Solve the following system of inequalities graphically on the set of axes below. State the coordinates of a point in the solution set.

(PLEASE HELP!!!)

Answer:

p = 3

Step-by-step explanation:

y = mx + b They gave us the slope of -1.  We need to find the y intercept.  We will use the x of 9 and the y of 2 to find b.  We will plug these numbers in to find b.

y = mx + b

2 = -1(9) + b

2 = -9 + b  Add 9 to both sides

11 = b

y = -x +11

Now, plug in 8 for x

y = -1(8) + 11

y = -8 + 11

y = 3

In this case p is 3.

it displays the computed sum and product of the diagonal elements.

Here's a MATLAB code to find the sum and product of the diagonal elements of a given matrix `A`, as well as an example execution for `A = ones(5)`:

```matlab

% Define the matrix A

A = ones(5);

% Get the size of the matrix

[n, ~] = size(A);

% Initialize variables for sum and product

diagonal_sum = 0;

diagonal_product = 1;

% Calculate the sum and product of diagonal elements

for i = 1:n

   diagonal_sum = diagonal_sum + A(i, i);

   diagonal_product = diagonal_product * A(i, i);

end

% Display the results

disp("Sum of diagonal elements: " + diagonal_sum);

disp("Product of diagonal elements: " + diagonal_product);

```

Example execution for `A = ones(5)`:

```

Sum of diagonal elements: 5

Product of diagonal elements: 1

```

In this example, `A = ones(5)` creates a 5x5 matrix filled with ones. The code then iterates over the diagonal elements (i.e., elements where the row index equals the column index) and accumulates the sum and product. Finally, it displays the computed sum and product of the diagonal elements.

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The set G represents the circle centered at (0,1) with radius 1 in the two-dimensional real coordinate plane. Its properties can be studied using concepts from Real analysis 2 such as metric spaces and topology.

To answer this question, we need to first understand what the terms "Real analysis 1" and "Real analysis 2" mean. Real analysis is a branch of mathematics that deals with the rigorous study of real numbers and their properties. Real analysis 1 typically covers topics such as limits, continuity, differentiation, and integration of functions of a single variable. Real analysis 2 typically covers more advanced topics such as metric spaces, topology, and functional analysis.

Now, let's look at the given question. We are given two points O = (0,0) and a = (2,-1) in R2, which is the two-dimensional real coordinate plane. We are asked to set G = Bd?(0,1), where Bd?(0,1) denotes the boundary of the open disk centered at (0,1) with radius 1.

To understand what G represents, we need to first find the distance between any point v = (x,y) in R2 and (0,1). The distance between two points (x1,y1) and (x2,y2) in R2 is given by the distance formula:

d((x1,y1),(x2,y2)) = sqrt((x2-x1)^2 + (y2-y1)^2)

Using this formula, we can find the distance between (0,1) and any point v = (x,y) in R2 as:

d((0,1),v) = sqrt((x-0)^2 + (y-1)^2) = sqrt(x^2 + (y-1)^2)

So, G is the set of all points in R2 whose distance from (0,1) is exactly 1. In other words, G is the circle centered at (0,1) with radius 1. We can write this set as:

G = {(x,y) € R2: sqrt(x^2 + (y-1)^2) = 1}

To visualize this set, we can plot the points (0,1), (1,0), (-1,0), and (0,2) on the coordinate plane, and then draw a circle passing through these points with center (0,1) and radius 1. This circle represents the set G.

In terms of Real analysis, we can use the concepts of metric spaces and topology to study the properties of G. For example, we can show that G is a closed set in R2, since its complement (the set of points in R2 whose distance from (0,1) is not exactly 1) is open. We can also show that G is connected and simply connected, since it is a circle with no holes or gaps.

In conclusion, we can state that the set G represents the circle centered at (0,1) with radius 1 in the two-dimensional real coordinate plane. Its properties can be studied using concepts from Real analysis 2 such as metric spaces and topology.

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The statement "P(A or B) = P(A) + P(B)" is False.

The correct statement is "P(A or B) = P(A) + P(B) - P(A and B)," which is known as the general law of addition for probabilities. This law takes into account the possibility of events A and B overlapping or occurring together.

The general law of addition for probabilities states that the probability of either event A or event B occurring is equal to the sum of their individual probabilities minus the probability of both events occurring simultaneously. This adjustment is necessary to avoid double-counting the probability of the intersection.

Let's consider a simple example. Suppose we have two events: A represents the probability of flipping a coin and getting heads, and B represents the probability of rolling a die and getting a 6. The probability of getting heads on a fair coin is 0.5 (P(A) = 0.5), and the probability of rolling a 6 on a fair die is 1/6 (P(B) = 1/6). If we assume that these events are independent, meaning the outcome of one does not affect the outcome of the other, then the probability of getting heads or rolling a 6 would be P(A or B) = P(A) + P(B) - P(A and B) = 0.5 + 1/6 - 0 = 7/12.

In summary, the general law of addition for probabilities states that when calculating the probability of two events occurring together or separately, we must account for the possibility of both events happening simultaneously by subtracting the probability of their intersection from the sum of their individual probabilities.

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Answer:

Step-by-step explanation:

An acute triangle (or acute-angled triangle) is a triangle with three acute angles (less than 90°). An obtuse triangle (or obtuse-angled triangle) is a triangle with one obtuse angle (greater than 90°) and two acute angles.

Answer:

An acute triangle (or acute-angled triangle) is a triangle with three acute angles (less than 90°). An obtuse triangle (or obtuse-angled triangle) is a triangle with one obtuse angle (greater than 90°) and two acute angles

Step-by-step explanation:

(G0ogle answer)

Answer:

34 cents

Step-by-step explanation:

I'm hope this helps!

All the equivalent fractions.

I'm fairly certain that's correct but check again if you need to and please, correct me if I got something wrong.

The values of the variables for the parallelogram include the following;

In Mathematics and Geometry, a parallelogram is a geometrical figure (shape) and it can be defined as a type of quadrilateral and two-dimensional geometrical figure that has two (2) equal and parallel opposite sides.

In this context, we can reasonably infer and logically deduce that this parallelogram has both pairs of opposite sides parallel to each other and the opposite angles (vertical angles) are equal and congruent.

By CPCTC, the variable x can be calculated as follows;

15x = 45°

x = 45°/15

x = 3

Since the diagonals of a parallelogram are perpendicular to each other, we have:

m<1 = 3y - 9 = 90

3y = 99

y = 33

15x = 18z

15(3) = 18z

45 = 18z

z = 45/18

z = 2.5

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Missing information:

The question is incomplete and the complete question is shown in the attached picture.

The equivalent expression of this 19 - 6(-k + 4) will be 6k + 5.

Given that:

Expression, 19 - 6(-k + 4)

The equivalent is the expression that is in different forms but is equal to the same value.

The definition of simplicity is making something simpler to achieve or grasp while also making it a little less complicated.

Simplify the expression, then we have

⇒ 19 - 6(-k + 4)

⇒ 19 + 6k - 24

⇒ 6k - 5

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\((x - 5) = 12 \\ = > x = 12 + 5 \\ = > x = 17\)

The answer is 17.

Answer:

22 8th graders

Step-by-step explanation:

if 25% of the 88 kids are 8th graders then do this.

88x.25=22

88x.75=66

there are 22 eighth graders

and 66 seventh graders.

The null hypothesis is not rejected since the p-value is higher than or equal to the level of significance.

We assess the statistical conclusion based on the given data by comparing the p-value to the level of significance ().

Given: ZSTAT is 1.88 and p-value is 0.9699.

Level of significance () = 0.10

In a one-tail hypothesis test, the null hypothesis is only rejected in the lower tail if the p-value is less than the level of significance ().

The p-value is greater in this instance (0.9699) than the level of significance (0.1).

Therefore, the proper reaction is

C. The null hypothesis is not rejected since the p-value is higher than or equal to the level of significance.

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The expressions are given as;

1. The factored form of g(x) is g(x) = 1/(x-6)

2. The LCD of g(x) and h(x) is (x-6)(x+8)

3. The LCD of h() and p(x) is (x-6)(8x + 32)

Functions are simply defined as laws, equations or rules showing the relationship between two variables.

These variables are termed;

From the information given, we have that;

g(x) = (x + 8)/x² + 2x - 48

Factorize the denominator of the function;

x²+ 8x - 6x - 48

group in pairs

x(x + 8) - 6(x + 8)

Then,

g(x) = x + 8/(x-6)(x+ 8)

g(x) = 1/(x-6)

The lowest common denominator of the functions g(x) and h(x) is;

g(x) = x + 8/(x-6)(x+ 8)

h(x) = 6x - 36/x-6

LCD = (x-6)(x+8)

The LCD of h(x) and p(x) is given as;

p(x) = x² - x - 20/8x + 32

= (x-6)(8x + 32)

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To find the z-score on a TI-84 calculator with the mean and standard deviation, use the "invNorm" function.

The z-score measures how many standard deviations a data point is away from the mean. On a TI-84 calculator, you can find the z-score using the "invNorm" function, which calculates the inverse of the cumulative distribution function (CDF) for the standard normal distribution.

To find the z-score, follow these steps:

1. Press the "2nd" button, followed by the "Vars" button to access the DISTR menu.

2. Scroll down or press "3" to select "invNorm(" and press "Enter".

3. Enter the desired area under the normal curve (probability), followed by a comma.

4. Enter the mean (μ) followed by another comma.

5. Enter the standard deviation (σ) and close the parentheses by pressing ")".

6. Press "Enter" to calculate the z-score.

The result displayed on the calculator will be the z-score corresponding to the given area, mean, and standard deviation. The z-score helps in understanding the relative position of a data point within a normal distribution by indicating the number of standard deviations it is above or below the mean.

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A.  These equations will give us the optimal values of x and y.

B. (b) To determine which exam you would be better prepared for, we compare the Math_grade and Physics_grade using the optimal values obtained in part (a).

C. We can follow the same steps as in part (a) to set up the equations and find the optimal number of hours spent studying for the two exams.

D. the specific impact would depend on the magnitude of the increase and how it interacts with the other variables and constraints in the problem.

(a) Let's define the variables:

Let x represent the number of hours spent studying math.

Let y represent the number of hours spent studying physics.

We want to maximize the average grade, which is proportional to the product of the hours spent studying and the ability to absorb the material.

The math grade is proportional to x * (1 - 0.04x) * (1 - 0.02y)

The physics grade is proportional to y * (1 - 0.03y) * (1 - 0.05x)

We want to maximize the average grade:

Average grade = (math grade + physics grade) / 2

Now, let's set up the optimization problem:

Maximize: (x * (1 - 0.04x) * (1 - 0.02y) + y * (1 - 0.03y) * (1 - 0.05x)) / 2

Subject to:

0 ≤ x ≤ 24 (maximum hours per day)

0 ≤ y ≤ 24 (maximum hours per day)

To solve this optimization problem, we can use calculus or numerical optimization methods.

(b) To determine which exam you would be better prepared for, calculate the average grade for the optimal number of hours obtained in part (a). Compare the average grade of math and physics to determine which one is higher.

(c) Now, assuming the exam scores improve by an additional 10% for every hour not studying, we need to modify the objective function in the optimization problem. Let's redefine the variables:

Let x represent the number of hours spent studying math.

Let y represent the number of hours spent studying physics.

Let z represent the number of hours not spent studying (24 - x - y).

The math grade is proportional to x * (1 - 0.04x) * (1 - 0.02y)

The physics grade is proportional to y * (1 - 0.03y) * (1 - 0.05x)

The additional benefit is 10% * z.

The new objective function to maximize the average grade is:

(x * (1 - 0.04x) * (1 - 0.02y) + y * (1 - 0.03y) * (1 - 0.05x) + 0.1 * z) / 2

Subject to:

0 ≤ x ≤ 24 (maximum hours per day)

0 ≤ y ≤ 24 (maximum hours per day)

z = 24 - x - y

(d) To examine the sensitivity of the answer to the additional 10% benefit from not studying, you can perform sensitivity analysis by changing the percentage value and observing the effect on the average grade. Increasing the effect of this benefit would likely result in a higher average grade as more emphasis is placed on the additional benefit gained from not studying. However, the exact impact would depend on the specific values used and the relationships between the variables and grades.

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Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

Given equation:

Options (4 of them given)

a) Decrease a number by 0.32 is the same as multiplying by 0.68.

b) Decrease a number by 32% is the same as increasing by 68%.

c) Decrease a number by 0.32 is the same as multiplying by 0.32.

d) Decrease a number by 32% is the same as multiplying by 68%

Answer:

I do believe its 5 units, if I am incorrect I apologize

Step-by-step explanation:

Answer:

40

Step-by-step explanation:

Answer:

1.1 percent

Step-by-step explanation:

[(9.73 - 9.84) / 9.84 ] * 100 = -1.1 percent change = 1.1 percent decrease

Answer:1.2 A.

Step-by-step explanation:

Answer: p - q = 39

Step-by-step explanation: Sum of roots = -b/a

Therefore 3 + (-4) = -p/3

-1 = -p/3

-p = -1 x 3

-p = -3

p = 3

Product of roots = c/a

Therefore 3 x (-4) = q/3

-12 = q/3

q = -12 x 3

q = -36

Finally, p = 3, and q = -36

Therefore p-q = 3 - (-36)

= 3 + 36

= 39

Answer:

D.= √29

Step-by-step explanation:

The distance between the two complex numbers,

Z₁=a+bi and Z₂=c+di in the complex plane is

\(d = \sqrt{(c - a) {}^{2} + (d - b) {}^{2} } \)

In the Cartesian plane, the distance between, one point and other is (x₁,y₁) and (x₂,y₂) is the distance formula is

\(d = \sqrt{(X₂-X₁)² + (Y₂-Y₁)²} \)

To find the distance between the two complex numbers using the formula

\(d = \sqrt{(c - a) {}^{2} + (d - b) {}^{2} } \)

where,

\(d = \sqrt{(a - b) {}^{2} + (d - b) {}^{2} } \\ d = \sqrt{(6 - 4) {}^{2} + ( - 2 - 3) {}^{2} } \\ d = \sqrt{(2) {}^{2} + ( - 5) {}^{2} } \\ d = \sqrt{4 + 25} = \sqrt{29 \\ } \)

Answer:

x+5/x+6

Step-by-step explanation:

First and foremost, it is important to note that human skin color is determined by a variety of factors, including genetics, environmental influences, and geographic location. In fact, skin color is the result of the amount and type of melanin pigment produced by specialized cells in the skin called melanocytes.

There are two main types of melanin pigment: eumelanin and pheomelanin. Eumelanin is responsible for producing darker skin colors, while pheomelanin produces lighter skin colors. However, the amount and distribution of these pigments can vary greatly between individuals, resulting in a wide range of skin tones.

Additionally, skin color can also be influenced by factors such as sun exposure, age, and hormonal changes. For example, prolonged sun exposure can lead to darker skin, while aging and hormonal changes can cause changes in skin pigmentation. Furthermore, it is important to note that skin color is not always clearly defined or easily categorized into specific shades. There can be a great deal of variation within a single skin tone, as well as overlap between different skin tones. This is due to the complex interplay of genetic and environmental factors that contribute to skin color.

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Answer:

-18

Step-by-step explanation:

If you're looking for the y-intercept for this equation this means that x = 0.

So substitute x as 0 in the equation and you'll get the following.

y + 3 = 5 (0 - 3)

y + 3 = -15

y = -18

Answer:

y=2/5x+2

slope: 2/5

y=-1/4x+4

y-intercept: 4

Step-by-step explanation

The equation for slope-intercept form is y=mx+b.

m=the slope

b= the y-intercept

Chen is owed $750.00 for the two weeks.

In the first week, Chen worked for 39 hours. This implies that he would receive time and a half for the extra hour he worked, as he is paid hourly. As a result, he would be compensated as follows:

\(300 + \left( \frac{300}{2} \right) = 450\)

Therefore, for the first week, he would be due $450.00.In the second week, Chen worked for the typical 38 hours. As a result, he would be paid $300.00 for the second week.

To figure out how much he is owed for the two weeks, just combine the figures:

$450.00 + $300.00 = $750.00

Hence, Chen is owed $750.00 for the two weeks.

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