I invested $750 and earned 16% yearly interest

Write the equation

Complete the table

The transformations that change the domain of a function are given as follows:

The domain of a function is defined as the set containing all the values assumed by the independent variable x of the function, which are also all the input values assumed by the function.

Hence we must look at transformations that change the values of x of the function, which are given as follows:

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The type of angle in which angle 3 and angle 6 are, is that they are alternate interior angles ( option C)

Angles in parallel lines are angles that are created when two parallel lines are intersected by another line called a transversal.

Since line c and line b are parallel to each other and line a is the transversal that cut through both of them the angle on line a and line b will have the following characteristics;

They can be;

supplementary

alternate exterior

alternate interior

vertically opposite

and corresponding

The property between angle 3 and angle 6 is that they are alternate interior to each other.

Therefore angle 3 and angle 6 are alternate interior angles.

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The teacher can include up to 8 questions of each type (multiple-choice and short-answer) in Order for the test to take students less than 45 minutes to complete.

A teacher is making a history test composed of the same number of multiple-choice questions as short-answer questions. She estimates it will take students an average of 2 minutes to complete each multiple-choice question and an average of 3.5 minutes to complete each short-answer question.

Write an inequality to determine how many questions, n, the teacher can include if the test must take students less than 45 minutes to complete.The test has the same number of multiple-choice and short-answer questions, so let n be the number of each type of question.

The time taken to complete multiple-choice questions is 2n, while the time taken to complete short-answer questions is 3.5n.Using the inequality of time, if the test must take students less than 45 minutes to complete, then;2n+3.5n<45.Distribute the number of questions (n)2n+3.5n=5.5n5.5n<45

Divide both sides of the inequality by 5.5n<45/5.5n<8.18...n≤8

Therefore, the teacher can include up to 8 questions of each type (multiple-choice and short-answer) in order for the test to take students less than 45 minutes to complete.

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The teacher is creating a test with an equal number of multiple-choice and short-answer questions. The time equation for the test can be written as 2n + 3.5n < 45, where n represents the number of questions. This inequality can be solved to find the maximum number of questions the teacher can include.

The subject of this question is an inequality that involves the total time taken by students to complete the test. In this case, the teacher is creating a test that has an equal number of multiple-choice and short-answer questions. Each multiple-choice question takes an average of 2 minutes, while each short-answer question takes an average of 3.5 minutes. The total time for the test should be less than 45 minutes.

Since the same number of multiple-choice (2n minutes) and short-answer questions (3.5n minutes) are present, the inequality will be:

2n + 3.5n < 45

This is the inequality representing how many questions, n, the teacher can include if the test must take students less than 45 minutes to complete. By solving this inequality, the teacher can determine the maximum number of questions that can be included in the test.

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The draws of the cards are not independent in this scenario.

Independence in random draws means that the outcome of each draw does not affect the probabilities of subsequent draws. However, in this case, the draws are dependent because the number of red and green cards in the deck changes after each draw.

To understand this, let's consider the first draw. The probability of drawing a red card on the first draw is 8/20, and the probability of drawing a green card is 12/20. After the first draw, there are only 19 cards left in the deck, and the number of red and green cards has changed.

Therefore, the probability of drawing a red card on the second draw, given that a green card was drawn on the first draw, is now 7/19, and the probability of drawing a green card is 12/19.

This pattern continues for subsequent draws. The probabilities of drawing red or green cards change after each draw, depending on the outcomes of the previous draws. This dependency arises from the fact that the deck does not remain the same throughout the process, and the composition of the deck affects the probabilities of the subsequent draws.

In conclusion, the draws in this scenario are dependent because the outcomes of the previous draws affect the probabilities of the subsequent draws.

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The class of the equation and the cross section equation are;

The equation is a hyperboloid of two sheets

The cross sections are;

Equation at z = 0 is; y²/8 - x²/8 = 1

Equation at y = -4 is; x²/8 + z² = 1

Equation at y = 0 is; x²/8 + z² = -1

Equation at y = 4 is; x²/8 + z² = 1

Equation at x = 0 is; y²/8 - z² = 1

An equation is a mathematical statement which indicates the equivalence two expressions by joining them with the '=' sign.

The equation can be presented as follows;

y² = x² + 8·z² + 8

y² - x² - 8·z² = 8

y²/8 - x²/8 - z² = 1

The above equation is the equation of an hyperboloid of two sheets, where;

a² = 8, b² = 1, and c² = 8

Please find attached the diagram of the surface, created with an online 3D graphing tool.

The equation for the cross section at z = 0, can be obtained by plugging in z = 0, into the equation as follows;

y²/8 - x²/8 - 0 = 1

y²/8 - x²/8 = 1

The above equation is the equation of an hyperbola in the xy plane

The equation for the cross section at y = -4, can be obtained by plugging in y = -4, into the equation as follows;

4²/8 - x²/8 - z² = 1

- x²/8 - z² = 1 - 4²/8 = -1

- x²/8 - z² = -1

x²/8 + z² = 1

The above is an equation of an ellipse in the xz plane

The equation for the cross section at y = 0, can be obtained by plugging in y = 0, into the equation as follows;

0²/8 - x²/8 - z² = 1

- x²/8 - z² = 1

Therefore; x²/8 + z² = -1

The equation for the cross section at y = 4, can be obtained by plugging in y = 4, into the equation as follows;

4²/8 - x²/8 - z² = 1

- x²/8 - z² = 1 - 2 = -1

x²/8 + z² = 1

The above equation is the equation of an ellipse in the xz plane

The equation for the cross section at x = 0, can be obtained by plugging in x = 0, into the equation as follows;

y²/8 - 0²/8 - z² = 1

y²/8 - z² = 1

The equation is the equation of an hyperbola in the yz plane

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To find the polar equation of a conic with focus at the pole, directrix y=3, and eccentricity of 2, we can use the definition of a conic in polar coordinates.

The general form of the polar equation for a conic with focus at the pole is given by:

r = [tex]\frac{ed}{1+e\cos(\theta-\theta_0)}[/tex]

Where:

- r is the distance from the origin (pole) to a point on the conic.

- e is the eccentricity.

- d is the distance from the pole to the directrix.

- θ is the angle between the polar axis and the line connecting the pole to a point on the conic.

- θ_0 is the angle between the polar axis and the line connecting the pole to the focus.

In this case, the focus is at the pole, so θ_0 = 0. The directrix is y = 3, which means its distance from the pole is d = 3. The eccentricity is given as 2, so e = 2.

Substituting these values into the general equation, we get:

r =[tex]\frac{2\cdot3}{1+2\cos(\theta-0)}[/tex]

Simplifying further:

r =[tex]\frac{6}{1+2\cos(\theta)}[/tex]

Therefore, the polar equation of the conic with focus at the pole, directrix y=3, and eccentricity of 2 is:

r =[tex]\frac{6}{1+2\cos(\theta)}.[/tex]

This equation describes the shape of the conic in polar coordinates, where r represents the distance from the origin to a point on the conic, and θ represents the angle between the polar axis and the line connecting the origin to the point.

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The domain of the function f(x) = {√(x + 2)} is x ≥ -2, where {} denotes the fractional part.

To find the domain of the function, we need to consider the values of x for which the expression inside the square root is defined. In this case, the expression x + 2 must be non-negative (since we cannot take the square root of a negative number). So we set x + 2 ≥ 0 and solve for x.

x + 2 ≥ 0

x ≥ -2

Therefore, the domain of the function is x ≥ -2. This means that the function is defined for all real numbers greater than or equal to -2.

In the second paragraph, we explain that the domain of the function f(x) = {√(x + 2)} is x ≥ -2. The function involves taking the square root of (x + 2) and then considering the fractional part of the result.

The expression inside the square root must be non-negative, which means x + 2 ≥ 0. Solving this inequality, we find x ≥ -2. Thus, any real number greater than or equal to -2 is included in the domain of the function.

For example, if we choose x = -2, the expression inside the square root becomes 0, and taking the square root of 0 gives us 0. The fractional part of 0 is also 0. As we move to x > -2, the square root expression becomes positive, resulting in non-zero fractional parts.

So, the function is defined and has a non-zero fractional part for all real numbers greater than -2. However, for x < -2, the expression inside the square root becomes negative, which is not defined in the real number system. Therefore, the domain of the function is x ≥ -2.

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The area of each labelled face is as follows:

area of A =  12 m²

area of B =  14 m²

area of C = 42 m²

The diagram above is a cuboid or a rectangular prism. The area of each labelled face is as follows:

Therefore,

area of A = lw

where

Therefore,

area of A =  2 × 6 = 12 m²

area of B =  7 × 2 = 14 m²

area of C = 7 × 6 = 42 m²

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The total length of the markers that are 5.5 inches or shorter is equal to 48.75 inches.

In order to determine the five-number summary for the length of markers, we would arrange the data set in an ascending order:

4, 5.5, 4.25, 5, 6.25, 6, 5.5, 5.25, 6.25, 4, 6.25, 5, 4.75, 6, 5.5, 6.75, 6.25

Based on the information provided about the length of markers, we would use a graphical method (box plot) to determine the five-number summary for the given data set as follows:

For the required length of markers, we have:

Total length = 4 + 4 + 4.25 + 4.75 + 5 + 5 + 5.25 + 5.5 + 5.5 + 5.5

Total length = 48.75 inches.

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Missing information:

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

The final balance in the bank register is $1020.49 on October 13th.The Excel sheet for the given transaction is shown below. In the given scenario, the transactions that have been made by the customer are recorded in the bank register. The register contains information about all the transactions made by the customer, whether it is a purchase, deposit, or a fee.

The bank register helps the customer to keep track of the balance in their bank account and to reconcile the balance with the bank statement. It is important to enter the transactions in the bank register as soon as they are made to avoid any errors and to keep the balance up-to-date. Excel sheet: Explanation of the transactions: -

The account is opened with $300 on October 1st. - A pretzel is purchased from "Doughy Pretzel" with check 100 for $3.18 on October 1st. - Gas is bought with the debit card for $34.35 on October 5th. - "River Rider's Extreme" is bought with the debit card for $265.17 on October 6th. - There is an overdraft fee of $38 on October 7th. - $755.49 is deposited on October 13th. Therefore, the final balance in the bank register is $1020.49 on October 13th.

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Hello!

YH // YV

so Thalès !!

YA/YH = YB/YV

17/YH = 16/(16+22)

17/YH = 16/38

YH = 17 x 38 ÷ 16 = 40.375

YH = x = 40.375

Answer:

85.33 or 85.3

Step-by-step explanation:

both versions of the answer should be correct. the second one is just the first one without an extra 3.

im not totally sure if you also need the graph version and/or if that was what you were referring to.

i rlly hope this helps.

if you need answers for graphing i recommend using desmos. its pretty helpful for getting answers really fast.

hope this helps!!! :) <3 (pls rate and like bc every time i answer a question no one ever does it :,) )

Answer:

(C) Multiply first equation by -2 and second equation by 3, solution (1, 1)

Step-by-step explanation:

Simultaneous equations are set of equations which possess a common solution. The equations can be solved by eliminating one of the unknowns by multiplying each of the equations in a way that a common coefficient is obtained in the unknown to be eliminated.

Given the simultaneous equations:

3x - 5y = -2

2x + y = 3

First step:

Multiply first equation by -2 and multiply second equation by 3,

-6x + 10y = 4

6x + 3y = 9

Second step:

Add the two equations together,

13y = 13

Divide both sides by 13

y = 1

Third step:

Put y = 1 in the first equation

3x - 5(1) = -2

3x - 5 = -2

3x = 5 - 2

3x = 3

Divide both sides by 3:

x = 1

solution (x,y) = (1,1)

Option C

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1200 kg / 12 quintal

= 100 kg per quintal

so 1 quital = 100 kg

Applying the system of equations given, we can conclude that: a. Nikhil has been with the company for 16 years, while Mae has been there for 4 years.

To solve the system of equations, let's substitute the value of x from the first equation into the second equation:

x = 4y

8 + 2y = 4y

Simplifying the equation, we get:

8 = 2y

Dividing both sides by 2:

4 = y

Now, substitute the value of y back into the first equation to find x:

x = 4y

x = 4(4)

x = 16

Therefore, Nikhil has been employed by the company for 16 years, and Mae has been employed for 4 years.

The correct answer is option a. Nikhil has been with the company for 16 years, while Mae has been there for 4 years.

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The interval notation (13/9, +∞) represents all real numbers greater than 13/9.

The inequality b > 13/9 can be expressed in interval notation as (13/9, +∞). In interval notation, a parenthesis "(" indicates an open interval, meaning that the value is not included, and the "+" symbol represents positive infinity, indicating that the interval extends indefinitely in the positive direction.

To explain further, the fraction 13/9 represents the value 1.44444... (repeating decimal) approximately. Since b is greater than this value, we use an open interval to exclude it.

Any value of b that is greater than 1.44444... satisfies the inequality b > 13/9. This interval notation provides a concise and clear representation of the solution set for the given inequality.

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The additional 60 men, the provisions will last for approximately 20 weeks.

To determine how long the provisions will last with the additional 60 men, we need to consider the total number of people and the original duration the provisions were meant to last.

Originally, the provisions were intended to sustain 400 men for 23 weeks. This means that the provisions were estimated to be sufficient for a total of 400 * 23 = 9200 person-weeks.

Now, with the additional 60 men, the total number of men becomes 400 + 60 = 460.

To calculate how long the provisions will last with the increased number of men, we divide the total person-weeks by the new number of men:

Provisions last = Total person-weeks / Number of men

= 9200 / 460

≈ 20 weeks (rounded to the nearest whole number)

The additional 60 men will extend the supply's shelf life to around 20 weeks.

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The surface area of the given triangular prism is 204 square millimeters.

The surface area of a triangular prism can be calculated by finding the area of its two triangular faces and the area of its three rectangular faces. Let's break down the steps to find the surface area of the given triangular prism.

Step 1: Calculate the area of the triangular face.
The base of the triangle is given as 6 millimeters, and the height is given as 4 millimeters. The formula to find the area of a triangle is 1/2 * base * height. Plugging in the values, we get:
Area of triangular face = 1/2 * 6 mm * 4 mm = 12 mm².

Step 2: Calculate the area of the rectangular faces.
The length of the triangular prism is given as 10 millimeters, which is the length of the rectangular faces. The width of the rectangular faces is equal to the base of the triangular face, which is 6 millimeters. The formula to find the area of a rectangle is length * width. Plugging in the values, we get:
Area of each rectangular face = 10 mm * 6 mm = 60 mm².

Step 3: Calculate the total surface area.
Since the triangular prism has two triangular faces and three rectangular faces, we need to add up the areas of all five faces to find the total surface area.
Total surface area = 2 * Area of triangular face + 3 * Area of rectangular face.
Total surface area = 2 * 12 mm² + 3 * 60 mm².
Total surface area = 24 mm² + 180 mm².
Total surface area = 204 mm².

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It is an acute triangle

To determine if it is an acute or obtuse or right triangle, we need to consider the angle measures.

We have that;

Using the law of Cosines:

For the cosine of A =[tex]\frac{b^2 + c^2 - a^2}{2bc}[/tex]

Substitute the values, we have;

cos A = [tex]((6^2 + 7^2 - 4^2) / (2 * 6 * 7))[/tex]

find the square values

cos A =[tex]((36 + 49 - 16) / (2 * 6 * 7))[/tex]

cos A =69 / 84

cos A = 0.8214

A = 34. 77 degrees

The largest angle in the triangle is 34.77degrees, thus, an acute triangle

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The complete question:

Determine if the lengths shown create an acute, obtuse, or right triangle The lengths are 4, 6, 7

By analyzing the graph and evaluating the objective function at each vertex of the feasible region, we can find the optimal solution, which is the vertex that maximizes the objective function z = 3x + y.

To find the optimal solution of the given problem using the graphical method, we need to plot the feasible region determined by the given constraints and then identify the point within that region that maximizes the objective function.

Let's start by graphing the constraints:

1. Plot the line 2x - y = 5. To do this, find two points on the line by setting x = 0 and solving for y, and setting y = 0 and solving for x. Connect the two points to draw the line.

2. Plot the line -x + 3y = 6 using a similar process.

3. The x-axis and y-axis represent the constraints x ≥ 0 and y ≥ 0, respectively.

Next, identify the feasible region, which is the region where all the constraints are satisfied. This region will be the intersection of the shaded regions determined by each constraint.

Finally, we need to identify the point within the feasible region that maximizes the objective function z = 3x + y. The optimal solution will be the vertex of the feasible region that gives the highest value for the objective function. This can be determined by evaluating the objective function at each vertex and comparing the values.

Note: Without a specific graph or additional information, it is not possible to provide the precise coordinates of the optimal solution in this case.

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The amount of sandwich they eat altogether is 2/3

A fraction can be defined as the part of a whole number, a whole number, a whole element.

The different types of fractions are listed as;

From the information given, we have that;

Angie ate 1 / 3 of the sandwich

Kim ate another 1 / 3 of the sandwich

To determine the total amount, we have;

1/3 + 1/3

add the values

1 + 1/3

add the values, we get;

2/3

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The complete question:

Angie and Kim are sharing a large sub sandwich. Angie ate 1 / 3 of the sandwich, and Kim ate another 1 / 3 of the sandwich. Please work out in detail.

Answer:

Step-by-step explanation:

Like terms are terms that have the same letter or letters. They can be collected together by adding or subtracting. 9y, 3y and 2y are like terms because they contain the letter y and only the letter y.

4y + 3y + 2y = 9y