The graph of y=f(x) is shown in the xy-plane

which equation defines function f?

Answer:

11 containers of paint and 3 paint brushes

Step-by-step explanation:

The equation that can be used to determine the number of containers of paint, p, at each work station is p = 132 / (12 * 3) = 11. Therefore, each work station receives 11 containers of paint and 3 paint brushes

in a regression model, outliers may be identified by examining the Residual.  Seeing how far the data points are away from the regression is how you can determine outliers.

What's a residual in finance?

A residual or balloon payment is a final lump sum you're needed to pay at the end of your loan term to enjoy an asset outright. generally, the lump sum is original to – or lower than – the downgraded value of the asset.

What are exemplifications of residual?

Residual describes what remains after utmost of commodity is gone. It's an nearly formal word for what is leftover. However, also you have some residual bitterness, If you've gotten over your bifurcation but you still have the appetite to protest your partner.

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Brackets are used for multiplication to expand and simplify an expression.

We must multiply out the brackets in order to extend and simplify an expression. The resulting phrase is then made simpler by grouping like terms together. Our method for removing brackets is known as expanding brackets or multiplying them out. Factorization is being done in reverse.

In some non-standard or informal contexts, such as with some programming languages or computer systems, brackets are employed as multiplication signs. When accessing items of an array or list in various programming languages, square brackets may also be used to denote multiplication in specific circumstances. As an example, the formula 2(3) instructs you to multiply 2 by 3 to generate the number 6.

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Significant digits, also known as significant figures, refer to the digits in a quantity that are considered to be reliable and meaningful based on the precision of the measurement.

The significant digits in a given quantity include all the digits that are known with certainty, as well as one uncertain digit that is estimated based on the measurement's precision.

For example, if the length of a table is 1.23 metres, the digits "1," "2," and "3" are all significant, whereas the digit "0" is not significant because it is just a placeholder.

The number of significant digits in a number is determined by the measurement instrument or method used.

For example, if you use a centimeter-marked ruler to measure the length of a table, you can estimate the length to the nearest millimetre, implying that the last digit is uncertain and estimated. Because you have three certain digits and one estimated digit, the number of significant digits in this case is three.

When performing mathematical operations on numbers with varying numbers of significant digits, the result should be rounded to the same number of significant digits as the least precise measurement. This is necessary to maintain the calculation's accuracy and precision.

Understanding significant digits is essential for precise scientific measurements and calculations. It can aid in the prevention of errors and the production of reliable and meaningful results.

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The preferred method to know the price of the scooter is

The question is a percentage problem

10%

= 10 percent

= 10 / 100

= 0.1

Since the problem is about discount of 10 % .

= 1 - 0.1

= 0.9

The sale price using the factor of 0.9

= $42 * 0.9

This method is more straight forward and gives the correct answer

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We can calculate this using this equation:

[tex]V =\dfrac{4}{3}\pi r^3[/tex]

[tex]V =\dfrac{4}{3}\pi r^3[/tex]

We're given that the radius is 9 cm:

[tex]V =\dfrac{4}{3}\pi (9)^3\\\\V=3053.63[/tex]

V = 3053.63 cm³

The factors of 37 are 1 and 37. This is because 1 is a factor of every number, and 37 is a prime number that is only divisible by 1 and itself.

The factors of 37 are the numbers that can be multiplied together to get 37 as a product. In other words, the factors of 37 are the divisors of 37 that divide it evenly without a remainder.

Therefore, 1 and 37 are the only numbers that can be multiplied together to get 37 as a product.

It is important to note that the factors of a number are always positive integers since negative numbers cannot be multiplied together to give a positive result.

Additionally, every number has at least two factors, 1 and itself, and some numbers may have many more factors depending on their prime factorization.

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The probability that a student took both music and dance classes is 0.1.

Probability in mathematics is the possibility of an event in time. In simple words how many times does that incident is happening in any given time interval?

From the information given, we know that:

35 students took music classes, which includes x and y.

45 students took dance classes, which includes y and z.

30 students did not take either music or dance classes, which includes the area outside the circles.

We can also see that the total number of students is 100, so the sum of all the areas in the Venn diagram must be 100.

Therefore, we can set up the equation:

x + y + z + 30 = 100

Simplifying, we get:

x + y + z = 70

We want to find the probability that a student took both music and dance classes, which is the area of the overlap between the music and dance circles (represented by y) divided by the total number of students (100).

So, the probability is:

y/100

To find y, we can use the formula:

y = (total in music) + (total in dance) - (total in both)

y = 35 + 45 - (x + y + z)

Substituting x + y + z = 70, we get:

y = 35 + 45 - 70 = 10

Therefore, the probability that a student took both music and dance classes is:

y/100 = 10/100 = 0.1

Therefore, the probability is 0.1 or 10%.

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An equation of the line in slope-intercept form that passes through the coordinates (6, -5) and (8, -6) is: B. y = -1/2(x) - 2; y is equal to negative 1 half x minus 2

In Mathematics, the point-slope form of a straight line can be calculated by using this mathematical expression:

y - y₁ = m(x - x₁) or y - y₁ = (y₂ - y₁)/(x₂ - x₁)(x - x₁)

Where:

At data point (6, -5), a linear equation in standard form for this line can be calculated by using the point-slope form as follows:

y - y₁ = (y₂ - y₁)/(x₂ - x₁)(x - x₁)

y - (-5) = (-6 - (-5))/(8 - 6)(x - 6)

y + 5 = (-6 + 5)/(8 - 6)(x - 6)

y + 5 = -1/2(x - 6)

y = -1/2(x) + 3 - 5

y = -1/2(x) - 2

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Answer:

x = 1.3

Step-by-step explanation:

cost of rice for 12kg = 12 * x ($x for each kg)

cost of potatoes for 7kg = 7 * (x+1)

total cost = 12 * x + 7 * (x+1) = 31.7

12x + 7x + 7 = 31.7

19x + 7 = 31.7

subtract 7 from both sides to isolate the variable and its coefficient

19x = 24.7

divide both sides by 19 to find x

x = 1.3

Answer: 88 1/2

Step-by-step explanation:

easy

Answer:

89

Step-by-step explanation:

The sample space of possible outcomes are S=​ {(B,1),(B,2),(B,3),(B,4),(B,5),(B,6),(R,1),(R,2),(R,3),(R,4),(R,5),(R,6)}.

A sample space is a set of potential results from a random experiment. The letter "S" is used to denote the sample space. Events are the subset of possible experiment results. Depending on the experiment, a sample area could contain a variety of results.

Given that, a person draws a playing card and checks its color and then spins a six-space spinner.

The sample space of possible outcomes using B, R for the card outcomes and 1, 2, 3, 4, 5, 6 for the spinner outcomes.​

The sample space is S=​ {(B,1),(B,2),(B,3),(B,4),(B,5),(B,6),(R,1),(R,2),(R,3),(R,4),(R,5),(R,6)}.

Therefore, the sample space of possible outcomes are S=​ {(B,1),(B,2),(B,3),(B,4),(B,5),(B,6),(R,1),(R,2),(R,3),(R,4),(R,5),(R,6)}.

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"Your question is incomplete, probably the complete question/missing part is:"

If a person draws a playing card and checks its color and then spins a six-space spinner​, describe the sample space of possible outcomes using B, R for the card outcomes and 1, 2, 3, 4, 5, 6 for the spinner outcomes.​ (Make sure your answers reflect the order​ stated.)

The sample space is S=​{   ​}.

​(Use a comma to separate answers as​ needed.)

Some possible speeds to the thousandth of a mile per hour are 81.729 mph, 81.730 mph, 81.731 mph

To find some possible speeds to the thousandth of a mile per hour, we can look at the two nearest thousandths above and below the given speed of 81.73 mph.

The nearest thousandth below 81.73 is 81.729, and the nearest thousandth above is 81.731. Therefore, some possible speeds to the thousandth of a mile per hour are:

81.729 mph

81.730 mph

81.731 mph

All these speeds are all within 0.001 mph of the given speed of 81.73 mph.

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The algebraic expression of the statement is 5 + 3y ≤ z + 14

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

5 more than the product of 3 and a number y is less than or equal to the sum of another number z and 14

When represented as expression, we have

5 + 3y is less than or equal to z + 14

As an inequality, we have

5 + 3y ≤ z + 14

hence, the expresion si 5 + 3y ≤ z + 14

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The Law of Cosines is a formula that relates the side lengths and angles of any triangle, expressed as c^2 = a^2 + b^2 - 2abcos(C).

The Law of Cosines is a numerical formula that relates the side lengths and points of any triangle. It expresses that the square of any side of a triangle is equivalent to the number of squares of the other different sides short two times the result of those sides and the cosine of the point between them. Numerically, the Law of Cosines can be communicated as c^2 = a^2 + b^2 - 2abcos(C), where c is the length of the side inverse to the point C, and an and b are the lengths of the other different sides.

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The cube root of 64 is 4, which is the value that, when multiplied by itself three times, equals 64.

The cube root of a number is the value that, when multiplied by itself three times, equals the original number. In the case of 64, the cube root is 4, because 4 multiplied by itself three times equals 64:

4 × 4 × 4 = 64

This can also be written using the cube root symbol (∛), as follows:

∛64 = 4

The cube root is an important mathematical operation used in a variety of fields, including engineering, physics, and finance. It is also used in everyday life, such as when calculating the dimensions of boxes or when determining the amount of material needed for a construction project.

It's important to note that the cube root is just one of several types of roots that can be taken of a number, including the square root (which is the value that, when multiplied by itself twice, equals the original number) and higher-order roots such as the fourth or fifth root.

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Answer:

3.542

Step-by-step explanation:

7 1/6 - 3 5/8 = (85/24) = 3(13/24) ≅ 3.5416667.

7⅙ - 3⅝ = 8524 = 3 1324 ≅ 3.5416667 (simplified) = 3.542

There were 42 full-price tickets sold, 126 senior citizen tickets sold, and 47 student tickets sold.

Let's define the variables:

Let's call the number of full-price tickets sold "f".

Let's call the number of senior citizen tickets sold "s".

Let's call the number of student tickets sold "t".

From the problem statement, we know:

The total number of tickets sold is 215: f + s + t = 215

The total revenue from ticket sales is $1,214.00: 7f + 5.25s + 5.50t = 1214

The number of senior citizen tickets sold is 3 times the number of full-price tickets sold: s = 3f

We can use the third equation to substitute "3f" for "s" in the first two equations, and simplify:

f + 3f + t = 215 -> 4f + t = 215

7f + 15.75f + 5.50t = 1214 -> 22.75f + 5.50t = 1214

Now we have two equations with two variables, which we can solve using any method of our choice. For simplicity, we will use the substitution method:

From the first equation, we can isolate "t":

t = 215 - 4f

We can substitute this expression for "t" in the second equation, and solve for "f":

22.75f + 5.50(215 - 4f) = 1214

22.75f + 1182.5 - 22f = 1214

0.75f = 31.5

f = 42

So, there were 42 full-price tickets sold. We can use the third equation to find the number of senior citizen tickets sold:

s = 3f = 3(42) = 126

Finally, we can use the first equation to find the number of student tickets sold:

f + s + t = 215 -> 42 + 126 + t = 215 -> t = 215 - 42 - 126 = 47

Therefore, there were 42 full-price tickets sold, 126 senior citizen tickets sold, and 47 student tickets sold.

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He would have to pay a total of $30 + $10 xx.

What is the basic arithmetic operation?

The four basic mathematical operations are Addition, subtraction, multiplication, and division.

If David used 4 GB over the limit, he used a total of 6 + 4 = 10 GB of data that month. Since he was charged $10 per GB over the included amount, he would have to pay an extra $10 x 4 = $40 in addition to the base $30 cost.

Therefore, he would have to pay a total of $30 + $40 = $70 that month.

If David went over the limit by xx GB, he would have used a total of 6 + xx GB of data that month.

Therefore, he would have to pay an extra $10 x xx in addition to the base $30 cost.

Hence, he would have to pay a total of $30 + $10 xx.

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Answer:

The FOIL method is a technique used to multiply two binomials. The word "FOIL" is an acronym that stands for "First, Outer, Inner, Last." I will dive in it briefly for u!

Step-by-step explanation:

To use the FOIL method, you multiply the first term of the first binomial with the first term of the second binomial. Then, you multiply the outer terms (first term of the first binomial and the second term of the second binomial), followed by the inner terms (second term of the first binomial and the first term of the second binomial), and finally the last terms (second term of both binomials). You then combine the like terms to simplify the result.

The FOIL method is especially useful when multiplying polynomials, which are expressions with one or more terms involving variables with various powers. For example, to multiply the binomials (x + 3) and (x - 2), you would use the FOIL method as follows:

First: x × x = x²

Outer: x × (-2) = -2x

Inner: 3 × x = 3x

Last: 3 × (-2) = -6

Combine the like terms: x² - 2x + 3x - 6 = x² + x - 6

Thus, the product of (x + 3) and (x - 2) is x² + x - 6.

Answer:

The FOIL method is a mnemonic device used to multiply two binomials. It stands for "First, Outer, Inner, Last" and it is a step-by-step process that helps to remember the order of operations for multiplying binomials. When multiplying two binomials, the FOIL method involves multiplying the first terms, then the outer terms, then the inner terms, and finally the last terms, and then adding the resulting terms together to simplify the expression.

The FOIL method is used in polynomial algebra because it is an efficient way to multiply two polynomials of degree one, also known as binomials. When multiplying two binomials, we can use the FOIL method to distribute each term in the first binomial to each term in the second binomial, resulting in a new polynomial expression. This method allows us to simplify polynomial expressions and solve equations by factoring, which is a crucial skill in algebra and calculus.

In summary, the FOIL method is a mnemonic device used to multiply two binomials by remembering the order of operations for each term. This method is commonly used in polynomial algebra because it is an efficient way to simplify polynomial expressions and solve equations by factoring.

While solving an inequality, you can do the following: add the same amount to each side, deduct the same amount from each side, and multiply or divide each side by the same positive amount. When each side is multiplied or divided by a negative number, the inequality sign must be flipped.

Inequalities may be solved in the same way as any other mathematical problem, but they require some extra steps to guarantee you get the correct solution.

Identify the terms in the inequality first. After that, simplify the equation such that it just has one variable.

Then, attempt to isolate the variable in the equation. To do this, carry out any necessary procedures on both sides of the equation to cancel out the terms that are unrelated to the equation.

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Answer: The tape diagram that represents the problem is the second (7/3)

Step-by-step explanation:

3/7 isn't 7/3, and 7/7 isn't 7/3. By process of elimination, the second answer works; 7/3 = 7/3.

Answer:3.5

Step-by-step explanation:

Standard deviation variance squared is the measure of dispersion the most often used, along with the standard deviation, that is simply the square root of the variance.

In the standard deviation of squared variance, the variance is the mean squared difference between the each data point and the center of the distribution, measured by mean. The larger the squared value of the standard deviation variance, the more spread out the data.

It is calculated keeping in mind the square of standard deviation. And  provides measure of the dispersion that is more sensitive to extreme values ​​in the dataset than standard deviation alone.

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The number round to the nearest hundredth according to the rules is 7.11.

The steps to round the digits to nearest hundredth are as follows -

Step 1 - Firstly read the number and analyse the number at the position hundredth. We see that 0 is present at the hundredth position.

Step 2 - Now check the number on the right hand side of the number. We see that it is 9.

Step 3 - If the number is greater than 5, then add one to the prior digit (the one at hundredth position).

Step 4 - Write the final number using above points. The number will be 7.11. The number 3 will be dropped as we are directed to shorten the number.

The rounded number is 7.11.

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The simplest way to calculate a square root is determined by the size of the number to be squared and your level of mathematical comfort. Here are some methods to consider:

Calculator: Using a calculator is the simplest way to calculate a square root. To find the square root of a number, most calculators have a square root function. Enter the number and then press the square root button.

Estimation: You can use estimation to find an approximate value for the square root of a number. To find the square root of a number, round it to the nearest perfect square (e.g. if you want to find the square root of 15, round it to 16). Then, calculate the square root of the perfect square (in this case, 4), and use that as an estimate.

Long Division: Long division is another method for determining the square root of a number. This method takes longer, but it can be used to calculate the exact value of the square root. Many guides and tutorials are available online to help you learn how to perform long division for square roots.

Using logarithms: A more advanced method for determining the square root of a number is to use logarithms. This method entails taking the number's logarithm, dividing it by 2, and then taking the antilogarithm of the result. This method is useful for calculating the square roots of very large numbers.

Otherwise, Vedic mathematics is a techniques which help in calculation of long and tricky problems or equations.

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The magnitude of the car's acceleration after the brakes are applied is:

a = 2 × (d - vo × treact) / treact^2

Initially, the car is traveling at a constant velocity of magnitude vo, so its acceleration is zero. When the driver notices the garbage can, the car has a distance d from the can.

After the driver applies the brakes, the car slows down at a constant rate until it comes to a stop just before the garbage can. Let a be the magnitude of the car's acceleration during this period.

The distance traveled by the car during this time can be expressed as the sum of two distances: the distance traveled while decelerating from vo to zero velocity, and the distance traveled while the car is at rest.

The distance traveled while decelerating can be calculated using the equation:

d = (vo × treact) + (1/2 × a × treact^2)

The distance traveled while the car is at rest is zero, since the car is not moving.

Setting d equal to the initial distance between the car and the garbage can (d = d), and solving for a, we get:

a = 2 × (d - vo × treact) / treact^2

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The given question is incomplete, the complete question is:

A car is traveling at a constant velocity of magnitude vo when the driver notices a garbage can on the road in front of him. At that moment, the distance between the garbage can and the front of the car is d. A time treact after noticing the garbage can, the driver applies the brakes and slows down at a constant rate before coming to a halt just before the garbage can. What is the magnitude of the car's acceleration after the brakes are applied?

Answer:

x=180

Step-by-step explanation:

Answer:

x^2 - x + 2.

Step-by-step explanation:

Answer:

x² - x + 2

Explanation

Work out using the given functions to set up and simplify (f + g) (x)

The solution to the inequality is x ≤ 1.

Inequality in mathematics is when two values are not equal. It can be expressed using symbols such as >, <, ≥ and ≤. This can be used to compare two values, express a range of values, or indicate that one value is greater or less than another. Inequality is a powerful tool for solving mathematical problems, as it can be used to deduce relationships between different variables.

To solve this inequality, we must first perform the operations on the left side of the equation to get an expression equal to 4. We can start by simplifying the fraction on the left side of the equation. We can multiply both the numerator and denominator by x, which will give us 5x - 3 = x + 2x. We can then add 3 to both sides to get 5x = 3 + 2x, which can then be simplified to 3x = 3. Finally, we can divide both sides by 3 to get x = 1. Therefore, the solution to the inequality is x ≤ 1.

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