The increasing and decreasing function is discussed above.
What are algebraic expressions?In mathematics, an expression or mathematical expression is a finite combination of symbols that is well-formed according to rules that depend on the context.Mathematical symbols can designate numbers (constants), variables, operations, functions, brackets, punctuation, and grouping to help determine order of operations and other aspects of logical syntax.Given is the function f(x).
Increasing and decreasing functions are functions in calculus for which the value of f(x) increases and decreases respectively with the increase in the value of x. We can write -
Increasing Function - A function f(x) is said to be increasing on an interval I if for any two numbers x and y in I such that x < y, we have f(x) ≤ f(y).Decreasing Function - A function f(x) is said to be decreasing on an interval I if for any two numbers x and y in I such that x < y, we have f(x) ≥ f(y).Strictly Increasing Function - A function f(x) is said to be strictly increasing on an interval I if for any two numbers x and y in I such that x < y, we have f(x) < f(y).Strictly Decreasing Function - A function f(x) is said to be strictly decreasing on an interval I if for any two numbers x and y in I such that x < y, we have f(x) > f(y).Properties of increasing or decreasing functions If the functions f and g are increasing functions on an open interval I, then the sum of the functions f + g is also increasing on this interval.If the functions f and g are decreasing functions on an open interval I, then the sum of the functions f + g is also decreasing on this interval.If the function f is an increasing function on an open interval I, then the opposite function -f is decreasing on this interval.If the function f is a decreasing function on an open interval I, then the opposite function -f is increasing on this interval.If the function f is an increasing function on an open interval I, then the inverse function 1/f is decreasing on this interval.If the function f is a decreasing function on an open interval I, then the inverse function 1/f is increasing on this interval.If the functions f and g are increasing functions on an open interval I and f, g ≥ 0 on I, then the product of the functions fg is also increasing on this interval.If the functions f and g are decreasing functions on an open interval I and f, g ≥ 0 on I, then the product of the functions fg is also decreasing on this interval.Therefore, the increasing and decreasing function is discussed above.
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36
Solve for x.
48
24
will give brainliest!!
Simplify.
Rewrite the expression in the form xn.
The answer would be x^-10, since the question asks you to rewrite it with a single variable.
I hope this helps! o(〃＾▽＾〃)o
Sample Questions Chapters 3, 12, 13, 14. All of the following contribute to the success of incumbent members of Congress n election campaigns EXCEPT Incumbents.
All of the following contribute to the success of incumbent members of Congress n election campaigns EXCEPT Incumbents tend to understand national issues better than do their challengers.
What does the term incumbent mean?The term "incumbent" has several meanings depending on the context, but it generally refers to someone who holds a particular position or office. The most common usage of this term is in the context of politics, where an incumbent is the current holder of a political office, such as a president, governor, or member of Congress. An incumbent candidate is the candidate who is currently holding a political office and is running for re-election.
In other fields, the term incumbent is used to describe someone who holds a particular job, position or role and is responsible for certain tasks or duties, for example an incumbent employee, an incumbent contractor, an incumbent provider, etc.
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Complete question not found
The number of tricycles in the preschool play yard was?
2
4
No answer text provided
3
The number of tricycles in the preschool play yard is given as follows:
10.
How to obtain the number of tricycles?The variables for the system of equations are given as follows:
Variable x: number of bicycles.Variable y: number of tricycles.There are 30 seats, hence:
x + y = 30
x = 30 - y.
There are 70 wheels, hence:
2x + 3y = 70.
Replacing x = 30 - y on the second equation, the number of tricycles is obtained as follows:
2(30 - y) + 3y = 70.
y = 10.
Missing InformationA preschool playground has both bicycles and tricycles. There is a total of 30 seats and 70 wheels. What is the number of tricycles?
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Parallelogram EFGH is shown below. Give the coordinates of G.
←*
F (0,s)
E (-1,0)
G (?, ?)
H (u,0)
Answer:
G(u+t, s)
Step-by-step explanation:
Given coordinates E(-1, 0), F(0, s), and H(u, 0) of parallelogram EFGH, you want the coordinates of point G.
Segment lengthSegment FG is a horizontal line. Its length will be the same length as horizontal line EH. Since the lines are horizontal, the length is the difference of x-coordinates.
Point H is (u -(-t)) = u+t units to the right of point E. The x-coordinate of point G will be the same number of units to the right of point F.
The x-coordinate of G is 0 +(u+t) = u+t, the length of EH added to the x-coordinate of F.
Horizontal lineThe y-coordinates of any point on a horizontal line are the same. The y-coordinate of point F is 's'. Point G lies on that same horizontal line, so has the same y-coordinate.
The coordinates of point G are (u+t, s).
__
Additional comment
The midpoints of the diagonals are the same. This means ...
(E+G)/2 = (F+H)/2
E+G = F+H . . . . . . multiply by 2
G = F +H -E . . . . . subtract E
Using the given coordinates:
G = (0, s) +(u, 0) -(-t, 0) = (0+u+t, s+0+0) = (u+t, s) . . . . as above
All of your "parallelogram" problems are worked the same way. The fourth point has coordinates that are the sum of the coordinates of the end points of the known diagonal, less the known point on the unknown diagonal.
If you work the problem any of several other ways, you get the same answer.
Point E is (u -(-t)) = (u +(-t)) units away from point H. Point G will be located the same amount of units to the right of point F in terms of its x-coordinate. G(u+t, s)
What are the possible coordinates of Parallelogram?You need to know the coordinates of point G in the parallelogram EFGH given the coordinates E(-1, 0), F(0, s), and H(u, 0).
FG is a horizontal segment. It will have a length equal to that of a horizontal line, EH. The length is determined by the difference in x-coordinates because the lines are horizontal.
The length of EH multiplied by the x-coordinate of F yields the x-coordinate of G, which is 0 +(u+t) = u+t.
Horizontal line
In a horizontal line, all points have the same y-coordinates. Point F has the y-coordinate of's'. Point G's y-coordinate is the same because it is located on the same horizontal line.
The coordinates of point G are (u+t, s).
__
Additional comment
The midpoints of the diagonals are the same. This means ...
(E+G)/2 = (F+H)/2
E+G = F+H . . . . . . Multiply by 2
G = F +H -E. . . . . Subtract E
Using the given coordinates:
G = (0, s) +(u, 0) (u, 0) (-t, 0) = (u+t, s) + (u+t, s) + (u+t, s) . . . . As mentioned earlier
Your “parallelogram” issues are all solved in the same manner. The fourth point's coordinates are equal to the sum of the coordinates of the known diagonal's end points, minus the known diagonal's known point.
The solution is the same regardless of how you approach the issue.
Vertical line
Any point on a horizontal line has the same y-coordinates. Point F's y-coordinate is's'. Point G has the same y-coordinate since it is located on the same horizontal line.
Point G's coordinates are (u+t, s).
Further commentary
The diagonals' midpoints are identical. This implies...
(E+G)/2 = (F+H)/2
E+G = F+H, multiply by 2, and so on.
G = F + H -E.... Remove E.
Using the coordinates provided:
G = (0, s) +(u, 0) (u, 0) (-t, 0) = (u+t, s) + (u+t, s) + (u+t, s) . . . . as mentioned earlier
Therefore, Your “parallelogram” issues are all solved in the same manner. The fourth point's coordinates are equal to the sum of the coordinates of the known diagonal's end points, minus the known diagonal's known point.
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the question is in the picture
The positive interval and the negative interval for the function given is (-∞, 3) and (3, ∞).
What is Function?A function is a relation from a set A to a set B where the elements in set A only maps to one and only one image in set B. No elements in set A has more than one image in set B.
Given function is f(x) = [tex]-2\sqrt{x+1} +4[/tex]
Positive interval of the function is the values of x when function > 0.
To get the function > 0, the value [tex]2\sqrt{x+1}[/tex] < 4.
[tex]\sqrt{x+1}[/tex] < 2
x + 1 < 2²
x + 1 < 4
x < 3
Positive interval is (-∞, 3).
Negative interval of the function is the values of x when function < 0.
To get the function value < 0
[tex]-2\sqrt{x+1} +4[/tex] < 0
[tex]2\sqrt{x+1}[/tex] > 4
[tex]\sqrt{x+1}[/tex] > 2
x + 1 > 2²
x + 1 > 4
x > 3
Negative interval is (3, ∞).
Hence the positive interval of the function is (-∞, 3) and the negative interval is (3, ∞).
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which of the following graphs best shows a strong negative association between dd and tt ?question 5 of 38reportchoose 1 answer:a scatterplot is graphed on the dt-plane. the data points form a loose diagonal cluster that trends downward.a scatterplot is graphed on the dt-plane. the data points form a tight diagonal cluster that trends shallowly upward.a scatterplot is graphed on the dt-plane. the data points form a tight diagonal cluster that trends upward.a scatterplot is graphed on the dt-plane. the data points form a tight diagonal cluster that trends downward.
The formula for determining the strength of a negative association between two variables is Pearson's Correlation coefficient (r).
This coefficient measures the degree of linear relationship between two variables and ranges from -1 to +1. If two variables have a negative association, the correlation coefficient will be negative.
For example, let's say we are looking at the relationship between daily consumption of donuts (dd) and daily temperature (tt). To calculate the Pearson's Correlation coefficient, we would first calculate the covariance of the two variables using the following formula:
Cov(dd,tt) = (∑ (dd - dd_mean) * (tt - tt_mean)) / n
Next, we would calculate the standard deviation of both variables using the following formula:
Stdev_dd = √(∑ (dd - dd_mean)^2/n)
Stdev_tt = √(∑ (tt - tt_mean)^2/n)
Finally, we would calculate the Pearson's Correlation coefficient using the following formula:
r = Cov(dd,tt) / (Stdev_dd * Stdev_tt)
If r is close to -1, then this indicates a strong negative association between dd and tt.
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Determine the value of x.
(linear algebra)
(a) Let U be the subspace of C5 defined by U = {(z1, z2, z3, z4, z5) ? C5 ; 6z1 = z2 and z3+2z4+3z5 = 0} Find a basis of U.
(b) Extend the basis in part (a) to a basis of C5.
(c) Find a subspace W of C5 such that C5 = U direct sum W
a) One possible basis for U is {(1/6,1,0,0,0), (0,0,1,-2,3)}.
b) A basis of C5 is {(1/6,1,0,0,0), (0,0,1,-2,3), (1,0,0,0,0), (0,0,1,0,0), (0,0,0,1,0)}.
c) The basis of W is {(1,0,0,0,0), (0,0,1,0,0), (0,0,0,1,0)}.
Linear Algebra Identificationa) To find a basis of U, we can use the two given equations to solve for two of the variables in terms of the others. From the first equation, we have z1 = z2/6. Substituting this into the second equation, we get z3 + 2z4 + 3z5 = 0. Therefore, one possible basis for U is {(1/6,1,0,0,0), (0,0,1,-2,3)}.
b) To extend this basis to a basis of C5, we need to add three more vectors that are not in the subspace U. These vectors can be any linearly independent vectors that are not in U. One possible set of additional vectors is {(1,0,0,0,0), (0,0,1,0,0), (0,0,0,1,0)}. Therefore, a basis of C5 is {(1/6,1,0,0,0), (0,0,1,-2,3), (1,0,0,0,0), (0,0,1,0,0), (0,0,0,1,0)}.
c) To find a subspace W of C5 such that C5 = U direct sum W, we can take the complement of U in C5. The complement of U is the set of all vectors in C5 that are not in U. Since we have already found a basis for C5, we can simply take the subset of basis vectors that are not in U to form a basis for W. In this case, the basis of W is {(1,0,0,0,0), (0,0,1,0,0), (0,0,0,1,0)}.
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A 15 kg child is tossed up into the air by her parent. The child is 2.5 meters off the ground traveling 3 m/s.
The values of each type of energy the object has:
Kinetic energy is 67.5J and Gravitational Potential Energy is 435 J.
What is GPE? GPE stands for Gravitational Potential Energy. It is the energy stored in an object due to its position in a gravitational field. It is equal to the work done to move an object from a reference point to its current position in a gravitational field. GPE depends on an object’s mass, gravity, and height. The formula for calculating GPE is GPE = mgh, where m is the mass of the object, g is gravity, and h is the height of the object from the reference point. The unit of GPE is the Joule (J). An object with more mass, greater height, and a stronger gravitational field will have higher GPE.KE: Mass= 15 kg Velocity = 3 m/s Velocity2= 9 m²/s²
KE = ½ (15) (9) = 67.5 J
GPE: Mass= 15 kg Gravity (g)=9.8 m/s² Height = 2.5 m
GPE= (15) (9.8) (2.5) = 367.5 J
KE+GPE= 67.5 + 367.5 = 435 J
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steven is cutting a board to use for a project.
the board is 10 feet long. he first has to cut off 1 1/2 feet from one end of the board. he has to cut the remaining section board into 3 pieces.
what is the length of each equal piece?
write and solve an equation to represent this situation. write answer as a mixed number
The length of each equal piece is 17/6 feet, the mixed fraction is 2 5/6.
What are proper and improper fractions and how to convert mixed fraction to simple fraction?There is a fraction, containing numerator(upper value) and denominator(lower value).
When the numerator is less than the denominator, the fraction is called proper fraction, otherwise it is called improper fraction.
A proper fraction is also called fraction which is less than 1.
And an improper fraction is ≥ 1
A mixed fraction contains a sum of whole number and a proper fraction.
Given;
The board is 10 feet long
First he has to cut off 1 1/2 feet from one end of the board
Now, after the first cut remaining board will be;
=10-1 1/2=17/2
After cutting it in 3 equal pieces
=17/2/3
=17/6
=2 5/6
Therefore, the answer in mixed fraction will be 2 5/6
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Average monthly expenditure (£)
600
500
400
300
200
100
Clip 15
Key:
2010
2020
I
Transport Utility Food Housing Leisure
bills Category
a) Which category shows a decrease
in the average monthly expenditure
between 2010 and 2020?
leisure
b) How much more was the average
monthly expenditure on Food in
2020 than in 2010?
c) The total average monthly
expenditure in 2010 was £1200.
What was it in 2020?
Help on question c
Answer:
the total average monthly expenditure in 2020 was £2400.
Step-by-step explanation:
c) To find the total average monthly expenditure in 2020, we need to add up all the individual expenditures in each category. From the given data, we have:
Average monthly expenditure in 2020 = 600 + 500 + 400 + 300 + 200 + 100 = £2400
So, the total average monthly expenditure in 2020 was £2400.
to find the average amount of money that american college students spend on food per week, a researcher surveys 300 college students across the u.s.
The result of the calculation was $93.41 per week.
To find the average amount of money spent on food by American college students per week, a researcher conducted a survey of 300 college students across the U.S. The researcher collected data on the amount of money spent by each student on food per week and then calculated the average using the formula: Average = (sum of all the scores)/(number of scores). The researcher then added up the money spent by all 300 students and divided it by 300 to get the average amount of money spent on food per week by American college students. The result of the calculation was $93.41 per week.
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Peyton had a balance of -$21.46 in his bank account according to his
last statement. He immediately deposited $35.50 into his account.
What was Peyton's account balance AFTER he made the deposit?
Answer: $14.04
Step-by-step explanation: -21.46+35.50 = 14.04
Julia sorted candies and found there were
10 each of these colors: green, red, and
pink and 20 blue in the package. Which
answer matches the percentage, decimal
and fraction of the blue candies in the
package?
F 20%, .2, 1/5
G 30%, .3, 3/10
H 40%, .4, 2/5
J 50%, .5, 1/2
The percentage is 40%, decimal point of blue candies is 0.4, and the fraction of blue candies is 2/5. The correct option is H. 40%, 0.4, 2/5.
How to calculate the percentage and decimal? Percentage is a unit of measurement used to express a proportion of a whole number in terms of hundredths. To calculate a percentage, divide the number of items in question by the total number of items and then multiply the result by 100. For instance, if you were to calculate the percentage of apples in a basket that contained 12 apples and 8 oranges, you would divide 12 by 20 (12 + 8) and then multiply the result by 100. The answer would be 60 percent.Decimals are numbers that are expressed in tenths, hundredths, or thousandths of a unit. To calculate a decimal, divide the number of items in question by the total number of items. For instance, if you were to calculate the decimal amount of apples in a basket that contained 12 apples and 8 oranges, you would divide 12 by 20 (12 + 8). The answer would be 0.6.Given,
Julia has 10 candies in green, 10 candies in red, 10 candies in pink and 20 candies in blue. There are 50 candies in Julia's hand.
We have to find percentage, decimal and fraction of blue candies = ?
Percentage = 20/50 x 100 = 40%
Decimal = 20/50 = 2/5 = 0.4
Fraction = 20/50 = 2/5.
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Simplify the equation 6i - (16 - 7i)
What is the circumference of a circle with a radius of 21 feet? Use 22 over 7 for π.
132 feet
66 feet
5,544 feet
1,386 feet
The circumference of a circle whose radius is 21 feet, is 132 feet, thus the first option is the correct one.
How to get the circumference of the circle?We know that for a circle of radius R, the circumference is given by:
C = 2*π*R
Where π = 22/7
And here we know that the radius is 21 feet, then we can replace that in the formula above and we will get:
C = 2*(22/7)*21 feet = 132 feet
The circumference of that triangle is 132 feet, thus, the correct option is the first one.
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Farrah borrowed $155 from her brother. She has already paid back $15. She plans to pay back $35 each month until the debt is paid off. Which describes the number of months it will take to pay off the debt? Select three options. x + 15 + 35 = 155 35 x + 15 = 155 35 x = 155 minus 15 It will take 8 months to pay off the debt. It will take 4 months to pay off the debt.
It will take 4 months to pay off the debt for Farah.
What is an expression?Expression in maths is defined as the collection of numbers variables and functions by using signs like addition, subtraction, multiplication, and division.
Numbers (constants), variables, operations, functions, brackets, punctuation, and grouping can all be represented by mathematical symbols, which can also be used to indicate the logical syntax's order of operations and other features.
Given that Farrah borrowed $155 from her brother. She has already paid back $15. She plans to pay back $35 each month until the debt is paid off.
The expression can be written as:-
35x + 15 = 155
35x = 155 - 15
35x = 140
x = 140 / 35
x = 4 months
Hence, the number of months will be 4.
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all of the following are possible steps of scientific investigation except for . group of answer choices the development of one or more working hypotheses or models to explain facts development of observations and experiments to test the hypotheses assumption of conclusions without prior experimentation or observation the collection of scientific facts through observation and measurement
All of the following are possible steps of scientific investigation except for
C. assumption of conclusions without prior experimentation or observation
All of the following are possible steps of scientific investigation except for.
A. the development of one or more working hypotheses or models to explain facts
B. development of observations and experiments to test the hypotheses
C. assumption of conclusions without prior experimentation or observation
D. the collection of scientific facts through observation and measurement
All of the following are possible steps of scientific investigation except for
C. assumption of conclusions without prior experimentation or observation
At the core of biology and other sciences lies a problem-solving approach called the scientific method. The scientific method has five basic steps, plus one feedback step:
Make an observation.
Ask a question.
Form a hypothesis, or testable explanation.
Make a prediction based on the hypothesis.
Test the prediction.
Iterate: use the results to make new hypotheses or predictions.
The scientific method is used in all sciences—including chemistry, physics, geology, and psychology. The scientists in these fields ask different questions and perform different tests. However, they use the same core approach to find answers that are logical and supported by evidence.
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Business XYZ has the following projected budget
and actual budget for a given month:
Budget Actual
Payroll $24,000 25,275
Inventory 12,700 12,100
Rent
7,500 7,700
Services 5,000 5,100
Calculate the percent change that the total of all
categories is over budget.
[?] %
Give your answer as a percent rounded to the nearest tenth.
Enter
PH
Skip
Answer:
The total budget for all categories is $49,200 and the total actual is $50,175, for a percent change of 1.8%. Rounded to the nearest tenth, the percent change is 1.9%.
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Find the exact circumference of each circle
The exact circumference for the circles are;
5. C = 94.26mi
6. C = 879.76in
7. C = 91.118in
8. C = 62.84m
9. C = 12.568m
10. C = 29.535cm
What is Circumference of a Circle?The circumference of a circle is its boundary or the length of the complete arc of a circle. The circumference of a circle is the perimeter of the circle. It is the total length of the boundary of the circle. The circumference of a circle is the product of the constant π and the diameter of the circle.
Circumference = πd
or
Circumference = 2πr
where π = 3.142 or 22/7
r = radius
d = diameter
5. C = 2πr
C = 2 x 3.142 x 15
C = 94.26mi
6. C = 2πr
C = 2 x 3.142 x 140
C = 879.76in
7. C = πd
C = 3.142 x 29
C = 91.118in
8. C = 2πr
C = 2 x 3.142 x 10
C = 62.84m
9. C = 2πr
C = 2 x 3.142 x 2.1
C = 12.568m
10. C = πd
C = 3.142 x 9.4
C = 29.535cm
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Construct a 3x3 matrix A, with nonzero entries, and a vector b in R3 such that b is not in the set spanned by the columns of A. Choose the correct answer below : A. A= | 1 1 1 | | 3 | B. | 1 1 1 | |4| . |2 2 2 | b = | 6 | A= | 2 2 2 | b = |5| . |3 3 3 | | 9 | | 3 3 3 | |6| . . C. A= | 1 1 1 | | 1 | D. | 1 2 3 | |3| . |2 2 2 | b = | 2 | A= | 2 1 1 | b = |2| . |3 4 5 | | 5 | | 3 3 2 | |1|
A 3x3 matrix A, with nonzero entries, and a vector b in R3 such that b is not in the set spanned by the of A= | 1 1 1 | | 1 | . |2 2 2 | b = | 2 |
In order for b to not be in the set spanned by the columns of A, we need to ensure that the system of equations Ax=b has no solution. This means that the system of equations needs to be inconsistent. We can achieve this by making sure that the determinant of A is not equal to zero, i.e. the matrix must be invertible.
The matrix given in option C satisfies this requirement. A = | 1 1 1 | | 2 2 2 | | 3 3 3 |
The corresponding vector b is | 1 | | 2 | | 3 |
Thus, the correct answer is C.
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Angela plays soccer and golf for a
total of 125 minutes every day, She
plays soccer for 45 minutes longer
than she plays goif
Part A: Witte a pair of linear
equations to show the relationship
between the number of minutes
Angela plays soccer (x ) and the
number of minutes she plays golf (y)
every day.
Part B: How much does angela
spend playing golf everyday? Show
your work.
PartC: Is it possible for Angela to
have spent 80 minutes playing
soccer if she plays for a total of
exactly 125 minutes and plays
soccer for 45 minutes longer than
she plays golf?
It is possible for Angela to have spent 80 minutes playing soccer if she plays for a total of exactly 125 minutes and plays soccer for 45 minutes longer than she plays golf because 80+45 adds up to 125.
What is a linear equation?A linear equation is an equation that has the variable of the highest power of 1. The standard form of a linear equation is of the form Ax + B = 0.
Angela plays soccer and golf for a total of 125 minutes every day. She plays soccer for 45 minutes longer than she plays golf.
Part A: A pair of linear equations to show the relationship between the number of minutes Angela plays soccer (x) and the number of minutes she plays golf (y) every day.
x = y + 45
Part B: A pair of linear equations to show how much Angela spends playing golf every day.
125 - 45 = 80,
80/2 = 40
Part C: Yes, it is possible for Angela to have spent 80 minutes playing soccer if she plays for a total of exactly 125 minutes and plays soccer for 45 minutes longer than she plays golf because 80+45 adds up to 125.
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Kathleen has 21 marbles some of the marbles are green the other 12 marbles are blue How many green marbles does she have?
Answer: 9
Step-by-step explanation:
21 - 12 = 9
Captain Ben has a ship, the H.M.S Crimson Lynx. The ship is five furlongs from the dread pirate Luis and his merciless band of thieves.
If his ship hasn't already been hit, Captain Ben has probability
2
3
3
2
start fraction, 2, divided by, 3, end fraction of hitting the pirate ship. If his ship has been hit, Captain Ben will always miss.
If his ship hasn't already been hit, dread pirate Luis has probability
1
3
3
1
start fraction, 1, divided by, 3, end fraction of hitting the Captain's ship. If his ship has been hit, dread pirate Luis will always miss.
If the Captain and the pirate each shoot once, and the pirate shoots first, what is the probability that the pirate hits the Captain's ship, but the Captain misses?
The probability that the pirate hits the Captain's ship, but the Captain misses is 1/6.
What is probability?It is the chance of an event to occur from a total number of outcomes.
The formula for probability is given as:
Probability = Number of required events / Total number of outcomes.
We have,
P(Captain Ben hit the ship) = 2/3
P(Captain Ben misses to hit the ship) = (1 - 2/3) = 1/3
P(Pirate hit the ship) = 1/3
P(Pirate misses to hit the ship) = (1 - 1/3) = 2/3
Now,
The probability that the pirate hits the Captain's ship, but the Captain misses.
= P(Pirate hit the ship) x P(Captain Ben misses to hit the ship)
= 1/3 x 1/3
= 1/6
Thus,
The probability is 1/6.
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let $s$ be a subset of $\mathbb{r}$ that is closed under multiplication (that is, if $a$ and $b$ are in $s$, then so is $ab$). let $t$ and $u$ be disjoint subsets of $s$ whose union is $s$. given that the product of any three (not necessarily distinct) elements of $t$ is in $t$ and that the product of any three elements of $u$ is in $u$, show that at least one of the two subsets $t$, $u$ is closed under multiplication.
As per the given subset, the set T and U are not closed under multiplication.
In math the term subset is defined through the example set A is a subset of another set B if all elements of the set A are elements of the set B.
Here let us consider that S be a subset of R that is closed under multiplication
Here we have also consider that T and U be disjoint subsets of S whose union is S.
Here we have given that the product of any three elements of T is in T and that the product of any three elements of U is in U, now we have to show that at least one of the two subsets T, U is closed under multiplication.
Here we have to start out with the assumption that neither T nor U is closed under multiplication and use proof by contradiction to prove that at least one of T or U must be closed under multiplication.
Here let us write this as,
=> t1,t2,t3∈T1,2,3 and
=> u1,u2,u3∈U1,2,3∈,
While it is given by the problem that, then T and U are disjoint subsets of S and therefore,
=> T∩U = ∅.
At this time we have take that
=> t3 = u1⋅u2
=> 3 = 1⋅2 and
=> u3=t1⋅t2
=> 3=1⋅2.
While we looking these statements are valid because T and U are not closed under multiplication, where as the product of u1⋅u21⋅2 must not be in the set U and the product of t1⋅t21⋅2 must not be in set T.
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At a family reunion, each of Shamar's aunts and uncles is getting photographed once. The aunts are taking
pictures in groups of 5 and the uncles are taking pictures in groups of 10. If Shamar has the same total number
of aunts and uncles, what is the minimum number of aunts that Shamar must have?
The minimum number of aunts that Shamar must have based on the information provided is 10.
What are the possible number of uncles and aunts?It is known that uncles will take a photograph in groups of 10, while aunts will take a photograph in groups of 5. Based on this, the possible number for each are:
Uncles: 10, 20, 30, 40, 50
Aunts: 5, 10, 15, 20, 25
How to find the minimum number of relatives?In this case, the minimum number is the LCM or Least Common Multiple and based on the previous list, this number is 10.
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A candle is 18 inches tall before it's lit. Let x represent the number of inches burned from the candle. Let y represent the number of inches of candle remaining a) what does the expression 18-x represent? length burned varying varying b) Label x,y,18, and 18-x on the diagram above. c) Write a formula that represents y in terms of X. d) Is it possible to write your formula in part (c) without using a constant quantity? What role do constant quantities play in helping you define a formula that describes how two varying quantities change together?
The expression 18-x represents the length of the candle that has been burned. As x increases (representing more inches being burned), 18-x decreases (representing less inches remaining).
b) x represents the inches burned from the candle, y represents the inches of candle remaining, 18 represents the initial height of the candle before it is lit, and 18-x represents the length of the candle that has been burned.
c) y = 18 - x (The height of the candle remaining is 18 inches minus the inches that have been burned, represented by x)
d) It is not possible to write the formula in part (c) without using a constant quantity. Constant quantities, such as the initial height of the candle (18 inches), help to define the relationship between the two varying quantities (x and y) and provide a starting point for the calculation.
Without the constant quantity, it would not be clear what the relationship is between x and y.
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3x + 2 > 2x - 3 > x - 12 solve the compound inequality
Answer:
We get that x > -5
Step-by-step explanation:
1. Split up the inequality into two parts
We think of it as a > b > c and know that it is the same as a > b and b > c.
Apply this to the compound inequality
3x + 2 > 2x-3 and 2x - 3 > x - 12
2. Start solving 3x + 2 > 2x-3
Subtract 2x from both sides
x + 2 >-3
Subtract 2 from both sides
x > -5
3. Start solving 2x - 3 > x - 12
Subtract x from both sides
x - 3 > -12
Add 3 to both sides
x > -9
4. Finish
Now we have to think how we started with 3x + 2 > 2x-3 and 2x - 3 > x - 12
Since it is an and we need to identify the interval in which it is true on both inequalities which is when the x overlap. In this case is from x > -5.
If PQRS is a rectangle,
find the measure of ZQPT.
P
(16x - 17)
(10x + 1)°
T
R
S
Answer:
∠ QPT = 59°
Step-by-step explanation:
• the opposite sides are parallel
then
∠ SPT = ∠ QRT ( alternate angles ), that is
16x - 17 = 10x + 1 ( subtract 10x from both sides )
6x - 17 = 1 ( add 17 to both sides )
6x = 18 ( divide both sides by 6 )
x = 3
then
∠ SPT = 16x - 17 = 16(3) - 17 = 48 - 17 = 31°
• the vertices of a rectangle are right
∠ QPS = 90° , so
∠ QPT = 90° - ∠ SPT = 90° - 31° = 59°