What i the dicontinuity of f(x) = the quantity of 4x quared minu 16, all over 2 x minu 4

Answer:

[tex]\frac{5}{13}[/tex]

Step-by-step explanation:

If you have studied trigonometry, you will know that [tex]cos(\theta )=\frac{adjacent}{hypotenuse}[/tex], where the adjacent is the side with both the right angle and the angle θ, and the hypotenuse is the diagonal side.

We know here that the hypotenuse is 26.

We know do not know that adjacent where both angle R and the right angle are, but we can find it using Pythagoras' Theorem, something else which you may have studied.

[tex]a^2=c^2-b^2\\a^2=26^2-24^2\\a^2=100\\a = \sqrt{100}=10[/tex]

We now know that the adjacent is equal to 10.

Therefore, we substitute them into the cos ratio, and simplify the fraction.

[tex]cos(R)=\frac{10}{26} =\frac{5}{13}[/tex]

Answer:

Step-by-step explanation:

Robb’s Fruit Farm consists of 100 acres on which three different types of apples grow. On 25 acres, the farm grows Empire apples. Mcintosh apples grow on 30% of the farm.

The degrees of freedom for the sample variance is equal to the number of data points in the sample minus 1, so for a sample of 27 people, the degrees of freedom would be 26.

The degrees of freedom for the sample variance is calculated by taking the number of data points in the sample and subtracting 1. In this case, the sample size is 27 people, so the number of degrees of freedom is 26. This is because we need to account for one degree of freedom in order to calculate the overall variance of the sample. The degrees of freedom is important in estimating the population variance because it helps to determine the size of the sample necessary to accurately estimate the population variance. By knowing the degrees of freedom, we can better understand the accuracy of our estimates and adjust our sample size accordingly.

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Answer:

By using the given ratio, we will see that there are 15 boys and 12 girls.

How we can find the number of boys and girls in the class?

The given information is:

There are 3 more boys.

There are 5 boys for every 4 girls.

Now, notice that in the ratio we have a difference of 1 boy, so if we want to have a difference of 3 boys, we must multiplicate it by 3, then we get:

3*15 boys for every 3*4 girls (remember that you can multiply both quantities on the ratio and it does not change).

15 boys for every 12 girls.

Now the difference is 3.

15 - 12 = 3

So we can conclude that there are 15 boys and 12 girls.

Step-by-step explanation:

Answer:

The length of the hypotenuse is 25 cm.

Step-by-step explanation:

We can use the Pythagorean theorem to find the hypotenuse.

Pythagorean theorem states

[tex]a^2+b^2=c^2[/tex]

Where [tex]a[/tex] and [tex]b[/tex] are the legs or sides of the triangle.

The hypotenuse is [tex]c[/tex].

We can solve for [tex]c[/tex] by taking the square root of both sides of the equation.

[tex]c=\sqrt{a^2+b^2}[/tex]

We are given

[tex]a=7\\b=24[/tex]

Lets evaluate [tex]c.[/tex]

[tex]c=\sqrt{7^2+24^2}[/tex]

[tex]c=\sqrt{49+b^2}[/tex]

[tex]c=\sqrt{49+576}[/tex]

[tex]c=\sqrt{625}[/tex]

[tex]c=25[/tex]

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The area under the curve is [tex]\frac{6 \sqrt{3}}{5}[/tex].

Consider the following parametric equations:[tex]$$x=t^2-3 t \text { and } y=\sqrt{t} \text { and the } y \text {-axis. }$$[/tex]

The objective is to find area enclosed by the curve using the formula.

The area under the curve is given by parametric equations x=f(t), y=g(t),  and is traversed once as t increases from α to β, then the formula for calculating the area under the curve:

[tex]$$A=\int_\alpha^\beta g(t) f^{\prime}(t) d t$$[/tex]

The curve has intersects with y-axis. so x=0

[tex]$$\begin{aligned}t^2-3 t & =0 \\t(t-3) & =0 \\t & =0 \text { or } t=3\end{aligned}$$[/tex]

Now we have to draw the graph,

Let f(t)=[tex]t^2-3 t, g(t)=\sqrt{t}$[/tex]

Differentiate the curve f(t) with respect to t.

[tex]f^{\prime}(t)=2 t-3[/tex]

Now, find the area under the curve use the above formula.

[tex]\begin{aligned}A & =\int_0^3(\sqrt{t})(2 t-3) d t \\& =\int_0^3(2 t \sqrt{t}-3 \sqrt{t}) d t \\& =\int_0^3\left(2 t^{\frac{3}{2}}-3 t^{\frac{1}{2}}\right) d t \\& =\left[2 \frac{t^{\frac{5}{2}}}{\frac{5}{2}}-3 \frac{t^{\frac{3}{2}}}{\frac{3}{2}}\right]_0^3 \\& \left.\left.=\left[\frac{4 t^{\frac{5}{2}}}{5}-2 t^{\frac{3}{2}}\right]_0^3\right]^{\frac{5}{2}}\right] \\\\\end{aligned}$$[/tex]

[tex]& =\left[\frac{4(3)^{\frac{5}{2}}}{5}-2(3)^{\frac{3}{2}}\right]-\left[\frac{4(0)^{\frac{5}{2}}}{5}-2(0)^{\frac{3}{2}}\right][/tex]

[tex]$\begin{aligned}& =\left[\frac{4(3)^{\frac{5}{2}}}{5}-2(3)^{\frac{3}{2}}\right]-\left[\frac{4(0)^{\frac{5}{2}}}{5}-2(0)^{\frac{3}{2}}\right] \\& =\frac{4(3)^{\frac{5}{2}}}{5}-2(3)^{\frac{3}{2}}-0 \\& =\frac{6 \sqrt{3}}{5}\end{aligned}[/tex]

Therefore,  the area of the curve is [tex]\frac{6 \sqrt{3}}{5}[/tex].

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Answer:

(5 + 2x + 4 + 3)/4 = 5

(12 + 2x)/4 = 5

3 + 1/2x = 5         (multiply by 2

6 + x = 10

x = 4

The numbers are 5, 8, 4 and 3.

Step-by-step explanation:

a) By the subtraction operation, the increase in carbon dioxide levels between 1959 and 2005 is 77 parts.

b) The percentage increase in carbon dioxide levels between 1959 and 2005 is 24.7%.

The percentage increase is found by determining the difference between the original and final values through subtraction operation.

The difference is then divided by the original value, multiplied by 100.

The carbon dioxide levels in 1959 = 312 parts per million

The carbon dioxide levels in 2005 = 389 parts per million

The increase in dioxide levels from 1959 to 2005 = 77 parts per million (389 - 312)

The percentage increase = 24.68% (77/312 x 100)

= 24.7%

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the null hypothesis is rejected for an observed p-value of at 0.07 at a significance level of 0.05.

At a significance level of 0.05, the p-value of 0.07 indicates that the observed value is not statistically significant. As a result, the null hypothesis cannot be disproven.In other words, the observed value is not strong enough to prove that the null hypothesis is false. Therefore, the null hypothesis is not rejected for an observed p-value of 0.07 at the significance level of 0.05.

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This athlete should aim to lift approximately 70-80% of their 1RM for ten repetitions, which would be approximately 360-410 lbs (163-186 kg).

When determining the weight an athlete should lift for a given set of repetitions, it is important to consider the athlete's 1RM. 1RM stands for one-repetition maximum and is the most weight an athlete can lift for one repetition. Generally, when lifting for a set of repetitions, athletes should aim to lift 70-80% of their 1RM. In this case, the athlete has a 1RM of 515 lbs (234 kg). If this athlete was performing ten repetitions per set, they should aim to lift approximately 360-410 lbs (163-186 kg). This is a good starting point for the athlete and can be adjusted as needed depending on how it feels.

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The integer has a greater value is -2

An integer is a whole number (rather than a fraction) that can be positive, negative, or zero. Positive numbers, negative numbers, and zero are all examples of integers. 'Integers include both whole and negative numbers. This means that if we add negative numbers to whole numbers, we get a set of integers.

An integer is a number that has no decimal or fractional part and can be negative or positive, including zero. In this case, the numbers are -5 and -2. It should be noted that -2 is more than -5.

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Answer:

Step 1: Obtain the mean and standard deviation of the weights of packs of chewing gum. The weights of packs of chewing gum for a certain brand have a mean of 47.1 grams and a standard deviation 2.- grams. Step 2: Obtain the z-score of the randomly selected pack of gum. The z-score of the randomly selected pack of gum is 3.11. Step 3: Determine which of the following statements is true: The weight of this pack of gum is lighter than the mean weight by 3.11 standard deviations The weight of this pack Of gum is heavier than the mean weight by 3.11 standard deviations The weight of this pack Of gum is lighter than the mean weight by 2.4 standard deviations The weight of this pack Of gum is heavier than the mean weight by 2.4 standard deviations

8/3 or 2 2/3 cups of milk are needed for 16 servings.

What is the unitary method?

The unitary method is a technique for problem-solving that involves first determining the value of a single unit, then multiplying that value to determine the required value.

A single or distinct unit is referred to by the word unitary. Therefore, the goal of this strategy is to establish values in reference to a single unit.

Given that 3/4 cups of milk needs to make 4 1/2 servings

Converting mixed fraction into improper fraction:

or,  3/4 cups of milk needs to make 9/2 servings.

To make 9/2 servings, needs  3/4 cups of milk

Applying unitary method:

To make 1 servings, needs  (3/4)/(9/2) cups of milk.

To make 16 servings, needs  [(3/4) × 16]/(9/2) cups of milk.

Simplify the numerical expression:

[(3/4) × 16]/(9/2)

=  [3 × 4]/(9/2)

=  [3 × 4 × 2] /9

= 8/3

Convert  improper fraction into mixed fraction:

=(6 + 2)/3

= 6/3 + 2/3

= 2 2/3

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The solution is Option D.

The graph of the function after a vertical stretch of 5 is given by the equation g ( x ) = 5 ( 7ˣ )

How does the transformation of a function happen?

The transformation of a function may involve any change.

Usually, these can be shifted horizontally (by transforming inputs) or vertically (by transforming output), stretched (multiplying outputs or inputs), etc.

If the original function is y = f(x), assuming the horizontal axis is the input axis and the vertical is for outputs, then:

Horizontal shift (also called phase shift):

Left shift by c units: y=f(x+c) (same output, but c units earlier)

Right shift by c units: y=f(x-c)(same output, but c units late)

Vertical shift:

Up by d units: y = f(x) + d

Down by d units: y = f(x) - d

Stretching:

Vertical stretch by a factor k: y = k × f(x)

Horizontal stretch by a factor k: y = f(x/k)

Given data ,

Let the function be represented as A

Now , the value of A is

f ( x ) = 7ˣ

The function f ( x ) is stretched vertically by a factor of 5

Let the new function be represented as g ( x )

Stretching:

Vertical stretch by a factor k: y = k × f(x)

Horizontal stretch by a factor k: y = f(x/k)

So , the value of the function g ( x ) is given by the equation

g ( x ) = 5 ( f ( x ) )

g ( x ) = 5 ( 7ˣ )

Hence , the function is g ( x ) = 5 ( 7ˣ )

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The linear function of  f(-10)= 4.5,f(-2)=4.5 is y = 4.5.

Linear function can be represented in slope intercept form as follows:

y = mx + b

where

Therefore, the linear function of f(-10)= 4.5, f(-2)=4.5 can be represented as follows:

Using y = mx + b

4.5 = -10m + b

4.5  = -2m + b

b = 4.5 + 10m

Hence, using substitution,

4.5  = -2m + 4.5 + 10m

4.5 - 4.5 = 8m

m = 0

Let's find b

4.5 = -10(0) + b

b = 4.5

Therefore, the linear function is y = 4.5

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There is a 21.5% chance that a point in a square with nine congruent circles drawn there won't be within one if it is chosen at random.

It is given to us that :

Nine congruent circles are inscribed in a square

The square has a side length of 126

We have to find out the probability that the point is not in a circle, if a point in the square is chosen at random.

It is known that the square has a side length of 126.

=> Area of the square = [tex](Length)^{2}[/tex]

=> Area of the square = [tex]126^{2}[/tex]

=> Area of the square = 15876 ------ (1)

It is also known to us that nine congruent circles are inscribed in the square that has a side length of 126.

=> Diameter of each circle = 126/3

=> Diameter of each circle = 42

=> Radius of each circle = 21  ------ (2)

We know that the area of a circle is given as -

Area of circle = [tex]\pi r^{2}[/tex]  ------ (3)

where,

r = radius of the circle

Substituting the value of r from equation (2) in equation (1), we have

Area of circle = [tex]\pi r^{2}[/tex]

=> Area of circle = [tex]\pi (21)^{2}[/tex]

=> Area of circle = 1385.44

=> Area of 9 circles = 12468.96    ----- (4)

Now, we can say that -

Area not in a circle = Area of square - Area of 9 circles

=> Area not in a circle = 15876 - 12468.96 [From equation (1) and (4)]

=> Area not in a circle = 3407.04    ------ (5)

We know that the probability of a outcome is given as -

Probability = Number of favorable outcomes/Total number of outcomes

So, the probability that the point is not in a circle can be calculated as -

Probability = Area not in a circle/Area of square

=> Probability = 3407.04/15876

=> Probability = 0.215

=> Probability = 21.5%

Thus, if there are nine congruent circles inscribed in a square and a point in the square is chosen at random, the probability that the point is not in a circle is 21.5%.

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They have a 0.77 chance of finishing within 10 minutes of each other.

The field of mathematics concerned with probability is known as probability theory. Although there are various distinct interpretations of probability, probability theory approaches the idea rigorously mathematically by articulating it through a set of axioms. The probability is a measure of the possibility that an event will occur. It assesses the event's certainty. P(E) = Number of Favourable Outcomes/Number of Total Outcomes is the probability formula.

Here,

mean of the difference between their times is the difference of the expected (or mean) times for each person,

=20-18

=2

standard deviation,

=√((6.4)²+(4.8)²)

=8

The probability,

=0.77

The probability that they finish within 10 minutes of each other is 0.77.

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The required amount of the ribbon, when split into half, is 57 / 20. Option A is correct.

Fraction is defined as the number of compositions that constitutes the Whole.

Here,
A family member has two and one-fourth yds of ribbon, and you add three-fifths yds to it,
So,
= 2 1/4 + 3 / 5
= 9 / 4 + 3 / 5
= 57 / 20

Now,

Half of the ribbon = [57 / 20] × [1/2] = 57 / 40

Thus, the required amount of the ribbon, when split into half, is 57 / 20. Option A is correct.

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The value of x in the solution set of the inequality -2(3x + 2) > -8x + 6 is 6.

Inequality is defined as relationship between non-equal numbers or expressions. The solution set of an inequality is the set of values that satisfies the given inequality.

To determine the solution set of the given inequality, isolate the variable to one side and simplify.

-2(3x + 2) > -8x + 6

-6x - 4 > -8x + 6

8x - 6x > 6 + 4

2x > 10

x > 5

x = (5, +∞)

Hence, the solution set of the given inequality is the set of numbers greater than 5. Among the given choices, only 6 is greater than 5. Therefore, the value of x is 6.

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Answer:

6

Step-by-step explanation:

edge on

What value of x is in the solution set of the inequality –2(3x + 2) > –8x + 6?

6

The builder will be able to execute his idea based on the other measurements in the illustration.

In the traditional system of measurement, one inch can be referred to as a unit of length. Inches of length are either denoted by in or by ". 5 inches, for instance, can be expressed as 16 inches or 16".

Initially, 1 inch was equal to the breadth of a man's thumb. In the 14th century, King Edward II of England decreed that 3 grains of barley laid end to end and lengthwise made up 1 inch.

Historically, there have been many different standards for what an inch is exactly, but since the international yard was adopted in the 1950s and 1960s, the inch has been based on the metric system and defined as precisely 25.4 mm.

Building codes prohibit the construction of homes that are taller than 35 feet.

The building is 22 feet tall in the diagram.

                  = 35 - 22

                  = 13 feet

so the builder is allowed to carry out is plan

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The slope of AB is 4/3, the slope of BC is -2/7, the slope of CD is 4/3 and the slope of AD is -2/7. The Quadrilateral ABCD is a parallelogram because both pairs of opposite sides are parallel in a parallelogram.

The vertices of Quadrilateral ABCD are A(−5, 1) , B(−2, 5) , C(5, 3) , and D(2, −1) .

The slope between 2 points is:- m=(y2-y1) / (x2-x1)

The slope of AB :

m= (5-1) / (-2-(-5))

m= 4/3                 ........................(1)

The slope of BC :

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

m= -2/7                 ..........................(2)        

The slope of CD :

m= (-1-3) / (2-5)

m= 4/3                  ............................(3)

The slope of AD :

m= (-1-1) / (2-(-5))

m= -2/7                  .............................(4)

Therefore,

The slope of AB is (1) 4/3, the slope of BC is (2) -2/7, the slope of CD is (3) 4/3, and the slope of AD is (4) -2/7.

Quadrilateral ABCD is a (5) parallelogram because (6) both pairs of opposite sides are parallel.

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Answer:x=-3

Step-by-step explanation:

if you were to plug in -3 for f(x) you would get, f(-3)=1/3(-3) +2, which then equals f(-3)=-1+2, so f(-3)=1

Now you do the same thing for g(x), so you would get g(-3)=2^(-3+3), meaning you first add -3 and 3 leaving you with g(-3)=2^0, which is equal to 1.

f(-3)=1=g(-3)

Answer:

8[tex]x^{2} \\[/tex] + 24x

Pls choose me as brainliest!

The solution for the inequality y > |x + 1| - 1 is -x - 2 > y > x and the coordinate (1, -1) is not a part of the solution so, option D is correct. The graph is attached below.

An inequality is a relation that compares two numbers or other mathematical expressions in an unequal way. It is most frequently used to compare the sizes of two numbers on the number line.

Given:

y > |x + 1| - 1

Solve the inequality as shown below,

y + 1 > |x + 1|

y + 1 > -(x + 1) and y + 1 > x + 1

y + 1 < -x - 1  and  y + 1 > x + 1

y < -x - 1 - 1  and y > x + 1 - 1

y < - x  -2 and y > x + 0

y < -x - 2  and y > x

Thus, the solution is -x - 2 > y > x.

Plot the graph by putting the values of x and find y then join the points.

Put the values from the option to check,

From y > x option 4 is not part of the solution as -1 < 1.

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Answer:

See Answer

Step-by-step explanation:

The true statement is that A. A linear pair is formed by complementary angles.

When two lines cross at one point, a linear pair of angles is created. If the angles follow the intersection of the two lines in a straight line, they are said to be linear. A linear pair's total angles are always equal to 180°. These are also referred to as supplementary angles.

Complementary angles are those whose combined angle is exactly 90 degrees. For instance, p angles include 30 degrees and 60 degrees.

In conclusion, based on the information, the correct option is A.

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Answer:

20$

Step-by-step explanation:

30 to 50 is 20, 50 to 70 is 20

The percentage of children are born from pregnancies lasting less than 274 days are 0.02.

The percentage of children are born from pregnancies lasting less than 246 days are 0.02.

What is normal distribution?

A continuous probability distribution for a real-valued random variable is called a normal distribution or a Gaussian distribution in statistics.

The normal distribution describes a symmetrical plot of data around its mean value, with the standard deviation serving as the determinant of the curve's width. The "bell curve" is used to visually represent it.

Given:

Lengths of pregnancies of women are normally distributed with a mean of 266 days and a standard deviation of 16 days.

⇒  μ = 266,   σ = 16

Consider, the normal distribution formula

f(x) = (1 / σ√2π) e^(-1/2)(x - μ/ σ)^2

For x = 274,

f(274) = (1 / 16√2π) e^(-1/2)(274 - 266/16)^2

f(274) = 0.02

Hence, the percentage of children are born from pregnancies lasting less than 274 days are 0.02.

For x = 246

f(246) = (1/16√2π) e^(-1/2)(246 - 266/16)^2

f(246) = 0.02

Hence, the percentage of children are born from pregnancies lasting less than 246 days are 0.02.

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