please help me in this question​

Answer:

9x + 6y

Step-by-step explanation:

Given

5(x + 2y) - 4(y - x) ← distribute both parenthesis

= 5x + 10y - 4y + 4x ← collect like terms

= 9x + 6y

Answer:

C y = 7x +19

Step-by-step explanation:

There are 19 gallons in the water tank and 7 gallons are added when you take x amount of minutes, which gives you y.

An example is 1 minute.

Y = 7(1) + 19

y = 7 + 19

y = 26

You have to remember that there are 19 gallons already in the tank and that 1 minute has passed, which means 7 gallons have been added. Thus there are 26 gallons in the water tank.

Hope this helps. :)

Answer:

I think the answer is A hopefully this helps

Answer:

c) 388 minutes

Step-by-step explanation:

Given equation,

→ C = 29.95 + 0.035x

Then the call duration will be,

→ C = 29.95 + 0.035x

→ 43.53 = 29.95 + 0.035x

→ 0.035x = 43.53 - 29.95

→ x = 13.58/0.035

→ [ x = 388 ]

Hence, option (c) is correct.

The given inner product on the set of 2-by-2 matrices does not satisfy the axioms mentioned.

a. To satisfy the axiom v = 0 if and only if (v, v) = 0, we need the inner product to be positive-definite, meaning that (v, v) > 0 for all non-zero vectors v. However, in the given inner product definition ([a, a), b) = b²]› = ª₁b² − ª₂b² + A¸b¸ — Açb₁ a₁b₁, we can find vectors v for which (v, v) = 0. For example, consider the matrix v = [0, 1; 0, 0]. In this case, (v, v) = 0, but v ≠ 0, violating the axiom.

b. To satisfy the axiom (u + v, w) = (u, w) + (v, w) for all u, v, w ∈ M₂₂, we need the inner product to be bilinear. However, in the given inner product definition, the expression ª₁b² − ª₂b² + A¸b¸ — Açb₁ a₁b₁ does not exhibit linearity in both variables. Therefore, the axiom is not satisfied.

In conclusion, the given inner product on the set of 2-by-2 matrices does not satisfy the mentioned axioms.

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Answer:

14cm

Step-by-step explanation:

As we know , hexagon has six sides .

so ,

We will divide the number of sides by the total perimeter to obtain the length of one side :

_____________________

Hexagon = 6 sides .

Length of one side of hexagon would be = 84/6

=> 14 cm

Answer:

14 cm

Step-by-step explanation:

The perimeter of a regular hexagon is 84 cm. (Given)

Here,

Hexagon = 6 sides

Now,

= 84 ÷ 6

= 14 cm

Thus, the length of one side is 14 cm

Answer:

You would solve this as if the inequality sign was an equal sign.

Just make sure when you divide by a negative or multiply by a negative the sign switches, anyways:

5 + 5(x +4) < 20

Distribute the 5 and simplify

5 + 5x + 20 < 20

25 + 5x < 20

Isolate x    (subtract 25 from both sides)

5x < -5

Divide by 5

x < -1

Answer:

r≤11

Step-by-step explanation:

well there is four riders already on there and the maximum is 15 so you would subtract 4-15 That's 11 and there can be less than 11 or equal to 11 so it would be less than or equal to 11

Answer:

0.4545...

Step-by-step explanation:

To convert a fraction to a decimal take the numerator (5) and divide it by the denominator (11):

5 ÷ 11 = 0.454545... the 45 keeps repeating because it's a repeating decimal

Answer: To determine the width of the sidewalk, we need to subtract the area of the garden from the total area covered by the pavers.

The area of the garden is given by the product of its length and width:

Area of the garden = 40 feet * 30 feet = 1200 square feet

To find the area of the sidewalk, we subtract the area of the garden from the total area covered by the pavers:

Since the area of the sidewalk is negative, it means that the number of pavers is not enough to cover the entire garden. In this case, Emily would not be able to build a sidewalk of uniform width around her garden using all the pavers. She would either need to obtain more pavers or consider a different design option.

How you actually measure the variable is called the Operational definition of the variable .

The Operational Definition of a variable is how you actually measure it.

It specifies the methods, techniques, and procedures used to measure a particular variable. It is the concrete, specific, and practical definition of the variable in a way that makes it possible to be observed, measured, and recorded.

The operational definition is also used to ensure that all researchers are measuring the variable in the same way and to reduce the potential for measurement error. It is an important step in the scientific process as it allows for replication of results and makes the variable more concrete and tangible.

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The degree of f(x) is 4  and the leading coefficient is Positive. There are distinct 4 real zeros and 2 relative minimum values.

The largest power of the variables in a polynomial expression is the polynomial's degree.

The leading coefficient of a polynomial, or the number that is placed before the x with the highest exponent, is the coefficient of the term with the highest degree of the polynomial in mathematics.

The locations when a polynomial equals zero overall are known as its zeros. In simple words, we can state that a polynomial's zeros are variable values at which the polynomial equals 0.

The heights and dips of a polynomial—the locations where direction changes are its extreme values. Here the heights and dips are called relative maxima and minima.  

Here we have

a "W" shaped graph opened upwards

In general, the 'W' shaped graph will have a 4th degree.

=> Degree of the given polynomial is 4

Since the graph opened upwards the leading coefficient is positive.

The number of real zeros is determined by the quantity of x-axis cutting points, as we can see that the graph cuts the x-axis 4 times

=> Number of real zeros of polynomial = 4

The heights and dips of a polynomial

The number of height in the graph is 2

=> The relative extreme values of Polynomials = 2

Therefore,

The degree of f(x) is 4  and the leading coefficient is Positive. There are distinct 4 real zeros and 2 relative minimum values.

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The desired confidence interval is [7.3, 7.9].

Solution: The given problem can be solved by the formula:

Confidence Interval = [mean – (Za/2 * (σ/√n)),

mean + (Za/2 * (σ/√n))]

Where, Zα/2 is the Z value of alpha by 2.

The formula to find Zα/2 is given as: Zα/2 = InvNorm (1-α/2)

Here, we need to find the confidence interval for the mean number of energy drinks consumed by adults.

Therefore, Mean (μ) = 7.6

Population Standard Deviation (σ) = 0.8

Sample Size (n) = 159

Confidence Level = 85%

Here, we need to construct a 85% confidence interval for the mean.

So, α = 100% – Confidence Level

α = 100% – 85% = 15%

α/2 = 15/2 = 7.5% or 0.075

Using Z Table, the value of Zα/2 can be calculated as:

Zα/2 = InvNorm(1-α/2)

= InvNorm(1-0.075)

= InvNorm(0.925) = 1.44 (rounded off to two decimal places)

Now, we can substitute the given values into the formula for the confidence interval.

Confidence Interval = [mean – (Zα/2 * (σ/√n)), mean + (Zα/2 * (σ/√n))]

Confidence Interval = [7.6 – (1.44 * (0.8/√159)), 7.6 + (1.44 * (0.8/√159))]

Confidence Interval = [7.3, 7.9]

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Answer:

D

Step-by-step explanation:

Always apply the formula a_n=ar^(n-1) in this type of questions, since you know that the first term, a is 7 and the common ratio, r is 13. Therefore you can substitute a = 7 and r = 13 into the equation which equals to a_n=7×13^(n-1)

The explicit rule for a geometric sequence defined by,

a(n) = 7 × 13ⁿ⁻¹

We have to given that,

a (n) = 13 a (n - 1)

Now, We can simplify as,

a (n) / a (n - 1) = 13

a (n) = 13 a (n - 1)

Since, We know that,

a(n) = a × rⁿ⁻¹

Here, a = 7

a(n) = 7 × 13ⁿ⁻¹

Hence, Option c is true.

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Given:

Angle 6 = 25 degrees

To Find:

The value of Angle 7

Solution:

We know that,

the value of Angle 6 is equal to 25 Degrees

Since Angle 6 and Angle 7 together comprise of a Straight Line, this means that they are Supplementary Angles.

Therefore,

Angle 6 + Angle 7 = 180 degrees

This implies that,

25 degrees + Angle 7 = 180 degrees.     (since Angle 6 = 25 Degrees)  

Angle 7 = (180-25) degrees

Thus ,

Angle 7 = 155 degrees

Hence, Angle 7 is  155 degrees (Option 1)

The scale factor was used for each dilation are-

A transformation that changes the size of a figure is called a dilatation. This indicates that the preimage as well as image are similar and have been scaled up or down, respectively.

A dilatation that results in a reduction (imagine shrinking) or an enlargement (think stretching) produces a smaller or larger image, respectively.

Part a: For ΔABC

Length AB = 2 units

Length A'B' = 4 units

A'B' = 2 *AB

Thus,  For ΔABC - scale factor = 2

Part b: For ΔDEF -

Length DF = 2 units

Length D'F' = 1  units

D'F' = 1/2 DF

Thus, For ΔDEF - scale factor = 1/2

Part c: For ΔGHJ -

Length GH = 3 units

Length G'H' = 1  units

G'H' = 1/3 GH

Thus,  For ΔGHJ - scale factor = 1/3

Part d: For ΔKML -

Length KM = 2 units

Length K'M' = 6  units

K'M' = 3*KM

Thus, For ΔKML - scale factor = 3

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The constant rate of change and initial value for the given graph are 40 and 20 respectively. the initial value might represent the fixed cost of the soil.

The slope of a straight line is the tangent of the angle formed by it with the positive x axis as the reference. The negative slope indicates the rate of decrease while the positive shows the rate of increase.

The given problem can be solved as follows,

(a) The graph given is a straight line that passes through (0, 40) and (10, 240).

The constant rate of change is equivalent to the the slope of the line given as,

⇒ (240 - 40)/(10 - 0) = 20

(b) The initial value of the graph is given as the y-intercept of the line.

Which is given as 40.

It might represent the fixed cost.

Hence, the constant rate of change is given as 40 and the initial value is 20 which might represent the fixed cost.

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The missing graph is attached here.

Answer:

q=9.75

Step-by-step explanation:

1. No answer ( may be due to incorrect question)

2. x = -3

y = 4

3. x= 4

y = 2

4.x = -63/40

y= -19/20

Step 1

Multiply equation 1 by the coefficient of x in equation 2

Multiply equation 2 by the coefficient of x I'm equation 1

(after completing this step you will derive equation 3 and 4 )

Step 2

Subtract equation 4 from equation 3

Step 3

Divide both sides of the equation by the coefficient of y

Step 4

substitute your value for y in equation 1 or 2

(after this you will derive the values of x)

Note : This method is for the Elimination of x

I hope it helps

Answer: A.  X = 11

Step-by-step explanation:

x - 7 = 4

11 - 7 = 4

Answer:

5 6/8 cups

Step-by-step explanation:

1 cups equal 8/8

simply one cup from the 6 and add to 5/8;8/8 +5/8 =13/8

13/8 -7/8=6/8

add the remaining 5 cups

totalling 5 6/8

Answer: 5 3/4

Step-by-step explanation:

Answer: A monomial representation is a way to express a polynomial as a product of powers of its variables, where each power is a non-negative integer. For example, the polynomial 2x^3 + 4x^2 - 6x + 8 can be represented as a monomial representation of (2x^3)(x^2)(-6x)(8).

Symmetric polynomials are polynomials that are invariant under permutation of their variables. A symmetric presentation is a way of expressing a symmetric polynomial as a sum of elementary symmetric polynomials, which are defined as the sum of all possible products of variables taken i at a time, where i ranges from 1 to the number of variables. For example, the symmetric polynomial x^3 + y^3 + z^3 can be expressed as a symmetric presentation of x + y + z.

Step-by-step explanation:

The slope of a line perpendicular to the given line is -2.

The slope of a line parallel to the given line is 1/2.

To find the slopes of lines perpendicular and parallel to the given line, we first need to rewrite the equation in slope-intercept form (y = mx + b), where m is the slope and b is the y-intercept.

Given equation: 4x - 8y = 5

Rearrange the equation to solve for y:

-8y = -4x + 5

y = (1/2)x - (5/8)

Now that the equation is in slope-intercept form, we can identify the slope of the given line:

m1 = 1/2

For a line to be parallel to the given line, it must have the same slope. So, the slope of a line parallel to this line is:

m_parallel = 1/2

For a line to be perpendicular to the given line, its slope must be the negative reciprocal of the slope of the given line. So, the slope of a line perpendicular to this line is:

m_perpendicular = -1/m1 = -1/(1/2) = -2

To find the reference angle of a negative angle, follow these steps:

Determine the positive equivalent: Add 360 degrees (or 2π radians) to the negative angle to find its positive equivalent. This step is necessary because reference angles are always positive.

Subtract from 180 degrees (or π radians): Once you have the positive equivalent, subtract it from 180 degrees (or π radians). This step helps us find the angle that is closest to the x-axis (or the positive x-axis) while still maintaining the same trigonometric ratios.

For example, let's say we have a negative angle of -120 degrees. To find its reference angle:

Positive equivalent: -120 + 360 = 240 degrees

Subtract from 180: 180 - 240 = -60 degrees

Therefore, the reference angle of -120 degrees is 60 degrees.

In summary, to find the reference angle of a negative angle, first, determine the positive equivalent by adding 360 degrees (or 2π radians). Then, subtract the positive equivalent from 180 degrees (or π radians) to obtain the reference angle.

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The sample space for this event is (Heads blue, Heads green, Heads yellow 1, Heads yellow 2, Tails blue, Tails green, Tails yellow 1, Tails yellow 2). Option A

From the question, we have the following parameters that can be used in our computation:

Coin = Head and tail

Card = 1 blue card, 1 green card, and 2 yellow cards

The sample space for this event is derived by taking the head or the tail from the coin and selecting one of the cards

using the above as a guide, we have the following:

The sample space is (Heads blue, Heads green, Heads yellow 1, Heads yellow 2, Tails blue, Tails green, Tails yellow 1, Tails yellow 2)

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Answer:

0-0 me just joined today and im already at helping hand yay

Step-by-step explanation:

12 would be your anwer

The following expression shows the main expression after the negative exponents have been eliminated: A. m⁷n³n/m.

In Mathematics, an exponent can be defined as a mathematical operation that is used in conjunction with an algebraic expression to raise a quantity to the power of another and it is generally written as bⁿ.

By applying the property of exponents based on the law of indices for the division of powers, we have the following:

b⁻ⁿ = 1/bⁿ

In this context, the exponent n⁻¹ in the given algebraic expression would be rewritten based on the law of indices for the division of powers as follows;

n⁻¹ = 1/n

Substituting the given parameters into the given algebraic expression, we have the following;

(m⁷n³)/mn⁻¹ = (m⁷n³)/m × n

(m⁷n³)/m × n = (m⁷n³n)/m

(m⁷n³)/mn⁻¹ = m⁷n³n/m

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Answer:

Step-by-step explanation:

its A

Answer:

Square root of 5

Step-by-step explanation:

Use process of elimination to eliminate the last two, and square root of 7 is too much

Step-by-step explanation:

72 apples.

38 red, and therefore 72-38 = 34 green.

46 have worms, therefore 72-46 = 26 have not.

and so, in the best case you have 26 green apples without worms.

Answer:

y=6

Step-by-step explanation:

4(y-4)=8

4×y-16=8

4×y=8+16

4×y=24

y=6

4(6-4)=8

4×2=8

To find the magnitude and direction of a vector using trigonometry, you can follow these steps:

1. Identify the components of the vector: A vector can be represented by its horizontal (x) and vertical (y) components. For example, if we have a vector A with components Ax and Ay, we can express it as A = (Ax, Ay).

2. Calculate the magnitude of the vector: The magnitude of a vector is the length of the vector. To find the magnitude of a vector A, you can use the Pythagorean theorem. The formula is:
  magnitude(A) = √(Ax^2 + Ay^2)

3. Find the direction of the vector: The direction of a vector can be given in different forms, such as angles or degrees. Two common ways to express the direction of a vector are:
  a. Angle with the positive x-axis: This angle is measured counterclockwise from the positive x-axis to the vector. You can use trigonometric functions to find this angle. The formula is:
     angle = arctan(Ay / Ax)
  b. Angle with the positive y-axis: This angle is measured counterclockwise from the positive y-axis to the vector. To find this angle, you can subtract the angle obtained in step 3a from 90 degrees (or π/2 radians).

4. Convert the direction to degrees or radians, depending on the required format.

Let's consider an example to illustrate these steps:

Suppose we have a vector A with components Ax = 3 and Ay = 4.

1. Identify the components: A = (3, 4).

2. Calculate the magnitude:
  magnitude(A) = √(3^2 + 4^2) = √(9 + 16) = √25 = 5.

3. Find the direction:
  angle = arctan(4 / 3) ≈ 53.13 degrees.

4. Convert the direction:
  angle with positive y-axis = 90 degrees - 53.13 degrees ≈ 36.87 degrees.

So, the magnitude of vector A is 5, and its direction is approximately 36.87 degrees with a positive y-axis.

Remember, trigonometry can be used to find the magnitude and direction of a vector when you have its components.

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(a) We have shown that there exists an element b ∈ B that is an upper bound for A.

(b) The statement in part (a) is not always the case if we only assume sup A ≤ sup B.

(a) If sup A < sup B, show that there exists an element b ∈ B that is an upper bound for A.

Proof:
1. By definition, sup A is the least upper bound for set A, and sup B is the least upper bound for set B.
2. Since sup A < sup B, there must be a value between sup A and sup B.
3. Let's call this value x, where sup A < x < sup B.
4. Now, since x < sup B and sup B is the least upper bound of set B, there must be an element b ∈ B such that b > x (otherwise, x would be the least upper bound for B, which contradicts the definition of sup B).
5. Since x > sup A and b > x, it follows that b > sup A.
6. As sup A is an upper bound for A, it implies that b is also an upper bound for A (b > sup A ≥ every element in A).

Thus, we have shown that there exists an element b ∈ B that is an upper bound for A.

(b) Give an example to show that this is not always the case if we only assume sup A ≤ sup B.

Example:
Let A = {1, 2, 3} and B = {3, 4, 5}.
Here, sup A = 3 and sup B = 5. We can see that sup A ≤ sup B, but there is no element b ∈ B that is an upper bound for A, as the smallest element in B (3) is equal to the largest element in A, but not greater than it.

This example shows that the statement in part (a) is not always the case if we only assume sup A ≤ sup B.

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