Find the surface area. Explain.

In "f(3)", we are told to use an x-value of 3.

Looking at the function, we can either pick a formula that is used when x≤0 or x>0.

Since 3 > 0, we need to use the formula paired with x > 0:

    f(x) = x + 1  if  x>0

So f(3) = 3 + 1 = 4.

The trigonometric ratios for this problem are given as follows:

The three trigonometric ratios are the sine, the cosine and the tangent of an angle, and they are obtained according to the formulas presented as follows:

The hypotenuse for this problem is of 34, and the sides are given as follows:

Hence the trigonometric ratios are given as follows:

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Answer:

4 miles in 1 min

Step-by-step explanation:

The answers probably 1.25

Answer:

Hello!!! Princess Sakura here^^

Step-by-step explanation:

\(\frac{y-y}{x-x}=\frac{14-10}{19-11} =\frac{10}{8} =\frac{5}{4}\)

Answer:

The mean of the sampling distribution of sample means is equal to the population mean, which is 5.3 years.

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Step-by-step explanation:

Answer:

câu này là 500 nhen

Temperature Units Conversion

If the temperature is given as C in degrees celsius, the temperature can be expressed in degrees Fahrenheit with the formula:

We are given the temperature as C=-6 °C, thus:

Answer: A. 21.2°F

Answer:

x=1.8

Step-by-step explanation:

10x + 4 = 22

Subtract 4 from both sides.

10x=18

Divide 10 from both sides.

x=1.8

Hope this helps!

Answer: x = 1.8 or x = 9/5

Step-by-step explanation:

1. Subtract 4 from both sides:

10x + 4 - 4 = 22 -4

2. Simplify:

10x = 18

3. Divide by 10 on both sides:

10x/10 = 18/10

4. Solve:

x = 1.8 or 9/5

Answer:

answer is A $435.20

Step-by-step explanation:

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Answer:

  (b)  g(x) = -f(x+3)

Step-by-step explanation:

The dashed-line graph is a reflection over the x-axis and a left-shift by 3 of the solid-line graph. To reflect the function over the x-axis, negate it.

  f(x) ⇒ -f(x) . . . . reflected over the x-axis

To translate a function to the right horizontally by "h" units, replace x in the function with (x-h). Here, we want a left shift, so h=-3. That is, x is replaced by (x+3).

Both transformations together give you ...

  g(x) = -f(x+3)

Part (a)

Why not? Because we can locate the tallest building without having to gather a sample and computing any statistical values based on the sample data. Note how we have one single building and we're focused on just that building only. We aren't asking anything about a population of buildings. Statistics is the science of trying to measure a population in some way, often through the use of a sample statistic. For example, if we asked "what is the average building height in Chicago, Illinois?", then we would be asking a statistical question. Ideally, we would measure every single building in the city. Of course, that's very time consuming and impractical. So the next best thing is to randomly select a sample of buildings and try to estimate the average height like that.

Once again, we're only focused on one single building and not several. So we don't do the operations of gathering a sample and we aren't doing any statistics here. We're simply measuring the building, or looking up the building height in some records database.

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Part (b)

The population is the set of teenagers. This could be narrowed to just the teens in one specific town, county, or regional area. It doesn't make much sense to extend the population out too far because teens too far away would likely not visit this particular mall in question. Let's say the population is every teen in a certain county. We have a lot of people in this population, so we'll have to gather a sample. Doing a census is too time consuming and expensive. This process of gathering a sample points to this question being a statistical one. We don't know which store is the most popular, but we can get a fairly good idea through the sampling process. It won't be a 100% guarantee that we got the right one considering that again the sample isn't the exact population, but we should get close if we did the sampling right.

Note how the variable in question is a qualitative one. The store names are the categories or names that the teens select in the survey. This data type is nominal and not ordinal, since stores do not have an inherent rank (other than alphabetical but that's not of much importance). Also note that the responses for this random variable are, more or less, random in nature. We simply don't know how the teens will respond assuming we go into this completely blind. It's a good idea to do so to avoid bias. This random nature helps add evidence we have a statistical question here. The random variable value is not set in stone like the tallest building is. Keep in mind that the question for part (a) is asked to refer to a very specific narrow window of time. The same can be said for part (b) as well. Be sure to carefully set up the question and avoid any ambiguity.

To summarize, to answer such a question given to us we would need to gather a sample and compute sample statistics. This is why we have a statistical question here.

The temperature at the bottom of the mountain is 50.9 °C.

Let's work through the given information step by step to find the temperature at the bottom of the mountain.

The temperature in the hotel is 21 °C.

The temperature in the hotel is 26.7 °C warmer than at the top of the mountain.

Let's denote the temperature at the top of the mountain as T_top.

So, the temperature in the hotel can be expressed as T_top + 26.7 °C.

The temperature at the top of the mountain is 3.2 °C colder than at the bottom of the mountain.

Let's denote the temperature at the bottom of the mountain as T_bottom.

So, the temperature at the top of the mountain can be expressed as T_bottom - 3.2 °C.

Now, let's combine the information we have:

T_top + 26.7 °C = T_bottom - 3.2 °C

To find the temperature at the bottom of the mountain (T_bottom), we need to isolate it on one side of the equation. Let's do the calculations:

T_bottom = T_top + 26.7 °C + 3.2 °C

T_bottom = T_top + 29.9 °C

Since we know that the temperature in the hotel is 21 °C, we can substitute T_top with 21 °C:

T_bottom = 21 °C + 29.9 °C

T_bottom = 50.9 °C

Therefore, the temperature at the bottom of the mountain is 50.9 °C.

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Answer:

y = sec(x-2) - 1

Step-by-step explanation:

We can determine the graph is of a secant by the repeating parabolas. From there, graph sec(x) and add the transformations necessary to replicate the graph.

Answer: 300a^3cb

Step-by-step explanation:

\($$Simplify the following:$$15 \times 4 \times 5 a^{2} c a b$$$$\begin{aligned}&15 a^{2} \times 4 c \times 5 a b=15 a^{2+1} \times 4 c \times 5 b: \\ \\&15 \times 4 \times 5 a^{2+1} c b\end{aligned}$$$$\begin{aligned}&2+1=3 \\ \\&15 \times 4 \times 5 a^{3} c b \end{aligned}$$$$\begin{aligned}&15 \times 4=60 \\ \\&60 \times 5 a^{3} c b\end{aligned}$$$$60 \times 5=300$$Answer:$$300 a^{3} c b$$\)

The length of side CB to one decimal place is 89.3.

To find the length of side CB in the given triangle, we can use the sine rule. The sine rule states that in a triangle, the ratio of the length of a side to the sine of its opposite angle is constant.

In this case, we have the angle C as 53° and the side opposite to it, side CB, as the unknown. Let's denote the length of side CB as x.

According to the sine rule:

sin(C) / x = sin(A) / AB

We know that angle A is 37° and AB is 120 units. Plugging in the values:

sin(53°) / x = sin(37°) / 120

To find x, we can rearrange the equation:

x = (120 * sin(53°)) / sin(37°)

Calculating this expression gives us:

x ≈ 89.32

Rounding this value to one decimal place, the length of side CB is approximately 89.3.

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Answer:

a = 4

Step-by-step explanation:

5a - 15 + 9a = 3a + 29

14a - 15 = 3a + 29

11a - 15 = 29

11a = 44

a = 4

Using it's concept, it is found that there is a 0.8 = 80% probability that the learner is a senior or a male.

A probability is given by the number of desired outcomes divided by the number of total outcomes.

In this problem, there is a total of 6 + 4 + 5 = 15 students. Of those, there are 6 seniors, and 6 male non-seniors, hence there are 12 desired outcomes, and the probability is given by:

p = 12/15 = 0.8 = 80%.

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Answer:

392

Step-by-step explanation:

1 cm = 10 mm. Length of book : 28 cm. Length of book = 280 mm. This shows that measurements in mm are the same but look to have a higher number .

The conversion factor provided states that 1 cm is equal to 10 mm, which means that 1 cm is made up of 10 individual millimeters.

The length of my book in when measured in millimeters is 280 mm.

In centimeters, this is therefore:

= 280 mm / 10 cm /mm

= 28 cm

Although the numerical value appears higher when expressed in millimeters, it is important to note that the actual length of the book remains the same.

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Answer:

quotient less than the dividend​

Step-by-step explanation:

In this equation:

Dividend = 3/5

Divisor = 3 and

Quotient = 1/5

The question asks you to compare 3/5 to 1/5 and 3/5 is larger therefore the quotient less than the dividend​.

A mean is an arithmetic average of a set of observations. The average cost of ten classes is $14.

A mean is an arithmetic average of a set of observations. it is given by the formula,

Mean = (Sum of observations)/Number of observations

Given that there is a $40 initiation fee. It costs an additional $10 for every spinning class you attend. Therefore, the Cost of ten classes is,

Cost of ten classes = Fixed cost + Varible cost

                                = $40 + $10(10)

                                = $40 + $100

                                = $140

Now, the average cost of ten classes can be written as,

Average cost = Cost of ten classes / Number of classes

                      = $140 / 10

                      =$14

Hence, the average cost of ten classes is $14.

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Answer:

The equation of the line that passes through the point (-6,8) and has a slope of -5/3 is y = (-5/3)x - 2.

Step-by-step explanation:

The equation of a line in slope-intercept form is y = mx + b, where m is the slope and b is the y-intercept.

We have the point (-6,8) and a slope of -5/3.

Step 1: Use the point-slope formula to find the equation of the line in point-slope form.

y - y1 = m(x - x1)

where x1 and y1 are the coordinates of the given point.

y - 8 = (-5/3)(x - (-6))

Simplify this equation:

y - 8 = (-5/3)(x + 6)

Step 2: Convert the equation to slope-intercept form.

Distribute (-5/3) to get:

y - 8 = (-5/3)x - 10

Add 8 to both sides:

y = (-5/3)x - 2

This is the equation of the line in slope-intercept form. Therefore, the equation of the line that passes through the point (-6,8) and has a slope of -5/3 is y = (-5/3)x - 2.

Answer:

It has been proven from the explanation.

Step-by-step explanation:

If we assume that the real number x is greater than 0. Now, If on the contrary, a is less than 0, we can make the argument that;

Let us make n to be a natural number and m = m(n) to be the largest positive integer in such a way that;

m/n < x

Thus, (m+1)/n ≥ x and finally;

|x - m/n| < 1/n

If r_n = m/n. It will be easy to show from the definition of limits that the sequence (r_n) has limit x.

From earlier where we assumed that x > 0, the numbers that will be obtained by truncating the decimal expansion of "x" at the n-th place will be rational, and clearly have the limit "x". Although it implies we are now assuming every real number will have a decimal expansion.

Answer: x = ⅓ or 5

Step-by-step explanation:

From the quadratic equation, we are asked to find the root of the equation. Therefore, we may use any of the methods.

Here I am using grouping method.

3x² - 16x + 15 = 0

3x² - 15x -x + 15 = 0, we now factorize

3x( x - 5 ) - ( x - 5 ) = 0, we now collect like terms.

( 3x - 1 )( x - 5 ) = 0

Now to find x, we equate each in brackets to zero and then solve.

3x - 1 = 0

x = ⅓ , and if

x - 5 = 0

x = 5, .

Now , the solution of the equation will be

x = ⅓ or 5

Answer:

-18

Step-by-step explanation:

Hope This Helps :)

Answer:

correct

Step-by-step explanation:

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Answer:

{ -6, -4, -2}

Step-by-step explanation:

Since x > - 8, x can be any number greater than - 8.

x = -7, -6, -5, -4,...

BUT, it can't be equal because it's not using this sign \(\geq\)

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1. { -10, -8, -6} can't be an inequality of x because it has -10, -8.

2.{ -8, 0, 8} can't be an inequality of x because of -8.

3.{ -9, 1, 7} can't be an inequality of x because -9 isn't greater than x.