Course... Penn State World... Dashboard (5) APA References P... FACTORING POLYNOMIALS Greatest common factor of three univariate monomials Find the greatest common factor of these three expressions. 28w,8w^(5), and 20w^(4)

The correct answer is for the equation is C, "minimizes the sum of the squared distances from the actual y-value to the predicted y-value," as explained below.

The least-squares regression line is a line that best fits the given data by minimizing the sum of the squared distances between the predicted y-value (ŷ) and the actual y-value (y) for each data point. In other words, the line is chosen so that the sum of the squares of the vertical distances between the data points and the line is as small as possible.

In this case, the equation provided represents the least-squares regression line for the given data, which suggests that for every unit increase in x, y increases by 0.5 units.

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Answer:

Step-by-step explanation:

1000

The inequalities shown by the graph are y < 3, x > -1, x < 3, and y >-2.

The given graph has four lines showing different inequalities.

One undotted line is parallel to the x-axis and is at y = 3. The shaded region is below y = 3

Hence, the inequality will be y < 3

Another dotted line is parallel to the x-axis and is at y = -3. The shaded region is above y = -2

Hence, the inequality will be y > -2

Another dotted line is parallel to the y-axis and is at x = -1. The shaded region is to the right of x = -1

Hence, the inequality will be x > -1

Another dotted line is parallel to the y-axis and is at x = 3 The shaded region is to the left of x = 3

Hence, the inequality will be x < 3

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The matrix C of the linear transformation T(x) = B(A(x)) is:

[tex]\(C=\left[\begin{array}{ll}15 & 45 \\ 38 & 42\end{array}\right]\)[/tex]

We can find the matrix C of the linear transformation T(x) = B(A(x)) by multiplying the matrices A and B.

Recall that the matrix product of two matrices

[tex]\(A=\left[\begin{array}{ll}a_{11} & a_{12} \\ a_{21} & a_{22}\end{array}\right]\)[/tex]    and   [tex]\(B=\left[\begin{array}{ll}b_{11} & b_{12} \\ b_{21} & b_{22}\end{array}\right]\)[/tex]

is given by  

 [tex]\(C=AB=\left[\begin{array}{ll}a_{11}b_{11}+a_{12}b_{21} & a_{11}b_{12}+a_{12}b_{22} \\ a_{21}b_{11}+a_{22}b_{21} & a_{21}b_{12}+a_{22}b_{22}\end{array}\right]\)[/tex].

So, for

[tex]\(A=\left[\begin{array}{ll}3 & 9 \\ 8 & 6\end{array}\right]\)[/tex]       and   [tex]\(B=\left[\begin{array}{ll}5 & 0 \\ 2 & 4\end{array}\right]\)[/tex],

we have:

[tex]\(C=BA=\left[\begin{array}{ll}5 & 0 \\ 2 & 4\end{array}\right]\left[\begin{array}{ll}3 & 9 \\ 8 & 6\end{array}\right]=\left[\begin{array}{ll}5(3)+0(8) & 5(9)+0(6) \\ 2(3)+4(8) & 2(9)+4(6)\end{array}\right]=\left[\begin{array}{ll}15 & 45 \\ 38 & 42\end{array}\right]\)[/tex]

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It is not possible to solve for x and find the length to the nearest whole number. Please provide the complete equation or additional information to help solve for x.

To find the length x to the nearest whole number, we need to use the given information and follow these steps:

1. Start with the given equation: x≈
2. Solve for x by simplifying the equation.
3. Once you have found the value of x, round it to the nearest whole number.

Without additional information, it is not possible to solve for x and find the length to the nearest whole number. Please provide the complete equation or additional information to help solve for x.

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To schedule the examination so that no student has two examinations on the same day, we can use graph coloring. Graph coloring is the process of assigning colors to the vertices of a graph in such a way that no two adjacent vertices have the same color.

1. First, we can create a graph with the seven subjects as vertices and the pairs of subjects with common students as edges.
2. Next, we can assign a color to each vertex, starting with S1 and moving clockwise around the graph. We can use the smallest available color for each vertex, making sure that no two adjacent vertices have the same color.
3. Once we have assigned a color to each vertex, we can use the colors to schedule the examinations. Each color represents a different day, and all of the subjects with the same color can be scheduled on the same day.

The resulting schedule would look something like this:

Day 1: S1, S5
Day 2: S2, S4
Day 3: S3, S6
Day 4: S7

This schedule ensures that no student has two examinations on the same day, since no two adjacent vertices in the graph have the same color.

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Answer:

That is the answer

Step-by-step explanation:

The value of y when x is 12 is 2 (option C)

Inverse variation is the relationship between two variables, such that if the value of one variable increases then the value of the other variable decreases. Example is the price of a commodity and the quantity acquired, the higher the price, the lower of commodity bought and vice- versa.

Inverse relationship between two quantities x and y is expressed as:

x= ky

where k is the constant

k = 6

when x = 12

12 = 6y

divide both sides by 6

y = 12/6

y = 2

therefore the value of y when x is 12 is 2

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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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The height of the cone is approximately 13.5 feet.

The volume of a cone is given by the formula V = (1/3)πr²h, where V is the volume, r is the radius, and h is the height.

In this problem, we are given the volume of the cone, which is 1959.36 cubic feet, and the radius, which is 12 feet. We need to find the height, h.

We can start by plugging in the given values into the formula for volume:

1959.36 = (1/3)π(12)²h

Simplifying, we get:

1959.36 = 144πh

To solve for h, we need to isolate it on one side of the equation. We can do this by dividing both sides by 144π:

h = 1959.36 / (144π)

Using a calculator to evaluate this expression, we get:

h ≈ 13.5

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Simona is left with 7 cups of milk.

What is Mixed fraction?

An example of a mixed fraction is one that consists of both a whole integer and a fractional component. A mixed fraction is, for instance, 3 1/7. It's also known as a jumbled number.

Conversion procedures for a mixed fraction to a simple fraction

Step 1: Multiplying the denominator of the mixed fraction by the whole number component is the first step.

Step 2: To the end result achieved in Step 1, add the numerator.

Step 3: Format the improper fraction in numerator/denominator form using the sum from step 2 as the denominator.

Simona has 8 3/4 cups of milk .

She uses 1 1/2 cups of milk to make the cake and 1/4 cup of the milk to make frosting for the cake.

So, cups of milk left = total cups of milk - cups of milk used for cake

                                = 8 3/4 - 1 1/2 - 1/4

                                = 35/4 - 3/2 - 1/4

                                = (35 - 6 - 1)/4

                                = 28/4

                                = 7 cups of milk.

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The 90% confidence interval for the difference between the usable response rates of the two surveys is (-0.0124, 0.0912).

The difference between the usable response rates of the two surveys can be estimated using the formula for the difference between two proportions:

d = p1 - p2
Where p1 is the usable response rate for the printed survey, and p2 is the usable response rate for the electronic survey. To calculate these response rates, we can use the formula:

p = x/n

Where x is the number of usable responses, and n is the total number of customers who were sent the survey. For the printed survey, we have:

p1 = 261/631 = 0.4138
And for the electronic survey, we have:

p2 = 155/414 = 0.3744

So the difference between the two response rates is:

d = 0.4138 - 0.3744 = 0.0394

To estimate a 90% confidence interval for this difference, we can use the formula:

CI = d ± z*√[(p1(1-p1)/n1) + (p2(1-p2)/n2)]

Where z is the critical value for a 90% confidence level, which is 1.645. Plugging in the values we have:

CI = 0.0394 ± 1.645*√[(0.4138(1-0.4138)/631) + (0.3744(1-0.3744)/414)]

CI = 0.0394 ± 1.645*√[0.000407 + 0.000581]

CI = 0.0394 ± 1.645*0.0315

CI = 0.0394 ± 0.0518

CI = (-0.0124, 0.0912)

So the 90% confidence interval for the difference between the usable response rates of the two surveys is (-0.0124, 0.0912). This means that we can be 90% confident that the true difference between the two response rates is between -0.0124 and 0.0912.

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Ryan, a consumer electronics​ salesperson, earns a base wage of ​$ 1300 per month and a commission of 7​% on the amount of sales he makes. One month Ryan received a $1622 paycheck, which made his sales for the month $4600.

To find the amount of Ryan's sales for the month, we can use the equation:

Total paycheck = Base salary + (Commission rate × Sales)

We can plug in the given values and solve for the amount of sales:

$1622 = $1300 + (0.07 × Sales)

$322 = 0.07 × Sales

Sales = $322 ÷ 0.07

Sales = $4600

Therefore, Ryan's sales for the month were $4600.

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By applying simplification and factoring concepts, it can be concluded that:

1. (-5x⁻³ y⁻⁵) (3x⁵ y⁻⁵) = -15x² / y¹⁰

3. 20x² – 12x – 14 = 2(10x² - 6x - 7)

5. 2x(x - 1) + 3(x - 1) = (x - 1)(2x + 3)

6. 12x² – 15x + 8x – 10 = (3x + 2)(4x - 5)

7. 3x² – 13x – 10 = (3x + 2)(x - 5)

Simplification is the process of rewriting an expression in a simpler or easier-to-understand form, while still maintaining the same values.

Factoring means to factor a number means to break it up into numbers that can be multiplied together to get the original number.

Q1: Simplifying (-5x⁻³ y⁻⁵) (3x⁵ y⁻⁵)

Multiplying the number and applying rule (-x) = x, we get:

= -15x⁻³ · x⁵ · y⁻⁵· y⁻⁵

Apply rule xᵃxᵇ = xᵃ⁺ᵇ, we get:

= -15x²· y⁻¹⁰

Apply rule x⁻ᵃ = 1/xᵃ, we get:

= -15x² / y¹⁰

Q3: Factoring 20x² – 12x – 14

Divide each term by 2, and we get:

= 2(10x² - 6x - 7)


Q5: Factoring 2x(x - 1) + 3(x - 1)

Factoring out common term (x - 1), we get:

= (x - 1)(2x + 3)

Q6: Factoring 12x² – 15x + 8x – 10

Factoring out 4x from 12x² + 8x, we get:

= 4x(3x + 2)

Factoring out -5 from – 15x – 10, we get:

= -5(3x + 2)

Now the full expression becomes:

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

Factoring out common term (3x + 2), we get:

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

Q7: Factoring 3x² – 13x – 10

Break expression into groups:

= 3x² + 2x – 15x – 10

Factoring out x from 3x² + 2x, we get:

= x(3x + 2)

Factoring out -5 from – 15x – 10, we get:

= -5(3x + 2)

Now the full expression becomes:

= x(3x + 2) - 5(3x + 2)

Factoring out common term (3x + 2), we get:

= (3x + 2)(x - 5)

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(i)The value of x is either 29.326 or -28.226, such that such that |a + b| = |a| + |b|

To find the value of x such that |a + b| = |a| + |b|, we need to first find the magnitudes of a, b, and a+b.

The magnitude of a is |a| = √(1^2 + 2^2 + 2^2) = √9 = 3.

The magnitude of b is |b| = √(2^2 + (6x-3)^2 + 4^2) = √(4 + 36x^2 - 36x + 9 + 16) = √(36x^2 - 36x + 29).

The magnitude of a+b is |a+b| = √((1+2)^2 + (2+6x-3)^2 + (2+4)^2) = √(9 + (6x-1)^2 + 36) = √(6x^2 - 12x + 46).

Now, we can set |a+b| = |a| + |b| and solve for x:
√(6x^2 - 12x + 46) = 3 + √(36x^2 - 36x + 29)

Squaring both sides gives:
6x^2 - 12x + 46 = 9 + 36x^2 - 36x + 29 + 6√(36x^2 - 36x + 29)

Simplifying and rearranging terms gives:

-30x^2 + 24x - 8 = 3√(36x^2 - 36x + 29)
Squaring both sides again gives:
900x^4 - 1440x^3 + 672x^2 - 128x + 64 = 324x^2 - 324x + 87
Simplifying and rearranging terms gives:
900x^4 - 1440x^3 + 348x^2 + 196x - 23 = 0

Using the quadratic formula, we can find the value of x:

x = (-(-1440) ± √((-1440)^2 - 4(900)(348)(196)(-23)))/(2(900))
x = (1440 ± √(2073600 + 2731680000))/(1800)
x = (1440 ± √(2733753600))/(1800)
x = (1440 ± 52344)/(1800)
x = (1440 + 52344)/(1800) or x = (1440 - 52344)/(1800)
x = 29.326 or x = -28.226

Therefore, the value of x is either 29.326 or -28.226.

(ii) The value of y such that there exists a vector d satisfying a × d = c is -1.75, we need to first find the cross product of a and d:

a × d = [(2d3 - 2d2), (2d1 - d3), (d2 - 2d1)]
Now, we can set a × d = c and solve for y:
[(2d3 - 2d2), (2d1 - d3), (d2 - 2d1)] = [-2, 8y + 4, 1]

This gives us the system of equations:

2d3 - 2d2 = -2
2d1 - d3 = 8y + 4
d2 - 2d1 = 1

Solving for d1, d2, and d3 in terms of y gives:

d1 = (8y + 10)/3
d2 = (16y + 22)/3
d3 = (24y + 34)/3

Substituting these values back into the first equation gives:

2(24y + 34)/3 - 2(16y + 22)/3 = -2

Simplifying and rearranging terms gives:

8y + 12 = -2
8y = -14
y = -14/8
y = -1.75
Therefore, the value of y is -1.75.

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To find an equation that goes through the point (8.1) and is perpendicular to 2y + 4x = 12, we can first rearrange the given equation into slope-intercept form, which is y = mx + b, where m is the slope and b is the y-intercept:

2y + 4x = 12

2y = -4x + 12

y = -2x + 6

So the slope of the given equation is -2.

Since we want a line that is perpendicular to this line and passes through the point (8,1), we know that the slope of our new line will be the negative reciprocal of -2, which is 1/2.

Now we can use the point-slope form of the equation of a line to write the equation:

y - 1 = (1/2)(x - 8)

Simplifying this equation, we get:

y - 1 = (1/2)x - 4

y = (1/2)x - 3

Therefore, the equation that goes through the point (8,1) and is perpendicular to 2y + 4x = 12 is y = (1/2)x - 3.

Answer:

To find the equation of a line that goes through a given point and is perpendicular to a given line, we can use the following steps:

Rewrite the given line in slope-intercept form y = mx + b, where m is the slope and b is the y-intercept.

Determine the slope of the line that is perpendicular to the given line. The slope of a line perpendicular to a line with slope m is -1/m.

Use the point-slope form of the equation of a line to write the equation of the line that goes through the given point with the slope found in step 2.

Given the point (8, 1) and the line 2y + 4x = 12, we can rewrite the line in slope-intercept form by solving for y:

2y + 4x = 12

2y = -4x + 12

y = -2x + 6

The slope of the given line is -2.

The slope of the line perpendicular to the given line is -1/-2 = 1/2.

Using the point-slope form of the equation of a line, we can write the equation of the line that goes through the point (8, 1) with slope 1/2:

y - 1 = (1/2)(x - 8)

Simplifying this equation, we get:

y - 1 = (1/2)x - 4

y = (1/2)x - 3

Therefore, the equation of the line that goes through the point (8, 1) and is perpendicular to the line 2y + 4x = 12 is y = (1/2)x - 3.

Step-by-step explanation:

a)\( -9 \)

b)\( \left[\begin{array}{ccc}+18 & -18 & +9 \\ +9 & -9 & +4 \\ -4 & +4 & -1\end{array}\right] \).

(a) The determinant of \( A \) can be calculated using the Laplace expansion, which states that the determinant of a matrix can be found by multiplying the elements in the first row of the matrix by the determinant of the matrix formed by removing the elements of the first row and column of the original matrix, then subtracting the result from the elements in the second row multiplied by the determinant of the matrix formed by removing the elements of the second row and column of the original matrix, and so on.

Using the Laplace expansion, the determinant of \( A \) can be found as follows:

\( \operatorname{det}(A) = 0 \times \operatorname{det}\left[\begin{array}{cc}1 & -3 \\ 2 & 3\end{array}\right] - (-2) \times \operatorname{det}\left[\begin{array}{cc}-3 & -3 \\ 2 & 3\end{array}\right] + (-3) \times \operatorname{det}\left[\begin{array}{cc}-3 & 1 \\ -3 & 3\end{array}\right] \)

\( \operatorname{det}(A) = 0 \times 18 + 2 \times (-18) + 3 \times 9 \)

\( \operatorname{det}(A) = 0 - 36 + 27 \)

\( \operatorname{det}(A) = -9 \)

Therefore, the determinant of \( A \) is \( -9 \).

(b) The matrix of cofactors of \( A \) can be found by taking the determinant of the matrix formed by removing the elements of the first row and column of the original matrix and multiplying it by the sign of the elements of the first row and column, then subtracting the result from the elements in the second row multiplied by the determinant of the matrix formed by removing the elements of the second row and column of the original matrix and multiplying it by the sign of the elements of the second row and column, and so on.

Using this method, the matrix of cofactors of \( A \) can be found as follows:

\( \left[\begin{array}{ccc}C_{11} & C_{12} & C_{13} \\ C_{21} & C_{22} & C_{23} \\ C_{31} & C_{32} & C_{33}\end{array}\right] = \left[\begin{array}{ccc}+18 & -18 & +9 \\ +9 & -9 & +4 \\ -4 & +4 & -1\end{array}\right] \)

Therefore, the matrix of cofactors of \( A \) is \( \left[\begin{array}{ccc}+18 & -18 & +9 \\ +9 & -9 & +4 \\ -4 & +4 & -1\end{array}\right] \).

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Thus, beginning with a 1 = 5, the formula a n = a n-1 + 7 can be used to recursively find the nth term of the sequence.

A sequence in mathematics is an ordered collection of numbers that is typically defined by a formula or rule. Every number in the series is referred to as a term, and its location within the sequence is referred to as its index. Depending on whether the list of terms stops or continues indefinitely, sequences can either be finite or infinite. By their patterns or uniformity, sequences can be categorised, and the study of sequences is crucial to many areas of mathematics, such as calculus, number theory, and combinatorics. Mathematical, geometrical, and Fibonacci sequences are a few examples of popular sequence types.

given

The sequence's terms are all different by 7 (i.e., 12 - 5 = 19 - 12 = 26 - 19 =... = 7).

The following is a definition of a recursive formula for the nth element of the sequence:

a 1 = 5 (the first term of the series is 5) (the first term of the sequence is 5)

For n > 1, each term is derived by adding 7 to the preceding term, so a n = a n-1 + 7.

Thus, beginning with a 1 = 5, the formula a n = a n-1 + 7 can be used to recursively find the nth term of the sequence. For instance, we have

a_2 = a_1 + 7 = 5 + 7 = 12

a_3 = a_2 + 7 = 12 + 7 = 19

a_4 = a_3 + 7 = 19 + 7 = 26

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The value of ST in the given triangle is is √73.

A right triangle's three sides are related in Euclidean geometry by the Pythagorean theorem, also known as Pythagoras' theorem. According to this statement, the areas of the squares on the other two sides add up to the size of the square whose side is the hypotenuse.

Here, we have

Given: In a triangle

TR = 8

SR = 3

ST =?

We apply here Pythagoras theorem and we get

SR² + TR² = ST²

3² + 8² = ST²

9 + 64 = ST²

73 = ST²

ST = √73

Hence, the value of ST is √73.

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The solution in terms of a and b is x=(-a/6)+(b/6) and y=(2a/3)-(b/3).

To find the solution to the systems using the inverse of the matrix, we can use the formula:
[xy]=[A^-1][b]
where [A] is the coefficient matrix, [b] is the constant matrix, and [A^-1] is the inverse of the coefficient matrix.

For system (a), we have:
[A]=[21​41​]
[b]=[12​]
To find the inverse of [A], we can use the formula:
[A^-1]=1/(ad-bc)[d -b​-c a​]
where a=2, b=1, c=4, and d=1.
So, [A^-1]=1/(-6)[1 -1​-4 2​]=[-1/6 1/6​2/3 -1/3​]
Now, we can find the solution by multiplying [A^-1] and [b]:
[xy]=[-1/6 1/6​2/3 -1/3​][12​]=[-1/6+1/6 2/3-1/3​]=[-1/3​]
So, the solution to system (a) is x=-1/3 and y=1/3.

For system (b), we have:
[A]=[21​41​]
[b]=[20​]
We can use the same inverse of [A] that we found for system (a) and multiply it by [b] to find the solution:
[xy]=[-1/6 1/6​2/3 -1/3​][20​]=[-2/6+0 4/3-0​]=[-1/3​2​]
So, the solution to system (b) is x=-1/3 and y=2.

For the system [21​41​][xy​]=[ab​], we can use the same inverse of [A] and multiply it by [ab]:
[xy]=[-1/6 1/6​2/3 -1/3​][ab​]=[-a/6+b/6 2a/3-b/3​]
So, the solution in terms of a and b is x=(-a/6)+(b/6) and y=(2a/3)-(b/3).

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The converse of Theorem 6.6 states that if a group G is such that every proper subgroup is cyclic, then G is cyclic. This statement is false, as shown by the following counterexample:

Let G = {e, a, b, ab}, where e is the identity element, and a and b are two distinct elements such that ab = ba.

This group is not cyclic because it does not contain an element of order 4, and thus cannot be generated by a single element. However, every proper subgroup is cyclic. For example, the subgroup {e, a} is cyclic, and the subgroup {e, b} is cyclic.

Therefore, this example provides a counterexample to the converse of Theorem 6.6.

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Answer:

- ∞ < x < 2

Option 3

Step-by-step explanation:

The given function is
[tex]f(x) =(x - 2)^2 + 3[/tex]

This is the  equation of a parabola in vertex form
The general vertex form equation is f(x) =a(x -h)² + k

where (h, k) is the vertex which can be either a maximum or minimum and a is a constant

If a is positive, the vertex is at a minimum and the parabola opens downward

If a is negative,  the vertex is at a maximum and the parabola opens upward

Here a = 1 is positive
The vertex is (2, 3) and is a minimum

So for all values of x < 2, the parabola is decreasing and for all values of x > 2 the parabola is increasing (see figure)

x = 2 is the turning point for the parabola

therefore the values of x for which the function is decreasing is

- ∞ < x < 2

The points are (0,0) and (0,-1/2)

What is a trigonometric function?

The right-angled triangle's angle and the ratio of its two side lengths are related by the trigonometric functions, which are actual functions. They are extensively employed in all fields of geometry-related study, including geodesy, solid mechanics, celestial mechanics, and many others.

Here, we have

Given: y = 4cot 4x

y = -1/2(cot(2x+π/4))

We have to draw the graph of a given function.

y = 4cot 4x

y = -1/2(cot(2x+π/4))

We put the different values of x and get the value of y.

y = 4cot 4x

x = 0

y = 0

y = -1/2(cot(2x+π/4))

when x= 0

y = -1/2

Hence, the points are (0,0) and (0,-1/2)

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The real zeros of the given polynomial P(x) = x³ - 9x² + 20x - 12 are 3 and 2. The real zeros of the given polynomial P(x) = x³ - 9x² + 20x - 12 can be found by factoring the polynomial and setting each factor equal to zero.

Step 1: Factor the polynomial
P(x) = x³ - 9x² + 20x - 12
= (x - 3)(x - 2)(x - 2)

Step 2: Set each factor equal to zero and solve for x
x - 3 = 0 => x = 3
x - 2 = 0 => x = 2
x - 2 = 0 => x = 2

Step 3: The real zeros of the polynomial are the values of x that make each factor equal to zero.
So, the real zeros of the polynomial are x = 3 and x = 2.

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If S1 and S2 are two sets of vectors that each span V, then S1 ∪ S2 also spans V.

Let S1 and S2 be two sets of vectors that each span V. We need to show that S1 ∪ S2 also spans V.

Let v be any vector in V. Since S1 spans V, there exist vectors u1, u2,..., un in S1 and scalars a1, a2,..., an such that:

v = a1u1 + a2u2 + ... + anun

Similarly, since S2 spans V, there exist vectors w1, w2,..., wm in S2 and scalars b1, b2,..., bm such that:

v = b1w1 + b2w2 + ... + bmwm

Now, since S1 ∪ S2 contains all the vectors in S1 and S2, we can write v as a linear combination of the vectors in S1 ∪ S2:

v = a1u1 + a2u2 + ... + anun + b1w1 + b2w2 + ... + bmwm

Therefore, S1 ∪ S2 spans V.

In conclusion, if S1 and S2 are two sets of vectors that each span V, then S1 ∪ S2 also spans V.

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An angle which is supplementary to ∠AGB is ∠BGD

Two angles that sum up to 180 degrees are referred to as supplementary angles. In other words, the sum of the measurements of two additional angles equals 180 degrees.

Angles A and B, for instance, are supplementary if angle A is 70 degrees and angle B is 110 degrees. This is because 70 + 110 = 180.

Given that,

The arrangement which has multiple rays,

And it is known that,

The sum of angles of supplementary angles are 180°

∠AGB & ∠BGD has the sum of 180°,

So it can be state that ∠BGD is supplementary to the angle ∠AGB

Therefore, the supplementary angle is ∠BGD

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The value of expression (9.5×10-6)÷(5×104) is 0.1712

Consider a mathematical expression (9.5×10-6)÷(5×104)

We use PEDMAS rule to solve this expression.

We know that the PEMDAS rule gives the order of mathematical operations.

PEMDAS means we solve an expression in following order : parentheses, exponents, multiplication, division, addition, and subtraction.

Here (9.5×10-6)÷(5×104) we have two parentheses

Consider the first parentheses

(9.5×10 - 6)

= 95 - 6

= 89

Consider the second parentheses

(5×104) = 520

Now we solve (9.5×10 - 6)÷(5×104) = 89 ÷ 520

                                                       = 0.1712

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The ratio of amount of flour to amount of water is 8 : 3. 5 cups of flour require 15/8 cups of water

An equation is an expression that shows the relationship between two or more numbers and variables. Equations can either be linear, quadratic, cubic and so on depending on the degree.

From the recipe, 2 cups of flour require 3/4 cups of water

a) The ratio of amount of flour to amount of water = 2 cups of flour / (3/4) cups of water = 8/3 = 8 : 3

b) 2 cups of flour require 3/4 cups of water

5 cups of flour = 5 cups of flour * 3/4 cups of water per 2 cups of flour = 5 * (3/4)÷2 = 5 * 3/8 = 15/8 cups of water

5 cups of flour require 15/8 cups of water

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The measurement of the missing angle is 33 degrees

From the question, we have the following parameters that can be used in our computation:

The triangle

On the triangle, we have the following equation

tan(?) = 9.09/14

Evaluate

tan(?) = 0.6493

Take the arc tan of both sides

? = 33 degrees

Hence, the angle is 33 degrees

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