What is the domain of the function shown in the graph below?

Answer:

Step-by-step explanation:

Circumference of a circle = πd

where

d is the diameter of the circle

From the question

d = 50 mm

The circumference of the circle is

C = 50π

= 157.07963267949…

We have the final answer as

Hope this helps you

Answer: 3/4

Step-by-step explanation:

Slope is equal to rise over run when looking at a graph. With Weeks on the x-axis it is the "run" and with tests on the y-axis it is the "rise". 27 is the rise and 36 is the run, rise over run is rise divided by run, 27/36 which is equal to 3/4.

The to find the volume of the parallelepiped is V = |A · B × C| where A, B, and C are vectors representing three adjacent sides of the parallelepiped and | | denotes the magnitude of the cross product of two vectors.

The cross product of two vectors is a vector that is perpendicular to both the vectors, and its magnitude is equal to the product of the magnitudes of the two vectors multiplied by the sine of the angle between the two vectors he three adjacent sides of the parallelepiped can be represented by the vectors v1, v2, and v3, and these vectors can be found by subtracting the coordinates of the vertices

:v1 = (-2, 5, -8) - (-2, -2, -5)

= (0, 7, -3)v2 = (-2, -8, -7) - (-2, -2, -5)

= (0, -6, -2)v3 = (-7, -9, -1) - (-2, -2, -5)

= (-5, -7, 4)

Using the formula V = |A · B × C|, we can find the volume of the parallelepiped as follows:

V = |v1 · (v2 × v3)|

where v2 × v3 is the cross product of vectors v2 and v3, and v1 · (v2 × v3) is the dot product of vector v1 and the cross product v2 × v3.Using the determinant formula for the cross-product, we can find that:

v2 × v3

= (-6)(4)i + (-2)(5)j + (-6)(-7)k

= -48i - 10j + 42k

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Answer:

D You got it right. 65% 5/8 3/5 0.5

Answer:

Step-by-step explanation:

(a)  If the n's are placed first, 36 ways are there to choose positions for them. If the e's are placed second, 35 ways are there to choose positions for them. If the s's are placed third, 3 ways are there to choose positions for them. If the t is placed fourth, 1 way is there to choose a position for it.

(b)  If the e's are placed first, 126 ways are there to choose positions for them. If the t is placed second, 5 ways are there to choose a position for it. If the s's are placed third, 6 ways are there to choose positions for them. If the n's are placed fourth, 1 way is there to choose position for it.

(c) Part (b) is used to find the total number of ways to reorder the letters in the word tennessee, the result is 36*35*3*1=3780. Part (a) is used to find the total number of ways to reorder the letters in the word tennessee, the result is 126*5*6*1 =3780.

What is permutation of rearranging letters?

A permutation is a (possible) rearrangement of objects. For example, there are 6 permutation of rearranging letters a, b, c: abc, acb, bac, bca, cab, cba. a b c , a c b , b a c , b c a , c a b , c b a .

The total number of ways to reorder the letters in the word "tennessee" is calculated by considering the different ways the letters can be placed first, second, third, and fourth. The number of ways to place the n's first is 9!/(7!2!), the number of ways to place the e's second is 7!/(4!3!), the number of ways to place the s's third is 3!/2!1!, and the number of ways to place the t fourth is 1. When these values are multiplied together, the total number of ways to reorder the letters is 36*35*3*1=3780.

Again placing the letters into positions in a different order. The number of ways to place the e's first is 9!/(4!*5!), the number of ways to place the t second is 5!/(4!*1!), the number of ways to place the s's third is 4!/(2!*2!) and the number of ways to place the n's fourth is 2!/(2!*0!). When these values are multiplied together, the total number of ways to reorder the letters is 126*5*6*1 =3780.

Therefore, the total number of ways to reorder the letters in the word "tennessee" is 3780 in both orders.

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a) 36, 35, 3, 1 ways; b) 126, 5, 6, 1 ways; c) total number of ways to reorder the letters in the word tennessee is 3780 for both a) and b).

(a)  If the n's are placed first, 36 ways are there to choose positions for them. If the e's are placed second, 35 ways are there to choose positions for them. If the s's are placed third, 3 ways are there to choose positions for them. If the t is placed fourth, 1 way is there to choose a position for it.

(b)  If the e's are placed first, 126 ways are there to choose positions for them. If the t is placed second, 5 ways are there to choose a position for it. If the s's are placed third, 6 ways are there to choose positions for them. If the n's are placed fourth, 1 way is there to choose position for it.

(c) Part (b) is used to find the total number of ways to reorder the letters in the word tennessee, the result is 36*35*3*1=3780. Part (a) is used to find the total number of ways to reorder the letters in the word tennessee, the result is 126*5*6*1 =3780.

What is permutation of rearranging letters?

A permutation is a (possible) rearrangement of objects. For example, there are 6 permutation of rearranging letters a, b, c: abc, acb, bac, bca, cab, cba. a b c , a c b , b a c , b c a , c a b , c b a .

The total number of ways to reorder the letters in the word "tennessee" is calculated by considering the different ways the letters can be placed first, second, third, and fourth. The number of ways to place the n's first is 9!/(7!2!), the number of ways to place the e's second is 7!/(4!3!), the number of ways to place the s's third is 3!/2!1!, and the number of ways to place the t fourth is 1. When these values are multiplied together, the total number of ways to reorder the letters is 36*35*3*1=3780.

Again placing the letters into positions in a different order. The number of ways to place the e's first is 9!/(4!*5!), the number of ways to place the t second is 5!/(4!*1!), the number of ways to place the s's third is 4!/(2!*2!) and the number of ways to place the n's fourth is 2!/(2!*0!). When these values are multiplied together, the total number of ways to reorder the letters is 126*5*6*1 =3780.

Therefore, the total number of ways to reorder the letters in the word "tennessee" is 3780 in both orders.

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Answer:

D. (Jesse with a score of 75)

Step-by-step explanation:

Abby has 15/20 on her quiz, and we can convert that to 0.75. We can turn 0.75 into 75 points in her quiz.

Jesse has 18/30 on her quiz, and we can convert that to 0.60. We can turn 0.60 into 60 points in her quiz.

0.75 > 0.60, so Jesse has more.

Answer:

Jesse has the better score

Answer:Julios​'s ​number is 31

suppose: Julios​'s ​number is x

because Julio ​says, "If you subtract 13 from my number and multiply the difference by -3​, the result is -54 ​"

=> we have: (x - 13).(-3) = -54

                 <=>  x  - 13 = (-54):(-3) = 18

                   <=> x = 18 + 13 = 31

                   <=> x = 31

Step-by-step explanation:

The measurement of each width of the spot at the parking lot would be = 3.192

The number of parking spots in a row of the parking lot = 10 parking spots.

The width of each parking spot is equal.

The whole width of the parking spot in the grocery = 31.92

Therefore, the width of each spot = 31.92/10 = 3.192.

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Answer:

3017.54

Step-by-step explanation:

3.14 x radius(squared)

31 squared =961

3.14 x 961=

a. The equation for the height of the shrub after t years is given byh(t)=∫dh/dt dt. We know that dh/dt=1.5t+5.Therefore\(,h(t)=∫(1.5t+5)dt=0.75t^2+5t+C.\) To find the value of the constant C,

we know that when the seedling is planted, the height is 12 cm. Thus, we can write\(12=0.75(0)^2+5(0)+C\). Solving for C, we getC=12. Hence,\(h(t)=0.75t^2+5t+12.\)

b. We are given that the shrubs are sold after 6 years of growth. Hence, we can find the height of the shrub after 6 years by substituting t=6 in the equation we found in part (a).\(h(6)=0.75(6)^2+5(6)+12=81\)cm.The shrubs are 81 cm tall when they are sold.

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The arithmetic sequence is:

3, 7, 11, 15, 19, 23, 27, 31, 35, 39, 43,....

Common difference = 4

First term = 3

The formula for the sum of the first n terms of an arithmetic sequence is:

Sₙ = ⁿ/₂[2a + (n − 1)d]

where:

n = the number of terms to be added.

a = the first term in the sequence.

d = common difference

We are told that sum of the first 9 term is 171. Thus:

(9/2) [2a + (9 − 1)d]  = 171

(2a + 8d) = 38   ----(1)

Sum of the next 5 term is 235.

Thus, sum of the first 14 terms = 235 + 171 = 406

(14/2) [2a + (14 − 1)d]  = 406

7(2a + 13d) = 406

2a + 13d = 58    -----(2)

Subtract eq 1 from eq 2 to get:

5d = 20

d = 4

2a + 13(4) = 58

2a = 58 - 52

a = 3

Sequence is:

3, 7, 11, 15, 19, 23, 27, 31, 35, 39, 43,....

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Answer:

A

Step-by-step explanation:

Because its the right answer

Answer:

x = 11

Step-by-step explanation:

given 2 intersecting chords in a circle, then

the product of the measures of the parts of one chord is equal to the product of the measures of the parts of the other chord , that is

5(- 3 + x) = 4(- 1 + x) ← distribute parenthesis

- 15 + 5x = - 4 + 4x ( subtract 4x from both sides )

- 15 + x = - 4 ( add 15 to both sides )

x = 11

Answer:

Step-by-step explanation:

The correct option is :

A package that weighs 7 pounds will cost $17 for both options.

The declaration that shows that the provided variables exist is a mathematical equation. When describing the scenario in this circumstance, two or more factors are taken into account.

The equation can be used to symbolize the price, y: Y is equal to 3 plus 2 times the weight of the package, x.

Another choice is for the buyer to pay a one-time price of $17, which is represented by the equation y = 17, in order to send the package.

We'll compare the equation as a whole.

In this case,

3 + 2x = 17

Compile similar terms

2x = 17 - 3

2x = 14

x = 14 divided by 2x = 7

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Answer: C Polly bought a cracker for $4 and then bought a parrot for $2

-$6

Step-by-step explanation:

Word problem which can be modeled by the addition of two negative numbers :

Option A:

Selling or making a sales will yield a positive value

OptionB:

Purchasing is negative, however, reselling is positive

OptionC:

Purchasing a cracker (c) for $4 = - 4

Purchasing a parrot (p) for $2 = - 2

Hence, both are negative

c + p

-4 + (-2)

= - $6

Option D:

Selling is positive ; purchasing is negative

The child passes through 18π radians in the course of the carousel ride.

To determine the number of radians the child passes during the 6-minute ride on the carousel, we need to know the distance traveled in terms of radians.

Since there are 20 horses spaced evenly around the carousel, each horse is separated by an angle of 360/20 = 18 degrees or π/10 radians.

Therefore, during one rotation of the carousel, the child passes through 20π/10 = 2π radians. And since the carousel completes one rotation every 40 seconds, the angular velocity is 2π/40 = π/20 radians per second.

To find the total distance traveled in radians during a 6-minute ride, we need to multiply the angular velocity by the time elapsed.

6 minutes is equal to 360 seconds,

so the child passes through π/20 x 360 = 18π radians during the ride.

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The results of the study examining the relationship between years spent smoking and attitudes toward quitting should show a negative relationship between these variables. This means that as the number of years spent smoking increases, participants' optimism for the success of a treatment program should decrease.

In the study, participants were asked to rate their optimism for the success of a treatment program, which serves as a proxy for their attitudes toward quitting. The variable being measured is the level of optimism, which can be quantified using a numerical rating scale or likert scale. The independent variable is the number of years spent smoking, which represents the duration of smoking behavior.

To determine the relationship between these variables, researchers would likely conduct statistical analyses, such as correlation or regression analysis. These analyses would examine the association between the number of years spent smoking and participants' optimism ratings. A negative relationship would be indicated by a statistically significant negative correlation coefficient or a negative regression coefficient.

The study's results should demonstrate that as the number of years spent smoking increases, participants' optimism for the success of a treatment program decreases. This suggests that individuals who have been smoking for a longer duration may be less hopeful about quitting successfully.

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The ratio of corresponding sides for the given similar triangles is 2/5.

In the given options, the ratio of corresponding sides is provided for each set of similar triangles. Let's analyze each option to determine the correct ratio:

a. 10

This option only provides a single number and does not specify the ratio of corresponding sides. Therefore, it is not the correct answer.

b. 4/5

This option provides the ratio 4/5 for the corresponding sides of the similar triangles. However, the ratio can be simplified further.

To simplify the ratio, we divide both the numerator and denominator by their greatest common divisor (GCD). In this case, the GCD of 4 and 5 is 1.

Dividing 4 and 5 by 1, we get:

4 ÷ 1 = 4

5 ÷ 1 = 5

Therefore, the simplified ratio is 4/5.

c. 10/85

This option provides the ratio 10/85 for the corresponding sides of the similar triangles. However, this ratio cannot be simplified further, as 10 and 85 do not have a common factor other than 1.

Therefore, the correct ratio of corresponding sides for the given similar triangles is 2/5, as determined in option b.

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The sample mean is the average of selected observations taken from population, whereas the population mean averages of whole population Sample mean: \(\bar{x}\) = ∑x / n

Population mean: μ =  ∑x / N

Therefore, the sample mean is average of a sample selected from population whereas population mean is average of whole population.

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Answer:

It would be a

Step-by-step explanation:

1) Number sense, arithmetic operations, algebra, geometry, data analysis, and probability are some of the topics that are commonly covered in math classes.

The need of developing problem-solving and procedural fluency skills is underlined. To ensure they have a solid basis for future learning, students may also receive training on arithmetic concepts they missed in earlier grades.

2) The use of real-world issues, direct education, cooperative learning, and the use of technology to aid learning are some particular methods of mathematical instruction that are encouraged.

Additionally, emphasis is placed on encouraging a growth mentality and a positive attitude toward mathematics.

3) Direct instruction, visual aids like graphs and diagrams, manipulatives and hands-on activities, scaffolding, and systematic review and practice are some specific techniques used to teach fundamental mathematical instruction.

In order to promote critical thinking and the growth of students' problem-solving abilities, teachers may also employ questioning strategies.

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Answer:

The correct answer is 25.2 in.

Step-by-step explanation:

It is given that number line goes from 0 to 60 which can be used to represent a ribbon of length = 60 inches.

2 inches of the ribbon are frayed so actual length = 58 inches

Please refer to the attached image for the ribbon.

A is at 0

C is at 60

B is at 2

P is the point to divide the remaining ribbon in the ratio 2:3.

Part AB of the ribbon is frayed.

BP: PC = 2:3

Let BP = 2\(x\) and PC = 3\(x\)

Now, BP + PC = BC = 58 = 2\(x\) + 3\(x\) = 5\(x\)

So,

\(5x =58\\\Rightarrow x =11.6\)

BP = \(2\times x = 2 \times 11.6 = 23.2\ inches\)

Location of the Cut = 2 + 23.2 = 25.2 inches

Alternatively, we can use the formula directly:

\(x = \dfrac{m} {m + n } (x_2 - x_1) + x_1\)

\(x_1 = 2\\x_2 = 60\)

m: n is the ratio 2:3

\(x = \dfrac{2} {2 +3 } (60- 2) + 2\\\Rightarrow 0.4 (58 )+2\\\Rightarrow 23.2+2 \\\Rightarrow \bold{25.2\ inches}\)

Answer:

Yes i confirm the answer above is correct. A.) 25.2

Step-by-step explanation:

I took the test duhh

The correct answer is d) To avoid a large number of classes with very small frequencies.

Unequal class intervals are sometimes used in a frequency distribution to avoid a large number of classes with very small frequencies. This can occur when the data range is very large or when there is a lot of variability in the data.

For example, if we have a dataset with values ranging from 0 to 1000, using equal class intervals of size 100 would result in 10 classes. However, if the data is skewed and most of the values fall in the lower range, many of the classes may have very small frequencies. Using unequal class intervals can help group the data in a way that results in more meaningful class frequencies.

Additionally, unequal class intervals can be used to better represent the distribution of the data. For example, if there is a cluster of values around a certain range, using a smaller class interval around that range can provide more detail and information about the data distribution.

Therefore, the correct answer is d) To avoid a large number of classes with very small frequencies.

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eeeeeAnswer:

Step-by-step explanation:

Answer:

2,3,4,6

Step-by-step explanation:

You just have to check all of them to see if they can be negative or not. The 2nd, 3rd, 4th, and 6th options all can't be negative and only 0 or positive. Therefore, you must select 2,3,4, and 6.

Answer: S and T.

Step-by-step explanation:

I watched a video on how to do this just to answer, so it might not be right LOL. But since the angles are the same if you draw them from each other they both show the angles are equal which means the lines are parallel.