Jason orders a kids' meal and can choose from the following options:

chicken nuggets, burgers, hot dogs, apple juice or milk, french fries, or fruit

some of the possible outcomes are shown at the right. complete the list to represent all the possible outcomes of his order. ​

First, divide the money that Miguel made (264) by the number of hours worked (12)

264/12 = $22 per hour

For 7 hours:

22 x 7 = $154

Answer:

The graph is a function

General Formulas and Concepts:

Algebra I

Step-by-step explanation:

When we apply the Vertical Line Test to the parabola in the graph, we see that it passes it. Therefore, the graph shown is a function.

Answer:

It's 11.72

Step-by-step explanation:

Area=)1/2×15/4×25/4

Answer》11.72

Hope it helps...

Have a great day

Answer:

i have made it in above picture

The answer is b. false. In a state transition diagram, circles represent states in a system, and arrows represent the transitions between these states. The circle to the left does not necessarily indicate the final state.

Final states are typically denoted by a double circle or by other clear notations in the diagram, such as labels or annotations.

A state transition diagram is a valuable tool used to visualize the behavior of a system or process, helping to clarify how different states interact and evolve over time. The diagram consists of a finite number of states and transitions, and each transition connects two states with a specific event or condition. By understanding and analyzing these diagrams, we can gain insights into the overall behavior of the system, identify potential issues or areas for improvement, and create a solid foundation for system development and design.

In summary, the placement of a circle in a state transition diagram does not automatically indicate its role as a final state. It is crucial to carefully examine the entire diagram and any associated notations to correctly identify the final state(s) in the system.

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To find L(f)(s), we need to take the Laplace transform of the given function f(t), which is defined as f(t) = \(te^(-cos(7t))\).

The Laplace transform will convert the function from the time domain to the frequency domain, represented by the variable s.

The Laplace transform of a function f(t) is denoted as L(f)(s) and is defined as the integral of f(t) multiplied by \(e^(-st)\), where s is a complex number. In this case, we want to find L(f)(s) for the given function f(t) =\(te^(-cos(7t))\).

Using the linearity property of the Laplace transform, we can split the function into two parts: L(te)(s) and L(\(e^(-cos(7t))\))(s).

The Laplace transform of te is given by L(te)(s) = -d/ds[L(e)(s)], where L(e)(s) represents the Laplace transform of e.

The Laplace transform of\(e^(-cos(7t))\) can be obtained using the table of Laplace transforms or by using techniques such as the Laplace transform of a derivative.

Once we have obtained the Laplace transforms of both parts, we can combine them to find L(f)(s) by using the linearity property of the Laplace transform.

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Answer:

(x-5)2+(y+7)2=4    

Step-by-step explanation:

Therefore, it will take approximately 11.67 years for the money to grow from $10,000 to $15,000 at an annual interest rate of 4.5% compounded continuously.

To solve this problem, we can use the continuous compounding formula: A = Pe^(rt), where A is the final amount, P is the initial principal, e is Euler's number (approximately 2.71828), r is the annual interest rate as a decimal, and t is the time in years. We want to find t when A = $15,000 and P = $10,000. Plugging in these values and solving for t, we get:
$15,000 = $10,000e^(0.045t)
1.5 = e^(0.045t)
ln(1.5) = 0.045t
t = ln(1.5)/0.045
t ≈ 11.67 years

Therefore, it will take approximately 11.67 years for the money to grow from $10,000 to $15,000 at an annual interest rate of 4.5% compounded continuously.

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Answer: y - 5 = (x - 1)

Step-by-step explanation:

Answer:

a. 3p-3q-3r

b. -88a+22b

c. 2y-2

Answer: Here are your answers...

a.) 3p - 3q - 3r

b.) -88a + 22b

c.) 2y - 2

Step-by-step explanations:

For A: 3 × p - 3 × q - 3 × r

For B: -11 × 8a -11 × -2b

For C: 2 × y - 2 × 1

I hope this helped you!

The tangential component of the acceleration vector represents the change in speed or direction along the path. The normal component of the acceleration vector represents the change in direction perpendicular to the path.

To find the tangential and normal components of the acceleration vector, we need the velocity vector and the curvature of the path. The tangential component of acceleration (at) represents the change in speed or direction along the path. It is given by the derivative of the velocity vector with respect to time. The normal component of acceleration (an) represents the change in direction perpendicular to the path. It is given by the curvature of the path multiplied by the square of the speed.

In mathematical terms:

at = dV/dt

an = (V^2) / R

where:

V is the velocity vector

t is time

R is the radius of curvature of the path.

The tangential component of the acceleration vector represents the change in speed or direction along the path. The normal component of the acceleration vector represents the change in direction perpendicular to the path.

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The supremum of the set A does not exist (it is negative infinity), and the infimum of the set A is 1.

To define the supremum and infimum of the set A, we first need to determine the properties of the set.

The set A is defined as A = {(x-3)/(x-2) ∈ R : x < 0}.

To find the supremum (also known as the least upper bound) of A, we need to find the smallest value that is greater than or equal to all the elements of A. In other words, we are looking for the least upper bound of the set A.

Let's analyze the elements of A:

For x < 0, the expression (x-3)/(x-2) can take on different values depending on the value of x. We need to find the maximum value that this expression can reach for all x < 0.

As x approaches 0 from the left side, (x-3)/(x-2) approaches negative infinity. Therefore, there is no finite supremum for the set A.

Next, let's find the infimum (also known as the greatest lower bound) of A. We need to find the largest value that is less than or equal to all the elements of A. In other words, we are looking for the greatest lower bound of the set A.

Again, analyzing the elements of A:

As x approaches negative infinity, (x-3)/(x-2) approaches 1. Therefore, the infimum of the set A is 1.

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Answer:

Beatle spin bbc ankle biter bush light

In the given sample space of the outcomes of spinning a fair four-sided spinner and flipping a fair coin is 8 possible outcome.

What about sample space?

In probability theory, a sample space is the set of all possible outcomes of a random experiment or process. It is the collection of all possible outcomes that could occur when an experiment is performed.

For example, when rolling a six-sided die, the sample space would be {1, 2, 3, 4, 5, 6}, as those are the possible outcomes of the experiment. Similarly, when flipping a coin, the sample space would be {heads, tails}.

Define spinner:

A spinner is a circular device used in games and other activities to randomly select an outcome or determine a probability. It typically consists of a flat disk or wheel with different colored sections or markings, each representing a possible outcome. The spinner is spun, and the outcome is determined by the section or marking that comes to rest at the top of the spinner.

According to the given information:

The possible outcomes that we get from the given sample is,

\((H,1) (H,2) (H,3) (H,4) (T,1) (T,2) (T,3) (T,4)\)

So, the possible outcomes for the given condition is = 8 possible outcome.

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Answer:

(n = 12)

Step-by-step explanation:

-2n - 16 = 4n + 8

+4n          +4n

2n - 16 = 8

    + 16   +16

2n = 24

2       2  = 12

(n = 12)

The value of the z-score is approximately 0.9804.

The z-score (also known as the standard score) represents the number of standard deviations a particular value is away from the mean of a distribution. It is calculated using the formula:

z = (x - μ) / σ

Where:

z is the z-score,

x is the value you want to standardize,

μ is the population mean, and

σ is the population standard deviation.

To determine the probability that the mean height of the 60 randomly selected men is less than 72 inches, we need to know the population means and standard deviation of the height.

Assuming we have the population mean (μ) and standard deviation (σ) of the height available, we can use the Central Limit Theorem, which states that the distribution of sample means approaches a normal distribution as the sample size increases, regardless of the shape of the population distribution.

In this case, since the sample size is large (n = 60), we can approximate the distribution of the sample mean as a normal distribution.

Let's suppose the population mean (μ) is 70 inches and the population standard deviation (σ) is 5 inches.

To find the value of z, which represents the number of standard deviations away from the mean, we can use the following formula:

z = (x - μ) / (σ /√n)

Substitute the above values

z = (72 - 70) / (5 / √60)

= 2 / (5 /√60)

= 2 / (5 / √60)

= 2 / (5 / 2.449)

= 2 / 2.041

≈ 0.9804

Therefore,

The value of the z-score is approximately 0.9804.

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Answer:

Step-by-step explanation:

Here you go mate

Use PEMDAS

Parenthesis,Exponent,Multiplication,Division,Addition,Subtraction

Step 1

2(x+5)=(x-4)  Equation/Question

Step 2

2(x+5)=(x-4)  Remove parenthesis

2x+10=x-4

Step 3

2x+10=x-4  Subtract 1x from sides

x+10=-4

Step 4

x+10=-4  Subtract 10 from sides

answer

x=-14

Hope this helps

\(\text {Hi There! Let's Solve this Problem!}\)

\(\text {\underline {The First Step is to Simplify}}\)

\(\text {2*x=2x}\\\text {2*5=10}\)

\(\text {Your New Problem Is: 2x+10=x-4}\)

\(\text {\underline {The Next Step is to Subtract x}}\)

\(\text {2x+10-x=x-4-x}\)

\(\text {Your New Problem Is: x+10=-4}\)

\(\text {\underline {The Final Step is to Subtract 10}}\)

\(\text {x+10-10 (Crosses Out)}\\\text {-4-10}\)

\(\text {Your Answer Would Be:}\)

\(\Huge\boxed {x=-14}\)

\(\text {Best of Luck!}\)

The domain of the relation is {2, 4}.

And the range of the relation is {-4. 1, 3}

The collection of all conceivable independent values that a function or relation may take is known as its domain.

The graph of the relation is shown in the image.

The table that represents the graph,

x → y

2   1

2   -4

4   3

The domain of the relation is {2, 4}.

And the range of the relation is {-4. 1, 3}

Therefore, the domain and range of the relation are given above.

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First, evaluate the given function at x=3 to find the amount of bacteria left after 3 seconds:

There are 750 bacteria left after 3 seconds. Since the initial amount of bacteria was 6000, subtract 750 from 6000 to find the amount of bacteria that has been removed:

Therefore, the amount of bacteria that has been removed after 3 seconds is 5250.

The correct choice is Option D) 5250.

Answer:

Domain: {-3,-2,-1,0}

Range: {2,6,-2}

Step-by-step explanation:

The number in front are domain, for example: (-3,2) -3 which is in front is the domain and 2 which is in the back is the range.

Answer:

x=6

Step-by-step explanation:

3(6)+1=18+1=19.

The dimensions of the rectangular poster are 4 feet in width and 6 feet in height.

To find the dimensions of the rectangular poster with an area of 24 ft^2 and height being 6 feet less than three times its width, we can follow these steps:
Let the width of the poster be represented by the variable w (in feet).
According to the given information, the height of the poster is 6 feet less than three times its width. We can express this as: height = 3w - 6.
The area of a rectangle is calculated by multiplying its width and height. So, we have the equation: area = width * height.
Substitute the given area and the expression for height into the equation: 24 = w * (3w - 6).
Solve the equation for w:
24 = w * (3w - 6)
24 = 3w^2 - 6w
0 = 3w^2 - 6w - 24
Factor the equation:
0 = 3(w^2 - 2w - 8)
0 = 3(w - 4)(w + 2)
Solve for w:
w - 4 = 0 => w = 4
w + 2 = 0 => w = -2 (discard this solution, as width cannot be negative)
Now that we've found the width (w = 4 feet), we can find the height by substituting w back into the height equation:
height = 3w - 6
height = 3(4) - 6
height = 12 - 6
height = 6 feet
So, the dimensions of the rectangular poster are 4 feet in width and 6 feet in height.

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Answer:what’s the answer plz

Step-by-step explanation:

Answer:

8:31

Step-by-step explanation:

all of them are equal with 1:4 except 8:31

Answer:i dont know the answer

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

I just did the test

The range and domain of the function exists on all real values

Domain of a function is the value of the input of graph for which the function exists.

The range of a function is the value of the output of graph for which the function exists.

The given graph denotes an exponential function showing the arrow pointing infinitely in both directions. Hence the range and domain of the function exists on all real values

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(a) The coordinates after Rotation of 270° counterclockwise are W(5, -1), X(5, -7), Y(2, -7) and Z(2, -1).

(b) The coordinates after translation: (x, y) =(x-7, y + 3) are W(-6, 8), X(0, 8), Y(0, 5) and Z(-6, 5).

What is Rotation and Translation of coordinates ?

A rotation is any movement within a specific space that keeps at least one point. A rigid body's motion around a fixed point is one example of what it can be used to explain.

Every point in a figure, shape, or space is moved by the same amount and in the same direction by a translation, which is a geometric transformation.

Since the Rotation of Rectangle is 270° counterclockwise, it will shift the rectangle from 1st Quadrant to 4th Quadrant with transition from (x, y) to   (y, -x).

So, the coordinates after rotation of 270° counterclockwise are :

W(1, 5) ⇒ W(5, -1)

X(7, 5) ⇒X(5, -7)

Y(7, 2) ⇒Y(2, -7)

Z(1, 2) ⇒Z(2, -1)

Similarly, The coordinates after translation of (x, y) ⇒ (x-7, y+3 )

W(1, 5) ⇒ W(1-7, 5+3) = W(-6, 8)

X(7, 5) ⇒X(7-7, 5+3) = X(0, 8)

Y(7, 2) ⇒Y(7-7, 2+3) =Y(0, 5)

Z(1, 2) ⇒Z(1-7, 2+3) = Z(-6, 5)

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Answer:

prim

Step-by-step explanation:

Answer:

The choice C) y = - 3x + 13

Step-by-step explanation:

\(6x + 2y = 26 \\ 2y = 26 - 6x \\ \\ y = \frac{26 - 6x}{2} \\ \\ \\ y = \frac{26}{2} - \frac{6x}{2} \\ \\ \\ y = 13 - 3x\)

y = - 3x + 13

I hope I helped you^_^

Answer:

C

Step-by-step explanation:

6x + 2y = 26 ( subtract 6x from both sides )

2y = - 6x + 26 ( divide terms by 2 )

y = - 3x + 13 → C

Answer:

422 cm²

Step-by-step explanation:

Surface area of the composite figure = (surface area of the upper cuboid + surface area of lower cuboid) - 2(base area of the lower cuboid)

Surface area of composite figure = \( (2(lw + lh + hw)) + (2(lw + lh + hw)) - 2(l*w) \)

Upper cuboid has the following dimensions:

\( l = 4, w = 3, h = 8 \)

Lower cuboid has the following dimensions:

\( l = 10, w = 7, h = 5 \)

Plug these values into the formula

Surface area of composite figure

\( = (2(4*3 + 4*8 + 8*3)) + (2(10*7 + 10*5 + 5*7)) - 2(4*3) \)

\( = (2(12 + 32 + 24)) + (2(70 + 50 + 35)) - 2(12) \)

\( = (136 + 310) - 24 \)

\( = 446 - 24 = 422 \)

Surface area of composite figure = 422 cm²

The resulting p-value would decrease in both scenarios if we sampled twice as many students but found the same sample proportion as before.

The p-value is the probability of observing a sample proportion as extreme or more extreme than the one calculated from the sample data, assuming the null hypothesis is true. When we increase the sample size, the standard error of the sample proportion decreases, which means that the sample proportion becomes more representative of the population proportion.

In other words, the larger the sample size, the more accurate the estimate of the population parameter (in this case, the proportion of students who support the change). As a result, the difference between the sample proportion and the hypothesized population proportion (under the null hypothesis) is likely to be smaller, leading to a smaller p-value.

To compute the p-value, we use the test statistic, which is a measure of how many standard errors the sample proportion is from the hypothesized population proportion under the null hypothesis. When we increase the sample size, the test statistic becomes larger, which means that the p-value becomes smaller. Therefore, the p-value would decrease if we sample twice as many students but find the same sample proportion as in exercise 6.

In summary, increasing the sample size while keeping the sample proportion constant would result in a smaller p-value, indicating stronger evidence against the null hypothesis.

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