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A relation might or might not be a function. The connection would cease to be a function because of b. (6, 8) and d. (4, 3).

Combinations are mathematical procedures that count how many different ways a collection of items could be arranged when the order in which they are chosen is immaterial.

Combos' components can be chosen in any hierarchy.

Combinations and permutations can coexist.

Hence, the ordered pair is given:

(x, y) = (1, 2); (2, 3); (4, 5); (6, 7); (12, 13)

For a relation to be a function, all of the x-values must be unique (i.e. no repetition)

From the list of alternatives, options (b) and (d), with x values (6, 7) and (d), already exist in the ordered pair (4,5)

In light of this, (b) and (d) would stop the connection from being a function.

Therefore, a relation might or might not be a function. The connection would cease to be a function because of b. (6, 8) and d. (4, 3).

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Correct question:

A bakery sells different packages of muffins. The number of muffins, x, and the price in dollars, y, of their packages of muffins are given in the ordered pairs below. The set of ordered pairs is a relation that is also a function.

{(1,2),(2,3),(4,5),(6,7),(12,13)}

The bakery is considering adding a new package of muffins. which ordered pairs would make the relation NOT a function? Choose all that are correct.

a. (10,13)

b. (6,8)

c. (8,12)

d. (4,3)

e. (24,18)

There are 4096 functions from a set with 4 elements to a set with 8 elements.

To find the number of functions from one set to another, we use the formula:

Number of functions = (Number of elements in the codomain)Number of elements in the domain

In this case, the domain is the set with 4 elements and the codomain is the set with 8 elements. Plugging in these values into the formula, we get:

Number of functions = 84

Number of functions = 4096

Therefore, there are 4096 functions from a set with 4 elements to a set with 8 elements.

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Answer:

Step-by-step explanation:

3 times 60 = 180 minutes

10 * 60 = 600 minutes

600/20 = 30 * 3 = 90 hours

Step-by-step explanation:

The common factor in the expression is 3x, so we can factor it out:

3x(x² - 4x + 4)

Now, we can factor the quadratic expression inside the parentheses as a perfect square:

3x(x - 2)²

Therefore, the factored form of the expression is 3x(x - 2)².

Hi! I believe your answer is 0.26. (0.78 ÷ 3 = 0.26). I hope this helps you! Good luck and have a great day/night. ❤️✨

Answer: 0.26

Step-by-step explanation:

Answer:

3 words/minute

Step-by-step explanation:

(27 words)/(9 minutes) = 3 words/min

Answer:

Volume is 285

Step-by-step explanation:

We start by calculating the area of the base

Mathematically, we have a rectangle as the base

So, the area of the base will be;

3.75 * 8 = 30

We now multiply this by the height to get the volume

we have this as:

30 * 9.5 = 285

Answer:

5/8

Step-by-step explanation:

Find the rational number half way between 1/2 and 3/4

First add 1/2 and 3/4

1/2 + 3/4 = 2/4 + 3/4 = 5/4

Next, divide this sum by 2

5/4 divided by 2/1 = 5/4 * 1/2 = 5/8

5/8 is half from 1/2 and 3/4

1/2 < 5/8 > 3/4

No, a fraction is not a term. The distributive property can be applied to fractions because it is a general mathematical principle.

A fraction is not considered a term in the traditional sense. It is a mathematical expression that represents division. However, the distributive property can still be applied to fractions because the property itself is a fundamental rule of arithmetic that extends beyond specific types of expressions.

The distributive property states that for any real numbers a, b, and c:

a × (b + c) = (a × b) + (a × c).

When working with fractions, we can apply the distributive property as follows:

Let's consider the expression: a × (b/c).

We can rewrite this as: (a × b)/c.

Now, let's distribute the 'a' to 'b' and 'c':

(a × b)/c = (a/c) × b.

In this step, we applied the distributive property to the fraction (a/c) by treating it as a whole.

Although fractions represent division, we can still use the distributive property because it is a general mathematical principle that allows for manipulating expressions involving addition, subtraction, multiplication, and division.

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The derivative of the trigonometric function f(x) = 7x cos(-x) can be found using the product rule and the chain rule.

The product rule states that the derivative of the product of two functions is equal to the derivative of the first function multiplied by the second function, plus the first function multiplied by the derivative of the second function. In this case, let's consider the functions u(x) = 7x and v(x) = cos(-x). Taking the derivatives of these functions, we have u'(x) = 7 and v'(x) = -sin(-x) * (-1) = sin(x).

Applying the product rule, we can find the derivative of f(x):

f'(x) = u'(x) * v(x) + u(x) * v'(x)

= 7 * cos(-x) + 7x * sin(x)

Simplifying the expression, we have: f'(x) = 7cos(-x) + 7xsin(x)

Therefore, the derivative of the trigonometric function f(x) = 7x cos(-x) is f'(x) = 7cos(-x) + 7xsin(x).

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Answer:

The answer should be 1/12 because a a cube has 6 sides rolling it twice would make it 12.

Hope This Helps!

Answer:

A), C), E)

Step-by-step explanation:

In estimating a population mean, an interval estimate is more likely to be correct than a point estimate. An interval estimate provides a range of values within which the true population mean is likely to fall, while a point estimate provides only a single value.

When estimating a population mean, using an interval estimate is more likely to be correct because it accounts for the uncertainty associated with the estimate. A point estimate, on the other hand, provides a single value that is assumed to represent the true population mean. However, due to sampling variability and potential errors in measurement, a point estimate is prone to error and may not accurately reflect the true population mean.

By using an interval estimate, which includes a range of values, we have a measure of uncertainty. The range is typically constructed based on a certain level of confidence, such as a 95% confidence interval. This means that if we were to repeat the sampling and estimation process many times, the true population mean would be expected to fall within the estimated interval in 95% of those repetitions.

The interval estimate takes into account the variability in the data and provides a more realistic representation of the true population mean. It provides a margin of error and acknowledges that the point estimate is just one possible value among many that could have been obtained through sampling.

Therefore, when estimating a population mean, an interval estimate is preferred because it not only provides a point estimate but also quantifies the uncertainty associated with that estimate, leading to a higher likelihood of being correct.

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The given statement "If the degree of the numerator of a rational function equals the degree of the denominator, then the ratio of the leading coefficients give rise to the horizontal asymptote." is true.

Given information

The given information is " If the degree of the numerator of a rational function equals the degree of the denominator, then the ratio of the leading coefficients give rise to the horizontal asymptote. "

We know that for a rational function having the same degree of the numerator and the denominator the horizontal asymptotes is equal to the ratio of leading coefficients of the numerator to that of the denominator.

Thus, the given statement is true.

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Answer:

1. v = 3

2. y = 2

3. u = 6

Step-by-step explanation:

the slope in this graph represents the relationship between the prey population and the number of predator offspring produced per unit of time.

the slope indicates how much the number of predator offspring changes for a given change in the prey population. A steeper slope indicates that a small change in the prey population leads to a large change in the number of predator offspring, while a flatter slope indicates that a large change in the prey population is needed to produce the same change in the number of predator offspring.

Overall, the slope provides important information about the dynamics of predator-prey interactions and can help researchers understand how changes in one population affect the other. This is a relatively long answer, but I hope it helps clarify the role of slope in this type of graph.


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Answer:

C is the correct

answer h= v/b

Answer:

  C.  142°

Step-by-step explanation:

You want the angle between vectors u=3i+√3j and v=-2i-5j.

There are a number of ways the angle between the vectors can be found. For example, the dot-product relation can give you the cosine of the angle:

  u•v = |u|·|v|·cos(θ) . . . . . . where θ is the angle of interest

You can find the angles of the vectors individually, and subtract those:

  u = |u|∠α

  v = |v|∠β

  θ = α - β

When the vectors are expressed as complex numbers, the angle between them is the angle of their quotient:

  \(\dfrac{\vec{u}}{\vec{v}}=\dfrac{|\vec{u}|\angle\alpha}{|\vec{v}|\angle\beta}=\dfrac{|\vec{u}|}{|\vec{v}|}\angle(\alpha-\beta)=\dfrac{|\vec{u}|}{|\vec{v}|}\angle\theta\)

This method is used in the calculation shown in the first attachment. The angle between u and v is about 142°.

A graphing program can draw the vectors and measure the angle between them. This is shown in the second attachment.

__

Additional comment

The approach using the quotient of the vectors written as complex numbers is simply computed using a calculator with appropriate complex number functions. There doesn't seem to be any 3D equivalent.

The dot-product relation will work with 3D vectors as well as 2D vectors.

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Answer:

-2

Step-by-step explanation:

4 + (-6) = -2

Answer:

2x+3y=130

Step-by-step explanation:

Let x=cost of full pass

Let y=cost of restricted pass

Brian and Bob bought 2 full and 3 restricted passes.

Have a good day!

Answer:

below

Step-by-step explanation:

1 day = 580g

2weeks(14days)= 580×14g

= 8,120g

1g= 0.001kg

8,120g= 8,120 × 0.001(kg)

=8.12kg

This tells us that the product of two multiples of two numbers is also a multiple of those two numbers. Matrices help to illustrate this relationship visually.

Suppose a, b is a multiple of c, d, and abcd = 0. This means that there are some integers n1 and n2 such that a = n1c and b = n2d. We can represent this using matrices as follows:

a = n1c = [n1 0] [c 0] = [n1c 0]

b = n2d = [0 n2] [0 d] = [0 n2d]

Now, we can take the product of these two matrices to find the product of a and b:

ab = [n1c 0] [0 n2d] = [0 0] [n1c n2d] = [0 n1c n2d 0]

This result is a multiple of both c and d, since the product of two multiples of two numbers is also a multiple of those two numbers. This shows that a, c is a multiple of pb, d. Matrices help to illustrate this relationship visually by showing that the product of two matrices is also a multiple of both of the original matrices.

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To find P(AC), we need to remember that the probability of an event and its complement always adds up to 1. So, P(AC) = 1 - P(A) = 1 - 0.7 = 0.3.

Probability is simply how likely something is to happen. Whenever we're unsure about the outcome of an event, we can talk about the probabilities of certain outcomes—how likely they are. The analysis of events governed by probability is called statistics.

P(A or AC) is the probability that either event A occurs or its complement occurs. Since these two events are mutually exclusive (they cannot both happen at the same time), we can use the addition rule of probability to find P(A or AC) = P(A) + P(AC) = 0.7 + 0.3 = 1.

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Answer:

y=4/-2

Step-by-step explanation:

I think that is the answer

Answer:

\(y=3x+1\)

Step-by-step explanation:

Given the following question:

Point A = (0, 1) = (x1, y1)
Point B = (-2, -5) = (x2, y2)

In order to find the answer, we must first find the slope of the two given points by using rise over run.

\(m=\frac{y2-y1}{x2-x1}\)
\(m=\frac{-5-1}{-2-0}\)
\(m=\frac{-5-1}{-2-0} =\frac{-6}{-2}\)
\(=\frac{-6}{-2} =-6\div-2=3\)
\(m=3\)

Now that we know the slope, we can now write the equation in slope intercept form.

\(y=mx+b\)
\(m=3\)
\(y=1\)
\(x=0\)

Substitute:

\(1=3(0)+b\)
\(3\times0=0\)
\(1=b\)
\(b=1\)
\(y=3x+1\)

Hope this helps.

Answer:

9y - 5x = 40

Step-by-step explanation:

The point (-8, 0) is the x-intercept of this line.  The jump as x increases from -8 to 1, is 9; this is the 'run.'  The jump as y increases from 0 to 5 is 5; this is the 'rise.'  Thus, the slope of this line is

m = rise/run = 5/9

Start with the slope-intercept form of the equation of a line:   y = mx + b.  If y = 0, x = -8 and m = 5/9, then:

0 = (5/9)(-8) + b.  Solve for the y-intercept, b:

0 = -40/9 + b, so b = 40/9, and the equation in slope-intercept form is

y = (5/9)x + 40/9

To obtain the standard form equation, multiply all three terms by 9 to clear out the fractions:  9y = 5x + 40, or

9y - 5x = 40

Answer:

C. 10.4 yd

Cause why not?

Answer:

Rm14 500

Please mark as brainliest;)

(a) The derivative of y = 2 is y' = 0.

(b) The nth derivative of the function f(x) = sin(x) depends on the value of n. If n is an even number, the nth derivative will be a sine function. If n is an odd number, the nth derivative will be a cosine function.

(a) To find the derivative of y = 2, we need to take the derivative with respect to the variable. Since y = 2 is a constant function, its derivative will be zero. Therefore, y' = 0.

(b) The function f(x) = sin(x) is a trigonometric function, and its derivatives follow a pattern. The first derivative of f(x) is f'(x) = cos(x). The second derivative is f''(x) = -sin(x), and the third derivative is f'''(x) = -cos(x). The pattern continues with alternating signs.

If we generalize this pattern, we can say that for any even number n, the nth derivative of f(x) = sin(x) will be a sine function: fⁿ(x) = sin(x), where ⁿ represents the nth derivative.

On the other hand, if n is an odd number, the nth derivative of f(x) = sin(x) will be a cosine function: fⁿ(x) = cos(x), where ⁿ represents the nth derivative.

Therefore, depending on the value of n, the nth derivative of the function f(x) = sin(x) will either be a sine function or a cosine function, following the pattern of the derivatives of the sine and cosine functions.

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The  \(1.2742*10^4 km / L\) times longer is the diameter of earth than the piece of wood's length.

The radius of earth is 6371 km.

Let's say the length of the piece of wood is L.

The diameter of the Earth is 2 times its radius

The radius of our planet, The Earth, is the distance from the center of the Earth to a point on or near its surface, and it ranges from nearly 6,378 km to nearly 6,357 km.

The diameter of a circle is the length of the line starting from one point on a circle to another point and passing through the center of the circle. It is equal to twice the radius of the circle. It is usually denoted by ‘d’ or ‘D’.

The diameter of the Earth is 2 times its radius, or 2 x 6371 km = 12742 km.

The diameter of the Earth is 12742 km / L times longer than the length of the piece of wood.

In scientific notation, we can express this as:

12742 km / L = \(1.2742*10^4 km / L\)

The  \(1.2742*10^4 km / L\) times longer is the diameter of earth than the piece of wood's length.

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