PLEASEEEE HELPPPPPPPP MEEEEEE ITS URGENT

Answer:13.O 14.M 15. N

Step-by-step explanation:

these are the graphs that represent the situations best

The interval on which the temperature was over 100°F is (0.79, 1.26).

To find the interval on which the temperature was over 100°F, we need to solve the inequality T(t) > 100.
First, let's rearrange the equation to isolate t:
T(t) = [4t / (t²+1)] + 98.6 > 100
[4t / (t²+1)] > 1.4
4t > 1.4(t²+1)
0 > 1.4t² - 4t + 1.4
Now we can use the quadratic formula to find the values of t that make this inequality true:
t = [-(-4) ± √((-4)² - 4(1.4)(1.4))] / [2(1.4)]
t = (4 ± √(16 - 7.84)) / 2.8
t ≈ 1.26 or t ≈ 0.79
Therefore, the temperature was over 100°F between the interval (0.79, 1.26).

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Answer:

x= 3 or x = -3

Step-by-step explanation:

We can see here that the two values that x can have if 5x² + 41 = 86 is -3 and +3.

To find the values of x that satisfy the equation 5x² + 41 = 86, we can start by isolating the term with the variable on one side of the equation. Here's the step-by-step solution:

Subtract 41 from both sides of the equation:

5x² + 41 - 41 = 86 - 41

5x² = 45

Divide both sides of the equation by 5:

(5x²) / 5 = 45 / 5

x² = 9

Take the square root of both sides of the equation:

√(x²) = √9

x = ±3

Therefore, the equation 5x² + 41 = 86 has two solutions: x = 3 and x = -3.

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Answer:

x = 40°

Step-by-step explanation:

given Δ ABD is isosceles with AB = AD

then the base angles are congruent , that is

∠ ABD = ∠ ADB = 25°

given ABC is a straight line then the 3 angles on it sum to 180° , that is

∠ ABD + x + 115° = 180°

25° + x + 115° = 180°

x + 140° = 180° ( subtract 140° from both sides )

x = 40°

The two triangles cannot be similar, because they have one pair of corresponding angles that are not equal.

What is triangle ?

A triangle is a geometric shape consisting of three straight sides and three angles. The sum of the angles in a triangle is always 180 degrees. The point where two sides of a triangle meet is called a vertex. The side opposite to a vertex is called the opposite side, and the angle opposite to a side is called the opposite angle.

To determine if two triangles are similar, we need to check if their corresponding angles are equal and their corresponding sides are proportional.

Let's start with the angles:

In triangle CBA, we can use the Law of Cosines to find the measure of angle C:

[tex]cos(C) = (a^2 + b^2 - c^2) / (2ab)[/tex]

where a, b, and c are the side lengths opposite to angles A, B, and C, respectively.

[tex]cos(C) = (72^2 + 48^2 - 84^2) / (2 x 72 x 48)[/tex]

cos(C) = -0.25

Since cos(C) is negative, we know that angle C is obtuse.

Now, let's consider triangle FGH. By the Law of Cosines, we can find the measure of angle H:

[tex]cos(H) = (f^2 + g^2 - h^2) / (2fg)[/tex]

[tex]cos(H) = (8^2 + 12^2 - 14^2) / (2 x 8 x 12)[/tex]

cos(H) = 0.25

Since cos(H) is positive, we know that angle H is acute.

Therefore, the two triangles cannot be similar, because they have one pair of corresponding angles that are not equal.

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For 175÷2, the quotient is 87 and remainder is 1

When dividing 175 by 2, we can use long division to find the quotient and remainder.

First, we will divide 2 into the first digit, 1. Since 2 does not go into 1, we will move to the next digit, 7. 2 goes into 7 three times, so we will write 3 above the 7.

Next, we will multiply 3 by 2 to get 6, and subtract this from 7 to get a remainder of 1.

We will then bring down the next digit, 5, and divide 2 into 15. 2 goes into 15 seven times, so we will write 7 above the 5.

Finally, we will multiply 7 by 2 to get 14, and subtract this from 15 to get a remainder of 1.

Therefore, the quotient is 87 and the remainder is 1.

The final answer is:

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The diameter of the opening of the cone is approximately 8.92 units.

We can use the formula for the volume of a cone:

V = (1/3) × π × r^2 × H

where V is the volume, H is the height, and r is the radius of the base.

In this case, we are given the volume V = 196 and the height H = 12. We want to find the diameter of the opening, which is 2r.

First, we can rearrange the formula for the volume to solve for r

r = sqrt((3V) / (πH))

Plugging in the values, we get

r = sqrt((3 × 196) / (π × 12)) ≈ 4.46

So the radius of the base of the cone is approximately 4.46 units.

Finally, we can find the diameter of the opening:

d = 2r ≈ 8.92 units

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The given question is incomplete, the complete question is:

The volume of the cone is 196 cubic units. If the height of the ice cream cone is H=12 what is the diameter of the opening of the cone?

Triangle T prime is similar to triangle T with a scale factor of 5/9.

What is the scale factor?

In mathematics, a scale factor is a number that scales, or multiplies, a quantity or geometric figure. In other words, it is the ratio of any two corresponding lengths in two similar figures.

To determine the scale factor of the dilation, we can compare the corresponding side lengths of the two triangles.

For example, we can compare the longest sides of each triangle (also known as the "hypotenuse" in a right triangle):

scale factor = length of corresponding side in T prime / length of corresponding side in T

scale factor = 20 / 36

scale factor = 5/9

This means that triangle T prime is a reduction (since the scale factor is less than 1) of triangle T by a factor of 5/9. In other words, the side lengths of triangle T prime are 5/9 times the corresponding side lengths of triangle T. Therefore, we can find the lengths of the other sides of triangle T prime by multiplying the corresponding side lengths of triangle T by the scale factor:

10 = 18 * 5/9

20 = 36 * 5/9

So, the side lengths of triangle T prime are 20, 10, and (36*5/9) = 20.

Therefore, triangle T prime is similar to triangle T with a scale factor of 5/9.

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Answer: C (17)

Step-by-step explanation: We need to make the equation true so we take

2x times 17 to get 34  and so 34-22=12

Kiara's rate is 4 miles per hour. Take note that this simply asks for her current rate, not an average rate.

To find Kiara's rate at the 9-hour mark, we can subtract the distance she has traveled so far (26 miles) from the total distance (38 miles) to get the distance she traveled in the last 3 hours, which is 12 miles.

Then, we can divide the distance she traveled in the last 3 hours by the time taken (9 - 6) to get her rate:

Therefore, Kiara's current rate is 4 miles per hour.

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The total distance of 2 and 1/7 laps of the race track is given as follows:

[tex]3\frac{39}{42}[/tex]

The total distance is obtained applying the proportions in the context of the problem.

The length of one lap, as a fraction, is given as follows:

1 and 5/6 km = (6 + 5)/6 = 11/6 km.

The number of laps is given as follows:

2 and (1/7) = (14 + 1)/7 = 15/7 laps.

Hence the total distance is given as follows:

11/6 x 15/7 = 165/42.

165 divided by 42 has a quotient of 3 with a remainder of 39, hence the mixed number representing the number of laps is given as follows:

[tex]3\frac{39}{42}[/tex]

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The periods of the given trigonometric functions are (a) 2π (b) 2π (c) π (d) 2π (e) 2π and (f) π.

The period of a trigonometric function is the smallest positive value of x for which the function repeats its values. In other words, it is the length of one complete cycle of the function. The period of the basic trigonometric functions are as follows:

a) The period of f(x)=sin x is 2π.
b) The period of f(x)=cos x is 2π.
c) The period of f(x)=tan x is π.
d) The period of f(x)=sec x is 2π.
e) The period of f(x)=csc x is 2π.
f) The period of f(x)=cot x is π.

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The exponential growth equation is x ( t ) = 37,000,000 ( 1 + 1.3567% )⁶ , where x ( t ) is the population in the year 2015 = 40,115,896

The exponential growth or decay formula is given by

x ( t ) = x₀ × ( 1 + r )ⁿ

x ( t ) is the value at time t

x₀ is the initial value at time t = 0.

r is the growth rate when r>0 or decay rate when r<0, in percent

t is the time in discrete intervals and selected time units'

Given data ,

Let the exponential growth equation be represented as x ( t )

Now , the average percentage change from the year 2000 - 2009 is calculated by

The total percentage = ( 1.97+1.71+1.65+1.42+1.22+1.02+1.07+1.22+0.93 )

The total number of years = 9 years

So , the average percentage change = total percentage / number of years

On simplifying , we get

The average percentage change = 12.21 / 9 = 1.35667 %

b)

The population in 2009 was 37,000,000

So , the population growth rate r = 1.35667 %

And , the population in the years 2015 is given by

The number of years n = 6 years

x ( t ) = 37,000,000 ( 1 + 1.3567% )⁶

On simplifying , we get

x ( t ) = 37,000,000 ( 1.013567 )⁶

x ( t ) = 40,115,896

Hence , the population in the year 2015 is 40,115,896

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Answer: 57.15[tex]\geq[/tex] 5.99x

Step-by-step explanation:

127.5-70.35[tex]\geq \\[/tex]x

57.15[tex]\geq[/tex] 5.99x

The exact value of the distance between L1 and L2 is 131 / √221. Enter this value in the box.

The distance between two parallel lines can be found by taking the distance between a point on one line and the other line. We can use point C and line L1 to find the distance between the two lines.

First, we need to find the direction vector of line L1. The direction vector can be found by subtracting the coordinates of point A from point B:

u = B - A = (-6,-4,3) - (8,1,3) = (-14,-5,0)

Next, we need to find the vector between point C and point A:

v = C - A = (9,-8,3) - (8,1,3) = (1,-9,0)

Now, we can find the distance between point C and line L1 by taking the cross product of u and v and dividing by the magnitude of u:

w = u x v = (-5*0 - 0*(-9), 0*0 - (-14*0), -14*(-9) - (-5*1)) = (0,0,131)

||w|| = √(0^2 + 0^2 + 131^2) = 131

||u|| = √((-14)^2 + (-5)^2 + 0^2) = √221

distance = ||w|| / ||u|| = 131 / √221

Therefore, the distance between L1 and L2 is 131 / √221.

The exact value of the distance between L1 and L2 is 131 / √221. Enter this value in the box.

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Answer: The probability of choosing a sophomore on the first draw is 125/512. Since the selection is random and without replacement, the probability of choosing another sophomore on the second draw is 124/511. Therefore, the probability of choosing two sophomores in a row is:

(125/512) x (124/511) = 0.0603 or approximately 0.06 (rounded to two decimal places).

Step-by-step explanation:

The area of the rectangle is 56 square yards.

What is the area of rectangle?

The area of a rectangle is the amount of space or surface inside the shape, measured in square units. It is calculated by multiplying the length of the rectangle by its width.

The formula for the area of a rectangle is:

Area = length x width

In this case, the width is 7 yards and the length is 8 yards. Therefore, the area of the rectangle is:

Area = 7 yards x 8 yards = 56 square yards

So the area of the rectangle is 56 square yards.

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The final answer is 2x^(2)-6x+21 with a remainder of -123. In polynomial division notation, this can be written as (2x^(2)-6x+21)-123/(x+5).

The polynomial division that Tiana is told to carry out is (2x^(3)+4x^(2)-9x-18)-:(x+5). To carry out this division, we can use long division.

Divide the first term of the dividend, 2x^(3), by the first term of the divisor, x. This gives us 2x^(2), which we write above the division symbol.
Multiply the divisor, x+5, by the first term of the quotient, 2x^(2), to get 2x^(3)+10x^(2).
Subtract this result from the dividend to get -6x^(2)-9x-18.
Repeat the process with the new dividend, -6x^(2)-9x-18. Divide the first term, -6x^(2), by the first term of the divisor, x, to get -6x, which we write above the division symbol next to 2x^(2).
Multiply the divisor, x+5, by the new term in the quotient, -6x, to get -6x^(2)-30x.
Subtract this result from the new dividend to get 21x-18.
Repeat the process with the new dividend, 21x-18. Divide the first term, 21x, by the first term of the divisor, x, to get 21, which we write above the division symbol next to 2x^(2)-6x.
Multiply the divisor, x+5, by the new term in the quotient, 21, to get 21x+105.
Subtract this result from the new dividend to get -123, which is our remainder.

So, the final answer is 2x^(2)-6x+21 with a remainder of -123. In polynomial division notation, this can be written as (2x^(2)-6x+21)-123/(x+5).

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Evaluating the function for the given values we have:

A function is a relation between two sets, called domain and range, that assigns to each element of the domain exactly one element of the range.

To evaluate the function (f(x) = 6x-2) for the given values, we simply need to plug in the values for x and then simplify.

f(1) = 6(1) - 2 = 6 - 2 = 4

f(-1) = 6(-1) - 2 = -6 - 2 = -8

f(12.6) = 6(12.6) - 2 = 75.6 - 2 = 73.6

f(23) = 6(23) - 2 = 138 - 2 = 136

So the function values are 4, -8, 73.6, and 136 for the given values of x.

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The function f(x)=6x−2 evaluated as follows:

a. f(1) = 4

b. f(-1) = -8

c. f(12.6) = 74.6

d. f(23) = 136

A function in mathematics from a set X to a set Y allocates exactly one element of Y to each element of X. The sets X and Y are collectively referred to as the function's domain and codomain, respectively. Initially, functions represented the idealized relationship between two changing quantities.

Evaluating the function f(x) = 6x - 2 for the given values:

a. f(1) = 6(1) - 2 = 4

b. f(-1) = 6(-1) - 2 = -8

c. f(12.6) = 6(12.6) - 2 = 74.6

d. f(23) = 6(23) - 2 = 136

Therefore, the function evaluated at the given values is f(1)=4, f(-1)=-8, f(12.6)=73.6, and f(23)=136.

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Answer:

(3x + 5) and (x - 6).

Step-by-step explanation:

a) The regression prediction for a classroom with 22 students is 651.24.

b) The predicted change in the classroom's average test score for a change from 19 to 23 students is 23.28.

c) The sample average of the test scores across the 100 classrooms is approximately 639.88.

d) The R-squared (R²) measure is 0.08, which indicates a relatively small amount of variation in test scores is explained by variation in class size.

e) The magnitude of the coefficient of correlation (r) is 0.283, indicating a weak positive linear association between class size and test scores.

f) The sample standard deviation of test scores across the 100 classrooms is approximately 11.28.

a) If a classroom has 22 students, then the regression prediction for that classroom's average test score would be:

S = 520.4 + 5.82(22) = 651.24

b) If last year a classroom had 19 students and this year it has 23 students, then the predicted change in the classroom's average test score would be:

ΔS = 5.82(23-19) = 23.28

Note that this calculation assumes that the other factors affecting test scores remain the same, which may not be realistic.

c) The sample average class size across 100 classrooms is 21.4. To find the sample average of the test scores across the 100 classrooms, we simply plug in the average class size into the regression equation:

S = 520.4 + 5.82(21.4) = 639.88

Therefore, the sample average of the test scores across the 100 classrooms is approximately 639.88.

d) The R-squared (R²) measure in this model is 0.08. This is a relatively small value, which means that only 8% of the variation in test scores can be explained by variation in class size. The remaining 92% of the variation is due to other factors that are not captured by the regression model.

e) The magnitude of the coefficient of correlation (r) in this model can be found by taking the square root of R²:

r = √0.08 = 0.283

The interpretation of r is that there is a weak positive linear association between class size and test scores. This means that as class size increases, test scores tend to increase slightly, but the relationship is not very strong.

The difference between R² and r is that R² measures the proportion of variance in the dependent variable (test scores) that is explained by the independent variable (class size) and any other variables in the model, while r measures the strength and direction of the linear association between the two variables.

f) The standard error of the regression (SER) is given as 11.5. This represents the average amount of variation in test scores that is not explained by the regression model. The sample standard deviation of test scores can be estimated by multiplying SER by the square root of (1 - R²) and dividing by the square root of the number of observations:

s = SER × √(1 - R²) / √n

= 11.5 × √(1 - 0.08) / √100

= 11.28

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If Emma needs to travel a distance of 15 miles or less, she should choose the red cab company because it has a lower cost. If she needs to travel more than 15 miles, she should choose the yellow cab company  

From the question, we are to determine which company Emma should use when she wants to minimize cost.

Let's assume that Emma needs to travel a distance of d miles to get to the airport.

The cost C of taking the red cab company can be represented by the function:

Cred(d) = 3.50 + 1.25d

Similarly, the cost C of taking the yellow cab company can be represented by the function:

Cyellow(d) = 5.00 + 1.15d

To determine which company Emma should use to minimize cost, we need to find the value of d that makes the cost of each company equal. In other words, we need to solve the equation:

Cred(d) = Cyellow(d)

Substituting the expressions for Cred(d) and Cyellow(d), we get:

3.50 + 1.25d = 5.00 + 1.15d

Simplifying and solving for d, we get:

0.10d = 1.50

d = 15

Hence, if Emma needs to travel a distance of 15 miles or less, she should choose the red cab company because it has a lower cost. If she needs to travel more than 15 miles, she should choose the yellow cab company.

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The final answer is 0.857 gallons of the 12% solution and 1.143 gallons of the 26% solution.

To find how much of a 12% salt solution must be combined with a 26% salt solution to make 2 gallons of a 20% salt solution,

We can use the equation:

x(12%) + (2 - x)(26%) = 2(20%)

where x is the amount of the 12% solution needed.

Simplifying the equation gives us:

12x + 52 - 26x = 40

-14x = -12

x = 0.857 gallons

Therefore, we need 0.857 gallons of the 12% salt solution and 1.143 gallons of the 26% salt solution to make 2 gallons of a 20% salt solution.

Answer: 0.857 gallons of the 12% solution and 1.143 gallons of the 26% solution.

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The treatment for as usual group (M = 24.32, SD = 5.19).

Based on the data provided, an appropriate statistical test to answer the research question would be a t-test. Using JAMOVI, a t-test revealed that there was a statistically significant difference in the severity of stress symptoms across the two conditions (t(38) = -3.5, p < 0.001). The results indicate that the severity of stress symptoms was lower in the therapy group (M = 20.65, SD = 5.05) than in the treatment-as-usual group (M = 24.32, SD = 5.19). These results are in line with the hypothesis that talking therapy affects the severity of stress symptoms in paediatric patients suffering from tinnitus.

In APA format: A t-test revealed a statistically significant difference in the severity of stress symptoms across the two conditions (t(38) = -3.5, p < 0.001). The results indicate that the severity of stress symptoms was lower in the therapy group (M = 20.65, SD = 5.05) than in the treatment-as-usual group (M = 24.32, SD = 5.19).

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To find the inverse of a matrix, we use the formula:[[a,b],[c,d]]-1 = (1/(ad-bc)) * [[d,-b],[-c,a]]

In this case, our matrix is [[2,-8],[-2,7]], so we can plug in the values into the formula:

[[2,-8],[-2,7]]-1 = (1/(2*7-(-8)*(-2))) * [[7,8],[2,2]]

Simplifying the equation gives us: [[2,-8],[-2,7]]-1 = (1/(-6)) * [[7,8],[2,2]]

Multiplying the scalar with the matrix gives us:[[2,-8],[-2,7]]-1 = [[-7/6,-8/6],[-2/6,-2/6]]

Simplifying the fractions gives us the final answer: [[2,-8],[-2,7]]-1 = [[-7/6,-4/3],[-1/3,-1/3]]

Therefore, the inverse of the matrix [[2,-8],[-2,7]] is [[-7/6,-4/3],[-1/3,-1/3]].

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Answer:

Option 4 [tex]tan[/tex]θ is undefined.

Step-by-step explanation:

Given : θ  [tex]\\=\frac{\pi }{2}[/tex] radians

To find : Which function is undefined

Solution : Put θ  [tex]\\=\frac{\pi }{2}[/tex] in all the given options to check which are undefined

[tex]Cos[/tex]θ  [tex]=cos\frac{\pi }{2} =0[/tex]

[tex]Cot[/tex]θ  [tex]=cot\frac{\pi }{2}=\frac{cos\frac{\pi }{2} }{sin\frac{\pi }{2} } =\frac{0}{1} =0[/tex]

[tex]Csc[/tex]θ  [tex]=cosec\frac{\pi }{2} =\frac{1}{sin\frac{\pi }{2} } =\frac{1}{1}=1[/tex]

[tex]tan[/tex]θ  [tex]=tan\frac{\pi }{2} =\frac{sin\frac{\pi }{2} }{cos\frac{\pi }{2} } =\frac{1}{0} =infinity[/tex]

Therefore, we get that [tex]tan[/tex]θ is not defined or undefined.

The greatest possible distance from  Austin to san Antonio is 335.77 mi, b. the Least possible distance to Austin to san Antonio is 120.03 mi.

Describe Distance?

Distance refers to the physical length or space between two points or objects. It is an important concept in mathematics, physics, and everyday life. Distance can be measured in various units such as meters, feet, kilometers, miles, or light-years, depending on the context and scale of the measurement.

In mathematics, distance is often measured using the Euclidean distance formula, which calculates the distance between two points in a plane or in three-dimensional space. The formula is given by:

[tex]d = √((x2 - x1)^2 + (y2 - y1)^2)[/tex]

where d is the distance between the two points, (x1, y1) and (x2, y2).

In physics, distance is often used to describe the separation between two objects or particles. The distance between two objects can affect the strength of gravitational or electromagnetic forces between them. Distance is also an important concept in special relativity, where it is affected by the relative motion of observers and the distortion of spacetime.

a. Greatest possible distance from  Austin to san Antonio= Distance from Austin →Houston → san Antonio.

Austin - Houston = 146.43 mi

Houston - San Antonio = 189.34 mi

Total  distance= 146.43+ 189.34= 335.77 mi

b. Least possible distance to Austin to san Antonio= the shortest distance = x

By pythagoras theorem

[tex](189.34)²= (146.43)²+ x²x²= (189.34)²- (146.43)²x²= 35849.63- 21441.744x²= 14407.89x=√14407.89x= 120.03[/tex]

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The complete question is: