a) y = (-4+ 9x2) and find the rate of change at x = 4

Answer:

9x?

Step-by-step explanation:

The value of h(x + 2) is 9x

Give that;

h(x) = 9x - 18

Find:

The value of h(x + 2)

Computation:

We know that;

h(x) = 9x - 18

By putting (x + 2) at place of x

So,

h(x + 2) = 9(x + 2) - 18

h(x + 2) = 9x + 18 - 18

h(x + 2) = 9x

The value of h(x + 2) = 9x

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Answer:

198

Step-by-step explanation:

In order for them to be a proportion, they must be equal. 9 as a fraction is 9/1, so you need to figure out what over 22 = 9/1. so you need to multiply 1 by 22 to get 22 in the denominator, so for the numerator, you multiply 9x22, which is 198.

198/22 : 9

The system transfer function for the given zeros, poles, and gain is H(s) = K(s + 6)(s + 5)(s + 314j)(s + 2 + j), where K is the gain factor.

To determine the system transfer function, we need to consider the given zeros and poles. In this case, the system has zeros at -6, -5, and 0, and poles at -314j and -2-1. The transfer function of a system is determined by the product of factors corresponding to the zeros and poles.

The transfer function can be written as H(s) = K(s - z1)(s - z2)...(s - zn)/(s - p1)(s - p2)...(s - pm), where z1, z2, ..., zn are the zeros and p1, p2, ..., pm are the poles. The gain factor K represents the overall amplification or attenuation of the system.

By substituting the given zeros and poles into the transfer function equation, we obtain H(s) = K(s + 6)(s + 5)(s + 314j)(s + 2 + j). This equation represents the transfer function of the system, incorporating the given zeros, poles, and the gain factor of 1.

It is worth noting that the presence of the complex pole at -314j indicates that the system has a frequency response with an imaginary component, which can contribute to the system's behavior in the frequency domain.

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The function in the variable x giving the area (in square feet) of the fenced-in region is A(x) = 60x - x^2.

The fenced-in region has the shape of a rectangle with one side perpendicular to the building and the other parallel to the building. If x denotes the length of one side of the rectangle perpendicular to the building, then the length of the other side parallel to the building is given by 60 - x, since the total width of the region is 60 feet.

The area of the rectangle is given by A = length x width, or A = x(60 - x). Expanding the product, we have A = 60x - x^2.

Thus, the function in the variable x giving the area (in square feet) of the fenced-in region is A(x) = 60x - x^2.

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Answer:

12 7/24

Step-by-step explanation:

First, make the mixed numbers, improper fractions.

7 3/8 x 1 2/3

59/8 x 5/3

Multiply the numerator to the numerator, and the denominator to the denominator.

59 x 5=295

8 x 3=24

59/8 x 5/3 = 295/24

Simplify.

12 7/24

Hope this helps!

Answer: The correct answer is

12 7/24

Step-by-step explanation:

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A sample size of approximately 4,148 newborns is required to obtain a 99% confidence interval for the proportion of all newborns who are breast-fed exclusively in the first two months of life to within 2 percentage points.

To calculate the required sample size for a 99% confidence interval with a margin of error (precision) of 2 percentage points for the proportion of newborns breast-fed exclusively in the first two months of life,

we will use the following formula:
\(n = (Z^2 * p * (1-p)) / E^2)\)
where:
n = required sample size
Z = Z-score for the desired confidence level (in this case, 99%)
p = estimated proportion (since we don't have this value, we will use 0.5 for the most conservative estimate)
E = margin of error (2 percentage points, or 0.02 in decimal form)
For a 99% confidence interval, the Z-score is 2.576.

Now, let's plug these values into the formula:
\(n = (2.576^2 * 0.5 * (1-0.5)) / 0.02^2\)
n = (6.635776 * 0.5 * 0.5) / 0.0004
n = 1.658944 / 0.0004
n ≈ 4147.36
Since we cannot have a fraction of a person, we will round up to the nearest whole number.

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Answer:

-4/12

Step-by-step explanation:

The slope is negative, i did rise over run.

The expression is equivalent to 2, and option C is correct.

To simplify simply means to make anything easier. In mathematics, simplifying an equation, fraction, or problem means taking it and making it simpler. Calculations and problem-solving techniques simplify the issue. By eliminating all common factors from the numerator and denominator and putting the fraction in its simplest/lowest form, we can simplify fractions.

Given expression

\((\frac{4^{5/4} 4^{1/4} }{4^{1/2} } )^{1/2}\)

using properties,

aⁿ/aˣ = aⁿ⁻ˣ

aⁿaˣ = aⁿ⁺ˣ

(aⁿ)ˣ = aⁿˣ

so expression is

\(({4^{5/4} 4^{1/4} }{4^{-1/2} } )^{1/2}\)

adding powers

5/4 + 1/4 - 1/2 = 6/4 -1/2

5/4 + 1/4 - 1/2 = 1

substitute the values,

expression is, √4 = 2

Hence option C is correct.

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By estimating the Q-function directly using Q-learning and updating it based on observed samples, we bypass the need to explicitly estimate the transition and reward functions. This approach allows us to learn the optimal policy without prior knowledge of the underlying dynamics of the MDP.

In Q-learning, the Q-function estimates the expected cumulative reward for taking a particular action in a given state. It is updated iteratively based on the agent's experiences. In this scenario, although we do not know the transition and reward functions, we can still use Q-learning to directly estimate the Q-function.

We initialize the Q-values arbitrarily for each state-action pair. Then, the agent interacts with the environment, taking actions and observing the resulting states and rewards. With these samples, we update the Q-values using the Q-learning update rule:

Q(s, a) = Q(s, a) + α [r + γ max(Q(s', a')) - Q(s, a)]

Here, Q(s, a) represents the Q-value for state s and action a, r is the observed reward, s' is the next state, α is the learning rate, and γ is the discount factor.

We repeat this process, updating the Q-values after each interaction, until convergence or a predetermined number of iterations. The Q-values will eventually converge to their optimal values, indicating the optimal action to take in each state.

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Mr. Smith has 5 1/2 acres of land for sale. He divided the land into

1/2 acre lots.11 many lots are for sale.

given that

Mr. Smith has 5 1/2 acres of land for sale.

He divided the land into 1/2 acre lots

we need to divide the total land into each 1/2 acre

one acre can be divided into 1/2 and 1/2 i.e., 2 parts

now we have 5 acre is 10 parts

now total we have 51/2 now 11 parts

11 many lots are for sale.

Mr. Smith has 5 1/2 acres of land for sale. He divided the land into

1/2 acre lots.11 many lots are for sale.

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to find the expected attendance, multiply the attendance by probability then add the products

6000 * 0.1 = 600

25000 * 0.2 = 5000

15000 * 0.2 = 3000

55000 * 0.5 = 27500

27500 + 3000 + 5000 + 600 = 36100

36100 * 15 = 541500 - 300000 = 241500 - 55000 = 186500

a. Two populations.

b. Qualitative (categorical) data.

c. Proportion stats.

d. Null hypothesis: p1 = p2 (The proportion of seniors who bring a bag lunch is equal to the proportion of sophomores who bring a bag lunch). Alternative hypothesis: p1 > p2 (The proportion of seniors who bring a bag lunch is greater than the proportion of sophomores who bring a bag lunch).

e. Z-test for two proportions.

f. P-value.

g. A small P-value provides convincing evidence to support Phoebe's hunch that older students are more likely to bring a bag lunch than younger students.

h. 95% confidence interval to estimate the difference in proportions.

What is hypothesis?

A hypothesis is a proposed explanation or assumption that is tested through research and data analysis. It is a statement that suggests a relationship or difference between variables or phenomena and serves as a basis for scientific investigation.

a. There are two populations in this problem: the population of seniors and the population of sophomores.

b. This is a problem about qualitative (categorical) data since we are examining whether students bring a bag lunch or not.

c. We will use the proportion stats option in StatCrunch to complete this problem.

d. Null hypothesis (H0): The proportion of seniors who bring a bag lunch is equal to the proportion of sophomores who bring a bag lunch.

Alternative hypothesis (Ha): The proportion of seniors who bring a bag lunch is greater than the proportion of sophomores who bring a bag lunch.

e. The test statistic is the z-test for two proportions.

f. The P-value is the probability of observing a test statistic as extreme as the one calculated, assuming the null hypothesis is true.

g. The strength of the P-value determines the level of evidence against the null hypothesis. If the P-value is small (below the significance level), it provides strong evidence against the null hypothesis. In this case, a P-value less than 0.05 (assuming significance level α = 0.05) would suggest convincing evidence to support Phoebe's hunch.

h. To construct a 95% confidence interval to estimate the difference in proportions, we use the formula:

Confidence interval = (p1 - p2) ± z * sqrt((p1 * (1 - p1) / n1) + (p2 * (1 - p2) / n2))

where p1 and p2 are the sample proportions, n1 and n2 are the sample sizes, and z is the critical value corresponding to the desired confidence level (in this case, z value for a 95% confidence level).

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INDUCTIVE REASONING uses sample results to make generalization about the population.

The reasoning method that uses sample results to attempt to make generalizations about the population is called "inductive reasoning." In this method, you gather data from a sample and then use it to draw conclusions about the entire population. The steps involved in this process are:
1. Collect a sample from the population.
2. Analyze the sample data to find trends or patterns.
3. Use the trends or patterns observed in the sample to make generalizations about the entire population.

Inductive reasoning is a powerful tool in many fields, including science, statistics, and social sciences, as it allows us to make informed decisions based on limited data. However, it is important to remember that the accuracy of the generalization depends on the quality of the sample and the size of the sample.

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The weight that separates the bottom 5% is approximately 5.02 ounces.

To find the weights that separate the top 5% and the bottom 5%, we need to use the z-score formula and the standard normal distribution table.

First, let's find the z-score for the top 5%. Using the standard normal distribution table, we find that the z-score for the top 5% is approximately 1.645.

Next, we can use the formula z = (x - μ) / σ, where z is the z-score, x is the weight we're trying to find, μ is the mean, and σ is the standard deviation.

For the top 5%, we have:

1.645 = (x - 5.12) / 0.07

Solving for x, we get:

x = 5.12 + 1.645 * 0.07

x ≈ 5.22 ounces

Therefore, the weight that separates the top 5% is approximately 5.22 ounces.

To find the weight that separates the bottom 5%, we use the same process but with a negative z-score. The z-score for the bottom 5% is approximately -1.645.

-1.645 = (x - 5.12) / 0.07

Solving for x, we get:

x = 5.12 - 1.645 * 0.07

x ≈ 5.02 ounces

Therefore, the weight that separates the bottom 5% is approximately 5.02 ounces.

These weights could serve as limits used to identify which components should be rejected. Any component with a weight less than 5.02 ounces or greater than 5.22 ounces should be rejected.

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Answer:

2.9

Step-by-step explanation:

you multipli everithing

Answer:

19,800  

for the second the answer is C and third is D on edge

Answer:

7 inches

Step-by-step explanation:

7 inches

bc area of a square is l^2 and square of 7 is 49.

Since n = 1 is a positive integer for which the proposition is true, then p(1) is true.

Direct Proof:

Assume n is a positive integer.

Show that n²  ≥ n.

Substitute n = 1 into the equation n²  ≥ n

Solve the equation 1² ≥ 1

Show that 1² = 1, and 1 ≥ 1.

Therefore, n² ≥ n is true for n = 1.

This is an example of a direct proof, in which we start by assuming the statement is true for a particular value before using logical processes to demonstrate that it must be true for all values.

Before solving the problem, we made the assumption that n was a positive integer, added n = 1, and then proved that the assertion was accurate for n = 1. This establishes the statement's applicability to all positive numbers.

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The common ratio for infinite geometric series with first term -3/2 and sums twice the common ratio is -1/2.

First keep in mind the common ratio must -1 < r < 1 for geometric series converges.

Common ratio can be calculated using standard formula for infinite geometric series converges which is Sum = a/(1-r) with a as first term and r as common ratio. So,

Since sum is twice the common ratio, so the equation is

2r = a/(1-r)

we can substitute (1-r). So,

2r(1-r) = a

2r-2r^2 = -3/2

we can multiple all by two. So,

4r-4r^2 = -3

0 = 4r^2-4r-3

0 = (2r-3)(2r+1)

So the result is either r = 3/2 or r = -1/2. as previously mentioned above, r result only in -1 < r < 1. So, the result of r = 3/2 is rejected.

Thus, the common ratio is -1/2.

You question is incomplete, but most probably your full question was

An infinite geometric series has first term -3/2 and sums to twice the common ratio. Find the sum of all possible values for the common ratio.

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Answer:

I think the answers are 1 to 1 ,9 to 8 , 10 to7

8x^2-5x-2

method

open bracket

6x^2-2x-3+x^2-3x+1

collect like terms

6x^2+2x^2-3-3x+1

8x^2-3-3x+1

again collect like terms

8x^2-2x-3x-3+1

8x^2-5x-3+1. (-×-=+ addition but keeping sign minus

8x-5x-2. (-×+=-)

Here is an organized list representing the sample space of drawing one letter tile and one number tile: {(A, 1), (A, 2), (A, 3), (B, 1), (B, 2), (B, 3), (C, 1), (C, 2), (C, 3)}

What is a sample space?

In probability theory, sample space refers to the set of all possible outcomes of a random experiment.

For example, if we toss a coin, the sample space would consist of two possible outcomes, heads or tails. Similarly, if we roll a die, the sample space would consist of six possible outcomes, the numbers 1 through 6.

The sample space is an important concept because it allows us to define the probabilities of events. In order to calculate the probability of an event, we divide the number of outcomes that are favorable to the event by the total number of possible outcomes in the sample space.

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Answer:

-2

Step-by-step explanation:

4c-5=2c-9

2c= -4

c= -2

\(\huge\text{Hey there!}\)

\(\large\text{SOLVING FOR THE C-VALUE}\downarrow\)

\(\mathsf{4c - 5 = 2c - 9}\)

\(\large\text{SUBTRACT 2c to BOTH SIDES}\)

\(\mathsf{4c - 5 - \bold{2c} = 2c - 9 - \bf 2c}\)

\(\large\text{SIMPLIFY IT!}\)

\(\mathsf{ 2c - 5= -9}\)

\(\large\text{ADD 5 to BOTH SIDES}\)

\(\mathsf{ 2c - 5 + \bold{5} = -9 + \bf 5}\)

\(\large\text{SIMPLIFY IT!}\)

\(\mathsf{2c = -4}\)

\(\large\text{DIVIDE 2 to BOTH SIDES}\)

\(\mathsf{\dfrac{2c}{\bf 2} = \dfrac{-4}{\bf 2}}\)

\(\large\text{SIMPLIFY IT!}\)

\(\mathsf{c = -2}\)

\(\huge\textbf{Therefore, your answer is: \boxed{\mathsf{c = -2}}}\huge\checkmark\)

\(\huge\text{Good luck on your assignment \& enjoy your day!}\)

~\(\frak{Amphitrite1040:)}\)

Answer:

The answer is: The third option/C

Step-by-step explanation:

Answer:

C?

Step-by-step explanation: so ive got it down to the last two options but im not sure what you want with the F but id just go with C because 12 inches is a foot? and 3 feet is a yard and we talking about feet and inches rn so id go with C?

Answer:It is not possible

Step-by-step explanation: It is not possible because we need 12 plot to solve for an accurate mean but there is only 11 data which is impossible.

Answer:Rounding To Nearest Billion (1000000000) = 0

Step-by-step explanation:

Answer:

5,000,000,000

Step-by-step explanation:

when rounding any number below 5 stays the same.

Shelby's new weekly wage would be £318.50  if she receives a pay increase  of 45p per hour.

What is Shelby's hourly rate based on the  weekly wage of £302.75?

Shelby's hourly rate can be determined as her weekly wage divided by the number of hours spent working per week, in essence, the hourly rate is based on the weekly wage and the number of hours since the total weekly wage can as well be determined as the hourly rate multiplied by the number of hours working per week

hourly rate=weekly wage/hours spent working per week

weekly wage=£302.75

hours spent working per week=35

hourly rate=£302.75/35

hourly rate=£8.65

her new hourly rate=£8.65+£0.45

her new hourly rate=£9.10

new weekly wage=35*£9.10

new weekly wage=£318.50

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Answer:

Hello! answers:

Question 13: 12

Question 14: 18

Question 15: 15

Hope that helps!

For question 13 I found the answer by doing 6 ÷ 2 and 6 ÷ 2 = 3 so I know that 4 will be enlarged by 3 so 4 × 3 = 12 so 12 is the answer for 13

For question 14 I found the answer by using 1 of the sides so I did 24 ÷ 16 and 24 ÷ 16 = 1.5 and 1.5 × 12 = 18 so the answer is 18

For question 15 I did the same thing!

25 ÷ 20 = 1.25 and 1.25 × 12 = 15 so 15 is the answer Hope that helps!

a. The trigonometric identity sin2x/[1 - cos2x] = cotx

b. The trigonometric identity 1 + sin2x = (sinx + cosx)²

Trigonometric identities are mathematical equations that contain trigonometic ratios

a. To verify the trigonometric identity

sin2x/[1 - cos2x] = cotx, we proceed as follows.

To verify the identity, we need to show that Left hand side (L.H.S) equal Right Hand side (R.H.S). So, we proceed as follows

L.H.S = sin2x/[1 - cos2x]

Using the trigonometric identities sin2x = 2sinxcosx and cos2x = cos²x - sin²x, we have that

sin2x/[1 - cos2x] = 2sinxcosx/[1 - cos²x + sin²x]

=  2sinxcosx/[1 - cos²x + sin²x]

= 2sinxcosx/[sin²x + sin²x]     (since  sin²x = 1 -  cos²x)

= 2sinxcosx/2sin²x

= cosx/sinx

= cotx

= R.H.S

Since L.H.S = R.H.S, So,

sin2x/[1 - cos2x] = cotx

b. To verify the trigonometric identity

1 + sin2x = (sinx + cosx)², we proceed as follows.

To verify the identity, we need to show that Left hand side (L.H.S) equal Right Hand side (R.H.S). So, we proceed as follows

L.H.S = 1 + sin2x

Using the trigonometric identities sin2x = 2sinxcosx and sin²x + cos²x = 1, we have that

1 + sin2x = sin²x + cos²x + 2sinxcosx

=   sin²x + 2sinxcosx + cos²x

= [sinx + cosx]²     (since  sin²x + 2sinxcosx + cos²x = [sinx + cosx]²)

= R.H.S

Since L.H.S = R.H.S, So,

1 + sin2x = (sinx + cosx)²

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Answer:

it actually y=1/3x+17/3

Step-by-step explanation:

First of all, remember what the equation of a line is:

y = mx+b

Where:

m is the slope, and

b is the y-intercept

To start, you know what m is; it's just the slope, which you said was 1/3. So you can right away fill in the equation for a line somewhat to read:

y=1/3x+b.

Now, what about b, the y-intercept?

To find b, think about what your (x,y) point means:

(-2,5). When x of the line is -2, y of the line must be 5.

Because you said the line passes through this point, right?

Now, look at our line's equation so far: . b is what we want, the 1/3 is already set and x and y are just two "free variables" sitting there. We can plug anything we want in for x and y here, but we want the equation for the line that specfically passes through the the point (-2,5).

So, why not plug in for x the number -2 and for y the number 5? This will allow us to solve for b for the particular line that passes through the point you gave!.

(-2,5). y=mx+b or 5=1/3 × -2+b, or solving for b: b=5-(1/3)(-2). b=17/3.

The equation of the line that passes through the point (-2,5) with a slope of 1/3

is

y=1/3x+17/3

There's your explanation