V=-x2+14x -24 I need to find the range domain and graph?

R1 and R2 are relations on a set A, which means they define a set of ordered pairs of elements in A. The matrices that represent R1 and R2 can be thought of as a way to visualize these ordered pairs.

Each row and column of the matrix corresponds to an element in A. If there is a 1 in the ith row and jth column of the matrix for R1, then (i,j) is an ordered pair in R1. Similarly, if there is a 1 in the ith row and jth column of the matrix for R2, then (i,j) is an ordered pair in R2.

If there is a 0 in a particular position in the matrix, then the corresponding pair is not in the relation.

Let R1 and R2 be relations on a set A. These relations can be represented by matrices M1 and M2, respectively, with dimensions |A|x|A|, where |A| is the cardinality of set A. The elements of the matrices M1 and M2 are binary, indicating whether there is a relation between the corresponding elements of set A in R1 and R2, respectively. If there is a relation, the matrix element will be 1, and if there is no relation, the matrix element will be 0.

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The company's profits for March through May were each -$797.

Let's start by adding the profits for January and February:

Profit for January + Profit for February = $4,758 + (-$3,642) = $1,116

We know that the company's profits for March through May were the same in each of these months, so let's call this common profit "X". Therefore, the total profit for these three months would be:

3 * X = 3X

Adding up the profits for all five months gives us the total profit for the year:

$1,116 + 3X = -$1,275

Subtracting $1,116 from both sides gives us:

3X = -$2,391

Dividing both sides by 3 gives us:

X = -$797

Therefore, the company's profits for March through May were each -$797.

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The upper quartile of the time spent reading is 300.

We have,

The upper quartile, also known as the third quartile, is a measure of central tendency that divides a data set into four equal parts.

It represents the data point that separates the top 25% of the data from the bottom 75%.

Now,

From the box pot.

Median = 250

Lower quartile = 100

Upper quartile = 300

Thus,

The upper quartile is 300.

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The backpack forms an angle of approximately 15 degrees with the ground.

What is Pythagorean theorem?

The Pythagorean theorem is a fundamental concept in mathematics that relates to the lengths of the sides of a right triangle.

To find the angle that Luis's backpack forms with the ground, we can use the inverse tangent function.

The height of the backpack when the handle is extended is 3.5 feet, and the distance from the ground to Luis's hand is 3 feet. So the opposite side of the triangle is 3.5 - 3 = 0.5 feet, and the adjacent side is the distance from Luis's hand to the backpack, which we can call x.

Using the tangent function, we have:

tan(theta) = opposite/adjacent

tan(theta) = 0.5/x

To solve for x, we can use the Pythagorean theorem:

x² + 3² = (3.5)²

x² = 3.5² - 3²

x² = 3.25

x = sqrt(3.25)

x ≈ 1.8 feet

Now we can substitute x into our tangent equation and solve for theta:

tan(theta) = 0.5/1.8

theta = arctan(0.5/1.8)

theta ≈ 15 degrees

Therefore, the backpack forms an angle of approximately 15 degrees with the ground.

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The length of side AB is also 12 units.

What is a rhombus?

A rhombus is a four-sided quadrilateral with all sides of equal length. It is also known as a diamond or a lozenge. In a rhombus, opposite sides are parallel, and opposite angles are equal. Additionally, the diagonals of a rhombus bisect each other at right angles, meaning they intersect at a 90-degree angle and divide each other into two equal segments.

Since a rhombus has all sides of equal length, we know that YZ = AB. Therefore, if YZ = 12, we have:

AB = YZ = 12

So the length of side AB is also 12 units.

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Answer:
38. (A) True
39. (B) False

Step-by-step explanation:

The set of people working in the summer consists of both female an male since there is no determiner to show that the 80% of students are a specific gender. Therefore, the answer to the first question is True (A).

My expression for finding the probability of being female and working part time in summer only is:
[tex]\frac{84}{100} \\\\ \\ \\ \\[/tex][tex](\frac{1}{2} *\frac{80}{100})\\[/tex][tex]=\frac{42}{125}[/tex] which is also equal to 0.336. Therefore the second question is false.




Please forgive me if I'm wrong but I'm open to any correction or criticisms.

There are approximately 0.1480 standard deviations (or 3.7 screws) to the right of the mean when there are 1009 screws in the box.  When the automatic filling device delivers 1065 screws to the box, there are approximately 2.6 standard deviations (or 65 screws) to the left of the mean.

To answer this question, we need to use the normal distribution formula.

a. To find how many units to the right of 1000 is 1009, we need to calculate the z-score:

z = (X - μ) / σ

where X = 1009, μ = 1000, and σ = 25.

z = (1009 - 1000) / 25 = 0.36

Using a standard normal distribution table or calculator, we can find that the probability of getting a z-score of 0.36 or higher is 0.3520.

To convert this probability to units to the right of the mean, we subtract it from 0.5 (which represents the area to the left of the mean):

units to the right = 0.5 - 0.3520 = 0.1480

Therefore, there are approximately 0.1480 standard deviations (or 3.7 screws) to the right of the mean when there are 1009 screws in the box.

b. To find the X value that is 2.6 units to the left of the mean, we can rearrange the formula:

X = μ - zσ

where z = -2.6 (since we want units to the left of the mean) and μ and σ are the same as before.

X = 1000 - (-2.6) * 25 = 1065

Therefore, when the automatic filling device delivers 1065 screws to the box, there are approximately 2.6 standard deviations (or 65 screws) to the left of the mean.

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The expressions equivalent to 6\cdot6\cdot6\cdot6\cdot66\cdot6\cdot6\cdot6\cdot66 are 1296\cdot396\cdot2376 and 839808\cdot36.

We can use the associative property of multiplication to group the factors in different ways while preserving their product. For example, we can group the first four 6's together and then multiply by the remaining 6 and 66:

6\cdot6\cdot6\cdot6\cdot66\cdot6\cdot6\cdot6\cdot66 = (6\cdot6\cdot6\cdot6)\cdot(6\cdot66)\cdot(6\cdot6\cdot66)

= 1296\cdot396\cdot2376

Alternatively, we can group the last two 6's together and then multiply by the remaining factors:

6\cdot6\cdot6\cdot6\cdot66\cdot6\cdot6\cdot6\cdot66 = (6\cdot6\cdot6\cdot6\cdot66)\cdot(6\cdot6)

= 839808\cdot36 is the equivalent expression.

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|4x +9|=|6-5x|

4x+5x=6-9

9x=-3

x=-3/9

x=-1/3

Answer:

x = 15

x = - ⅓

Step-by-step explanation:

|4x+9| = |6-5x|

4x+9=6-5x or 4x+9=-6+5x

Lets do the first one first

4x+9=6-5x

9x=-3

x= -3/9 = -1/3

4x+9=-6+5x

15=x

So the two solutions are x = 15 and x = -⅓

The equation that can be used to find the total number of students would be n = 19 + 5.

It is acknowledged that Clara provided 2 bottles per each pupil joining her on the excursion. Denote, by using ‘x’, the quantity of learners present; we can then inscribe the succeeding formula:

2x = 38

By resolving this mathematical principal, the total number of students attending the event is revealed.

x = 38 / 2

x = 19

Currently, 19 individuals are confirmed to embark upon the outing, due to five individuals failing to furnish required consent forms and will be absent. Subsequently, we may deduce the quantity of pupils (designated as ‘n’) in Clara’s class:

n = 19  (students going on the trip ) + 5 ( students not going )

n = 19 + 5

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The solution to the problems are given below:

Giving each of the letters numbers based on their numerical position on the English alphabet, we can solve below:

n (14) + e (5) = 14 + 5 = 19

t (20) - j (10) = 20 - 10 = 10

d (4) x e (5) = 4 x 5 = 20

p (16) / b (2) = 16 / 2 = 8

It can be seen that with the letter e for example is the 5th letter of the alphabet and the value is used to compute the addition of the problem.

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Triangle PQR is not a right triangle.

To determine whether triangle PQR is a right triangle, we need to check if any of its angles is a right angle (90 degrees). We can use the slope formula to find the slopes of the sides of the triangle and check if any of the slopes are negative reciprocals (perpendicular) to each other.

Let's calculate the slopes of the sides PQ, QR, and RP:

Slope of PQ = (y₂ - y₁) / (x₂ - x₁)

= (2 - 1) / (3 - 0)

= 1 / 3

Slope of QR = (y₂ - y₁) / (x₂ - x₁)

= (-4 - 2) / (5 - 3)

= -6 / 2

= -3

Slope of RP = (y₂ - y₁) / (x₂ - x₁)

= (1 - (-4)) / (0 - 5)

= 5 / (-5)

= -1

Now, let's check if any of the slopes are negative reciprocals of each other. We can compare the products of the slopes:

Product of PQ slope and QR slope = (1/3) * (-3) = -1

Product of QR slope and RP slope = (-3) * (-1) = 3

Product of RP slope and PQ slope = (-1) * (1/3) = -1/3

Since the product of the slopes of QR and RP is not equal to -1, triangle PQR is not a right triangle.

Therefore, triangle PQR is not a right triangle.

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The probability of event A or B occurring i.e.,  P(A or B) is 0.67.

Given the table of outcomes and their probabilities, you need to find P(A or B), where A is the event "the outcome is greater than 1" and B is the event "the outcome is greater than or equal to 2".

1: Identify the outcomes that satisfy A or B.

A: Outcomes greater than 1: {2, 3, 4, 5}

B: Outcomes greater than or equal to 2: {2, 3, 4, 5}

A or B: Outcomes greater than 1 or greater than or equal to 2: {2, 3, 4, 5}

2: Calculate the probability of each outcome in the combined set A or B.

Outcome 2: Probability 0.19

Outcome 3: Probability 0.13

Outcome 4: Probability 0.31

Outcome 5: Probability 0.04

3: Add up the probabilities of each outcome in the combined set A or B.

P(A or B) = P(2) + P(3) + P(4) + P(5)

P(A or B) = 0.19 + 0.13 + 0.31 + 0.04

P(A or B) = 0.67

Therefore, the probability of event A or B occurring, where A is "the outcome is greater than 1" and B is "the outcome is greater than or equal to 2", is 0.67.

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The product (k/3) x 12 is greater than 12 for values of k greater than 3.

To determine the values of k for which the product (k/3) x 12 is greater than 12, follow these steps:

Step 1: Set up the inequality:
(k/3) x 12 > 12

Step 2: Simplify the inequality by dividing both sides by 12:
(k/3) > 1

Step 3: Multiply both sides by 3 to solve for k:
k > 3

So, the product (k/3) x 12 is greater than 12 for values of k greater than 3.

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Answer:

Step-by-step explanation:

(a) The total payment for a student who registers for m language subjects and n other subjects can be expressed as:

Total payment = Administrative fee + Tuition fee for language subjects + Tuition fee for other subjects

Total payment = RM30 + RM45m + RM40n

Total payment = RM30 + 45m + 40n

(b) For Zaleha who registers for 3 language subjects and 2 other subjects, the total payment can be calculated as:

Total payment = RM30 + (3 x RM45) + (2 x RM40)

Total payment = RM30 + RM135 + RM80

Total payment = RM245

(c) Chan pays RM280 when she registers for 2 language subjects and p other subjects. We can use the formula derived in part (a) to find the value of p:

Total payment = RM30 + (2 x RM45) + (p x RM40)

RM280 = RM30 + RM90 + RM40p

RM280 - RM120 = RM40p

RM160 = RM40p

p = 4

Therefore, Chan registers for 2 language subjects and 4 other subjects.

(a) The surface area of a right pyramid with a square base can be calculated as:

L = base area + 1/2 x perimeter of base x slant height

The base of the pyramid is a square, so its area can be expressed as:

Base area = a^2

The perimeter of the base can be calculated as:

Perimeter of base = 4a

The slant height can be calculated using the Pythagorean theorem:

slant height = sqrt(h^2 + (a/2)^2)

where h is the height of the pyramid.

Substituting these values in the surface area formula, we get:

L = a^2 + 1/2 x 4a x sqrt(h^2 + (a/2)^2)

L = a^2 + 2a x sqrt(h^2 + (a/2)^2)

(b) If a = 10 and b = 12, then the surface area of the pyramid can be calculated as:

L = 10^2 + 2 x 10 x sqrt(h^2 + (10/2)^2)

L = 100 + 20sqrt(h^2 + 25)

Given that L = 192, we can solve for h:

192 - 100 = 20sqrt(h^2 + 25)

92 = 20sqrt(h^2 + 25)

4.6 = sqrt(h^2 + 25)

4.6^2 - 25 = h^2

h^2 = 2.76

h = sqrt(2.76)

h ≈ 1.66

Substituting these values in the surface area formula, we get:

L = 10^2 + 2 x 10 x sqrt(1.66^2 + (10/2)^2)

L ≈ 314.9

Therefore, the surface area of the pyramid is approximately 314.9 square units.

(c) If L = 192 and a = b, then the surface area formula can be simplified as:

L = a^2 + 2a x sqrt(h^2 + (a/2)^2)

192 = a^2 + 2a x sqrt(h^2 + (a/2)^2)

We also know that the height of the pyramid is equal to the side length of the triangular faces. Since the pyramid is a right pyramid, the height and slant height are related by the Pythagorean theorem:

h^2 + (a/2)^

1) If you get 2 and 5, the multiplication is 10, which is not a multiple of 6. so, you would win.

2) If you get 4 and 2, the multiplication is 8, which is not a multiple of 6. so, you would win.

3) If you get 1 and 6, the multiplication is 6, which is a multiple of 6. so, I would win.

The question asks about probability  which player would win if the numbers rolled are 2 and 5. To answer this, we calculate the product of 2 and 5, which is 10. Since 10 is not a multiple of 6, the person who did not roll the dice (i.e., "you") would win.

The question asks which player would win if the numbers rolled are 4 and 2. We calculate the product of 4 and 2, which is 8. Since 8 is not a multiple of 6, "you" would win again.

The question asks which player would win if the numbers rolled are 1 and 6. We calculate the product of 1 and 6, which is 6. Since 6 is a multiple of 6, the person who rolled the dice (i.e., "me") would win.The game described in the question involves rolling two dice and calculating the multiplication of the two numbers rolled. The outcome of the game depends on whether the product is a multiple of 6 or not.

The solution also provides a general explanation of how to calculate the probability of rolling a multiple of 6 with two dice. To do this, we count the number of ways to roll each multiple of 6 (there are two ways to roll a 6, one way to roll a 12, and no ways to roll an 18) and divide by the total number of possible outcomes (which is 36, since there are 6 possible outcomes for each die and 6*6=36 possible combinations of two dice). This gives us a probability of 1/12, or approximately 0.0833, for rolling a multiple of 6. We can then calculate the probability of not rolling a multiple of 6 by subtracting this probability from 1, which gives us 11/12, or approximately 0.9167.

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Answer:107

Step-by-step explanation:8*17-29=107 so our answer is 107

The minimum height of the ladder needed to change the blown outdoor lightbulb is 5 meters.

To determine the minimum height of the ladder needed to change a blown outdoor lightbulb that is 5m up, we need to consider the following terms:

1. The bulb's height (5m)

2. Your reach when on the top rung of the ladder (1m)

3. The required space off the house for the ladder's base for stability (3m)

First, subtract your reach from the bulb's height: 5m - 1m = 4m. This means the ladder needs to reach at least 4 meters up the wall.

Next, we need to use the Pythagorean theorem to find the ladder's minimum height. The theorem states that in a right-angled triangle, the square of the length of the hypotenuse (the ladder) is equal to the sum of the squares of the lengths of the other two sides (the distance from the house and the height up the wall).

Let's denote the ladder's height as L, the distance from the house as A (3m), and the height up the wall as B (4m).

According to the Pythagorean theorem, we have:
L² = A² + B²

Substitute the values for A and B:
L² = (3m)² + (4m)²
L² = 9m² + 16m²
L² = 25m²

Now, find the square root to get the minimum height of the ladder:
L = √25m²
L = 5m

So, the minimum height of the ladder needed to change the blown outdoor lightbulb is 5 meters.

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Answer:

x = [tex]\frac{-57}{4}[/tex]

Step-by-step explanation:

solve for the value of x .

80(x+15)=60

80(x + 15) = 60

80x + 1200 - 60 = 0

80x + 1140 = 0

80x = -1140

x = -1140/80

x = [tex]\frac{-57}{4}[/tex]

Answer:

-14.25

Step-by-step explanation:

Given: 80 (x+15) = 60

Solution: On opening the brackets, we get

> 80x + 80 * 15 = 60

> 80x + 1200 = 60

Then, taking 1200 to the other side of the equation,

80x = 60 - 1200

Therefore, 80x = -1140

Now, dividing both sides by 80, we get:

80x/80 = -1140/80

So, x= -14.25

Hope this helps!

The rectangle WXYZ after a 180° rotation about the point N(2,-3) is W(3,-2), X(0,-1), Y(2,5), and Z(5,4).

To perform a 180° rotation about the point N(2,-3), we can follow these steps:

1. Translate the rectangle and the point N to the origin by subtracting their respective coordinates from each vertex and point.

2. Perform the rotation by multiplying the coordinates of each vertex and point by the 2x2 rotation matrix:

  [cos(180°) -sin(180°)]

  [sin(180°) cos(180°)]

  which simplifies to:

  [-1  0]

  [ 0 -1]

3. Translate the rectangle and the point N back to their original positions by adding their respective coordinates to each vertex and point.

Let's apply these steps to rectangle WXYZ and point N:

1. Translate the rectangle and point N to the origin:

W' = (-3 - 2, -4 + 3) = (-5, -1)

X' = (0 - 2, -5 + 3) = (-2, -2)

Y' = (-2 - 2, -11 + 3) = (-4, -8)

Z' = (-5 - 2, -10 + 3) = (-7, -7)

N' = (2 - 2, -3 + 3) = (0, 0)

2. Perform the rotation using the matrix:

  [-1  0]

  [ 0 -1]

W'' = [-1  0] * [-5, -1] = [5, 1]

     [0 -1]

X'' = [-1  0] * [-2, -2] = [2, 2]

     [0 -1]

Y'' = [-1  0] * [-4, -8] = [4, 8]

     [0 -1]

Z'' = [-1  0] * [-7, -7] = [7, 7]

     [0 -1]

N'' = [-1  0] * [0, 0] = [0, 0]

     [0 -1]

3. Translate the rectangle and point N back to their original positions:

W = [5 - 2, 1 - 3] = (3, -2)

X = [2 - 2, 2 - 3] = (0, -1)

Y = [4 - 2, 8 - 3] = (2, 5)

Z = [7 - 2, 7 - 3] = (5, 4)

N = [0 + 2, 0 + 3] = (2, 3)

Therefore, the rectangle WXYZ after a 180° rotation about the point N(2,-3) is W(3,-2), X(0,-1), Y(2,5), and Z(5,4).

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Maria jumped 6 inches farther than Nate.

To see why, we can subtract Nate's jump height from Maria's jump height:

32 - 26 = 6

So Maria jumped 6 inches farther than Nate did.

To represent this problem mathematically, we can use the equation:

Maria's jump height - Nate's jump height = the difference in their jump heights

Or, using variables:

M - N = D

Where M represents Maria's jump height, N represents Nate's jump height, and D represents the difference between their jump heights. Plugging in the numbers from the problem, we get:

32 - 26 = D

Simplifying, we get:

6 = D

So D, the difference between their jump heights, is 6 inches.

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Starting with a 1-by-1 square, a sequence of squares J1, J2, J3, ... is created by attaching squares half as wide as the previous squares to the outer edges of each successive square. The area of J∞, the limit of this sequence, is 4/3.

To find the area of J1, we simply calculate the area of the original 1-by-1 square, which is 1.

To find the area of J2, we need to attach squares half as wide (and half as tall) to the middle of each side of J1. The area of each attached square is (1/2)² = 1/4, so the total area added to J1 is 4(1/4) = 1. Thus, the area of J2 is 1 + 4(1/4) = 2.

To find the area of J3, we need to attach squares half as wide as the squares added in the previous step to every outer edge of J2. The area of each attached square is (1/4)² = 1/16, so the total area added to J2 is 4(1/16) = 1/4. Thus, the area of J3 is 2 + 4(1/4) = 3.

We can continue this process to find the areas of J4, J5, and so on. In general, the area of Jn is equal to the area of the previous square plus the area added by the attached squares, which is 4(1/2^(n-1))^2 = 1/2^(2n-2). Therefore, the area of Jn is 1 + 1/4 + 1/16 + ... + 1/4^(n-1) = (4/3)(1 - 1/4^n).

As n approaches infinity, the area of Jn approaches the limit of (4/3)(1 - 0) = 4/3. Therefore, the area of J∞, the limit of the sequence, is 4/3.

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We know that the length of AB on the scale drawing is 10 inches

Using the scale of 1 inch: 250 feet, we can find the length of AB on the scale drawing by multiplying the actual length of AB by the scale factor.

The actual length of AB is the sum of the height of the tower (800 ft) and the length of the support wire (1,700 ft), which is 2,500 ft.

Multiplying 2,500 ft by the scale factor of 1 inch: 250 feet, we get:

2,500 ft ÷ 250 ft/inch = 10 inches

Therefore, the length of AB on the scale drawing is 10 inches.

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Cost of field trip remains $2,000 with 150 members

We can set up a proportion to solve for the cost trip with 150 members attending:

Let x be the cost of the field trip for 150 members attending.

The amount of money required is directly proportional to the number of members attending, so we can write:

[tex]100 : 150 = 2000 : x[/tex]

The amount of money required is also inversely proportional to the fundraising money each member raised. Each member raised $15.00 through fundraising, so we can write:

[tex]15 : 15 = x : 2000[/tex]

Simplifying the second proportion, we have:

[tex]1 : 1 = x/2000[/tex]

Multiplying both sides by 2000, we get:

[tex]x = 2000[/tex]

Therefore, the cost of the field trip with 150 members attending and each member raising $15.00 through fundraising would also be $2,000.

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Answer:

Acute triangle

Step-by-step explanation:

angles that are less than 90° are called acute

This triangle has 3 acute angles, so it is an acute triangle

Step-by-step explanation:

Using the distance formula:

d = √[(x2 - x1)² + (y2 - y1)²]

where A = (x1, y1) and B = (x2, y2), we can find the distance between points A and B as follows:

d = √[(-3 - (-7))² + (-1 - (-7))²]

d = √[4² + 6²]

d = √52

d ≈ 7.2

Therefore, the distance between points A and B is approximately 7.2 units, rounded to the nearest tenth.