List from least to greatest

Answer:

10 1/4

Step-by-step explanation:

= 11/2 + 4  3/4

= 11/2  + 19/4

= 41/4

=10 1/4

Here's a more detailed explanation: To determine if a graph is a function, you can use the vertical line test. The vertical line test states that if you can draw a vertical line that intersects the graph in more than one place, then the graph is not a function.

Determining whether a graph represents a function is an important concept in mathematics, especially in algebra and calculus. A function is a set of ordered pairs where each input is associated with exactly one output.

So, if you take a ruler or a straight edge and place it vertically on the graph, and it intersects the graph in two or more points, then the graph is not a function. This is because if two points in the graph have the same x-value, they must have different y-values, since functions can only have one output for each input.

On the other hand, if you place a vertical line anywhere on the graph and it intersects the graph in only one point, then the graph is a function.

It's also important to remember that a function must also pass the horizontal line test, which means that no horizontal line can intersect the graph in more than one place.

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It is true that the slope of the horizontal tangent line to the parametric curve at a point (x(t), y(t)) is given by dy/dx = (dy/dt)/(dx/dt).

The statement is saying that if f(g(t)) has a horizontal tangent at t = 1, then the curve has a well-defined tangent line at that point, which is also a horizontal tangent. Let's break this down step by step:

f(g'(1)) = 0: This means that the derivative of f with respect to its input g(t) is equal to zero at t = 1. In other words, the slope of the tangent line of f(g(t)) at t = 1 is zero.

dx/dt is not zero at t = 1: This means that the curve g(t) has a well-defined tangent line at t = 1, because the slope of the tangent line of g(t) is not infinite (i.e., the derivative dx/dt is defined and finite).

Setting dy/dx = 0 gives dy/dt / dx/dt = 0: This is using the chain rule of differentiation to relate the derivative of f with respect to t (i.e., dy/dt) to the derivative of f with respect to x (i.e., dy/dx) and the derivative of g with respect to t (i.e., dx/dt).

dy/dt = 0 when dx/dt is not zero: Since dy/dx = 0 and dx/dt is not zero, we can conclude that dy/dt must also be zero at t = 1. This means that the slope of the tangent line of f(g(t)) is also zero at t = 1.

Therefore, the curve has a horizontal tangent at t = 1: Since both g(t) and f(g(t)) have horizontal tangents at t = 1, we can conclude that the curve f(x) also has a horizontal tangent at x = g(1). This means that the tangent line to the curve at that point is horizontal.

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Answer:

$6.49

Step-by-step explanation:

The original admission price was $5.50, and it increased by 18%. Let's find 18% of 5.50 and then add it to $5.50, meaning $5.50 would increase by 18% (of itself.)

So 18% of 5.50 = 0.99 ( thats 0.18 x 5.50)

Add the 99 cents (0.99) to $5.50

and then you get $6.49

here is the equation I used:

(5.50 x 0.18) + 5.50

hope this helped :)

Answer:

Here’s the answer! Best of luck.

Step-by-step explanation:

Answer:

Step-by-step explanation:

\( \frac{6}{x - 1} = \frac{4}{x + 2} \)

\(6x + 12 = 4x - 4\)

\(6x - 4x = - 12 - 4\)

\(2x = - 16\)

\(x = - 8\)

Answer:

98 1/2

Step-by-step explanation:

98.5 = 197/2 = 98 1/2

Hope that helps

Answer:

4q²+ 12q +9

Step-by-step explanation:

Step-by-step explanation:

% change = (new - original)/original × 100

= (8,000 - 5,000)/5,000 × 100

= 3,000/5000 × 100

= 60%

Answer:

on her last bday she was 13, this year she will be turning 14. then next year she would be turning 15 years old.

Step-by-step explanation:

Answer:

95 degrees

Step-by-step explanation:

Measure of arc AB is 360 - (101+97+69) = 360 - 267 = 93 degrees.

Measure of arc DAB is 97+93 = 190 degrees, so measure of angle C is 190/2 =  95 degrees.

Answer:

3 words/minute

Step-by-step explanation:

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

Answer:

6

Step-by-step explanation:

3/4 ÷ 1/8

Copy dot flip

3/4 * 8/1

Rewriting

3/1 * 8/4

3/1 * 2/1

6

Answer:

6

Step-by-step explanation:

all you need to do is convert them into decimals

By solving the equation using substitution method we get:

4x - 5b + 9c = -105

123c - 3b = -291

78b + 2c x 15b = 720

x - b + 15c = -33

85x - 4b x c + 7b = -30

what is Substitution method ?

The substitution method is a technique used in algebra to solve systems of linear equations by solving for one variable in one equation and then substituting that expression into the other equation(s). This allows you to reduce the number of variables in the system and solve for each variable one at a time. The general steps for using the substitution method to solve a system of equations are:Solve one of the equations for one of the variables in terms of the other variables.Substitute the expression for that variable into the other equation(s).Solve the resulting equation(s) for the remaining variable(s).Substitute the values found for the variables back into one of the original equations to find the values of the other variables

Given by the question:

Substituting the given values in the expressions, we get:

Therefore,

4x - 5b + 9c = -105

123c - 3b = -291

78b + 2c x 15b= 720

x - b + 15c= -33

85x - 4b x c + 7b = -30

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Answer:

6x+30

Step-by-step explanation:

Answer:

6x+30

Step-by-step explanation:

Use distribution to simplify 3(2x+10). To do that, you have to multiply 3 by 2x and 3 by 10. This will look like this 3(2x)+3(10). Simplify this and get 6x+30. Therefore, 6x+30 is the correct option.

If this helps, please mark as brainliest

Answer:

x+2=12

x-1=11

10x=100

2x=20

Step-by-step explanation:

Answer:

x+2=12

x-1=11

10x=100

2x=20

Step-by-step explanation:

\((\stackrel{x_1}{-4}~,~\stackrel{y_1}{-3})\qquad (\stackrel{x_2}{2}~,~\stackrel{y_2}{6}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{6}-\stackrel{y1}{(-3)}}}{\underset{run} {\underset{x_2}{2}-\underset{x_1}{(-4)}}} \implies \cfrac{6 +3}{2 +4} \implies \cfrac{ 9 }{ 6 } \implies {\Large \begin{array}{llll} \cfrac{ 3 }{ 2 } \end{array}}\)

Answer:

88,959

Step-by-step explanation:

it's subtraction. I got the answer

Answer:

88,959

Step-by-step explanation:

Clearly, we do the ones place first, and so..

054

-

095 =

We borrow from 5 which turns into 4 and 4 turns into 14.

14 - 5 = 9

So our first number is 9!

= __9

We borrow from the thousands, 3 becomes 2 and 0 becomes 10!

We can't subtract 4 from 9 so we borrow from 10, 10 becomes 9 and 4 becomes 14.

14 - 9 = 5

( Now i'm getting lazy so I will just show the steps without as many words )

9 - 0 = 9

~~~~~~~~~~~~~~~

054 - 095 = 959

! Hundreds place !

( 3 is now a 2 since we borrowed from 3)

272

-

184 =

( Borrowed from 7 to make 12 so 7 is now 6 )

12 - 4 = 8

~~~~~~~~~~~~~~~

(We need to borrow from the first 2 in 272 to make 16 from when we borrowed from 7 )

16 - 8 = 8

~~~~~~~~~~~~~~~

(2 was borrowed so it's now 1 )

1 - 1 = 0

~~~~~~~~~~

And we get 088,959

Remove the 0 and we have 88,959

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

I hope this helps you!

      ~~ Livv

Answer:269

Step-by-step explanation:

8x18=144

6x10=60

9x5=45

5x4/2=10

5x4/2=10

144+60+45+10+10=269

Answer:

i think answer is 12 and 24

It is unlikely that the projected rebounds in 15 shots will actually happen.

Total shots fired equals 10.

To find that there were 15 shots total.

Consider S to be the likelihood that your team will rebound and miss a shot.

P(S) = Number of rebounds / Total Number of outcomes

P(S) = 7/15

P(S) = 0.46

Consequently, it is unlikely that the projected rebounds in 15 shots will actually happen.

Thus, it is unlikely that the projected rebounds in 15 shots will actually happen.

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The complete question is-

During a basketball game, you record the number of rebounds from missed shots for each team.  How many rebounds should your team expect to have in 15 missed shots?

Picture for question is attached.

A man who has hemophilia and a woman who is a carrier has:

A hemophilia carrier is what?

Both an X chromosome from the mother and an X chromosome from the father are passed down to a daughter. Let's say the gene for typical blood coagulation is present on her mother's X chromosome. Let's say her father's X chromosome carries the hemophilia gene.

Since the normal blood clotting gene from the mother is dominant, the daughter won't get hemophilia. The hemophilia gene's instructions cannot be transmitted because of this.

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The question is incomplete:

17. Tonya's mother is 1.5 times as tall as  Tonya was when she was 6. How tall  is Tonya's mother? Use the correct  number of significant digits.

The image with the information about Tonya's height is attached.

Answer:

68 in.

Step-by-step explanation:

According to the information given, you can write the following expression:

x=1.5y

x=Tonya's mother height

y= Tony's height when she was 6

Also, you know from the table that Tonya's height when she was 6 was 45 in. and you can replace this value in the formula:

x=1.5*45

x=67.5

Because of this, the answer is that Tonya's mother height is 68 in.

Answer:

a is 1.58 and b is 0.42

Step-by-step explanation:

\({ \sf{3 {x}^{2} - 6x + 2 = 0 }} \\ { \sf{x = \frac{ - b± \sqrt{ {b}^{2} - 4ac} }{2a} }} \\ \\ { \sf{x = \frac{ - ( - 6)± \sqrt{ {( - 6)}^{2} - (4 \times 3 \times 2) } }{(2 \times 3)} }} \\ \\ { \sf{x = \frac{6± \sqrt{12} }{6} }} \\ \\ { \sf{x = 1.58 \: and \: 0.42}}\)

Venn diagram:

The percentage of students that studied mathematics = 25%
The percentage of students that studied electronics = 20%
The percentage of students that studied Communications = 55%
The percentage of students that studied both electronics and Communications subjects = 10%

P(studied Communications or electronics or both subjects)
= P(studied Communications) + P(studied electronics) - P(studied both electronics and Communications subjects)
= 55% + 20% - 10%
= 65%

Therefore, the probability that a student studied Communications or electronics or both subjects is 65%.

P(studied mathematics and Communications subjects)
= P(studied mathematics) × P(studied Communications)
= 25% × 55%
= 13.75%

Therefore, the probability that a student studied mathematics and Communications subjects is 13.75%.

Drawing a Venn diagram, we have 25% studying Mathematics (M), 20% studying Electronics (E), and 55% studying Communications (C).10% studied both Electronics and Communications.

Therefore, the percentages become as follows: M = 25% - 10% = 15% E = 20% - 10% = 10% C = 55%.

Part 2 - To obtain the probability that a student studied Communications or Electronics or both subjects

P(Communication or Electronics) = P(Communication) + P(Electronics) - P(Communication and Electronics) = 55% + 20% - 10% = 65%.

The probability that a student studied Communications or Electronics or both subjects is 65%.

Part 3 -To obtain the probability that a student studied Mathematics and Communications subjects,

P(Mathematics and Communications) = P(Mathematics) * P(Communications) = 25% * 55% = 13.75%.

The probability that a student studied Mathematics and Communications subjects is 13.75%.

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Answer:

To find the second derivative of y with respect to x, we can take the derivative of the given differential equation with respect to x:

dy/dx = xy^4 d/dx(dy/dx) = d/dx(xy^4) d2y/dx2 = y^4 + 4xy^3(dy/dx)

Substituting the given differential equation into the expression for the second derivative, we get:

d2y/dx2 = y^4 + 4xy3(xy4) = y^4 + 4x2y7

In Quadrant II, x is negative and y is positive. Since y^4 and y^7 are both positive for any value of y, the expression for the second derivative simplifies to:

d2y/dx2 = y^4(1 + 4x2y3)

Since x is negative in Quadrant II, the quantity (1 + 4x2y3) is positive. Therefore, d2y/dx2 is positive for all values of x and y in Quadrant II. This means that all solution curves for the given differential equation are concave up in Quadrant II.

Received message. To find the second derivative of y with respect to x, we can take the derivative of the given differential equation with respect to x: dy/dx = xy^4 d/dx(dy/dx) = d/dx(xy^4) d2y/dx2 = y^4 + 4xy^3(dy/dx) Substituting the given differential equation into the expression for the second derivative, we get: d2y/dx2 = y^4 + 4xy^3(xy^4) = y^4 + 4x^2y^7 In Quadrant II, x is negative and y is positive. Since y^4 and y^7 are both positive for any value of y, the expression for the second derivative simplifies to: d2y/dx2 = y^4(1 + 4x^2y^3) Since x is negative in Quadrant II, the quantity (1 + 4x^2y^3) is positive. Therefore, d2y/dx2 is positive for all values of x and y in Quadrant II. This means that all solution curves for the given differential equation are concave up in Quadrant II.

Step-by-step explanation:

Answer:

-12k+24

Step-by-step explanation:

-8k+24-4k

collect like terms

-12k+24

Answer:

C

Step-by-step explanation:

Multiply -4 ×2k ×-6k-6=

-8k + 24 - 4k =

-12k ÷ 24 is C

Option E should be chosen, which is to explore the assignable causes because the second, fourth, and fifth samples are above the mean.

In an x-bar chart, the control limits (UCL and LCL) are based on the process variability and are used to determine if the process is in control. The central line represents the mean of the process.

Looking at the given sample means of 18, 23, 17, 21, 24, and 16, we can see that the second, fourth, and fifth samples are above the mean of 20. This suggests a potential shift or deviation from the expected process mean.

In an x-bar chart, if any sample mean falls outside the control limits or exhibits a non-random pattern, it indicates the presence of assignable causes, which are factors that can be identified and addressed to improve the process. Since the second, fourth, and fifth samples are above the mean, it is advisable to explore the assignable causes, as stated in option E.

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