What is the sum of -4r +1 and 6x - 5 ?

The volume of the spherical beaker is 1436.76 cubic centimeters

In order to determine the volume the spherical beaker, you need the formula for the volume of a sphere.

The volume of sphere is given by the formula:

Volume of sphere = 4/3 πr³

where r is the radius of the sphere

Since the spherical beaker that measure 14 centimeters in diameter. The radius of the beaker will be:

radius = 14/2 = 7 cm

Volume of the spherical beaker =  4/3 × π × 7³

Volume of the spherical beaker = 1436.76 cubic centimeters

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The Function value of f(-2) is -4

What are Function?

Exactly each element of Y is assigned to each element of X in a mathematical function from the a set X to a set Y. Both the set X as well as the set Y are referred to as the function's domain and codomain, respectively. Al-Biruni as well as Sharaf al-Din al-Tusi were two Persian mathematicians who are credited with developing the earliest known method for approaching the concept of function. The original conception of functions was the relationship between varying quantities and other variables. An illustration of this is how time affects a planet's position. The idea was developed historically at the conclusion of the 17th century with the development of infinitesimal calculus, and up to until nineteenth century, the functions taken into consideration were differentiable.

Solution:

Given: f(x) = 3x + 2

To find: Value of f(-2)

To solve this problem we will simply replace the value of x in Function with -2

f(-2) = 3*(-2) + 2

f(-2) = -6 + 2

f(-2) = -4

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Answer:

(-15,3) (2,-11) (-3,-7) (12,4)

Step-by-step explanation:

tell me if im wrong

Here are the matching pairs for the given question:

1. The smallest multiple that two or more given numbers have in common multiple

2. A number resulting from multiplying a given number by an integer solution

3. The least common multiple of two or more denominators Solve

4. The value(s) of a variable that will make an algebraic sentence true Least common denominator

5. The process for finding the solution(s) to an algebraic equation Least common multiple

1. Common Multiple - The smallest multiple that two or more given numbers have in common is known as the common multiple of those numbers.

2. Multiple - A number that results from multiplying a given number by an integer solution is known as a multiple.

3. Least Common Multiple - The least common multiple of two or more denominators is the smallest number that is a multiple of each denominator.

4. Least Common Denominator - The smallest common multiple of the denominators of two or more fractions is known as the least common denominator.

5. Least Common Multiple - The process for finding the solution(s) to an algebraic equation is known as the least common multiple.

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Answer:

C

Step-by-step explanation:

(x-4)(x+10)=x^2+6x-40

Answer:

C. X-4

Step-by-step explanation:

A P E X

The value of the expression is -65.

It should be noted that the function given is illustrated as:

-2 - 5x -7 - 9x

In this case, you've to put the value of x as 4.

This will be:

= -2 - 5x -7 - 9x

= -2 - 5(4) - 7 - 9(4)

= -2 - 20 - 7 - 36

= -65

Therefore, the value of the expression is -65.

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Answer:

l don't understand your question.......sorry

The success rates of the three treatments in preventing cardiac events are approximately 90.91% for the stress management program, 79.41% for the exercise program, and 70% for usual heart care.

a. Two-way table:
| Treatment | Cardiac Events | No Cardiac Events |
|-----------|-----------------|----------------------|
| Stress Management | 3 | 30 |
| Exercise | 7 | 27 |
| Usual Care | 12 | 28 |
b. The success rates of the three treatments in preventing cardiac events can be calculated as the percentage of people in each group who did not experience a cardiac event.
- Stress management: 90.9% success rate (30/33)
- Exercise: 79.4% success rate (27/34)
- Usual care: 70% success rate (28/40)
Therefore, the stress management program had the highest success rate in preventing cardiac events, followed by the exercise program and then usual care.

Stress management and its impact on reducing heart attacks. Let's analyze the study results and create a two-way table, as well as calculate the success rates of the three treatments in preventing cardiac events.
a. Two-way table:
| Treatment          | Cardiac Events | No Cardiac Events | Total |
|--------------------|----------------|-------------------|-------|
| Stress Management  | 3              | 30                | 33    |
| Exercise Program   | 7              | 27                | 34    |
| Usual Heart Care   | 12             | 28                | 40    |
| Total              | 22             | 85                | 107   |
b. Success rates of the three treatments in preventing cardiac events:
1. Stress Management:
Success rate = (No Cardiac Events / Total) * 100
Success rate = (30 / 33) * 100
Success rate ≈ 90.91%
2. Exercise Program:
Success rate = (No Cardiac Events / Total) * 100
Success rate = (27 / 34) * 100
Success rate ≈ 79.41%
3. Usual Heart Care:
Success rate = (No Cardiac Events / Total) * 100
Success rate = (28 / 40) * 100
Success rate = 70%

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Answer:

4.63 as simplified fraction is

463/100

Step-by-step explanation:

4.63 as a fraction in simplest form

To convert 4.63 to fraction, follow these steps:

First write down the decimal number divided by 1 like this:

4.63/1

As we have 2 digits after the decimal point in the numerator, we need to multiply both the numerator and denominator by 10² = 100, so that there is no decimal point in the numerator

4.63 × 100

   1 × 100

=

463/100

As the numerator is greater than the denominator, we have an improper fraction, so we can also express 4.63 as a mixed number, thus 463/100 is equal:

4 63/100

The meal costs $35.To find the cost of the meal, we can set up a proportion using the percent table:

20% | 100%

$7 | x

To solve for x, we can use cross-multiplication:

20x = $700

x = $35

Therefore, the meal cost $35.

The method "going through 1%" is a technique for finding a percent of a number by converting it to a fraction or decimal equivalent of 1%. To use this method, we first convert the percent to a decimal by dividing it by 100. Then, we can either multiply or divide the number we are finding the percent of by the decimal equivalent of 1%, which is 0.01.

An inquiry-based lesson to teach this method could involve presenting students with real-life scenarios where they need to calculate a percent. For example, students could research the nutritional value of different foods and calculate the percent of daily recommended values for different nutrients.

They could then use the "going through 1%" method to find the actual amount of each nutrient in a serving of their chosen food. This lesson would encourage critical thinking, problem-solving, and real-world application of math skills.

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Answer:

axis of symmetry=(1.5,6.5)

x intercept= (-1,1.5)

y intercept=(4,0)

Answer:

36a + 15a^2 - 3a^3

Step-by-step explanation:

I recommend using a calculator. It helps a lot.

If you're not going to do that, then all you do is multiply the 3a by the 12, tha 5a, and the 1a.

Answer:

39

Step-by-step explanation:

The average rate of change obtained from the ratio of the change in y to the change in x is 39.

The average rate of change can be obtained using the relation :

Rate of change = (y2 - y1) ÷ (x2 - x1)

At ; x1 = 1

y1 can be calculated from the function ;

y1 = 3(1³) + 1 = 3(1) + 1 = 4

At ; x2 = 3

y1 can be calculated from the function ;

y2 = 3(3³) + 1 = 3(27) + 1 = 82

Rate of change can be calculated thus :

Slope = (82 - 4) ÷ (3 - 1) = 78 ÷ 2 = 39

Therefore, the average rate of change is 39.

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Answer:

Yes it is proportional

Step-by-step explanation:

Notice how when x goes up 1 y goes up by 1.6. There is a pattern, if there is no pattern then you would see that numbers either go up or down with no pattern.

Answer:

6.2

Step-by-step explanation:

I don't think you need my explanation anymore.

Answer:

Step-by-step explanation: c because y=9.55 is equivalent of the standard number

Answer:Its D

Step-by-step explanation:

Answer:

JNM=42

Step-by-step explanation:

JNM is equal to LNK so you can set the equations equal to each other.

7x-21=4x+6, subtract 4x from both sides

3x-21=6, add 21 to both sides

3x=27, divide by 3

x=9, then you plug it into an equation

4 times 9 + 6

36+6

42

<JNM = \(42\) degrees.

The angle made by two ground lines is measured horizontally , and is called a horizontal angle.

According to the question

Line J L and line M K slightly inclined with horizontal intersects at N.

<JNM = <LNK

\(4x + 6 = 7x - 21\)

Subtract 4x from both sides

\(6 = 3x -21\)

\(3x=27\)

Divide by 3

\(x=\frac{27}{3}\)

\(x =9\)

<JNM = \(4x+6\)

<JNM = \(4(9)+6\)

<JNM = \(42\) degrees

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Answer:

hope it's help you

good afternoon

Yuki would have typed more than Neil at 10:30 AM and the inequality is 45×90+45 × x < 90 × x

We know that Neil started 90 minutes earlier than Yuki by subtracting the time difference So that tells us that

at 10:30 AM Neil would have typed 45 times 90. After x minutes he would have typed 45*90+45*x and Yuki would have typed 60*x.

Words typed by Yuki will be greater than those that will be Words typed by Neil

45×90+45 × x < 90 × x

When we will try in  Solving the above inequality would give us

x >90

it means that 90 minutes after 10:30 AM

Yuki would type more than Neil.

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Answer:

25 hours per week

Step-by-step explanation:

Step one:

given data

Suri makes $15 per hour and gets a weekly bonus of $25

Juan makes $14 per hour and gets a weekly bonus of $50.

Let the number of hours worked be x

and let the total earned be y

For Surl

The expression for the total is

y= 25+15x-----------1

For Juan

The expression for the total is

y= 50+14x-----------2

Step two:

Equate the two expressions we have

25+15x=50+14x

collect like terms we have

25-50= 14x-15x

-25= -x

x= 25

Yes its is possible that they earned the same amount if they work for 25 hours

Answer:

the answer is C

Step-by-step explanation:

as you can see f(x) cut g(x) 3 time ( sorry for my bad English )

To begin, let's define some of the terms mentioned in the question. A random variable (RV) is a variable whose possible values are outcomes of a random phenomenon.

A non-negative RV is a random variable that can only take non-negative values (i.e. values greater than or equal to zero).

A variable is a quantity or factor that can vary in value.

Now, let's look at the problem at hand.

We are given that G is an uniform random variable on [-t,t]. This means that the probability distribution of G is uniform over the interval [-t,t].

We are also given that X is a non-negative RV that is independent of G. This means that the probability distribution of X is not affected by the values of G.

Finally, we are asked to show that for any t >= 0, it holds:

(smoothing Markov)

To prove this, we can use the definition of conditional probability.

P(X > x | G = g) = P(X > x, G = g) / P(G = g)

By independence, we know that P(X > x, G = g) = P(X > x) * P(G = g).

Since G is a uniform RV, we know that P(G = g) = 1 / (2t) for any g in [-t,t].

So, we can simplify the equation as:

P(X > x | G = g) = P(X > x) * (2t)

Now, we can use the law of total probability to find P(X > x), which is the probability that X is greater than x:

P(X > x) = ∫ P(X > x | G = g) * P(G = g) dg

where the integral is taken over the interval [-t,t].

Substituting in the equation we derived earlier, we get:

P(X > x) = ∫ P(X > x) * (2t) * 1/(2t) dg

Simplifying, we get:

P(X > x) = 2 * ∫ P(X > x) dg

Now, we can use the definition of expected value to find E(X):

E(X) = ∫ x * f(x) dx

where f(x) is the probability density function of X.

Using the same logic as before, we can find the probability that X is greater than or equal to t:

P(X >= t) = 2 * ∫ P(X >= t) dg

Substituting this into the original equation, we get:

(smoothing Markov)

Therefore, we have shown that for any non-negative RV X which is independent of G and for any t >= 0, it holds that:

(smoothing Markov)

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Answer:

system is:

y = 1/2x

y = 1/2x - 2

No Solution to this system

Step-by-step explanation:

The company's claim can be evaluated using a hypothesis test. The null hypothesis, denoted as H0, assumes that the true proportion of chips that do not fail in the first 1000 hours is 55% or lower.

Ha stands for the alternative hypothesis, which assumes that the real proportion is higher than 55%. This test has a significance level of 0.01.

A sample of 800 chips was taken based on the information provided, and it was discovered that 60% of them do not fail in the first 1000 hours. A one-sample percentage test can be used to verify the assertion.  The test statistic for this test is the z-score, which is calculated as:

\(\[ z = \frac{{p - p_0}}{{\sqrt{\frac{{p_0(1-p_0)}}{n}}}} \]\)

If n is the sample size, p0 is the null hypothesis' assumed proportion, and p is the sample proportion.

If we substitute the values, we get:

\(\[ z = \frac{{0.6 - 0.55}}{{\sqrt{\frac{{0.55(1-0.55)}}{800}}}} \]\)

The z-score for this assertion is calculated, and we find that it is approximately 2.86.

In order to determine whether there is sufficient data to support the company's claim, we compare the computed z-score with the essential value. At a significance level of 0.01 the critical value for a one-tailed test is approximately 2.33.

Because the estimated z-score (2.86) is larger than the determining value (2.33), we reject the null hypothesis. Therefore, the company's assertion that more than 55% of the chips do not fail in the first 1000 hours of use is supported by sufficient data at the 0.01 level.

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The limit of the fraction as x approaches 3 is 4.

We can use algebraic manipulation to simplify the fraction.

StartFraction x squared minus 12 Over x squared minus 3 x EndFraction

= StartFraction x squared minus 12 Over x squared minus 3 x EndFraction x squared

= StartFraction x squared minus 12 x squared Over x squared times x squared minus 3 x EndFraction

= StartFraction x squared times x squared minus 12 x squared Over x squared times x squared minus 3 x EndFraction

= StartFraction x to the fourth minus 12 x squared Over x squared times x squared minus 3 x EndFraction

Now we can plug in x = 3 to get the limit:

= StartFraction 3 to the fourth minus 12 x 3 squared Over 3 squared times 3 squared minus 3 x EndFraction

= StartFraction 81 - 36 Over 27 - 9 EndFraction

= StartFraction 45 Over 18 EndFraction

= 4

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