Which of these is a factor in this expression?
6z^4− 4 +9 (y³ + 3)
O A. (giờ + 3)
OB. 9 (y³ + 3)
O c. -4+9 (y³ + 3)
OD. 624-4

Answer:

it would be $1800

Step-by-step explanation:

if each hoop costs $600, and they buy 3, 600 x 3 = 1800

Answer:

1800

Step-by-step explanation:

600 * 3 = 1800

The inverse of \(f^{-1}\) of the function f is inverse is swapping of coordinates x and y and making y as subject.

Inverse function is represented by  with regards to the original function  and the domain of the original function becomes the range of inverse function and the range of the given function becomes the domain of the inverse function. The graph of the inverse function is obtained by swapping (x, y) with (y, x) with reference to the line y = x.

Generally, the method of calculating an inverse is swapping of coordinates x and y. This newly created inverse is a relation but not necessarily a function. The original function has to be a one-to-one function to assure that its inverse will also be a function.

Therefore, the inverse of \(f^{-1}\) of the function f is inverse is swapping of coordinates x and y and making y as subject.

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The volume of the sphere with a radius of 8 is 2,144π cubic units.

To find the volume of a sphere with a radius of 8, we use the formula

\(V = (4/3)\pi r^3,\)

where r is the radius of the sphere.

Substituting r = 8 into the formula, we get V = (4/3)π\((8)^3\) = 2,144π.

Therefore, the volume of the sphere with a radius of 8 is 2,144π cubic units. This means that the sphere can hold that much volume of fluid or material.

The volume of a sphere is an important property in geometry and is used in many applications, such as in physics, engineering, and architecture. By knowing the volume of a sphere, we can calculate other important properties, such as its surface area or its density, which can be useful in various fields of study.

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Answer: A

Step-by-step explanation:

Normally in choice questions, I would choose to substitute the values into the formulas but I think it is better if I explain to you.

In a sequence, if the numbers increase by d each time and the first number in the sequence is \(a_{1}\), then the explicit formula is \(a_{1}\) + (n - 1)d when n is the order of the number in the sequence, like n = 1 for the first number, n = 2 for the second number and so on. Using this, we get that the answer to this problem is \(a_{n}\) = -9 + (n - 1)6 so the answer is A

Answer:

a) Total distance = (1/2)(10)(20 + 6) = 5(26)

= 130 meters

b) Acceleration in the last 8 seconds =

(10 - 0)/(12 - 20) = -10/8 = -1 1/4 m/sec²

= -1.25 m/sec²

In the last 8 seconds, the cycle

decelerated at a rate of -1.25 meters per

second per second.

the answers are, (11m)^2- (5m)^2 & solution: 96m^2.

A square root of a number is a value that, when multiplied by itself, gives the number.

here, we have,

given that,

121m^2 - 25m^2

Now,

expressing, as difference of two squares,

we get,

(11m)^2- (5m)^2

Again, we get,

(11m+5m) * (11m-5m)

=16m*6m

=96m^2

Hence, the answers are, (11m)^2- (5m)^2 & solution: 96m^2.

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Normal CurveThe normal curve is a bell-shaped curve that is symmetrical, and the curve's mean, median, and mode all are equal and located at the center. It is also called the Gaussian curve after the mathematician Carl Friedrich Gauss. Normal distribution is a common statistical analysis technique used to model various phenomena in probability theory, physics, finance, and social science. It can be characterized by its mean and standard deviation.MeanMean is the arithmetic average of the numbers in a dataset. To find the mean, sum all the numbers in the dataset and then divide by the total number of values in the dataset. For the given problem, the mean is 500.Standard DeviationThe standard deviation is a measure of the spread of data from its mean. It measures how far the data values are from their mean. For the given problem, the standard deviation is 100.(b)Convert SAT-Math score of a student with 590 to z-score.z-score = (score - mean) / standard deviationz-score = (590 - 500) / 100 = 0.9(C)What percentage of students would have a SAT-Math score greater than 590?The formula for calculating the percentage of students with a SAT-Math score greater than 590 is:P(Z > 0.9) = 1 - P(Z ≤ 0.9)From the normal distribution table, the area to the left of 0.9 is 0.8159, and the area to the right of 0.9 is 1 - 0.8159 = 0.1841. Therefore, the percentage of students with a SAT-Math score greater than 590 is 18.41%.(d)What percent of students would be expected to have a SAT-Math score between 450 and 550?We can calculate the z-scores for each of the scores using the formula,z-score = (score - mean) / standard deviationz-score for 450 = (450 - 500) / 100 = -0.5z-score for 550 = (550 - 500) / 100 = 0.5From the normal distribution table, the area to the left of -0.5 is 0.3085, and the area to the left of 0.5 is 0.6915. The area between these two values is 0.6915 - 0.3085 = 0.3830, which is 38.3%.(e)What is the probability of having a SAT-Math score less than 540?The formula for calculating the probability of having a SAT-Math score less than 540 is:P(Z < (540 - 500) / 100)From the normal distribution table, the area to the left of 0.4 is 0.6554. Therefore, the probability of having a SAT-Math score less than 540 is 0.6554 or 65.54%.

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1. Characteristics of normal curve: The normal curve is a type of probability distribution.

Some of the characteristics of the normal curve are:

It is a bell-shaped curve, symmetrical and unimodal with a single peak in the center of the curve.It is characterized by a mean, median, and mode that are all equal.It is asymptotic, meaning that the tails of the curve extend to infinity without ever touching the x-axis.

2. Conversion of SAT score to z-score:

Formula to find z-score is: z = (x - μ) / σ

where z = z-score, x = raw score, μ = mean and σ = standard deviation

So, for a student with a math SAT-Math score of 590, the z-score would be:

z = (590 - 500) / 100z = 0.9

Therefore, the z-score for a student with a math SAT-Math score of 590 is 0.9.3.

Percentage of students with SAT-Math score greater than 590:

To find the percentage of students who would have a SAT-Math score greater than 590, we need to find the area under the normal curve to the right of the z-score corresponding to 590.

Using a standard normal table, we find that the area to the right of a z-score of 0.9 is 0.1841 or 18.41%.

Therefore, approximately 18.41% of students would have a SAT-Math score greater than 590.

4. Percentage of students with SAT-Math score between 450 and 550:

To find the percentage of students who would be expected to have a SAT-Math score between 450 and 550, we need to find the area under the normal curve between the z-scores corresponding to 450 and 550.

Using a standard normal table, we find that the area to the left of a z-score of -0.5 is 0.3085, and the area to the left of a z-score of 0.5 is 0.6915.

Therefore, the area between -0.5 and 0.5 is:

0.6915 - 0.3085 = 0.3830 or 38.30%

Therefore, approximately 38.30% of students would be expected to have a SAT-Math score between 450 and 550.5.

Probability of having a SAT-Math score less than 540:

To find the probability of having a SAT-Math score less than 540, we need to find the area under the normal curve to the left of the z-score corresponding to 540.

Using a standard normal table, we find that the area to the left of a z-score of 0.4 is 0.6554.Therefore, the probability of having a SAT-Math score less than 540 is approximately 65.54%.

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Answer:

Go two back away from -5

Step-by-step explanation:

I don't know how to explain this but like start at -5 and then go back two?

Or start at -10 and go forward 3

hope it helps :)

Answer:

x = 2

Step-by-step explanation:

Since this is an isosceles triangle the unmarked side is also √2

Since this is also a right triangle use the pythagorean theorem to find x.

x² = (√2)² + (√2)²

x² = 2 + 2

x² = 4

x = 2

The value of x is 2.

The relationship between the three sides of a right-angled triangle is explained by the Pythagoras theorem, commonly known as the Pythagorean theorem. The Pythagoras theorem states that the square of a triangle's hypotenuse is equal to the sum of its other two sides' squares.

Given:

H= x, P= √2, B= √2

Now, using Pythagoras theorem

H² = P² + B²

x² = (√2)² + (√2)²

x² = 2 + 2

x² = 4

x = 2

Hence, the value of x is 2.

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The values of the missing angles and sides after dilation are:

m∠C'B'D' = 95°,  CQ = 6 and  B'D' = 11.

m∠C'B'D = 180° - m∠B'C'D' - m∠B'D'C'

m∠B'C'D = m∠BCD, m∠B'D'C' = m∠BDC  (dilation)

m∠C'B'D = 180° - 34° - 51° = 95°

Thus, by way of scale factor we can say that:

BC/B'C' = BD/B'D' = 36/18 = 2

B'D' = ¹/₂BD = ¹/₂ * 22 = 11

ΔC'P'Q ∼ ΔCPQ

Thus:

C'Q'/CQ = C'D'/CD = D'Q'/DQ

CQ = 2C'Q' = 2 * 3 = 6

Therefore, m∠C'B'D' = 95°,  CQ = 6 and  B'D' = 11.

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Answer:

25 Tickets

Step-by-step explanation:

120+30=150

150/6=25

Answer

4 jeans and 5 shirts should be right

Kyle bought 4 shirts and 5 jeans.

A system of equations is two or more equations that can be solved to get a unique solution. the power of the equation must be in one degree.

As given she spent total $155 on jeans and shirt.

Let assume that she bought x number of jeans and y number of shirts

Hence

x + y = 9 ………… (i)

So we can say ,

15y + 20x = 155  ………… (ii)

Now substituting value of  (i) in (ii) we get,

15y + 20x = 155

15(9-x) + 20x = 155

135 - 15x + 20x = 155

135 + 5x = 155

5x = 155 - 135

x = 5

Then y = 4

Therefore, Kyle bought 4 shirts and 5 jeans.

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In doing a quantity takeoff for 100 square feet of single wythe concrete masonry wall, with a thickness of 8", we would need  14.06 8x8x16 block and 10.14 cubic feet mortar.

Number of blocks:

Since each block is 8x8x16 inches, the volume of one block is:

Volume of one block = Length x Width x Height

                                   = 8 inches x 8 inches x 16 inches

                                   = 1024 cubic inches

To calculate the number of blocks needed, we divide the wall area by the area of one block:

Number of blocks = Wall area in square inches / Area of one block

                              = 14,400 square inches / 1024 cubic inches

                              ≈ 14.06

Rounding to the nearest whole number, the correct answer is 14 blocks.

Amount of mortar:

To determine the amount of mortar needed, we multiply the wall area by the joint thickness:

Volume of mortar = Wall area x Joint thickness

                              = 100 square feet x 1 square foot/144 square inches x 8 inches x 3/8 inches

                              ≈ 10.14 cubic feet

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Answer:

  1.5

Step-by-step explanation:

The value of x such that f(x) = 8 is ...

  8 = 2x +5

  3 = 2x

  1.5 = x

f^-1(8) = 1.5

To determine the kind of triangle from the given vertices (−4,3),(2,−5) and (6,5), we need to find the length of each side of the triangle.

Let us call the vertices A, B, and C, respectively. Then, we can use the distance formula to determine the length of each side of the triangle:

AB = √[(2 - (-4))^2 + (-5 - 3)^2]

= √[(2 + 4)^2 + (-8)^2]

= √[6^2 + 64]

= √100

= 10AC

= √[(6 - (-4))^2 + (5 - 3)^2]

= √[(6 + 4)^2 + 2^2]

= √[10^2 + 4]

= √104BD

= √[(6 - 2)^2 + (5 - (-5))^2]

= √[4^2 + 10^2]

= √116

The length of each side of the triangle are as follows:

AB = 10AC ≈ 10.198BD ≈ 10.770

By comparing the lengths of each side of the triangle, we find that all three sides are of different lengths. Therefore, it is a scalene triangle.

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Step-by-step explanation:

again option D x = 10, y= 3

is the correct answer of this question.

plz mark my answer as brainlist.if you find it useful.

hope this will be helpful to you.

Answer:

x = 10

y = 7

Step-by-step explanation:

4x-2 = x+28

4x-x = 28+2

3x = 30

x = 30÷3

x = 10

4y-7 = y+14

4y-y = 14+7

3y = 21

y = 21÷3

y = 7

Answer:

1.4x10^-7

Step-by-step explanation:

For Problem 6

First we would divide the first numbers together so 7.84 / 5.6 = 1.4

We then would add the exponenites together so -3+-4=-7

Leading our awnser to be 1.4x10^-7

Step-by-step explanation:

Since the opposite angles of the parallelogram are equal,

3x+25=5x-5

30=2x

so, x =15

the value of x is 15

Based on the given algorithm, we can analyze the recurrence relation for the running time of the algorithm on inputs of arrays of n elements.

Let's denote the running time of the algorithm for an input of size n as t(n).

For n = 1, the algorithm computes f(g) for a single entry in the array, which costs a constant time, let's say C1. Therefore, we have:

t (1) = C1

For larger values of n, the algorithm splits the array into two subarrays of size 2n/3 each and runs recursively on each subarray. This step incurs a running time of t(2n/3) for each subarray.

Additionally, the algorithm performs the computation g(x, y) on the resulting ordered set of two integers, which costs a constant time, let's say C2.

Considering these factors, we can write the recurrence relation for the running time as:

t(n) = 2t(2n/3) + C2

Therefore, the correct option among the given recurrence relations that seems to fit the running time of the algorithm is:

c. t(1) = C, and t(n) = 2t(2n/3) + C2, for some positive constants C, C2

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Answer:

60

Step-by-step explanation:

Answer: Choice B.

ln(3) + ln(4) + ln(5) + ln(6)

=======================================================

Explanation:

Refer to the diagram below. It shows four rectangles each of base 1. Their height varies depending on the output of the natural log function.

More specifically the heights are ln(3), ln(4), ln(5) and ln(6) from left to right. Note how this corresponds exactly to the points on the y = ln(x) curve such that they are the upper right corners of the Riemann Sum rectangles. These corner points are points A,B,C,D.

Since each base is 1 unit wide, this means each rectangle's area is equal to the height. More thoroughly, we say that

area = base*height = 1*f(x) = f(x), where x takes on the values from {3,4,5,6}

Side note: As the diagram shows, we have an overestimate of the actual area under the curve from x = 2 to x = 5.

It is impossible to use a disjunction introduction to derive any other type of formula besides disjunctive formulas.

A rule of inference in propositional logic and virtually every other deduction system is referred to as disjunction introduction.

It is right to state that it is not possible to use a disjunction introduction to derive any other type of formula besides disjunctive formulas.

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Answer:

the answer is

x +5x – 14 = (x− 2 )(x + 7)

hi

3/14 = 6/28

2/7 = 6/28

So :   6/28+6/28 +11/28 =  12/28 +11/28 =  23/28  

As 23 is prime, we can not simplify.  

So  23/28 has been taken. and 5/28 remains.

The walk v1e1v2e2v1 can be written unambiguously as v1v2v1. This is because the walk starts and ends at the same vertex, v1, and the two edges, e1 and e2, both connect v1 to v2.

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A) The best graphical representation for the given data is a histogram.

B) The histogram of the given data is illustrated below.

A histogram is a type of bar graph that shows the frequency distribution of a set of continuous or discrete data. The given data is a set of discrete data, and a histogram is the most appropriate graph to display the distribution of these data.

To create a histogram for the given data, we need to follow these steps:

In summary, to create a histogram for the given data, we need to provide a title, label the x and y-axes, choose an appropriate scale for the x-axis, plot the data, and add final touches to make the graph more informative and visually appealing.

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