PLEASE HELPPPP I need it

Answer:

i dont think its possible

The distance between the ship and the base of the is approximately 359.32 feet.

The distance between the ship and the base of the lighthouse can be found using the tangent of the angle of elevation.

The tangent of an angle in a right triangle is equal to the opposite side divided by the adjacent side. In this case, the opposite side is the height of the lighthouse (160 feet) and the adjacent side is the distance between the ship and the base of the lighthouse (x).

So, we can set up the equation:

tan(24) = 160/x

To solve for x, we can cross multiply and then divide:

x * tan(24) = 160

x = 160/tan(24)

Using a calculator, we can find that tan(24) is approximately 0.4452.

So, x = 160/0.4452

x = 359.32 feet

Therefore, the distance between the ship and the base of the lighthouse is approximately 359.32 feet.

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The transformations of g(x) as it relates to f(x)=2^(x) are as follows:

- Vertical stretch by a factor of -7
- Horizontal compression by a factor of 10
- Horizontal shift to the right by 3/10
- Vertical shift up by 4

The transformations of g(x) as it relates to the parent function f(x)=2^(x) are:
- A vertical stretch by a factor of -7, since the coefficient of the parent function is -7.
- A horizontal compression by a factor of 10, since the coefficient of x in the exponent is 10.
- A horizontal shift to the right by 3/10, since the term inside the exponent is (10x-3).
- A vertical shift up by 4, since the constant term added to the function is 4.

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No, she will not earn enough money to buy the $59 pair of headphones after working 4(3)/(4) hours. She needs $23.375 more.

To find out how much money she will earn after working 4(3)/(4) hours, we can multiply her hourly wage by the number of hours she works:

7(1)/(2) dollars/hour × 4(3)/(4) hours

Transform the mixed fractions into improper fractions, then multiply.

15/2 dollars/hr x 19/4 hours = 285/8 = 35.625 dollars

So, she will earn $35.625 after working for 4(3)/(4) hours.

To find out how much more money she needs to buy the $59 pair of headphones, we can subtract the amount she earned from the cost of the headphones:

$59 - $35.625 = $23.375

So, she needs $23.375 more to buy the $59 pair of headphones.

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The nearest percent, the percent decrease in clock cycles after optimization is approximately 87%.

Optimization is the process of improving the performance or efficiency of a system, process, or algorithm by finding the best possible solution within a given set of constraints or limitations.

The percent decrease in clock cycles after optimization can be calculated using the formula:

Percent decrease = [(original value - new value) / original value] x 100%

where the original value is the number of clock cycles required before optimization, and the new value is the number of clock cycles required after optimization.

Using the given values, we have:

Percent decrease = [(450 - 60) / 450] x 100%

= (390 / 450) x 100%

= 86.67%

Therefore, to the nearest percent, the percent decrease in clock cycles after optimization is approximately 87%.

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The properties of real numbers being used in the equations you provided are as follows:

1. 5−8: This equation does not use any specific property of real numbers. It is simply subtraction of two real numbers.

2. 5.3+2x=2x+36: This equation uses the Commutative Property of Addition, which states that the order in which real numbers are added does not affect the sum. This is why 5.3+2x is equal to 2x+5.3.

3. (a+b)(a−b)=(a−b)(a+b): This equation also uses the Commutative Property of Multiplication, which states that the order in which real numbers are multiplied does not affect the product. This is why (a+b)(a−b) is equal to (a−b)(a+b).

4. 7.A(x+y)=Ax+Ay: This equation uses the Distributive Property, which states that multiplying a real number by a sum is the same as multiplying each term in the sum by the real number and then adding the products. This is why A(x+y) is equal to Ax+Ay.

5. (A+1)(x+y)=(A+1)x+(A+1)y: This equation also uses the Distributive Property, as explained in the previous example.

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The total number of dimes in the container is 6 while the total number of quarters is 11.

To solve this problem, we will be using the simultaneous equation. The dimes and quarters will be assigned some figures:

First:

d + q = 17

10d + 25q = 335

This second equation is so because the value of the coins was converted to cents.

Where $1 = 100 cents

Next, we will resolve the figures to get the values for d and q as follows:

Multiply both sides of the first equation by -10

-10d - 10q = -170

Now, we shall minus the first equation from the second one to give:

15q = 165

q = 165/15

= 11

Substitute the value of q in the first equation:

d + 11 = 17

d = 17 - 11

d = 6

Substituting the values in the original equation will give the final sum of 335 for the coins.

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The area of the shape is solved to be 24 square units

The area of the shape is solved knowing that area of a triangle is solved using the formula

= 0.5 * base * height

where

base = 12

height = 4

plugging in the values into the formula

= 0.5 * 12 * 4

= 6 * 4

= 24 square units

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Answer:

24

Step-by-step explanation:

This is a division problem.

0.72/0.03 = 7.2/0.3 = 72/3 = 24

The camp charge per week = slope = $25 per week.

The slope is also referred to as the unit rate which is given as: m = change in y / change in x.

From the given scenario, let:

x = number of weeks

y = camp charges

We will therefore have these two points:

(6, 190) and (9, 265)

Use the two points to find the slope, which is the swimming camp charge per week:

Camp charge per week (m) = change in y / change in x = 265 - 190 / 9 - 6

= 75/3

= $25 per week.

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The probability of rolling a triangle is 9 out of 15, or 60%.

Its essential vision is that an individual will nearly certainly happen.

Then the probability is given as,

P = (Favorable event) / (Total event)

As per the given data:

Total sides is a die = 15

triangles = 9

circles = 4

squares = 2

The probability of rolling a triangle is 9 out of 15, or:

For probability in % = (Favorable outcomes/Total outcomes) × 100

= (9/15) × 100

= 60%

Hence, The probability of rolling a triangle is 9 out of 15, or 60%.

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The expression [tex]log(x^4)[/tex] can be expanded as a constant multiple of log(x).

What is the logarithms?

A logarithm is a mathematical function that measures the number of times a given value (called the base) must be multiplied by itself to produce a specified value.

We can use the following properties of logarithms to expand the expression:

The expression [tex]log(x^4[/tex]) can be expanded using the following property of logarithms:

[tex]log(a^n) = n * log(a)[/tex]

Using this property, we can write:

[tex]log(x^4) = 4 * log(x)[/tex]

Hence, the expression [tex]log(x^4)[/tex] can be expanded as a constant multiple of log(x).

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Because 6 cannot equal 2, this statement is false. As a result, this equation cannot be solved.

By fusing two expressions, the equation generates a mathematical expression, similar to an expression. A common equation would have been 3x - 5 = 16. The solution to this equation reveals that the variable x has a value of 7.

First, we employ the distributive property to simplify the left side of the equation:

3(x + 2) = 3x + 6

The right side of the calculation is then made simpler by grouping related terms together:

x+2x+2 = 3x+2

The initial equation is now:

3x + 6 = 3x + 2

3x both from sides are subtracted, giving us:

6 = 2

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Therefore , the solution of the given problem of equation comes out to be which is (x, y) = (-60/17, 58/17).

The same letter is frequently used in mathematical formulas to attempt to enforce unity between two claims. Mathematical expression equations, also referred to as assertions, are used to demonstrate the equality of many academic figures. Using y + 6 = 12 like an example, the normalise separates 12 but rather b + 6 in to the two pieces. The relationship between each sign variable and the amount of lines can be identified. A symbol's meaning typically runs counter to itself.

Here,

Elimination is one approach that could be used to solve the problem. So that the component of y in each equation is -12, we can do this by multiplying the first equation by 4 and the second equation by 3:

=> 4(2x + 3y = -6) -> 8x + 12y = -24

=> 3(3x - 4y = -12) -> 9x - 12y = -36

The two formulae combined give us:

=> 8x + 12y + 9x - 12y = -24 - 36

=> 17x = -60

=>x = -60/17

We can find y by substituting x into either equation:

=> 2(-60/17) + 3y = -6

=> 3(-60/17) - 4y = -12

When we simplify each solution, we obtain:

=> -120/17 + 3y = -6

=>-180/17 - 4y = -12

By y in each solution and solving, we obtain:

=> 3y = 174/17

=> y = 58/17

As a result, there is only one solution to the system, which is (x, y) = (-60/17, 58/17).

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Answer:

Step-by-step explanation:

You want the weights of trains A and B if the sum of their weights is 184 tons and the difference of their weights is 90 tons.

We can write the equations for the weights as ...

  A +B = 184

  A -B = 90

Adding the two equations gives ...

  2A = 274

  A = 137

Subtracting the second equation from the first gives ...

  2B = 94

  B = 47

Train A weighs 137 tons; train B weighs 47 tons.

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The measures ∠2 = 135°, ∠5 = 45°, ∠6 = 135°, ∠4 = 45° and  ∠3 = 135°.

An angle is formed when two straight lines or rays meet at a common endpoint.

The angle ∠1 = 45° is given.

Types of the angles are as follows;

Supplementary angle - Two angles are said to be supplementary angles if their sum is 180 degrees.

Corresponding angle - If two lines are parallel then the third line. The corresponding angles are equal angles.

Vertically opposite angle - When two lines intersect, then their opposite angles are equal.

Alternate angle - If two lines are parallel then the third line will make z -angle and z-angles are equal angles with the parallel lines.

∠1 + ∠2 = 180°    (Supplementary angle)

45° + ∠2 = 180°

∠2 = 135°

∠1 = ∠5 = 45°   (Corresponding angle)

∠2= ∠6 = 135°

∠4 = 45° (Alternate angle)

∠3 = 135°   (Alternate angle)

Hence, the measures ∠2 = 135°, ∠5 = 45°, ∠6 = 135°, ∠4 = 45° and  ∠3 = 135°.

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1) 3/7

2) 9/21

3) 150/350

You will have 4500L of water in the tank after it rains 90mL.

If it rains 90mL and you have a tank with a roof area of 50m^2, you can calculate the amount of water collected in the tank using the following formula:

Amount of water collected = (Rainfall in mm) x (Roof area in m^2)

In this case, the amount of water collected would be:

Amount of water collected = (90mm) x (50m^2)

Since 1mm of rain is equivalent to 1L of water per square meter, we can convert the rainfall from mm to L:

Amount of water collected = (90L/m^2) x (50m^2)

Simplifying the equation gives us:

Amount of water collected = 4500L

Therefore, you will have 4500L of water in the tank after it rains 90mL.

I hope this helps! Let me know if you have any further questions.

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These statistics can help us better understand the data and make comparisons between the two classes.

The given data shows the results of two classes, Class A and Class B.

Class A: 34, 31, 29, 24, 27, 37, 26, 24, 20, 37, 22, 18, 36, 26, 28, 23, 23, 27, 33, 25, 36, 32, 33, 25, 28, 35

Class B: (no data given)

In order to analyze the data, we can use statistics. Statistics is the science of collecting, analyzing, and interpreting data. One way to analyze the data is to find the mean, median, and mode of the data set.

Mean: The mean is the average of the data set. To find the mean, add up all the numbers and divide by the total number of data points.

Mean of Class A = (34+31+29+24+27+37+26+24+20+37+22+18+36+26+28+23+23+27+33+25+36+32+33+25+28+35) / 26 = 28.42

Median: The median is the middle number in the data set. To find the median, sort the data set in ascending or descending order and find the middle number. If there are an even number of data points, the median is the average of the two middle numbers.

Sorted Class A: 18, 20, 22, 23, 23, 24, 24, 25, 25, 26, 26, 27, 27, 28, 28, 29, 31, 32, 33, 33, 34, 35, 36, 36, 37, 37

Median of Class A = (26+27) / 2 = 26.5

Mode: The mode is the number that appears most frequently in the data set.

Mode of Class A = 24, 26, 27, 33, 36, 37 (all appear twice)

These statistics can help us better understand the data and make comparisons between the two classes.

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Answer: x intercepts = -5/2 or x = -13/2    

the y intercepts y = 16.5

vertex  ( -9/2 , -4)

Step-by-step explanation:

Answer:

The roots and x-coordinates of the equation are

[tex]-\frac{5}{2}[/tex] and [tex]-\frac{13}{2}[/tex]

The vertex of the parabola is

[tex]-4.5[/tex]

Step-by-step explanation:

Given

[tex]0=x^2+9x+16.25\\y=x^2+9x+16.25[/tex]

Complete the Square, X intercepts, and Roots

[tex]0=x^2+9x+16.25[/tex]

Write [tex]16.25[/tex] as a fraction.

[tex]x^2+9x+16\frac{1}{4}=0[/tex]

[tex]x^2+9x+\frac{65}{4}=0[/tex]

Factor the left hand side.

Write [tex]x^2[/tex] as a fraction with a common denominator, multiply by [tex]\frac{4}{4}[/tex].

[tex]x^2*\frac{4}{4} +9x+\frac{65}{4}=0[/tex]

Combine [tex]x^2[/tex] and [tex]\frac{4}{4}[/tex].

[tex]\frac{x^2*4}{4} +9x+\frac{65}{4}=0[/tex]

Combine the numerators over the common denominator.

[tex]\frac{4x^2+65}{4} +9x=0[/tex]

To write [tex]9x[/tex] as a fraction with a common denominator, multiply by [tex]\frac{4}{4}[/tex].

[tex]\frac{4x^2+65}{4} +9x*\frac{4}{4} =0[/tex]

Combine [tex]9x[/tex] and [tex]\frac{4}{4}[/tex].

[tex]\frac{4x^2+65}{4} +\frac{36x}{4} =0[/tex]

Combine the numerators over the common denominator.

[tex]\frac{36x+4x^2+65}{4} =0[/tex]

For a polynomial of the form [tex]ax^2+bx+c[/tex], rewrite the middle term as a sum of two terms whose product is [tex]a*c=4*65=260[/tex] and whose sum is [tex]b=36[/tex].

[tex]\frac{36(x)+4x^2+65}{4} =0[/tex]

Rewrite 36 as 10 plus 26.

[tex]\frac{(10+26)x+4x^2+65}{4} =0[/tex]

Apply the distributive property.

[tex]\frac{4x^2+10x+26x+65}{4} =0[/tex]

Group the first two terms and the last two terms.

[tex]\frac{\left(4x^2+10x\right)+26x+65}{4} =0[/tex]

Factor out the GCF from each group.

[tex]\frac{2x\left(2x+5\right)+13\left(2x+5\right)}{4} =0[/tex]

Factor the polynomial by factoring out the GCF.

[tex]\frac{\left(2x+5\right)+\left(2x+13\right)}{4} =0[/tex]

Set the numerator equal to zero.

If any individual factor on the left side of the equation is equal to 0, the entire expression will be equal to 0.

[tex]2x=5=0\\2x=13=0[/tex]

Solving for [tex]x[/tex] in each equation gives us

[tex]-\frac{5}{2}[/tex] and [tex]-\frac{13}{2}[/tex]

The final solution is

[tex]x=-\frac{5}{2} ,-\frac{13}{2}[/tex]

These values of [tex]x[/tex] are the roots of the equation and lie on the x-axis.

Vertex

We can use the formula [tex]\frac{-b}{2a}[/tex] to evaluate the vertex.

This formula is for a polynomial of the form [tex]ax^2+bx+c=0[/tex].

[tex]x^2+9x+16.25=0[/tex]

In this case

[tex]a=1\\b=9[/tex]

Inserting our values into the equation yields

[tex]\frac{-9}{2*1}[/tex]

[tex]\frac{-9}{2}=-4.5[/tex]

The value of cos J rounded to the nearest hundredth is 0.384.

A mathematical function known as the cosine is used in many branches of mathematics, such as geometry and trigonometry. It is described as the proportion between the hypotenuse and the adjacent side of a right triangle. It is represented by the symbol cos-1 or arc cos and is also known as the inverse cosine or arc cosine.

Using Pythagoras theorem lets find IJ

IJ = [tex]\sqrt{13^2 - 12^2}[/tex]

IJ = √25

IJ = 5

Now,

cos θ = Adjacent side/Hypotenuse

cos J = IJ/HJ

= 5/13

= 0.384

Thus, the value of cos J rounded to the nearest hundredth is 0.384.

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Complete question:

Find the value of cos J rounded to the nearest hundredth, if necessary.

The function of the power series f(x) = 6ln(1+x) = ∑=1 , ∞ 6(-1)⁽ⁿ⁻¹⁾xⁿ/n.

And a_n = 6(-1)⁽ⁿ⁻¹⁾xⁿ/n.

The common ratio is the distance between each number in a geometric series. The proportion of a number or two consecutive numbers. The common ratio, which is the same for all numbers or common, is the number divided by the number that comes before it in the sequence.

To find the power series for f(x), we first need to find the power series for g(x) = 6/(1+x):

g(x) = 6/(1+x) = 6(1 - x + x² - x³ +...) (geometric series with common ratio -x)

Next, we integrate term by term:

∫ g(x) dx = ∫ 6(1-x+x²-x³+...) dx

= 6(x - x²/2 + x³/3 - x⁴/4 + ...) + C , where C is a constant.

Since we're only interested in finding the coefficients of the power series, we can ignore the constant term.

Thus, the power series for f(x) is:

f(x) = 6ln(1+x) = 6(x - x²/2 + x³/3 - x⁴/4 + ...) = ∑=1 , ∞ 6(-1)⁽ⁿ⁻¹⁾xⁿ/n

where a_n = 6(-1)⁽ⁿ⁻¹⁾xⁿ/n.

Therefore, f(x) = 6ln(1+x) = ∑=1 , ∞ 6(-1)⁽ⁿ⁻¹⁾xⁿ/n.

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The difference between their sound levels is 9.9W/m².

The preceding number, which is always put before a number, is referred to as the predecessor. A number's successor is the one that is written just after it. Take the list of natural numbers 1, 2, 3, 4, and 5, for instance. 1 is the precursor of 2, and 2 is the successor of 1. Consecutive numbers are those that come after one another in ascending sequence, from smallest to largest. The typical difference between every two numbers is 1.

Here, we have

Given: It is known that the sound levels of two consecutive thunderstorms in the storm are 0.1W/m² and 10W/m² respectively.

We have to find the difference between their sound levels.​

S₁ = 0.1W/m²

S₂ = 10W/m²

Difference = S₂ - S₁

Difference = 10W/m² - 0.1W/m²

Difference  = 9.9W/m²

Hence, the difference between their sound levels is 9.9W/m².

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The 95% confidence interval for the population proportion of defective calculators is (0.0015, 0.0069).

Hence, (0.0015 < p < 0.0069).

According to the given information

we can use the formula for calculating the confidence interval for a population proportion,

⇒ P ± z√(P(1-P )/n)

Where,

P = sample proportion of defective calculators = 5/1200

                                                                              = 0.0042

n = sample size = 1200

z = z-score for 95% confidence level = 1.96 (from standard normal distribution table)

Substituting the values in the formula, we get,

⇒ 0.0042 ± 1.96√(0.0042(1-0.0042)/1200)

Simplifying the expression gives us the confidence interval,

⇒ (0.0015 < p < 0.0069)

Therefore,

The 95% confidence interval for the population proportion of defective calculators is (0.0015, 0.0069).

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The probability of no one getting a hole in one on the sixth hole during the 1989 U.S. Open golf tournament is 0.95431 and the probability of exactly one golfer getting a hole in one on the sixth hole is 0.04478.

The probability of an event occurring is the number of favorable outcomes divided by the number of possible outcomes. In this case, the probability of a professional golfer making a hole in one is 1/3,709.

a. To find the probability that no one gets a hole in one on the sixth hole, we need to find the probability that each of the 174 golfers does not get a hole in one. The probability of not getting a hole in one is 1 - (1/3,709) = 3,708/3,709. The probability that no one gets a hole in one is (3,708/3,709)^174 = 0.95431. Therefore, the probability that no one gets a hole in one on the sixth hole is 0.95431.

b. To find the probability that exactly one golfer gets a hole in one on the sixth hole, we need to find the probability that one golfer gets a hole in one and the rest do not. The probability of one golfer getting a hole in one is 1/3,709 and the probability of the rest not getting a hole in one is (3,708/3,709)^173. There are 174 ways this can happen, so the probability is 174 * (1/3,709) * (3,708/3,709)^173 = 0.04478. Therefore, the probability that exactly one golfer gets a hole in one on the sixth hole is 0.04478.

In conclusion, the probability of no one getting a hole in one on the sixth hole during the 1989 U.S. Open golf tournament is 0.95431 and the probability of exactly one golfer getting a hole in one on the sixth hole is 0.04478.

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To find the exact values of all six trigonometric functions of 660°, we need to first convert the angle to one that falls within the range of 0° to 360°. We can do this by subtracting 360° from the given angle until we get a value within the desired range.

660° - 360° = 300°

Now we can find the exact values of the trigonometric functions of 300° using the unit circle:

sin 300° = -√3/2
cos 300° = 1/2
tan 300° = -√3
csc 300° = -2/√3
sec 300° = 2
cot 300° = -1/√3

Therefore, the exact values of all six trigonometric functions of 660° are:
sin 660° = -√3/2
cos 660° = 1/2
tan 660° = -√3
csc 660° = -2/√3
sec 660° = 2
cot 660° = -1/√3

Problem 6: Verify the identity: sin x + cos x cotx = CSC X.

To verify this identity, we can start by simplifying the left-hand side of the equation:

sin x + cos x cotx
= sin x + cos x (cos x / sin x)
= sin x + (cos^2 x / sin x)
= (sin^2 x + cos^2 x) / sin x

Since sin^2 x + cos^2 x = 1, we can simplify further:

= 1 / sin x
= csc x

Therefore, the left-hand side of the equation simplifies to the same value as the right-hand side, verifying the identity.

sin x + cos x cotx = csc x

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A graphing calculator can be a useful tool for solving systems of linear equations because it is fast, accurate, and can handle more complex equations.

Graph is a mathematical representation of a network and it describes the relationship between lines and points.

A graphing calculator can be a useful tool for solving systems of linear equations because it can provide a quick and accurate visual representation of the solution.

Here are some reasons why someone might choose to use a graphing calculator instead of graphing by hand:

Speed:   Graphing by hand can be time-consuming, especially for more complex systems of equations.

Accuracy: When graphing by hand, it's easy to make mistakes in plotting points or drawing lines, which can lead to errors in the final solution

Multiple solutions: When dealing with systems of equations with multiple solutions, graphing by hand can be difficult and time-consuming.

Complex equations: Graphing by hand can become very challenging for systems of equations with more than two variables or for nonlinear equations.

Hence, a graphing calculator can be a useful tool for solving systems of linear equations because it is fast, accurate, and can handle more complex equations.

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Option D i.e. number line with closed circle on point negative 7 over 22 and arrow shaded to the left represents the solution to the inequality.

A comparison between two or more mathematical expressions is known as an inequality.

We are given an inequality as one seventh m is less than or equal to negative one twenty second.

So, from the above information, we get the inequality as

m/7 ≤ −1/22

Now, on solving the above inequality, we get the following

⇒m/7 ≤ −1/22

⇒m ≤ −7/22

Hence, Option D i.e. number line with closed circle on point negative 7 over 22 and arrow shaded to the left represents the solution to the inequality.

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The set W of points described in Exercises 22-26 can be written as a subset of R2 as follows: 22. The points on the line x – 2y = 1: W = {(x, y) | x - 2y = 1}, 23. The points on the x-axis: W = {(x, y) | y = 0}, 24. The points in the upper half-plane: W = {(x, y) | y > 0}, 25. The points on the line y = 2: W = {(x, y) | y = 2} and 26. The points on the parabola y = x2: W = {(x, y) | y = x2}

In other words, the set W contains all points (x, y) that satisfy the equations given in Exercises 22-26. As such, it is a subset of the two-dimensional Euclidean space R2. In Exercises 22–26, give a set-theoretic description of the given points as a subset W of R² is a problem where we need to find a set-theoretic description of the given points in each exercise.

Therefore, we can write the set W asW = { (x, y) ∈ R² | y ≥ 0 } The points on the line y = 2The equation of the line is y = 2Therefore, we can write the set W asW = { (x, y) ∈ R² | y = 2 }  The points on the parabola y = x²The equation of the parabola is y = x²Therefore, we can describe the set W asW = { (x, y) ∈ R² | y = x² }

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The number of fruits that Kim bought in all, given the apples and oranges was ;

Let's call the number of oranges that Kim bought "O" and the number of apples that Kim bought "A".

From the problem, we know that Kim bought fewer than 20 pieces of fruit, so we can write:

A + O < 20

A = O + 3

Simplifying:

2O + 3 < 20

2O < 17

O < 8.5

Since O represents the number of oranges, we know that Kim bought fewer than 8.5 oranges. Since she can't buy a fraction of an orange, this means that she must have bought either 8 oranges or fewer.

Now we can use the equation A = O + 3 to find the number of apples she bought:

A = 8 + 3 = 11

So Kim bought 8 oranges and 11 apples.

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