What steps to get the answer for -4x+7=11

The 9th derivative of f(x) evaluated at x=0 is approximately 0.4394.

We start by writing the Maclaurin series for the cosine function:

\(cos(x) = Σ (-1)^n * x^(2n) / (2n)!\)

We can then rewrite the given function as:

\(f(x) = cos^2(x) - 1\\f(x) = [Σ (-1)^n * x^(2n) / (2n)!]^2 - 1\)

Expanding the square and simplifying, we get:

\(f(x) = Σ (-1)^n * x^(4n) / [(2n)!]^2 - 1\)

To find the 9th derivative of f(x) evaluated at x=0, we need to differentiate the function 9 times with respect to x. Each differentiation will reduce the power of x by 4, and we will be left with a term of the form \(x^0 = 1\) when we evaluate the function at x=0. The terms with negative powers of x will disappear.

The 9th derivative of f(x) is:

\(f^(9)(x) = Σ (-1)^n * (4n)! / [(2n)!]^2 * x^(4n-36)\)

Evaluating this expression at x=0, we get:

\(f^(9)(0) = (-1)^9 * (49)! / [(29)!]^2\\f^(9)(0) = 362880 / (2^18)\\f^(9)(0) = 0.4394...\)

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Answer:12.8

Step-by-step explanation:

4(7.2-4)

4(3.2)

12.8

Answer: If you evaluate i guess 12.8

Step-by-step explanation:

Answer:

The answer is C trust me I did this

Answer:

3/5

Step-by-step explanation:

From the above question,

Fraction of used coupons = 2/5

Let us assume the total number of coupons sent = 1

The Fraction of unused coupons =

1 - 2/5

= 3/5

Therefore, the fraction of unused coupons = 3/5

The length of the plot is 325 meters and the width of the plot is 162.5 meters

The total length of the fencing = 650

The length = 650 - x

The width = x

One side is river

Then the perimeter will be

l + 2w = 650

l = 650 - 2x

Substitute the value of l and w

The area = l × w

= (650 - 2x)x

Here we want to maximize the areas therefore the rate of change of area with respect to x will be zero

Then

650 - 2x = 0

2x = 650

x = 650/2

x = 325 meters

or

x = 0 meter

Then the average = (325 + 0)/2 = 162.5 meters

Then the length = 650 - 2x

= 650 - 2(162.5)

= 650 - 325

= 325 meters

Hence, the length of the plot is 325 meters and the width of the plot is 162.5 meters

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The bumper cars will hit each other at approximately (2.41, -3.83) and (-0.41, -6.17). The point ((-2,0)) does not lie on either of the paths of the bumper cars, so it is not a collision point.

To find the point where the two bumper cars collide, we need to find the values of x and y that satisfy both equations simultaneously.

We can begin by solving the first equation, ( x+y=-5 ), for one of the variables. Let's solve for y:

[ y=-x-5 ]

Now we can substitute this expression for y into the second equation:

[ -x - 5 = x^2 - x - 6 ]

Simplifying, we get:

[ x^2 - 2x - 1 = 0 ]

This quadratic equation can be solved using the quadratic formula:

[ x = \frac{-b \pm \sqrt{b^2 - 4ac}}{2a} ]

Plugging in the values of a, b, and c from our equation above, we get:

[ x = \frac{2 \pm \sqrt{(-2)^2 - 4(1)(-1)}}{2(1)} ]

Simplifying further:

[ x = 1 \pm \sqrt{2} ]

So there are two possible x-values where the bumper cars could collide:

[ x = 1 + \sqrt{2} \approx 2.41 ]

[ x = 1 - \sqrt{2} \approx -0.41 ]

To find the corresponding y-values, we can plug these x-values back into either of the original equations. Using the equation ( y=x^{2}-x-6 ):

If ( x=1+\sqrt{2} ), then

[ y = (1+\sqrt{2})^2 - (1 + \sqrt{2}) - 6 = -3.83 ]

So one possible collision point is approximately (2.41, -3.83).

If ( x=1-\sqrt{2} ), then

[ y = (1-\sqrt{2})^2 - (1 - \sqrt{2}) - 6 = -6.17 ]

So the other possible collision point is approximately (-0.41, -6.17).

Therefore, the bumper cars will hit each other at approximately (2.41, -3.83) and (-0.41, -6.17). The point ((-2,0)) does not lie on either of the paths of the bumper cars, so it is not a collision point.

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The correct option is (A) 60 as the estimated average number of shoppers in the original store at any time is 45.

To find the estimated average number of shoppers in the original store at any time:

Therefore, the correct option is (A) 60 as the estimated average number of shoppers in the original store at any time is 45.

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The complete question is given below:
The owner of the Good Deals Store opens a new store across town. For the new store, the owner estimates that, during business hours, an average of 90 shoppers per hour enter the store and each of them stays an average of 12 minutes. The average number of shoppers in the new store at any time is what percent less than the average number of shoppers in the original store at any time?

(A) 60

(B) 70

(C) 80

(D) 50

A/an database schema diagram can be used to show how the tables in a database are defined and related.

This type of diagram provides a visual representation of the structure and organization of the database. It illustrates the tables ,and  their attributes, and the relationships between them.

The database schema diagram helps in the  understanding the logical design of the database, including primary keys, for  foreign keys, and the connections between different tables. It allows developers, database administrators, and stakeholders to visualize the database structure and serves it as a reference for in  designing, modifying, and querying the database effectively.

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Answer:

Step-by-step explanation:

$15 should be it

The closure property refers to the mathematical law that states that if we perform a certain operation (addition, multiplication) on any two numbers in a set, the result is still within that set.In the expression (2x3 x2 - 4x) - (9x3 - 3x2), we are simply subtracting one polynomial from the other.

To simplify it, we'll start by combining like terms. So, we'll add all the coefficients of x3, x2, and x, separately.The given expression becomes: (2x3 x2 - 4x) - (9x3 - 3x2) = 2x3 x2 - 4x - 9x3 + 3x2We will then combine like terms as follows:2x3 x2 - 4x - 9x3 + 3x2 = 2x3 x2 - 9x3 + 3x2 - 4x= -7x3 + 5x2 - 4x

Therefore, the correct simplification of the expression is -7x3 + 5x2 - 4x. The demonstration of the closure property is shown as follows:The subtraction of two polynomials (2x3 x2 - 4x) and (9x3 - 3x2) results in a polynomial -7x3 + 5x2 - 4x. This polynomial is still a polynomial of degree 3 and thus, still belongs to the set of polynomials. Thus, the closure property holds for the subtraction of the given polynomials.

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Answer:

Hope the attached helps!

Step-by-step explanation:

Answer:

The linear equation is y = 450 - 30 x, where y is the number of pages

Lourdes has left to read after x days

Step-by-step explanation:

Each day, Lourdes reads 30 pages of a 450-page book

- We need to write a linear equation to represent the number of pages

 Lourdes has left to read after x days

∵ Lourdes reads 30 pages each day

∵ Lourdes will read for x days

∴ The number of pages Lourdes will read in x day = 30 x

- The left pages will be the difference between the total pages of the

 book and the pages Lourdes read

∵ The book has 450 pages

∵ Loured will read 30 x in x days

∴ The number of pages left = 450 - 30 x

- Assume that y represents the number of pages Lourdes has left

 to read after x days

∴ y = 450 - 30 x

The linear equation is y = 450 - 30 x, where y is the number of

pages Lourdes has left to read after x days

Answer:

Step-by-step explanation:

using exponents, On simplifying the equation, we get =4m+8.

The PEMDAS order of operations must be followed when you want to simplify a mathematical equation without using parenthesis (Parentheses, Exponents, Multiplication, Division, Addition, Subtraction). There are no parenthesis in the expression, so you may start looking for exponents. If it does, first make that simpler.

Work simplification is to develop better work processes that boost output while cutting waste and costs.

Simplifying an expression is the same as solving a mathematical issue. When you simplify an equation, you essentially try to write it as simply as you can. There shouldn't be any more multiplication, dividing, adding, or deleting to be done when the process is finished.

Given equation,

m-(8-3m)

=m-8+3m

=4m+8

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When a confounding variable is present in an experiment, one cannot tell whether the results were due to the treatment or the confounding variable.

A confounding variable is an extraneous factor that is associated with both the independent variable (treatment) and the dependent variable (results/outcome). It can introduce bias and create ambiguity in determining the true cause of the observed effects.

In the presence of a confounding variable, it becomes challenging to attribute the results solely to the treatment being studied. The confounding variable may have its own influence on the outcome, making it difficult to disentangle its effects from those of the treatment. As a result, any observed differences or correlations between the treatment and the outcome could be confounded by the presence of this variable.

To address the issue of confounding variables, researchers employ various strategies such as randomization, matching, or statistical techniques like regression analysis and analysis of covariance (ANCOVA). These methods aim to control for confounding variables and isolate the effect of the treatment of interest.

In summary, when a confounding variable is present in an experiment, it hampers the ability to determine whether the observed results are solely due to the treatment or if they are influenced by the confounding variable. Careful study design and statistical analysis are crucial in order to minimize the impact of confounding and draw accurate conclusions about the effects of the treatment.

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Answer:

i.dk much but try Hypotenuse Leg Theorem very sorry if i wrong so sorry

Step-by-step explanation:

i.dk how i would explain

Answer:

SAS

Step-by-step explanation:

i just got it right

Answer:

Step-by-step explanation:

If points A, B and C are collinear, then A, B and C lies on the same straight line. Hence AB+BC = AC

Given

AB = 12''

BC = 8''

To get length od segment AC, we will substitute the given values into the formula above as shown;

AB+BC = AC

12 + 8 =AC

AC = 12+ 8

AC = 20''

Hence the length of AC is 20''

answer:

63 inches squared

step-by-step explanation:

1 ft = 12 inches (conversion)

12 X 6 = 72 in^2 (area of the whole rectangle)

3 X 3 = 9 in^2 (area of the not shaded portion)

72 - 9 = 63

- - > 63 inches squared

a. The alternative hypothesis is that there is a significant difference between the two.

b. The critical value with 1950 degrees of freedom and α=0.01 is ±2.58.

c. There is sufficient evidence to conclude that women spend significantly more time on housework than men.

a. The null hypothesis is that there is no significant difference between the average time spent on housework by men and women. The alternative hypothesis is that there is a significant difference between the two.

b. To test the hypothesis, we can use a two-sample t-test assuming equal variances. The test statistic is calculated as:

\(t = (\bar X1 - \barX 2) / [ s_p \times \sqrt{(1/n1 + 1/n2) } ]\)

where \(\bar X\)1 and \(\bar X\)2 are the sample means, s_p is the pooled standard deviation, n1 and n2 are the sample sizes. The critical value can be obtained from a t-distribution table with degrees of freedom equal to (n1 + n2 - 2).

Using the given data, we have

:\(\bar X\)1 = 23, s1 = 32, n1 = 1219

\(\bar X\)2 = 37, s2 = 16, n2 = 733

\(s_p = \sqrt{(((n1-1)s1^2 + (n2-1)s2^2) / (n1 + n2 - 2))} \\= \sqrt{(((121832^2) + (73216^2)) / (1950))} \\= 29.79\)

\(t = (23 - 37) / (29.79 \times \sqrt{(1/1219 + 1/733)} )\\= -9.91\)

c. The calculated test statistic (-9.91) is much larger than the critical value (-2.58), which means that the null hypothesis can be rejected at the α=0.01 level of significance. Therefore, there is sufficient evidence to conclude that women spend significantly more time on housework than men.

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Yes, women tend to spend more time on housework than men. The answer is based on the information provided.

a. The null hypothesis is that there is no significant difference in the average time spent on housework between men and women. The alternate hypothesis is that women tend to spend more time on housework than men.

H0: μ1 - μ2 = 0

H1: μ1 - μ2 > 0 (where μ1 is the population mean time spent on housework by men, and μ2 is the population mean time spent on housework by women)

b. To test this hypothesis, we will use a two-sample t-test with unequal variances. Using the sample means and standard deviations provided, the test statistic is:

t = (x1 - x2) / sqrt((s1^2/n1) + (s2^2/n2))

= (23 - 37) / sqrt((32^2/1219) + (16^2/733))

= -8.24

Using a significance level of α = 0.01 and 1950 degrees of freedom (calculated using the formula: df = [(s1^2/n1 + s2^2/n2)^2] / [(s1^2/n1)^2 / (n1-1) + (s2^2/n2)^2 / (n2-1)]), the critical value for a one-tailed test is 2.33.

c. The calculated t-value of -8.24 is less than the critical value of 2.33, so we reject the null hypothesis. This indicates that there is a significant difference in the average time spent on housework between men and women, and that women tend to spend more time on housework than men. Therefore, we can conclude that women spend more time on housework than men on average, based on the provided sample data.

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Answer:

Step-by-step explanation:

For every £2 Jan gets, Cole gets £3.

10 ÷ 2 (Jan) × 3 (Cole) = 15

We get that the radius is 3 ft and the length is 29 ft so the volume is

the approximate value is:

Step-by-step explanation:

price difference= $45-$36

=$9

now,

x% of $45=$9

or, x/100 ×45 =9

or, x/20 ×9=9

or, x/20=1

therefore, x= 20%

Ans? u9999y

Step-by-step explanation:

Chelsea is making a kite in the shape of a triangle. To determine if the triangle is a right triangle, Chelsea completed the following steps.

Step 1:

Find the side lengths of the triangle: 30 inches, 24 inches, 18 inches.

Step 2:

Substitute the values into the Pythagorean theorem: 18 squared + 24 squared = 30 squared.

Step 3:

Combine like terms: (18 + 24) squared = 30 squared.

Step 4:

Evaluate each side: 1764 not-equals 900.

Chelsea says the triangle is not a right triangle. Which best describes the accuracy of her explanation?

The triangle is actually a right triangle. In step 2, Chelsea incorrectly substituted the values into the Pythagorean theorem.

The triangle is not a right triangle, but in step 2 Chelsea incorrectly substituted the values into the Pythagorean theorem.

The triangle is actually a right triangle. In step 3, Chelsea incorrectly rewrote the expression on the left side of the equation.

The triangle is not a right triangle, but in step 3, Chelsea incorrectly rewrote the expression on the left side of the equation.

Answer:

x = 56

MKL = 56

KML=  63

MLK = 61

Step-by-step explanation:

We know that the sum of the interior angles of a triangle = 180 degrees.

So, x+ (x+7)+ ( x+5) = 180

3x+ 12= 180

3x= 180-12 = 168

168/3 = x

therefore, x= 56 degrees.

So MKL = 56

KML= 56+ 7 = 63

MLK = 56+5 = 61

e2020 has 707 digits.

e is the mathematical constant known as the base of the natural logarithm, which means that the logarithm of any number to the base e is its natural logarithm. It is approximately equal to 2.71828, but its decimal representation goes on infinitely without repeating.

Calculating the number of digits in e2020 involves finding the number of decimal places that e extends past 2020. This is calculated using logarithms.

To find the number of digits in e2020, you can calculate 10^(number of decimal places past 2020) and determine the number of digits in the result.

This gives us 10^(707) = e2020, meaning that e2020 has 707 digits.

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Using probability, we can find that the probability of getting the outcome 10 is = 3/16.

The likelihood that an event will occur is described by the concept of probability. In real life, making future predictions is a common task. Whether we know how an event will turn out is up to us. When this occurs, we say there's a chance the event will happen. In conclusion, probability offers a wide variety of wonderful applications in industries like games, business, and this quickly developing area of artificial intelligence.

Here in the question,

Total number of outcomes when the spinners are spined, and the sum is 10 is = 16.

Now, the number of times the sum of both the spinners is 10 is = 3.

Therefore, the probability that the outcome is 10 = 3/16.

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Options b, d, and e are the true statements about the substitution method.

b. It is useful to solve the integral ∫2x sin x^2 dx.

d. It utilizes the formula ∫ f(u(x))u'(x) dx = ∫ f(u) du.

e. It is based on the chain rule for derivatives.

The true statements about the substitution method are:

b. It is useful to solve the integral ∫2x sin x^2 dx.

The substitution method is commonly used to simplify integrals and make them easier to evaluate. It can be applied to various types of integrals, including the given example.

d. It utilizes the formula ∫ f(u(x))u'(x) dx = ∫ f(u) du.

The substitution method involves making a substitution in the integral by introducing a new variable. This formula represents the fundamental principle of substitution, where the derivative of the substituted function appears in the integral.

e. It is based on the chain rule for derivatives.

The substitution method is based on the chain rule of derivatives. By making an appropriate substitution, the integral can be transformed into a new form that corresponds to a derivative of a simpler function.

Therefore, options b, d, and e are the true statements about the substitution method.

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Answer:

Multiply the bottom equation by -3/2 then add the equations.

Multiply the top equation by-3. then add the equations

Step-by-step explanation:

Given the simultaneous equation

2x- 6y=6  ... 1

6x - 4y = 2 ... 2

To eliminate a variable, we have to make the coefficient of one of the variable to be the same.

Multiply equastion 1 by -3

-6x+18y= -18  

6x - 4y = 2

Add the result:

-6x + 6x + 18y-4y = -18+2

18y-4y = -18+2

14y = -18

y = -9/7

Another way is to Multiply the bottom equation by -3/2 then add the equations.

Multiplying equation 2 by -3/2 will give;

6x(-3/2) - 4y(-3/2) = 2(-3/2)

-9x + 6y = -3

Add to equation 1;

2x- 6y=6

-9x + 2x + 0 = -3+6

-7x = 3

x = -3/7

Hence the correct two options are;

Multiply the bottom equation by -3/2 then add the equations.

Multiply the top equation by-3. then add the equations

The differential dy of the function y = 6x + (sin(x))^2 is dy = 6 dx + 2 sin(x) cos(x) dx.

To find the differential dy, we take the derivative of the given function with respect to x and multiply it by dx. Let's break down the process step by step.

Given function: y = 6x + (sin(x))^2

First, we differentiate the function with respect to x using the rules of calculus:

dy/dx = d/dx (6x + (sin(x))^2)

      = d/dx (6x) + d/dx ((sin(x))^2)

      = 6 + 2 sin(x) cos(x)

Next, we multiply the derivative by dx to obtain the differential dy:

dy = (6 + 2 sin(x) cos(x)) dx

Therefore, the differential dy of the given function y = 6x + (sin(x))^2 is dy = 6 dx + 2 sin(x) cos(x) dx.

The differential represents the infinitesimal change in the dependent variable (y) for a small change in the independent variable (x). In this case, the differential dy represents the change in the function y caused by an infinitesimal change in x.

The term 6 dx corresponds to the linear term in the function y = 6x, indicating that a change in x by dx will result in a change in y by 6 dx.

The term 2 sin(x) cos(x) dx corresponds to the derivative of the term (sin(x))^2 in the function y = (sin(x))^2. This term captures the effect of the trigonometric function sin(x) on the change in y.

By understanding the differential, we can estimate the approximate change in the function and analyze the sensitivity of the function to variations in the independent variable.

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