Please help !!!!!!!!

At its intercept with even number of multiplicities, the graph of a polynomial function will have a smooth curve that passes through the intercept point. The curve will loop around the intercept point, increasing and then decreasing in a cyclic manner, before repeating the pattern.

At its intercept with even number of multiplicities, the graph of a polynomial function will have a smooth curve that passes through the intercept point. This is because the multiplicities of the intercept point are even, meaning that the graph will not have a hard turn or corner at the intercept point. Instead, the graph will loop around the intercept point, gradually increasing until it reaches a peak before gradually decreasing and eventually reaching the same point it started at. This cyclic pattern will repeat itself as the graph moves away from the intercept point. The even number of multiplicities means the graph will not have any sharp turns or corners, only a smooth curve that passes through the intercept point.

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Answer:

v = 6

w=13

Step-by-step explanation:

v = 6 because we know that both of the triangles are the same, they just rotate, but the measure is still the same.

To calculate w, we have the formula

2w + v + 11 = w - 3v +48

We already know v = 6, so put 6 in the v spot

2w + 6 + 11 = w -3(6) + 48

2w + 17 = w - 18 + 48

2w + 17 = w +30

Subtracted 17 from both sides

2w = w + 13

Subtract w from both sides

w= 13

Step-by-step explanation:

to add to the other correct answer :

the symbol means that both triangles are congruent.

and that means that when you turn then so that both can be laid on top of each other in the same direction, they would perfectly cover each other without any overlap whatsoever.

and that means that they must have the same angles and the same side lengths (and also other lengths like heights, bisectors, ...).

therefore,

v + 9 = 15

v = 6

and then

2w + v + 11 = w - 3v + 48

giving us w = 13

as the other answer already shows how.

and ED = QR, of course.

Answer:

n = 6

Step-by-step explanation:

-15 + n = -9

Add 15 to both sides

n = 6

So, the answer is 6

Answer:

53/8, 6 17/25, 6.71, 6.713

Step-by-step explanation:

6.713, 6.71, 53/8, 6 17/25

53/8 = 6.625

6 17/25 = 167/25 = 6.68

So, the order from least to greatest is: 53/8, 6 17/25, 6.71, 6.713

For the sample provided, The formula for standard deviation is slightly different than the population standard deviation. The answer is

[tex]\sqrt \frac{\sum (x-\bar x)^2}{n-1}[/tex] .

Sampling is the process of choosing a portion of a statistical population to estimate attributes of the entire population in statistics, quality control, and survey methods. Statisticians try to get samples that are typical of the population under consideration.

The standard deviation is a statistic that expresses how much variance or dispersion there is in a group of numbers. While a high standard deviation suggests that the values are dispersed throughout a wider range, a low standard deviation suggests that the values tend to be close to the established mean.

sample size = n

sample standard deviation (s) = [tex]\sqrt \frac{\sum (x-\bar x)^2}{n-1}[/tex]

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Answer:

B

Step-by-step explanation:

I just answered this question. you posted it multiple times ?

again

16 = 2⁴

9 = 3²

so, we have

(2⁴)¹¹¹ × (3²)²²² = 2⁴⁴⁴ × 3⁴⁴⁴ = (2×3)⁴⁴⁴ = 6⁴⁴⁴

remember, you can only combine either the exponents of the same base, or the bases of the same exponents (like in our case here).

Given the credit union banker's assets and liabilities, their total net worth is C. $233,693.

The difference between a person's long-term and short-term assets and obligations is that person's net worth (long-term and short-term).

The equity of a company, or the net assets possessed by the stockholders after all obligations have been settled, is comparable to the net value of the company.

Assets:

Car Value = $29,850

Savings Accounts = $12,409

Treasury Bonds = $10,000

Checking Account Balance = $19,419

Home Value = $194,450

Total assets = $266,128

Liabilities:

Car loan = $10,560

Student Loans = $13,824

Credit Card Balance = $8,051

Total liabilities = $32,435

Net worth = $233,693 ($266,128 - $32,435)

Thus, the banker's net worth is $233,693.

Complete question:

The assets and liabilities of a credit union banker are listed below.

What is the total net worth if the banker pays off the student loans?

A. $219,869

B. $247,517

C. $233,693

D. $252,304

(Refer to the image for the table)

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Car Value = $29,850

Savings Accounts = $12,409

Treasury Bonds = $10,000

Checking Account Balance = $19,419

Home Value = $194,450

Total assets = $266,128

Liabilities:

Car loan = $10,560

Student Loans = $13,824

Credit Card Balance = $8,051

Total liabilities = $32,435

Net worth = $233,693 ($266,128 - $32,435)

Thus, the banker's net worth is $233,693.

A summary table of the given data set is given below.

You can compare typical study methodologies, conclusions, limits, etc. using a summary table. You can arrange the entries in any way you find convenient; for example, you might arrange your research according to timeliness or group entries with comparable study aims, models, or outcomes.

Only code:

d=read.csv(file.choose(),header = T) ### data file is selected after this command run

dataframe=as.data.frame(d) ### a) creating data frame

last_15=tail(data frame,15) # b) last 15 observation

last_15

str(d)

par(mfrow=c(2,2)) ## c) Plots

plot(d[,5],d[,2])

plot(d[,5],d[,3])

plot(d[,5],d[,4])

model=lm(d$sales~d$TV,data = d) # d) linear model

summary(model) ## summary of model

plot(model,color="red") ## plot model

code and output:

d=read.csv(file.choose(),header = T) ### data file is selected after this command run

dataframe=as.data.frame(d) ### a) creating data frame

last_15=tail(data frame,15) # b) last 15 observation

last_15

X                  TV       radio       newspaper       sales

186       205.0           45.1                 19.6             22.6

187       139.5             2.1                  26.6             10.3

188       191.1              28.7                18.2             17.3

189       286.0            13.9                3.7             15.9

190       18.7               12.1                 23.4             6.7

191       39.5               41.1                 5.8             10.8

192       75.5              10.8               6.0             9.9

193       17.2               4.1                 31.6             5.9

194       166.8            42.0              3.6             19.6

195       149.7            35.6              6.0             17.3

196       38.2              3.7                13.8             7.6

197       94.2              4.9               8.1             9.7

198       177.0            9.3               6.4             12.8

199       283.6           42.0            66.2             25.5

200       232.1           8.6               8.7            13.4

str(d)

'data. frame': 200 obs. of 5 variables:

X: int 1 2 3 4 5 6 7 8 9 10 ...

TV : num 230.1 44.5 17.2 151.5 180.8 ...

radio: num 37.8 39.3 45.9 41.3 10.8 48.9 32.8 19.6 2.1 2.6 ...

newspaper: num 69.2 45.1 69.3 58.5 58.4 75 23.5 11.6 1 21.2 ...

sales: num 22.1 10.4 9.3 18.5 12.9 7.2 11.8 13.2 4.8 10.6 ...

par(mfrow=c(2,2)) ## c) Plots

plot(d[,5],d[,2])

plot(d[,5],d[,3])

plot(d[,5],d[,4])

model=lm(d$sales~d$TV,data = d) # d) linear model

summary(model) ## summary of model

Call:

lm(formula = d$sales ~ d$TV, data = d)

Residuals:

Min 1Q Median 3Q Max

-8.3860 -1.9545 -0.1913 2.0671 7.2124

Coefficients:

Estimate Std. Error t value Pr(>|t|)

(Intercept) 7.032594 0.457843 15.36 <2e-16 ***

d$TV 0.047537 0.002691 17.67 <2e-16 ***

---

Sign in. codes: 0 ‘***’ 0.001 ‘**’ 0.01 ‘*’ 0.05 ‘.’ 0.1 ‘ ’ 1

Residual standard error: 3.259 on 198 degrees of freedom

Multiple R-squared: 0.6119, Adjusted R-squared: 0.6099

F-statistic: 312.1 on 1 and 198 DF, p-value: < 2.2e-16

plot(model,color="red") ## plot model

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Therefore , the relationship of square root can be illustrated as [tex]y^{2}[/tex] = x.

A number's square root is that factor of the number that, when multiplied by itself, yields the original number. Specifically, squares and square roots are exponents. Think of the number nine. This can be expressed as [tex]3^{2}[/tex] or as 3 x 3.

Here,

In math, the square root of a number x is a number y such that y2 = x, or a number y whose square

(the result of multiplication by itself, or y), is x.

As an illustration, 4 and 4 are the square roots of 16, since 42 = (4)2 = 16.

Therefore , the relationship of square root can be illustrated as [tex]y^{2}[/tex] = x

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The number of tickets purchased for a randomly chosen Olympic event. is the continuous random variable.

y is the number of tickets purchased for a randomly chosen Olympics event. is the random variable y discrete or continuous?

A random variable is a numerical quantity that is generated by a random experiment.

A random variable is called discrete if it has either a finite or a countable number of possible values. A random variable is called continuous if its possible values contain a whole interval of numbers.

A random variable is a number generated by a random experiment.

A random variable is called discrete if its possible values form a finite or countable set.

A random variable is called continuous if its possible values contain a whole interval of numbers.

In Olympics , number of event are there . that are not countable.

therefor, the number of tickets purchased for a randomly chosen Olympic event. is the continuous random variable.

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A random variable is a numerical quantity that is generated by a random experiment.

A random variable is called discrete if it has either a finite or a countable number of possible values. A random variable is called continuous if its possible values contain a whole interval of numbers.

A random variable is called continuous if its possible values contain a whole interval of numbers.

The number of tickets purchased for a randomly chosen Olympic event. is the continuous random variable.

The values of the input functions when put into the function are;

f(3) = 5

f(3²) = 9

f(-2) = 8/3

f(6) = 7

We are given the function to be represented as;

f(x) = ²/₃x + 3

Now, we are told that the input value of x are;

X = (3, 3², -2, 6)

Thus;

for f(3), we plug in the value of 3 into the function for x to get;

f(3) = ²/₃(3) + 3

f(3) = 2 + 3

f(3) = 5

for f(3²), we plug in the value of 3² into the function for x to get;

f(3²) = f(9) = ²/₃(9) + 3

f(3²) = 9

for f(-2), we plug in the value of -2 into the function for x to get;

f(-2) = ²/₃(-2) + 3

f(-2) = 8/3

for f(6), we plug in the value of -2 into the function for x to get;

f(6) = ²/₃(6) + 3

f(6) = 7

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Answer:

they are called whole numbers

Step-by-step explanation:

Answer:

Mohammed ibn-Musa al-Khowarizmi

The solution to the evaluation of the expression x(y² - z) x = 6, y = 4 and z = 1 is 90

Evaluate:

x(y² - z)

When

x = 6, y = 4 and z = 1

x(y² - z)

substitute the value of x, y and z

= 6(4² - 1)

Applying PEMDAS:

P = parenthesis

E = Exponential

M = Multiplication

D = Division

A = Addition

S = Subtraction

= 6(16 - 1)

= 96 - 6

= 90

In conclusion, the expression x(y² - z) when evaluated gives 90.

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During the first 10 seconds, in the intervals (0, 2) and (6, 10) the acceleration is increasing.

The acceleration is: y = 7*sin( x*pi/4).

Sin(θ) increases between -pi/2 and pi/2

Sin(θ) decreases between pi/2 and (3/2)*pi.

And so on.

Here we have:

θ = x*(pi/2)

When x = 0, θ = 0.

And sin(θ) is increasing in θ = 0.

Then we must choose one of the options that start with x = 0.

now it will stop increasing when:

θ = pi/2 = x*(pi/4)

x = 2.

So the acceleration is increasing in the segment (0,2)

And it will start increasing again when:

θ = (3/2)*pi = x*(pi/4)

(3/2)*pi*(4/pi) = 6 = x.

So at x= 6 the acceleration starts increasing again, and the acceleration is only defined until x = 10, then

the correct option is: (0, 2) and (6, 10)

Thus, during the first 10 seconds, in the intervals (0, 2) and (6, 10) the acceleration is increasing.

Complete question:

The acceleration y, in meters per second squared, of an object after x seconds is given by y = 7 sin (pi/4 x). During the first 10 seconds, over which intervals is the acceleration increasing?

(2, 6)

(4, 8)

(0, 2) and (6, 10)

(0, 4) and (8, 10)

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The acceleration is: y = 7*sin( x*pi/4).

Sin(θ) increases between -pi/2 and pi/2

Sin(θ) decreases between pi/2 and (3/2)*pi.

And so on.

Here we have:

θ = x*(pi/2)

When x = 0, θ = 0.

And sin(θ) is increasing in θ = 0.

θ = pi/2 = x*(pi/4)

x = 2.

θ = (3/2)*pi = x*(pi/4)

(3/2)*pi*(4/pi) = 6 = x.

So at x= 6 the acceleration starts increasing again, and the acceleration is only defined until x = 10, then

Thus, during the first 10 seconds, in the intervals (0, 2) and (6, 10) the acceleration is increasing.

(2, 6)

(4, 8)

(0, 2) and (6, 10)

(0, 4) and (8, 10)

Answer:

Step-by-step explanation:

I reformatted the question to clarify the statements.  Please check for accuracy.

Given that D(x) = 2x, select all of the following that are true statements.

1.  D( x) is a direct variation.

2.  D( x) is a function.

3.  D( x) is a rule for the set of points (5, 10), (6, 12) and (-2, -4).

4.  x is the dependent variable.

5.  D(6) = 3

----------

1.  D( x) is a direct variation.   YES.  D(x) will always be 2 times x.

2.  D( x) is a function.   YES. Each calculated D(x) will have a unique point.

3.  D( x) is a rule for the set of points (5, 10), (6, 12) and (-2, -4).   YES.  Each (x,y) shows a value of y that is 2 times x, as per the equation's instructions.

4.  x is the dependent variable.   YES.  y depends on what value is chosen for x.

5.  D(6) = 3   NO.    d(6) = 2*(6) or 12  

Algebraic expressions can be solved by using the order of operations. The order of operations is PEMDAS (Parentheses, Exponents, Multiplication and Division, Addition and Subtraction).

The best way to solve algebraic expressions in Grade 7 is to use the Order of Operations (also known as PEMDAS) or BEDMAS. The Order of Operations states that you must first complete any operations inside parentheses, followed by Exponents, Multiplication and Division (from left to right), and finally Addition and Subtraction (from left to right). Once you have completed the operations in the correct order, you will have the solution to the algebraic expression.

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Step-by-step explanation:

Kamla tablet in other developed its to the previous yield

The total number of yards needed is (4 + 1/4) yards of metal.

In this case, there are two pieces measuring (1 + 1/6) yard and (3/12) yard; adding the two, the total length is:

L = (1 + 1/6) yard + (3/12) yard

= (1 + 2/12) yard + 3/12yardd

= (1 + 5/12) yard

Since three times that amount of metal is needed, then the total amount of metal that is needed is found by multiplying the total length obtained above by three:

3×L = 3×(1 + 5/12) yard = (3 + 15/12) yard

Writing this as a mixed number:

(3 + 12/12yard + 3/12yard) = (4 + 3/12) yard = (4 + 1/4) yard

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Answer:

n=5

Step-by-step:

What divided by 10 equals 2? Well, 5 does. So, when you divide the exponents, it will equal the other side.

The expression can be evaluated using the property of zeros as 0.

An algebraic expression can be obtained by doing mathematical operations on the variable and constant terms.

The variable part of an algebraic expression can never be added or subtracted from the constant part.

The given equation is x³ - 3x + 1 = 0.

Its zeros are given as x₁, x₂ and x₃.

As per the properties of zeros of a cubic equation, the  following expressions can  be written as,

x₁x₂x₃ = Constant term ÷ Coefficient of x³

⇒ x₁x₂x₃ = 1.

And,  x₁x₂ + x₂x₃ + x₁x₃ =  Coefficient of x² ÷  Coefficient of x³

⇒ x₁x₂ + x₂x₃ + x₁x₃ = 0.

Now, the given expression 1/x₁ + 1/ x₂ + 1/x₃ can be evaluated as below,

(x₁x₂ + x₂x₃ + x₁x₃)/x₁x₂x₃  = 0/1

⇒ 0

Hence, the given expression can be evaluated as 0.

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Answer:

2528

Step-by-step explanation:

[tex]32\times79[/tex]

Multiply:

[tex]32\times79[/tex]

[tex]=\fbox{2528}[/tex]

Answer:

Circumference of the semi-circle is d(π/2 + 1)

Step-by-step explanation:

Circumference of a semicircle is πr + 2r

So, since r = d/2,

therefore, π*d/2 + 2*d/2 = πd/2 + d = d(π/2 + 1).

The multiple inverse of 16 is 0.0625.

1/N or N-1 is used to denote a number's multiplicative inverse, such as the number N. It also goes by the name reciprocal.

Inverse refers to something that is the opposite. The acquired reciprocal of a number is such that its value equals identity 1 when multiplied by the original number. In other terms, it is a technique for producing identity 1 by diluting a number by itself, as in N/N = 1.

Inverse of x = 1/x  or  x⁻¹.

It is also called as the reciprocal of a number and 1 is called the multiplicative identity.

Let the multiple inverse of 16 is x, then

16 * x = 1

⇒ x = 1/16

⇒ x = 0.0625

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Answer:

k = 48 , y = 48x

Step-by-step explanation:

given y varies directly as x then the equation relating them is

y = kx ← k is the constant of variation

to find k use the condition y = 12 when x = [tex]\frac{1}{4}[/tex] , then

12 = [tex]\frac{1}{4}[/tex] k ( multiply both sides by 4 to clear the fraction )

48 = k

constant of variation is then k = 48 , so

y = 48x ← equation of variation

Answer:

3.50x + 2.25y smaller than or equal 7

Step-by-step explanation:

Let x represent the resistor and y represent the circuit board

Resistor: $3.50

Circuit board: $2.25

We know it can be bought at most for $7, so it will be smaller than or equal to $ 7. So, we have equation

3.50x + 2.25y smaller than or equal 7

The leading coefficient and the constant term must both be divisible by the fraction's denominator in order to factor using the rational root theorem.

In plants, a stem's primary role is to aid in the transfer of water and minerals from the roots to the leaves and other sections of the plant. Additionally, it supports the buds, leaves, flowers, fruits, and branches of plants.

The rational root theorem, also known as the rational root test, is an algebraic principle that states that for a polynomial equation with one variable and integer coefficients to have a solution (root) that is a rational number, both the leading coefficient and the constant term must be divisible by the fraction's denominator.

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Answer:

10. Some of the class 4 children Amar, Bindu, Charisma, Danny are friends with some of the class 5 children Amar Diana Ekta Raghu Prem. The following table tells us which 2 children are friends with each other.

11. A

12. 20 cm - 2(4cm) = 12

2(6cm length) + 2(4cm width) = 20 cm

12 + 8 = 20 cm

area = length * width

area = 6 * 4

area = 24 cm²

Step-by-step explanation:

The Median for n = 11 numbers will be 6th term of the Observation set.

One measure of central tendency is the median. The median is the number that lies in the middle of the specified range of integers. It separates the higher half from the lower half of a particular data sample. At least half of the observations are above or equal to the median, and at least half of the observations are below the median.

The median can be calculated as follows when there are odd numbers of observations in a data collection:

Step 1: Arrange the sample of data in ascending or descending order.

Step 2: If the number of observations (let's say n) is odd, the middle observation is the median of the given data.

Median = [tex](\frac{n+1}{2} )^{th}[/tex] term.

Here n = 11, So median will be 6th term of Observation set.

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The solutions to systems of equations are the variable mappings such that all component equations are satisfied—in other words, the locations at which all of these equations intersect. To solve a system is to find all such common solutions or points of intersection.

A group of equations comprising one or more variables is known as a system of equations. The variable mappings that satisfy each component equation, or the points where all of these equations cross, are the solutions of systems of equations.

Calculating the unknown variables while keeping the equations balanced on both sides is the process of solving a system of equations. Finding the value of the variable that makes the condition of all the provided equations true is how we solve an equation system. There are several ways to solve a system of equations, including

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