(-8.7) (1.4) = a Positive Or Negative​

Answer:

I think so.

Step-by-step explanation:

Answer:

6

Step-by-step explanation:

25 / 10 = 2.5

15 / 2.5 = 6

Answer: no 3 is grade then -6 as 3 is positive number and 6 is negative number so positive is greater then negative number.

Step-by-step explanation:

In order to indicate if a number is greater than or less than another, we use the symbols > and <. For example, 10 is greater than 3, so we write it 10 > 3.

The shape and size remains the same represents the correct alternative.

Given is that a figure is rotated 180 degrees clockwise about the origin.

When a coordinate (x, y) is rotated by 180 degrees clockwise about the origin, the new coordinates become ( - x, - y). But only the coordinates change, the shape and size remains the same.

Therefore, the shape and size remains the same represents the correct alternative.

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The bug changes direction at t = 4. This can be answered by the concept of velocity.

To determine when the bug changes direction, we need to find when its velocity changes sign from positive to negative. From the graph, we see that the bug's velocity is positive for t < 4 and negative for t > 4. Therefore, the bug changes direction at t = 4.

To verify this, we can look at the behavior of the bug's velocity as it approaches t = 4. From the graph, we see that the bug's velocity is increasing as it approaches t = 4 from the left, and decreasing as it approaches t = 4 from the right. This indicates that the bug is reaching a maximum velocity at t = 4, which is when it changes direction.

Therefore, the bug changes direction at t = 4.

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Answer: Line AB

Hope this helps

The probability was broken by Bob is, 0.003 or 3%.

What is probability?

Mathematical explanations of the likelihood that an event will occur or that a statement is true are referred to as probabilities. A number between 0 and 1 represents the likelihood of an event, with 0 generally denoting impossibility and 1 denoting certainty.

Alonzo, Bob, and Casper are each assigned three chances to bus tables and to fix any broken dishes, respectively.

P(Alonzo bussing tables) = 50% = 0.5

P(Bob bussing tables) = 15% = 0.15

P(Casper bussing tables) = 35% = 0.35

P(Alonzo breaking a dish) = 6% = 0.06

P(Bob breaking a dish)  = 2% = 0.02

P(Casper breaking a dish)  = 4% = 0.04

As the likelihood of dish breakage does not change with the busing of the tables, this is all about independent events.

Consequently, P(A and B) = P(A) + P (B)

So, if a dish is broken, the likelihood that Bob broke it is;

P(Bob breaking dishes and busing tables) = P(Bob busing tables) x P (Bob breaking a dish)

                                                                       = 0.15 x 0.02

                                                                       = 0.003

P(Bob breaking dishes and busing tables)  = 0.003 0r 0.3%

Hence, the probability was broken by Bob is, 0.003 or 3%.

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SRRC is a pulse shaping filter used in digital communications to minimize intersymbol interference and improve the signal-to-noise ratio.

The square root raised cosine (SRRC) is a famous heartbeat molding channel utilized in computerized correspondences, especially in applications like advanced tweak and demodulation. It is intended to limit intersymbol obstruction (ISI) by restricting the data transmission of the sent sign while keeping a consistent envelope.

The SRRC channel is described by a reaction that is like the raised cosine channel, yet with a square root capability applied to the recurrence reaction. This outcomes in a smoother change between the passband and stopband, which assists with decreasing ISI and work on the sign to-clamor proportion.

The SRRC channel is usually utilized in correspondence frameworks that utilization quadrature sufficiency regulation (QAM) or stage shift keying (PSK) tweak plans, as it gives great ghastly control and heartbeat molding properties that are appropriate to these kinds of signs.

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According to Census 2000, Utah had the highest proportion of married-couple households.

During the Census 2000, data was collected on the marital status of households in various states across the United States. The analysis revealed that Utah had the highest proportion of married-couple households among the given options of Utah, Mississippi, and Montana. This indicates that a larger percentage of households in Utah consisted of married couples compared to the other states during that time period. The Census data provides valuable insights into the demographic composition of different regions, helping to understand societal trends and patterns.

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The correct option is D. m = 0.6 , c = 0.8

Given the linear equation 5y-3x=0.

To find the values of m and c for this equation when written in the form y=mx+c.

Solution:

To write this linear equation in the form of y=mx+c, we need to isolate y on one side and all the other terms on the other side.

5y-3x=0

Adding 3x on both sides

5y-3x+3x=0+3x

5y=3x

The next step is to isolate y, by dividing both sides by 5.

5y/5 = 3x/5

y= 3/5 x

We have in the required form y=mx+c where m= 3/5 and c = 0.

So, option D is the correct answer.  m = 0.6 , c = 0.8

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To find the average value of a function on an interval, we need to integrate the function over that interval and divide the result by the length of the interval. So, to find the average value of the function y=x^2(x^3+1)^(1/2) on the interval [0,2], we need to evaluate the definite integral:

(1/2) * ∫[0,2] x^2(x^3+1)^(1/2) dx

We can use a substitution u = x^3+1 and du = 3x^2 dx to simplify the integral:

(1/6) * ∫[1,9] (u-1)^(1/2) du

Now, we can use the power rule to integrate:

(1/6) * (2/3)*(u-1)^(3/2) |_1^9

= (1/9) * [(9-1)^(3/2) - (1-1)^(3/2)]

= (1/9) * [8^(3/2) - 0]

= 8/9 * sqrt(2)

So, the average value of the function on the interval [0,2] is:

(1/2) * [8/9 * sqrt(2)] / (2-0)

= 4/9 * sqrt(2)

Therefore, the average value of the function y=x^2(x^3+1)^(1/2) on the interval [0,2] is 4/9 * sqrt(2).

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Given :-

To find :-

Solution :-

Answer:

Step-by-step explanation:

The parenthesis can cancel because the lack of anything you can do in them, so that will leave you with 7m + 3 + 7m + 6

Next step is to add like numbers, you should start by adding 7m + 7m, which would be 14m.

Next would be to add 3 + 6, which is nine.

To end this equation, simply put 14m + 9

There is no one-number answer because we do not know what m is. So the equation 14m + 9 is the final answer.

The standard deviation of the salaries for the company's 80 employees is calculated to be X, where X represents the numerical value of the standard deviation.

The standard deviation measures the dispersion or variability of a set of data points. In order to calculate the standard deviation, we need to first find the mean (average) of the salaries. Then, for each salary, we calculate the difference between the salary and the mean, square that difference, and sum up all the squared differences. Next, we divide the sum by the total number of salaries (80 in this case) minus 1 to obtain the variance. Finally, the standard deviation is obtained by taking the square root of the variance. This accounts for the fact that the squared differences are in squared units, while the standard deviation should be in the original units (currency in this case).

By following this process, we can find the standard deviation of the salaries for the 80 employees in the company. This value represents the measure of variability or spread in the salary distribution, providing insights into how salaries deviate from the mean.

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The answer is  det(½A) = -1/8

det(-A) = 1

det\((A^2)\) = 1

det\((A^{-1})\)= -1

Let A be the 3 by 3 matrix with det(A) = -1.

We can find the determinants of the given matrices using the following properties of determinants:

det(kA) =\(k^n\) det(A) for any scalar k and n by n matrix A.

det(\(A^{-1\)) = 1/det(A) if A is invertible.

det(AB) = det(A)det(B) for any n by n matrices A and B.

a) det(½A)

Using property 1, we have det(½A) = \((1/2)^3\) det(A) = (-1/8).

b) det(-A)

Using property 1, we have det(-A) = \((-1)^3\) det(A) = -det(A) = 1.

c) det(\(A^2\))

Using property 3, we have det(\(A^2\)) = det(AA) = det(A)det(A) = \(det(A)^2\) = \((-1)^2\) = 1.

d) det(\(A^-1\))

Since det(A) ≠ 0 (because A is invertible), we can use property 2 to find det(A^-1) = 1/det(A) = -1.

Therefore, we have:

det(½A) = -1/8

det(-A) = 1

det(\(A^2\)) = 1

det(\(A^{-1\)) = -1

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Answer:

Step-by-step explanation:

Distance = √[(-7-5)² + (-7-9)²]

= √[144 + 256]

= √400

= 20

Let's calculate the products and check if they indeed have the same value:

Product of 32 and 46:

32 * 46 = 1,472

Reverse the digits of 23 and 64:

23 * 64 = 1,472

As you mentioned, the products are the same. This phenomenon is not unique to this particular pair of numbers. In fact, it occurs with any pair of two-digit numbers whose digits, when reversed, are the same as the product of the original numbers.

To find two other pairs of two-digit numbers that have this property, we can explore a few examples:

Product of 13 and 62:

13 * 62 = 806

Reversed digits: 31 * 26 = 806

Product of 17 and 83:

17 * 83 = 1,411

Reversed digits: 71 * 38 = 1,411

As for determining if a given pair of two-digit numbers will have this property without actually performing the multiplication, there is a simple rule. For any pair of two-digit numbers (AB and CD), if the sum of A and D equals the sum of B and C, then the products of the original and reversed digits will be the same.

For example, let's consider the pair 25 and 79:

A = 2, B = 5, C = 7, D = 9

The sum of A and D is 2 + 9 = 11, and the sum of B and C is 5 + 7 = 12. Since the sums are not equal (11 ≠ 12), we can determine that the products of the original and reversed digits will not be the same for this pair.

Therefore, by checking the sums of the digits in the two-digit numbers, we can determine whether they will have the property of the products being the same when digits are reversed.

The volume of the trophy that has a pyramid shape is: 22 cubic inches.

The volume of a pyramid can be calculated by multiplying the area of the base of the pyramid together with the height of the pyramid, then divide by 3.

Volume of a pyramid is given as: V = 1/3(B)(h), where B is the base area of the pyramid and h is the height of the pyramid.

The given parameters of the pyramid-shaped trophy are:

Base area of the pyramid (B) = 6.6 square inches

Height of the pyramid (h) = 10 inches

Substitute B = 6.6 and h = 10 into V = 1/3(B)(h):

Volume of the pyramid-shaped trophy = 1/3(B)(h) = 1/3(6.6)(10)

Volume of the pyramid-shaped trophy = 1/3(B)(h) = 1/3(6.6)(10)

Volume of the pyramid-shaped trophy = (1 × 6.6 × 10)/3

Volume of the pyramid-shaped trophy = (66)/3

Volume of the pyramid-shaped trophy = 22 cubic inches.

In summary, the volume of the trophy that has a pyramid shape is: 22 cubic inches.

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Using the definition of the derivative of a function at a point, we can show that the derivative of a constant function is equal to 0.

To understand why this is the case, recall that the derivative of a function f at a point c is defined as the limit of the difference quotient as h approaches 0:

f'(c) = lim (h -> 0) [f(c + h) - f(c)] / h

Now, let's consider a constant function f(x) = k, where k is some constant. Then, for any value of x, we have f(x) = k.

Using the definition of the derivative, we can find the derivative of f at any point c:

f'(c) = lim (h -> 0) [f(c + h) - f(c)] / h

= lim (h -> 0) [k - k] / h

= lim (h -> 0) 0 / h

= 0

Since f'(c) = 0 for all values of c, we can conclude that the derivative of a constant function is equal to 0.In conclusion, using the definition of the derivative of a function at a point, we can show that the derivative of a constant function is equal to 0. This is because the difference quotient simplifies to 0 for any constant function, regardless of the value of the constant.

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Answer:

C:  Multiply $5.95 by 4. Then, add the product to $3.50.

Answer:c

Step-by-step explanation:

Answer:

24

Step-by-step explanation:

Answer:

Hi here is your answer , ummm Actually while I did the solution..I found the slope is undefined and the graph hence vertical! you can get more help through internet by searching " what happens to the graph and slope when denominator of the slope is 0 " !

Answer:

capable of working successfully; feasible.

or

Step-by-step explanation:

(of a plant, animal, or cell) capable of surviving or living successfully, especially under particular environmental conditions.

Therefore, According to the given information: W = 30 J (x=4.0m to x=7.0m), W = 40 J (x=0 to x=7.0m and x=7.0m to x=2.0m)

To calculate work, we use the formula W = F * d * cos(theta), where F is the force applied, d is the distance moved, and theta is the angle between the force and displacement vectors. Since the force is parallel to the x-axis, theta = 0 and cos(theta) = 1.
For the first question, the force is constant between x=4.0m and x=7.0m, so we can use W = F * d = (10 N)(3.0 m) = 30 J.
For the second question, we need to split the distance into segments where the force is constant. From x=0 to x=2.0m, the force is 0 N, so no work is done. From x=2.0m to x=4.0m, the force is 5 N, so W = (5 N)(2.0 m) = 10 J. From x=4.0m to x=7.0m, the force is 10 N, so W = (10 N)(3.0 m) = 30 J. Adding these up gives W = 40 J.
For the third question, we use the same approach as the second question but in reverse. From x=7.0m to x=4.0m, the force is 10 N, so W = (10 N)(3.0 m) = 30 J. From x=4.0m to x=2.0m, the force is 5 N, so W = (5 N)(2.0 m) = 10 J. From x=2.0m to x=0, the force is 0 N, so no work is done. Adding these up gives W = 40 J.

Therefore, According to the given information: W = 30 J (x=4.0m to x=7.0m), W = 40 J (x=0 to x=7.0m and x=7.0m to x=2.0m)

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Answer:

HL

Step-by-step explanation:

The HL Therom only proves right triangles are congruent and since both triangles are right triangles, HL can work here.

Answer:

6

Step-by-step explanation:

f(6) = -6   this is the value when the x value is 6

g(5) = -5 this is the value when the x value is 5

4 * f(6) -6*g(5)

4*-6 - 6* -5

-24 + 30

6

Answer:

6

_____________________

The division problem which this area model represent is given by:

3600 ÷ 45 = 80 R 0.

A rectangle can be defined as a type of quadrilateral in which its opposite sides are equal and all the angles formed are right angle.

Mathematically, the area of a rectangle can be calculated by using this formula:

A = LW

Where:

In Mathematics, a division operation that can be represented by the area and dimensions of a rectangle. For instance, making the length of a rectangle the subject of formula as follows:

L = A/W

Substituting the given parameters into the expression, we have;

L = 3600/45

L = 80 R 0.

In this context, we can infer and logically deduce that the division problem which this area model represent is given by:

3600 ÷ 45 = 80 R 0.

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Complete Question:

Rectangle with left side labeled 45. Vertical lines divide the rectangle into three parts. The left part has 80 above it and 3600 inside it. The middle part has 7 above it and 315 inside it. The right part has 32 inside it and nothing above it.

Answer:

-2

Step-by-step explanation: