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Overall, equations provide a mathematical representation and understanding of relationships, while tables present data points in a structured format.

When comparing an equation and a table, you can examine their characteristics, purpose, and the information they provide. Here are some points to consider when making comparisons:

Representation:

An equation represents a mathematical relationship between variables using symbols and mathematical operations. A table presents data or values in a structured format, typically organized into rows and columns.

Communication of Information:

Equations provide a concise and general representation of a relationship, allowing for predictions, calculations, and modeling. Tables present specific data points or values, providing a visual representation of how variables are related or how they change.

Variables:

Equations involve variables, which can be manipulated to explore different scenarios and analyze the relationship between quantities. Tables display specific values or data points for variables, showing how they vary or are related based on the given information.

Visualization:

Equations can express relationships symbolically and provide a mathematical understanding, but they may not offer a visual representation of data. Tables provide a visual representation of data points, allowing for a quick overview and easy comparison of values.

Flexibility:

Equations offer flexibility in terms of adjusting variables and parameters to explore different scenarios and make predictions. Tables can be easily modified or expanded by adding or removing data points to reflect new observations or additional information.

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Answer:

25 is your answer.

Step-by-step explanation:

Divide 30 by 3 and you will get 10. Divide 30 by 2 and you will get  15. Add 15 to 10 and you get 25 and that is your answer

Hope this is helpful!

Step-by-step explanation:

there are 10 3-day periods in 30 days.

at the end of each period the number of the day will be a multiple of 3 :

3, 6, 9, 12, ...

on which of these days will there be both practices ?

since swimming practice happens every second day, all these days are the even numbered days in these 30 days.

so, from the list of the multiples of 3, every other entry is an even number.

as mentioned, there are 10 entries, and half of them have an even number, so, the answer is 5.

on 5 days during that month he will have both practices on the same day.

a more mathematical, formal approach ?

finding the LCM, the lowest common multiple of the involved numbers/intervals.

we have 2-day intervals for swimming and 3-day intervals for baseball.

the lowest common multiple (= the lowest number that can be divided by both basic numbers without remainder) of 2 and 3 is 2×3 = 6, as 2 and 3 are already basic prime factors.

that means that the days of both practices happen at 6-day intervals.

there are 30/6 = 5 such intervals in a 30-day period.

=> it will happen on 5 days

Answer:

Thisis your answer ☺️☺️☺️

Answer: (C)

Step-by-step explanation:

Looking at the diagram the area occurring continuously over a period of time is the constant point which ranges from -4 to -2 making the answer C

Answer:

Answer: (C)

Explanaton:

By definition: A function is constant, if for any x1 and x2 in the interval, f (x1) = f (x2). Example: The graph shown above is constant from the point (-2,1) to the point (1,1), described as constant when -2 < x < 1. The y-values of all points in this interval are "one".

Check for the image below

Mark it brainliest please!!!!

Use the law of cosines, which says

189² = 215² + 123² - 2×215×123 cos(∠P)

==>   cos(∠P) = 25,633/52,890

==>   ∠P ≈ 61.06°

Answer:

Step-by-step explanation:

65 + 79 + x = 180

144 + x = 180

x = 36°

Answer:

65+79+x=180

144+x=180

x=180-144=36.

Answer:

Step-by-step explanation:

28800 = 2 * 2 * 2 * 2 * 2 * 3 * 3 * 10 * 10

You need one 2

You need one 3

You need one 10

28800 * 2 * 3 * 10 = 2 * 2 * 2 * 2 * 2 * 2 * 3 * 3 * 3 * 10 * 10 * 10

(2*6 * 3* 3^3 * 10^3) ^(1/3)

2*2 * 3 * 10 is the cube root

120

The Master Theorem can be applied to solve the recurrence relation T(n) = 4T(n/2) + nlogn using Case 2, but it cannot be applied to the other two recurrence relations.

For the first recurrence relation, T(n) = T(n-1) + 5, the Master Theorem cannot be directly applied. The Master Theorem is applicable for divide-and-conquer recurrence relations of the form T(n) = aT(n/b) + f(n), where a ≥ 1, b > 1, and f(n) is an asymptotically positive function.

Similarly, for the second recurrence relation, T(n) = 3T(n/3) + n, the Master Theorem cannot be directly applied as it does not match the form required for its application.

In the case of T(n) = 4T(n/2) + nlogn, the Master Theorem can be applied. This recurrence relation follows the form T(n) = aT(n/b) + f(n), where a = 4, b = 2, and f(n) = nlogn. Comparing the function f(n) with n^log_b(a), we see that f(n) = nlogn falls into Case 2 of the Master Theorem. Therefore, the solution to this recurrence relation would be in the form of Θ(n^log_b(a) * log^k n), where k is a non-negative integer.

For T(n) = 2T(n/3) + 2n, the Master Theorem cannot be directly applied as it does not match the required form for its application.

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Answer:

625

Step-by-step explanation:

I just did this question

The similarity dimension of the subset of [0,1]  is 0.9542

We can approach this problem by using the concept of similarity dimension, which relates the scaling factor of a set to its Hausdorff dimension. Let A be the subset of [0,1] consisting of real numbers that can be written without the digit 8 appearing anywhere in their decimal expansion. We want to find the similarity dimension of A.

Note that A is a self-similar set, since it can be partitioned into 9 subsets that are scaled copies of A itself. Specifically, for each digit d ≠ 8, we can define Ad to be the subset of A consisting of real numbers whose first decimal digit is d, and then we have A = A0 ∪ A1 ∪ ... ∪ A9, where each Ad is a scaled copy of A.

Furthermore, the scaling factor for each Ad is \(\frac{1}{10}\), since removing the first decimal digit corresponds to dividing the number by 10. Therefore, we can apply the formula for similarity dimension:

\(D = \frac{log (N)}{log (\frac{1}{s}) }\)

where N is the number of scaled copies of A that are needed to cover A, and s is the scaling factor.

In this case, we have N = 9 (since there are 9 digits other than 8), and \(s = \frac{1}{10}\). Therefore, the similarity dimension of A is:

\(D = \frac{log (N)}{log (\frac{1}{s}) } = \frac{log(9)}{l0g(10)} = 0.9542\)

So the similarity dimension of the subset of [0,1] consisting of real numbers that can be written without the digit 8 appearing anywhere in their decimal expansion is approximately 0.9542.

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Answer:

Help me with my question please

Step-by-step explanation:

A measurable loss of height is an assessment finding in a 65-year-old patient that alerts the nurse to the presence of osteoporosis.

Osteoporosis is a condition characterized by the loss of bone density and strength, leading to increased fragility and risk of fractures. Among the given options, option C, "a measurable loss of height," is a key assessment finding that indicates the presence of osteoporosis. Osteoporosis can cause compression fractures in the spine, leading to a decrease in height. As the bones in the spine weaken and collapse, it can result in a noticeable loss of height over time. This can be measured and documented during a physical assessment.

Frequent falls (option A) may not necessarily be a specific indication of osteoporosis, as falls can occur due to various factors. Aversion to dairy products (option B) may suggest a potential deficiency in calcium intake, which can contribute to osteoporosis, but it alone is not a conclusive sign. Bowed legs (option D) may be related to other conditions but are not a direct indicator of osteoporosis.

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Answer:

They will need 5 pizzas with 1/2 of a pizza left

Step-by-step explanation:

\(\frac{18}{4}\) = 4 1/2

\( \: \: \: \: \: \: \red{ \underline{ \large{ \tt ꧁\: A \: N \: S \: W \: E \: R ꧂\: }}}\)

1. When Profit percent and Cost price are given , \( \large{ \tt{SP = \frac{CP(100 + P\%)}{100}}} \)

2. When Loss% & Cost price are given , \( \large{ \tt{SP = \frac{CP(100 - L\%)}{100}}} \)

3. When Profit / Gain percent and Selling price are provided , \( \large{ \tt{CP = \frac{SP \times 100}{100 + G\%} }}\)

4. When Loss % & SP are provided , \( \large{ \tt{CP = \frac{SP\times 100}{100 - L\%}}} \)

♡ Hope I helped ! ✧

☂ Have a wonderful day / night ! ☼

☃ \( \underbrace {\overbrace{ \mathfrak{Carry \: On \: Learning}} }\)✎

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The area of the surface generated by revolving the curve y = √2x-x², 0.5 ≤ x ≤ 1.5, about the x-axis is (25π√6/105) square units.Answer: (25π√6/105) square units.

Given that, y

= √2x-x², 0.5 ≤ x ≤ 1.5

. We have to find the area of the surface generated by revolving the curve y

= √2x-x², 0.5 ≤ x ≤ 1.5,

about the x-axis.We can use the formula for finding the area of a surface of revolution obtained by rotating the curve y = f(x) about the x-axis is given byA

= 2π∫a^b f(x)√(1 + [f'(x)]²) dxWhere a

= 0.5 and b

= 1.5.The first step is to find the first derivative of y:

dy/dx

= [d/dx](√2x-x²)

= (2 - 2x)/√(2x - x²)

Using this, we can find the integrand as follows:

f(x)√(1 + [f'(x)]²)

= (√2x-x²)√[1 + {(2 - 2x)/√(2x - x²)}²]

= (√2x-x²)√[1 + (4 - 8x + 4x²)/(2x - x²)]

= (√2x-x²)√[(6 - 6x)/(2x - x²)]

= (√2x-x²)√[6(1 - x)/(x(2 - x))]

Thus, we can rewrite A as:A

= 2π∫0.5^1.5 [(√2x-x²)√[6(1 - x)/(x(2 - x))] dx

= 2π∫0.5^1.5 [(√(12x - 6x²) - x²√6) / √2x-x²] dx

Now, we can substitute u

= 2x - x²

into the integrand, which gives us:A

= 2π∫0.5^1.5 [(√u√6 - (u - u²)√6/2) / √u] du

= 2π∫0.5^1.5 [(u√6 + u²√6/2 - √6u + √6u²/2) / (2√u)] du

= π∫0.5^1.5 [√6u^(3/2)/2 + 3√6u^(5/2)/4 - √6u^(1/2)/2 - √6u^(3/2)/2] du

= π[√6u^(5/2)/5 + 3√6u^(7/2)/14 - √6u^(3/2)/3 - √6u^(5/2)/5] |0.5¹ |1.5

= π(27√6/35 - 2√6/3) square units

= (25π√6/105) square units.

The area of the surface generated by revolving the curve y

= √2x-x², 0.5 ≤ x ≤ 1.5,

about the x-axis is (25π√6/105) square units.Answer: (25π√6/105) square units.

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The statement "a rectangular table can be detrimental by emphasizing status differences between learners" is true.

Rectangular tables, unlike round or oval tables, can make it difficult for all learners to be equal since rectangular tables often have a head or primary position.

Therefore, the person who is sitting in the primary position can quickly become the central focus of the group, causing other members to feel inferior. This is particularly important for learners in a classroom environment, where creating a sense of equality and encouraging everyone to participate and share ideas is crucial.

Learners might feel isolated or overlooked when seated around a rectangular table, particularly if they are at the end of the table or farther from the primary position. This can have an impact on their self-confidence and participation in group activities, as well as their capacity to learn.

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Answer:

b = 9 cm

Step-by-step explanation:

the area (A) of a triangle is calculated as

A = \(\frac{1}{2}\) bh ( b is the base and h the height )

here h = 2b , then

\(\frac{1}{2}\) × b × 2b = 81

\(\frac{1}{2}\) × 2b² = 81

b² = 81 ( take square root of both sides )

b = \(\sqrt{81}\) = 9 cm

Answer: 804.25 yards3

Step-by-step explanation: : Explanation We have height (H) = 4 yards Diameter = 4x4 = 16, Radius (r) = 16/2 = 8, volume and cylinder V = nr2h. V= 3.14 x 8x8x4, V= 804.25 yards 3

The image lines constructed are called parallel lines. They are parallel because  they are all equidistant to each other at every point and at no point between any of the lines will there be an intersection of the three lines.

Equidistance is simply another word for equal in distance. That is, parallel lines maintain equal distance from each other at all points along them.

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Answer:

Step-by-step explanation:

Ft is 4 m35

Answer:

The answer would be B

Step-by-step explanation:

meter's squared is literally the basic unit of measurement for surface area

Answer:

4.25 gallons of juice

Step-by-step explanation:

4 quarts = 1 gallon

3 quarts = 3/4 gallon

2 1/2 + 1 + 3/4 = 3 2/4 + 3/4 = 3 5/4 = 4 1/4

4 1/4 = 4.25

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hope this helps :)

The addition of the fractions, -3/4 + -5/8 = -11/8.

To add fractions together, ensure you find the common denominator of the fractions you are adding together.

Given the fractions, -3/4 + -5/8, add the fractions as explained below:

-3/4 - 5/8 (i.e. minus times plus is equal to minus)

The common denominator is 8, therefore:

[2(-3) - 1(5)] / 8

(-6 - 5) / 8

= -11/8

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Answer:

X=20; the labeled angles are 80 and 100

Step-by-step explanation:

These angles are "consecutive interior angles" so they will add up to be 180.

180 = 5x + 4x

180 = 9x

180/9 = 9/x

20=x

Answer:

x=11

Step-by-step explanation:

because those angles are = to eachother. Therefore, 66=6x which x =11

Answer:

6/8

Step-by-step explanation:

we have to find equivalent fraction..

Since the total (denominator) is 8

Thus, the equation is \(\frac{3}{4}=\frac{x}{8}\)

\(\mathrm{Switch\:sides}\)

\(\frac{x}{8}=\frac{3}{4}\)

\(\mathrm{Multiply\:both\:sides\:by\:}8\)

\(\frac{8x}{8}=\frac{3\cdot \:8}{4}\)

\(x=6\)

To check answer:

\(\frac{3}{4}=\frac{6}{8}\)

Cross multiply

3 * 8 = 24

4 * 6 = 24

Hence, shaded 6/8 is the answer.

~lenvy~

Shade of fraction 3/4 is shown in attached image.

A fraction is a part of whole number, and a way to split up a number into equal parts. Or, A number which is expressed as a quotient is called fraction. It can be written as the form of p : q, which is equivalent to p / q.

Given that;

The fraction is,

⇒ 3 / 4

Now, We can write as;

⇒ 3 / 4

⇒ 3×2 / 4×2

⇒ 6/8

Thus, Shade of fraction 6/8 is shown in attached image. which is same as fraction 3/4.

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Answer:

56 im pretty sure not my level but if i did it right it should be but if it is wrong im sorry

Step-by-step explanation:

To find the values of x where the function f(x) = x(x-3) is discontinuous, we need to identify any points where the function exhibits a jump, vertical asymptote, or removable discontinuity.

From the given function, we can see that it is a polynomial and does not have any vertical asymptotes. Therefore, we need to check for any points where the function has a jump or removable discontinuity.

To do this, we examine the factors of the function and determine when they become zero. In this case, the factors are x and (x-3). Setting each factor to zero gives us the following values of x:

1. x = 0,

2. x = 3.

These are the potential values of x where the function may be discontinuous.

Next, we need to evaluate the limits of the function as x approaches these values.

1. As x approaches 0, we have:

\(\[\lim_{{x \to 0}} f(x) = \lim_{{x \to 0}} x(x-3) = 0(0-3) = 0\]\)

2. As x approaches 3, we have:

\(\[\lim_{{x \to 3}} f(x) = \lim_{{x \to 3}} x(x-3) = 3(3-3) = 0\]\)

Therefore, the function f(x) = x(x-3) is discontinuous at x = 0 and x = 3. The limits of the function as x approaches these values are both equal to 0.

In summary:

- The function f(x) = x(x-3) is discontinuous at x = 0 and x = 3.

- The limit of f(x) as x approaches 0 is 0.

- The limit of f(x) as x approaches 3 is 0.

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