pllz helpp i dont havvee timeee

The domain of this function is that: C. the domain is all real numbers 0 through 30.

A domain can be defined as the set of all real numbers for which a particular function is defined. This ultimately implies that, a domain is the set of all possible input numerical values (numbers) to a function and the domain of a graph comprises all the input numerical values which are shown on the x-axis.

The horizontal extent of a graph represents all domain values and they are read and written from smaller to larger numerical values, and from the left of a graph to the right.

By critically observing this graph of a function shown, we can reasonably infer and logically deduce the following:

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Step-by-step explanation:

f(x) is clearly the function that defines the hourly rates.

it is a set of 3 constants in 3 different areas of x values (the x values represent the number of hours).

f(x) = 0 for 0 < x <= 1

f(x) = 4 for 1 < x <= 6

f(x) = 2.5 for x > 6

obviously there are no negative values for hours.

the question was simply to write the textual list as mathematical function, which is separated in its "behavior" based on 3 different intervals of x (the hours involved).

I am not sure, if you need further explanation. please let me know.

as a summary :

as long as the number of hours is between 0 and 1 (the first hour is free, so, every fraction of part of the first hour is free) the hourly rate as functional result is $0.

as long as the number of hours (and any part of an hour in between) is between 1 and 6 hours, the hourly rate is $4.

and for his more than 6 the hourly rate is $2.50.

the tricky part is to find when to use "<" or ">", and when to use "<=". it is important to make sure that there is no "double definition" of f(x) for a value of x. therefore, we must make sure that the intervals are in one hand uninterrupted, but on the other hand not overlapping.

otherwise it would not be clear what to use in that case of x.

Answer:

Answer is 6x-13

Step-by-step explanation:

Given

XZ=8x-18 and RZ=2x+5

XR=XZ-RZ

8x-18-2x+5

8x-2x-18+5

6x-13Ans

The measure is 5.

From the question, we have

E is the circumcenter. The distance from circumcenter to all of their vertices from that triangle are the same, so

NE =EP

⇒13x -28 = 6x +7

⇒13x -6x = 28 +7

⇒7x = 35

⇒x= 5

Subtraction:

Subtraction represents the operation of removing objects from a collection. The minus sign signifies subtraction −. For example, there are nine oranges arranged as a stack (as shown in the above figure), out of which four oranges are transferred to a basket, then there will be 9 – 4 oranges left in the stack, i.e. five oranges. Therefore, the difference between 9 and 4 is 5, i.e., 9 − 4 = 5. Subtraction is not only applied to natural numbers but also can be incorporated for different types of numbers.

The letter "-" stands for subtraction. Minuend, subtrahend, and difference are the three numerical components that make up the subtraction operation. A minuend is the first number in a subtraction process and is the number from which we subtract another integer in a subtraction phrase.

Complete question: Find value of x, measure of NE,MD?

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Answer:

49.2

Step-by-step explanation:

See the attachment

ANSWER:

STEP-BY-STEP EXPLANATION:

Part A: An open circle on a number line represents an excluded value, indicating that the endpoint is not included in the solution set of the inequality. It is used when the inequality includes the symbols < (less than) or > (greater than), which denote strict inequality.

Part B: A closed circle on a number line represents an included value, indicating that the endpoint is part of the solution set of the inequality. It is used when the inequality includes the symbols ≤ (less than or equal to) or ≥ (greater than or equal to), which denote inclusive inequality.

Part C: The shading on the number line represents the range of values that satisfy the given inequality. It indicates which values make the inequality true. Typically, the shading is done to the right or left of the circle(s) depending on whether the inequality is greater than or less than.

Part A:

For example, if we have the inequality x > 2, we would represent it with an open circle at 2 on the number line. This means that 2 itself is not a valid solution, but any value greater than 2 is included.

Part B:

For example, if we have the inequality x ≥ -3, we would represent it with a closed circle at -3 on the number line. This means that -3 itself is a valid solution, as well as any value greater than or equal to -3.

Part C:

For example, if we have the inequality x > 2, we would shade the portion of the number line to the right of the open circle at 2. The shaded region represents all the values greater than 2 that satisfy the inequality. The shading visually illustrates the solution set and helps identify the range of valid values for the variable in the given inequality.

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The p-value of the permutation test is 0.10, which is greater than the conventional significance level of 0.05. This means that we fail to reject the null hypothesis and conclude that there is not enough evidence to support the claim that trees of the recently developed type A variety produces more apples on average than type B.

A permutation test is a type of statistical test that is used to test the statistical significance of the difference between two groups or conditions. In this test, the data is randomly assigned to groups or conditions, and the distribution of differences between the groups is used to determine the probability of obtaining the observed difference by chance.

The alternative hypothesis in a permutation test is the hypothesis that there is a significant difference between the groups or conditions being compared.In this case, the alternative hypothesis is:Ha: μA > μB

Where μA is the mean number of apples produced by type A and μB is the mean number of apples produced by type B.The p-value of the permutation test is the probability of obtaining a difference between the two group means that is as extreme or more extreme than the observed difference, assuming that the null hypothesis is true.In this case, 123 out of 1200 arrangements had a difference between the two group means that was greater than the observed difference.

Therefore, the p-value is: p = 123/1200 = 0.1025 or approximately 0.10.

Therefore, the p-value of the permutation test is 0.10, which is greater than the conventional significance level of 0.05. This means that we fail to reject the null hypothesis and conclude that there is not enough evidence to support the claim that trees of the recently developed type A variety produces more apples on average than type B.

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The values are given in the solution.

Given are right triangles we need to find the missing sides of the triangles,

Here in the all the parts we will use the Pythagoras theorem,

Formula =

hypotenuse² = √leg² + leg²

1) 5² = x² + 3²

x = √25-9

x = √16

x = 4

2) x² = 12² + 5²

x = √144+25

x = √169

x = 13

3) 10² = 8² + x²

x = √100-64

x = √36

x = 6

4) 15² = 12² + x²

x = √225-144

x = √81

x = 9

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To find the exact length of the curve defined by the parametric equations x = 5t^2 and y = 3t^3, where 0 ≤ t ≤ 3, we can use the arc length formula for parametric curves.

The arc length formula for a parametric curve defined by x = f(t) and y = g(t) over the interval [a, b] is given by:

L = ∫[a,b] √[ (dx/dt)^2 + (dy/dt)^2 ] dt

In this case, we have x = 5t^2 and y = 3t^3, with the parameter t ranging from 0 to 3.

First, we need to find the derivatives of x and y with respect to t:

dx/dt = d/dt (5t^2) = 10t

dy/dt = d/dt (3t^3) = 9t^2

Next, we substitute these derivatives into the arc length formula:

L = ∫[0,3] √[ (10t)^2 + (9t^2)^2 ] dt

L = ∫[0,3] √(100t^2 + 81t^4) dt

Now, we can integrate the expression inside the square root with respect to t:

L = ∫[0,3] √(100t^2 + 81t^4) dt

L = ∫[0,3] t√(100 + 81t^2) dt

Unfortunately, this integral does not have a simple closed-form solution. We would need to evaluate it numerically using numerical integration techniques or computer software.

So, the exact length of the curve cannot be determined algebraically. However, it can be approximated using numerical methods.

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Answer:

36 ounces or if over 150 lbs drink more water than 36 ounces

Step-by-step explanation:

For every pound of sweat you lose you need to drink 16 ounces of water!

Answer: commensalism

Step-by-step explanation:

Melody and her mother aren't hurting each other but also aren't of the same benefit

The relationship that Melody has with her mother is that They have a close bond, but not much mutual understanding.

A story is a fiction or a non fiction narrative which tells us about a series of events or verse, which is narrated in such a way that it takes the interest of the reader.

Most of the fictions convey a certain moral or idea that should be taken in to our life.

Given is a story of a little girl Melody and her mother.

We can clearly seen from the story that, Melody is five year old.

She has a pet named Ollie, which is a fish.

When the fish come out of the bowl by itself, Melody was scared and screamed for help.

But non one heard.

So as a method to rescue Ollie, she put the bowl upside down to save it.

When mother sees it, she misunderstood the situation.

So the relationship between Melody and mother is close bond, but not much mutual understanding.

Hence the correct answer is option D.

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Answer:

242

Step-by-step explanation:

trust me

Answer:

i got 110 lol

Step-by-step explanation:

165/1.5= 110

The simplified version of (sec a - cosec a) / (sec a + cosec a)  is cosec 2a(cosec 2a - 2) / (sec²a - cosec²a).

The study of correlations between triangles' side lengths and angles is known as trigonometry. The field was created in the Hellenistic era in the third century BC as a result of the use of geometry in astronomical research.

Given:

(sec a - cosec a) / (sec a + cosec a)

Multiply the numerator and denominator by (sec a - cosec a)

(sec a - cosec a) / (sec a + cosec a)  × (sec a - cosec a)

(sec²a + cosec²a -2sec a cosec a) / (sec²a - cosec²a)

As we know,

\(sec^2a + cosec^2a = sec^2a \ cosec^2a\)

sec² a cosec² a - 2sec a cosec a /  (sec²a - cosec²a)

sec a cosec a (sec a cosec a - 2) / (sec²a - cosec²a)

cosec 2a(cosec 2a - 2) / (sec²a - cosec²a)

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Jake is considering his career options or career aspirations.

Jake is at a stage in his life where he is contemplating his future and the different career paths he could pursue. He has identified three potential professions: teacher, lawyer, and singer. Jake's talent and intelligence indicate that he has the potential to excel in any of these fields. His vow not to be satisfied in a dead-end job suggests that he is motivated and ambitious, seeking a fulfilling and successful career.

At this point, Jake is likely evaluating various factors such as his interest, skills, personal values, and long-term goals to determine which career path aligns best with his aspirations. He may be considering the level of satisfaction, growth opportunities, financial stability, and societal impact associated with each profession. Exploring these factors will help Jake make an informed decision about his future career and choose a path that will provide him with the fulfillment and success he desires.

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By answering the presented question, we may conclude that As a result, the student's notation is incorrect since they used the equation 2(3n+5) instead of the proper phrase 3n+5.

An arithmetic progression occurs when the difference between subsequent words in a series is always the same. The sequences 5, 7, 9, 11, 13, and 15 are examples of arithmetic progressions with a tolerance of 2. Arithmetic progression (A.P.) is a progression that has a set tolerance between any two successive numbers. There are two forms of mathematical progression: finite-length arithmetic series A finite geometric progression is a series with a finite number of terms. The series' terms may be used to calculate the early, late, tolerance, and number of terms.

The student's summarization notation is incorrect. To see why, recall the general formula for an arithmetic series:

[2a + (n-1)d] Sn = n/2

where S n is the sum of the arithmetic series' first n terms, an is the first term, d is the common difference across terms, and n is the number of terms in the series.

We may determine the sum of the given arithmetic series using this formula:

S = 11/2 [2(8) + (11-1)(3)]

= 11/2 [16 + 30]\s= 11/2 (46)\s= 253

As a result, the proper summation notation for the above arithmetic series is:

Σn=\(1^8 (3n+5)\)

As a result, the student's notation is incorrect since they used the equation 2(3n+5) instead of the proper phrase 3n+5.

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Answer:

$12.50

Step-by-step explanation:

62% would be left,so

\(\frac{62}{100}\) × $20

=$12.50

Answer:

$1.50 bro

Step-by-step explanation:

Answer:

C

Step-by-step explanation:

Using the chart, it shows the total amount that the retailer (the chip company) spends to make each bag of chips. We're looking at the $3 chip bag, so looking we can see that it costs the company $1.00 for each bag. If it costs $1 to make and it sells for $3, the profit is $2. This chart makes it easy because it calculates the total charts for you.

Answer:

Step-by-step explanation:

The distance that the bug ran is the absolute value of the difference between its initial position and final position:

distance = |-47 - (-12)| = |-47 + 12| = 35

Therefore, the bug ran a distance of 35 units.

To calculate the average speed, we need to divide the distance by the time:

average speed = distance / time = 35 / 7 = 5

The units of average speed are units of distance divided by units of time, so the average speed of the bug is 5 units per minute (unit/min).

Answer:

28

Step-by-step explanation:

\(7+7+7+7 = 14+7+7 = 21+7 = 28\)

O sino:

\(7*4 = 28\)

Answer:

ez

Step-by-step explanation:

Answer:

No, it will not be a right triangle

Step-by-step explanation:

Since E (-4, 5) and F (-1, 1) are both in-plane one and G (3, 4) in-plane two

The x's are wrong for E and F which would be a cause for not a right triangle

And the y for G is not either 5 or 1 which would help make the triangle a right triangle.

So the triangle ends up being an scalene triangle and not a right triangle

Hopes this helps :)

Answer:

25^9

Step-by-step explanation:

(25^3)^3 = 25^(3 * 3) = 25^9

The distance from B to B is 5.

This is because the distance between the original and new coordinates would remain the same. This is because it is done by translation and not because of the rotation. The distance between the two will still remain as 5.