = 40

40/2 = 20

20+70 = 90

Answer:

75

Step-by-step explanation:

100-25=75

Answer:

75

Step-by-step explanation:

Subtract the smallest value from the largest value so 100 - 25 = 75

The statement that is true about equations and expressions is that an example of an equation is because it shows that two expressions are equal.

While an example of an expression is because it is a mathematical phrase represented by numbers, a variable, and an operation.

An equation is a mathematical statement where two expressions are equal. It's important to note that an equation has an equals sign, so the left side of the equation is equal to the right side of the equation.

Expressions are combinations of numbers, symbols, and operators that represent a value. A symbol or letter that represents a value is a variable. It's important to note that an expression does not have an equals sign, so the value of the expression is not defined.Why is an example of an equation true?An equation can be written in the form x = y. The equals sign indicates that x and y are equal. This means that two expressions, x and y, are equal. Therefore, an equation shows that two expressions are equal.

An example of an equation is 3x + 4 = 10. This equation is an example of an equation because it shows that two expressions, 3x + 4 and 10, are equal. The left side of the equation (3x + 4) equals the right side of the equation (10). Therefore, this statement is true: "An example of an equation is because it shows that two expressions are equal."

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28 different even numbers can be formed using 1,2,3,4 and 5 that are less than 500.

To form the even number from a combination of five different numbers 1 to 5 and the even number less that will be formed from such a combination are less than 500. Therefore, in this scenario, 28 different event numbers will be formed. The cases to formed the even number from 1,2,3,4 and 5 are given below:

Case 1: There is only one digit in the number.

The only even integers in this situation are 2 and 4, adding up to a total of 2.

Case 2: There are exactly two digits in the number.

In this instance, the first digit must be one of the other four permitted digits and the last digit must be either 2 or 4, for a sum of 2*4=8.

Case 3: There are exactly three digits in the number.

In this instance, the middle digit must be one of the other four permitted digits, and the last digit must either be 2 or 4.

The total will be 2*3*2=12 if the middle digit is not 5, which means the first digit must be one of two digits other than the final two digits and 5.

As a result, there exist 28 even numbers with the digits 1, 2, 3, and 5 that are less than 500.

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Answer:

The domain is found depending on the information you're given. In a table, the domain is found by taking all the x values given and listing them least to greatest. Same with ordered pairs. In a graph, the domain is found by first seeing if there are any restrictions and then find the x values that work and have one output.

The range is found the same way, but with the y values.

Hope this helps!!

Answer:

90 meatballs

Step-by-step explanation:

m=4a+2c

m=4(20) + 2(5)

m=90

The given difference equation is \(Ym+1 + py\), t. \(gym-1 = 0. (41.1)\) The general solution of the above difference equation 41.1 is given by equation 41.3 which is \(Ym = Cirt + carz\). We are to show that the constants c, and ca can be uniquely determined in terms of yo and yu.

Therefore, consider the equation 41.3 which is \(Ym = Cirt + carz\).To determine the constants c and ca, substitute m = 0, and m = −1 in the above equation.

This gives us the following equations:

Putting m = 0, we get \(Y0 = Cirt + carz\) ...(1)

Putting m = −1, we get \(Y−1 = Cir (r − 1)\) + car ...(2)

Solving the above two equations (1) and (2) for the constants c, and ca in terms of Y0 and Y−1

we get:

\(ca = \frac{rY_0 - Y_{-1}}{r - 1} \\c = \frac{Y_{-1} - Y_0}{r}\)

Therefore, we have shown that the constants c, and ca can be uniquely determined in terms of yo and yu, and they are given by

\(ca = \frac{rY_0 - Y_{-1}}{r - 1} \\c = \frac{Y_{-1} - Y_0}{r}\)

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Answer:

d

Step-by-step explanation:

Answer: -2.25,1.6 or 1 3/5 ,3.25 or13/4

Step-by-step explanation: because it’s in the negative,it’s smaller than the last on ,

Step-by-step explanation:

Let's define the step function f(x) that represents the situation:

For 0 ≤ x ≤ 500:

f(x) = 0.30x + 25

For 500 < x < 1000:

f(x) = 0.15x + 100

In this step function, x represents the number of miles driven, and f(x) represents the total cost of renting the truck for that distance. The function has two separate cases based on the mileage range:

- For distances between 0 and 500 miles, the rental fee is $25 plus $0.30 per mile driven. Hence, the equation is f(x) = 0.30x + 25.

- For distances greater than 500 miles but less than 1000 miles, the rental fee is $100 plus $0.15 per mile driven. The equation becomes f(x) = 0.15x + 100.

By using this step function, you can calculate the rental cost for different mileage ranges.

Answer:

y = .3x + 25 {x l if 0 < x < 500}

y = .15x + 100 {x l if 500 < x < 1000}

Step-by-step explanation:

The only thing that I am not sure about is the 500 miles.  For the first part we are told if the miles are between 0 and 500.  500 is not between, so it is not included in the first equation, but it 500 does not appear to be included in the second equation either.  It pertains to miles more than 500.  500 is not more than 500.  So, it looks like 500 miles is not covered in either equation.

The following situations are accurate if job wage mediates the bi-variate relationship between education level and frequency of depression,

Job pay and change in education degree are not strongly connected.

Education level has a strong relationship with depression rate and can influence it.

Her job's compensation has a strong correlation with depression rates and would alter them.

In children, depression occurs at a rate of about 2%, and in adolescents, it ranges from 4% to 7%. This mental disorder is the number one cause of mortality and health disability (morbidity) (mortality). By the time they are adults, 20% of teenagers who experience depression have done so while they were still young.

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Answer:

√3/2

Step-by-step explanation:

We are to find the exact value of the expression below

Cos(Tan^- 1 - (sqrt(3))/3)

Evaluate the one in bracket first

Tan^-1√3/3 = 30°

Cos(Tan^- 1 (sqrt(3))/3) = Cos30°

Now find cos30°

cos30° = √3/2

Hence the value for the trigonometric expression is √3/2

Answer:

second

Step-by-step explanation:

\( {80}^{ \frac{1}{4} x} = {( {80}^{x}) }^{ \frac{1}{4} } = \sqrt[4]{ {80}^{x} } \)

Mariela's purchase of a house located in the V Zone of an NFIP participating community means that the house is located in a high amount of risk flood zone and that she is required to purchase flood insurance if she has a mortgage. This insurance will help to protect her investment in the event of a flood.

Mariela must purchase flood insurance if she has a mortgage on her house, which is located in a high amount of risk flood zone in an NFIP participating community. This insurance will help to protect her investment in the event of a flood.

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Answer:

3

Step-by-step explanation:

Answer:

x=-35/11

Step-by-step explanation:

3x-4(4x-8)=3(-8x-1)

3x-16x+32=3(-8x-1)

-13x+32=-24x-3

-32 -32

-13x=-24x-35

+24x +24x

11x=-35

/11 /11

x=-35/11

Answer:

If you're asking for the new price, just find 5% of $75.

$75 * 0.05 = $3.75

Answer:

$22

Step-by-step explanation:

Given data

Principa= $20

rate= 10%

time= 1 year

The simple interest expression is given as

A= P(1+rt)

substitute

A= 20(1+0.1*1)

A= 20*1.1

A= $22

Hence the amount after 1 year is  $22

Explanation

We are given the following data set:

"14, 13, 15, 18, 16, 16, 17, 25, 18, 10"

We are required to determine the following measures of central tendency:

• Mean

• Median

• Mode

We know that the mean is found by adding all numbers in the data set and then dividing by the number of values in the set.

Therefore, we have:

Hence, the mean is:

The tangent function is defined as the ratio of the sine function to the cosine function. It is periodic with a period of pi and has vertical asymptotes at odd multiples of pi/2. An equation for a tangent function with a domain of all real numbers and n as an integer is given by the following equation:
y = tan(x + n(pi))


The tangent function is defined as the ratio of the sine function to the cosine function, and it is periodic with a period of pi. It has vertical asymptotes at odd multiples of pi/2.
The tangent function can be represented by the following equation:
y = tan(x)
Where x is the angle measured in radians.
If we want to shift the graph of the tangent function by a certain amount, n, in the horizontal direction, we can use the following equation:
y = tan(x + n(pi))
Where n is an integer.
For example, if n = 2, then the graph of the tangent function would be shifted 2pi units to the left, and the equation would be:
y = tan(x - 2pi)
If n = 3, then the graph of the tangent function would be shifted 3pi units to the left, and the equation would be:
y = tan(x - 3pi)
And so on for any integer value of n.

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Answer:

he has used 53%

Step-by-step explanation:

not enough info to tell you the area

Answer:

A) \(x>-2\)

Step-by-step explanation:

\(x+4>-x \\ \\ 2x+4>0 \\ \\ 2x>-4 \\ \\ x>-2\)

The limit of the expression \((cos(x)^{(1/2) }- cos(x)^{(1/3)})/sin^2(x)\) as x approaches 0 is indeterminate.

To evaluate the limit of the given expression, let's simplify it step by step:

First, let's simplify the numerator:

\((cos x)^{(1/2)} - (cos x)^{(1/3)\)

We can rewrite \((cos x)^{(1/2)\)as sqrt(cos x) and \((cos x)^{(1/3)\) as \((cos x)^{(1/3)\).

Now, let's find a common denominator for the two terms in the numerator. The common denominator will be \((cos x)^{(1/6)\):

\((\sqrt{(cos x) } * (cos x)^{(1/6)} - (cos x)^{(1/3)} * (cos x)^{(1/6)}) / sin^2(x)\)

Using the properties of exponents, we can simplify further:

\([(\sqrt{(cos x)} * (cos x)^{(1/6)}) - ((cos x)^{(1/3 + 1/6)})] / sin^2(x)\)

\([(\sqrt{(cos x)} * (cos x)^{(1/6)}) - ((cos x)^{(1/2)})] / sin^2(x)\)

Now, let's simplify the denominator:

\(sin^2(x) = 1 - cos^2(x)\)

Finally, substitute the simplified expressions back into the original expression:

\([(\sqrt{(cos x)} * (cos x)^{(1/6)}) - ((cos x)^{(1/2)})] / [1 - cos^2(x)]\)

Now, let's evaluate the limit as x approaches 0:

lim(x→0) \([(\sqrt{(cos x)} * (cos x)^{(1/6)}) - ((cos x)^{(1/2)})] / [1 - cos^2(x)]\)

As x approaches 0, cos x approaches 1. Therefore, we can substitute cos x = 1 into the expression:

\([(\sqrt{1} * 1^{(1/6)}) - (1^{(1/2)})] / [1 - 1^2]\)

Simplifying further:

[(1 * 1) - (1)] / [1 - 1]

[1 - 1] / [1 - 1]

0/0

Since we obtained an indeterminate form (0/0), we need to apply further algebraic manipulations or mathematical techniques (such as L'Hôpital's rule) to evaluate the limit. However, based on the given expression, it is not possible to determine the exact value of the limit without additional information or applying additional techniques.

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The complete question is:

What is the limit as x approaches 0 of the expression [(cos(x)^(1/2) - cos(x)^(1/3))/sin^2(x)]?

The 15 and 9 units side lengths of the parallelogram ABCD, and the 36° measure of the acute interior angle, A indicates the values of the ratios are;

1. AB:BC = 5:3

2. AB:CD = 1:1

3. m∠A : m∠C= 1 : 4

4. m∠B:m∠C = 4:1

5. AD: Perimeter ABCD = 3:16

A ratio is a representation of the number of times one quantity is contained in another quantity.

The shape of the quadrilateral ABCD in the question = A parallelogram

Length of AB = 15

Length of BC = 9

Measure of angle m∠A = 36°

Therefore;

1. AB:BC = 15:9 = 5:3

2. AB ≅ CD (Opposite sides of a parallelogram are congruent)

AB = CD (Definition of congruency)

AB = 15, therefore, CD = 15 transitive property

AB:CD = 15:15 = 1:1

3. ∠A ≅ ∠C (Opposite interior angles of a parallelogram are congruent)

Therefore; m∠A = m∠C = 36°

∠A and ∠D are supplementary angles (Same side interior angles formed between parallel lines)

Therefore; ∠A + ∠D = 180°

36° + ∠D = 180°

∠D = 180° - 36° = 144°

∠D = 144°

m∠A : m∠C = 36°:144° =1:4

m∠A : m∠C = 1:4

4. ∠B = ∠D = 144° (properties of a parallelogram)

m∠B : m∠C = 144° : 36° = 4:1

5. AD ≅ BC (opposite sides of a parallelogram)

AD = BC = 9 (definition of congruency)

The perimeter of the parallelogram ABCD = AB + BC + CD + DA

Therefore;

Perimeter of parallelogram ABCD = 15 + 9 + 15 + 9 = 48

AD:Perimeter of the ABCD  = 9 : 48  = 3 : 16

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The experimental probability of rolling a number less than 3 is 0.11 or 11% when rolling a 12-sided solid numbered from 1 to 12, based on the provided data.

The number of faces that are numbered less than 3 on a 12-sided solid is 2, i.e., 1 and 2. Therefore, the probability of rolling a number less than 3 can be calculated by adding the frequencies of rolls that resulted in 1 and 2, and then dividing the sum by the total number of rolls.

From the table, we can see that the frequency of rolling a 1 is 10 and the frequency of rolling a 2 is 12. Therefore, the total frequency of rolling a number less than 3 is 10 + 12 = 22.

The total number of rolls is 200.

The experimental probability of rolling a number less than 3 is the frequency of rolling a number less than 3 divided by the total number of rolls:

Experimental probability = Frequency of rolling a number less than 3 / Total number of rolls

Experimental probability = 22 / 200

Experimental probability = 0.11

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Mathematics is a fundamental subject in education that is essential in the development of an individual’s critical thinking and problem-solving skills. It is one of the primary subjects that are taught in elementary schools and must be taught appropriately for children to understand and gain the required skills. One true statement about mathematics teaching in elementary schools is that it should be student-centered.

Teachers should focus on the child's understanding, individual learning abilities and styles, and progress.The learning experience should not be centered on the teacher but on the students. Teachers should also make the subject engaging and interactive to enable students to grasp the content easily and maintain their interest in the subject. Besides, teachers should develop a personalized learning approach that allows students to learn and understand the subject at their own pace while creating opportunities for individual and group learning. Through such learning approaches, students can develop the required mathematical concepts and competencies such as critical thinking, problem-solving, and decision-making skills that will be beneficial in their future endeavors.

In elementary schools, mathematics teaching should be student-centered. It should be engaging and interactive to enable students to grasp the content easily and maintain their interest in the subject.

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Answer:

BROO thank your so much much for this your the best :)

Step-by-step explanation:

i Scientists use the ________________________system for making measurements.