If w # 0, what is the additive inverse of the
expression below?
A. -3w
B.-w/3
C. 3w
D. 3/w

Answer:

d

Step-by-step explanation:

The speed is the independent variable because when it changes all the others change because it changed

The correct option is D. speed.

Given, As a person increases cycling speed, the rate of calorie burned, distance traveled, and energy also increase.

We have to find the Independent variable.

Since, Calories burned, distance traveled and Energy generated all are dependent on the speed of cycling. As the speed increases calories burned will be more.So speed is the independent variable here and the other variables all are dependent variable.

Hence the correct option is D. speed.

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Step-by-step explanation:

As my previous answer got deleted for being wrong (in which it was right), I will answer again.

The answer is 1. Why? Just plug it into the equation. F(1) = 2(1) + 5 = 7.

This is proof that it is right, and that there are some corrupt admins on brainly.

How to get to this solution?

Well notice how we are given what f(a) is. It is 2a + 5. So plug this in for f(a).

If we do so, we get 2a + 5 = 7.

Solving this equation, we get a = 1.

Answer:

... c

Step-by-step explanation:

It is just a way of describing a set.

You put the set in braces (sometimes called curly brackets), {}, which is a typical way to show that you are talking about sets.

Here are a few examples:

{x| x > 0} This is read: The set of all x such that x is greater than 0.

Reading it character by character:

{ — shows you that we are talking about a set, and it sort of opens up, or starts the set

x — tells you that we are talking about a set of elements x

| (and a : is also used sometimes) — such that (this is just notation). This says that you are about to be given to rule to see what “rule” or characteristic the x’s will have.

x > 0 — This just says what characteristics x must have to be in this set. So 7, 1/2, .3 and pi are all in this set, while -1, 0, -radical(2) are not.

So this example is just how you would use set builder notation to talk about the set “the positive real numbers”

So why use it? Because it can describe more complicated sets much more succinctly.

2. {3n + 1 | n is an element of the natural numbers} (and this could be written more succinctly if I used certain symbols) would be the set {4, 7, 10, 13, …}

3. {n^2 + n + 1 | n is an element of the natural numbers} would be the set {3, 7, 13, 21, …} and notice here, if you didn’t see the set builder notation, you might have trouble knowing what the next term in the set was.

The solution of x for the exponential equation 2⁻ˣ =3 × 2ˣ would be x = - log 3 / log 2.

There are four basic properties of logarithms:

logₐ(xy) = logₐx + logₐy.

logₐ(x/y) = logₐx - logₐy.

logₐ(xⁿ) = n logₐx.

logₐx = logₓa / logₓb.

The given exponential equation below is:

2⁻ˣ = 3 × 2ˣ

Take the logarithm on both sides of the equation,

log 2⁻ˣ = log 3 × 2ˣ

-x log 2 = log 3 + log 2ˣ

-x log 2 = log 3 + x log 2

x log 2 = - log 3

x = - log 3 / log 2

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Answer:

D.

Step-by-step explanation:

The function is an absolute value. That just means that all the y-values (in this case) will be positive, but there is nothing that limits the x-values. So, D. {x | x = all real numbers}.

Hope this helps!

Answer:

Step-by-step explanation:

As given, the other rectangle has the same area as this one, but its width is 21 cm. Hence, length is 192 cm.

Step-by-step explanation:

it is truly very simple.

a variable is a placeholder for actual values.

so, when we get a value, we simple put it into every place of the variable and calculate :

f(-4) = -4 + 1 = -3

that's it.

Answer:

10:9

Step-by-step explanation:

First ratio is 5:4. 4 is equal to Henry class

If you múltiply the ratio by 2 you get

10:8, This ratio can be compared because now Henry class has 8

2(5:4)

10:8

8:9

Meaning that the answer is 10:9

The require ratio of number of students in Mr. Moore's class to Mr. Wilson's class is 10:9

The ratio can be expression as how many times one number contain another number.

For example, If any bag contain 4 apples and 8 oranges then the ratio of apple to orange is 4:8 while the ratio of the orange to the apple is 8:2

Consider M denote the number student present in the Mr. Moore's class

similarly H denote the number of student in miss Henry's class and W denote the number of student present in Mr. Wilson's class

then we have given that

M : H = 5 : 4 or

\(\frac{M}{H} = \frac{5}{4}\)

Also we have H : W = 8 : 9

\(\frac{H}{W} = \frac{8}{9}\)

Now multiply these two equations we have

\(\frac{M}{H}\times \frac{H}{W}=\frac{5}{4}\times\frac{8}{9}\)

\(\frac{M}{W}= \frac{10}{9}\)

The ratio of number of student in Mr. Moore's class to Mr. Wilson's class is 10:9

This is the conclusion to the answer.

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Answer:

the answer is D Because

Step-by-step explanation:

so I will say about $3.74

Answer:

the fourth option

Step-by-step explanation:

the first step (translating=shifting it 5 units to the right) brings it into the bottom right quadrant with the vertical side (AC) being 1 unit to the right of the y-axis.

the second step (180° counterclockwise rotation) now turns it around upside down and mirroring left/right, bringing it into to top left quadrant, putting its vertical side now 1 unit to the left of the y-axis.

and that is A'B'C'.

if y varies inversely as the same of x, and y=7/4 when x = 1 then value of y is 7/12 when x=3

If y varies inversely as the same of x, we can write the equation:

y = k / x

where k is the constant of proportionality.

Let us find the value of constant of proportionality k:

y = 7/4 when x = 1

7/4 = k / 1

Apply cross multiplication we get:

7/4 = k

k=7/4

Now plug in the value of k to find y when x = 3:

y = k /x

y = (7/4) / 3

When a fraction is divided by the whole number then fraction is multiplied with reciprocal of the whole number.

y=7/4×1/3

Multiply the numerators and denominators.

y=7×1/4×3

We know that 7×1  is 7 and 4×3 is 12.

y=7/12

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The sample size needed to be 99​% confident that the sample proportion will not differ from the true proportion by more than ​4% is given as follows:

n = 1037.

A confidence interval of proportions has the bounds given by the rule presented as follows:

\(\pi \pm z\sqrt{\frac{\pi(1-\pi)}{n}}\)

In which the variables used to calculated these bounds are listed as follows:

The margin of error is given as follows:

\(M = z\sqrt{\frac{\pi(1-\pi)}{n}}\)

The confidence level is of 99%, hence the critical value z is the value of Z that has a p-value of \(\frac{1+0.99}{2} = 0.995\), so the critical value is z = 2.575.

As we have no estimate, the parameter is given as follows:

\(\pi = 0.5\)

Then the sample size for M = 0.04 is obtained as follows:

\(M = z\sqrt{\frac{\pi(1-\pi)}{n}}\)

\(0.04 = 2.575\sqrt{\frac{0.5(0.5)}{n}}\)

\(0.04\sqrt{n} = 2.575 \times 0.5\)

\(\sqrt{n} = \frac{2.575 \times 0.5}{0.04}\)

\((\sqrt{n})^2 = \left(\frac{2.575 \times 0.5}{0.04}\right)^2\)

n = 1037.

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P(8/3) is not equal to zero, we can conclude that 8/3 is not a zero of P(x). Therefore, our suspicion was incorrect.

What is quadratic equation and how to solve it ?

A quadratic equation is a second-degree polynomial equation of the form ax^2 + bx + c = 0, where a, b, and c are constants and x is the variable.

To solve a quadratic equation, there are different methods, such as factoring, completing the square, and using the quadratic formula. The quadratic formula is the most general method and can be used for any quadratic equation.

It states that the solutions to the equation ax^2 + bx + c = 0 are given by the formula

x = (-b ± sqrt(b^2 - 4ac)) / (2a).

We can use this formula to find the roots of the equation by substituting the values of a, b, and c into the formula and simplifying.

To confirm if 8/3 is a zero of the quadratic function P(x) = 3x^2 - 4x - 7, we can substitute 8/3 for x in the equation and check if the resulting expression is equal to zero. If P(8/3) equals zero, then we can confirm that 8/3 is indeed a zero of P(x).

P(8/3) = 3(8/3)^2 - 4(8/3) - 7

= 3(64/9) - 32/3 - 7

= 64/3 - 32/3 - 21/3

= 11/3

Since P(8/3) is not equal to zero, we can conclude that 8/3 is not a zero of P(x). Therefore, our suspicion was incorrect. If we want to find the zeros of P(x), we can use the quadratic formula or factor the equation into (3x + 1)(x - 7) = 0 to get the roots x = -1/3 and x = 7.

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2 x ⁻¹ y / (x ³ z) = 2 y / (x ⁴ z)

… = 2 × 8 / (2⁴ × (-1))

… = 16 / (-16)

… = -1

Step-by-step explanation:

2 x ⁻¹ y / (x ³ z) = 2 y / (x ⁴ z)

… = 2 × 8 / (2⁴ × (-1))

… = 16 / (-16)

… = -1  

Answer:

m+5

Step-by-step explanation:

4m+5-3m

1m+5

Answer:

its incorrect

Step-by-step explanation:

the triangles are congruent as they are the exact same but flipped, so it would be the rule of SAS

We can deduce that option A is likely to be true based on the given graph of rolling dice median data.

The median is the value in the middle of a data set, which means that 50% of the data points have a value less than or equal to the median, and 50% of the data points have a value greater than or equal to the median.

The graph illustrates that the median value of the rolls is closer to the center of the possible outcomes (numbers 3, 4, and 5) than the extremes (numbers 1 and 6).

This implies that when rolling a dice several times, the median is less likely to fall between the numbers 1 and 6.

However, because rolling the dice is a random process, there is always a degree of uncertainty in predicting the outcomes.

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To implement the second method, the administrator should first create two separate lists, one for each class.

Then, the administrator should use a computer with a random number generator to select a simple random sample of 30 students from the combined class lists. To do this, the administrator should assign a unique number to each student in each list and generate a random set of 30 numbers that correspond to the students in the list.

For example, using the random digits 47899, 92198, 80657, 73914, and 18360, the administrator can choose student 47899 from the first class and student 92198 from the second class.

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Given that 16 families went on a trip and the cost of the trip was Rs. 2,16,352.The amount paid by each family is to be determined by unitary method Hence each family paid Rs.13522

Now, let's solve this by using the method of unitary method. To find the cost of 1 family trip, we will divide the total cost of the trip by the number of families.2,16,352 / 16 = 13,522 So, the cost of the trip per family is Rs. 13,522.Hence, each family paid Rs. 13,522 for the trip.

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Answer:

Step-by-step explanation

1. The total cost of the trip for all 16 families is Rs 2,16,352.
2. To find out how much each family paid, we need to divide the total cost by the number of families: Rs 2,16,352 ÷ 16.
3. When we do the division, we get the result: Rs 13,522.

Now let's check if this result is correct:

1. If each family paid Rs 13,522 for the trip, then the total cost for all 16 families would be: 16 × Rs 13,522 = Rs 2,16,352.
2. This is exactly the same as the total cost given in the problem statement.

So we have shown that each family paid **Rs 13,522** for the trip

In this problem

The graph has 4 turning point

so

Remember that

A polynomial of degree n will have at most n – 1 turning points

n-1=4

n=5

The function m(x) = 2tan(3x+4) is obtained by applying a sequence of transformations to the parent tangent function.

To determine the sequence of transformations, let's break down the given function:

1. Inside the tangent function, we have the expression (3x+4). This represents a horizontal compression and translation.

2. The coefficient 3 in front of x causes the function to compress horizontally by a factor of 1/3. This means that the period of the function is shortened to one-third of the parent tangent function's period.

3. The constant term 4 inside the parentheses shifts the function horizontally to the left by 4 units. So, the graph of the function is shifted to the left by 4 units.

4. Outside the tangent function, we have the coefficient 2. This represents a vertical stretch.

5. The coefficient 2 multiplies the output of the tangent function by 2, resulting in a vertical stretch. This means that the graph of the function is stretched vertically by a factor of 2.

In summary, the sequence of transformations applied to the parent tangent function to create the function m(x) = 2tan(3x+4) is a horizontal compression by a factor of 1/3, a horizontal shift to the left by 4 units, and a vertical stretch by a factor of 2.

Example:
Let's consider a point on the parent tangent function, such as (0,0), which lies on the x-axis.

After applying the transformations, the corresponding point on the function m(x) = 2tan(3x+4) would be:
(0,0) -> (0,0) (since there is no vertical shift in this case)

This example helps illustrate the effect of the transformations on the graph of the function.

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Answer:

The sample size 'n' = 576

576 times should you execute the process to get the desired precision

Step-by-step explanation:

Explanation :-

Step(i)

Given data the process can turn 60% of the input compounds into the desired synthesized compound.

Sample proportion ' p' = 60% = 0.60

Given data the estimate within 0.04 of the true proportion that is converted

The margin of error of the true population proportion

                      M.E = 0.04

Step(ii)

The margin of error of the true population proportion is determined by

                \(M.E = \frac{ Z_{0.05} \sqrt{p(1-p)} }{\sqrt{n} }\)

               \(0.04 = \frac{ 1.96 \sqrt{0.60(1-0.60)} }{\sqrt{n} }\)

              \(\sqrt{n} = \frac{ 1.96 \sqrt{0.60(1-0.60)} }{0.04 }\)    

      on calculation, we get

             \(\sqrt{n} = 24\)

squaring on both sides ,we get

             n = 576

Final answer:-

The sample size 'n' = 576

576 times should you execute the process to get the desired precision

\(11\frac{0}{2}.\)

1. Write the improper fraction.

\(\frac{22}{2}\)

2. Divide and extract the whole number.

\(\frac{22}{2} =11\)

3. Write the mixed number.

Since we obtained a whole number with no decimals in step 2, there's no residue on this division, therefore, the resulting mixed is the following:

\(11\frac{0}{2}\)

4. How to interpret the mixed number?

\(11\frac{0}{2}=\\ \\11+\frac{0}{2} =\\ \\11+0=\\ \\11\)

The probability that the sum of the two dice is less than 4 is 3/36, which simplifies to 1/12.

Dice probability refers to the likelihood of a certain outcome when rolling one or more dice. The probability of rolling a particular number on a fair six-sided die, for example, is 1 in 6 or approximately 16.67%. The probability of rolling any number from 1 to 6 on a single die is always the same since each face has an equal chance of landing face up.

Given by the question.

To finds the probability that the sum of the two dice is less than 4, we need to list all the possible outcomes when Cindy throws one red and one blue dice, and then count the number of outcomes that satisfy the condition.

Possible outcomes when throwing two dice:

Red Blue

1 1

1 2

1 3

1 4

1 5

1 6

2 1

2 2

2 3

2 4

2 5

2 6

3 1

3 2

3 3

3 4

3 5

3 6

4 1

4 2

4 3

4 4

4 5

4 6

5 1

5 2

5 3

5 4

5 5

5 6

6 1

6 2

6 3

6 4

6 5

6 6

There are 36 possible outcomes when throwing two dice.

Outcomes where the sum of the two dice is less than 4:

Red Blue

1 1

1 2

2 1

There are 3 outcomes where the sum of the two dice is less than 4.

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Answer:

(1.5,-0.5)

Step-by-step explanation:

Answer:

y = 2x + 5

Step-by-step explanation:

Here we have the two points as (x1=1, y1=7) and (x2 = -3, y2 = -1)

Slope of this line = (y2-y1)/(x2-x1) = (-1 -7)/(-3 - 1)  = 8/4 = 2

Using slope intercept form of y = mx + c

we get y = 2 x + c

Substituing the coordinates (1,7) in this equation gives us

7 = 2.1 + c or c =5

hence y = 2x + 5

Check

if x = -3 then y = (-2)(-3) + 5 = -6 + 5 = -1 which satisfies the coordinates for the second point

Answer:

  a) x = 1 ± (3/7)√7

  b) (-∞, -5) ∪ [-2, 5) ∪ [6, ∞)

Step-by-step explanation:

You want solutions to the relations ...

We like to solve these in the form f(x) = 0. It helps avoid extraneous solutions.

  \(7+\dfrac{1}{x} -\dfrac{1}{x-2}=0\\\\\\\dfrac{7x+1}{x}-\dfrac{1}{x-2}=0\\\\\\\dfrac{(7x+1)(x-2)-x}{x(x-2)}=0\\\\\\ \dfrac{7x^2-14x-2}{x(x-2)}=0\)

The roots of the numerator quadratic are found by ...

  x² -2x -2/7 = 0 . . . . . divide by 7

  x² -2x +1 -9/7 = 0 . . . . add and subtract 1

  (x -1)² = 9/7 . . . . . . . . . . write as a square, add 9/7

  x -1 = ±√(9·7/49) = ±(3/7)√7 . . . . take the square root

  x = 1 ± (3/7)√7

Rational inequalities are best solved by identifying the roots of numerator and denominator. These tell you where the function changes sign. The end behavior of the rational function tells you what the signs are changing from.

  \(\dfrac{x^2-4x-12}{x^2-25}\ge 0\\\\\\\dfrac{(x+2)(x-6)}{(x+5)(x-5)}\ge0\)

This has a horizontal asymptote at y=1 for |x|→∞. It has vertical asymptotes at x=±5.

The sign changes occur at x ∈ {-5, -2, 5, 6}. The rational expression is positive (approaching +1) for x < -5 and for x > 6. It is negative in the adjacent intervals, so positive again for -2 < x < 5.

The inequality is satisfied for ...

Answer:

x = 14

m∠SOP = (7x - 2)° = 96°

m∠SOR = (5x + 14) = 84°

Step-by-step explanation:

`From the given picture,

Angle SOP and angle SOR are the linear pairs.

Therefore, sum of these angles will be equal to to 180°.

m∠SOP + m∠SOR = 180° -----(1)

Since, m∠SOP = (7x - 2)° and m∠SOR = (5x + 14)°

[There is a misprint in this question. There should be x in place of y in the measures of the angles]

By substituting these values in the equation (1),

(7x - 2) + (5x + 14) = 180

12x + 12 = 180

12x = 180 - 12

12x = 168

x = \(\frac{168}{12}\)

x = 14

m∠SOP = (7x - 2)° = 96°

m∠SOR = (5x + 14) = 84°

No, jacob is not correct.

A fraction consisting of a quotient and remainder is a mixed fraction. we can convert the mixed fraction to improper fraction by first dividing the numerator by denominator and then taking the quotient as whole number and remainder as the numerator of proper fraction keeping the denominator same.

We are given that;

Expression= 1/3 + 6sqrt5/7

Now,

The sum of the expression 1/3 + 6sqrt5/7 is not rational, even though it is a fraction. A rational number is a number that can be written as the ratio of two integers, such as 1/3 or -4/5. An irrational number is a number that cannot be written as the ratio of two integers, such as sqrt2 or pi.

The expression 1/3 + 6sqrt5/7 contains an irrational term, 6sqrt5/7. This term cannot be simplified to the ratio of two integers, because sqrt5 is irrational. Therefore, adding this term to 1/3 does not make it rational. The sum of a rational and an irrational number is always irrational.

Therefore, by the fraction the answer will be No.

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