Will mark brainliest - GEOMETRY, show work plz

Answer:

A) 3

B) 3

C) 3

D) 3

I think those are the first four

Step-by-step explanation:

The ordered pairs for the system of equations f(x) = x^2 -2x + 3 and f(x) = -2x + 12 are (3, 6) and (-3, 18)

A quadratic equation is an algebraic equation of the second degree in x. The quadratic equation in its standard form is ax2 + bx + c = 0, where a and b are the coefficients, x is the variable, and c is the constant term. The first condition for an equation to be a quadratic equation is the coefficient of x2 is a non-zero term(a ≠ 0)

f(x) = x^2 -2x +3 and f(x) = -2x + 12

which means

x^2 -2x +3  = -2x + 12

x^2 -2x +3  + 2x - 12 = 0

x^2 -9 = 0

by factorizing we have

(x-3)(x+3) = 0

x = 3 or -3

when x = 3

f(x) = -2x + 12

f(3) = -2(3) + 12 which is 6

when x = -3

f(-3) = -2(-3) + 12 which is 18

ordered pairs are (3, 6) and (-3, 18)

In conclusion, (3, 6) and (-3, 18) are the ordered pairs

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The required cubic model would be y = 1 + x³ for the given set of values.

The cubic model function takes the form:

y = a + bx + cx² + dx³,

where a, b, c, and d are real integers that represent the cubic regression model's coefficients As you can see, we simulate how the value of y changes as x changes.

x₁ = -2, y₁ = -7

x₂ = -1, y₂ = 0

x₃ = 0, y₃ = 1

x₄ = 1, y₄ = 2

x₅ = 2, y₅ = 9

Computing the values in the regression models to get the values of coefficients to which the graph has attached.

y = a + bx + cx² + dx³

Fitted coefficients:

a = 1

b = 0

c = 0

d = 1

Cubic model:

y = 1 + x³

Hence, the required cubic model would be y = 1 + x³ for the given set of values.

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Answer:

1100 milliliters.

Step-by-step explanation:

First, separate the numbers 275, it will be 200, 70, and 5.

Second, multiply 4x200, it equals 800

Third, multiply 4x70, it equals 280

Fourth, multiply 4x5, it equals 20.

Fifth, add them all together one by one like 280+20=300, then add 280+800 which is 1100.

To make a poster you have to keep the ratio between lenght and height (otherwise it will look weird)

This is:

Answer:

9c2/a4

Step-by-step explanation:

To Clarify 9c is squared and a is held to the fourth power

Answer and explanation:

How are the two methods similar? They both apply the fundamentals of triangle geometry in solving the area of a triangle using the formula for area of triangle 1/2×base of triangle×height of triangle.

How are they different? Using coordinate algebra in finding area of a triangle, you would have to measure coordinates(xy coordinates) of a triangle manually on the graph and find y coordinates based on x. If you used a geometry software, it would get these coordinates automatically(based on your graph on the software) and calculate area of triangle using the formula.

Why might coordinate algebra be important in making and using geometry software? A solid grasp of coordinate algebra allows you understand how the geometry software works because it makes use of same geometry fundamentals, making it easier for you to tweak and get the best value out of the software for your geometry calculations.

Answer:

They all use the same formula for area of triangle 1/2 base of triangle height of triangle to identify the area of a triangle using the essentials of triangle geometry.To find the area of a triangle using coordinate algebra, you must configure way of measuring the triangle's coordinates like the x and y coordinates on the graph and afterwards find the y coordinates depending on the x coordinates. If you were using geometry software, it would immediately determine the area of the triangle by using formula based on your graph on the software.Because geometry software uses the same geometry basic concepts as coordinate algebra, having a proper understanding of coordinate algebra makes it simpler to improve.

Step-by-step explanation: im sorry if this doesn't help or if its incorrect more than welcomed to add some stuff to it!

Answer:

\(\displaystyle f^{-1}(x)=\frac{6x-60}{5}\)

Step-by-step explanation:

Inverse function

Given the function

\(\displaystyle f(x)=\frac{5}{6}x+10\)

We find its inverse following the procedure below:

\(\displaystyle y=\frac{5}{6}x+10\)

\(6y=5x+60\)

\(5x=6y-60\)

\(\displaystyle x=\frac{6y-60}{5}\)

\(\displaystyle y=\frac{6x-60}{5}\)

\(\boxed{\displaystyle f^{-1}(x)=\frac{6x-60}{5}}\)

This is the inverse function

So, it is not possible to calculate the sample proportion or the value of z using the given information. Therefore, we cannot conduct the hypothesis test for the given problem.

Hypothesis Test for the Population Proportion Step 5: Suppose the management claims that the proportion of games that your team wins when scoring 102 or more points is 0.90. Test this claim using a 5%.

Solution: The given information can be represented in the form of hypotheses as follow:

Null hypothesis H0: The proportion of games that your team wins when scoring 102 or more points is not equal to 0.90. That is H0: p ≠ 0.90

Alternative hypothesis H1: The proportion of games that your team wins when scoring 102 or more points is equal to 0.90. That is H1: p = 0.90Here, we can see that the alternative hypothesis is two-tailed. The level of significance of the test is given as 5%.

The sample size is not given in the problem. So, we use the normal distribution to conduct the test. The z-score for the level of significance 5% is given as -1.96 and +1.96.

Therefore, the critical region is given as,  Critical region = {z : z < -1.96 or z > 1.96}Let x be the number of games that your team wins when scoring 102 or more points.

The mean and standard deviation of x are given as follow: Mean, µ = E(x) = np Standard deviation, σ = sqrt(np(1-p))We can estimate the population proportion p using the sample proportion (x/n)

Thus, we have p = x/n The given information does not provide the sample size or the number of games that the team has won when scoring 102 or more points.

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The heat in the office is on whenever the temperature drops below 15C. Therefore, all temperatures less than 15C will turn the heat on.

The set of all temperatures that will turn the heat on can be represented mathematically using inequalities.

Let T be the temperature in Celsius.

The inequality T < 15 represents all temperatures that are less than 15C. Therefore, the set of all temperatures that will turn the heat on is given by:

{ T | T < 15 }

This set can be read as "the set of all T such that T is less than 15." This means that any temperature below 15C will turn the heat on.

For example, if the temperature is 14C, then the heat will be on because 14C is less than 15C. If the temperature is 10C, then the heat will also be on because 10C is less than 15C. However, if the temperature is 15C or higher, then the heat will not be on because 15C is not less than 15C.

In summary, the heat in the office will be on whenever the temperature drops below 15C. The set of all temperatures that will turn the heat on is { T | T < 15 }, which represents all temperatures less than 15C.

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Answer:

on the same dot but on the left sid

Step-by-step explanation:

Answer:

Step-by-step explanation:

We will get maximum volume at point x after checking with derivative test.

Maxima and minima of a function are the extreme within the range, in other words, the maximum value of a function at a certain point is called maxima and the minimum value of a function at a certain point is called minima.

We have a function f(x) that represents the volume of the box.

f(x) = x(13 - 2x)(15-2x)

The domain of the function will be all real numbers.

f(x) = (13x - 2x²)(15 - 2x)

f(x) = 195x-56x²+4x³

f'(x) = 195 - 112x + 12x² = 0

After calculating and checking f''(x)

We will get maximum volume at:

\(\rm x = \dfrac{28-\sqrt{199}}{6}\)

And the maximum volume:

\(\rm Volume_{max}= \dfrac{2618+199\sqrt{199}}{27}\)

Thus, we will get maximum volume at point x after checking with derivative test.

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Answer:

37.4

Step-by-step explanation:

This is because 400-362.6 is 37.4, because we want to find out how many more calories she must still burn

Answer:

y = 3 and x = 4

Step-by-step explanation:

Let's solve your system by substitution.

6x+5y=39;3x+5y=27

Step: Solve6x+5y=39for x:

6x+5y=39

6x+5y+−5y=39+−5y(Add -5y to both sides)

6x=−5y+39

6x/6=−5y+39/6

(Divide both sides by 6)

x=−5/6y+13/2

Step: Substitute −5/6y+13/2 for x in 3x+5y=27:

3x+5y=27

3(−5/6y+13/2)+5y=27

5/2y+39/2=27(Simplify both sides of the equation)

5/2y+39/2+−39/2=27+−39/2

(Add (-39)/2 to both sides)

5/2y=15/2

5/2y/5/2=15/2/5/2

(Divide both sides by 5/2)

y=3

Step: Substitute 3 for y in x=−5/6y+13/2:

x=−5/6y+13/2

x=−5/6(3)+13/2

x=4(Simplify both sides of the equation)

Answer:

someone help call the police candice just got shot

Step-by-step explanation:

ahahahahahahahhahaa

Answer:

3m

Step-by-step explanation:

1 month =3 movies

m month =3*m movies

Theoretical probability of getting odd no

Now

Experimental probability

P(E)=6/10=3/5

So

Compare both

Experimental probability is greater than. theoretical probability

Answer:

Part (a) = 0.5, Part (b) = 0.6, Part (c) = less than

Step-by-step explanation:

Step 1:  Determine the theoretical probability

The theoretical probability is found by taking the amount of times our wanted solution is in the options out of the total options.  In this case, we have a spinner with labels of 1-8 so the odd numbers would be {1, 3, 5, 7}.  The total possibilities is 8 so that means we do 4/8.  This gives us 0.5 or 50% probability.

Step 2:  Determine the experimental probability

The theoretical probability is found by taking the amount of times we get our wanted solution out of the total times we spun.  In this case, we spun 10 times and we got the following odd numbers, {1, 7, 5, 3, 1, 5}.  So we take the number of times that we got an odd number and divide it by the total times we spun.  So we do 6/10 which gives us 0.6 or 60% probability.

Step 3:  Determine which is greater

Therefore, the theoretical probability (0.5) of spinning an odd number is less than the experimental probability (0.6) of spinning an odd number.

Answer:  Part (a) = 0.5, Part (b) = 0.6, Part (c) = less than

Answer:

the second one is false

Answer:

Answer B is false.

Step-by-step explanation:

The left side  "2"  is less than the right side  "8" , which means that the given statement is false.

Answer:

Nearest thousand: 2,000

Nearest hundred: 2,200 if it is 2,163 or 2,100 if it is 2,136

Nearest ten: 2,160

Plzzzzzz give me Brainliest!!!!!!

The product of the terms   \((d - 9)\)  and  \((2d^{2} + 11d -4)\)  will be \((2d^{3} - 7d^{2} - 103d + 36)\).

We have to find the product of two terms.

First term = (d - 9)

Second term = \((2d^{2} + 11d -4)\)

To find the product of these two terms, we will be using the distributive property. According to the distributive property, when we multiply the sum of two or more addends by a number, it will give the same result as when we multiply each addend individually by the number and then add the products together.

We have to find :  \((d - 9) (2d^2 + 11d -4)\)

Using the distributive property,

\(d * 2d^{2} + d * 11 + d * (-4) - 9 * 2d^2 - 9 * 11d - 9 * (-4)\)

After further multiplication, we get

\(2d^{3} + 11d^2 - 4d - 18d^{2} - 99d + 36\)

Now, combine all the like terms.

\(2d^{3} + 11d^{2} - 18d^{2} - 4d - 99d + 36\)

\(2d^{3} - 7d^{2} - 103d + 36\)

Therefore, the product of d-9 and 2d^2 + 11d -4 is \(2d^{3} - 7d^{2} - 103d + 36\)

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The expression (5x / x² - x - 6) - (4 / x² + 4x + 4) can be simplified to (x - 4) / (x + 2), with the restriction that x ≠ -2.

To simplify the given expression, we start by finding the common denominator for the fractions in the numerator and denominator. The denominators are x² - x - 6 and x² + 4x + 4. Factoring these expressions, we get (x - 3)(x + 2) and (x + 2)(x + 2), respectively.

Now, we can rewrite the expression as follows: (5x(x + 2) - 4(x - 3)) / ((x - 3)(x + 2)). Expanding the numerator, we have (5x² + 10x - 4x + 12) / ((x - 3)(x + 2)). Simplifying further, we get (5x² + 6x + 12) / ((x - 3)(x + 2)).

Next, we can factor the numerator: (x + 2)(5x + 6) / ((x - 3)(x + 2)). Notice that (x + 2) appears in both the numerator and denominator, so we can cancel it out. This leaves us with (5x + 6) / (x - 3). Therefore, the simplified expression is (x - 4) / (x + 2), with the restriction that x ≠ -2.

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Answer:

D is the correct answer

Step-by-step explanation:

a) To find the hole in the graph of y= x3−4x/x2 we need to find the factor that is common in the numerator and denominator. Upon simplification, we get y= x(x-4)/(x2) so the hole occurs at x=0.

b) The domain in interval notation is (−∞, 0)U(0, ∞) as there is no value of x for which the denominator is 0.

c) Vertical asymptotes occur at x = 0 as denominator equals 0 at this point. Therefore the equation for the vertical asymptotes is x = 0.

d) y has a horizontal asymptote at y = 0 since as x approaches positive or negative infinity, the value of y approaches 0. Thus, the equation for the horizontal asymptote is y=0.

e) The first derivative of y is (x3−4x)′=3x2−4/x2

f) To determine the intervals of increasing and decreasing of the function, we find the critical points and test each interval to see whether the function is increasing or decreasing. The critical points are found by solving the equation y′=0, thus, 3x2−4/x2=0. We can solve for x, which results in x=±(4/3).

Since y′ is negative in the interval (−∞, −4/3) and (4/3, ∞) and positive in the interval (−4/3, 0) and (0, 4/3), the function is decreasing in the interval (−∞, −4/3) and (4/3, ∞) and increasing in the interval (−4/3, 0) and (0, 4/3). The local minimum occurs at x=−(4/3) and the local maximum occurs at x=(4/3).

g) The second derivative of y is (x3−4x)′′=6x+8/x3.

h) To determine the intervals of concavity and state any inflection points, we set y′′ equal to 0 to find the inflection points. We have 6x+8/x3=0 and upon solving for x, we get x=−(2/3).

Therefore the function is concave up on the interval (−∞,−(2/3)) and concave down on the interval (−(2/3), ∞). The inflection point is at x=−(2/3)

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Statistics enables us to analyze data from fields like politics, medicine, finance, manufacturing, and sports, providing insights for decision-making and understanding real-life phenomena.

Statistics plays a crucial role in understanding and interpreting real-life phenomena. It provides a framework for collecting, analyzing, and interpreting data to gain insights and make informed decisions. Here are some examples of how statistics is related to real life:

Opinion Polls: Political parties and organizations conduct opinion polls to gather data on public opinion. By using statistical techniques to analyze the collected data, they can estimate the preferences of the population and make predictions about election outcomes.

Medical Research: Statistics is extensively used in medical research to analyze data from clinical trials. Researchers use statistical methods to determine the effectiveness of new treatments, identify potential side effects, and draw conclusions about the overall health outcomes.

Financial Analysis: In finance, statistical analysis is used to study market trends, assess investment risks, and make predictions about stock prices. Statistical models help investors and analysts make informed decisions by analyzing historical data and identifying patterns.

Quality Control: Industries use statistical methods to ensure the quality of their products. Statistical process control techniques monitor production processes, detect deviations, and make adjustments to maintain consistency and reduce defects.

Sports Analytics: Statistics is widely used in sports to analyze player performance, evaluate team strategies, and predict game outcomes. Metrics like batting averages, shooting percentages, and goal differentials are all derived from statistical analysis.

In summary, statistics is a vital tool in various aspects of real life, including politics, healthcare, finance, manufacturing, and sports. It helps in making evidence-based decisions, identifying trends and patterns, and understanding the underlying factors influencing outcomes.

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Note the complete and the correct question is

Q- With mathematical examples how can statistics be related to real life​ ?

The relationship between the standard deviation and variance is that the standard deviation is the square root of the variance.

The correct option is -C

Hence, the correct option is (c) Standard deviation is the square root of the variance. Variance is the arithmetic mean of the squared differences from the mean of a set of data. It is a statistical measure that measures the spread of a dataset. The squared difference from the mean value is used to determine the variance of the given data set.

It is represented by the symbol 'σ²'. Standard deviation is the square root of the variance. It is used to calculate how far the data points are from the mean value. It is used to measure the dispersion of a dataset. The symbol 'σ' represents the standard deviation. The formula for standard deviation is:σ = √(Σ(X-M)²/N) Where X is the data point, M is the mean value, and N is the number of data points.

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Similarities between binary and decimal systems -

What is meant binary number?

Binary number system, in mathematics, positional numeral system employing 2 as the base and so requiring only two different symbols for its digits, 0 and 1, instead of the usual 10 different symbols needed in the decimal system.

What is decimal in number system?

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5 days are possible Schedule are there to play hockey on Wednesday or Monday or both.

Let's solve the problem with the help of the Set theory.

Let Set A be the given days Bob only plays hockey.

Set A = { Tuesday, Wednesday, Friday}

Let Set B be the given days Ron only plays hockey.

Set B = { Thrusday, Sunday}

So, (Set A \cap Set B ) = 0 (Null Set) which denotes days in which both of them play together.

(Set A \cup Set B ) = { Tuesday, Wednesday, Thursday, Friday, Sunday} > which denotes days in each week at least one of them plays hockey.

Set theory is the branch of mathematical logic that studies sets, which can be informally described as sets of objects. All sorts of objects can be grouped into sets, but set theory as a branch of mathematics deals mainly with mathematics as a whole.

Set theory is the branch of mathematical logic that studies sets, which can be informally described as collections of objects. All sorts of objects can be grouped into sets, but set theory as a branch of mathematics deals mainly with mathematics as a whole.

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Under the assumptions of OLS, the OLS estimator is unbiased for the population slope coefficient.

the derivation of the condition E(β^​1​∣x)=β1​ and a comment on what it means:

The condition E(β^​1​∣x)=β1​ means that the expected value of the OLS estimator β^​1​ conditional on the independent variable x is equal to the true value of the population slope coefficient β1​. This condition holds under the following assumptions:

The errors are uncorrelated with the independent variable x.

The errors have a constant variance.

The errors are normally distributed.

If these assumptions are not met, then the condition E(β^​1​∣x)=β1​ may not hold. For example, if the errors are correlated with the independent variable x, then the OLS estimator β^​1​ will be biased.

Here is a comment on what the condition E(β^​1​∣x)=β1​ means.

The condition E(β^​1​∣x)=β1​ means that the OLS estimator β^​1​ is an unbiased estimator of the true value of the population slope coefficient β1​. In other words, if we repeatedly draw samples from the population and estimate the slope coefficient using OLS, then the average of the estimated slope coefficients will be equal to the true value of the slope coefficient.

The condition E(β^​1​∣x)=β1​ is important because it means that we can be confident that the OLS estimator is providing an accurate estimate of the true value of the slope coefficient.

Here are some additional assumptions that are often made in regression analysis

The independent variables are not correlated with each other.

The independent variables are measured without error.

These assumptions are not strictly necessary for the OLS estimator to be unbiased, but they do help to ensure that the estimator is more efficient.

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