What number is 5 units to the left of 12 on the number line?

Answer:

\(\sqrt{53\\}\)

Step-by-step explanation:

Use the distance equation (\(\sqrt{(x_{2} - x_{1})^2 + (y_{2} - y_{1})^2} = D\)and plug in the values for the distance D

√((-5-2)^2 + (-4 - (-2))^2) = √53

a) y = (460 - 2s) / 22. b) Substituting this value for x into either of the original equations, we can solve for y: y = -30. c) Substituting this value for x into either of the original equations, we can solve for y: y = 131. d) This equation is always true, which means that there are infinitely many solutions for x and s.

a) In order to solve for x and y in the system of equations:
y = 12 - 2x
y = 20x - s
We can set the two expressions for y equal to each other:
12 - 2x = 20x - s
Simplifying, we get:
22x = s + 12
x = (s + 12) / 22
Substituting this value for x into either of the original equations, we can solve for y:
y = 12 - 2((s + 12) / 22)
y = (484 - 2s - 24) / 22
y = (460 - 2s) / 22

b) In order to solve for x and y in the system of equations:
y = -30
y = -2 - 22x + 11
We can set the two expressions for y equal to each other:
-30 = -2 - 22x + 11
Simplifying, we get:
-22x = 41
x = -41 / 22
Substituting this value for x into either of the original equations, we can solve for y:
y = -30

c) In order to solve for x and y in the system of equations:
y = 28 - 34x + 11
x = 34 - 25y / 15
We can substitute the expression for y from the first equation into the second equation:
x = 34 - 25(28 - 34x + 11) / 15
Simplifying, we get:
x = 34 - (5/3)(28 - 34x + 11)
x = 34 - (5/3)(39 - 34x)
x = (217/17) - (10/17)x
(27/17)x = (217/17) - 39
x = -2
Substituting this value for x into either of the original equations, we can solve for y:
y = 28 - 34(-2) + 11
y = 131

d) In order to solve for x, y, and s in the system of equations:
y = -17/3
15x = 3y + s
We can substitute the expression for y from the first equation into the second equation:
15x = 3(-17/3) + s
15x = -17 + s
Solving for s, we get:
s = 15x + 17
Substituting this expression for s into either of the original equations, we can solve for y:
y = -17/3
Finally, we can solve for x by substituting the expression for s into the equation:
15x = 3(-17/3) + (15x + 17)
15x = -17 + 15x + 17
0 = 0
This equation is always true, which means that there are infinitely many solutions for x and s.

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The solutions to the equation 2sin(θ) = 1 on the interval [0, 2π) are:

θ = π/6, 13π/6

To find all solutions to the equation 2sin(θ) = 1 on the interval [0, 2π), we can solve for θ by isolating the sin(θ) term and then using inverse trigonometric functions.

Given: 2sin(θ) = 1

Dividing both sides by 2:

sin(θ) = 1/2

Now, we can use the inverse sine function to find the solutions:

θ = sin^(-1)(1/2)

The inverse sine of 1/2 is π/6. However, we need to consider all solutions on the interval [0, 2π).

Since the sine function has a period of 2π, we can find the other solutions by adding integer multiples of 2π to the principal solution.

The principal solution is θ = π/6. Adding 2π to it, we get:

θ = π/6 + 2π = π/6, 13π/6

So, the solutions to the equation 2sin(θ) = 1 on the interval [0, 2π) are:

θ = π/6, 13π/6

These are the two solutions that satisfy the given equation on the specified interval.

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Answer:

D

Step-by-step explanation:

\((x + y + 2)(y + 1) = \\ xy + x + {y}^{2} + + y + 2y + 2 = \\ xy + x + {y}^{2} + 3y + 2\)

The geometrical representation of y=3 as an equation in

a) one variable is y = 3

b) in two variables is 0x + y = 3.

Based on the information illustrated, the geometrical representation of y=3 as an equation in one variable is y = 3.

Also, the geometrical representation of y=3 as an equation in two variables is:

y = 3.

0x + y = 3

0x + y - 3 = 0

Therefore, y = 3.

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Answer:

C

Step-by-step explanation:

perpendicular lines intersect at a 90 degree angle, meaning it is not answer choice A.

B is incorrect because perpendicular lines intersect, so they can not be parallel.

C is correct because parallel lines never intersect, so perpendicular lines can never be parallel to each other.

D is incorrect because perpendicular lines only intersect at one point and create four consistent right angles.

To select a sample from the population of 24 math 152 students, I used stratified random sampling.

Stratified random sampling is when a population is divided into groups or strata, then a random sample is taken from each group. In this case, the population of 24 students was divided into two groups of 12. The first group was selected by randomly assigning each student a number from 1-12, then I used a random number generator to choose numbers from 1-12. The numbers that were chosen were the subjects for the first group. I repeated this process for the second group of 12, assigning each student a number from 13-24, then using the random number generator to choose the subjects for the second group. I repeated this process until I had a sample of 10 students. This process allowed me to create a sample that was representative of the entire population.

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Answer:

X = 9

Step-by-step explanation:

The time complexity of finding a source in a directed graph or determining such a source does not exist if the graph is represented by its adjacency matrix is V².

If a directed graph is represented by an adjacency matrix, the following approach may be used to either discover a source inside the network or establish that there isn't one:

This approach has an O(V²) time complexity, where V is the number of graph vertices. This is due to the fact that it takes O(V²) time to traverse the whole adjacency matrix in order to determine each vertex's in-degree. The next step requires traversing the inDegree array in O(V) time in order to discover a vertex with in-degree 0. In the worst scenario, it takes O(V²) time to determine if there is a path connecting this vertex to every other vertex.

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The average speed of a falling object during the first 3 seconds of its fall is h(3)-h(0)/3.

The model of the motion of the body is given by, and the function of the motion of the body is given by h(t) = 300 - 16t².

The speed of object after 3 seconds is given by . The falling speed of object during the first 3 seconds of falling is calculated as follows, v = dh(t)/dt = -32t.

So now the average speed of the movement is calculated as follows,

v = h(3)-h(0)/3.

Option d is therefore the correct option.

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Complete question - the height, h, of a falling object t seconds after it is dropped from a platform 300 feet above the ground is modeled by the function . what is the average rate at which the object falls during the first 3 seconds?

A.) h(3) – h(0)

B.) h(3/3)-h(0/3)

C.) h(3)/3

D.) (h(3)-h(0))/3

Answer:

108

Step-by-step explanation:

The volume of the truck is 10*12*14=1680

So, answer = the volume of the truck / the volume of a cube

answer= 1680/15.625=107.52 = 108.

The speed is 20/9 miles per hour.

From the question, we have

In 1/4 hour walked = 5/9 mile

In 1 hour walked = 5/9 *4 mile

=20/9 miles per hour

The speed is 20/9 miles per hour (MPH)

Divide:

Divide, in its simplest form, means to divide into two or more equivalent portions, spaces, groups, or divisions. Divide, in plain English, means to provide the entire thing to a group in equal portions or to divide it into equal pieces. Let's say a square is divided into two triangles with equal areas by a diagonal. A division operation may or may not provide an integer as the outcome. The outcome may occasionally take the form of decimal numbers.

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(a) A nonzero vector orthogonal to the plane through the points P, Q, and R is (9, -17, 35). (b) The area of triangle PQR is \(\sqrt\)(811) / 2.

(a) To determine a nonzero vector orthogonal to the plane through the points P, Q, and R, we can first find two vectors in the plane and then take their cross product. Taking vectors PQ and PR, we have:

PQ = Q - P = (5, 1, -2) - (-4, 0, 0) = (9, 1, -2)

PR = R - P = (6, 4, 1) - (-4, 0, 0) = (10, 4, 1)

Taking the cross product of PQ and PR, we have:

n = PQ x PR = (9, 1, -2) x (10, 4, 1)

Evaluating the cross product gives n = (9, -17, 35). Therefore, (9, -17, 35) is a nonzero vector orthogonal to the plane through points P, Q, and R.

(b) To determine the area of triangle PQR, we can use the magnitude of the cross product of vectors PQ and PR divided by 2. The magnitude of the cross product is given by:

|n| = \(\sqrt\)((9)^2 + (-17)^2 + (35)^2)

Evaluating the magnitude gives |n| = \(\sqrt\)(811).

The area of triangle PQR is then:

Area = |n| / 2 = \(\sqrt\)(811) / 2.

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Answer:

1. 3.22 x 10^-2

2. 2.822 x 10^-1

3. 3.402 x 10^-12

Step-by-step explanation:

1. 0.00000000023 x 140000000

= 2.3 x 10^-10 x 1.4 x 10^8

= 3.22 x 10^-2

2. 830000 x 0.00000034

= 8.3 x 10^5 x 3.4 x 10^-7

= 0.2822

= 2.822 x 10^-1

3. 0.00000042 x 0.0000081

= 4.2 x 10^-7 x 8.1 x 10^-6

= 3.402 x 10^-12

To find the determinant of a matrix using row reduction to echelon form, you can follow these steps:

1. Start with the given matrix.

2. Apply row operations to convert the matrix into echelon form. Row operations include multiplying a row by a nonzero scalar, adding a multiple of one row to another, and swapping two rows.

3. Continue performing row operations until you reach the echelon form, where all leading coefficients (the leftmost nonzero entry in each row) are 1 and the entries below leading coefficients are all zeros.

4. Once you have the matrix in echelon form, the determinant can be calculated by multiplying the leading coefficients of each row.

5. If you perform any row swaps during the row reduction process, keep track of the number of swaps. If the number of swaps is odd, multiply the determinant by -1.

Let's look at an example to illustrate these steps. Suppose we have the following 3x3 matrix:

| 2  1  3 |
| 1 -2 -4 |
| 3  0  1 |

Step 1: Start with the given matrix.

Step 2: Apply row operations to convert the matrix into echelon form.

First, we can multiply the first row by -1/2 and add it to the second row, resulting in:

| 2   1   3  |
| 0  -5/2 -5/2|
| 3   0    1  |

Next, multiply the first row by -3/2 and add it to the third row, giving us:

| 2   1   3  |
| 0  -5/2 -5/2|
| 0  -3/2 -8/2|

Finally, multiply the second row by -2/5 to get a leading coefficient of 1:

| 2   1   3  |
| 0   1    1 |
| 0  -3/2 -8/2|

Step 3: The matrix is now in echelon form.

Step 4: Calculate the determinant by multiplying the leading coefficients of each row:

2 * 1 * (-8/2) = -8

Step 5: Since no row swaps were performed, we don't need to multiply the determinant by -1.

Therefore, the determinant of the given matrix is -8.

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The stretch of an exponential decay function is y = 2(1/5)ˣ

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

The list of exponential functions

An exponential function is represented as

y = abˣ

Where

In this case, the exponential function is a decay function

This means that

The value of b is less than 1

An example of this is, from the list of option is

y = 2(1/5)ˣ

Hence, the exponential decay function is y = 2(1/5)ˣ

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Complete question

Which is a stretch of an exponential decay function?

Of(x) = -(5)ˣ

Of(x) = 5(2)ˣ

O fix) = 2(1/5)ˣ

Answer: 40 degrees

Step-by-step explanation:

Answer:

Each friend would have 4 apples

Step-by-step explanation:

If there are 8 apples and two friends to split between them, then this example could be set up as an equation: 8/2=?

Im going to use # as place holders

here are our 8 apples:

# # # # # # # # --- 8

If we split them evenly into two groups:

# # # # --- 4

# # # # --- 4

Each group had 4 apples each, so our answer to our equation 8/2=? would be 4.

Sampling is indeed the process of selecting survey respondents or research participants. This statement is true.

Sampling allows researchers to collect data from a smaller, representative group, rather than attempting to gather information from an entire population. This makes the research process more efficient, cost-effective, and manageable. There are various sampling methods, such as random sampling, stratified sampling, and convenience sampling, each with its own advantages and disadvantages depending on the research goals.
A well-designed sampling strategy ensures that the sample accurately reflects the larger population, allowing for generalizable results and meaningful conclusions. It is crucial to consider factors such as sample size and selection bias when designing a research study, as these factors can significantly impact the validity and reliability of the findings. By carefully selecting a representative sample, researchers can increase the likelihood that their results will be applicable to the broader population of interest.
In conclusion, the statement that sampling is the process of selecting survey respondents or research participants is true. This technique is essential in many research scenarios as it enables researchers to gather valuable data and insights from a smaller, manageable group that accurately represents the larger population. Choosing the appropriate sampling method and considering factors such as sample size and selection bias are crucial steps in ensuring the validity and generalizability of the study's findings.

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Answer:

k = 18

when x = 4, y = 3, z = -24

Step-by-step explanation:

x = k * y * z

Find k when x = 4, y = 3, and z = 24

4 = k * 3 * 24

4 = k * 72

4 = 72k

k = 72/4

k = 18

find z when x = -3 and y = 4

x = k * y * z

-3 = 18 * 4 * z

-3 = 72 * z

-3 = 72z

z = 72/-3

z = -24

The IQ score distribution follows a normal curve and is distributed with a mean of 100 and a standard deviation of 15. The 68-95-99.7 rule states that approximately 68% of the population falls within one standard deviation of the mean, 95% falls within two standard deviations of the mean, and 99.7% falls within three standard deviations of the mean.

To find the probability that a person selected at random has an IQ greater than 100, we need to calculate the z-score first. The z-score formula is given by:
z = (X - μ) / σ
where X is the IQ score, μ is the mean, and σ is the standard deviation.

Substituting the given values, we get:
z = (100 - 100) / 15
z = 0

A z-score of 0 means that the IQ score is equal to the mean. Since we want to find the probability of a person having an IQ score greater than 100, we need to find the area under the normal curve to the right of z = 0. Using a standard normal distribution table or a calculator, we can find this area to be approximately 0.5 or 50%. Therefore, the probability that a person selected at random has an IQ greater than 100 is 50%.

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Answer:

I don't know ::{

Step-by-step explanation:

By mathematical induction, we have proved that for any positive integer n, 4 evenly divides 11n - 7n.

WHat is Divisibility?

Divisibility is a mathematical property that describes whether one number can be divided evenly by another number without leaving a remainder. If a number is divisible by another number, it means that the division process results in a whole number without any remainder. For example, 15 is divisible by 3

To prove that 4 evenly divides 11n - 7n for any positive integer n, we can use mathematical induction.

Base Case:

When n = 1, 11n - 7n = 11(1) - 7(1) = 4, which is divisible by 4.

Inductive Step:

Assume that 4 evenly divides 11n - 7n for some positive integer k, i.e., 11k - 7k is divisible by 4.

We need to prove that 4 evenly divides 11(k+1) - 7(k+1), which is (11k + 11) - (7k + 7) = (11k - 7k) + (11 - 7) = 4k + 4.

Since 4 evenly divides 4k, and 4 evenly divides 4, it follows that 4 evenly divides 4k + 4.

By mathematical induction, we have proved that for any positive integer n, 4 evenly divides 11n - 7n.

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Using for loop we can get the syntax in order to calculate this arithmetic series n is A = 0.9999.

An arithmetic collection is the sum of the phrases in an mathematics collection with a specific range of phrases. Following is a easy system for locating the sum: Formula 1: If S n represents the sum of an mathematics collection with phrases.

This system calls for the values of the primary and ultimate phrases and the range of phrases. Finite Sequence- Finite sequences have countable phrases and do now no longer cross as much as infinity. An instance of a finite mathematics collection is 2, 4, 6, 8. Infinite Sequence- Infinite arithmetic collection is the collection wherein phrases cross as much as infinity.

using while

A=0; n=1; while n<=10000     A=A+(1/(n*(n+1)));     n=n+1; end A

output

A =      0.9999

using  for loop

A=0; for n=1:10000     A=A+(1/(n*(n+1))); end A

output

A = 0.9999.

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Correct Question:

The following series can be written with a shorthand form of sigma notation (A). Use while syntax to calculate this arithmetic series:

1/(1x2) + 1/(2x3) + 1/(3x4) + ... + 1/(n x (n+1)) ......1

A = ∈ 1/(n x (n+1)); n=[1:10000]

Answer:

distance = 7.07 units

Step-by-step explanation:

x difference = 7

y difference = -1

using the Pythagorean theorem:

7² + -1² = d²

d² = 49 + 1 = 50

d = 7.07

Answer:

7.1

Step-by-step explanation:

distance between the x is 7 and y is 1

And to find the hypotenuse, you use the quadratic formula, 7^2 + 1^2 = c^2

c=50

and take the square root, which is 7.071, rounds to 7.1

Answer:

im sorry i cant read that

Step-by-step explanation:

its to far away :(

D is correct :)

The bunnies are multiplying by 5 each time. The exponent will have the growth be 5 times the product before.

Hope this helps :)

Answer:

the 4th answer is correct

Step-by-step explanation:

although technically, we don't have enough information, it's the only one that it could be.

when a = b and c = d which of the following equations must be true?​

Verify each option

option F

a+b=c+d

a = b and c = d

so

a+a=c+c

2a=2c ------> is not true

option G

a+d=b+c

a = b and c = d

a+c=a+c -----> is true

option H

a+c=a+b

c=b -----> is not true

option J

a-c=d-b

a = b and c = d

a-c=c-a -----> is not true

option k

ad=cd

a = b and c = d

ac=c^2 -----> is not true

therefore

the answer is

option G

Answer:

x² + \(\frac{1}{x^2}\) = 5

Step-by-step explanation:

using the identity

(a - b)² = a² + b² - 2ab , then given

(x - \(\frac{1}{x}\) ) = \(\sqrt{3}\) ( square both sides )

(x - \(\frac{1}{x}\) )² = (\(\sqrt{3}\) )² , that is using the above identity

x² + \(\frac{1}{x^2}\) - 2(x × \(\frac{1}{x}\) ) = 3

x² + \(\frac{1}{x^2}\) - 2(1) = 3

x² + \(\frac{1}{x^2}\) - 2 = 3 ( add 2 to both sides )

x² + \(\frac{1}{x^2}\) = 5

\(\displaystyle\\Answer:\ x^2+\frac{1}{x^2}=5\)

Step-by-step explanation:

\(\displaystyle\\(x-\frac{1}{x} )=\sqrt{3} \\\)

Let's square both parts of the equation:

\(\displaystyle\\(x-\frac{1}{x} )^2=(\sqrt{3})^2 \\(x)^2-2*x*\frac{1}{x} +(\frac{1}{x})^2 =3\\x^2-2*1+\frac{1}{x^2}=3\\ x^2-2+\frac{1}{x^2}+2 =3+2\\x^2+\frac{1}{x^2}=5\)