Decide what are the rates are equivalent. (30 beats per 20 seconds, 90 beats per 60 seconds)

The following are the zeros for the function h (x) = x2 + 3x - 8: - x= -4 and x=2.

Given a collection of inputs X (domain) and a set of potential outputs Y (codomain), a function is more technically defined as a set of ordered pairings (x,y) where xX and yY with the caveat that there can only be one ordered pair with the same value of x. The function notation f:XY can be used to express that f is a function from X to Y.

The function's zero is a value of x that makes it equal to zero. In other words, the equation f(x) = 0 leads to a zero.

By putting h(x) equal to zero and figuring out x, we may determine the zeroes for the function h(x) = x2 + 3x - 8.

h(x) = x² + 3x - 8 = 0

We may factor the left side of the equation to find x:

x² + 3x - 8 = (x-2)(x+4) = 0

We set each factor to zero and solve for x to discover the zeroes:

x-2 = 0 or x+4 = 0

x = 2 or x = -4

Consequently, the function's zeros are x = 2 and x = -4.

So, A is the right response. x = -4 and x = 2

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The complete question is

What are the zeros of the function h (x) = x² + 3x - 8?

A. x = -4 and x = -2

B. x= -8 and x = 2

C. x = -2 and x = 8

D. x = 2 and x = 8

Answer:

$6 left

Step-by-step explanation:

since she saved up for 10 weeks= 3*10
$30-$24(price of the shirt)

=$6

By using the concepts of direct and inverse trigonometric expressions, the angles that represents the trigonometric function cos 5/6 are θ₁ ≈ 33.557° and θ₂ ≈ 326.443°.

Cosine are trigonometric functions whose period is 360°. Cosine is positive both for the first and fourth quadrants. Thus, the two angles associated to the given trigonometric expression are by inverse trigonometric functions:

θ₁ ≈ 33.557°, θ₂ ≈ 326.443°

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Answer:

Its an increase

1 ft difference

increasing i believe

Answer:

https://doubtnut.com/question/-28if-the-sum-of-a-number-and-its-square-is-272-what-will-be-the-number--13582989

Step-by-step explanation:

The differential operator that annihilates e sin 2x is (A) (D+1)(D-2), the differential operator that annihilates 3et+2 cos x is (E) None of these, and the differential operator that annihilates 5+x+3e +xe is (C) D(D-2).

To find the differential operator that annihilates a given function, we need to apply the operator to the function and check if it evaluates to zero. For the function e sin 2x, applying the operator (D+1)(D-2) to it yields zero, indicating that this operator annihilates the function.

However, for the function 3et+2 cos x, none of the given options in (B), (C), (D), or (E) result in zero when applied to the function. Similarly, for the function 5+x+3e +xe, only the operator D(D-2) evaluates to zero, indicating that it is the differential operator that annihilates the function.

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To write the center and radius of a circle, we need to have the equation of the circle in standard form, which is: (x - h)² + (y - k)² = r² where (h, k) is the center of the circle and r is the radius.

A circle is a geometrical figure that is defined as a closed shape where all the points on the boundary of the shape are at an equal distance from the center point. The center of a circle is the point which is equidistant from all points on the circumference of the circle. To determine the center of a circle, we need to follow some steps:

Step 1: Identify the coordinates of three points on the circle

To find the center of a circle, we need to know the coordinates of at least three points on the circumference of the circle. The coordinates of these points can be determined by measuring the distance of the points from the x-axis and y-axis.

Step 2: Find the perpendicular bisectors of two chords

Once we have identified three points on the circle, we need to find the perpendicular bisectors of two chords. A chord is a line segment that connects two points on the circumference of the circle. The perpendicular bisector of a chord is a line that is perpendicular to the chord and passes through the midpoint of the chord.

Step 3: The intersection of perpendicular bisectors is the center of the circle

The perpendicular bisectors of two chords will intersect at a single point. This point is the center of the circle. To verify that this point is indeed the center, we can measure the distance from the center point to the three points on the circle. If the distances are equal, then the point is indeed the center of the circle.

In summary, to find the center of a circle, we need to identify the coordinates of at least three points on the circumference of the circle, find the perpendicular bisectors of two chords, and then find the intersection of the two perpendicular bisectors. This point is the center of the circle.

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Answer:

37.7

Step-by-step explanation:

37.7+37.7=75.4

Answer:

B

Step-by-step explanation:

Answer:

B.1593

Step-by-step explanation:

Answer:

-24

Step-by-step explanation:

I think its D i hope this helps :D

Answer:

A. 3 is the answer of questions

Answer:

24

Step-by-step explanation:

1/3 = 8

3/3 = 8*3

The amount of rain the city received in July is r = 2.5 inches

Given data ,

City received 3/4 inch of rain on July 31

Now , it represents 3/10 of the total amount of rain this to received in July

So , the equation is represented as A

Now , the value of A is

( 3/10 )r = 3/4

Multiply by 10 on both sides , we get

3r = 30/4

Divide by 3 on both sides , we get

r = 30/12

r = 2.5 inches

Hence , the city received 2.5 inches of rain

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There were 5 participants in this study. Each participant has two measurements: their stress level before and after therapy.

The given data represents stress levels before and after a therapy for a certain number of participants. There are two stress level measurements for each participant - one before the therapy and one after the therapy.

The data shows that for the first participant, the stress level before the therapy was 11, and after the therapy was 8. Similarly, for the second participant, the stress level before the therapy was 16, and after the therapy was 11, and so on.

To determine the number of participants in the study, we can count the number of rows in the table. In this case, there are 5 rows, indicating that there were 5 participants in the study.

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Answer: 5/12

Here is a really quick way to divide fractions. In the divisor (the second fraction) we flip the numerator and the denominator. This is known as the reciprocal and basically it means the reverse of the fraction. When we find the reciprocal, we also have to change the division sign to a multiplication sign:

1/6 x 2/5

Once you've flipped the second fraction and changed the symbol from divide to multiply, we can multiply the numerators together and the denominators together and we have our solution:

The complete answer is below (simplified to the lowest form):

1x5 / 6x2 = 5/12

Here's a little bonus calculation for you to easily work out the decimal format of the fraction we calculated. All you need to do is divide the numerator by the denominator and you can convert any fraction to decimal:

5/12 = 0.4167

Answer: 5/12

Step-by-step explanation: When solving this equation you are going to have to use a method called keep, change, flip. you would keep \(\frac{1}{6}\) , change the division symbol to multiplication (because multiplication is the opposite of division) and flip \(\frac{2}{5}\) to \(\frac{5}{2}\).

Answer:

-136

Step-by-step explanation:

17 × -8

Multiply 17 and −8 to get −136.

-136

Answer:

3 tiles

because 1/4+1/4+1/4=3/4

I hope this helps you!

Answer:

Length of the fencing required = 201.06 meters

Step-by-step explanation:

Architect is planning a circular playground with diameter = 64 m

We have to calculate the fencing required to cover this playground.

Length of fencing = circumference of the playground

Since circumference of a circle = π × (Diameter)

                                                    = 64π

                                                    = 201.06 meters

Therefore, length of fencing required to keep the kids in a circle will be 201.06 meters.

Answer:

0, 2, 2 4 6 10 16 26 42 68 110

Step-by-step explanation:

The discriminant of ggg is negative.

The discriminant is a term used in mathematics to determine the nature of the solutions of a quadratic equation. For a quadratic equation in the form ax^2 + bx + c = 0, the discriminant is given by b^2 - 4ac. If the discriminant is negative, it means that the quadratic equation has no real solutions. In the context of ggg, since the discriminant is negative, it indicates that the quadratic equation associated with ggg does not have real solutions. This could imply that ggg is not a quadratic expression or that it represents a quadratic expression with complex solutions.

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What are the possible values (positive, zero, or negative) for the discriminant of the quadratic equation represented by the function g(x)?

Based on the information, we can determine convergence or divergence of series.The given options do not provide a clear representation of potential outcomes.It is not possible to select correct option.

The given series is "nvž enn |||-) En=12 100 1-) Σπίο 3* 2"-1 ||-) En=2 n". In the series, we have the characters "nvž enn |||-)" which indicate the series notation. The characters "En=12 100 1-" suggest that there is a summation of terms starting from n = 12, with 100 as the first term and a common difference of 1. The characters "Σπίο 3* 2"-1 ||-) En=2 n" indicate another summation, starting from n = 2, with a pattern involving the operation of multiplying the previous term by 3 and subtracting 1.

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Barbara has 6 nickels, 8 dimes and 5 quarters in her purse

An equation is the equality between two algebraic expressions, which have at least one unknown or variable.

We know that the number of dimes is three less than the sum of the numbers of nickels and quarters, so:

d = n + q - 3

2.35$ is equal to 235 cents and nickels are worth 5 cents each, dimes 10 cents each, and quarters are 25 cents each. So the values of her coins are:

5n = value of the nickels

10d = value of the dimes

25q = value of the quarters

5n + 10d + 25q = 235

Solving the equations we have:

n +d + q = 19                 (1)

d = n + q - 3                  (2)

5n + 10d + 25q = 235  (3)

By ordering the variables in the (2) equation we have:

d = n + q - 3

d - n - q = - 3

- n + d - q = -3

n      + d      + q =      19            (1)

- n    + d       - q =      -3            (2)

5n + 10d + 25q =   235            (3)

Substitute (d) for n + q - 3  in (1) and (2) equations.

n + n + q - 3 + q = 19

2n  + 2q = 22

2(n+q) = 22

n+q = 22/2

n  + q  = 11        (4)

In (2) equation:

5n + 10(n + q - 3) + 25q = 235

5n + 10n + 10q - 30 + 25q = 235

15n + 35q = 265  (5)

We now have two equations in two unknowns instead of 3 unknowns:

n +    q =   11         (4)

15n + 35q = 265  (5)

Multiply (4) equation by -15 and add:

-15n  - 15q  = -165

15n  +35q  =  265

         20q  = 100

q = 100/20

q = 5

Substitute for (q) in (4)

n + 5 = 11

n = 11-5

n = 6

Substitute (q) and (n) value in (1)

n +d + q = 19  

6 + d + 5 = 19

d = 19 - 6 - 5

d = 8

Therefore, Barbara has 6 nickels, 8 dimes and 5 quarters

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Mathematics is a fundamental subject in education that is essential in the development of an individual’s critical thinking and problem-solving skills. It is one of the primary subjects that are taught in elementary schools and must be taught appropriately for children to understand and gain the required skills. One true statement about mathematics teaching in elementary schools is that it should be student-centered.

Teachers should focus on the child's understanding, individual learning abilities and styles, and progress.The learning experience should not be centered on the teacher but on the students. Teachers should also make the subject engaging and interactive to enable students to grasp the content easily and maintain their interest in the subject. Besides, teachers should develop a personalized learning approach that allows students to learn and understand the subject at their own pace while creating opportunities for individual and group learning. Through such learning approaches, students can develop the required mathematical concepts and competencies such as critical thinking, problem-solving, and decision-making skills that will be beneficial in their future endeavors.

In elementary schools, mathematics teaching should be student-centered. It should be engaging and interactive to enable students to grasp the content easily and maintain their interest in the subject.

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Answer:

0.42

Step-by-step explanation:

Add 9 to 3 to get 12, divide 12 by 100 and add it to 0.3 to get your answer.

The parametric equations for the line segment joining points P(1, 2, 0) and Q(1, 3, -1) are: x(t) = 1, y(t) = 2 + t, z(t) = -t.

To parametrize the line segment joining the points P(1, 2, 0) and Q(1, 3, -1), we can express the coordinates of points on the line segment as functions of a parameter, typically denoted by t. Let's define the position vector r(t) = (x(t), y(t), z(t)) as the vector that represents a point on the line segment. The parameter t will vary between 0 and 1, where t = 0 corresponds to point P and t = 1 corresponds to point Q. We can find the position vector r(t) by considering the vector equation of the line segment: r(t) = P + t(Q - P). Substituting the given coordinates of points P and Q: r(t) = (1, 2, 0) + t((1, 3, -1) - (1, 2, 0)). Simplifying: r(t) = (1, 2, 0) + t(0, 1, -1). Breaking it down into its components: x(t) = 1 + 0t = 1, y(t) = 2 + 1t = 2 + t, z(t) = 0 - 1t = -t. Therefore, the parametric equations for the line segment joining points P(1, 2, 0) and Q(1, 3, -1) are: x(t) = 1, y(t) = 2 + t, z(t) = -t. These equations describe all points on the line segment as the parameter t varies from 0 to 1.

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The area of the larger figure that is similar to the smaller one is: 28.2 m².

Where A and B represent the areas of two similar figures, and a and b are their corresponding side lengths, respectively, the formula that relates their areas and side lengths is:

Area of figure A / Area of figure B = a²/b².

Given that the two figures are similar as shown in the image above, find each of their respective side lengths if we are given the following:

Perimeter of smaller figure = 20 m

Area of smaller figure = 19.6 m²

Perimeter of larger figure = 34m

Area of larger figure = x

Therefore:

20/34 = a/b

Simplify:

10/17 = a/b.

Find the area (x) of the larger figure using the formula given above:

10²/12² = 19.6/x

100/144 = 19.6/x

100x = 2,822.4

x = 2,822.4/100

x ≈ 28.2 m²

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Each board must be within how many inches of 15 is l' actual = (15±0.03) inch, l" actual = (15±0.03) inch.

size is the quantification of attributes of an item or occasion, which can be used to evaluate other objects or occasions. In other words, measurement is a system of figuring out how massive or small a bodily amount is compared to a primary reference quantity of the identical kind.

size is the simple idea inside the have a look at of arithmetic and technology. measurement quantifies the traits of an object or occasion, which we can compare with other things or activities. measurement is the most commonly used word, on every occasion we address the department of an amount. dimension gear makes our lives higher and more secure, and they enhance the best and quantity of lifestyles. measurement is a contrast of an unknown quantity with a known fixed amount of the equal kind. The cost received on measuring a quantity is referred to as its value. The value of a quantity is expressed as numbers in its unit.

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Answer:

answer is -7/6

Step-by-step explanation:

Answer:

a/b where a=1/2 b=-3/7

1/2*-7/3=-7/6

We have to determine whether the given series converges or diverges. The given series is as follows: `(n+4)! / 4!(n!)` Let's use the ratio test to find out if this series converges or diverges.

The Ratio Test: It is one of the tests that can be used to determine whether a series is convergent or divergent. It compares each term in the series to the term before it. We can use the ratio test to determine the convergence or divergence of series that have positive terms only. Here, a series `Σan` is convergent if and only if the limit of the ratio test is less than one, and it is divergent if and only if the limit of the ratio test is greater than one or infinity. The ratio test is inconclusive if the limit is equal to one. The limit of the ratio test is `lim n→∞ |(an+1)/(an)|` Let's apply the Ratio test to the given series.

`lim n→∞ [(n+5)! / 4!(n+1)!] * [n!(n+1)] / (n+4)!` `lim n→∞ [(n+5)/4] * [1/(n+1)]` `lim n→∞ [(n^2 + 9n + 20) / 4(n^2 + 5n + 4)]` `lim n→∞ (n^2 + 9n + 20) / (4n^2 + 20n + 16)`

As we can see, the limit exists and is equal to 1/4. We can say that the given series converges. The series converges. To determine the convergence of the given series, we use the ratio test. The ratio test is a convergence test for infinite series. It works by computing the limit of the ratio of consecutive terms of a series. A series converges if the limit of this ratio is less than one, and it diverges if the limit is greater than one or does not exist. In the given series `(n+4)! / 4!(n!)`, the ratio test can be applied. Using the ratio test, we get: `

lim n→∞ |(an+1)/(an)| = lim n→∞ [(n+5)! / 4!(n+1)!] * [n!(n+1)] / (n+4)!` `= lim n→∞ [(n+5)/4] * [1/(n+1)]` `= lim n→∞ [(n^2 + 9n + 20) / 4(n^2 + 5n + 4)]` `= 1/4`

Since the limit of the ratio test is less than one, the given series converges.

The series converges to some finite value, which means that it has a sum that can be calculated. Therefore, the answer is a).

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Answer:

m=-6

Step-by-step explanation:

use slope formula to solve

m= rise/run=y2-y1/x2-x1