F(x)=square root 2x
G(x)= square root 32x

The marginal product of the 13th worker is 10 units of output.

Given, L represent the number of workers hired by a firm, and Q represent that firm's quantity of output.

Two points on the firm's production function are

(L = 12, Q = 122) and (L = 13, Q = 132).

we have to find the marginal product of the 13th worker,

As, to find the marginal product we find the slope,

so, Marginal Product of 13th Worker = (132 - 122)/(13 - 12)

Marginal Product = 10/1

Marginal Product = 10

So, the marginal product of the 13th worker is 10 units of output.

Hence, the marginal product of the 13th worker is 10 units of output.

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Answer:

3.76EE13 is 3.76 * 10^13

Step-by-step explanation:

Here, we are to express what is written on the calculator in scientific notation.

Mathematically, that would be

3.76 * 10^13

The terms EE13 represent 10^13

Answer: 52.94

Step-by-step explanation:

Length of train A = 480m

Tunnel length = 1320m

Time taken to cross tunnel = 2 mins = 120sec

Length of train B = 420m

Train B is slower than train A

Difference between their speed = 18km/hr

18km/hr = (18×1000)/3600 = 5m/s

Speed of train A :

Speed = distance / time

Speed = 1320 / 120 = 11m/s

Therefore, speed of train B :

(11 - 5)m/s = 6m/s

Relative speed of the two trains is therefore;

(Speed of A + speed of B)

Note : they are moving in opposite direction

( 11 + 6)m/s = 17m/s

Therefore time taken to cross each other :

(Sum of the length of both trains / relative speed of the trains)

Time taken = (480m + 420m) / (17m/s)

Time taken = 900m / 17m/s

Time taken = 52.94s

By observing diagram clearly we can observe that there is a right angled triangle with :

So, to find hypotenuse, let's use Pythagoras' theorem :

\( \large \underline{\boxed{\bf{H^2 = B^2 + P^2}}}\)

\( \tt : \implies c^2 = 3^2 + 3^2\)

\( \tt : \implies c^2 = 9 + 9\)

\( \tt : \implies c^2 = 18\)

\( \tt : \implies c = \sqrt{18}\)

Hence, value of c is √18.

The property of rectangles where opposite sides are equal in length to determine the length of Line AC. By equating AE and BD and solving for X, we found that X = 6. Substituting this value back into AE, we found that Line AC has a length of 8 units.

To determine the length of Line AC, we need to consider the properties of rectangles.

In a rectangle, opposite sides are equal in length. Since AE and BD are opposite sides of the rectangle, they must be equal.

Given that AE = X + 2 and BD = 4X - 16, we can set up an equation:

AE = BD

X + 2 = 4X - 16

To solve for X, we can simplify the equation:

2 + 16 = 4X - X

18 = 3X

Dividing both sides by 3:

X = 6

Now that we have the value of X, we can substitute it back into the expression for AE to find its length:

AE = X + 2

AE = 6 + 2

AE = 8

Therefore, the length of Line AC, which is equal to AE, is 8 units.

In summary, we utilized the property of rectangles where opposite sides are equal in length to determine the length of Line AC. By equating AE and BD and solving for X, we found that X = 6. Substituting this value back into AE, we found that Line AC has a length of 8 units.

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By the image we can see that our geometric figure ABCD has the translation:

after the figure is translated, it is reflected by the X-axis, wich means that the Y coordenate is negative, so our transformation is giving by:

Answer:

Measure of angle A = 61.9°

Step-by-step explanation:

When angle A is the reference angle, we see that:

Thus, we can find the measure of angle A using the cosine ratio, whose general equation is given by:

cos^-1 (adjacent / hypotenuse) = θ, where

Since AB (the side adjacent to angle A) is 8 units and AC (the hypotenuse) is 17 units, we can plug in 8 for the adjacent side and 17 for the hypotenuse to find θ, the measure of angle A:

cos^-1 (8/17) = θ

61.92751306 = θ

61.9 = θ

Thus, the measure of angle A is about 61.9°.

Answer:

IN MY OPINION D NO IS THE CORRECT ANSWER OF YOUR QUESTION.

Answer:

in my opinion d is the correct answer of your questions.

Step-by-step explanation:

Because subtract subtract sign is always add.

hope this will help you

thanks

Based on the chi-square test, there is no significant evidence to suggest that the die is not balanced.

We have,

To determine if the die is balanced, we can perform a chi-square test of goodness of fit.

The null hypothesis is that the die is balanced, and the alternative hypothesis is that the die is not balanced.

First, let's calculate the expected frequencies for each outcome assuming the die is balanced. Since there are 180 tosses in total, each outcome is expected to have an equal probability of 1/6.

Expected frequency for each outcome

= (Total tosses) x (Probability of each outcome)

Expected frequency for each outcome = (180) x (1/6)

Expected frequency for each outcome = 30

Now, we can calculate the chi-square test statistic using the formula:

χ² = Σ [(Observed frequency - Expected frequency)² / Expected frequency]

Let's calculate the chi-square test statistic:

χ² = [(28 - 30)² / 30] + [(36 - 30)² / 30] + [(36 - 30)² / 30] + [(30 - 30)² / 30] + [(27 - 30)² / 30] + [(23 - 30)² / 30]

χ² = [(-2)² / 30] + [(6)² / 30] + [(6)² / 30] + [(0)² / 30] + [(-3)² / 30] + [(7)² / 30]

χ² = 4/30 + 36/30 + 36/30 + 0/30 + 9/30 + 49/30

χ² = 134/30

χ² ≈ 4.467

Next, we need to compare the calculated chi-square value to the critical chi-square value at a significance level of 0.01 and degrees of freedom equal to the number of outcomes minus 1 (6 - 1 = 5).

Looking up the critical chi-square value in a chi-square distribution table with 5 degrees of freedom and a significance level of 0.01, we find it to be approximately 15.086.

Since the calculated chi-square value (4.467) is less than the critical chi-square value (15.086), we fail to reject the null hypothesis.

Therefore, we do not have sufficient evidence to conclude that the die is not balanced at a 0.01 level of significance.

Thus,

Based on the chi-square test, there is no significant evidence to suggest that the die is not balanced.

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we have the expression

11.5x(x+3)+350

this is the same that

11.5(A)+350

where A is the area of rectangular room

11.5 is the rate per square feet

350 is the fee for materials

therefore

the answer is

11.5 represent -----> option E

x(x+3) ------> option F

350 -----> option B

x -----> option C

x+3 ----> option D

Answer: Z = 65

Step-by-step explanation:

An inscribed angle is equal to 1/2 the circumference of the part of the circle across from it. Since we are given angle 50, we know the part of the circle’s circumference across from it equals 100. We also know a whole circle’s circumference is equal to 360. Let’s take 360-100 and see the remaining parts of the circumference is equal to 260. Since the two parts left of the circumference are labeled as x, we know they are equal. So, 260/2 = 130.

X=130. Notice that X is directly across from inscribed angle Z. This means Z = 1/2 X.

Z= 130/2

Z= 65

Therefore, the range of g(x) is [0,∞], or [0,∞] in interval notation. The graph of the function (x) = 4x is compressed by a square root function with a value of 4.

Elements and their variations, algorithms and supporting structures, shapes and their locales, and locations where they can be obtained are all included in the study of mathematics. The relationship between a group of inputs, each of which comes with a corresponding output, is referred to as a "function." A function is a relationship between the inputs and the results where each input makes a singular, unique result. Every function has a domain and a codomain, also known as a scope. F is typically used to indicate functions (x). An x is the input. Based on the following criteria, there are four primary types of functions that are available: on capabilities, one-to-one features, many-to-one functions, inside capabilities, and on functions.

given

A square root function with a value of 4 compresses the graph of the function (x) = 4x vertically by a factor of 4.

We must take 3 out of the formula in order to move the graph down by three units:

g(x) = 4√x - 3

The set of all x-values for which the expression 4x - 3 is defined and yields a real integer is the domain of g(x). Due to the fact that the square root of a negative integer is not a real number, the expression is defined for all non-negative values of x.

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\(5 + n = 12 \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \)

\(\boxed{9}\rule[0.35em]{10em}{0.25pt}\stackrel{\sqrt{86}}{\approx 9.27}\rule[0.35em]{17em}{0.25pt}\boxed{10}\)

Answer:

D. m = 43

Step-by-step explanation:

Answer: D. m=43

Step-by-step explanation:

a) The probability of answering all 55 problems correctly is then equal to the number of ways the student can answer those 55 problems correctly divided by the total number of possible problem selections. b) To calculate the probability that the student will answer at least 44 of the problems correctly, we need to consider all possible scenarios.

The probability of answering all 55 problems correctly can be calculated using combinations. b. To calculate the probability of answering at least 44 problems correctly, we need to consider all scenarios and sum up their probabilities.

In more detail, for part a, the probability of answering all 55 problems correctly is (77 C 55) / (1010 C 55). This is because the student needs to choose 55 problems out of the 77 they know how to solve correctly, and the total number of problem selections is (1010 C 55). The binomial coefficient (77 C 55) represents the number of ways the student can select 55 problems out of the 77 correctly.

For part b, we need to calculate the probabilities for each scenario from 44 to 55 correctly answered problems and sum them up. For example, the probability of answering exactly 44 problems correctly is (77 C 44) * [(1010 - 77) C (55 - 44)] / (1010 C 55). We calculate the binomial coefficient for the number of problems the student knows how to solve correctly and the number of problems they don't know how to solve correctly. We divide this by the total number of possible selections. We repeat this calculation for each scenario and sum up the probabilities for each scenario from 44 to 55.

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Answer:

B

Step-by-step explanation

Answer:

B. No, Hannah should have used the ratio \( \frac{adjacent}{opposite} \)

Step-by-step explanation:

✍️The formula for calculating cotangent of an angle is given as:

\( cot = \frac{adjacent}{opposite} \).

The ratio, \( \frac{opposite}{adjacent} \), used by Hannah is the formula for calculating tangent of an angle.

Therefore, Hannah did not calculate the cotangent of the angle correctly.

She should have used, the ratio, \( \frac{adjacent}{opposite} \) instead.

Students should be able to apply these concepts and tools in real-world situations, such as calculating the probability of winning a game or analyzing data from a scientific Experiment.

The probability is a measure of the possibility of an event happening. It is expressed as a fraction or decimal between 0 and 1, or as a percentage between 0% and 100%. Probability can be used to determine the likelihood of an event happening or not happening.

Data analysis is the process of analyzing data to extract valuable insights from it. It involves examining data sets to uncover trends, patterns, and relationships that can be used to make informed decisions. Data analysis is an important tool in many fields, including business, finance, and science.

The data analysis and probability unit test assesses students' understanding of these concepts and their ability to apply them in real-world situations.

The test typically includes questions that require students to use probability to determine the likelihood of an event happening or not happening, as well as questions that ask students to analyze data sets to extract valuable insights.In order to prepare for the data analysis and probability unit test, students should review the key concepts and formulas related to probability, such as the addition rule, the multiplication rule, and the complementary rule.

They should also practice analyzing data sets using tools like histograms, scatter plots, and box plots, and should be familiar with key concepts like mean, median, and mode.

Finally, students should be able to apply these concepts and tools in real-world situations, such as calculating the probability of winning a game or analyzing data from a scientific experiment.

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The number of distinct possibilities for the values in the first column of a short bingo card is = 10000

According to the data given in the question,

The middle square is contained with the word = WILD

Number of remaining squares = 24

Total number of choices given to an individual = 4

Number of options provided for each choice made = 10

Let N denote the number of choices,

In order to find the number of choices we will use the following formula,

N = \(Number of options^{Number of choices}\)

N = \(10^{4}\)

N = 10000

Therefore, the number of distinct possibilities for the values in the first column of a short bingo card is = 10000

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Answer:

61 degrees

Step-by-step explanation:

Bro its that easy

Answer: 1962.4 cubic mm

Step-by-step explanation:

The volume of the larger cone is \(V=\frac{1}{3}(\pi)(10^{2})(20)=\frac{2000\pi}{3}\)

The volume of the smaller cone is \(V=\frac{1}{3}(\pi)(3^{2})(14)=42\pi\).

So, the volume is \(\frac{2000\pi}{3}-42\pi \approx \boxed{1962.4}\)

Answer:

x² + y² = 34

Formula:

Here find the radius using distance formula:                → origin : (0, 0)

Thus the equation of circle:

Answer:

H.  \(x^2+y^2=34\)

Step-by-step explanation:

Equation of a circle (in standard form)

\((x-h)^2+(y-k)^2=r^2\)

(where (h, k) is the center and r is the radius of the circle)

Given center = (0, 0):

\(\implies (x-0)^2+(y-0)^2=r^2\)

\(\implies x^2+y^2=r^2\)

As the circle passes through point (3, 5):

\(\implies 3^2+5^2=r^2\)

\(\implies r^2=34\)

Final equation

\(x^2+y^2=34\)

The coordinates of the pre-image of F include the following: A. (-2, 4).

In Mathematics, a reflection across the x-axis would maintain the same x-coordinate while the sign of the y-coordinate changes from positive to negative.

Furthermore, a reflection across the line y = -x would interchange (switch) the x-coordinate and y-coordinate in order to form a negative inverse of the parent function and this is given by this transformation rule:

(x, y)                                    →              (y, x)

Ordered pair F = (4, -2)      →        Ordered pair F' = (-2, 4).

In conclusion, we can reasonably infer and logically deduce that the coordinates of the pre-image of F after a reflection across the line y = -x are (-2, 4).

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Answer:

1. 70

2. 65

3. 115

4. 65

5. 65

6. 65

7. 65

Step-by-step explanation:

All of them are correct so dont worry

Have a nice day

There was this one person that said, 'hey how old are you?' of course I lied. then another asking me to change my profile to something inappropriate.

Answer:

the second on 222222222222