need help with these two problems, thank you. brainiest to whoever answers quickly.

9514 1404 393

Answer:

  range

Step-by-step explanation:

An ordered pair is ...

  (element of domain, element of range)

Then the set of all "element of range" is the range.

_____

Additional comment

To understand math, it is helpful to understand the vocabulary of math. It is difficult to obtain any meaning from a communication when one doesn't know the language.

Answer:

148$ per night.

Step-by-step explanation:

888 divided by 6 = 148.

The Answer is 148

888/6=148

Hope this helps! 

Also can I please have Brainliest...?

Only if I'm right of course...

Between 20 and 40 units per hour, the long-run average cost curve exhibits constant returns to scale. The statement that indicates between 20 and 40 units per hour, the long-run average cost curve exhibits constant returns to scale. This is option B.

In microeconomics, the long-run average cost (LRAC) is a method of showing the average expense per unit for a given level of production input. It is the cost of producing goods per unit using a specified number of inputs, such as labor and capital.

Long-run average cost is the average cost per unit of production after the company has adapted its production scale fully. As a result, the term "long-run" denotes a period in which all of the firm's inputs are variable.

The cost structure's shape is represented by the long-run average cost curve. The curve is determined by dividing the cost of producing goods by the number of goods produced. It aids in identifying the production rate at which a firm may generate the most output at the lowest cost.The long-run average cost curve depicts how the average cost of production varies with scale.

The curve might be downward-sloping, indicating economies of scale, flat, implying constant returns to scale, or upward-sloping, indicating diseconomies of scale, based on the company's production methods.

Hence, the answer is B.

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\(\qquad \qquad \textit{direct proportional variation} \\\\ \textit{\underline{y} varies directly with \underline{x}}\qquad \qquad \stackrel{\textit{constant of variation}}{y=\stackrel{\downarrow }{k}x~\hfill } \\\\ \textit{\underline{x} varies directly with }\underline{z^5}\qquad \qquad \stackrel{\textit{constant of variation}}{x=\stackrel{\downarrow }{k}z^5~\hfill } \\\\[-0.35em] ~\dotfill\)

\(\stackrel{\textit{Z varies directly with "y"}}{Z = k(y)}\hspace{5em}\textit{we also know that} \begin{cases} y=16\\ Z=12 \end{cases} \\\\\\ 12=k(16)\implies \cfrac{12}{16}=k\implies \cfrac{3}{4}=k\hspace{5em}\boxed{Z=\cfrac{3}{4}y}\)

To find the displacement and total distance traveled by the object from t=0 to t=6, we need to integrate the velocity function over the given time interval.

The displacement can be found by integrating the velocity function v(t) with respect to t over the interval [0, 6]. The integral of v(t) represents the net change in position of the object during this time interval.

The total distance traveled can be determined by considering the absolute value of the velocity function over the interval [0, 6]. This accounts for both the forward and backward movements of the object.

Now, let's calculate the displacement and total distance traveled using the given velocity function v(t) = t^2 - (1/t) - 12 over the interval [0, 6].

To find the displacement, we integrate the velocity function as follows:

Displacement = ∫[0,6] (t^2 - (1/t) - 12) dt.

To find the total distance traveled, we integrate the absolute value of the velocity function as follows:

Total distance = ∫[0,6] |t^2 - (1/t) - 12| dt.

By evaluating these integrals, we can determine the displacement and total distance traveled by the object from t=0 to t=6.

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Answer:

C.)

Step-by-step explanation:

1.) First find the slope of the perpendicular line. The slope of the perpendicular line is the number that when multiplied by the slope of the initial line, you get -1. The slope of the line is 3/8, and -8/3 * 3/8 is -1, therefore -8/3 is the slope of the new line.
2.) Now, since we have a slope if you look at the options, there is only one option with the slope -8/3, which is option C.).

Answer:

5 units

Step-by-step explanation:

Step one:

Given data

Le the first number be x

and the second number be y

So

x*y= 10-----------------1

and

x+y= 7-----------------2

from eqn 1

x= 10/y

put x= 10/y in eqn 2

\(10/y+y= 7\\\\10/y= 7-y\)

cross multiply we have

\(10=y(7-y)\\\\10=7y-y^2\)

rearrange

\(y^2-7y+10=0\)

the factors of the quadratic expression are

-5 and -2

\(y^2-5y-2y+10= 0\\\\y(y-5)-2(y-5) =0\\\\y-2=0\\\\y= 2\\\\y-5= 0\\\\y=5\\\\\)

The longest side is 5 units

John had $73

\(111 - 38 = 73\)

Hope this helps!

The number of tons of corns grown on the farm is given my a multiple of

the number of acres planted.

The number of tons of corn predicted per 5 acres planted = 20 tons

Therefore, we have;

The completed table is presented as follows;

\(\begin{tabular}{c|c|c}\underline{Number of Acres Planted with Corn}&\underline{4 tons per acre} &\underline{Tons of Corn Grown}\\5&5 \times 4&20\\10&10 \times 4&40\\15&15 \times 4&60\\20&20 \times 4&80\end{array}\right]\)

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Answer:

-5

Step-by-step explanation:

y=mx+b     m is slope

y=-5x+8

Answer:

Using the slope-intercept form, the slope is −5 .

The required solutions are x = 6/5 and x = -1/2 to the given quadratic equation 10x² - 7x - 6 = 0.

The quadratic equation is defined as a function containing the highest power of a variable is two.

The quadratic equation is given in the question:

10x² - 7x - 6 = 0

We have to determine all solutions to the given equation

As per the given question, we have

10x² - 7x - 6 = 0

10x² - 12x + 5x - 6 = 0

2x(5x - 6) + 1(5x - 6) = 0

(5x - 6)(2x + 1) = 0

Equating the above factors to zero, we get

5x - 6 = 0 and 2x + 1 = 0

5x = 6 and 2x = -1

x = 6/5 and x = -1/2

Therefore, the required solutions are x = 6/5 and x = -1/2 to the given quadratic equation 10x² - 7x - 6 = 0.

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The rule that describes the translation is T3, -2 (x,y)

The graph that completes the question is added as an attachment

From the attached graph, we have the following highlights:

This is represented as:

T3, -2 (x,y)

Hence, the rule that describes the translation is T3, -2 (x,y)

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Answer:

C on edge

Step-by-step explanation:

Person above me is correct.

Answer:

y = 2x - 16

Step-by-step explanation:

Slope = m = -2

Y = mx + b

y = -2x + b

Plugin x = 6 and y = -4 in the above equation

-4 = (-2)*6 + b

-4 = -12 + b

-4 + 12 = b

b = 8

Equation : y = -2x + 8

Answer:

M = -2, b = 8, y = -2 + 8

Step-by-step explanation:

points are at (6 , -4)

M is -2

Since the slope is negative the line has to go downward from left to right.

Also the slope tells you that the rise (difference in the y axis) has to be 2 times the run (difference in the x axis).

Use your first point on the line (6, -4) and find where the line will cross the y axis when x is 0 which is b.

Using y = mx + b  

y = -2x + b

Plugin x = 6 and y = -4 in the above equation

-4 = -2*6 + b

-4 = -12 + b

-4 + 12 = b

b = 8

So your line crosses the y axis at (0, 8)

You can prove this by plugging in the y value in the same equation

y = mx + b

8 = -2x + 8

8 - 8 = 2x

0 = 2x so x=0

Now you equation can be determine also using y = mx + b.  Plug in what you know so far.

M (slope) is -2,  b you calculated to be 8 so

y = -2x + 8

Yes, if X is the number of occurrences of an event over a fixed interval of ten minutes, then X can be considered a random variable.

The value of X can take on different values depending on the number of occurrences of the event during the ten-minute interval. For example, if the event is the arrival of customers at a store, then X could take on values such as 0, 1, 2, 3, and so on, depending on the number of customers who arrive during the ten-minute interval.

As a random variable, X can be analyzed using probability distributions and statistical methods to make predictions about the frequency and distribution of the event over time.

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The probability that an arriving student will find at least one other student waiting in line is approximately 0.167.

To solve this problem, we'll use the M/M/1 queueing model with Poisson arrivals and exponential service times. Let's calculate the required values: (a) Percentage of time Judy is idle: The utilization of the system (ρ) is the ratio of the average service time to the average interarrival time. In this case, the average service time is 10 minutes, and the average interarrival time is 12 minutes. Utilization (ρ) = Average service time / Average interarrival time = 10 / 12 = 5/6 ≈ 0.8333

The percentage of time Judy is idle is given by (1 - ρ) multiplied by 100: Idle percentage = (1 - 0.8333) * 100 ≈ 16.67%. Therefore, Judy is idle approximately 16.67% of the time. (b) Average waiting time for a student:

The average waiting time in a queue (Wq) can be calculated using Little's Law: Wq = Lq / λ, where Lq is the average number of customers in the queue and λ is the arrival rate. In this case, λ (arrival rate) = 1 customer per 12 minutes, and Lq can be calculated using the queuing formula: Lq = ρ^2 / (1 - ρ). Plugging in the values: Lq = (5/6)^2 / (1 - 5/6) = 25/6 ≈ 4.17 customers Wq = Lq / λ = 4.17 / (1/12) = 50 minutes. Therefore, on average, a student spends approximately 50 minutes waiting in line.

(c) Average length of the line: The average number of customers in the system (L) can be calculated using Little's Law: L = λ * W, where W is the average time a customer spends in the system. In this case, λ (arrival rate) = 1 customer per 12 minutes, and W can be calculated as W = Wq + 1/μ, where μ is the service rate (1/10 customers per minute). Plugging in the values: W = 50 + 1/ (1/10) = 50 + 10 = 60 minutes. L = λ * W = (1/12) * 60 = 5 customers. Therefore, on average, the line consists of approximately 5 customers.

(d) Probability of finding at least one student waiting in line: The probability that an arriving student finds at least one other student waiting in line is equal to the probability that the system is not empty. The probability that the system is not empty (P0) can be calculated using the formula: P0 = 1 - ρ, where ρ is the utilization. Plugging in the values:

P0 = 1 - 0.8333 ≈ 0.1667. Therefore, the probability that an arriving student will find at least one other student waiting in line is approximately 0.167.

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A scientific hypothesis is a proposed explanation or prediction based on limited evidence or prior knowledge, which is subject to further investigation and testing.

A guess is a speculative, unsupported statement without any logical basis, whereas a hypothesis is an educated assumption derived from existing knowledge, observations, or theories. Unlike a guess, a hypothesis is testable and can be supported or refuted by evidence gathered through scientific methods.

Scientists need a hypothesis to provide a framework for their research and guide their investigations. It helps them define the specific question they want to answer and provides a starting point for designing experiments or making observations. By formulating a hypothesis, scientists can systematically evaluate and analyze data, ultimately leading to a deeper understanding of the phenomenon under investigation.

There are indeed scientific hypotheses that cannot be directly tested or proven due to practical or ethical constraints. For example, hypotheses related to historical events that occurred in the distant past may not have accessible evidence for direct testing. Additionally, some questions related to consciousness, subjective experiences, or philosophical concepts may lie beyond the scope of scientific inquiry, as they may not be objectively measurable or observable.

While science has its limitations, it is a powerful tool for investigating and understanding the natural world. However, there are questions that fall outside the realm of scientific inquiry and require other methods of investigation, such as philosophical or ethical considerations.

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Answer: 3² = 9, 4² = 16

→ √10 lies between 3 and 4.

Step-by-step explanation: I hope this helps.

(-6, 14) and (2, -18)

The slope of the line that passes through the point.

y2 - y1 / x2 - x1

-18 - 14 / 2 + 6

= -32 / 8

= -4

Option D. -4

See the graph below

Given:

Quadrilaterla EFGH on a coordinate plane

To find:

to graph the quadrilateral after a rotation of 90° counterclockwise around the origin.

The rule for a 90° counterclockwise around the origin is given as:

We will apply the rules to the coordinates of EFGH:

E = (3, 3)

F = (6, 3)

G = (6, 6)

H = (3, 6)

Applying the rule:

Plotting the graph:

The value of the total area of the shaded region are,

⇒ 42 units²

We have to given that;

Sides of rectangle are,

AB = 9

BC = 6

Hence, The area of rectangle is,

⇒ 9 x 6

⇒ 54 units²

And, Area of triangle is,

A = 1/2 × 4 × 6

A = 12 units²

Thus, The value of the total area of the shaded region are,

⇒ 54 - 12

⇒ 42 units²

So, The value of the total area of the shaded region are,

⇒ 42 units²

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The amount of interest charged for the first 6 months is $22.75.

To find the amount of interest charged for the first 6 months, we need to sum up the interest charged for each month. The interest charged for each month can be calculated using the formula: Interest Charged = Balance * Monthly Interest Rate.

Given:

Month 1: Balance = $650, Monthly Interest Rate = 0.01167

Interest Charged 1 = $650 * 0.01167 = $7.58

Month 2: Balance = $354.08, Monthly Interest Rate = 0.01167

Interest Charged 2 = $354.08 * 0.01167 = $4.13

Month 3: Balance = $307.63, Monthly Interest Rate = 0.01167

Interest Charged 3 = $307.63 * 0.01167 = $3.59

Month 4: Balance = $260.64, Monthly Interest Rate = 0.01167

Interest Charged 4 = $260.64 * 0.01167 = $3.04

Month 5: Balance = $213.10, Monthly Interest Rate = 0.01167

Interest Charged 5 = $213.10 * 0.01167 = $2.49

Month 6: Balance = $165, Monthly Interest Rate = 0.01167

Interest Charged 6 = $165 * 0.01167 = $1.92

To find the total amount of interest charged for the first 6 months, we add up the individual interest charges:

Total Interest Charged = Interest Charged 1 + Interest Charged 2 + Interest Charged 3 + Interest Charged 4 + Interest Charged 5 + Interest Charged 6

Total Interest Charged = $7.58 + $4.13 + $3.59 + $3.04 + $2.49 + $1.92

Total Interest Charged = $22.75

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The false statement among the given options is that "the degrees of freedom for a chi-square test is determined by sample size."

In reality, the degrees of freedom for a chi-square test are determined by the number of categories or groups being compared in the analysis. Specifically, the degrees of freedom are calculated by subtracting 1 from the number of categories. For example, if we are comparing three groups, the degrees of freedom would be 2 (3-1).

As for the other options, a chi-squared distribution with k degrees of freedom is more right-skewed than a chi-square distribution with k+1 degrees of freedom. This is because as the degrees of freedom increase, the distribution becomes more symmetrical.

A chi-square distribution never takes negative values, which is true. This is because it is a squared value, so it can never be negative.

Finally, the area under a chi-square density curve is always equal to 1, which is also true. This is because the total probability of all possible outcomes must equal 1.

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The average rate of change of the function between t = 3 and t = 1 is 26.

To determine the net change of the function h(t) = 2r²r between t = 3 and t = 1, we need to evaluate h(3) and h(1) and find the difference between the two values.

Substituting t = 3 into the function, we have:

h(3) = 2(3)²(3) = 2(9)(3) = 54.

Substituting t = 1 into the function, we have:

h(1) = 2(1)²(1) = 2(1)(1) = 2.

The net change is the difference between these two values:

Net Change = h(3) - h(1) = 54 - 2 = 52.

Therefore, the net change of the function between t = 3 and t = 1 is 52.

To find the average rate of change of the function between t = 3 and t = 1, we need to divide the net change by the difference in the values of the variable:

Average Rate of Change = Net Change / Difference in t.

In this case, the difference in t is 3 - 1 = 2.

Average Rate of Change = 52 / 2 = 26.

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The area of the regular polygons with 12 sides(dodecagon) and 5 sides (pentagon) are 389.06 in² and 19.87 in² respectively.

Area of regular polygon = 1/2 × apothem × perimeter

perimeter = (s)side length of octagon × (n)number of side.

apothem = s/[2tan(180/n)].

11 = s/[2tan(180/12)]

s = 11 × 2tan15

s = 5.8949

perimeter = 5.8949 × 12 = 70.7388

Area of dodecagon = 1/2 × 11 × 70.7388

Area of dodecagon = 389.0634 in²

Area of pentagon = 1/2 × 5.23 × 7.6

Area of pentagon = 19.874 in²

Therefore, the area of the regular polygons with 12 sides(dodecagon) and 5 sides (pentagon) are 389.06 in² and 19.87 in² respectively.

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Answer:

h=20

i=75

g=55

Step-by-step explanation:

20 is equal to h

75 is equal to i

g looks like its in the middle of them so you would subtract the two and be left with 55

g=55

im not the best at math so im sorry if its wrong.

Answer:

H= 20

I= 75

G= 20

Step-by-step explanation:

Answer:

60 minutes

Step-By-Step Explanation:

1. 12/2= 6 (6 minutes per kilometer)

2. 10000/1000= 10 (10000m is 10km)

3. 10*6= 60min

If this helped, please consider picking this answer as the Brainliest Answer. Thank you!

Answer:

60 minutes or 1 hour

Step-by-step explanation:

Time taken to cover the distance of 2 km = 12 minutes

10000m = 10km

Then time taken to cover the distance of 10 km = 5 x 12 = 60 minutes

I have multiplied 12 with 5 because if we multiply 2km with 5 we will get 10km. So, hope you understood my explanation. If not ask me your doubt in comment.

Samples may be used to identify population parameters or characteristics that may not be known beforehand.

a) Population is the U.S. adult population that comprises the total group of adults in the United States.

b) A sample is a part of the population that is selected to represent the entire population.

c) The statistic is 40.2%, the percentage of the sample who report having an allergy.

d) The parameter is 42%, the percentage of the entire adult population in the United States who have an allergy.A sample is used more frequently than a population because it is impossible to collect data from an entire population, but it is feasible to collect data from a smaller group or sample that is representative of the population of interest. A sample may be used to make inferences about the population, and it is much less costly and less time-consuming than attempting to measure the entire population.

Another advantage of using samples instead of the population is that samples can be used to estimate population characteristics with some degree of confidence. Samples can be used to identify patterns in a population, providing valuable insights into the population's characteristics and trends. In addition, samples may be used to identify population parameters or characteristics that may not be known beforehand.

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While there may be other integration techniques that can be used to evaluate some chain rule integrals directly, u-substitution is a powerful and versatile tool that is often used to simplify and evaluate these types of integrals.

The chain rule is a fundamental concept in calculus, and it applies to differentiation as well as integration. The chain rule integration technique involves recognizing the function inside the integral as the composition of two functions, and then using substitution to simplify the integral.

In some cases, it may be possible to use other integration techniques to evaluate chain rule integrals directly, without using substitution. However, in general, the use of substitution (or a related technique, such as integration by parts) is often necessary to evaluate chain rule integrals.

That being said, there are some special cases where the chain rule integrals can be evaluated more directly, such as when the integrand is a polynomial or a rational function, or when it has a simple algebraic form.

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Answer:

x = 24

Step-by-step explanation:

if a and b are parallel then

62 and 5x - 2 are same- side interior angles and sum to 180° , that is

5x - 2 + 62 = 180

5x + 60 = 180 ( subtract 60 from both sides )

5x = 120 ( divide both sides by 5 )

x = 24

thus for a to be parallel to b , then x = 24