Which of the following graphs could represent a 6th-degree polynomial function, with 3 distinct zeros, 1 zero with a multiplicity of 3, and a negative leading coefficient?

Assuming Delia works 5 days a week:

Since she works from 8:00 to 16:30, she works 8.5 hours a day. However, she takes one hour off for lunch, so in reality she works 7.5 hours a day.

Since we're assuming she works 5 days a week, she works

hours a week. If her hourly wage is $4.80, then she earns

so she earns $180 per week. Option c. is the correct answer.

Answer:

Decimal— 0.43(rounded)

Fraction— 1/343

Step-by-step explanation:

Answer in fraction form =  \(\dfrac{1}{343}\)

Answer in decimal form = 0.0029

Multiplication is a basic arithmetic operation in which process of repeated addition is performed. The numbers that are multiplied are called factors and the number after multiplication or the result obtained is called the product of the factors.

Example: Multiplication of 4 and 3

4 × 3 , it means 4 is added to itself three times

= 4 + 4 + 4 = 12

12 is the product, 4 and 3 are the factors

Given,

\(= \dfrac{1}{7}\times\dfrac{1}{7}\times\dfrac{1}{7}\)

It can be written as

\(=\dfrac {1\times 1\times 1}{7\times 7\times 7}\)

Using multiplication operation

\(=\dfrac{1}{343}\)

= 0.0029

Hence,

\(\dfrac{1}{343}\)  is answer in fraction form

0.0029 is answer in decimal form

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Answer:

\(Volume = 1906.14\)

Step-by-step explanation:

Given

\(Height = 60ft\)

\(Circumference = 20ft\)

Required

Determine the volume

First, we need to determine the radius of the base using:

\(C = 2\pi r\)

Substitute 20 for C

\(20 = 2 * 3.14 * r\)

\(20 = 6.28 * r\)

Solve for r

\(r = 20/6.28\)

\(r = 3.18\)  -- approximated.

The volume is then calculated as thus:

\(Volume = \pi r^2h\)

\(Volume = 3.14 * 3.18^2 * 60\)

\(Volume = 1906.14\)

None of the given options is close to the volume of the silo

An inequality that can be written in the form ax + by < c (where a and b are not both zero) is called a linear inequality in two variables.

An inequality that represents a line in a two-dimensional coordinate system is referred to as a linear inequality. The set of points that satisfies the inequality is a half-plane bounded by a line that may be dashed or solid.

In contrast to a linear equation, which represents a line, a linear inequality represents a half-plane. The points on one side of the line, rather than the points on the line, are solutions to the inequality.

The method of shading is used to graph a linear inequality in two variables. First, graph the boundary line, which is usually represented by a solid or dashed line, and then select a test point on one side of the line. Shaded regions of the half-plane containing the test point satisfy the inequality.

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The value of x is 120° .

Given,

In triangle HGF,

HF and FG and are equal in length and ∠G is 60° .

Now,

If the sides are equal there angles will be equal.

So,

FG and FH are equal thus angle ∠H will be equal to 60° .

Sum of all the interior angles of triangle is 180° . Thus ∠F will be equal to 60° .

Now,

∠H and x° will form linear pair.

∠H + x°  = 180°

x = 120° .

Hence all the angles of the triangle are obtained.

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The overlapping events when rolling a single six-sided die are (a) "getting an even number" and "getting a number less than 5."

The overlapping event occurs in option (a), where getting an even number and getting a number less than 5 have some numbers in common. The numbers 2 and 4 are both even and less than 5. Hence, these two events overlap. The other options do not overlap because getting a prime number, getting a number greater than 5, and getting a 2 do not have any numbers in common. The overlapping events when rolling a single six-sided die are (a) "getting an even number" and "getting a number less than 5."

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Answer:

Explanation:

Given the logarithm form of the expression:

To write it in exponential form, the following applies:

0. The Base becomes the base of the index form.

1. The number on the other side of the log operator becomes the index.

2. The number whose log is being found is the answer.

Therefore, the exponential form is:

The diagram below is an illustration:

To find all the spanning trees of a given graph, we can start by selecting any subset of its edges such that the resulting subgraph is still connected and contains all the vertices of the original graph.

We can repeat this process by removing an edge that is part of the chosen subset and adding a new edge that connects two different components of the subgraph until we have explored all possible subsets. In the case of the graph shown below, we can start by selecting any of its edges and checking if the resulting subgraph is still connected.

For example, we can choose the edge between vertices A and C and obtain the following subgraph:

    A---B
     \ /
      X
     / \
    C---D

This subgraph is a tree because it is connected and contains no cycles. We can continue the process by removing an edge and adding a new one until we have explored all possible trees. Note that some of the trees may have the same topology, i.e., they may have the same branching structure, but with different labels on the vertices or edges.

To count the number of different spanning trees, we can use the formula n^(n-2), where n is the number of vertices in the graph. In this case, n=4, so the total number of spanning trees is 4^(4-2) = 16. However, some of these trees may be isomorphic, which means they have the same topology, but with different labels on the vertices or edges.

To count the number of different spanning trees up to isomorphism, we can group them by their topology and count the number of groups. One way to do this is to label the vertices of the graph and count the number of trees that have the same branching structure, but with different vertex labels. Another way is to use the Prüfer sequence, which is a unique code that represents the topology of a tree as a sequence of integers.

Using the first method, we can label the vertices of the graph as follows:

    A---1---B
     \ /   / \
      X   2   Y
     / \ / \ /
    C---3---D

Then, we can enumerate all possible trees that have the same branching structure, but with different vertex labels:

    A---1---B      A---2---B      A---3---B      A---4---B
     \           \           \           \
      X           X           X           X
       \         / \         / \         / \
        3       1   3       2   3       3   1
       /         \ /         \ /         \ /
      C           C           C           D
                   \           \           \
                    Y           Y           Y
                     \         / \         / \
                      2       1   2       2   4

There are four different trees, one for each label of the vertex A. The other vertices can be permuted in six ways, but this does not change the topology of the tree. Therefore, there are 4 different trees up to isomorphism. Alternatively, we can use the Prüfer sequence to obtain the same result:

    A---B
     \ /
      X
     / \
    C---D

The Prüfer sequence of this tree is (2, 3, 3), which uniquely identifies its topology. We can obtain all other trees with the same Prüfer sequence by replacing the labels of the vertices as follows:

    A---C
     \ /
      X
     / \
    B---D

    A---D
     \ /
      X
     / \
    C---B

    A---B
     \ /
      X
     / \
    D---C

Therefore, there are 4 different trees up to isomorphism, as before.

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Answer:

Step-by-step explanation:

Everyone asks about these types of problems,  I feel like math teachers do not know how to teach this type of problem.

these really are just follow the steps , type of problems..

Step 1 :

find the slope

slope = m

given:

point P1 (-4,-6)  in the form (x1,y1)

4x + 5y = 25

because they tell us to find a line perpendicular to the given line,  we are able to use the slope of the given line to find the slope of the line we want.  Perpendicular means  take the reciprocal of the given line's slope.

or

4x + 5y = 25

5y = -4x + 25

y = \(\frac{-4}{5}\) X +5  use the slope intercept formula to know slope m

y= mx + b

m=   \(\frac{-4}{5}\)

take the reciprocal and swap the sign

m = \(\frac{5}{4}\)

Step 2:

put the given information into the point slope formula.  if this seems like a lot to remember it's going to be super super helpful for you to memorize the two formulas,   slope-intercept and point-slope,  you'll use them over and over.

point slope formula

y - y1 = m(x -x1)

y - (-6) =  \(\frac{5}{4}\)(x-(-4))

the (x1,y1) came from the given point above.  Now just solve for Y

y +6 =   \(\frac{5}{4}\)(x+4)

y + 6 =   \(\frac{5}{4}\)x + 5

y  =   \(\frac{5}{4}\)x + 5 -6

y =  \(\frac{5}{4}\)x -1

this is the equation of the line that passes through point (-4,-6)

Note that that is in the form of the slope intercept formula

y = mx + b

where b is just a negative number

There was really just 2 Steps,  and none of that math is really difficult.

recall the two formulas,  and how they are used.  and you are good.

The exact value  of \(sin 2x\) is \(4√5/9.\)

Given that \(sec x = 3/2 and csc y = 3\)where x and y are in the 2x = 2 sin x quadrant, we need to find the exact value of sin 2x.

In the first quadrant, we have the following values of the trigonometric ratios:\(cos x = 2/3 and sin y = 3/5\)

Also, we know that sin \(2x = 2 sin x cos x.\)

Now, we need to find sin x.

Having sec x = 3/2, we can use the Pythagorean identity

\(^2x + 1 = sec^2xtan^2x + 1 = (3/2)^2tan^2x + 1 = 9/4tan^2x = 9/4 - 1 = 5/4tan x = ± √(5/4) = ± √5/2\)

As x is in the first quadrant, it lies between 0° and 90°.

Therefore, x cannot be negative.

Hence ,\(tan x = √5/2sin x = tan x cos x = √5/2 * 2/3 = √5/3\)

Now, we can find sin 2x by using the value of sin x and cos x derived above sin \(2x = 2 sin x cos xsin 2x = 2 (√5/3) (2/3)sin 2x = 4√5/9\)

Therefore, the exact value  of sin 2x is 4√5/9.

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The Cartesian equation of the curve defined by x = e^(3t) and y = t + 2 is y = ln(x)/3 + 2.

To eliminate the parameter t and find a Cartesian equation for the curve defined by x = e^(3t) and y = t + 2, we can express t in terms of y from the equation y = t + 2. By subtracting 2 from both sides, we get t = y - 2.

Substituting this expression for t into the equation x = e^(3t), we have x = e^(3(y-2)). This equation represents the relationship between x and y without the parameter t, giving us a Cartesian equation for the curve.

In the Cartesian equation y = ln(x)/3 + 2, the natural logarithm function ln(x) appears. Since we substituted e^(3(y-2)) for x, we can rewrite the equation as y = ln(e^(3(y-2)))/3 + 2. The natural logarithm of e raised to any power is equal to that power, so we can simplify it to y = (3(y-2))/3 + 2. This further simplifies to y = y - 2 + 2, and the y term cancels out, leaving us with the final equation y = ln(x)/3 + 2.

The resulting Cartesian equation y = ln(x)/3 + 2 represents the curve in terms of x and y without the parameter t. It allows us to directly relate the x and y coordinates of points on the curve. The natural logarithm function in the equation indicates that the curve is not a straight line but exhibits a logarithmic relationship between x and y. The coefficient 1/3 in front of ln(x) determines the slope of the curve, indicating how rapidly y changes with respect to x. The +2 term shifts the curve vertically, moving it upward by two units.

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A z-score of 1.5 tells us that the student's score on the midterm exam is above average compared to the rest of the class.

A z-score is a measure of how many standard deviations a particular data point is away from the mean of a distribution. In this case, the z-score of 1.5 indicates that the student's score is 1.5 standard deviations above the mean score of the class.

The standard deviation represents the variability of scores within the class. A positive z-score suggests that the student's score is higher than the average score, while a negative z-score would indicate a below-average score. By having a positive z-score of 1.5, the student is performing well relative to the class's mean performance.

Z-scores are useful for comparing data points from different distributions or for assessing an individual's performance relative to a group. They provide a standardized measure that allows us to understand where a particular data point falls within a distribution and determine its relative position. In this case, the z-score of 1.5 suggests that the student's score is relatively good compared to the rest of the class.

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A statement that creates a list is my_nums= [5,10,15]. This is also known as array.

An array is a grouping of identically typed elements that are stored in adjacent memory locations and may each be separately referred to using an index to a special identifier. There is no need to declare five distinct variables when declaring an array of five integer values (each with its own identifier).

The three types of arrays are index, multidimensional and associative array.

my_nums= [5,10,15] is an array that stores multiples of 5.

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A statement that creates a list is my_nums= [5,10,15]. This is also known as array.

What is an array?

An array is a data structure consisting of a collection of elements (values or variables), each identified by at least one array index or key. An array is a combination of a set of elements which are all of the same data type, organized in a particular way. Arrays are used to store multiple values in a single variable, structure data, and access data more efficiently. Arrays are generally used to represent data in a structured way, and they can be used to perform various mathematical operations and other calculations. Arrays are also useful for sorting and searching data in a predetermined order.

What are three types of array?
The three types of array are index, multidimensional and associative array.
my_nums= [5,10,15] is an array that stores multiples of 5.

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Half of the time, the coin will land on heads and the cube will land on an even number when Patty tosses the coin and rolls the number cube 60 times.

The binomial probabilities is the experimental probability in which the total number of output values is 2, therefore it is known as binomial probabilities.

The number of independence variable in case of binomial experiments is fixed. Both the two output has the 1/2 chances to occur.

Patty tosses the coin and rolls the number cube 60 times.

For the coin, there are total 120 outcomes for 60 tosses, in which 60 favorable outcomes to land on heads. Thus, the probability the coin will land on heads is,

\(P=\dfrac{60}{120}\\P=\dfrac{1}{2}\)

For the number cube, there are total 360 outcomes (6×60) for 60 rolls, in which 180 favorable outcomes (3×60) to land on even number. Thus, the probability the number cube will land on even number is,

\(P=\dfrac{180}{360}\\P=\dfrac{1}{2}\)

Hence, half of the time, the coin will land on heads and the cube will land on an even number when Patty tosses the coin and rolls the number cube 60 times.

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He equation that rightly shows the Commutative Property of addition is

10 x3/10 = 3/10 x 10

The Commutative Property of Multiplication states that changing the order of the factors doesn't change the product. In other words, when you multiply two figures, it doesn't count which number comes first. The equation 10 x3/10 = 3/10 x 10 is an illustration of this property, as both sides of the equation represent the same value, indeed though the order of the factors is different.

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Answer:

f(x)= -x^2-6x+7

Step-by-step explanation:

Since the graph opens downward the function for the parabola is going to be negative. This leaves us with two answers.

Now use the remaining possible equations and solve for the vertex.

Using  x= -b/2a to solve for the x value of the vertex plug in the values to solve.

a= -1 b= -6  c=7 so, since -6 is already negative plugging it in makes it positive -(-6)/2(-1) = 6/-2 = -3. So x equals negative 3.

Then plug in -3 into the equation to get the y-value.

- (-3)^2 - 6(-3) + 7 = -9 + 18 + 7 = 16 so this confirms the vertex for this equation is (-3,16) so the answer is -x^2-6x+7.

Hope this helped! :)

Answer:

6

Step-by-step explanation:

10p-5/5 + 3(p-1) when p =2?

1)10(2)-5= 20-5= 15/5= 3

2) 3(2-1)=3(1)=3

3) 3+3=6

Answer:

Your Number Is 19

Step-by-step explanation:

Multiply by 6, Add 87 is the same as 6x+87

Multiply by 11, Subtract by 8 is the same as 11x-8

So 6x+87=11x-8

Solve it and get 19

Hope this helps!

Answer:

x=19 (pls mark brainliest)

Step-by-step explanation:

x•6+87=x•11-8

add 8 to each side

x•6+95=x•11

take away •6

x+95=x•5

take away x from both sides

95=•5

divide by 5

19=1

check

19x6+87= 201

19x11-8= 201

The true statement about the receipt of a cash of $12,000 in year 6 at an opportunity cost of capital of 7.2% is C. The present value is $7,907.

The present value of the future cash value of $12,000 can be determined by discounting.

The discount factor can be computed as (1 - 0.072)⁶.

The present value can also be computed using an online finance calculator as follows:

N (# of periods) = 6 years

I/Y (Interest per year) = 7.2%

PMT (Periodic Payment) = $0

FV (Future Value) = $12,000

Results:

Present Value (PV) = $7,907.01

Total Interest = $4,092.9

Thus, the present value of $12,000 at 7.2% discount rate is Option C.

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A. The future value is $18,212

B. The present value is $7,996

C. The present value is $7,907

D. Provide data for tax purposes

The equivalent expression is 0.7 - 1.8h.

Option D is the correct answer.

An expression is a way of writing a statement with more than two variables or numbers with operations such as addition, subtraction, multiplication, and division.

Example: 2 + 3x + 4y = 7 is an expression.

We have,

2.1 + (-3.7h) + 1.9h - 1.4

Combine the like terms.

2.1 - 1.4 - 3.7h + 1.9h

0.7 - 1.8h

Thus,

0.7 - 1.8h is the equivalent expression.

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Answer:

16

Step-by-step explanation:

\(\frac{x^{2} }{y^{-1} }\)

\(\frac{(-2)^{2} }{4^{-1} }\)  To make the exponent positive in the denominator, you put it in the numerator.

\((-2)^{2}\)· \(4^{1}\)

4 ·4 = 16

The test value for the one-sample t-test should be 5%, representing the observed overall change in scores for the other hospital system.

In the context of performing a one-sample t-test, the test value refers to the population mean against which you are comparing your sample mean.

In this case, the question states that the other hospital system observed an overall change in scores of 5% for their staff after implementing the training. Therefore, the test value you should use in your one-sample t-test is 5%.

The null hypothesis (H₀) would be that the average change score for your ED staff is also 5%, while the alternative hypothesis (H₁) would be that the average change score is different from 5%.

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Answer:

Yes it is

Step-by-step explanation:

Out of 10 people, a random person is chosen 4 times, and every time someone is chosen the person is taken out of the "group".

That would make the equation 10 * 9 * 8 * 7 which is equal to 5040

There are 210 different groups of 4 that can be formed from a pool of 10 available people, not 5,040 as mentioned in your statement.

No, the number of possible groups of 4 is not 5,040. The correct number of different groups of 4 that can be formed from a pool of 10 available people is 210.

To calculate the number of different groups, we use the concept of combinations. The formula for combinations is given by:

nCr = n! / (r! × (n - r)!)

In this case, we have 10 available people and we want to select groups of 4. So we substitute n = 10 and r = 4 into the formula:

10C4 = 10! / (4! × (10 - 4)!)

Calculating the factorials:

10! = 10 × 9 × 8 × 7 × 6 × 5 × 4 × 3 × 2× 1 = 3,628,800

4! = 4 × 3 × 2 × 1 = 24

6! = 6× 5 × 4 × 3 × 2 × 1 = 720

Substituting the factorials into the formula:

10C4 = 3,628,800 / (24 ×720)

    = 3,628,800 / 17,280

    = 210

Therefore, there are 210 different groups of 4 that can be formed from a pool of 10 available people, not 5,040.

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Answer:322.6

Step-by-step explanation:

322.6

Answer:

The test is left - tailed

We cannot reject the organization's claim ( its cheapest screens will truly last less than 2.8 years)

Step-by-step explanation:

Sample size, n = 61

Sample mean, \(\bar{X} = 2.4\)

Standard deviation, \(\sigma = 0.88\)

Significance level,  α=0.02

Null hypothesis, \(H_{o} : \mu = 2.8\)

Alternative hypothesis, \(H_{a} : \mu < 2.8\)

It is clearly seen from the alternative hypothesis, that it is a left tailed test. It is not tailed towards the two directions.

Calculate the test statistic:

\(Z = \frac{\bar{X} - \mu}{\sigma/\sqrt{n} } \\Z = \frac{2.4 - 2.8}{0.88/\sqrt{61} }\\Z = - 3.55\)

Calculate the P-value:

P(Z < -3.35) = 0.0002

Since (p-value = 0.0002) < (α=0.02), the null hypothesis is rejected.

It can therefore be concluded that the mean of the cheapest screen is less than 2.8 years. i.e. the cheapest screen will last less than 2.8 years

Answer:

The null and alternative hypotheses:

H0: u = 2.8

H1: u < 2.8

This is a left - tailed test.

For test statistics, use the formula:

\( Z = \frac{x' - u}{\sigma/ \sqrt{n}} \)

Where,

Mean, u = 2.8

Sample mean,x' = 2.4

Sample size, n = 61

Standard deviation \( \sigma \) = 0.88

Significance level = 0.02

\( Z = \frac{2.4 - 0.02}{0.88/ \sqrt{61}} =-3.55\)

Test statistics, Z = -3.55

Pvalue:

Pvalue of Z = -3.55 using standard normal table,

NORMSTID(-3.55) = 0.00019

Pvalue = 0.0002

Critical value:

Since this is a left tailed test, the critical value at 0.02 level of significance is:

\( Z_\alpha = Z_0_._0_2 = -2.05 \)

Decision: If pvalue is less than level of significance reject null hypothesis H0.

Conclusion:

Since pvalue, 0.00019 is less than level of significance, 0.02, reject null hypothesis, H0.

We conclude that the mean life of the cheapest screen is less than 2.8 years

Answer:

Wow, you're dense. It's 1/2, or 0.5

Step-by-step explanation:

hope i helped, but seriously.

Answer:

15/30=0.5

Step-by-step explanation:

15/30 =0.5

Answer:

To solve this equation for the coefficient of the x term, we need to first simplify the equation by solving for x. 5x^2 + 3x - 2 = x/3 Multiplying both sides by 3 to eliminate the fraction, we get: 15x^2 + 9x - 6 = x Bringing all terms to one side: 15x^2 + 8x - 6 = 0 Now, we can use the quadratic formula to solve for x: x = [-b ± √(b^2 - 4ac)] / 2a where a = 15, b = 8, and c = -6 x = [-8 ± √(8^2 - 4(15)(-6))] / 2(15) x = [-8 ±

Por definición de área y rectángulo, el área del terreno de fútbol mide 50000 m²= 0,05 km².

El área es la medida de la región o superficie encerrada por de una figura geométrica.

Un rectángulo es una figura geométrica plana de cuatro lados, de los cuales dos lados que son opuestos paralelos entre sí tienen la misma longitud y los dos restantes tienen otra longitud.

El área del rectángulo es igual a la base por la altura. Es decir, lado mayor por lado menor.

Esto es, el área del rectángulo será el producto de los dos lados diferentes:

Área= a×b

donde a y b son los lados del rectángulo.

Sabiendo que 1 kilometro mide 1000 metros, entonces las medidas del rectángulo son:

Entonces, el área del rectángulo es calculado como:

Área = 0,125 km× 0,400 km

Área = 0,05 km²=  50000 m² (siendo 1 km²= 1000000 m²)

Finalmente, el área del terreno de fútbol mide 50000 m²= 0,05 km².

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Answer:

30 pounds in 480 ounces.

Step-by-step explanation:

16 ounces = 1 pound.

480 ounces divided by 16 = 30 pounds

Answer:

30 pounds. 480 ounces

30 pounds

divide the mass value by 16