-5
-4
-3
-2
-1
0 1 2
3
4
u

Answer:

Theresa is 58.82 in tall

Step-by-step explanation:

Steve: x=1.33y-6

x=72.24

After answering the presented question, we can conclude that function The y-axis is an asymptote to the function y = 3x.

Mathematicians study numbers and their permutations, equations and adjacent tissues, shapes and various positions, as well as potential locations for all of these things. The term "functioning" signifies the connection that exists between a set of inputs, each of which has its own output. A function is an input-output connection wherein every input results in a single, distinct return. Each function has a domain, codomain, or scope of its own. The letter f is frequently used to represent functions (x). An x denotes entering. The four main categories of accessible functions are on functions, one-to-one skills, so numerous skills, in capabilities, and on functions.  

The y-axis is an asymptote to the function y = 3x.

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The ratio that represent the quantities that are proportional to 15/10 and 10/15 are 3/2 and 2/3.

In mathematics, a ratio is the number of times one statistic equals another. A ratio can include any number, such as a count of people or products, or measurements of lengths, weights, and time, among other things.

Both numbers must be positive in most cases. As a result, a ratio can be defined as an ordered pair of integers, a fraction with the first and second numbers in the denominator, or the value represented by this fraction. Ratios of counts provided by (non-zero) two numbers are rational and, in some cases, natural numbers.

From the given equation we can see that the value of the proportion is given by 15/10 which can be simplified to 3/2 with common factor of 5.

Again the value of the proportion is given by 10/15 which can be simplified to 2/3 with common factor of 5.

hence the equal proportions will be 3/2 and 2/3.

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The concept of consecutive integers is explained as follows:

Consecutive numbers, or consecutive integers, are integers that follow each other in order. The difference between any two consecutive numbers is always 1. For example, the consecutive numbers starting from 1 would be 1, 2, 3, 4, 5, and so on. Similarly, the consecutive numbers starting from -3 would be -3, -2, -1, 0, 1, 2, and so on.

It is important to note that if we have a consecutive sequence of integers, one number will be even, and the next number will be odd. This is because the parity (evenness or oddness) alternates as we move through consecutive integers.

Furthermore, the sum of two consecutive numbers (and, in fact, the sum of any number of consecutive numbers) is always an odd number. This is because when we add an even number to an odd number, the result is always an odd number.

To generate a sequence of consecutive integers, we can start with any integer n and then use n, n+1, n+2, and so on to obtain consecutive integers. For example, if n is an integer, then n, n+1, and n+2 will be consecutive integers.

Here are some examples of consecutive integers:

- Starting from 1: 1, 2, 3, 4, 5, ...

- Starting from -3: -3, -2, -1, 0, 1, 2, ...

- Starting from 1004: 1004, 1005, 1006, 1007, ...

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The given statement is false. The statement is incorrect, as 12 is not included in the set {11, 13, 15,..., 29}.

The set {11, 13, 15,..., 29} represents all odd numbers between 11 and 29 (inclusive). The symbol "€" means "belongs to". So, the statement "12 € {11, 13, 15,..., 29}" means "12 belongs to the set of odd numbers between 11 and 29".  However, 12 is not an odd number, so it does not belong to the set {11, 13, 15,..., 29}. Therefore, the statement is false.

In summary, the given statement is false because 12 is not an odd number and does not belong to the set {11, 13, 15,..., 29}. The given statement is false. The statement is attempting to say that 12 belongs to the set {11, 13, 15,..., 29}. However, upon inspecting the set, we can see that it contains odd numbers only, ranging from 11 to 29. Since 12 is an even number, it is not part of this particular set.

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The polygon shape that possesses the bigger area from the two given is: Hexagon

Polygons are defined as closed shapes that are two-dimensional. They possess straight sides and have the same number of sides as they have angles. Polygons have names that relate to how many sides they have.

A hexagon has more sides than a pentagon.

A hexagon is a polygon that has six sides and a pentagon is a polygon that has five sides.

Now, the more sides the polygon has, the more area it covers inside the circle as it will obviously be wider.

Thus, we can infer that the hexagon will have a bigger area.

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Answer:

D. 4^12

Step-by-step explanation:

4^8/4^-4=16777216

A. 4^-32=1/18446744073709551616

B. 4^-2=1/16

C. 4^4=256

D. 4^12=16777216

Answer:

d. \(4^{12}\)

Step-by-step explanation:

16777216

The value of 1/3 of the volume of a bottle recorded in inventory is

rounded to the nearest tenth to give 0.3 of a bottle.

The amount of the content in the bottle = 1/3 × The volume of the bottle

1/3 = \(\mathbf{0.\overline 3}\) = 0.333.....

Rounding the above value to the nearest tenth, we have;

The second digit after the decimal place is less than 5, which gives;

1/3 ≈ 0.3

Given that the values in the inventory, we have;

In the inventory, the value to be recorded is 0.3 of a bottle.

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In a primitive Pythagorean triple, the sides a, b, and c are all integers, and they satisfy the equation a^2 + b^2 = c^2.

Now, let's assume that neither x nor y is divisible by 3. This means that x and y can only be 1, 2, 4, 5, 7, or 8 modulo 3. Therefore, x^2 and y^2 can only be 1 or 4 modulo 3. Now, let's consider the equation a^2 + b^2 = c^2 mod 3. If a and b are both 1 or both 2 modulo 3, then their squares will add up to 2 modulo 3, which is not a quadratic residue. Therefore, one of a and b must be 0 modulo 3, and hence, c must also be divisible by 3. We assumed that neither x nor y is divisible by 3. We then looked at the possible residues of x and y modulo 3 and saw that they can only be 1, 2, 4, 5, 7, or 8 modulo 3. We then used the fact that the sum of two quadratic residues is not a quadratic residue modulo 3, and concluded that one of a and b in the Pythagorean triple must be divisible by 3.

In conclusion, either x or y in a primitive Pythagorean triple must be divisible by 3. This is a result of the fact that the sum of two quadratic residues is not a quadratic residue modulo 3.

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The end behavior of the function f(x) is: continues downward to the left and upward to the right.

Consider the function,

f(x) = (x + 1)(x - 2)(x + 3)

The zeros are when f(x) = 0

f(x) = 0

(x + 1)(x - 2)(x + 3) = 0

Therefore,

(x + 1) = 0

So, x = -1

(x - 2) = 0

So, x = 2

(x + 3) = 0

So, x = -3

Therefore, the zeros are at x = - 1, x = 2 and x = - 3

To expand the function, we multiply the brackets:

f(x) = (x + 1)(x - 2)(x + 3)

f(x) = ( x + 1 )( x² + x - 6 )

f(x) = x³ + 2x² - 5x - 6

As the leading coefficient (the coefficient of x³) is positive, the end behavior of the function is:

f(x ) → + ∞, as x → + ∞

f(x ) → - ∞, as x → - ∞

Therefore, the end behavior is "continues downward to the left and upward to the right".

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Answer:

x = 54° , y = 29°

Step-by-step explanation:

The sum of the 3 angles in Δ ABC = 180° then

x = 180° - (72 + 54)° = 180° - 126° = 54°

The exterior angle of a triangle is equal to the sum of the 2 opposite interior angles.

x is an exterior angle of Δ CQR , then

y + 25° = x

y + 25° = 54° ( subtract 25° from both sides )

y = 29°

Answer:

x = 54

y = 29

Step-by-step explanation:

First, find the magnitude of x. To do this, add the angles inside triangle ABC, which means to add 72 + 54 + x which is equal to 180 because of the rule, the sum of the interior angles of a triangle is 180. So, when the equation is simplified, you get the answer as x = 54. Then, find the magnitude of y. The magnitude of an angle drawn around a point on a straight line is always 360, and the magnitude of the same point, but only on one side of the straight line is always 180. So, we can say that the unnamed angle in the triangle CQR is 180-x, which means 180-54 because we got x as 54 earlier. Therefore, the magnitude of the unnamed angle is 126. Now, apply the same rule we used before, the sum of the interior angles of a triangle is 180, to the triangle QCR. 25 + 126 + y = 180. When this is simplified, 29 is obtained.

To find x,

 72 + 54 + x = 180 (the sum of the interior angles of a triangle is 180)

        126 + x = 180

126 + x - 126 = 180 - 126

                  x = 54

To find y,

25 + 126 + y = 180

         151 + y = 180

 151 + y - 151 = 180 - 151

                  y = 29

Answer:

sorry I don't mean to be rude but where is the question what you've written is a statement

Maggie brought 3 sandwiches to the picnic .

In the question ,

it is given that

Maggie bought oranges and sandwiches to a picnic .

given the number of oranges = 9

also given that , number of oranges was three more than twice the number of sandwiches

let the number of sandwiches Maggie brought to a picnic be x .

So , the number of oranges is = 2x + 3

So , 2x + 3 = 9

Subtracting 3 from both the sides ,

we get ,

2x = 9 - 3

2x = 6

On dividing both sides by 2,

we get ,

x = 6/2

x = 3

Therefore , the number of sandwiches = 3  .

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Answer:

its due when ever you have to X 10 feet to 5 and your answer is 25 feet

hope this helps

Answer:

\(y - 3 = - 4(x + 2)\)

Answer:

D. x^2-x-9-12/x-2

Step-by-step explanation:

We can use synthetic division to divide (x^3 - 3x^2 - 7x + 6) by (x - 2). First, we set up the division as follows:

    2 |   1   -3   -7    6

       |______2___-2__-18

       | 1   -1   -9  -12

The numbers on the bottom row of the synthetic division table represent the coefficients of the quotient polynomial. Therefore, the quotient is x^2 - x - 9, and the remainder is -12.

So, we have:

(x^3 - 3x^2 - 7x + 6) / (x - 2) = x^2 - x - 9 + (-12 / x - 2)

Therefore, the correct option is D: x^2 - x - 9 - 12/(x - 2).

Answer:

Step-by-step explanation:

This criterion can be defined based on the desired level of accuracy or when the change in the estimated parameters falls below a certain threshold.

When implementing a program for a nonlinear problem using the least square adjustment technique, it is essential to determine a termination condition. This condition dictates when the program should stop iterating and provide the final estimated parameters. A common approach is to set a convergence criterion, which measures the change in the estimated parameters between iterations.

One possible criterion is to check if the change in the estimated parameters falls below a predetermined threshold. This implies that the adjustment process has reached a point where further iterations yield minimal improvements. The threshold value can be defined based on the desired level of accuracy or the specific requirements of the problem at hand.

Alternatively, convergence can also be determined based on the objective function. If the objective function decreases below a certain tolerance or stabilizes within a defined range, it can indicate that the solution has converged.

Considering the chosen termination condition is crucial to ensure that the program terminates effectively and efficiently, providing reliable results for the nonlinear problem.

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Answer:

A. x = 212

Step-by-step explanation:

      This scale is showing us that x + 122 is equal to 334 because the scale is balanced and we can see an equal sign (=) in the center. We will set up an equation and solve for x.

[Equation]

x + 122 = 334

[Subtract 122 from both sides]

x = 212

A. x = 212

The weightage is given to the most recent values in the time series.

SES is a simple forecasting technique that is easy to implement and can be used with data that has a consistent trend. However, it is not well suited for data that is highly volatile or has a lot of noise.

One of the simplest forecasting techniques is single exponential smoothing (SES). It is a weighted average of past time-series values, where the weightage is given to the most recent values in the time series. This technique is easy to implement and can be used with data that has a consistent trend. However, it is not well suited for data that is highly volatile or has a lot of noise.

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Answer:

I agree with Cheryl.

24 ÷ 3 = 8

3 ÷ 24 = \(\frac{1}{8}\)

Commutative property works for multiplication because when you multiply two numbers, you have repeated addition. No matter which way you add up the numbers, you will get the same result. When you divide, you are breaking up a certain number by a certain number. If they are not the same number, you will get a different result.

Answer: The number is 12

Step-by-step explanation:

Let x= the number that is unknown

The sum of three and a "number"= 3+"x"

Divided by three, means that x+3 is divided by 3

Is five, means that (x+3)/3=5

Algebra:

\(\frac{x+3}{3}=5\)

Multiply by 3 to arrive at x+3=15

Subtract both sides by 3, then x=12

Answer:

0.456

Step-by-step explanation:

456÷1000

=0.456ml

Answer:

Thx for free points. remember me? actually answer questions.

Answer:

28x/15

Step-by-step explanation:

Answer:

y = -4/5x + 2/5

Step-by-step explanation:

Slope form of an equation is y = mx + b

Sub in x and y coordinates and slope then isolate for b

-2 = -4/5(3) + b

-2 = -12/5 + b

-2 + 12/5 = b

b = -10/5 + 12/5

b = 2/5

Sub in b and the slope into the slope form equation

y = (-4/5)x + 2/5

Answer:

park to market to field is 16

home to field is: 9

home to park to market is: 13

school to market:7

Answer:

give me brainliest

park to market to field is 16

home to field is: 9

home to park to market is: 13

school to market:7

Step-by-step explanation:

Step-by-step explanation:

1) 6*26 = 156

2) 156 + 9 = 165

Scientists use math in experiments when they make measurements, analyze quantitative data, and make predictions based on this data.

This is known because Math is an integral part of Science which is why both subjects ( Science and Math ) are considered STEM subjects.

Scientists use math in an experiment to make measurements, analyze data, and make predictions.

For example, scientists use math to make precise measurements of physical quantities such as length, weight, and temperature. They also use math to perform calculations such as determining the concentration of a substance in a solution or the rate of a chemical reaction.

Scientists also use mathematical models and statistical analysis to analyze data and make predictions about the outcome of an experiment. They use mathematical equations to describe the relationships between different variables and to test hypotheses. They also use statistical techniques to determine the significance of their results and to make inferences about a larger population from a smaller sample of data.

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Answer:

20 17/25

Step-by-step explanation:

8/9 of 64 = (8 × 64) ÷ 9

(8 × 64) ÷ 9 = 56 8/9

56 8/9 is the same as 512/9 (multiply 56 and 9, then add 8)

4/11 of 512/9 = 512(4)÷11(9)

= 2048/99

= 20 68/100 which reduces to 20 17/25