A solid box with height 20cm, width 10cm and length 80cm needs to be painted. The paint costs £0. 16 per cm2. How much will it cost to paint the outside of the box?

The ordered pair satisfying the given condition is (0,0)

Given that,

U = { (x,y) : x,y belong to real numbers }

A = { (x,y) : (x,y) is a solution of y=x }

B = { (x,y) : (x,y) is a solution of y=2x }

We need to find the ordered pair (x,y) that belong to AB.

Let, (x,y) belong to A∩B

i.e. (x,y) belong to A and (x,y) belong to B

i.e. y = x and y = 2x

i.e. x = 2x

i.e. x = 0

Now, substitute x= 0 in any of the equation say y = x, we get y = 0.

Hence, the ordered pair satisfying A∩B is (0,0).

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Answer:0,0

Step-by-step explanation:

right on quiz

Answer:

  see attached

Step-by-step explanation:

You want the graph of (x, y) = (2 -t, (t+3)²) on the interval t ∈ [-4, 0].

You can use the parametric equations to find several points on the graph, or you can write y in terms of x:

  x = 2 -t

  t = 2 -x . . . . . . . . . add t-x to both sides

Substituting into the expression for y, we have ...

  y = (t +3)²

  y = (2 -x +3)²

  y = (5 -x)² = (x -5)²

The graph of this is the parent parabola function y=x² shifted right by 5 units.

The domain of t is [-4, 0], so the domain of x is 2 -[-4, 0] = [6, 2]. The above-described parabola will be found between x=2 and x=6, on the interval [2, 6].

The range is from the minimum at (5, 0) to the maximum at (2, 9). The range is described by the interval [0, 9].

__

Additional comment

You know that x² ≡ (-x)², so we can write y = (5 -x)² in the form y = (x -5)² without changing any of the ordered pairs it describes. Having a positive x-coefficient tends to reduce anxiety (and errors), so the latter form is usually preferred.

Check the picture below.

[tex]\sin( T )=\cfrac{\stackrel{opposite}{\sqrt{15}}}{\underset{hypotenuse}{\sqrt{74}}} \implies \stackrel{ \textit{rationalizing the denominator} }{\sin(T)=\cfrac{\sqrt{15}}{\sqrt{74}}\cdot \cfrac{\sqrt{74}}{\sqrt{74}}\implies \sin(T)=\cfrac{\sqrt{1110}}{74}}[/tex]

Answer:

Step-by-step explanation:

To find the sine of the angle t in a right triangle with opposite side sqrt(15) and hypotenuse sqrt(74), we use the formula:

sin(t) = opposite/hypotenuse

Substituting the given values, we get:

sin(t) = sqrt(15) / sqrt(74)

To simplify this expression, we can rationalize the denominator by multiplying both the numerator and denominator by sqrt(74):

sin(t) = (sqrt(15) / sqrt(74)) * (sqrt(74) / sqrt(74))

= sqrt(1110) / 74

Therefore, the sine of the angle t is sqrt(1110) / 74.

The  probability of event A is P(A) = 1/4 or 0.25.

The formula to find P(A) for a series of simple events is:

P(A) = (number of outcomes that satisfy the event A) / (total number of possible outcomes)

For example, if you are tossing a coin and selecting a number at the same time, and event A is defined as getting a head and an even number, then:

- The number of outcomes that satisfy event A is 1 (getting a head and an even number, i.e., H2)
- The total number of possible outcomes is 4 (H1, H2, T1, T2)
- Therefore, the probability of event A is P(A) = 1/4 or 0.25.

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The salary at the end of 7 years will be $32,490.

To calculate the salary at the end of 7 years, we need to use the formula for compound interest:

A = P(1 + r)^t

where A is the ending amount, P is the principal (starting salary), r is the annual interest rate (in decimal form), and t is the number of years.

In this case, we have:

P = $30,000 (starting salary)

r = 1.1% = 0.011 (annual interest rate)

t = 7 (number of years)

Plugging these values into the formula, we get:

A = $30,000(1 + 0.011)^7

A = $30,000(1.011)^7

A = $30,000(1.083)

A = $32,490

Therefore, the salary at the end of 7 years will be $32,490.

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According to the Empirical Rule or the 68-95-99.7 Rule, the center 95% of all women will have heights between 60 inches and 72 inches.

Given that;

Assume the distribution of the height of adult females can be modeled with a normal distribution with mean 66 inches and standard deviation 3 inches.

Hence, We get;

According to the Empirical Rule or the 68-95-99.7 Rule, the center 95% of all women will have heights between 60 inches and 72 inches.

Thus, The correct answer is,

⇒ 60 inches

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To find out how many adult and children's tickets were sold at the Community Theater production of A Comedy of Errors, we can use the following system of equations:

Let x represent the number of adult tickets, and y represent the number of children's tickets.

1) x + y = 3800 (total tickets sold)
2) 9x + 6.5y = 30,495 (total revenue)

Step 1: Solve equation 1 for x or y. We can solve for x:

x = 3800 - y

Step 2: Substitute the expression for x from step 1 into equation 2:

9(3800 - y) + 6.5y = 30,495

Step 3: Simplify the equation and solve for y:

34,200 - 9y + 6.5y = 30,495

-2.5y = -3,705

y = 1,482

Step 4: Substitute the value of y back into the expression for x:

x = 3800 - 1,482

x = 2,318

So, 2,318 adult tickets and 1,482 children's tickets were sold at the Community Theater production of A Comedy of Errors.

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There would be 2314 adult tickets and 1486 children's tickets were sold.

Let X be the number of adult tickets sold, and Y be the number of children's tickets sold. We can write two equations based on the given information:

X + Y = 3800 (equation 1)

9X + 6.5Y = 30495 (equation 2)

Equation 1 represents the total number of tickets sold, and equation 2 represents the total revenue earned from the ticket sales.

To solve for X and Y, we can use the method of substitution. Rearranging equation 1, we get:

X = 3800 - Y

Substituting this expression for X into equation 2, we get:

9(3800 - Y) + 6.5Y = 30495

Expanding and simplifying, we get:

34200 - 9Y + 6.5Y = 30495

-2.5Y = -3715

Y = 1486

Substituting this value for Y into equation 1, we get:

X + 1486 = 3800

X = 2314

Therefore, 2314 adult tickets and 1486 children's tickets were sold.

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According to the quotient-remainder theorem, if an integer n is divided by a positive integer d, the possible remainders are integers from 0 to d-1. This implies that n can be written in one of the forms: n = qd + r

where q is the quotient and r is the remainder, such that 0 ≤ r < d. In other words, any integer can be written in the form of a multiple of the divisor plus a remainder that is less than the divisor.

For example, if we divide 17 by 5, the possible remainders are 0, 1, 2, 3, or 4. The quotient-remainder theorem tells us that 17 can be written in the form:

17 = 3(5) + 2

where 3 is the quotient and 2 is the remainder.

This theorem is useful in many areas of mathematics, including number theory and algebra, and is often used in computer programming and cryptography.

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The "returns" keyword is used to specify the return type of the method but does not provide information about the post-condition.

The post-condition of a method is typically documented in the "ensures" clause. This clause specifies the expected behavior or results of the method after it has completed its execution successfully. The ensures clause is usually written in terms of the method's return value and any changes that it might make to the state of the system or its parameters.

The other options listed are not typically used to document post-conditions.

- The formal parameter refers to the input parameters of the method and is used to specify the types and names of the parameters.
- The "requires" clause is used to specify the preconditions that must be satisfied before the method can be invoked.
- The method signature specifies the name, return type, and parameter types of the method, but it does not provide information about the post-condition.
- The "returns" keyword is used to specify the return type of the method but does not provide information about the post-condition.

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Step-by-step explanation:

For now ignore the inequalities, you can replace them by =

So,

You have y=1 first right?

This one is pretty simple it's where y is 1. x can change but y needs to stay 1. Find 1 on the line y and draw your line there. (orange line)

Next, y = 2x+2

You can do a littleeee table to find the coordinates of this line.

You give x any random value and replace it in the equation y and get y.

[tex]x \: \:0 \: \: 1 \\ y \: \:2 \: \:4 [/tex]

For example here, we used 0 and 2 as x.

Y = 0(2)+2 = 0+2 = 2

Y = 2(1)+2 = 2+2 = 4

So we got two coordinates. (0,2) and (1,4)

Plot your points, and then use your ruler to draw the line.

(red line)

Next, x+y=3

This one you have to go to the x and y axis both and take 3 as your points and draw your line. (you go the the x axis and take 3 there, go to the y axis and take 3 there too)

(blue line)

Now, the inequalities. If you have > then it means the line is broken

If there is a line below the > (>=) then it's a solid line. I hope you understand why I broke the red and yellow lines now. But you can ignore this if it confuses you.

Just know if you have a:

• Horizontal or diagonal line, > is for above the line and < is for below the line

• Vertical, > is for right, < is for left.

It indicates the direction where the area should be

That's how you find R

The surface area of the remaining solid left out after the cone is cut-out is approximately 127.23 square centimeters.

The maximum size of the cone that can be cut out from the cube is such that the base of the cone is a circle inscribed in the face of the cube.

The diameter of the circle is equal to the edge of the cube.

The diameter of the base of the cone is 14 cm, and its radius is 7 cm.

The height of the cone can be found using the Pythagorean.

The diagonal of the face of the cube is:

[tex]d = \sqrt{(14^2 + 14^2)} = 14 \times \sqrt(2)[/tex]

The height of the cone is equal to the side of the cube minus the radius of the base of the cone:

h = 14 - 7 = 7

The volume of the cone is:

V_cone = (1/3) × pi × r² × h

V_cone = (1/3) × pi × 7² × 7

V_cone = (1/3) × 343 × π

V_cone = 343/3  π

The surface area of the remaining solid left out after the cone is cut-out is the surface area of the cube minus the surface area of the cone.

The surface area of the cube is:

S_cube = 6 × (14)²

S_cube = 1176

The surface area of the cone can be found using the Pythagorean theorem again, this time to find the slant height of the cone:

s = sqrt(r² + h²)

s = sqrt(7² + 7²)

s = 7 × √(2)

The lateral surface area of the cone is:

A_lateral = pi × r × s

A_lateral = pi × 7 × 7 × √(2)

A_lateral = 49 × pi × √(2)

The surface area of the remaining solid left out after the cone is cut-out is:

S_remaining = S_cube - A_lateral

S_remaining = 1176 - 49 × pi × √(2)

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Answer:

17x(487y)^2

Step-by-step explanation:

I wrote it into an expression so try to solve it if you could

An ounce of the chemical cost in 2018 is $98.54.

Given:

The function c(x) = 72 ⋅ (1.04)ˣ models the cost in dollars, c, of 1 ounce of a certain chemical used in a laboratory.

x represents the number of years since 2010.

An ounce of the chemical cost in 2018 is,

= 72 × (1.04)⁸

= $98.54

Therefore, the cost is $98.54.

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The complete question is =

The function c(x) = 72 ⋅ (1.04)x models the cost in dollars, c, of 1 ounce of a certain chemical used in a laboratory. x represents the number of years since 2010.

How much does an ounce of the chemical cost in 2018?

In statistics, a straight-line model of the relationship between two variables, X and Y, is called a linear regression model.

This model is used to understand the relationship between two variables and to predict the value of one variable based on the value of the other variable. Linear regression models can be used to model a wide range of relationships between variables, including positive, negative, and no relationship at all.

The linear regression model assumes that there is a linear relationship between the two variables, meaning that a change in one variable is associated with a proportional change in the other variable. The model also assumes that there is some level of randomness or error in the relationship between the two variables.

Overall, linear regression models are a powerful tool for understanding the relationship between two variables and making predictions based on that relationship. However, it is important to use caution when interpreting the results of these models.

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The boolean expression `((x % 5 != 0) && (x % 2 != 0))` evaluates to true when x is not divisible by 5 and not divisible by 2.

The boolean expression `((x % 5 != 0) && (x % 2 != 0))` evaluates to true when x is not divisible by 5 and not divisible by 2.

Therefore, the answer is option D: when x is neither divisible by 5 nor by 2.

If x is divisible by 5, then `x % 5` will be equal to 0, and the first part of the expression `(x % 5 != 0)` will evaluate to false. Similarly, if x is divisible by 2, then `x % 2` will be equal to 0, and the second part of the expression `(x % 2 != 0)` will evaluate to false.

The expression will only be true if both parts of the expression evaluate to true, which means that x is not divisible by 5 and not divisible by 2.

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Choosing a decision alternative that maximizes the minimum profit is a feature of the maximin approach.

The maximin approach is a decision-making strategy that aims to identify the decision alternative that provides the highest payoff for the worst-case scenario.

It is commonly used in situations where the decision-maker is risk-averse or where the consequences of making the wrong decision are severe.

By selecting the alternative that maximizes the minimum profit, the decision-maker can ensure that they are prepared for the worst-case scenario and can minimize potential losses.

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Question

Choosing a decision alternative that maximizes the minimum profit is a feature of the ____ the maximum profit is a feature of the ____

If the recipe calls for a ratio of 2 teaspoons of sesame seeds to 1 teaspoon of pepper flakes, then Omar would need approximately 4/3 teaspoons of toasted sesame seeds for 2/3 teaspoon of pepper flakes.

There is no direct conversion factor between teaspoons of toasted sesame seeds and teaspoons of pepper flakes. Therefore, we cannot determine the number of teaspoons of sesame seeds required for 2/3 teaspoon of pepper flakes.

However, if we know the ratio of toasted sesame seeds to pepper flakes required in a recipe, we can use that ratio to determine the amount of sesame seeds required for a given amount of pepper flakes.

For example, if a recipe calls for a ratio of 2 teaspoons of toasted sesame seeds to 1 teaspoon of pepper flakes, then we can use the following proportion to find out how many teaspoons of sesame seeds are needed for 2/3 teaspoon of pepper flakes:

2 teaspoons sesame seeds : 1 teaspoon pepper flakes = x teaspoons sesame seeds : 2/3 teaspoon pepper flakes

Cross-multiplying and solving for x, we get:

x teaspoons sesame seeds = (2 teaspoons sesame seeds / 1 teaspoon pepper flakes) x (2/3 teaspoon pepper flakes)

x teaspoons sesame seeds = 4/3 teaspoons sesame seeds

Therefore, if the recipe calls for a ratio of 2 teaspoons of sesame seeds to 1 teaspoon of pepper flakes, then Omar would need approximately 4/3 teaspoons of toasted sesame seeds for 2/3 teaspoon of pepper flakes.

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A research methodology outlines sources of existing data as well as specific research approaches, sampling plans, and measurement instruments.

It provides a detailed and systematic approach to answering research questions and is essential for ensuring the validity and reliability of research findings.

The question is asking for a description of the various sources of data that are available, as well as the different research methods, sampling plans, and measurement tools that can be utilized in data collection.

Some examples of existing data sources include public records, government databases, published reports and articles, and surveys or polls conducted by other organizations.

Research approaches could include qualitative or quantitative methods, experimental or observational designs, or case studies.

Sampling plans would involve determining the appropriate population to be studied and the selection of participants for the study, while measurement instruments would refer to the specific tools used to collect data, such as surveys, questionnaires, or observation checklists.

The selection of appropriate sources, methods, plans, and instruments will depend on the research question, the target population, and the desired outcomes of the study.

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The sets 2, 3, 4, and 7 show proportional relationships as the variables increase at the same rate; however, the sets 5, 6, and 8 are not proportional.

Data is said to be proportional if it increases or decreases at the same rate. This means there is a pattern or sequence in the data. Let's examine some examples:

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In most statistical studies, the parameter is unknown and the statistic is known.

A parameter is a numerical value that describes a characteristic of a population, while a statistic is a numerical value that describes a characteristic of a sample.

For example, if we are interested in the average height of all the students in a school, the parameter would be the true average height of all students in the school, while the statistic would be the average height of a sample of students we measured.

It is often impossible or impractical to measure the entire population, so we use statistics to estimate the unknown parameters based on the information we have from the sample

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P(A ∩ B) = 0, the conditional probability P(A|B) is also 0, regardless of the value of P(B). So, P(A|B) = 0.

To find P(A|B), we need to consider the events A and B, which are "the outcome is a divisor of 4" and "the outcome is prime", respectively.

We will use the conditional probability formula:
P(A|B) = P(A ∩ B) / P(B)
First, we need to find the probabilities of the intersection of A and B, as well as the probability of B.
Since prime numbers cannot have any divisors other than 1 and themselves, the intersection of A and B is an empty set because no prime number can also be a divisor of 4.

Therefore, P(A ∩ B) = 0.
Next, we need to find the probability of B, which is the event "the outcome is prime".

To do this, we'll add the probabilities of all prime outcomes given in the table.
Now, calculate P(A|B) using the formula:
P(A|B) = P(A ∩ B) / P(B) = 0 / P(B).

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Different number systems have developed in different countries over time due to a variety of historical, cultural, and practical reasons.

For example, the decimal system, which is based on the number 10 and is used widely today, likely originated in India and was later adopted and popularized by Arabic mathematicians. It then spread to Europe and other parts of the world through trade and cultural exchange. Other number systems, such as the binary system, which is based on 2 and is commonly used in computing and electronics, were developed for specific purposes.

In addition to historical factors, different number systems may also reflect the needs and preferences of different cultures. For instance, the use of base-20 counting systems in some cultures may reflect the practical need to count large quantities of items, such as livestock, while the use of base-60 systems in ancient Mesopotamia may have been influenced by the importance of astronomy and timekeeping in their culture. Overall, the development of different number systems is a complex and multifaceted process that reflects the unique historical, cultural, and practical factors that have shaped the mathematical traditions of different regions and societies over time.

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The coordinates for the θ degree angle on the unit circle were derived by using the Pythagorean theorem to write the equation [tex]x^2 + y^2[/tex] = 1, and using the signs of x and y to determine which quadrant the angle lies in.

The coordinates for the x- and y- coordinates on the unit circle for a θ degree angle can be derived by using the trigonometric identity known as the Pythagorean theorem.

The Pythagorean theorem states that in a right-angled triangle, the square of the length of the hypotenuse is equal to the sum of the squares of the lengths of the other two sides.

For the unit circle, the hypotenuse is always equal to 1, since the radius of the circle is 1.

Therefore, if we draw a right triangle with one of the angles as θ, and one of the sides as the x-coordinate and the other side as the y-coordinate, we can use the Pythagorean theorem to find the values of x and y.

We know that the hypotenuse is 1, so the equation becomes:

[tex]x^2 + y^2 = 1^2 = 1[/tex]

Solving for y, we get:

[tex]y = ± \sqrt} (1 - x^2)[/tex]

However, we also know that the angle θ is measured counterclockwise from the positive x-axis. Therefore, we need to use the signs of x and y to determine which quadrant the angle lies in.

If x is positive and y is positive, then the angle is in the first quadrant. If x is negative and y is positive, then the angle is in the second quadrant. If x is negative and y is negative, then the angle is in the third quadrant. If x is positive and y is negative, then the angle is in the fourth quadrant.

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Answer:

I believe it's asking, what is m + n, and it has given those values: 10 and 16.  So, following this thinking, the answer is 16 + 10 = 26, so the correct answer would be: (d) 26

The solution of the system of equations f(x) = 2^x + 1 and g(x) = 3^x is x = 1

From the question, we have the following parameters that can be used in our computation:

f(x) = 2^x + 1

g(x) = 3^x

The above expression is a system of exponential equations

We are required to solve by graph

That implies that we graph the equations in the system on the same plane and write out ordered pairs from the point of intersection of the equations in the system

Next, we plot the graph

See attachment for the graph of the equations

The ordered pairs of the intersection point is (1, 3)

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The perimeter of the Christian's sandbox is 24 feet.

The given two quadrialterals are similar

Let us find the remaining lengths of Christian's sandbox

By proportional equation

36/8=18/x=27/y=18/z

4.5=18/x=27/y=18/z

x=18/4.5 = 4

y=27/4.5 = 6

z=4

The perimeter is sum of all the sides

So perimeter of Christian's sandbox is 8+6+4+4

24 feet

Hence, the perimeter of the Christian's sandbox is 24 feet.

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The value of x in the given equation is 0

The given equation is 3x-5(3-2x)=6x-15

Apply the distributive property

3x-15+10x=6x-15

Take all the variable terms on one side and constants on other side

13x-15=6x-15

Add 15 on both sides

7x=0

x=0/7

The value of x is zero

x=0

Hence, the value of x in the given equation is 0

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B' represents the complement of set B, which includes all elements in U that are not in B. Therefore, B' = {0, 1, 2, 5, 6, 7}.

A - B' means all elements in set A that are not in set B'. In other words, we need to remove all the elements in set B' from set A.

A - B' = {3, 6}

Therefore, the elements in A - B' are 3 and 6.

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