need help please somebody

Answer:

{x|x is a rational non-integer}

Step-by-step explanation:

Answer:

- 59

Step-by-step explanation:

-3 - 56 = -59

(positive and a negative make a negative)

Answer:

Step-by-step explanation:

\(-3 + (-56)\\\\\mathrm{Remove\:parentheses}:\quad \left(-a\right)=-a\\=-3-56\\\\\mathrm{Subtract\:the\:numbers:}\:-3-56\\=-59\)

The value of the given expression increases, because as x decreases, 5/x increases

Expressions in math are mathematical statements that have a minimum of two terms containing numbers or variables, or both, connected by an operator in between.

Given that, what happens to the value of the expression 5/x+5 as x decreases from a large positive number to a small positive number,

We know that, If the denominator of the fraction is decreased, the value of a fraction is increased while the numerator remains unchanged.

Therefore, if the value of x in the given starts decreasing the value of the whole fraction will start increasing.

Hence, the value of the  expression increases, because as x decreases, 5/x increases

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The method of undetermined coefficients does not provide a particular solution for this specific differential equation.

The homogeneous solution for the given differential equation is y_h = \(C₁e^(4x) + C₂e^(-4x),\)where C₁ and C₂ are constants determined by initial conditions.

To find the particular solution, we assume a particular solution of the form y_p = \(Ae^(4x),\) where A is a constant to be determined.

Substituting y_p into the differential equation, we have y_p'' - 16y_p = \(2e^(4x):\)

\((16Ae^(4x)) - 16(Ae^(4x)) = 2e^(4x).\)

Simplifying the equation, we get:

\((16A - 16A)e^(4x) = 2e^(4x).\)

Since the exponential terms are equal, we have:

0 = 2.

This implies that there is no constant A that satisfies the equation.

Therefore, the method of undetermined coefficients does not provide a particular solution for this specific differential equation.

The general solution of the differential equation is y = y_h, where y_h represents the homogeneous solution given by y_h = \(C₁e^(4x) + C₂e^(-4x),\) and C₁ and C₂ are determined by the initial conditions.

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Answer:

the answer is 20

Step-by-step explanation:

just solved it

Answer:

8 oranges

Step-by-step explanation:

12 apples in ratio 3:2

Simplify ratio

12/3 = 4

4 x 2 = 8 oranges

Answer:

10

Step-by-step explanation:

10-7=3

hope this helps!

\(\large{\underline {\underline {\frak {SolutioN:-}}}}\)

➝ -4 × (-2) [2 × (-6)+ 3×(2×6-4-4) ]

➝ -4 × (-2) [2 × (-6) + 3 × (12-4-4) ]

➝ -4 × (-2) [2 × (-6) + 3 × (12-8) ]

➝ -4 × (-2) [2 × (-6) + 3 × (4) ]

➝ -4 × (-2) [2 × (-6) + 12 ]

➝ -4 × (-2) [(-12) + 12 ]

➝ -4 × (-2) [0]

➝ -4 × 0

➝ 0

Answer:

-4*-2

Step-by-step explanation:

the multiple of both side is 4*2*,26+*32*--=6 44

1.125

have a luvly day! :)

Answer: 1.125

Step-by-step explanation: Find the reciprocal of the second fraction (divisor)

Multiply the first fraction (dividend) by the reciprocal of the second fraction (divisor).

The angles 60 degrees and 120 degrees are related by supplementary.

Supplementary angles are angles that sum up to 180 degrees.

In other word, supplementary angles are two angles whose measures add up to 180° .

Therefore, the two angles 60 degrees and 120 degrees are related by supplementary angle. Mathematically

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Answer:

m∠1 = 41°

m∠2 = 85°

m∠3 = 95°

m∠4 = 85°

m∠5 = 36°

m∠6 = 49°

m∠7 = 96°

Step-by-step explanation:

Alright, so to start we have 2 quadrilaterals intersecting to form a triangle, which means that in the shapes with 4 angles, all angles will add up to 360°, while the triangle's angles will add up to 180°

Right off the bat, we can tell that ∠3 and ∠95° are going to be the same, because they're at a perpendicular intersection, which also means that ∠2 and ∠4 will be the same as well

Knowing the ∠3 = 95° means that ∠5 and ∠6 must add up to equal 85°, so that the whole of the triangle equals 180°

Considering that in the first quadrilateral we already have ∠90° and ∠144°, this means that ∠1 and ∠2 have to add up to 126°, to make an even 360° total

If ∠95° is supplementary to ∠2, this means ∠2 = 85°, and since ∠4 and ∠2 are the same, ∠4 also equals 85° - This leaves 41° left for ∠1, and now we can move on to the other quadrilateral

So since we know ∠4 = 85°, and we already have ∠38°, this means that ∠7 and the unmarked angle will add up to equal 237°, so that the entire shape has 360°

Since we know that ∠5 and ∠144° are supplementary, this means ∠5 is equal to 36°, which would make ∠6 = 39°

And lastly we have ∠7, which since ∠6 = 39° this means our unmarked supplementary angle must equal 141° - Now that means that ∠4 + ∠38° + ∠141° = 264° out of 360°, which leaves ∠7 to equal 96°

 x = 8 , -3 are the factor of x .

What is factor ?

The definition of a factor is a number that divides another number by itself with no remainder. In other words, if multiplying two whole numbers results in the creation of a product, the numbers we are multiplying are factors of the product since the product is divisible by them.

                         Factors are the figures that can divide an amount precisely. There is therefore no residual after division.

x² - 5x - 24 = 0

x² - ( 8 - 3 )x - 24 = 0

x² - 8x + 3x - 24 = 0

x(x - 8 ) + 3 ( x - 8) = 0

( x + 3 ) ( x - 8 ) = 0

  x = 8 , -3

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The complete question is -

x² - 5x - 24 = 0  by factoring.

The solutions are x =

This would demonstrate effective communication skills and help to build a positive relationship between the student and professor.

This is an example of a communication strategy known as redirection. In this strategy, the speaker responds to a question or comment by changing the subject or focusing the conversation on a different topic. In the example given, the speaker redirects the conversation from the question of how they are feeling to the topic of their paper and its grading.

Redirection can be used for various reasons, such as to avoid discussing a sensitive topic or to shift the conversation to a more important or relevant issue. However, in the context of the given scenario, the use of redirection may not be an effective or appropriate communication strategy. The professor's initial question was likely intended to show concern for the student's well-being, and the student's response may be perceived as dismissive or unappreciative.

Effective communication involves active listening and responding in a way that shows respect and consideration for the other person's feelings and needs. In this case, a more appropriate response might be to acknowledge the professor's question and express gratitude for their concern before moving on to discuss the topic of the paper. This would demonstrate effective communication skills and help to build a positive relationship between the student and professor.

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Answer:

6/3, 6:3, and 6 to 3

Step-by-step explanation:

All of these answers above are correct!!!

May I have a Brainliest?

The slope of the line represented by 4x-7y=62 is 4/7. A line's steepness is measured by its slope. The mathematical expression for slope is "rise over run."

Option A is correct.

In mathematics, a line's slope is the ratio of the change in the y coordinate to the change in the x coordinate. The net change in the y-coordinate and the net change in the x-coordinate, respectively, are denoted by the symbols delta y and delta x.

          We are given equation as 4x-7y=62

First, let's write it in the slope-intercept form .In general, slope-intercept form is                                    y=mx + b

where m is the slope

So, writing the equation in the form, we get

                                    ⇒-7y = 62-4x

                                        ⇒7y = 4x-62

                                          ⇒y = 4x/7-62/7

Now, matching the equation with the general form,

                                          m = 4/7

Hence, the slope of the line represented by 4x-7y=62 is 4/7.

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Based on the given information, we have the mean concentration of sodium in the drinking water of a water system in Connecticut as 26.4 mg/l and the standard deviation as 6 mg/l.

The water department selects a simple random sample of 32 water specimens over the course of a year. To answer the question using the distributions tool, we need to set the mean and standard deviation parameters on the tool to the expected mean and standard error for the distribution of sample mean concentrations.

The expected mean for the distribution of sample mean concentrations is the same as the mean concentration of sodium in the drinking water, which is 26.4 mg/l.

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The water department in Connecticut is monitoring the concentration of sodium in their drinking water. By calculating the mean and standard error for the distribution of sample means, they can determine the probability of the mean concentration exceeding the notification level of 28 mg/l. If this probability is low, the water department will notify the public and recommend necessary actions.

In this scenario, the water department in Connecticut wants to monitor the concentration of sodium in their drinking water. They have set a notification level of 28 mg/l, meaning that if the mean concentration of sodium across a sample of 32 water specimens exceeds this level, they will notify the public.

To analyze this situation, we can use the distribution of sample means. The mean concentration of sodium in the drinking water of the water system is given as 26.4 mg/l, with a standard deviation of 6 mg/l.

To find the expected mean and standard error for the distribution of sample means, we can use the following formulas:

Expected mean of sample means = population mean

                                                        = 26.4 mg/l
Standard error of sample means = population standard deviation / square root of sample size

Using the given values, the standard error of sample means can be calculated as follows:
Standard error of sample means = 6 mg/l / square root of 32

                                                      ≈ 1.06 mg/l

Now, we can use a distributions tool to find the probability that the mean concentration of sodium in the sample of 32 water specimens exceeds 28 mg/l. We will set the mean parameter on the tool to 26.4 mg/l and the standard deviation parameter to 1.06 mg/l.

By entering these values into the distributions tool, we can find the probability of obtaining a mean concentration greater than 28 mg/l. If this probability is less than a certain threshold (e.g., 0.05), it indicates that the mean concentration exceeding 28 mg/l is unlikely to occur by chance alone. In such cases, the water department would notify the public and recommend that individuals on sodium-restricted diets inform their physicians of the sodium content in their drinking water.

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Answer:

The total volume of water in the pool  =-2 (x-11)(x+5) ft^3

Step-by-step explanation:

a) (2x^2 + 12x + 10) - (4x^2-100)

= 2x^2+12x+10-4x^2+100

= -2x^2+12x+110

b)

Lets simplify first by taking the GCF out:

= -2 (x^2-6x-55)

Now Just simplify by finding the product of a and c

I used -11 and 5 because when you multiply -11x5 you get -55, and when you do -11+5 you get -6.

= -2 (x-11)(x+5) ft^3

Answer:

Given expressions

Deep end:   \(2x^2+12x+10\)

Shallow end:  \(4x^2-100\)

a) Difference between the deep end and shallow end

⇒ difference = deep end - shallow end

                     \(=(2x^2+12x+10)-(4x^2-100)\)

b) simplifying:

                     \(=2x^2+12x+10-4x^2+100\)

                     \(=(-2x^2+12x+110) \textsf{ ft}^3\)

The function f(x) = \(x^{3} + x^{2} - 3x + 4\)  is a polynomial function.

                     g(x) = \(2x - 4\) is a exponential function.

Functiοns are the fundamental part οf the calculus in mathematics. The functiοns are the special types οf relatiοns. A functiοn in math is visualized as a rule, which gives a unique οutput fοr every input x. Mapping οr transfοrmatiοn is used tο denοte a functiοn in math. These functiοns are usually denοted by letters such as f, g, and h.

For function f(x)

      Domain: -∞ < x < ∞

      Range: -∞ < y < ∞

      y-intercept = 4

      x - intercepts = -2.68

For function g(x)

      Domain: x > 0

      Range: -4 < y < ∞

      y - intercept = -4

      x - intercepts = none

By comparing the key features of f(x) and g(x), we can conclude that the common features in both functions are their range.

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Answered okokokoomkokk

Step-by-step explanation:

The measure of one of the congruent base angles is 65°.

It's important to note that any three points, when non-collinear, determine a unique triangle and simultaneously, a unique plane. In other words, there is only one plane that contains that triangle, and every triangle is contained in some plane. A triangle has three sides, three angles and the sum of the angles equal 180°.

It should be noted that a triangle has 3 side, 3 angles and a sum of 180°.

In this situation, DEF is an isosceles triangle. If m∠D = (3x + 5)° , m∠E = (4x − 15)° and m∠F = (2x + 10)°.

The value will be illustrated thus:

3x + 5 + 4x - 15 + 2x + 10 = 180

Collect the like terms

9x = 180 - 5 + 15 - 10

9x = 180

x = 180 / 9

x = 20

The measure of one of the congruent base angles will be:

= 4x - 15

= 4(20) - 15

= 65°

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Answer: Factoring is essentially the reverse of the distributive property. You are basically trying to simplify the polynomial by taking out common factors. You also may try reducing the power (or the highest exponent) of the polynomial with factoring. I would say that factoring is the breaking down of a bigger polynomial into a product of two expressions that are usually multiplied by each other. One specific use of factoring we see a lot is the quadratic formula.

1. Quadratic Factoring --> \(x^2+2x-15\) --> we have an \(x^2\) but we want there to only be "\(x\)"s. Here we need to constant numbers (integers), that multiply together to get \(-15\), and add up to \(+2\). (5 and -3)

    - \(x^2+2x-15\) ==> \(x^2+5x-3x-15\) ==> \(x(x+5)-3(x+5)\) ==> \((x-3)(x+5)\)

Above: We can see that we factor out \(x\) from \(x^2+5x\) (This shows that we are aiming to break it down to make it easier to evaluate).

Remember: Factoring does not always mean that the polynomial is in a simpler form. There are many situations where factoring is totally unnecessary and complicates the polynomial even more.

--------------------------------------------------------------------------------------------------------------On a separate note: Distributive Property, if you are unsure or not fully sure on what that means, is when you multiply two expressions together to create one expression. Multiple expressions are combining into one.

Answer:

No

Step-by-step explanation:

The function y=-3x-2 does not go through the ordered pair (2,3).

Answer:

22.50

Step-by-step explanation:

2.50x6=15+7.50=22.50

Answer:

$22.50

Step-by-step explanation:

well we know we have 7.50 in the beginning then we add 2.50 x 6 to make the equation 7.50+ ( 2.50 X 6) which equals 22.50

Answer:

A cell phone company charges $60.00 a month for up to 1 gigabyte of data. The cost of additional data is $0.05 per megabyte. If d represents the number of additional megabytes uses and c represents the total charges at the end of the month, Option C = 60 + 0.05d is the linear equation that can be used to determine a user's monthly bill.

Step-by-step explanation:

hope this help ;)

OLAP is used for the analysis of accumulated data, and it requires a data warehouse.

while OLTP is used for transaction processing and requires a database optimized for real-time transaction processing. The analysis of accumulated data is known as Online Analytical Processing (OLAP), and it involves a data warehouse. OLAP is a business intelligence tool used for multi-dimensional analysis of large data sets, while a data warehouse is a central repository that stores historical and current data from multiple sources in a structured manner. OLAP allows users to perform complex queries on large data sets, analyze trends, and make informed business decisions. It is often used in data mining and decision support systems. OLAP tools can be used to slice and dice data, drill down to more detailed data, and roll up to higher levels of summary data. OLAP is primarily used for analytical purposes and is not designed for transaction processing. On the other hand, a data warehouse is designed to support OLAP and is used for storing large amounts of historical data that can be queried and analyzed. Data is extracted from various sources, transformed, and loaded into the data warehouse in a structured format, enabling efficient querying and analysis. OLTP (Online Transaction Processing), on the other hand, is a type of transaction processing that is designed for processing real-time transactions in databases. It is used for day-to-day operations such as order processing, inventory management, and customer management. OLTP is optimized for processing large volumes of transactions in real-time, and is not suitable for analytical purposes.

In summary, OLAP is used for the analysis of accumulated data, and it requires a data warehouse, while OLTP is used for transaction processing and requires a database optimized for real-time transaction processing.

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.

The figures that can be precisely defined by using only undefined terms are: angle, line segment, and parallel lines. The correct answer is options (a), (d) and (e).

An angle is formed by two rays sharing a common endpoint, called the vertex. Rays are simply parts of lines, and lines are undefined terms in geometry. Thus, an angle can be defined using only undefined terms.
A line segment is a part of a line that has two distinct endpoints. Lines are undefined terms in geometry, so a line segment can be defined using only undefined terms.

Parallel lines are lines that are always equidistant and never intersect. The concept of lines is an undefined term in geometry, so parallel lines can be defined using only undefined terms.
In contrast, an arc and a circle rely on defined terms such as radius and circumference, so they cannot be precisely defined by using only undefined terms.

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The solution is 44 copies

The number of copies the copy machine makes in one minute is 44 copies

What is an Equation?

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the equation be represented as A

Now , the value of A is

The number of copies the copy machine makes = 231 copies

Time required by the to make 231 copies = 5 minutes 15 seconds

5 minutes = 5 x 60 seconds

5 minutes = 300 seconds

5 minutes 15 seconds = 300 + 15 seconds

5 minutes 15 seconds = 315 seconds

So , Time required by the to make 231 copies = 315 seconds

Now , number of copies in 1 minute = 60 x ( The number of copies the copy machine makes / Time required by the to make 231 copies )

Substituting the values in the equation , we get

Number of copies in one minute A = 60 x ( 231 / 315 )

Number of copies in one minute A = 60 x 0.733

Number of copies in one minute A = 44 copies

Therefore , the value of A is 44 copies

Hence , the number of copies is 44 copies

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Answer: 5.45 ft

Step-by-step explanation:

Given

The length of the ladder is 8 ft

Inclination ladder makes with the ground is \(43^{\circ}\)

Suppose ladder reaches up to a height of h

From the figure, we can write

\(\Rightarrow \sin 43^{\circ}=\dfrac{h}{8}\\\\\Rightarrow h=8\sin 43^{\circ}\\\Rightarrow h=5.45\ ft\)

The ladder reaches up to a height of 5.45 ft