Please help me i dont know it. ​

This shows that a reasonable domain for this function is x > -5/6

The domain of a function is a value of the independent variable of the function for which it exists.

Given the equation below:

f(x) = 12x + 10

Since the function represents the expression used calculate a person's daily paycheck, then the function f(x) must be greater than zero;

12x + 10 > 0

12x > -10
x > -10/12
x > -5/6

This shows that a reasonable domain for this function is x > -5/6

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Answer:

81x^4

Step-by-step explanation:

With exponents, whatever is in the parentheses is multiplied by itself however many times the exponent says.

In this case, you would be solving 3 x 3 x 3 x 3 and (x)^4.

3^4 = 81 with x^4 gives you:

81x^4

Hope this helps you :)

When comparing histograms, they should have the same horizontal axis this statement is false .

Histograms are graphical representations of data distribution, where the horizontal axis represents the range of values and the vertical axis represents the frequency or density of occurrence of those values.

When comparing histograms, it is not necessary for them to have the same horizontal axis. The alignment of the horizontal axis depends on the specific characteristics of the data being represented and the purpose of the comparison. Histograms can have different ranges, intervals, or units on the horizontal axis if the data being analyzed or compared differ in those aspects.

Comparing histograms with different horizontal axis can be useful when examining different data sets or comparing data distributions with varying scales or ranges. It allows for a visual assessment of the similarities and differences between the distributions and provides insights into the data patterns and characteristics being analyzed.

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True. When comparing histograms, they should have the same horizontal axis to ensure accurate comparisons between the data sets.

When comparing histograms, it is essential to have the same horizontal axis. Histograms are used to visualize the distribution of data, and the horizontal axis represents the different categories or intervals of the data. If the histograms being compared have different horizontal axes, it becomes challenging to make accurate comparisons between the data sets.

Having the same horizontal axis allows for a direct comparison of the frequencies or counts of data points falling within each category or interval. It ensures that the data is being compared consistently across the histograms.

For example, if one histogram represents the ages of students in a class with intervals of 10 years (0-10, 10-20, 20-30, etc.), and another histogram represents the ages of students in a different class with intervals of 5 years (0-5, 5-10, 10-15, etc.), comparing them directly would not provide an accurate representation of the data.

Therefore, to make meaningful comparisons between histograms, it is crucial to have the same horizontal axis, representing the same categories or intervals of the data.

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Answer:

B

Step-by-step explanation:

Color of car is a categorical variable. its value are not numerical

The frequency of cars entering the parking lot is a discrete variable so option (d) will be correct.

A variable in mathematics is a representation of any quantity whose value is changeable.

For example speed of a vehicle is a variable.

The value of the variable changes but the meaning of the variable never for example speed of vehicle changes but the word speed does not change.

A discrete variable is a variable whose values are different.

Since car color is not a variable because the meaning of variable is not constant in car color.

The frequency of vars is a discrete variable because it is different for each kind of car.

Hence "The frequency of cars entering the parking lot is a discrete variable".

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Answer:

-1/2

Step-by-step explanation:

I think

A disadvantage of stratified sampling is requires you to have some prior knowledge about the elements in the population before drawing the sample is a disadvantage of stratified sampling. The correct option is B.

Stratified sampling is a method of sampling in which the population is divided into homogeneous subgroups, called strata, based on some characteristics. This method is used to ensure that the sample is representative of the population and can reduce sampling error.

However, one disadvantage of stratified sampling is that it requires prior knowledge about the population, which may not always be available or accurate. Additionally, stratified sampling can be more complex and time-consuming than other sampling methods, such as simple random sampling.

So, the correct answer is B.

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Answer:

The intersection of the two intervals = 4, 5, 6,.......+∞ = (4, +∞)

The union of the two intervals = -3, -2, -1, 0, 1, 2, 3, 4, 5,.....,+∞ = (-3, +∞)

Step-by-step explanation:

The given intervals are;

First interval  = (-3, +∞)

Second interval  = (4, +∞)

Using the number line, we therefore, the first interval includes, -3, -2, -1, 0, 1, 2, 3, 4, 5,.....,+∞

The second interval includes, 4, 5,.....,+∞

Which gives the intersection as 4, 5, 6,.......+∞

The union is the interval that combines the two sets of intervals which is given as follows;

The union of the two intervals = -3, -2, -1, 0, 1, 2, 3, 4, 5,.....,+∞

segment EH and segment E'H' both pass through the center of dilation.

A fixed point in the plane around which all points are enlarged or contracted is the center of a dilation.

The center, which may be found within, outside, or on a figure, is the only invariant (not changing) point under a dilation (k 1).

In the figure attached, triangle EFG is shown.

H is located at (0, 1)

The center of dilation is located at (0, 2)

Then, H' is located at (0, 0), so that the distance between the center of dilation and H' is twice the distance between the center of dilation and H.

E is located at (0, 5)

Then, E' is located at (0, 8), so that the distance between the center of dilation and E' is twice the distance between the center of dilation and E.

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Answer:

a is the answer................. :P

Step-by-step explanation:

slope = rise/run

rise=2

run=4

rise/run= .5

and it intercepts y-axis at -5

Answer:

The answer are

A.

\( {f}^{ - 1} (x) = \frac{x + 3}{x - 2} \)

B.

\( {f}^{ - 1} ( - 3) = 0\)

Step-by-step explanation:

To find the infers we do that

\(f(x) = \frac{2 x + 3}{x - 1 } \\ (x - 1)f(x) = 2x + 3 \\ xf(x) - f(x) = 2x + 3 \\ xf(x) - 2x = f(x) + 3 \\ x(f(x) - 2) = f(x) + 3 \\ x = \frac{f(x) + 3}{f(x) - 2} \\ then \: \\ {f}^{ - 1} (x) = \frac{x + 3}{x - 2} \\ then \\ {f }^{ - 1} ( - 3) = \frac{ - 3 + 3}{ - 3 + 2} = 0\)

The hypotenuse of the 45-45-90 triangle measures x / √2 units.Identify the given information. The given information is that the legs of a 45-45-90 triangle each measure x units. The question can be solved by following the steps :

1. Use the Pythagorean Theorem to solve for the hypotenuse. The Pythagorean Theorem states that a2 + b2 = c2 where a and b are the legs of the triangle and c is the hypotenuse. In this case, x2 + x2 = c2.

2. Simplify the equation. When two of the same numbers are added together, the sum is twice that number. Therefore, 2x2 = c2.

3. Solve for c. To solve for c, divide both sides of the equation by 2. This yields x2 = c2 / 2.

4. Take the square root of both sides. Taking the square root of both sides yields x = c / √2.

5.The answer to the question is that the hypotenuse of the 45-45-90 triangle measures x / √2 units.

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Answer:

  36.4%

Step-by-step explanation:

You want the percentage change from $22 to $30.

The percentage change is given by the formula ...

  percent change = ((new value)/(old value) -1) × 100%

  = (30/22 -1)(100%) ≈ 36.4%

The stock increased in value by about 36.4%.

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I'll solve one from each kind

Q1)

6 = a/4 + 2 (mutiply both sides)

24 = a + 8 (move the terms)

-a = 8 - 24 (calculate)

-a = 8 - 16 (change the signs)

a = 16

Q8)

2( 2 + 5) = -2 (divide both sides)

n + 5 = -1 (move the constant to the right)

n = -1 - 5 (calculate)

n= -6

Q3)

9x - 7 = 7 (cancel equal terms)

9x = 0 (divide both sides)

x = 0

The perimeter of ABCDEFGH is 8s, with s = 3, so the perimeter of ABCDEFGH is 8x3 = 24 units.

The perimeter of a regular octagon can be calculated using the formula P = 8s, where s is the length of each side. To solve for the perimeter of ABCDEFGH, we need to first calculate the length of each side.We can use the distance formula to calculate the length of AH. The distance formula is \(d = √((x2-x1)^2 + (y2-y1)^2).\) In this case, x1 = 4, y1 = 5, x2 = 7, and y2 = 5. Plugging these values into the formula, we get \(d = √((7-4)^2 + (5-5)^2) = √(3^2 + 0) = √9 = 3\) units.Since each side of a regular octagon is equal, we can use the length of AH, 3 units, to calculate the perimeter of the octagon. The perimeter of ABCDEFGH is 8s, with s = 3, so the perimeter of ABCDEFGH is 8x3 = 24 units.

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A threat to internal validity occurs only if a potential design confound varies systematically with the independent variable.

In experimental research, an independent variable is a variable that the researcher manipulates or systematically varies in order to study its effect on the dependent variable. It is called "independent" because it is not influenced by any other variables in the experiment, and its effects on the dependent variable can be observed and measured independently of any other factors.

Only when a possible design confound fluctuates systematically with the independent variable does internal validity come under threat. In other words, it might be challenging to distinguish between the effects seen on the dependent variable and the independent variable if there is a component that fluctuates consistently or predictably with changes in the independent variable. Internal validity is less likely to be threatened by random or unplanned variation.

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A threat to internal validity occurs only if a potential design confound varies systematically with the independent variable. This means that if the confound varies randomly or haphazardly, it is less likely to affect the results of the study.

This means that the confound is consistently related to the independent variable, making it difficult to determine if the observed effects are due to the independent variable or the confound. If the confound varies spontaneously or haphazardly, it is less likely to pose a threat to internal validity, as it would not be consistently associated with the independent variable.

However, if the confound is related to the independent variable in a consistent and predictable way, it can introduce bias and undermine the internal validity of the study. It is important for researchers to carefully control for potential confounds and ensure that any observed effects are truly due to the independent variable and not some other factor.

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Answer: 20

Step-by-step explanation:

8x5= 40

40/2=20

Triangle formula base times height divide by two.

Answer: 20cm2

Step-by-step explanation: I researched it :)

Answer:

42.5 inches

Step-by-step explanation:

because you gotta divide 349 by 8 to get ye height

Answer:

0 = -2

Step-by-step explanation:

Answer:

no answer.

Step-by-step explanation:

5x + 3 - 3x = 2(x + 3) - 5             Simplify the left.

2x + 3 = 2(x + 3) - 5                    Remove the brackets

2x + 3 = 2x + 6 - 5                      Simply the right

2x + 3 = 2x + 1                            

It doesn't matter what you do, this is going to give you an impossible answer. The 2x's will cancel out and you will get 3 = 1 which is impossible.

If the class collected $660 from ticket sales, the drama class sold a total of 90 student tickets. Let's assume that the number of adult tickets sold is x.

Since the drama class sold 25 more student tickets than adult tickets, the number of student tickets sold can be expressed as (x + 25).

The total revenue from ticket sales is given as $660. Adult tickets cost $6 each and student tickets cost $3 each. Therefore, the total revenue can be expressed as 6x + 3(x + 25).

Setting up the equation: 6x + 3(x + 25) = 660.

Simplifying the equation: 6x + 3x + 75 = 660.

Combining like terms: 9x + 75 = 660.

Subtracting 75 from both sides: 9x = 585.

Dividing both sides by 9: x = 65.

Therefore, the drama class sold 65 adult tickets.

To find the number of student tickets sold, we substitute the value of x into the expression (x + 25): (65 + 25) = 90.

Thus, the drama class sold 90 student tickets.

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The correlation coefficient is measured on a scale that varies from +1 ≤ 0 ≤ -1.

        \(${\displaystyle {\begin{aligned}r_{xy}&={\frac {\sum x_{i}y_{i}-n{\bar {x}}{\bar {y}}}{ns'_{x}s'_{y}}}\\[5pt]&={\frac {n\sum x_{i}y_{i}-\sum x_{i}\sum y_{i}}{{\sqrt {n\sum x_{i}^{2}-(\sum x_{i})^{2}}}~{\sqrt {n\sum y_{i}^{2}-(\sum y_{i})^{2}}}}}.\end{aligned}}}\)

       where \({\displaystyle s'_{x}}\) and \({\displaystyle s'_{y}}\) are the uncorrected sample standard deviations of         X and Y.

Given is a term as correlation coefficient.

        \($r =\frac{\sum\left(x_{i}-\bar{x}\right)\left(y_{i}-\bar{y}\right)}{\sqrt{\sum\left(x_{i}-\bar{x}\right)^{2} \sum\left(y_{i}-\bar{y}\right)^{2}}}\)

       where -

        \(r\) = correlation coefficient

       \(x_{i}\) = values of the x - variable in a sample

       \(\bar{x}\) =  mean of the values of the x-variable

       \(y_{i}\) = values of the y-variable in a sample

       \(\bar{y}\) = mean of the values of the y-variable

Therefore, the correlation coefficient is measured on a scale that varies from +1 ≤ 0 ≤ -1.

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Answer:

I don't know that one sorry

False. Ideas about science during the Middle Ages were primarily based on ancient Greek and Roman writings, as well as contributions from Islamic scholars.

During the Middle Ages, which spanned from the 5th to the 15th century, scientific knowledge was largely shaped by the works of ancient Greek and Roman philosophers. The works of prominent figures such as Aristotle, Galen, and Ptolemy were highly regarded and formed the foundation of scientific understanding at the time. These Greek and Roman writings covered a wide range of subjects including physics, astronomy, biology, and medicine.

Additionally, Islamic scholars made significant contributions to the advancement of science during the Middle Ages. They translated and preserved many ancient Greek and Roman texts, making them accessible to scholars in Europe. Islamic scholars also conducted their own scientific investigations and made original discoveries in various fields.

In contrast, ancient Egyptian writings had limited direct influence on scientific ideas during the Middle Ages. Although ancient Egyptian civilization made noteworthy contributions in areas such as mathematics and engineering, their scientific knowledge was not as widely disseminated or incorporated into the scientific discourse of the Middle Ages.

Therefore, the statement that ideas about science during the Middle Ages were primarily based on ancient Egyptian writings is false. The scientific thinking of that period was primarily rooted in the works of ancient Greek and Roman philosophers, as well as the contributions of Islamic scholars.

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The value of d that makes the determinant of A equal to 0 is d = -2.

To find the value of d that makes the determinant of A equal to 0, we need to solve the equation det(A) = 0.

Let's expand the determinant of A using the first row:

det(A) = 5(0(d) - 0(1)) - 0(4(-2) - 0(1)) + 4(2(1) - 0(1))

= 5(0) - 0(0) + 4(2)

= 0 + 8

= 8

Since we want the determinant to be 0, we have the equation 8 = 0. This equation has no solution.

However, we can also observe that when d = -2, the second row of the matrix becomes a multiple of the first row:

2(-2) + (-1)(1) + 1(1) = -4 - 1 + 1 = -4 - 1 + 1 = -4 = 0

This indicates that the rows of the matrix are linearly dependent, resulting in a determinant of 0.

Therefore, the value of d that makes the determinant of A equal to 0 is d = -2.

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Answer:

234.5

Step-by-step explanation:

Answer:

234.5

Step-by-step explanation:

The pythagorean triple is at least one of the legs of a Pythagorean triple must be even.

The Pythagoras theorem states that the square of the longest side must be equal to the sum of the square of the other two sides in a right-angle triangle.

|AC|^2 = |AB|^2 + |BC|^2    

We are given that;

(2 y2)2 + (2xy)2 = (x² + y2)2

1. Let's choose 2 and 5 as our two numbers, and let 2 replace y, while 5 replaces x. Substituting these values into the Pythagorean identity, we get:

(2y)² + (2xy)² = (x² + y²)²

⇒ (2(2))² + (2(5)(2))² = (5² + 2²)²

⇒ 4² + 20² = 29²

2. We chose the number 2 to replace y because we want to create a Pythagorean triple, which means we need to find values of x, y, and z (the hypotenuse) that satisfy the Pythagorean theorem, a² + b² = c². In this case, since we chose 2 as y, we can think of this as the length of one of the legs of a right triangle, and we want to find values of x and z that make this true.

3. To find a Pythagorean triple using these numbers, we just need to set x = 5 and z = 29 (which we obtained from the Pythagorean identity). Then we have:

a = 2, b = 5, c = 29

and we can verify that this is a Pythagorean triple by checking that a² + b² = c²:

2² + 5² = 4 + 25 = 29 = 29²

4. At least one leg of the triangle that the Pythagorean triple represents must have an even-numbered length because in any Pythagorean triple, one of the legs must be even.  If a and b are both even, then their sum (c) will also be even. Therefore, at least one of the legs of a Pythagorean triple must be even. In our example, we chose 2 to be the even number, and indeed, it is the length of one of the legs of the right triangle represented by the Pythagorean triple.

Therefore, by pythagoras theorem the answer will be at least one of the legs of a Pythagorean triple must be even.

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Answer:

\( \frac{ {m}^3{} }{25} \)

Step-by-step explanation:

that is the answer

Answer:

The midpoint is (3, -2)

Step-by-step explanation:

\(m = (\frac{x1 + x2}{2}, \frac{y1 + y2}{2})\\m = (\frac{-7 + 13}{2}, \frac{2-6}{2})\\m = (\frac{6}{2}, \frac{-4}{2})\\m = (3, -2)\)

As per the concept of linear equation, the college student took 13 courses of 3 credit hours.

An equation in math is defined as a mathematical statement with an 'equal to' symbol between two expressions that have equal values

Here we have given that college student completed some courses worth 3 credits and some courses worth 4 credits. The student earned a total of 59 credits after completing 18 courses

And we need to find number of students in each category.

While we looking into the given question, we have given the values like the following,

Here the total credits = 59

And the total courses = 18

Then let us consider the number of 3 credit hour courses is referred as x and the number of 4 credit hour courses referred as y

Then based on the given statement, we have written the equation as

=> x + y = 18 ----------------------------(1)

=> 3x+4y=59   --------------------------(2)

Here we have to eliminate y to find the number of 3 credit hour courses, by multiplying Equation 1 by 4

Then we get,

=> 4x + 4y = 72

Then we have to subtract Equation 2 from Equation 3

Then we get,

=> x = 13

Therefore, the resulting value is 13.

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