When buying a new car, you have a choice of 4 different models, 3 different colors, and 2 different sizes. How many choices are there for one car? A. 5 B. 12 C. 16 D. 24

When constructing a histogram, the horizontal (x) axis represents the range of values of the variable being measured or observed, while the vertical (y) axis represents the frequency or count of observations falling within each interval or bin.

More specifically, the x-axis usually represents the range of possible values of the variable being measured or observed, divided into a series of intervals or bins. Each bin represents a range of values that fall within a certain interval or category. The width of the bins should be chosen carefully to ensure that the data is displayed clearly and accurately.

The y-axis represents the frequency or count of observations that fall within each bin. This can be represented as either the number of observations that fall within each bin or as a percentage of the total number of observations. The y-axis should also be chosen carefully to ensure that the data is displayed clearly and accurately.

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There are 60 f-words that can be made using all the letters of the word "AGAIN".

To find the number of f-words that can be made using all the letters of the word "AGAIN", we need to use the concept of permutations.

There are five letters in the word "AGAIN". To find the number of f-words that can be made using all these letters, we need to find the number of permutations of these letters.

The number of permutations of a set of n elements is given by n!. However, in this case, we have two "A"s in the word "AGAIN". This means that we cannot simply use n! to calculate the number of permutations.

Instead, we need to use the formula for permutations with repeated elements, which is:

\($\frac{n!}{n_1!n_2!\cdots n_k!}$$\)

where n is the total number of elements, and n1, n2, ..., nk are the number of times each element is repeated.

In this case, we have two "A"s and one of each of the other letters. Therefore, we can plug in the values into the formula:

\($\frac{5!}{2!1!1!1!} = \frac{120}{2} = 60$$\)

This means that there are 60 f-words that can be made using all the letters of the word "AGAIN".

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The value of CD is 4 cm.

A system of equations is two or more equations that can be solved to get a unique solution. the power of the equation must be in one degree.

Since GH bisects CF, therefore:

CD = (1/2) CF

3y - 11 = (1/2) (2y -2)  

(multiply both sides by 2)

6y - 22 = 2y - 2

6y - 2y = -2 + 22

4y = 20

y = 5

Now, Substitute with the value of y in the equation of CD, you get:

CD = 3y-11

CD = 3(5) - 11

CD = 15 - 11

CD = 4 cm

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Chance is a term used to represent the percentage of time a specific result is expected to occur when the same basic procedure is repeated over and over again, where each repetition is independent.

Chance is a term that is used to describe the probability that a certain outcome will occur given a set of fundamental instructions repeated again with each repetition being independent.

Ultimately, this means the number of times a result of an event occurs when repeated over a number of times is chance.

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Answer:

A: x

Step-by-step explanation:

So with problems like this when it saids f(g(x) it wants you to plug those values in. In some cases you have a value where the x is but you don't so you can't solve g(x) so you move on to the next step. You plug in g(x)= x-1/2 everywhere there is a x in f(x). So our equation would be 2(x-1/2) + 1. Then you solve by canceling the 2 by dividing it out so we would have x-1 +1. Then you combine like terms which -1 +1 is 0 so our final answer would be x.

[-5,oo)

domain = left to right

Answer:

Step-by-step explanation:

x + 10 + 2x = 16

3x = 6

x = 2

1/2b*h

1/2 * 2 * 12 =

12 cm²

1/2 * 4 * 12 =

24 cm²

Answer:

V ≈ 258 ft³

Step-by-step explanation:

I given the diameter d= 7.9 ft so the radius is r = d/2 = 7.9/2  ft

Volume of a sphere is

V = (4/3) π·r³ = (4/3) · π · (7.9/2)³ = 258.1546167 ft³

The classification model is used to define the percentage of customers between 20 and 30 years of age who lived within 5 miles of the store used the coupon.

Percentage:

In math,  number or ratio that can be expressed as a fraction of 100 refers the percentage.

Given,

Here we have a dollar general sends out a $5 off coupon to its email subscribers.

And we need to find the percentage of customers between 20 and 30 years of age who lived within 5 miles of the store used the coupon.

Then the model used to define the this type of situation is refers as the classification model, because in this model, we have classify the given group of people based on the constraint.

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Answer:

\(x = 28 {}^{o} \)

Step-by-step explanation:

hopefully this helps you

please mark me as brainlist

Answer: 28 degrees D

Step-by-step explanation: The whole angle is 90 and the other angle (not x) is 62 so 90 minus 62 is 28

Let's recall what are the symbols

Answer:

5.71428571429

5 7/10

Step-by-step explanation:

Hope this helps and have a great day!!!!

Answer:

40/7

Step-by-step explanation:

To find the Taylor series of the function \(f(x) = e^{2x}\) at \(x = 1\), we can use the formula for the Taylor series expansion:

\[f(x) = f(a) + f'(a)(x - a) + \frac{f''(a)}{2!}(x - a)^2 + \frac{f'''(a)}{3!}(x - a)^3 + \ldots\]

where \(a\) is the center of the series.

Let's start by finding the first few derivatives of \(f(x) = e^{2x}\):

\[f'(x) = 2e^{2x}\]

\[f''(x) = 4e^{2x}\]

\[f'''(x) = 8e^{2x}\]

\[f''''(x) = 16e^{2x}\]

and so on.

Now we can evaluate these derivatives at \(x = 1\) to obtain the coefficients of the Taylor series:

\[f(1) = e^2\]

\[f'(1) = 2e^2\]

\[f''(1) = 4e^2\]

\[f'''(1) = 8e^2\]

\[f''''(1) = 16e^2\]

Plugging these coefficients into the Taylor series formula, we get:

\(\[f(x) = e^2 + 2e^2(x - 1) + \frac{4e^2}{2!}(x - 1)^2 + \frac{8e^2}{3!}(x - 1)^3 + \frac{16e^2}{4!}(x - 1)^4 + \ldots\]\)

Simplifying this expression, we have the Taylor series of \(f(x) = e^{2x}\) at \(x = 1\).

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The product of algebraic expression is \(\rm 2d^3 - 7d^2- 103d + 36\).

We have to determine

What is the product of d - 9 and 2d^2+11d-4?

The product of the algebraic expressions is also an algebraic expression. Lastly, simplify the algebraic expression by the fundamental operations of terms for combining the like terms.

Therefore,

The product of algebraic expression is;

\(\rm = (d - 9) \times (2d^2 + 11d - 4)\\\\= d (2d^2 + 11d - 4)-9 (2d^2 + 11d - 4)\\\\= 2d^3+11d^2-4d-18d^2-99d+36\\\\=2d^3 - 7d^2- 103d + 36\)

Hence, the product of algebraic expression is \(\rm 2d^3 - 7d^2- 103d + 36\).

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Answer:

A. 2d3 – 7d2 – 103d + 36

Step-by-step explanation:

The largest value that should appear on the x-axis assuming that the tick marks will be separated by 5 is 95.

Since the tick marks are separated by 5, we can start with the smallest tick mark at 0 and add 5 for each subsequent tick mark.

To determine the largest value that should appear on the x-axis, we need to find the largest multiple of 5 that is less than or equal to the largest value in the data set. In this case, we don't have any information about the data set, so we can't determine the largest value.

However, we can assume that the x-axis should be long enough to accommodate the largest value that we expect to see. If we assume that the largest value is 100, then the largest multiple of 5 that is less than or equal to 100 is 95.

Therefore, the largest value is 95.

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Answer: 10

Step-by-step explanation:

a+b where a=3 and b=7 so (3)+(7)=10

Answer:

10

Step-by-step explanation:

If you add 3+7 (a+b), you'll get 10. Hope that helps!

Linear equations involve equalities (i.e., "=") and are used to represent lines in a coordinate plane. Linear inequalities, on the other hand, involve inequalities (i.e., "<", ">", "<=", ">=") and are used to represent regions or areas of a coordinate plane that satisfy certain conditions.

A linear equation can be expressed in the form "y = mx + b," where "m" represents the slope of the line and "b" represents the y-intercept. Given the values of "m" and "b," you can calculate the y-coordinate for any given x-coordinate, and vice versa. The graph of a linear equation is a straight line.

A linear inequality is expressed in the form "y < mx + b," "y > mx + b," "y <= mx + b," or "y >= mx + b." Instead of representing a single line, a linear inequality represents a shaded region on the coordinate plane that satisfies the given condition. To graph a linear inequality, you can choose a test point not on the line and check whether it satisfies the inequality. If it does, shade the region containing the test point; otherwise, shade the other region.

In summary, the main difference between linear equations and linear inequalities is the use of equalities versus inequalities. Linear equations represent lines, while linear inequalities represent shaded regions on the coordinate plane. Equations deal with exact solutions, whereas inequalities deal with a range of possible solutions. Understanding the distinctions between these concepts is important in various areas of mathematics, such as algebra and geometry.

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Answer:

x=60

Step-by-step explanation:

divid the numbers

multiply all terms by the same value to eliminate fraction denominator

simplify

In mathematics, "\(a^2\)" denotes the square of a number or variable "a." It is calculated by multiplying "a" by itself.

4For example, if "a" is 5, then a^2 would be 5*5, which equals 25. When "a" represents a positive number, its square is always positive.

If "a" is negative, its square is still positive since a negative multiplied by a negative results in a positive.

In geometrical terms, if "a" represents the length of the side of a square, then a^2 represents the area of that square. This notation is part of the general concept of exponentiation.

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The Question in English

What does a^2 mean in mathematics

The level of measurement that is appropriate for a classification where students are asked to rank their professors as good, average, or poor is the ordinal level of measurement.

Ordinal level of measurement is a statistical measurement level.

It involves dividing data into ordered categories.

For instance, when asked to rank teachers as good, average, or poor, the students' rating of the teachers falls under the ordinal level of measurement.

The fundamental characteristic of ordinal data is that it can be sorted in an increasing or decreasing order.

The numerical values of the categories are not comparable; instead, the categories are arranged in a specific order.

The ordinal level of measurement, for example, provides the order of the data but not the size of the intervals between the ordered values or categories.

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Answer:

1. 4.2 x 10^-7

2. 2.9 x 10^-6

3. 7.1 x 10^-2

4. 2.56 x 10^5

Answer:

least to greatest

4.2 * 10^-7

2.9*10^-6

7.1 * 10^-2

2.56 * 10^5

Step-by-step explanation:

2.56 * 10^5 =256000

4.2 * 10^-7 =0.00000042

7.1 * 10^-2 =0.071

2.9*10^-6 = 0.0000029

The appropriate solution of the system is,

⇒ (4, 6)

We have to given that;

The graph is in an image

And, The graph of a system is shown.

Since, We know that;

The solution of the System of equation in the graph is intersection point of both lines.

Hence, By graph;

Intersection point is,

⇒ (4, 6)

Thus, The appropriate solution of the system is,

⇒ (4, 6)

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Answer:

I think you copied this wrong

Step-by-step explanation:

Most likely g = 2

Therefore (2) + 6(11)

2+66=68

∂g/∂u is equal to 21u⁵cos⁴(v)sin⁴(v)(cos(v) + u³cos⁴(v)sin²(v)sin(v)).

To find the indicated derivative, we need to use the chain rule. Let's differentiate step by step:

Given:

g(u, v) = f(x(u, v), y(u, v))

f(x, y) = 7x³y³

x(u, v) = ucos(v)

y(u, v) = usin(v)

To find ∂g/∂u, we differentiate g(u, v) with respect to u while treating v as a constant:

∂g/∂u = (∂f/∂x) * (∂x/∂u) + (∂f/∂y) * (∂y/∂u)

To find ∂f/∂x, we differentiate f(x, y) with respect to x:

∂f/∂x = 21x²y³

To find ∂x/∂u, we differentiate x(u, v) with respect to u:

∂x/∂u = cos(v)

To find ∂f/∂y, we differentiate f(x, y) with respect to y:

∂f/∂y = 21x³y²

To find ∂y/∂u, we differentiate y(u, v) with respect to u:

∂y/∂u = sin(v)

Now, we can substitute these partial derivatives into the equation for ∂g/∂u:

∂g/∂u = (21x²y³) * (cos(v)) + (21x³y²) * (sin(v))

To find the simplified form, we substitute the given values of x(u, v) and y(u, v) into the equation:

x(u, v) = ucos(v) = u * cos(v)

y(u, v) = usin(v) = u * sin(v)

∂g/∂u = (21(u * cos(v))²(u * sin(v))³) * (cos(v)) + (21(u * cos(v))³(u * sin(v))²) * (sin(v))

Simplifying further, we get:

∂g/∂u = 21u⁵cos⁴(v)sin⁴(v)(cos(v) + u³cos⁴(v)sin²(v)sin(v))

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The equation in vertex form is y = 2(x+3)² + 1. The vertex is (-3,1), the axis of symmetry is x = -3, and the direction of opening is upwards.

The vertex form of the equation is y = a(x-h)^2 + k, where (h, k) is the vertex. The axis of symmetry is x = h, and the direction of opening is determined by the value of a.

Using this formula, let us write each equation in vertex form and then identify the vertex, axis of symmetry, and direction of opening.

1. y = x² + 8x + 18

To write this equation in vertex form, we need to complete the square. y = x² + 8x + 18 is equivalent to y = (x+4)² - 2. Therefore, the equation in vertex form is y = (x+4)² - 2.

The vertex is (-4,-2), the axis of symmetry is x = -4, and the direction of opening is upwards.2

. y = -x² - 12x - 36To write this equation in vertex form, we need to complete the square. y = -x² - 12x - 36 is equivalent to y = -(x+6)² - 12. Therefore, the equation in vertex form is y = -(x+6)² - 12.

The vertex is (-6,-12), the axis of symmetry is x = -6, and the direction of opening is downwards.3. y = 2x² + 12x + 13To write this equation in vertex form, we need to complete the square. y = 2x² + 12x + 13 is equivalent to y = 2(x+3)² + 1.

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Answer:

1.33

Step-by-step explanation:

Answer:

1 and 1/5

Step-by-step explanation:

2/5 divided by 1/3, so keep change flip applies to this so keep 2/5 change division to multiplication and flip 1/3 to 3/1 that changes the equation to 2/5 times 3/1 and that equals 1 and 1/5