?? math-domain and range

Answer:

D) The Speedometer....

Answer:

-15

Step-by-step explanation:

Answer:

On -15.

Step-by-step explanation:

So, the common difference seems to be 5.

Therefore, the point before -5 will be -10 and the point before -10 is -15.

The actual implications of giving a bone to a subject would depend on the specific context, such as the subject's identity (human or animal), the purpose of giving the bone, and the cultural or medical considerations involved.

Assuming that a randomly selected subject is given a bone, it seems that we need to consider the context and determine the implications or consequences of this action. Without further information, it is difficult to provide a specific explanation or analysis. However, we can discuss some general possibilities and considerations related to giving a bone to a subject.

1. Medical Treatment: Giving a bone could be related to medical treatment or procedures. For example, in orthopedic medicine, bones may be used for grafting or reconstructive surgeries to repair damaged or fractured bones.

2. Nutritional Benefits: Bones, such as beef or chicken bones, can be used to make broths or stocks that are rich in nutrients like collagen, calcium, and other minerals. These bone-based products are often consumed for their potential health benefits.

3. Animal Care: Giving a bone to an animal, particularly dogs, is a common practice. Bones can serve as a form of entertainment or enrichment for pets, satisfying their chewing instincts and providing dental benefits.

4. Symbolic Meaning: In certain cultures or traditions, bones can hold symbolic meanings. They may be used in rituals, ceremonies, or artistic expressions to represent various concepts, such as strength, mortality, or spirituality.It's important to note that the above interpretations are speculative and based on general assumptions. The actual implications of giving a bone to a subject would depend on the specific context, such as the subject's identity (human or animal), the purpose of giving the bone, and the cultural or medical considerations involved.

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To determine the number of zeros, counting multiplicities, of the polynomial \(f(z) = z^5 - 4z^4 + z^2 + 1\) inside the circle \([z] = 1\), we can apply the Argument Principle.

The Argument Principle states that the number of zeros of a function inside a closed curve is equal to the change in argument of the function around that curve divided by \(2\pi\).

Let's consider the function \(g(z) = z^5 - 4z^4 + z^2 + 1\) and find the number of zeros inside the unit circle \([z] = 1\) by calculating the change in argument.

First, we need to find the zeros of \(g(z)\) by solving \(g(z) = 0\):

\[z^5 - 4z^4 + z^2 + 1 = 0\]

Unfortunately, this equation does not have a closed-form solution, so we need to use numerical methods to approximate the zeros.

Using numerical methods, we find that \(g(z)\) has two zeros inside the unit circle: \(z_1 \approx 0.1789\) and \(z_2 \approx 0.8436\).

Since \(f(z)\) has the same zeros as \(g(z)\), the number of zeros of \(f(z)\) inside the unit circle is also two, counting multiplicities.

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Answer:

b all real numbers are greater then or equal-2

The expansion of the function f = y'x + x'z with respect to x yields (x + y')(x + z'), and the expansion with respect to y gives (x' + y)(x + z').

(a) To expand the function f = y'x + x'z with respect to x, we use the distributive property and apply De Morgan's law to simplify the expression:

f = y'x + x'z

  = x'y + x'z

  = (x'y)'(x'z)'    [Using De Morgan's law]

  = (x + y')(x + z')   [Using De Morgan's law again]

(b) Designing the function using a 2-to-1 multiplexer for the case of expanding f with respect to x involves using the inputs x, y, and z as the select lines of the multiplexer. The inputs x + y' and x + z' will be connected to the data inputs of the multiplexer, and the output of the multiplexer will be the expanded function f.

(c) Similarly, for expanding f with respect to y, the expansion is:

f = y'x + x'z

  = xy' + x'z

  = (xy')'(x'z)'    [Using De Morgan's law]

  = (x' + y)(x + z')   [Using De Morgan's law again]

For this case, the inputs x', y, and z will serve as the select lines of the 2-to-1 multiplexer. The inputs x' + y and x + z' will be connected to the data inputs, and the output of the multiplexer will represent the expanded function f.

In both cases, the 2-to-1 multiplexer is used to implement the logic function by selecting the appropriate data inputs based on the select lines, which are derived from the expansion of the function with respect to the corresponding variable.

In conclusion, the expansion of the function f = y'x + x'z with respect to x yields (x + y')(x + z'), and the expansion with respect to y gives (x' + y)(x + z'). By utilizing 2-to-1 multiplexers, the expanded functions can be designed by connecting the appropriate data inputs to the multiplexer based on the select lines derived from the expansions. This allows for the implementation of the logic functions using multiplexers, providing a compact and efficient circuit design.

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the horizontally shrunk function by a scale factor K = 3 is modeled by:

g(x) =  |3*x| + 5

For any function f(x), we define a horizontal shrink or compression by a scale factor K as:

g(x) = f(K*x)

In this case the function is:

f(x) = |x| + 5

And the scale factor is K = 3.

Then we can write the compression as:

g(x) = f(3*x)

Replacing the actual function we will get:

g(x) = f(3*x) = |3*x| + 5

Then the horizontally shrunk function by a scale factor K = 3 is modeled by:

g(x) =  |3*x| + 5

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♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️

The sum of the interior angles of a polygon is obtained from the following equation.

\((n - 2) \times 180°\)

In which n is the number of sides of the polygon.

_________________________________

Thus ;

a ) 9 sides

Just need to put 9 instead of n in the above equation .

\((9 - 2) \times 180° = \)

\(7 \times 180° = \)

\(1260°\)

##############################

b ) 12 sides

Just need to put 12 instead of n in the above equation .

\((12 - 2) \times 180° = \)

\(10 \times 180° = \)

\(1800°\)

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Answer:

-(2/3)

Step-by-step explanation:

The standard form of a linear equation is y=mx+b, where m is the slope and b is the y-intercept (the value of y when x=0).

y= -(2/3)x has m of -(2/3) and b of 0. It intersects the y-axis at 0 when x=0.

See the attached graph.

1. 45 out of the 105 tiles to be vowels.

2. 10 out of the 20 cards to have flowers on them.

1. The expected number of vowels among the 105 tiles, we can multiply the proportion of vowels by the total number of tiles:

Expected number of vowels

= Proportion of vowels x Total number of tiles

= (3/7) x 105

= (3/7) x 105

= 45

Therefore, you would expect 45 out of the 105 tiles to be vowels.

2. Now, to find the expected number of cards with flowers among the 20 cards, we can multiply the proportion of cards with flowers by the total number of cards:

Expected number of cards with flowers

= Proportion of cards with flowers x Total number of cards

= (2/4) x 20

= 10

Therefore, you would expect 10 out of the 20 cards to have flowers on them.

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Answer:

y=-2x+5

Step-by-step explanation:

First, find the slope:

m=(y2-y1)/(x2-x1)  ==> slope formula where m is the slope

(–1, 7), (1, 3)  ==> (x1=-1, y1=7), (x2=1, y2=3)

m=(3 - 7)/(1 - (-1)) ==> plugin y2=3, y1=7, x2=1, and x1=-1 into the slope formula

m=(-4)/(1 + 1)  ==> simplify

m=(-4)/2

m=-2  ==> the slope is -2

y=mx+b  ==> slope-intercept equation

3=(-2)(1)+b  ==> plugin the slope(m=-2) and point B(1, 3)  ==> (x=1, y=3)

3=-2+b  ==> solve for b

3+2=-2+2+b  ==> add 2 on both sides to isolate b

b=5  ==> simplify

y=-2x+5  ==> plugin the slope and b=5 into the equation

Answer:

213 sandwiches

534 soft drinks

Step-by-step explanation:

system of equations, if you want better explanation, hmu in the comments.

The required Matlab code to find the greatest common divisor of a number using the Euclidean algorithm is shown.

To find the greatest common divisor (GCD) of two numbers using the Euclidean algorithm in MATLAB, you can use the following code:

% Replace '12345678' with your actual student number

studentNumber = '12345678';

% Extract the first 4 digits as the first number

firstNumber = str2double(studentNumber(1:4));

% Extract the last 3 digits as the second number

secondNumber = str2double(studentNumber(end-2:end));

% Find the GCD using the Euclidean algorithm

gcdValue = gcd(firstNumber, secondNumber);

% Display the result

disp(['The GCD of ' num2str(firstNumber) ' and ' num2str(secondNumber) ' is ' num2str(gcdValue) '.']);

Make sure to replace '12345678' with your actual student number. The code extracts the first 4 digits as the first number and the last 3 digits as the second number using string indexing. Then, the gcd function in MATLAB is used to calculate the GCD of the two numbers. Finally, the result is displayed using the disp function.

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Answer:

She is wrong. She needs 140 square feet.

Explanation:

(8×10)+(4×15) = 140

Answer:

Step-by-step explanation:

See steps below, solving for x:

Answer:

y=(6,3)+(-2,1)

Both conditions must be met in order to ride: being at least five years old and being at least 36 inches tall. expression evaluates to true if a person can ride - (Age >= 5) && (Height > 36)

In order for a person to ride, two conditions must be true: they must be at least 5 years old and taller than 36 inches. In order to evaluate whether a person can ride, we can use the expression (Age >= 5) && (Height > 36). This expression evaluates to true if both conditions are true; if either one is false, then the expression will evaluate to false. For example, if a person is 4 years old and 40 inches tall, then the expression will evaluate to false because the first condition is false. On the other hand, if a person is 5 years old and 40 inches tall, then the expression will evaluate to true because both conditions are true.

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Answer:

x=2

Step-by-step explanation:

3x+1-x=5

add like terms

2x+1=5

subtract 1 from both sides

2x=4

divide by 2 from both sides

x=2

Answer:

3x+1-x=5

2x+1=5

2x=4

x=2 please give me brainlist

Step-by-step explanation:

Answer:

each sticker cost $0.14.

Step-by-step explanation:

To find the cost of each sticker, you can divide the total cost by the number of stickers.

In this case, Minh spent $3.50 on 25 stickers, so the cost of each sticker is:

3.50 / 25 stickers = $0.14/sticker

Therefore, each sticker cost $0.14.

Answer:

Each sticker = $\(0.14\)

Step-by-step explanation:

\(25\) stickers \(=$3.50\)

\(1\) sticker = \(\frac{3.50}{25}\)

\(1\) sticker= \($0.14\)

Answer:

11.

Step-by-step explanation:

2*3 + 5

= 11.

Answer:

It's the 3rd one

Step-by-step explanation:

2x7=14 7x4=28 7x6=42

Answer:

The third table, since x/y = 7.

Correct question :

If the perimeters of each shape are equal, which equation can be used to find the value of x? A triangle with base x + 2, height x, and side length x + 4. A rectangle with length of x + 3 and width of one-half x. (x + 4) + x + (x + 2) = one-half x + (x + 3) (x + 2) + x + (x + 4) = 2 (one-half x) + 2 (x + 3) 2 (x) + 2 (x + 2) = 2 (one-half x) + 2 (x + 3) x + (x + 2) + (x + 4) = 2 (x + 3 and one-half)

Answer: (x + 2) + x + (x + 4) = 2 (one-half x) + 2 (x + 3)

Step-by-step explanation:

Given the following :

A triangle with base x + 2, height x, and side length x + 4 - - - -

b = x + 2 ; a = x ; c = x + 4

Perimeter (P) of a triangle :

P = a + b + c

P =( x + 2) + x + (x + 4) - - - (1)

A rectangle with length of x + 3 and width of one-half x

l = x + 3 ; w = 1/2 x

Perimeter of a rectangle (P) = 2(l+w)

P = 2(x+3) + 2(1/2x)

If perimeter of each same are the same ; then;

(1) = (2)

(x + 2) + x + (x + 4) = 2(x+3) + 2(1/2x)

Answer:

B

Step-by-step explanation:

So the composition that correctly defines N(x) is A gog.

To find the composition of functions that defines N(x) = x - 8, we can start with the function N(x) = x - 8 and work backwards by composing it with the given functions f(x), g(x), and h(x).

Starting with N(x) = x - 8, we can see that:

N(x) = (x + 4) - 12

This is because g(x) = x - 4, so g(h(x)) = x - 4 - 4 = x - 8, and f(x) = x, so f(g(h(x))) = x. Therefore, we can write:

N(x) = f(g(h(x))) - 12

This means that we first apply the function h(x), then g(x), and finally f(x), and subtract 12 from the result. Specifically:

N(x) = (x * - 4) - 12

= (x - 4) - 12

= x - 16

= x - 8 - 8

This shows that N(x) can be obtained by first subtracting 8 from x (using the function h(x)), then subtracting 4 from the result (using the function g(x)), and finally subtracting another 4 (using the function f(x)).

However, this is not the same as the given expression x - 8, so the correct answer is (A) gog, as mentioned in the previous answer.

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A dilation or combination of stiff movements and dilations constitutes a similarity transformation.

Similar figures don't always have to have the same size but share the same form.

A transition called a dilation keeps shape but not size. So a dilatation is a motion that is not rigid. A dilation or combination of stiff movements and dilations constitutes a similarity transformation. If and only if a similarity transformation translates one of the geometric figures onto the other, then two figures are said to be similar. Similar figures don't always have to have the same size but share the same form.

Similarity transformations include translation, reflection, rotation, and dilation. Rotation, reflection, and translation retain both size and form since they are rigid movements, whereas dilation just makes sure that the shape is preserved.

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Answer:

  (a)  (-1, 2)

Step-by-step explanation:

You want the ordered pair that represents the coordinates of a point 1 unit left and 2 units up from the origin.

The (x, y) coordinates of a point on the Cartesian plane represent (units right, units up) relative to the origin. When the direction is left or down, the sign of the corresponding coordinate is made negative.

  (1 left, 2 up)   ⇒   (-1, 2), matching choice A

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a) Yes, It does. The scatterplot support the newspaper report about number of semesters and starting salary.

b) The value is relatively low, indicating that there are other factors that also contribute to starting salary.

c) The correlation coefficient is a value between -1 and 1 that measures the strength and direction of the linear association between two variables.

a) The scatterplot appears to show a positive association between the number of semesters needed to complete an academic program and the starting salary in the first year of a job. As the number of semesters increases, the starting salary generally increases as well. Therefore, the scatterplot supports the newspaper report.

b) The coefficient of determination, or R-squared value, represents the proportion of the variation in the dependent variable (starting salary) that is explained by the independent variable (number of semesters). A value of 0.335 means that 33.5% of the variation in starting salary is explained by the number of semesters. This value is relatively low, indicating that there are other factors that also contribute to starting salary.

c) The correlation coefficient is a value between -1 and 1 that measures the strength and direction of the linear association between two variables. A value of 1 indicates a perfect positive correlation, a value of -1 indicates a perfect negative correlation, and a value of 0 indicates no correlation. The correlation coefficient for this data is not provided in the problem, so it is not possible to determine it. Without the correlation coefficient, it is not possible to interpret the strength and direction of the association between number of semesters and starting salary.

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we have

f(x)=2x^3+4x^2-2x-4

using a graphing tool

Find out the zeros of the given function

see the attached figure

the zeros are

-2, -1 and 1

that means

2x^3+4x^2-2x-4=2(x+2)(x+1)(x-1)

therefore

Answer: That's just a formula you use in order to use it for your problems.

Step-by-step explanation:

Step-by-step explanation:

Hey there!

It makes a sense. It is the equation of a straight line in slope intercept form.

We use this formula when need to find the equation of a st.line passing through point or to find the slope from the equation.

In this equation "m" represents slope of a line, "x" is a variable, "b" is the constant value, and "y" is a also a variable.

Example:

Find slope from the equation y= 3x+5.

》Solution,

Given;

y = 3x+5.....(i)

Comparing the equation with y =mx+b, we get;

slope (m)= 3.

Hope it helps..

A number first squares it, then takes away 1, next multiplies it by 2, takes away 6, divides it by 4 and finally adds 5. the answer is 11

then the number is 4

According to the question, given that

A number first squares it, then takes away 1, next multiplies it by 2, takes away 6, divides it by 4 and finally adds 5. the answer is 11

Square of 4 = 16

16 - 1 = 15

15 * 2 = 30

30 - 6 = 24

24 ÷ 4 = 6

then add 5

6 + 5 = 11

Therefore, after solve we get 11 and the number is 4.

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A number is first squared, then multiplied by 2, then divided by 4, then added, before having 1 subtracted from it. The solution is 11.

then 4 is the number.

In response to the query, assuming that

A number is first squared, then multiplied by 2, then divided by 4, then added, before having 1 subtracted from it. The solution is 11.

Square of 4 = 16

16 - 1 = 15

15 * 2 = 30

30 - 6 = 24

24 ÷ 4 = 6

then add 5

6 + 5 = 11

Therefore, after solve we get 11 and the number is 4.