through (-6,4), slope:2

Answer: (x+y)³=x³+3x²y+3xy²+y³

Step-by-step explanation:

\(\displaystyle\\(x+y)^3=\\\\C^0_3x^3y^0+C_3^1x^2y^1+C_3^2x^1y^2+C_3^3x^0y^3=\\\\\frac{3!}{(3-0)!0!} x^31+\frac{3!}{(3-1)!1!} x^2y+\frac{3!}{(3-2)!2!} xy^2+\frac{3!}{(3-3)!3!} 1y^3=\\\\\frac{3!}{3!1} x^3+\frac{2!3}{2!} x^2y+\frac{2!3}{1!2!} xy^2+\frac{3!}{0!3!}y^3=\\\\x^3+3x^2y+3xy^2+y^3\)

 74/5 milliliters of sand accumulate in the bag from time t=0 to time t=2.

Given that:

The rate at which sand is poured is r(t)

The function r(t) is defined as;

r(t) = 15t -\(2t^2\)

The accumulation in the bag from time t=0 to time t=2 is calculated as:

 r = \(\int_0^2 ( 15t -2t^2) dt\)

Using the limits:

    =\([\dfrac{15t^2}{2} - \dfrac{2t^3}{3}]_0^2\)

 =\(\dfrac{15(2) ^2}{2} - \dfrac{2(2)^3}{3} - (0-0)\)

\(30 - \dfrac{16}{3}\)

= \(\dfrac{74}{3}\)

  Thus, \(\dfrac{74}{3}\) milliliters of sand accumulate in the bag from time t=0 to time t=2.

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Answer:

X=11 Y=9

Step-by-step explanation:

Answer:

13.5 lbs

Step-by-step explanation:

The number of pounds to be added with 36 lb to make cashews nut 60% is 12 pounds.

The percentage is calculated by dividing the required value by the total value and multiplying by 100.

Example:

Required percentage value = a

total value = b

Percentage = a/b x 100

Example:

50% = 50/100 = 1/2

25% = 25/100 = 1/4

20% = 20/100 = 1/5

10% = 10/100 = 1/10

We have,

45% cashew nuts = 36 lb

Multiply 60/45 on both sides.

60% = 60/45 x 36 lb

60% = 48 lb

The number of pounds to be added.

= 48 - 36

= 12 lb

Thus,

12 pounds of cashew should be added to 36 lb to make it 60% cashews.

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Answer:

41.6 or 42

Step-by-step explanation:

1% of 160 is 1.6. now if you do 1.6 x 26(1% of 160 26 times)= 41.6. or you can round up to 42.

Question 3: True

Question 4: False

Question 5: True

If the derivative of a function, f'(x), is positive for values of x less than c and negative for values of x greater than c, then it indicates a change in the slope of the function. This change from positive slope to negative slope suggests that the function has a maximum value at x = c.

This is because the function is increasing before x = c and decreasing after x = c, indicating a peak or maximum at x = c.

Question 3: If f'(c) < 0 then f(x) is decreasing and the graph of f(x) is concave down when x = c.

True

When the derivative of a function, f'(x), is negative at a point c, it indicates that the function is decreasing at that point. Additionally, if the second derivative, f''(x), exists and is negative at x = c, it implies that the graph of f(x) is concave down at that point.

Question 4: A local extreme point of a polynomial function f(x) can only occur when f'(x) = 0.

False

A local extreme point of a polynomial function can occur when f'(x) = 0, but it is not the only condition. A local extreme point can also occur when f'(x) does not exist (such as at a sharp corner or cusp) or when f'(x) is undefined. Therefore, f'(x) being equal to zero is not the sole requirement for a local extreme point to exist.

Question 5: If f'(x) > 0 when x < c and f'(x) < 0 when x > c, then f(x) has a maximum value when x = c.

True

If the derivative of a function, f'(x), is positive for values of x less than c and negative for values of x greater than c, then it indicates a change in the slope of the function. This change from positive slope to negative slope suggests that the function has a maximum value at x = c. This is because the function is increasing before x = c and decreasing after x = c, indicating a peak or maximum at x = c.

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Answer:

g(x) = 2f(x)

Step-by-step explanation:

Q1.  +[infinity][infinity]

Q2. -[infinity][infinity]

Q3. 0

Q4. -[infinity][infinity]

Q5. +[infinity][infinity]

Q6. The corresponding decimal value is 6.5.

Q7. The corresponding decimal value is 0.

Q8. The corresponding decimal value is -12.0.

Q9. The corresponding decimal value is -40.0.

Q10. The mini-IEEE floating point representation is 1 0110 1010000000.

Q11. The mini-IEEE floating point representation is 1 0110 0001110000.

Q12 The mini-IEEE floating point representation is 0 0111 0000110010.

Q13. The mini-IEEE floating point representation is 0 0100 0000000001.

Q14. The mini-IEEE floating point representation is 0 0101 1011000010.

Q1. The number represented by the following mini-IEEE floating point representation 0 1111 00001 is:

+[infinity][infinity]

Q2. The number represented by the following mini-IEEE floating point representation 0 0000 10110 is:

-[infinity][infinity]

Q3. The number represented by the following mini-IEEE floating point representation 0 0000 00000 is:

0

Q4. The number represented by the following mini-IEEE floating point representation 1 1111 00000 is:

-[infinity][infinity]

Q5. The number represented by the following mini-IEEE floating point representation 0 1111 00000 is:

+[infinity][infinity]

Q6. Given the following 10-digit mini-IEEE floating point representation 1 0001 00110, the corresponding decimal value is 6.5.

Q7. Given the following 10-digit mini-IEEE floating point representation 0 0000 00000, the corresponding decimal value is 0.

Q8. Given the following 10-digit mini-IEEE floating point representation 1 0000 01100, the corresponding decimal value is -12.0.

Q9. Given the following 10-digit mini-IEEE floating point representation 0 1010 11000, the corresponding decimal value is -40.0.

Q10. Convert the decimal number (-0.828125)10 to the mini-IEEE floating point format:

Sign: 1

Exponent: -1 (bias of 4, represented as 011)

Mantissa: 1010000000

The mini-IEEE floating point representation is 1 0110 1010000000.

Q11. Convert the decimal number (-125.875)10 to the mini-IEEE floating point format:

Sign: 1

Exponent: 6 (bias of 4, represented as 011)

Mantissa: 0001110000

The mini-IEEE floating point representation is 1 0110 0001110000.

Q12. Convert the decimal number 226 to the mini-IEEE floating point format:

Sign: 0

Exponent: 7 (bias of 4, represented as 011)

Mantissa: 0000110010

The mini-IEEE floating point representation is 0 0111 0000110010.

Q13. Convert the decimal number (0.00390625)10 to the mini-IEEE floating point format:

Sign: 0

Exponent: -6 (bias of 4, represented as 010)

Mantissa: 0000000001

The mini-IEEE floating point representation is 0 0100 0000000001.

Q14. Convert the decimal number (0.681792)10 to the mini-IEEE floating point format:

Sign: 0

Exponent: -1 (bias of 4, represented as 010)

Mantissa: 1011000010

The mini-IEEE floating point representation is 0 0101 1011000010.

Please note that the above calculations assume the mini-IEEE floating point format follows the standard IEEE 754 format with a sign bit, exponent bits, and mantissa bits. The given answers are based on this assumption.

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x²-7x-34=10

x²-7x-44=0

Product = -44

sum = -7

4 and -11

(x+4)(x-11)=0

x=-4

x=11

Answer:

x = - 7/2

Step-by-step explanation:

3/4x + 3 = 3/8

3/4x = 3/8 - 3

3/4x = - 21/8

x = -7/2

Equation employing the slope-intercept method for two points

The slope-intercept version of the equation may be used to calculate the two-point Y-intercept.

The shape of a point-slope is\(\mathbf{Y-Y_{1} = m(X-X_{1})}.\)

Steps to find the y-intercept with two ordered pairs?

Determine the slope using two points.

\(Slope = \frac{Y_{2}-Y_{1}}{X_{2}-X_{1}} = \frac{Rise}{Run} = \frac{\bigtriangleup Y}{\bigtriangleup X}\)

As an illustration, two points are (3, 5) and (6, 11)

Slope = \(\frac{Y_{2}-Y_{1}}{X_{2}-X_{1}} = \frac{11 - 5}{6 - 3} = \frac{6}{3} = 2\)

In the slope-intercept form of the equation, substitute the slope(m).

\(\\y = mx+b \\y = 2x+b\)

Either point may be substituted in the equation. You may either use (3,5) or (6,11).

\(\\y = 2x+b \\5 = 2(3)+b\)

Find the answer to the equation for b, the line's y-intercept.

\(\\5 \ \ \ = 2(3) + b \\5 \ \ \ = 6 + b \\\underline{-6\ = -6 \ \ \ \ \ \ \ } \\-1 = b\)

Substitute b,  into the equation.

\(\\y = 2x + b \\y = 2x - 1\)

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Answer:

To expand the fractions 1/3 and 1/5 so they have the same denominator, you can find the least common multiple (LCM) of 3 and 5, which is 15. Then, you can multiply both the numerator and denominator of each fraction by the same number to get equivalent fractions with a denominator of 15. So, 1/3 can be expanded to (15)/(35) = 5/15, and 1/5 can be expanded to (13)/(53) = 3/15.

Step-by-step explanation:

(1) The length of side BC is 9 cm.

(2) The length of side PQ is 5.385 m.

(3) The length of side UW is 6.71 mm.

(4) The length of side XZ is 14.32 mm.

(5) The length of side EF is  6 cm.

The missing lengths of the right triangle is calculated by applying the Pythagoras theorem formula.

(1) The length of side BC is calculated as;

BC = √ (15² - 12² )

BC = 9 cm

(2) The length of side PQ is calculated as;

PQ = √ (5² + 2² )

PQ = 5.385 m

(3) The length of side UW is calculated as;

UW = √ (9² - 6² )

UW = 6.71 mm

(4) The length of side XZ is calculated as;

XZ = √ (14² + 3² )

XZ = 14.32 mm

(5) The length of side EF is calculated as;

EF = √ (10² - 8² )

EF = 6 cm

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The system of equations is:

x + y = 10

4x + 3y = 36

The solution is x = 6 and y = 4.

A)

Let's define the variables:

We can write the system of equations:

x + y = 10

4x + 3y = 36

Isolate x on the first equation to get:

x = 10 - y

Replace that in the other one:

4*(10 - y) + 3y = 36

40 - 4y + 3y = 36

40 - y = 36

40 - 36 = y

4 = y

And thus, the value of x is:

x = 10 - y = 10 - 4 = 6

They bought 6 cheese wafers and 4 chocolate ones.

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Darwin's geometric ratio of increase pertains specifically to the growth rate of populations in biological organisms. According to Darwin's theory of evolution, populations have the potential to increase exponentially over time if certain conditions are met. The geometric ratio of increase, often denoted as "r" or the intrinsic rate of natural increase, represents the factor by which a population multiplies during each reproductive cycle or generation.

In the context of natural selection, individuals with higher reproductive rates (higher r-values) have a greater chance of passing on their genetic traits to the next generation. Over time, this can lead to significant population growth and evolutionary changes within a species. However, the geometric ratio of increase is limited by various factors, such as availability of resources, competition, predation, and environmental constraints, which can result in a balance between population growth and environmental carrying capacity.

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Answer

20 students will take biology, 10 take Integrated Science and 10 take both

Step-by-step explanation:

With Venn diagrams it's best you work from the inside out. With that in mind we know 10 students take both Biology and Integrated Science. In Biology there are 30 total students including the ones that also take both sciences. So we subtract the ones that take both and get 20 students taking only biology. After that there's 30 students total, subtract that from 40, the total number of students and you get 10, the amount of students who take Integrated Science

Answer:

not trying to be mean i have no idea  please do not get mad at me i am 9 years old i want points so i am trying to awnser but it is hard for me i am in 4th grade.

Step-by-step explanation:

Answer:

-x + 1

Step-by-step explanation:

There are 3 terms in the given expression.  Apply the Distributive Property for Multiplication to the first and third:

2x + 4  - 7 - 3x + 4

Combining like terms, we get:  -x + 1

Answer:

$69.60 earned in interest

Step-by-step explanation:

580(.02)(6)

Ms. Lemm follows a constructivist view of learning, which recognizes that students bring their own knowledge, ideas, and values to the learning experience, resulting in individualized constructions of knowledge.

Ms. Lemm's approach to learning aligns with the constructivist view. Constructivism is a learning theory that emphasizes the active role of learners in constructing their own understanding and knowledge. According to this perspective, learners are not passive recipients of information but actively engage with the learning materials, drawing upon their prior knowledge, experiences, and beliefs.

Ms. Lemm recognizes that students enter the learning process with their own unique backgrounds, perspectives, and existing knowledge. She understands that these factors significantly influence how students interpret and make sense of new information. Consequently, Ms. Lemm embraces the idea that students construct their own understanding and meaning through interactions with the subject matter and the learning environment.

In Ms. Lemm's classroom, the focus is on creating an environment that encourages student engagement, collaboration, and critical thinking. She acknowledges that different students may interpret and internalize the same lesson in distinct ways, based on their prior knowledge, interests, and individual perspectives. By acknowledging and valuing these diverse ways of learning, Ms. Lemm supports personalized learning experiences and fosters the growth and development of each student's unique understanding.

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The final answer is -1750.

Calculating the sum of two or more numbers is the process of multiplication. 'A' multiplied by 'B' is how you express the multiplication of two numbers, let's say 'a' and 'b'.

The question asks to evaluate the expression "16 - 66 then whatever that number is by 35".

To solve this, we need to first find the value of the expression "16 - 66". We can do this by subtracting 66 from 16:

16 - 66 = -50

Therefore, the value of the expression "16 - 66" is -50.

Next, the question asks us to take whatever that number is (which is -50) and multiply it by 35. We can do this by multiplying -50 by 35:

-50 × 35 = -1750

Therefore, the final answer is -1750.

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Answer:

140

Step-by-step explanation:

35/ 100 = 49/?

49 times 100 equals 4900

4900/35 is 140

Answer:

To find the whole, divide the part and the percent. Always but the part as the numerator and the percent as the denominator. 49/35% = 140 total apartments

Step-by-step explanation:

Answer:

⭐Congruent is another word for "same"

The inequality (1/2)y > 22 represents the statement "One-half of a number y is more than 22," which can be simplified to y > 44, meaning "y is greater than 44."

The inequality that represents the statement "One-half of a number y is more than 22" is (1/2)y > 22.

In the given statement, we are told that one-half of a number y is greater than 22. To represent this mathematically, we can express "one-half of a number" as (1/2)y, where y represents the number. Since this value is stated to be "more than 22," we can form the inequality (1/2)y > 22.

This inequality indicates that the result of dividing y by 2 is greater than 22. If we multiply both sides of the inequality by 2, we get y > 44, which can be read as "y is greater than 44." Thus, any value of y that is greater than 44 will satisfy the inequality (1/2)y > 22.

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Answer:

RH = 8.2 units

Step-by-step explanation:

total circumference = 2rπ = 2(10)(3.14) = 62.8 units

RH = (47°/360°)(62.8) = 8.2 units

The system capacity is 2 units per minute, the bottleneck stage is Stage A, and the utilization of Stage 3 is 100%.

A line process has three processing stages with the characteristics given below:

Stage A B C Unit processing time(minutes) 1 2 3 Number of machines 1 1 2 Machine availability 90% 100% 100% Process yield at stage 100% 100% 100%

To determine the system capacity and the bottleneck stage and utilization of Stage 3:

The system capacity is calculated by the product of the processing capacity of each stage:

1 x 1 x 2 = 2 units per minute

The bottleneck stage is the stage with the lowest capacity and it is Stage A. Therefore, Stage A has the lowest capacity and determines the system capacity.The utilization of Stage 3 can be calculated as the processing time per unit divided by the available time per unit:

Process time per unit = 1 + 2 + 3 = 6 minutes per unit

Available time per unit = 90% x 100% x 100% = 0.9 x 1 x 1 = 0.9 minutes per unit

The utilization of Stage 3 is, therefore, (6/0.9) x 100% = 666.67%.

However, utilization cannot be greater than 100%, so the actual utilization of Stage 3 is 100%.

Hence, the system capacity is 2 units per minute, the bottleneck stage is Stage A, and the utilization of Stage 3 is 100%.

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Using simple interest, it is found that the monthly payments are of $854.875.

Simple interest is used when there is a single compounding per time period.

The amount of money after t years in is modeled by:

\(A(t) = A(0)(1 + rt)\)

In which:

In this problem, the parameters are A(0) = 49000, r = 0.0665, t = 7, hence the total amount is of:

\(A(t) = A(0)(1 + rt)\)

\(A(t) = 49000[1 + 0.0665(7)]\)

\(A(t) = 71809.5\)

Payments over a period of 12 x 7 = 84 months, hence the monthly payments are of:

71809.5/84 = $854.875.

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Solution :

Let the measure of the supplementary angles be 11x and 25x

According to the question :

\( \tt \: 11x + 25x = 180 {}^{ \circ} \\ \\ \\ \tt \dashrightarrow \: 36x = 180 {}^{ \circ} \\ \\ \\ \tt \dashrightarrow x = \frac{180{}^{ \circ} }{36} \\ \\ \\ \: \: \: \: \: \: \: \dashrightarrow \: { \underline{ \boxed{ \mathfrak{ \pmb{ \purple{x = 5}}}}}} \: \: \pink{\bigstar} \\ \\ \)

So the required angles are :

The percentage of students scoring 84 or more in the exam is 99.18%.

Given, Mean test score = 72,

Standard deviation = 5.

We are supposed to find the percentage of students scoring 84 or more in the exam.

To find the percentage of students scoring 84 or more in the exam, we will use the following steps:

First, we need to find the z-score associated with 84.

Let us assume that z is the z-score corresponding to the value 84, then;

z = (84 - 72) / 5 = 2.4

Now, we have the value of z, we can find the percentage of students scoring 84 or more in the exam using the normal distribution table.

The percentage is the area under the normal distribution curve to the right of the z-score.

To find the area using the normal distribution table, we need to look for the value 2.4 in the z-table. Since 2.4 is not exactly listed in the z-table, we will use the value for 2.4 closest to it.

Using the z-table, the value closest to 2.4 is 0.9918.

Therefore, the percentage of students scoring 84 or more in the exam is;

P(Z > 2.4) = 0.9918 × 100 = 99.18%.

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