Can someone help me please

Hello !

you made a typo with the c^-2 because otherwise it does not make a round result

\(a^{2} *b^{2} *c^{2} \\\\= 1^{2} *2^{2}* (-3)^{2} \\\\= 1*4*9\\\\\boxed{= 36}\)

Answer:

Step-by-step explanation:

Distributive property, subtraction, division

4(2x + 3) = 10x

8x + 12 = 10x

12 = 2x

6 = x

Step-by-step explanation:  

x²+ y² -12x - 18y +17 = 0 means : (x²-12x+36)-36+(y²-18y+81)-81-27 =0

(x-6)²+(y-9)² =12²....standard form when the center is (-6 , 9) and radius 12

Answer:

The center is at (1, 6) and the radius is 1.

Step-by-step explanation:

x^2 + y^2 - 2x - 12y +36 = 0

Convert to standard form:

x^2 - 2x + y^2 - 12y = -36

(x - 1)^2 - 1 + (y - 6)^2 - 36 = -36

(x - 1)^2 + (y - 6)^2 = -36 + 36 + 1

(x - 1)^2 + (y - 6)^2 =  1

The center is at (1, 6) and the radius is 1.

The linear function that has the same y-intercept as the given graph is the equation y = -2x + 10, corresponding to option 3.

To determine the linear function with the same y-intercept as the graph, we need to find the equation of the line passing through the points (3, 4) and (5, 0).

First, let's find the slope of the line using the formula:

slope (m) = (change in y) / (change in x)

m = (0 - 4) / (5 - 3)

m = -4 / 2

m = -2

Now that we have the slope, we can use the point-slope form of a linear equation to find the equation of the line:

y - y1 = m(x - x1)

Using the point (3, 4) as our reference point, we have:

y - 4 = -2(x - 3)

Expanding the equation:

y - 4 = -2x + 6

Simplifying:

y = -2x + 10

Now, let's check the given options to find the linear function with the same y-intercept:

Option 1: The table with x-values (-3, -1, 1, 3) and y-values (-4, 2, 8, 14)

The y-intercept is not the same as the given line. So, this option is not correct.

Option 2: The table with x-values (-4, -2, 2, 4) and y-values (-26, -18, -2, 6)

The y-intercept is not the same as the given line. So, this option is not correct.

Option 3: The table with x-values (-5, -3, 3, 5) and y-values (-15, -11, 1, 5)

The y-intercept is the same as the given line (10). So, this option is correct.

Option 4: The table with x-values (-6, -4, 4, 6) and y-values (-26, -14, 34, 46)

The y-intercept is not the same as the given line. So, this option is not correct.

Therefore, the linear function that has the same y-intercept as the given graph is the equation y = -2x + 10, corresponding to option 3.

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In the quadratic equation y = a\(x^{2}\) + c ,the value of x = ± \(\sqrt \frac{y-c}{a}\)

A quadratic equation is any equation containing one term wherein the unknown is squared and no term wherein it's far raised to a higher power.

A quadratic equation is an algebraic equation of the second degree in x. The quadratic equation in its standard form is ax2 + bx + c = 0, in which a and b are the coefficients, x is the variable, and c is the constant term.

To find the value of x

Assuming \(a\neq o\)

First, subtract c from both the sides to get:

\(y-c=ax^{2}\)

then, divide both sides by \(a\) and transpose to get:

\(x^{2} =\frac{y-c}{a}\)

So, \(x\) must be a square root of \(\frac{y-c}{a}\)  and we can deduce:

\(x=\) ± \(\sqrt \frac{y-c}{a}\)

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3. The factored polynomial is p(x) = (x - 1)(x - 5)

4. The factored polynomial is p(x) = (x + 3)²

A polynomial is a mathematical expression in which the power of the unknown is greater than or equal to 2.

3. To factorize the polynomial using the graph, we see that the polynomial cuts the x - axis at x = 1 and x = 5.

This implies that its factors are (x - 1) and (x - 5)

So, the factored polynomial is p(x) = (x - 1)(x - 5)

4. To factorize the polynomial using the graph, we see that the polynomial touches the x - axis at only one point x = -3. So,it has repeated roots

This implies that its factors are (x - (-3)) = (x + 3) twice

So, the factored polynomial is p(x) = (x + 3)²

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This is the new coordinate for Z  (-1, 3)

A graph can be defined as a pictorial representation or a diagram that represents data or values.

The point Z is (-3, 4) is translated using the rule

x,y  → (x+2),(y-1)

Then simply plug-in the values of x and y which are x = -3 and y = 4

x,y → ((-3) +2), (4 -1)  which is (-1, 3)

Hence, this is the new coordinate for Z  (-1, 3)

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Answer:

Step-by-step explanation:

Given the confidence interval of the heights of american heights given as (65.3,73.7);

Lower confidence interval L = 65.3 and Upper confidence interval U = 73.7

Sample mean will be the average of both confidence interval . This is expressed mathematically as \(\overline x = \frac{L+U}{2}\)

\(\overline x = \frac{65.3+73.7}{2}\\\overline x = \frac{139}{2}\\\overline x = 69.5\)

Hence, the sample mean is 69.5

The function f(x)* = 1 + x^2 is defined for all real numbers x, so the domain is all real numbers, or (-∞, ∞).

In determining the function's output values, one must consider its collection of feasible results to extract the range. Reviewing f(x)* exhibits a minimum value of 1 due to x^2 being perpetually non-negative, while adding another factor merely preserves positivity.

Concurrently as x skyrockets, so too does the value of f(x)* given that approaching infinity generates infinitely larger powers than any constant coefficient subordinated by it. Consequently, the overall range of f(x)* becomes [1, ∞), enwrapping all feasible solutions equivalent or superior to 1.

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All sides of a rhombus have equal measures, so TU = 8. Since a rhombus is a parallelogram, and the diagonals of a parallelogram bisect each other, WU = 10. The diagonals of a rhombus are also perpendicular, meaning they form right angles. Using the Pythagorean theorem, you can find the length of TX. (TX)^2 + (WX)^2 = (WT)^2. Substituting in known values, (TX)^2 + 25 = 64. Solving gives you TX = the square root of 39. TV is double the length of TX, so TV = 2 times the square root of 39.

Answer:

A) I got this question right on my assignment

The statement is asserting that the universal class (V) is defined as the collection of all sets, where every set is included. It signifies that V encompasses all possible sets within the given set theory framework.

The statement "The universal class set, or universe, is the class of all sets: V = {x: x = x}" is referring to the concept of the universal class or the universe in set theory.

In set theory, the universal class set, denoted as V, represents the collection or class that contains all sets. It includes every possible set that can be defined or exists within the context of the set theory being considered.

The notation "{x: x = x}" is used to define the elements of the universal class. Here, "x = x" represents a condition that is always true for any object or element, regardless of its nature. In other words, this condition holds for everything in the universe, as anything is equal to itself.

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John's z-score is 0.75.

John's score of 79 on the math test corresponds to a z-score of 0.75 and a percentile of 77.82%.

To get John's z-score, we will use the formula: z = (x - μ) / σ

Data

x = John's score (79)

μ = mean score (73)

σ = standard deviation (8)

z = (79 - 73) / 8

z = 6 / 8

z = 0.75.

To find John's percentile, we can use a standard normal distribution table or calculator.

The percentile represents the percentage of scores that fall below a given value. Using  standard normal distribution table, we find that a z-score of 0.75 equals to percentile of 77.82%.

Full question:

The scores on a math test have a mean of 73 points and a standard deviation of 8 points. John scores a 79 on the test. Convert this score to a z-score and a percentile..

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Solving a system of equations we can see that the washer costs $750, and the dryer costs $250.

Let's define the variables:

x = cost of the washer.

y = cost of the dryer.

We know that the cost combined is $1000, then:

x  + y = 1000

And the washer cost 3 times the cost of the dryer, then we will get:

x = 3y

So we have a system of equations, we can replace the second equation into the first one, so we will get:

3y + y = 1000

4y = 1000

y = 1000/4

y = 250

The cost of the washer is:

x = 3*250 = 750

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Answer:

answer is C

Step-by-step explanation:

midpoint = ((x¹ + x²)÷2 , (y² +y²)÷2)

example:

((-4+2)÷2 , (-15+-1)÷2)

= ((-2÷2) , (-16÷2))

=(-1 , -8)

Answer:

Account A

Step-by-step explanation:

Account A will double the money in:

72/2.5=28.8

28.8 x 6=172.8 months=`14.4 years

Account B will double the money in:

100/5=20 years

Answer:

IF the values are same....................

Answer:

IF the values are same....................

Step-by-step explanation:

IF the values are same....................

Answer:

c) 10

Step-by-step explanation:

you need to add the white and red marbles which would be 14.

then you subtract 14 by the amount of blue marbles.

Answer:

60

Step-by-step explanation:

Answer:

it is 60

Step-by-step explanation:

If λ is an eigenvalue of A, then λ is an eigenvalue of \(A^T\). Show with an example that the eigenvectors of A and \(A^T\) are not the same.

The equation Av = λv, where v is a non-zero vector, is satisfied by an eigenvector v and an eigenvalue given a square matrix A. In other words, the eigenvector v is multiplied by the matrix A to produce a scalar multiple of v. Due to their role in illuminating the behaviour of linear transformations and differential equation systems, eigenvectors play a crucial role in many branches of mathematics and science. When the eigenvector v is multiplied by A, the eigenvalue indicates how much it is scaled.

The eigenvalue and eigenvector states that, let v be a non-zero eigenvector of A corresponding to the eigenvalue λ.

Then, we have:

Av = λv

Taking transpose on both sides we have:

\(v^T A^T = \lambda v^T\)

The above equations thus relates transpose of vector and transpose of A to λ.

Now, consider a matrix:

\(\left[\begin{array}{cc}1&2\\3&4\\\end{array}\right]\)

Now, the eigen values of this matrix are λ1 = -0.37 and λ2 = 5.37.

The eigenvectors are:

\(v1 = [-0.8246, 0.5658]^T\\v2 = [-0.4159, -0.9094]^T\)

Now, for transpose of A:

\(A^T=\left[\begin{array}{cc}1&3\\2&4\\\end{array}\right]\)

The eigen vectors are:

\(u1 = [-0.7071, -0.7071]^T\\u2 = [0.8944, -0.4472]^T\)

Hence, we see that, if λ is an eigenvalue of A, then λ is an eigenvalue of \(A^T\). Show with an example that the eigenvectors of A and \(A^T\) are not the same.

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The net which represents the pyramid is: B. A square with a triangle connected to each side with a dotted line.

A square pyramid can be defined as a type of pyramid that has a square base, four (4) triangular sides, five (5) vertices, and eight (8) edges.

In this context, we can logically deduce that the net which represents the pyramid is a square with a triangle that is connected to each side with a dotted line as illustrated in the image attached below.

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Complete Question:

Which net represents the pyramid below? There are four squares attached left to right and a square above and below the last square. There are three rectangles connected vertically with dotted lines. There are triangles connected to the middle rectangle.

A. A hexagon with a triangle connected with a dotted line to each of the sides.

B. A square with a triangle connected to each side with a dotted line.

Answer:

C) \(y > 0\)

Step-by-step explanation:

\(f(x)=2^x\\\\g(x)=x-4\\\\(f\circ g)(x)=f(g(x))=f(x-4)=2^{x-4}\)

This means that the parent function, \(f(x)=2^x\), will shift 4 units to the right along the x-axis, so this DOES NOT affect the range (nor the domain either). Thus,  \(y > 0\) would be the range.

Answer:

x = 21

Step-by-step explanation:

the equation is 2x + 10 = 52

2x = 42

x = 21

Answer:

Step-by-step explanation:

Answer:

1.176 ounces per dollar

Step-by-step explanation:

Answer:

a and d

Step-by-step explanation:

i had this same question and a and d were the correct answers

Answer:

Step-by-step explanation:

we know this is a 2 dimensional shape so m*3 out, its m not ft so only answer is

24 m*2

Answer:

c bye

Step-by-step explanation:

Derrick will receive total of $340 from all of his deductions

To create a histogram for these values using four classes, we must first determine the class width, which is determined as the data range divided by the number of classes. The data range is 151 - 58 = 93, which is the difference between the biggest and smallest numbers. The breadth of the class is 93/4 = 23.25. We'll round it up to 24 because we can't have a fractional class width.

Then, for each of the four classes, we'll start with the smallest number (58) and add the class width (24) again until we reach the maximum value (151). The lowest class boundaries for the four classes are as follows:

Class 1: 58

Class 2: 82

Class 3: 106

Class 4: 130

We'll determine the upper class limit for each lower class limit by adding the class width (24) - 1. The upper class restrictions are as follows:

Class 1: 81

Class 2: 105

Class 3: 129

Class 4: 153

Finally, we'll tally the amount of deductions made in each class and utilise that data to create the histogram. Each class has the following number of deductions:

Class 1: 1 (58)

Class 2: 3 (97, 98, 101)

Class 3: 3 (103, 127, 144)

Class 4: 3 (144, 151, 65)

We can compute the total amount Derrick will earn from all of his deductions now that we know the number of deductions in each class. He will earn $25 for each deduction of less than $130, and $45 for each deduction of $130 or more.

Derrick will receive the following total from all of his deductions:

$25 * 1 (for the single deduction of less than $130) + $45 * 7 (for the seven deductions of $130 or over) = $25 + $315 = $340

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