prove that q(√2, ^3√2, ^4√2….) is an algebraic extension of q but not a finite extension of q.

Answer:

value of a=90-24=66

value of b=90+66=156

value of c,

c-18=24

c=24+18=42

In the given scenario, the method employed for assessing the social validity of behavior change outcomes is conducting a task analysis in a natural environment.

The behavior analyst observes and records the client's self-initiation behavior on the playground using a task analysis to evaluate its effectiveness in real-life social situation.

The example of assessing the social validity of behavior change outcomes with the method employed is through the observation and recording of the client's self-initiation behavior on the playground using a task analysis.

The behavior analyst takes note of the steps followed by the client and records them in their records to evaluate the effectiveness of the behavior change program.

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                             "Complete question"

Match the example of assessing the social validity of behavior change outcomes with the method employed.-(1)The behavior analyst and client practice self-initiation behavior within a 1:1 setting. (2)The behavior analyst then observes their client's self-initiation behavior on the playground and records the steps followed using a task analysis.

Answer:

The first one, 2.2289<2.297

Step-by-step explanation:

Answer:

The answer is 2.2289<2.297 because if you look in the hundredths place there is a 9 in 2.297 but in 2.2289 there is an 2 and 9>2 so that is your answer.

Answer:

m=-5

Step-by-step explanation:

A quadratic equation is the equation in which the unknown variable is one and the highest power of the unknown variable is two.

The quadratic form of the given equation is,

\(6u\timesu+4u^2+6=0\)

Where,

\(u=(x-5)^2\)

The option 4 is the correct option.

A quadratic equation is the equation in which the unknown variable is one and the highest power of the unknown variable is two.

The standard form of the quadratic equation is,

\(ax^2+bx+c=0\)

Here, \(a,b,c\) is the real numbers and \(x\) is the variable.

Given information-

The given expression in the problem is,

\(6(x-5)^4+4(x-5)^2+6=0\)

Rewrite the equation as,

\(6(x-5)^2\times(x-5)^2+4(x-5)^2+6=0\)

Let,

\(u=(x-5)^2\)

Then the given expression can be written as,

\(6u\timesu+4u^2+6=0\)

Hence, the quadratic form of the given equation is,

\(6u\timesu+4u^2+6=0\)

Where,

\(u=(x-5)^2\)

The option 4 is the correct option.

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Answer:

answer in picture

Step-by-step explanation:

Answer: 9x-5

Step-by-step explanation:

(x+2) * 9 - 23

9x+18-23

9x-5

brainliest please? tysm

Answer:

unknown numbers

Step-by-step explanation:

letters are used for unknown numbers

Answer:

Step-by-step explanation:

2 [ x + ( x + 2y )] = 28

2x  + 2y = 14

x + y = 7

x = 7 - y

x ∈ ( 0 , 7 )

y ∈ ( 0 , 7 )

Equation is formed when two equal expressions are equated together with the help of an equal sign. The value of x is 7.

An equation is formed when two equal expressions are equated together with the help of an equal sign '='.

The equation that is given to us is  -4x – 10 = -38, now in order to solve the equation, we will add 10 on both sides to isolate x terms, and then divide both the sides by (-4), to get the value of x.

\(-4x - 10 = -38\\\\-4x -10+10 = -38 +10\\\\-4x = -28\\\\\dfrac{-4x}{-4} = \dfrac{-28}{-4}\\\\x = 7\)

Hence, the value of x is 7.

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The measure of angle b is 108 degree.

An equilateral triangle is a plane figure with at least three straight sides and angles, and usually five or more. A polygon is a two-dimensional, closed shape that is flat or plane and is bounded by straight sides. Its sides are not curved. A polygon's edges are another name for its sides. The vertices (or corners) of a polygon are the places where two sides converge.

The total interior angles will equal to 180 * (6 - 2) = 720°.

∠B = 720 - 170 - 133 - 102 - 117 - 90 = 108°.

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The given expression is $\frac{6}{t}+\frac{8}{u}-\frac{9}{v}$ and we need to rewrite this expression without any denominator in it. Step-by-step explanation: We can use the concept of the Least Common Multiple (LCM) of the denominators to remove the fractions in the expression. By taking the LCM of the denominators of the given expression, we have,$LCM\text{ of }t, u, v = t \cdot u \cdot v$ Now, multiplying each term of the given expression with the LCM $t \cdot u \cdot v$, we get,$\frac{6}{t}\cdot t \cdot u \cdot v+\frac{8}{u}\cdot t \cdot u \cdot v-\frac{9}{v}\cdot t \cdot u \cdot v$$6uv + 8tv - 9tu$$\therefore \text{The given expression without any denominator is } 6uv + 8tv - 9tu.$Thus, we can rewrite the given expression $\frac{6}{t}+\frac{8}{u}-\frac{9}{v}$ without any denominator in it as $6uv + 8tv - 9tu$.

LCM (a,b) in mathematics stands for the least common multiple, or LCM, of two numbers, such as a and b. The smallest or least positive integer that is divisible by both a and b is known as the LCM. Take the positive integers 4 and 6 as an illustration.

There are four multiples: 4,8,12,16,20,24.

6, 12, 18, and 24 are multiples of 6.

12, 24, 36, 48, and so on are frequent multiples for the numbers 4 and 6. In that lot, 12 would be the least frequent number. Now let's attempt to get the LCM of 24 and 15.

LCM of 24 and 15 is equal to 222235 = 120.

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Answer:

The expressions a(8x+7) and 4x + 3.5 are equivalent

Therefore, according to the above problem the equation is :---

\(a(8x + 7) = (4x + 3.5) \\ 8ax + 7a = 4x + 3.5\)

By comparing the term, we get

\(8ax = 4x \\ 8a = 4 \\ a = \frac{4}{8} \\ \boxed{a = \frac{1}{2} }\)

and,

\(7a = 3.5 \\ a = \frac{3.5}{7} \\ \boxed{a = \frac{1}{2} }\)

Answer:

The expressions a(8\(x\) + 7) and 4x + 3.5 are equivalent

Step-by-step explanation:

a(8x+7)=4x+3.5

8ax+7a=4x+3.5

let keep a=1/2

8/2x+7/2=4x+3.5

4x+3.5=4x+3.5

so no is or value of a=1.5

Answer:

2.Through a given point not on a line, there exists exactly one line parallel to the given line through the given point.

Step-by-step explanation:

The object of "Euclidean geometry" (more commonly called "plane geometry") is, in principle, the study of the shapes and properties of natural bodies. However, geometry is not an experimental science since its object is not to study certain aspects of nature but a necessarily arbitrary reproduction of it.

After the definitions, Euclid then poses his famous postulates (his requests), the fifth of which has remained Euclid's postulate, often called axiom (or postulate) of parallels and which was the subject of much research and controversy as to its necessity:

From the above explanation, we could deduce that the correct option is Option 2.

Answer:

The answer is B, Through a given point not on a line, there exists exactly one line parallel to the given line through the given point.

Step-by-step explanation:

The roots of the given equation is real and equal.

Given , 5\(x^{2} \\\) - 10x+ k=0

The quadratic equation is b² - 4ac = 0

Here, a= 5, b= -10, c= k

substitute in b² - 4ac = 0

(-10)² - 4 * 5* k =0

100 - 20k =0 , let this be equation (1)

100 = 20k

k = \(\frac{100}{20}\)

k = 5.

now, substitute  k= 5 in equation (1)

100 -20k = 0

100 - 20*5 = 0

100 - 100 = 0

Therefore, the given equation is real and equal .

The correct question is 5x² - 10x + k =0

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Answer:

53,47

Step-by-step explanation:

If 1 van and 6 buses with 372 students, then each bus and van had 372/7 = <<372/7=53>>53 students.

If each bus and van had the same number of students, then 4 vans and 12 buses had 453 = <<453=212>>212 students.

If 4 vans and 12 buses with 780 students, then each bus had 780-212 = <<780-212=568>>568/12 = <<568/12=47>>47 students.

Therefore, 1 van can hold 53 students and 1 bus can hold 47 students. Answer:{53,47}.

The given statement "the median of a set of grouped data will always be the same value as the median of the full set of raw data " is False because in grouped data, the individual values within each group are often lost.

Therefore, the median of a grouped data set is typically an estimate and may differ from the median of the full set of raw data used to make that grouped data set.

In general, the grouped data set may give a good approximation of the true median, but it will not necessarily be exactly the same as the median of the full set of raw data.

This is especially true when the data is heavily skewed or contains outliers, as grouping can "smooth out" these irregularities and cause the median to shift slightly. It is important to keep in mind the limitations of grouped data and to use it appropriately in statistical analysis.

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The value of an angle 260 degree in radian is 13π / 9 radian.

What is Measurement unit?

A measurement unit is a standard quality used to express a physical quantity. Also it refers to the comparison between the unknown quantity with the known quantity.

Given that;

Measure of an angle = 260 degree

Now,

We need to convert the angle degree to radian.

Since, we know that;

⇒ 1 degree = π / 180 radian

Hence, we get;

⇒ 260 degree = 260 x π / 180 radian

                       = 13π / 9 radian

Thus, The value of an angle 260 degree in radian is 13π / 9 radian.

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Answer:

18 1/2

Step-by-step explanation:

6 1/6 ÷ 1/3 = 18 1/2

Answer:

The area is 45 inches

Step-by-step explanation:

L×W=A

Answer:

True

Since she lost 350 points and started with 800, 800 - 350 is correct.

Taner will only need to run 3 km this week to complete his 6 km running goal.

If we require a definition, we may start by saying that fractional numbers are numbers that symbolize one or possibly more portions of a unit that has been subdivided into equal parts.

Given that, Taner's overall running goal is 6 km (including last week and this week)

So,

Taner's 2-week goal is 6 kilometres.

Now,

Taner's goal for the week is 3 kilometres = (6/2).

As the Taner completed 3 km of running last week. Taner can achieve his objective this week by running just 3 miles.

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Answer:

not sure how this is math

Answer:

Keep your head up king/queen

The domain of \(f(x)\) excludes \(x = -1\) and \(x = 4\), there will be vertical asymptotes at these values. The graph should be a smooth curve that approaches the vertical asymptotes at \(x = -1\) and \(x = 4\).

To sketch the graph of \(f(x) = \frac{(x-1)(x+2)}{(x+1)(x-4)}\), we can analyze its key features and behavior.

Domain:

The domain of a rational function is all the values of \(x\) for which the function is defined. In this case, we need to find the values of \(x\) that would cause a division by zero in the expression. The denominator of \(f(x)\) is \((x+1)(x-4)\), so the function is undefined when either \(x+1\) or \(x-4\) equals zero. Solving these equations, we find that \(x = -1\) and \(x = 4\) are the values that make the denominator zero. Therefore, the domain of \(f(x)\) is all real numbers except \(x = -1\) and \(x = 4\), expressed in interval notation as \((- \infty, -1) \cup (-1, 4) \cup (4, \infty)\).

Range:

To determine the range of \(f(x)\), we can observe its behavior as \(x\) approaches positive and negative infinity. As \(x\) approaches infinity, both the numerator and denominator of \(f(x)\) grow without bound. Therefore, the function approaches either positive infinity or negative infinity depending on the signs of the leading terms. In this case, since the degree of the numerator is the same as the degree of the denominator, the leading terms determine the end behavior.

The leading term in the numerator is \(x \cdot x = x²\), and the leading term in the denominator is also \(x \cdot x = x²\). Thus, the leading terms cancel out, and the end behavior is determined by the next highest degree terms. For \(f(x)\), the next highest degree terms are \(x\) in both the numerator and denominator. As \(x\) approaches infinity, these terms dominate, and \(f(x)\) behaves like \(\frac{x}{x}\), which simplifies to 1. Hence, as \(x\) approaches infinity, \(f(x)\) approaches 1.

Similarly, as \(x\) approaches negative infinity, \(f(x)\) also approaches 1. Therefore, the range of \(f(x)\) is \((- \infty, 1) \cup (1, \infty)\), expressed in interval notation.

Now, let's sketch the graph of \(f(x)\):

1. Vertical Asymptotes:

Since the domain of \(f(x)\) excludes \(x = -1\) and \(x = 4\), there will be vertical asymptotes at these values.

2. x-intercepts:

To find the x-intercepts, we set \(f(x) = 0\):

\[\frac{(x-1)(x+2)}{(x+1)(x-4)} = 0\]

The numerator can be zero when \(x = 1\), and the denominator can never be zero for real values of \(x\). Hence, the only x-intercept is at \(x = 1\).

3. y-intercept:

To find the y-intercept, we set \(x = 0\) in \(f(x)\):

\[f(0) = \frac{(0-1)(0+2)}{(0+1)(0-4)} = \frac{2}{4} = \frac{1}{2}\]

So the y-intercept is at \((0, \frac{1}{2})\).

Combining all this information, we can sketch the graph of \(f(x)\) as follows:

        |    /  +---+

        |   /   |   |

        |  /    |   |

        | /     |   |

 +------+--------+-------+

 -  -1  0  1  2  3  4  -

Note: The graph should be a smooth curve that approaches the vertical asymptotes at \(x = -1\) and \(x = 4\).

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The volume of a rectangular prism is calculated by multiplying the length, width, and height. In this case, we are given the length and width, but not the height. So, we cannot calculate the exact volume without knowing the height.

To find the volume of a rectangular prism, we need to multiply its length, width, and height.

Given:

Length = 2 units

Width = 7 1/3 units

To calculate the volume, we first need to convert the mixed fraction to an improper fraction.

7 1/3 = (7 * 3 + 1) / 3 = 22/3 units.

Now, we can calculate the volume:

Volume = Length * Width * Height

= 2 units * (22/3 units) * Height.

Since the height is not provided, we cannot calculate the exact volume without that information. However, if you provide the height of the rectangular prism, I can help you find the volume by substituting the value into the formula.

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Answer:

C

Step-by-step explanation:

Answer:

7 .............................

x²=6²+8²=36+64=100 <=> x=√100=10

Answer:

Y=4-x/2

Step-by-step explanation:

Answer: C) y= 6 - x/4

Step-by-step explanation:

Answer:

Slope = 5/2

Step-by-step explanation:

Slope = (y2-y1)/(x2-x1)

In this case the two points are (6,7) and (4,2)
Using the formula we find that the slope is:
slope = (2-7)/(4-6)
slope = -5/-2
The negatives cancel out and therefore the final answer or slope is 5/2.

To solve this problem, we can use the Pythagorean theorem to find the distance between the police cruiser and the speeding car at the given moment. The speeding car is moving at 70 mph.

distance^2 = (0.6 miles)^2 + (0.8 miles)^2
distance^2 = 0.36 + 0.64
distance^2 = 1
distance = 1 mile

Now, we can use the fact that the distance between the two cars is increasing at a rate of 20 mph to set up a related rates problem. Let's call the speed of the speeding car "x".

We know that:

d(distance)/dt = 20 mph
velocity of police cruiser = 60 mph

We want to find:

dx/dt = ?

To solve for dx/dt, we can use the formula:

d(distance)/dt = (distance/x) * dx/dt

Plugging in the values we know, we get:

20 mph = (1 mile/x) * dx/dt

Solving for x, we get:

x = 1 mile / (dx/dt / 20 mph)

Since the police cruiser is moving at a constant velocity of 60 mph, we can say that dx/dt = x + 60 mph (the velocity of the speeding car relative to the police cruiser). Substituting this into the equation above, we get:

20 mph = (1 mile/x) * (x + 60 mph)

Simplifying, we get:

20 mph = 60 mph / x + 1

Multiplying both sides by x+1, we get:

20x + 20 = 60 mph

Subtracting 20 from both sides, we get:

20x = 40 mph

Dividing by 20, we get:

x = 2 mph

Therefore, the speed of the other car (the speeding car) is 2 mph.
To solve this problem, we will use the Pythagorean theorem and differentiate it with respect to time to find the speed of the speeding car.

1. Let x be the distance of the police cruiser from the intersection and y be the distance of the speeding car from the intersection. The distance between the cruiser and the speeding car is z.

2. According to the Pythagorean theorem: x^2 + y^2 = z^2

3. Differentiate both sides of the equation with respect to time t: 2x(dx/dt) + 2y(dy/dt) = 2z(dz/dt)

4. We are given the following information: x = 0.6 miles, y = 0.8 miles, dx/dt = -60 mph (the police cruiser is moving south towards the intersection), dz/dt = 20 mph (the distance between the cars is increasing).

5. First, find z using the Pythagorean theorem: 0.6^2 + 0.8^2 = z^2 => z = 1 mile

6. Now, substitute the given values into the differentiated equation: 2(0.6)(-60) + 2(0.8)(dy/dt) = 2(1)(20)

7. Simplify the equation: -72 + 1.6(dy/dt) = 40

8. Solve for dy/dt (the speed of the speeding car): 1.6(dy/dt) = 112 => dy/dt = 70 mph

The speeding car is moving at 70 mph.

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