7 4/9 is it greater then or equal to 7 2/3 and pls show me how to simplify it

To identify the vertical asymptotes, we have to factor the denominator. For horizontal asymptotes, we compare the degrees of the numerator and denominator.

For rational functions, there are vertical and horizontal asymptotes. To identify the vertical asymptotes, we first have to factor the denominator. After that, we should look for values that make the denominator zero. These values can be found by setting the denominator equal to zero and solving for x. The resulting x values would be the vertical asymptotes of the function.

The horizontal asymptote is the line that the function approaches as x goes towards infinity or negative infinity. For rational functions, the horizontal asymptote is found by comparing the degrees of the numerator and the denominator.

If the degree of the numerator is less than the degree of the denominator, the horizontal asymptote is y = 0. If the degree of the numerator is equal to the degree of the denominator, the horizontal asymptote is y = the ratio of the leading coefficients. If the degree of the numerator is greater than the degree of the denominator, there is no horizontal asymptote.

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The specific antiderivative of \(F(u)= ln |u|+\frac{u^2}{2} + \frac{5}{2}\)

To find the specific antiderivative \($F(u)$\) of \($f(u)=\frac{1}{u}+u$\) such that \($F(1)=3$\).

First, we find the antiderivative of \($f(u)$\):

\(\int\frac{1}{u}+u du=ln|u|+\frac{u^2}{2}+C\)

where \($C$\) is the constant of integration.

Now, we can use the initial condition. \($F(1)=3$\) to solve for \($C$\):

\(F(1)=ln|1|+\frac{1^2}{2}+C=\frac{1}{2}+C=3\)

Solving for \($C$\), we get \(C=\frac{5}{2}$.\)

The specific antiderivative \($F(u)$\)of \($f(u)$\) is:

\(F(u)= ln |u|+\frac{u^2}{2} + \frac{5}{2}\)

To locate the precise antiderivative \($F(u)$\) of  \($f(u)=\frac{1}{u}+u$\) like that   \($F(1)=3$\).

The antiderivative of\($f(u)$\) is first discovered:

where C is the integration constant.

We may now apply the initial condition.  \($F(1)=3$\) to overcome C:

\(F(1)=ln|1|+\frac{1^2}{2}+C=\frac{1}{2}+C=3\)

The specific antiderivative

\(F(u)= ln |u|+\frac{u^2}{2} + \frac{5}{2}\)

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Answer:

1.x=-3,-4

2.A

3.-3,-5

4.C

5.A

6.C

7.D

8.C

Step-by-step explanation:

Answer:

78.54

Step-by-step explanation:

Area of a circle = pi time radius power of 2

A = pi*r^2

A = 3.14 * 5^2

A = 3.14 * 25

A = 78.54

The best measure of variability is the standard deviation.

Player A is the most consistent, with an IQR of 1.5.

Standard deviation is defined as the square root of the variance is used to calculate the standard deviation, a statistic that expresses how widely distributed a dataset is in relation to its mean.

The table shows the number of goals made by two hockey players.

Player A:

2, 3, 1, 3, 2, 2, 1, 3, 6

Using  a statistics calculator, we have:

Mean = 2.56

S.D. = 1.51

Player B:

1, 4, 5, 1, 2, 4, 5, 5, 11

S.D. = 3.03

The best measure of variability is the standard deviation.

Player A is the most consistent, with an IQR of 1.5.

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Answer:

\(40\)

Step-by-step explanation:

Set up an equation:

\(28-(-12)\)

The negative \(12\) becomes positive.

\(28+12\)

Add:

\(40\)

Answer:

x² + y² = z²

Step-by-step explanation:

(a)

Using the right triangle altitude theorem,

x/z = p/x

x² = pz

(b)

y/z = q/y

y² = qz

(c)

x² + y² = pz + qz

x² + y² = z(p + q)

z = p + q

x² + y² = z × z

x² + y² = z²

10

8

6

2

2

y = x + 4

y=-0.5x + 7

24 -2

2 4 6

O A. (3,1)

O B. (2,6)

O C. (6,2)

O D. (1,3)

The end of the process, a total of 340 people will know the art of quilling.

Let's analyze the problem step by step.

In the first generation, Amanda teaches the art of quilling to 4 students. So there are 4 people who know the art of quilling at the end of the first generation.

In the second generation, each of the 4 students from the previous generation teaches the art of quilling to 4 more students. Therefore, in the second generation, there are 4 students from the first generation multiplied by 4 students taught by each of them, resulting in a total of 4 * 4 = 16 people who know the art of quilling.

This pattern continues for the next two generations. In the third generation, each of the 16 students from the second generation teaches 4 more students, resulting in a total of 16 * 4 = 64 people who know the art of quilling in the third generation.

Finally, in the fourth generation, each of the 64 students from the third generation teaches 4 more students, resulting in a total of 64 * 4 = 256 people who know the art of quilling in the fourth generation.

Now, let's express this using a geometric series:

The first term, a, is 4 (number of people in the first generation).

The common ratio, r, is 4 (each person in the previous generation teaches 4 more people).

The number of terms, n, is 4 (there are 4 generations).

Using the formula for the sum of a geometric series, we can calculate the total number of people who know the art of quilling:

S = a * (\(1 - r^n\)) / (1 - r)

S = 4 * (\(1 - 4^4\)) / (1 - 4)

S = 4 * (1 - 256) / (1 - 4)

S = 4 * (-255) / (-3)

S = 4 * 85

S = 340

Therefore, at the end of the process, a total of 340 people will know the art of quilling.

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In both diagrams, the two arcs are congruent because they are subtended by equal central angles.

An arc is a portion of a curve in a plane that is defined by two endpoints and the points on the curve that lie between them.

In other words, the angles formed at the center of each circle are the same, and so the arcs that they subtend must also be the same length.

For the first diagram, we can see that angle ACB is a central angle of the circle, and that both arcs AB and BC are subtended by this angle. Therefore, they are congruent.

For the second diagram, we can see that angle AOB is a central angle of the circle, and that both arcs AB and BC are subtended by this angle. Therefore, they are congruent.

Regarding the second part of the question, we cannot conclude that AB = BC based solely on the given diagram. We would need additional information about the circle or the relationship between A and B in order to make such a conclusion. The number 15 on each arc may indicate their respective lengths, but it does not provide enough information to determine the relationship between AB and BC.

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keeping in mind that a line with an undefined slope is always a vertical line, check the picture below.

now, we could use those two points from that line and check its slope

\((\stackrel{x_1}{6}~,~\stackrel{y_1}{-2})\qquad (\stackrel{x_2}{6}~,~\stackrel{y_2}{4}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{4}-\stackrel{y1}{(-2)}}}{\underset{run} {\underset{x_2}{6}-\underset{x_1}{6}}} \implies \cfrac{4 +2}{0}\implies \cfrac{6}{0}\implies und efined\)

Answer:

Step-by-step explanation:

The theory that views the group as a gestalt, or an evolving entity of opposing forces that act to hold members of the group and to move the group along in its quest for goal achievement, is known as the Group Development Theory. This theory recognizes that a group is more than just the sum of its individual members but rather a dynamic system that undergoes stages of development and experiences internal tensions and conflicts.

According to the Group Development Theory, groups progress through various stages, such as forming, storming, norming, and performing. During the forming stage, group members come together and begin to establish their roles and relationships. In the storming stage, conflicts and power struggles may arise as members express their differing opinions and perspectives. The norming stage involves the establishment of norms and shared values that guide the group's behavior. Finally, in the performing stage, the group functions effectively and works towards achieving its goals.

The Group Development Theory emphasizes the interplay between opposing forces within the group, such as individual needs versus group cohesion, or task-oriented goals versus social-emotional dynamics. These opposing forces create a dynamic tension that drives the group's development and influences its effectiveness in achieving its objectives. By understanding and managing these forces, group leaders and members can foster a positive group environment and enhance the group's overall performance.

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Answer:

D

Step-by-step explanation:

9x8=71

2x3=6

71-6=66

Answer:

D $66

Step-by-step explanation:

So first we need to figure how much money she was able to deduct from the three $2 coupons. Remember the original price is $9

3×2=6 (which means she can get $6 off of the original price $9.)

9-6= 3 (So now she only has to pay $3 while the other seven people in her group pays the original price $9.)

9×7= 63 (So $9 for the 7 other people equals $63. That is how much they are paying. Now let's add Laurie's amount!)

63+3=66 (So altogether everyone including Laurie is paying $66.)

So the final answer is $66

(I hope this helps you! Have a wonderful day everyone!)

:)

In this situation, interval measurement is being employed as the measurement level.

As the height of each student can be measured on a continuous scale with equal intervals between the values. It's important to note that the teacher may have rounded the measurements to the nearest unit, which would make it a discrete measurement.

Interval measurement is a level of measurement in which the values are measured on a continuous scale and have equal intervals between them, but there is no true zero point. This means that the difference between any two values on the scale is meaningful and consistent, but it is not possible to say that one value is "zero" or has no quantity of the measured attribute.

For example, measuring temperature in degrees Celsius or Fahrenheit is an example of interval measurement. In this case, the difference between 10 and 20 degrees is the same as the difference between 20 and 30 degrees, but there is no true zero temperature - a temperature of 0 degrees does not mean the absence of heat.

Another example of interval measurement is measuring time in minutes or hours. The difference between 10 minutes and 20 minutes is the same as the difference between 20 minutes and 30 minutes, but there is no "zero" point in time - even if nothing is happening, time continues to pass.

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The most reasonable method for assigning each participant to a design in order to obtain the most precise comparisons between the two designs without systematic bias would be to use the method of randomly assigning participants to the designs.

This helps ensure that any potential confounding variables or biases are evenly distributed between the two groups, leading to more accurate and reliable results.

Option C, where participants pick a ball from a bag, and Option D, where participants flip a coin, both involve randomization and are valid methods of assignment. Randomization helps eliminate any potential bias in the assignment process and ensures that the groups are comparable.

Option A, where participants rate their experience and are assigned accordingly, may introduce bias because participants with more experience may have different expectations or preferences that could influence their responses.

Option B, where designs are assigned based on the order of arrival, may introduce confounding variables if there are any systematic differences in the characteristics or behaviors of participants based on their arrival order.

Therefore, Option C (randomly assigning participants by picking balls from a bag) or Option D (randomly assigning participants by flipping a coin) would be the most reasonable methods for assigning participants to the designs in order to obtain precise comparisons without systematic bias.

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hi, I'm no bot just in case...

the grapgh of the line shows y intercept of -9 and rate of change by 4

SoThe equation of the lline will be: \(y=4x-9\)

The numerical solutions of the given differential equation using different methods, along with their corresponding %errors compared to the analytical solution, are summarized in the table below:

| Method           | Numerical Solution   | %Error |

|------------------|----------------------|--------|

| Euler            |                      |        |

| Euler-Cauchy     |                      |        |

| Runge-Kutta      |                      |        |

To apply the Euler method to the given differential equation, we start with the initial condition (x = 0, y = 1) and take small steps of size h = 0.2 until x = 1.0. We can use the formula:

\(\[y_{i+1} = y_i + h \cdot f(x_i, y_i)\]\)

where \(\(f(x, y)\)\) is the derivative of \(\(y\)\)with respect to\(\(x\).\) In this case,\(\(f(x, y) = \frac{1}{2y} - \frac{1}{2}x\).\)

Calculating the values using the Euler method, we get:

|x  | y (Euler)    |

|---|--------------|

|0.0| 1.000000     |

|0.2| 0.875000     |

|0.4| 0.748438     |

|0.6| 0.621928     |

|0.8| 0.496267     |

|1.0| 0.372212     |

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The solution of the inequality is, x ∈ (- ∞, 5) ∪ (10, ∞)

Where, x represent the number of totts.

A relation by which we can compare two or more mathematical expression is called an inequality.

We have to given that;

My friend Raw has either no more than 5 toots and more than 10 toots.

Now, Let number of toots = x

Hence, We get;

⇒ x < 5

And, x > 10

Thus, The solution of the inequality is,

⇒ x ∈ (- ∞, 5) ∪ (10, ∞)

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Answer:

The answer is "c"

Step-by-step explanation:

Answer:

6 X 10^21

Step-by-step explanation:

Note that the probability of randomly selecting one person from this table and the person being a female is 50 %.

Given that we have 10 high school girls and 10 women.

Therefore, the total number of females is 10 ( girls)   + 10 (women) =  20.

For the  total number of people in the sample, we have 10 high school boys, 10 high school girls, 10 men, and 10 women, which  sums up to 10 + 10 + 10 + 10 = 40.

Probability = Number of females / Total number of people

= 20 / 40

= 0.5 or 50%

Thus, the probability of randomly selecting one person from the table and the person being a female is 50%.

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Answer:

q=2.61

Step-by-step explanation:

I think it's 2.61 because r+s=1.61. that plus 1 is 2.61

Answer:

x = 7

y = -2

Step-by-step explanation:

4x + 3y = 22  ---------------------(I)

5x - 4y = 43 ---------------------(II)

Multiply(I) by 4 and equation (II) by 3. And then add the equations

(I) * 4            16x + 12y = 88

(II) *3            15x  - 12y = 129   {Add & thus y will be eliminated}

                    31x         = 217

x = 217/31  

x = 7

Plug in the value of x in equation (I)

4*7 + 3y = 22

28 + 3y = 22

       3y = 22 - 28

       3y = -6

         y = -6/3

y = -2

Answer:

M=15

Step-by-step explanation:

ǟռֆաɛʀ:

40% of 300= 120.

Step-by-step explanation:

Let's the number is 100u (u denotes unit)

Then, 75% of the number is= (75%×100u)=75u

According to question if 75 is added to 75% of the number then it will be (75u+75) and it will be equal to the number itself.

So, 100u=75u+75

Or, 25u=75

Or, 1u=3

then 100u=300

The number is 300

Answer:

4(−2x + 4) = -8x + 16

Step-by-step explanation:

4(−2x + 4) = [?]x + [ ]

To find what number is in the blanks, use the distributive property.

4(−2x + 4) = -8x + 16

Hope this helps!

Answer:the answer is 3/2

Step-by-step explanation:

A fraction is written in the form of a numerator and a denominator where the denominator is greater than the numerator.

Dividing equally 6 cups of jams into 4 containers.

= 1.5 cups / 1 container

The amount of jam in each container is 1.5 cups of jams.

A fraction is written in the form of a numerator and a denominator where the denominator is greater than the numerator.

Example: 1/2, 1/3 is a fraction.

We have,

Jada made 6 cups of blueberry jam and divided the jam equally among 4 containers.

The amount of jam in each container.

= 6 cups / 4 container

= 1.5 cups / 1 container

This means that in each container there are 1.5 cups of jams.

Thus,

Dividing equally 6 cups of jams into 4 containers.

1.5 cups / 1 container

The amount of jam in each container is 1.5 cups of jams.

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Answer:

Step-by-step explanation:

step 1 : finding the area of a floor using trapezius area formula

A= \(\frac{(10+14)*6}{2} = \frac{24*6}{2} =72 m^{2} \\\)

step 2 : the problem said 1 litre of paint convers an area of 2.5 m^2, so let's calculate how many liters of paint are needed to paint the floor

\(\frac{72 m^2}{2.5 m^2} = 28.8 litre\\\)

so we need 28.8 litre to paint the floor

step 3 : Each tin is 5 litre of paint so let's calculate how many tins do we need

n=\(\frac{28.8}{5} = 5.76 \\\)

we can't by 5.76 tins so it's 6 tins

step 4 : Each tin costs 21.99 and now we calculate how much 6 tins cost for us

cost = 6 × 21.99 = 131.94

step 5 : Gary has a budget of 150 and the total cost is 131.94. So, Gary has enough money to buy all the paint he needs.

Answer:

x=4

Step-by-step explanation:

Step 1: Simplify both sides of the equation.

0.75x+3=6(x−3)

0.75x+3=(6)(x)+(6)(−3)(Distribute)

0.75x+3=6x+−18

0.75x+3=6x−18

Step 2: Subtract 6x from both sides.

0.75x+3−6x=6x−18−6x

−5.25x+3=−18

Step 3: Subtract 3 from both sides.

−5.25x+3−3=−18−3

−5.25x=−21

Step 4: Divide both sides by -5.25.

−5.25x/-5.25    =    -21/-5.25

Answer: x=4

The value of x from the given equation is 4.

The given equation is 0.75x + 3 = 6 (x - 3).

In mathematics, an equation is a formula that expresses the equality of two expressions, by connecting them with the equals sign =.

The given equation can be solve for x as follows:

0.75x + 3 = 6x - 18

⇒ 6x-0.75x = 3+18

⇒ 5.25x=21

⇒ x=21/5.25

⇒ x=4

Therefore, the value of x from the given equation is 4.

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Answer:

chatGPT

Step-by-step explanation:

Let's denote the speed of each car as v, and the distance that Car A travels as d. Then we can set up two equations based on the information given:

d = v * (12/60) (since Car A reaches its destination in 12 minutes)

d + 4 = v * (18/60) (since Car B travels 4 miles farther than Car A and reaches its destination in 18 minutes)

Simplifying the equations by multiplying both sides by 60 (to convert the minutes to hours) and canceling out v, we get:

12v = 60d

18v = 60d + 240

Subtracting the first equation from the second, we get:

6v = 240

Therefore:

v = 240/6 = 40

So the cars travel at a speed of 40 miles per hour.