find the area enclosed by the line y = x − 4 and the parabola y2 = 2x 40.

Answer:

80°=x°[by alternate exterior angle]

Answer:

x = 80⁰

Step-by-step explanation:

Because x is an alternate exterior angle.

all alternate exterior angles are equal to each other.

Answer:

f(x)=2x-3, substitute the expression for g(x) in f(x)

f(x) = 2(x^2 + 1) - 3

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

f(x) = 2x^2 - 1

On solving the provided question, we can say that from given information that - rhombus has four congruent sides, exactly two pairs of congruent opposite angles, and its diagonals are perpendicular

Rhombuses are quadrilaterals with all four sides being equal in Euclidean plane geometry. Equilateral triangles are rectangles with equal-length sides, also known as equilateral quadrilaterals. By definition, a square is also a rhombus as a rhombus is a quadrilateral with four congruent sides. Greek word rhómbos, which meaning "spinning top," is the source of the English term "rhombus." Its meaning is "bull form," as in the animal's shape. This results in a loud noise and the object attached to the string spinning.

Only two quadrilaterals—the square and rhombus—have four congruent sides among all quadrilaterals. At this point, the square has only right angles, but the rhombus has one opposing pair of obtuse angles. Rhombus is the solution, thus.

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The set of real numbers includes both rational and irrational numbers.


1. Real numbers: Real numbers include all rational and irrational numbers. They can be represented on a number line and are not limited to whole numbers or integers.

2. Rational numbers: Rational numbers are numbers that can be expressed as a fraction or a ratio of two integers. They can be written in the form a/b, where a and b are integers and b is not equal to 0. For example, 3/4, -2/5, and 0.6 are all rational numbers.

3. Irrational numbers: Irrational numbers are numbers that cannot be expressed as a fraction or a ratio of two integers. They cannot be written in the form a/b. Examples of irrational numbers include √2, π (pi), and e.

Therefore, the set of real numbers includes both rational and irrational numbers.

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1. My friend took his master's degree in Spain :- Simple

2. Roses are red, but violets are blue. :- Compound

3. You are entitled to a 30% discount if you are a member.:- Compound

4. Boel was on time, but Tom was late.:- Compound

5. Either he watches a niovie or dines with his friends.:- Compound

6. If it is an acute angle, then it has less than 90.:- Simple

A simple sentence consists of just one clause. And it is consist of a subject and a verb.

A simple sentence has the most basic elements that make it a sentence: a subject, a verb, and a completes thought.

A compound sentence is made up of two or more independent clauses.

This compound sentence consist of two simple clauses connected by the coordinating conjunction 'and'.

Two independent clauses need to be connected with a coordinating conjunction or separated with a full stop or semicolon.

A simple sentence can also be refereed to as an independent clause.

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Answer:

4

Step-by-step explanation:

Simplify the radical by breaking the radical up into a product of known factors, assuming positive real numbers.

Answer:

According to the name of the article and personal experience i would have to say yes they do.

Step-by-step explanation:

1. They contribute to violence because some times they will make you Extremely mad and want to hurt someone or some thing

2. It depends on the type of game some violent game will make you want to copy whats in the game or what happens in the game (Example: Your character beats up or shoots someone you'll sometime pretend to do that IRL)

3. They are addicting and some times even controlling they tempt you to do things including violence.

And those are 3 reasons why violence contribute to playing video games!!

Hope this helped!!! :D

Answer:

After reading the article "Do Video Games Make People Violent" I can conclude that video games can make children more violent. An study released by the Oxford Internet Institute last year suggested frustration at being unable to play a game was more likely to bring out aggressive behaviour than the content of the game itself.   In another study violent video games could be often associated with behaviour problems. In addition one of the students who carried out the Columbine High School massacre in 1999 used a gun he called "Arlene" - allegedly after a character in a novel inspired by the computer game Doom.  In conclusion the research all adds up to one answer, video games resemble a consistent relation between violent video game use and increases in aggressive behaviour, aggressive cognitions and aggressive affect, and decreases in pro-social behaviour, empathy and sensitivity to aggression.

The simplified form of the expression (2⁴)⁻¹ is 1/2⁴ (one over two raised to the power of four).

The integers exponents are the exponents that should be an integer. It can be either a positive integer or a negative integer. In this, the positive integer exponents describe how many times the base number should be multiplied by itself.

An expression or mathematical expression is a finite combination of symbols that is well-formed according to rules that depend on the context.

It is given that the expression is (2⁴)⁻¹

Now,

using the integer exponent properties,

=> (2⁴)⁻¹  

=> (2)⁴* ⁻¹

=> (2)⁻⁴

=> 1/2⁴

Therefore, the answer is 1/2⁴ (one over two raised to the power of four) derived using the properties of integer exponents.

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The probability of a radiation measurement of 599 or higher from a mountain known to have terrorists, assuming no nuclear danger, is about 0.0668.

We are given that the radiation levels observed by the satellite are normally distributed with a mean of 490 and a variance of 2916. We want to find the probability of a random radiation measurement being 599 or higher, assuming there is no nuclear danger.

First, we need to standardize the radiation level of 599 using the formula:

z = (x - mu) / sigma

where x is the radiation level, mu is the mean, and sigma is the standard deviation. Substituting the values we have:

z = (599 - 490) / √(2916) = 1.5

Now, we can use a standard normal distribution table or calculator to find the probability of a z-score of 1.5 or higher. The table or calculator will give us the area under the standard normal curve to the right of 1.5.

Using a calculator, we can find this probability as follows:

P(Z > 1.5) = 0.0668 (rounded to four decimal places)

Therefore, the probability of a random radiation measurement being 599 or higher is approximately 0.0668, assuming there is no nuclear danger.

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Answer

Step-by-step explanation:

Step-by-step explanation:

<_________-9_________>

this way

<less than

>greater than

your welcome gimme points

The number of oranges that  Carlos bought is n - 8. n is variable.

What is an expression?

Mathematical expressions consist of at least two numbers or variables, at least one math operation, and a sentence. It's possible to multiply, divide, add, or subtract with this mathematical operation. An expression's structure is as follows: Expression: (Math Operator, Number/Variable, Math Operator).

The alphabetic character that expresses a numerical value or a number is known as a variable in mathematics. A variable is used to represent an unknown quantity in algebraic equations.

Any alphabet from a to z can be used for these variables. Most frequently, the variables "a," "b," "c," "x," "y," and "z" are used in equations.

Given that Frank bought n oranges. Carlos bought 8 fewer oranges than Frank.

The number of oranges that Frank bought is more than the number of oranges that Carlos.

The number of oranges that Carlos bought is n - 8.

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Answer:

b just took the test and i put c trust me it is b

Step-by-step explanation:

Step-by-step explanation:

\(23 - 7x = 3x + 8 \\ - 7x - 3x = 8 - 23 \\ - 10x = - 15 \\ - 10x = - 15 \\ - 10 \: \: \: \: \: \: \: \: \: \: \: \: - 10 \\ x = \frac{15}{10 \\ } \\ x = 1.5\)

The value of the Equation 23 - 7x = 3x + 8 is x = 3.1

A mathematical statement that shows that two mathematical expressions are equal.

Given an equation, 23 - 7x = 3x + 8

7x + 3x = 23 + 8

10x = 31

x = 3.1

Hence, The value of the Equation 23 - 7x = 3x + 8 is x = 3.1

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Answer:

Step-by-step explanation:

To calculate the time it will take a car to travel 140km at an average speed of 35km/h, we can use the formula:

time = distance ÷ speed

Plugging in the given values, we get:

time = 140km ÷ 35km/h

time = 4 hours

Therefore, it will take a car 4 hours to travel 140km at an average speed of 35km/h.

Answer:

ㅤ

Car will take 4 hours

ㅤ

Step-by-step explanation:

ㅤ

\(\large{\blue{\star} \: {\underline{\boxed{\pmb{\tt{Time = \dfrac{Distance}{Speed}}}}}}}\)

ㅤ

\(\large{\leadsto{\sf{Given_{(Distance)} = 140 \: km}}}\)

ㅤ

\(\large{\leadsto{\sf{Given_{(Speed)} = 35 \: km/hr}}}\)

ㅤ

\(\large{\underline{\underline{\sf{Applying \: Formula:-}}}}\)

ㅤ

\(\large{\leadsto{\sf{Required_{(Time)} = \bigg(\dfrac{\cancel{140}}{\cancel{35}}\bigg)} \: hr}}\)

ㅤ

\(\large{\purple{\boxed{\leadsto{\sf{Required_{(Time)} = 4 \: hr}}}}}\)

ㅤ

━━━━━━━━━━━━━━━━━━━━━━

\(\star \: {\large{\underline{\underline{\pink{\mathfrak{More:-}}}}}} \: \star\)

ㅤ

\(\large{\dashrightarrow{\sf{Time = \dfrac{Distance}{Speed}}}}\)

ㅤ

\(\large{\dashrightarrow{\sf{Speed = \dfrac{Distance}{Time}}}}\)

ㅤ

\(\large{\dashrightarrow{\sf{Distance = Speed \times Time}}}\)

Answer:

The slope is -3/2

Step-by-step explanation:

Hope this helped have a good day!

The values of a and b that make the system of equations have no solution are when a = 3 and b ≠ -2.

To determine when this system of equations has no solution, we will examine the properties of these two lines. A system of equations with no solution occurs when the lines are parallel and do not intersect.

Step 1: Identify the slopes of the lines.
For the first equation, y = 3x - 2, the slope (m1) is 3.
For the second equation, y = ax + b, the slope (m2) is a.

Step 2: Determine the conditions for parallel lines.
Parallel lines have equal slopes, so m1 = m2. In this case, 3 = a.

Step 3: Check the y-intercepts.
For the first equation, the y-intercept is -2.
For the second equation, the y-intercept is b.

Step 4: Determine the conditions for non-intersecting lines.
Non-intersecting parallel lines have different y-intercepts. In this case, -2 ≠ b.

So, for the system of equations to have no solution, the values of a and b must be a = 3 and b ≠ -2.

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a. ∣3A∣ = -243. b. If A is invertible, ∣A⁻¹∣ is the reciprocal of ∣A∣; otherwise, ∣A⁻¹∣ = 0.   c. ∣3A⁻¹∣ = 3³ * ∣A⁻¹∣  d. Calculate (3A)⁻¹ and find its determinant. e. The sequence {aₙ} = (3ⁿ) is bounded below by 3 (M = 3).

We are asked to find:

a. ∣3A∣

b. ∣A⁻¹∣

c. ∣3A⁻¹∣

d. ∣(3A)⁻¹∣

e. Whether the sequence {aₙ} = (3ⁿ) is bounded below by 3.

a. To find ∣3A∣, we multiply each element of A by 3 and calculate the determinant of the resulting matrix. If the given matrix has a determinant of -9, then ∣3A∣ = 3³*(-9) = -243.

b. To find ∣A⁻¹∣, we need to calculate the inverse of A and then find the determinant of the inverse matrix. If A is invertible, the determinant of A⁻¹ will be the reciprocal of the determinant of A. However, if A is not invertible, A⁻¹ does not exist, and ∣A⁻¹∣ will be zero.

c. ∣3A⁻¹∣ can be calculated by multiplying the determinant of 3A⁻¹ by 3 raised to the power of the matrix dimension. Since A is a 3x3 matrix, ∣3A⁻¹∣ = 3³*∣A⁻¹∣.

d. To find ∣(3A)⁻¹∣, we first calculate (3A)⁻¹, which is the inverse of the matrix 3A. Then we find the determinant of the inverse matrix.

e. To show that the sequence {aₙ} = (3ⁿ) is bounded below by 3, we need to demonstrate that there exists a positive constant M such that aₙ ≥ M for all n ≥ 1. In this case, since aₙ = 3ⁿ and 3ⁿ ≥ 3 for all n ≥ 1, we can choose M = 3 as our constant, proving that the sequence is bounded below by 3.

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a.  |3A| = 0. b. The determinant of \(A^(-1)\) is undefined. c. Since \(A^(-1)\)does not exist, this determinant is also undefined. d.  \(||(3A)^(-1)|| = 1\)

e.\(||(3.A)^(-1)|| = 1.\)

To solve the given problems, let's first identify the matrix A based on the determinant equation:

| a  d  g |

| b  e  h |

| c  f  f |

From the given determinant equation, we can equate it to -9:

|-9  -9  -9 |

|-9  -9  -9 |

|-9  -9  -9 |

We can observe that each element of the matrix is -9. Therefore, matrix A is:

| -9  -9  -9 |

| -9  -9  -9 |

| -9  -9  -9 |

Now let's solve the problems:

a. |3A| is the determinant of the matrix obtained by multiplying each element of A by 3:

|3A| = | 3*(-9)  3*(-9)  3*(-9) |

         | 3*(-9)  3*(-9)  3*(-9) |

         | 3*(-9)  3*(-9)  3*(-9) |

Simplifying:

|3A| = |-27  -27  -27 |

        |-27  -27  -27 |

        |-27  -27  -27 |

Taking the determinant of this matrix:

|3A| = (-27)*((-27)*(-27)*(-27)) - (-27)*((-27)*(-27)*(-27))

        = 0

Therefore, |3A| = 0.

b. \(||A^(-1)||\) is the determinant of the inverse of matrix A. Since A consists of all the same elements (-9), it is not invertible. In other words, \(A^(-1)\)does not exist, so the determinant of \(A^(-1)\) is undefined.

c.\(||3A^(-1)||\) is the determinant of the matrix obtained by multiplying each element of \(A^(-1)\) by 3. However, since \(A^(-1)\)does not exist, this determinant is also undefined.

d. \(||(3A)^(-1)||\) is the determinant of the inverse of the matrix (3A). We can first find (3A) and then calculate its inverse:

(3A) = 3 * A = 3 * |-9  -9  -9 |

                         |-9  -9  -9 |

                         |-9  -9  -9 |

Multiplying each element of A by 3:

(3A) = |-27  -27  -27 |

        |-27  -27  -27 |

        |-27  -27  -27 |

To find the inverse of (3A), we need to divide each element by -27:

\((3A)^(-1) = |1 1 1 |\)

                  |1  1  1 |

                  |1  1  1 |

Since each element of \((3A)^(-1)\) is 1, the determinant of (3A)^(-1) is 1.

Therefore\(, ||(3A)^(-1)|| = 1\)

e. Since \((3A)^(-1) = (3 * A)^(-1)\), we have already calculated its determinant in part d. Therefore, \(||(3.A)^(-1)|| = 1.\)

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Given  ∣ ∣ ​ a d g ​ b e h ​ c f f ​ ∣ ∣ ​  =−9 Find: a. (1 pts) ∣3A∣ b. (2 pts)  ∣ ∣ ​  A  −1 ∣ ∣ ​  c. (2pts)  ∣ ∣ ​  3A  −1 ∣ ∣ ​  d. (2 pts)  ∣ ∣ ​  (3.A)  −1 ∣ ∣ ​  e. (2pts)

Step-by-step explanation:

you did not show us the graph, and your problem description is a bit gibberish - I am sure there are some important parts missing.

therefore it is impossible to answer this.

Answer:

A my dude. good luck!!!!!

Answer:

A

Step-by-step explanation:

AC = 5

DF = 15

5 x 3 = 15

BC = 3

EF = 9

3 x 3 = 9

Do you see the pattern? So as you can see the difference between Triangle ABC and DEF is the multiply/divide 3 so if you want to find DE then you should set it up as:

\(\frac{4}{3}\) = \(\frac{DE}{9}\)  and to check if its right if you solve it you get \(\frac{4}{3}\) = \(\frac{12}{9}\)

and as you see \(\frac{12}{9}\) and \(\frac{4}{3}\) are literally the same thing just you need to simplify \(\frac{12}{9}\)

In the given problem, a clinical psychologist wanted to compare the effectiveness of three treatment approaches for depression; cognitive-behavioral therapy (CBT), interpersonal therapy (ITP), and pharmacological therapy (MEDS). ANOVA table is shown below.

Source df SS MS F P Between 2 450.50 225.25 5.08 0.023

Within 36 1593.50 44.27 Total 38 2044.00 Calculations:We have 3 groups and the total sample size is 39. Therefore, the degrees of freedom for between groups (k) and within groups (N-k) will be 2 and 36 respectively. To calculate the sum of squares within the groups, use the following formula:  

within = ∑ (Xi - X¯j)²

Now, use the ANOVA formula to calculate the Decision rule.

Reject the null hypothesis if the obtained value of F is greater than the critical value. Otherwise, accept the null hypothesis.Conclusion:Since the p-value is less than the level of significance, we can reject the null hypothesis. The results of the ANOVA indicate that there are mean differences in depression inventory scores after 1 month of treatment. Moreover, we can use the post-hoc tests to determine which group(s) differ.

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The final answer of the given expression and proved that it equals cos 2u using the Pythagorean Identity.

Given expression is sec u cos u - sin²u.

We have to prove it equals to cos 2u.

The trigonometric identity to convert sec u into cos u is;

cos u = 1/sec u

Therefore, the expression becomes,

sec u cos u - sin²u = cos u/sec u - sin²u

= cos u/(cos²u) - sin²u

= cos u - sin²u cos u

Now, we have to convert sin²u into cos 2u.

The formula for the cos 2u is,

cos 2u = cos²u - sin²u

So, we will use the Even-Odd identity to convert sin²u into cos 2u.

Even-Odd Identities:

sin (-x) = -sin x

cos (-x) = cos x

Let's put -u instead of u,

cos 2u = cos²(-u) - sin²(-u)

From the Even-Odd identity, we get,

cos 2u = cos²u - (-sin²u)

Therefore, cos 2u = cos²u + sin²u

Now substitute the value of cos 2u into the equation,

cos u - sin²u cos u = cos 2u

cos u - sin²u cos u = cos²u + sin²u

cos u - sin²u cos u = 1

cos u - cos 2u = 1

Therefore, the answer is D. Pythagorean Identity.

Thus, we have obtained the final answer of the given expression and proved that it equals cos 2u.

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The points on the graph the line y = 5 (x - 2) + 4 are;

⇒ (0, - 6) (1.2 , 0) (2, 4) , ...

And, The Graph of the line is shown on the figure.

What is Equation of line?

The equation of line in point-slope form passing through the points

(x₁ , y₁) and (x₂, y₂) with slope m is defined as;

⇒ y - y₁ = m (x - x₁)

Where, m = (y₂ - y₁) / (x₂ - x₁)

Given that;

The graph of the line is,

⇒ y =  5 (x - 2) + 4

Now,

Find the points of the graph as;

⇒ y =  5 (x - 2) + 4

Put x = 0,

⇒ y =  5 (0 - 2) + 4

⇒ y =  - 10 + 4

⇒ y =  - 6

So, The point = (0, - 6)

⇒ y =  5 (x - 2) + 4

Put y = 0,

⇒ 0 =  5 (x - 2) + 4

⇒ 5 (x - 2) = - 4

⇒ x - 2 = - 4/5

⇒ x = - 4/5 + 2

⇒ x = 6/5

⇒ x = 1.2

So, The point = (1.2, 0)

⇒ y =  5 (x - 2) + 4

Put x = 2,

⇒ y =  5 (2 - 2) + 4

⇒ y =  0 + 4

⇒ y =  4

So, The point = (2, 4)

Thus, The points on the graph the line y = 5 (x - 2) + 4 are;

⇒ (0, - 6) ( 1.2, 0) (2, 4)

Therefore, The points on the graph the line y = 5 (x - 2) + 4 are;

⇒ (0, - 6) (1.2 , 0) (2, 4) , ...

And, The Graph of the line is shown on the figure.

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Answer:

1

Step-by-step explanation:

The equation to represent this would be (1 - (1 / 3)) / 2

1 - (1 / 3) = 2 / 3

2 / 3 / 2 = 1 / 3

Answer:

Half of the perimeter is 300 feet.

If 100 feet are in the width, then 200 feet are in the length

Step-by-step explanation:

Perimeter is the sum of the lengths and the widths of the rectangle.

So P= l + l + w + w

perimeter is 600 and the width is 100.

so substituting in

600= 100 + 100 + l + l

600 = 200 + 2 l

solve for l

l = 200

hope this helps

Answer:

150 feet

Step-by-step explanation:

Length of playground = L + L + B + B

600 = 100 + 100 + 2L

600 = 200 + 2L

600 - 200 = 2L

300 = 2L

L = 300/2

L = 150

Therefore, the length of the playground is 150 feet.

Answer:

k = 27/5

Step-by-step explanation:

Divide 5 on bot sides

5k/5 = 27/5

k= 27/5

so, k = 27/5 OR 5.4

Answer:

A prism is a three-dimensional shape with two congruent and parallel polygonal bases connected by parallelogram-shaped sides. The base shape can vary, so a prism can have rectangular, triangular, or other polygonal bases. When you search up a prism on the Internet, the first result that appears is a rectangular prism. We cannot provide much help without further elaboration, as all of the answers are types of prisms.

Answer:

Prisms can be both triangle and rectangle. if you can't circle or choose 2 answers then you should've been given a picture. hope it helps

To determine the number you thought of, let's work backward from the given result of 156. We determined that the number you thought of was 490.

By following the steps in reverse order, we can calculate the original number. We start with the given result of 156. To reverse the subtraction, we add 7 18 to it, which gives us 8 7 4. Moving further, to reverse the division, we multiply 8 7 4 by 1 1 5, resulting in 1 0 0 5 6 0. Now, to reverse the multiplication, we divide 1 0 0 5 6 0 by 2 1 2, yielding 4 9 0. Hence, the number you initially thought of was 4 9 0.

In summary, by working backward from the given result of 156, we determined that the number you thought of was 490.

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Answer:

$25 per hour

Step-by-step explanation:

In order to find how much she makes per hour, you need to divide 200 by 8 which gets you 25. This resembles the amount she makes per hour.

Answer:

D. -10000

Step-by-step explanation:

you really need to copy or type the question better.

I can only assume what you really mean.

I guess, you want to say that F(x) = 1/(x+1)

when the value for x gets close to -1, the whole expression gets close to 1/0, which would bring numbers with larger and larger absolute values, leading to infinity.

you also did not say from what direction we are getting closer to -1.

we could come from -2 and move closer and closer to -1.

in this case (x+1) would always be smaller than 0 (negative sign).

or we could come from +1 and then 0 and move towards -1, in which case (x+1) would airways be bigger than 0 (positive sign).

anyway, when being closer and closer to -1, the absolute value of the resulting functional values will get bigger and bigger.

the only answer option with a larger absolute value is D (-10000).

so, that had to be the solution, and it also means that we are coming from -2 to -1, and the sign is negative.