I need some help please?

Actually forget this answer

The domain and range of a given relation, we need to understand the nature of the relation and the restrictions it imposes on the variables involved.

Since you haven't provided a specific relation, I'll explain the general concepts of domain and range.

The domain of a relation refers to the set of all possible input values, or the values for which the relation is defined.

It represents the x-values that can be plugged into the relation to obtain a meaningful output.

The domain can be restricted due to various reasons, such as the presence of square roots, division by zero, or logarithms.

The range of a relation, on the other hand, refers to the set of all possible output values.

It represents the y-values that the relation can produce when given valid input values from the domain.

To determine the domain and range of a specific relation, you need to analyze the given relation for any restrictions on the variables involved.

If the relation contains a square root, the expression within the square root must be non-negative to avoid complex or imaginary numbers.

If there is a denominator, it should not be zero.

Without the specific relation, it's not possible to provide a detailed analysis.

Explanation helps you understand the general concept of domain and range.

If you provide the specific relation, I'll be glad to help you determine its domain and range.

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The domain of a relation is the set of all possible input values, or the x-values, of the ordered pairs. The range of a relation is the set of all possible output values, or the y-values, of the ordered pairs.

To find the domain and range of a given relation, we need to examine the x-values and y-values of the ordered pairs in the relation.

Let's consider the given relation:

First, we look at the x-values of the ordered pairs. The set of all x-values is the domain of the relation.

Next, we look at the y-values of the ordered pairs. The set of all y-values is the range of the relation.

By analyzing the given relation, we can determine the domain and range.

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Dr. Macmillan is in the process of standardizing the test.

In the given scenario, Dr. Macmillan designed a test to measure mathematical ability in college graduates. She is administering the test to a large representative sample of college graduates to establish a norm against which individual scores may be interpreted and compared. Dr. Macmillan is in the process of standardizing the test.

Standardizing the test is an essential process as it aims to make sure that the test is fair and consistent. The test should have standardized methods of administration and scoring, and a standard set of test questions. It is to ensure that the score obtained is an accurate representation of the person's abilities.

Standardizing the test is a crucial aspect of creating an assessment. It is a method to maintain uniformity and reliability in the test process. The purpose of standardizing a test is to ensure that the test is fair and consistent. A standardized test provides a standard set of test questions, standardized methods of administration and scoring. It makes sure that the score obtained is an accurate representation of the person's abilities and is comparable across different testing groups.

In this scenario, Dr. Macmillan is administering the test to a large representative sample of college graduates to establish a norm. Standardizing the test will help Dr. Macmillan to develop a reliable and valid test. It will help to control various factors that can influence the test scores. By standardizing the test, Dr. Macmillan will be able to ensure that all test-takers receive the same instructions and have an equal opportunity to perform on the test.

Standardizing a test is a complex process and takes a lot of time and effort. It is important to take care of various factors like test administration, test scoring, and item analysis. A well-standardized test is necessary for achieving the intended test objectives. It will help to ensure that the test scores are accurate, and the results obtained are dependable.

Dr. Macmillan is in the process of standardizing the test. Standardizing the test will ensure that the test is fair, consistent, and reliable. It will help to control various factors that can influence the test scores. A well-standardized test is necessary for achieving the intended test objectives. It will help to ensure that the test scores are accurate, and the results obtained are dependable.

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In solving the following fraction, step (A) (4/7) × (-2/-1) is wrong and the correct step should be (4/7) × (-2/1).

So, the wrong step will be:

Then, the next step should be:

But, the steps it is given as:

Which makes the error.

Therefore, in solving the following fraction, step (A) (4/7) × (-2/-1) is wrong and the correct step should be (4/7) × (-2/1).

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Answer:

D. 7

Step-by-step explanation:

\( \frac{ \sqrt{196} }{\sqrt{4} } \\ \)

\( \frac{14}{2} \)

=7

The solution of the quadratic equations are shown below.

There are various methods that we could use when we want to solve a quadratic equation and these include;

1) Formula method

2) Graphical method

3) Completing the square method

4) Factor method

We have solved the following quadratic equations by factoring.

1)  3x^2 + 13x +10 = 0

x = - 1 and -10/3

2)  12n²-11n +2=0

n = 2/3 and 1/4

3) 5x^2 + 8x +3=0

x = -3/5 and -1

4)  10a²+ a -2=0

a = 2/5 and -1/2

5) 8x^2 + 10x + 3 = 0

x = -1/2 and -3/4

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Answer:

Here is how

Step-by-step explanation:

Whole is just a number.

rational is a number that can be expressed a fraction

irrational is a number that can not be expressed as a fraction

The correct representation of the inequality -3(2x - 5) < 5(2 - x) is a number line from negative 3 to 3 in increments of 1, with an open circle at negative 5 and a bold line starting at negative 5 and pointing to the left.

The inequality -3(2x - 5) < 5(2 - x) can be depicted graphically on a number line from negative 3 to 3 in increments of 1. The number line needs to include an open circle at negative 5 and a bold line starting at negative 5 and pointing to the left. This is because the inequality is less than zero, which means that all x values to the left of negative 5 are considered true, and all x values to the right of negative 5 are considered false. This is represented by the open circle, which indicates that the value of x can be any number less than negative 5. The bold line then indicates that all values of x greater than or equal to negative 5 are false. This representation accurately shows the inequality and makes it easier to understand the meaning of the inequality.

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Answer:

0,1,2,3

Step-by-step explanation:

Answer:

the answer is 1<y<4

Step-by-step explanation:

Answer:

angle 1 is 140 degrees and angle 2 is 70 degrees

Step-by-step explanation:

it is two parallel lines with an intersecting line. This means that the two angles will be the same. Your welcome btw ur mom is hot

Answer:

Angle 1 is 140 degrees and Angle 2 is 70 degrees.

9514 1404 393

Answer:

  D.  17

Step-by-step explanation:

The sum of the exterior angles of a polygon is 360°.

  x° +2x° +120° +3x° +18° +120° = 360°

  6x +258 = 360 . . . . . . . collect terms, divide by °

  6x = 102 . . . . . . . . . subtract 258

  x = 17 . . . . . . . . divide by 6

Answer:

Step-by-step explanation:

\([(\sqrt[4]{x^{\dfrac{3}{4}}})^{\dfrac{-4}{3}} ]^{4}\)

\(= [(x^{\frac{3}{4}*\frac{1}{4}})^{\frac{-4}{3}}]^{4}\\\\\\= [(x^{\frac{3}{16} ) ^{\frac{-4}{3}}}]^{4}\\\\=[ x^{\frac{3}{16}*\frac{-4}{3}}]^{4}\\\\=[x^{\frac{-1}{4}}]^{4}\\\\=x^{\frac{-1}{4}*4}\\\\=x^{-1}\\\\=\dfrac{1}{x}\)

Hint:

\((a^{m})^{n}=a^{m*n}\)

Answer:

\(1/x\)

Step-by-step explanation:

To simplify, work from the inside out.

We start with

\(\sqrt[4]{x^{3/4}}\)

on the inside. And we can change the fourth root into a fractional exponent -- 1/4:

\((x^{\frac{3}{4})^{1/4}\)

A power of a power means multiply the exponents, giving

\(x^{\frac{3}{4} * \frac{1}{4}} = x^{3/16}\)

So now we have

\([(x^{3/16})^{-4/3}]^4\)

From here, apply the "power of a power rule" again, working from the inside out.

\((x^{-12/48})^4\)

\(x^{-48/48}\)

\(x^{-1}\)

or

\(1/x\)

a. 36, 000 stadia = 5,664 km. b. 129 yojanas = 1,987 km. Stadia was an ancient unit of length, equal to about 185 meters. It was used in Greece, Rome, and other parts of the Mediterranean world.

Yojana was an ancient unit of length, equal to about 13 kilometers. It was used in India and other parts of Asia.

a. 36, 000 stadia = 5,664 km

1 stadia = 0.1575 km

36,000 stadia x 0.1575 km/stadia = 5,664 km

b. 129 yojanas = 1,987 km

1 yojana = 13.2 km

129 yojanas x 13.2 km/yojana = 1,987 km

To convert from stadia to kilometers, we can use the following conversion factor:

1 stadia = 0.1575 km

To convert from yojanas to kilometers, we can use the following conversion factor:

1 yojana = 13.2 km

In addition to the above, here are some additional information about stadia and yojanas:

Both stadia and yojanas are no longer in use as official units of measurement, but they are still sometimes used in historical and archaeological contexts.

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Answer:

'

Step-by-step explanation:

'

Answer:

4x+7

Step-by-step explanation:

x

2x+4

x+3

I hope this helps :)

when you remove a negative sign you turn the symbol

so, the solution is D

Answer:

its A

Step-by-step explanation:

asymptotes:=-1 and hole:x=4

The sampling interval for this account balance is $12,000.

To calculate the sampling interval, we will use the following formula:
Sampling interval = Population value (Book value) / Sample size
Student question: For an account balance with a book value of $1.5 million, the sample size is 125.

Given this information, the sampling interval will be:
Sampling interval = $1,500,000 / 125
Sampling interval = $12,000.

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Therefore , the solution of the given problem of unitary method comes out to be 495 possible configurations for the program for this section.

The objective can be accomplished by utilizing what has been expression learned thus far, making use of this global availability, and incorporating all essential components from earlier changeable study that utilized a particular method. If the anticipated claim result actually occurs, it will be feasible to contact the entity once more; otherwise, both important processes will undoubtedly miss the statement.

Here,

Order doesn't matter in a combination issue like this one. The combination algorithm is as follows:

=> C(n, r) = r! * (n-r)!

where r is the amount of options, and n represents the total number of options. In this instance, r = 8 and n = 12 (the total amount of records) (the number of records to play). Inserting the values:

=> C(12, 8) = 12! / (8! * (12-8)!)

=> 495

There are 495 possible configurations for the program for this section.

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Answer: B and C

Step-by-step explanation:

Answer:

B and C

Explanation:

The negative numbers are never greater than positive numbers. In this case, we don't consider the negative ones but focus on the positive numbers.

So, 3/2 and 2.3 are greater than 1/2.

D cannot be a part of the answer because the denominator is too big.

Answer:

...…...................c = 50

Answer:

22+c=54

Step-by-step explanation:

22 + his age =54

Answer:

y = -23f^2 + 1/2f + √3

Step-by-step explanation:

Standard form: y = ax^2 + bx + c

x = f

a = -23

b = 1/2

c = √3

–23f² + f/2 = -√3

-23f² + f/2 + √3 = 0

y = -23f^2 + f/2 + √3

y = -23f^2 + 1/2f + √3

The height of a Doric column that has a base diameter of 555 feet is 666 feet greater than the height of a Doric column that has a base diameter of 222 feet.

Given that the line in the xyxyx, y-plane above represents the relationship between the height h(x)h(x)h, (, x, ), in feet, and the base diameter xxx, in feet, for cylindrical Doric columns in ancient Greek architecture.

The question is asking us to find the difference between the height of a Doric column that has a base diameter of 555 feet than the height of a Doric column that has a base diameter of 222 feet.

Let's solve the problem.

:Let the height of a Doric column with base diameter 222 feet be y1 and the height of a Doric column with base diameter 555 feet be y2.

Given equation of the line in the xy-plane as,  y=2x+7

From the above equation, we have  

y1=2(222)+7  y1=451 feet (approximately)

y2=2(555)+7  y2=1117 feet (approximately)

The height of the Doric column with a base diameter of 555 feet is 1117 feet and the height of the Doric column with a base diameter of 222 feet is 451 feet. So, the difference in their heights is 1117 - 451 = 666 feet.

Thus, the height of a Doric column that has a base diameter of 555 feet is 666 feet greater than the height of a Doric column that has a base diameter of 222 feet.

The height of a Doric column with a base diameter of 555 feet is 666 feet greater than the height of a Doric column with a base diameter of 222 feet. Using the equation of the line in the xy-plane y=2x+7, we have calculated the height of a Doric column with base diameter 222 feet as 451 feet (approximately) and the height of a Doric column with base diameter 555 feet as 1117 feet (approximately). So, the difference in their heights is 1117 - 451 = 666 feet.

Therefore, the height of a Doric column that has a base diameter of 555 feet is 666 feet greater than the height of a Doric column that has a base diameter of 222 feet.

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Answer:

The total number of adults will be: 120 adults

Step-by-step explanation:

Given that there were 24 adults and 10 children in a game.

Thus, adults to children ration = 24:10 or 24/10

Let 'x' be the number of adults when there 50 children.

so the ration of adults 'x' to 50 childern = x: 50 or x / 50

As the ratio is the same.

Thus,

24 : 10 = x : 50

24/10 = x/50

switching sides

x/50  = 24/10

x  = 24/10 × 50

x = 120 adults

Therefore, the total number of adults will be: 120 adults

Answer:

1. (a) 20 (b) 21 (c) 36 (d) 42 (e) 45 (f) 18

(g) 28 (h) 49 (i) 40 (j) 8 (k) 9 (l) 4

(m) 7 (n) 7 (o) 9 (p) 0 (q) 0 (r) 0

2. (a) 3 (b) 7 (c) 4 (d) 8 (e) 3 (f) 4 (g) 9

(h) 7 (i) 3 (j) 7 (k) 4 (l) 5 (m) 2 (n) 4

(o) 7 (p) 0 (q) 0 (r) 0

3. 24

4. 27

5. (a) 16 (b) 28 (c) 32

6. (a) 6 (b) 3 (c) 4

7. 8

8. (a) 35 (b) 14 (c) 42

9. (a) Daniel 70p, Joel 56p (b) Daniel has 14p more than Joel

10. (a) 80 (b) 64 (c) 40

11. £6

12. (a) 9 (b) 7, with 1 left over

13. Team A: 7, Team B: 21, Team C: 14, Team D: 14 14. (a) 7 (b) 5

Step-by-step explanation:

Answer:

x = -3,y = 2

Step-by-step explanation:

3x-2y = -13

4x-3y = -18

~~~~~~~~~~~~~~~~

9x -6y = -39

-8x+6y = 36

x = -3

-12 -3y = -18

-3y = -6

y = 2