what table models the quadratic function with a range [5, ∞]?

Question 1.) The value of the angle C = 90° ( acute angle)

Question 2.) The area of the triangle = 240

Question 3.) The measure of the angle B = 65.4°

To calculate the area of a triangle the formula below is used:

Area of a triangle = 1/2 base × height.

where: base = 12

height = 40

area = 1/2 × 12× 40

= 480/2 =240

The measure of the angle B can be calculated using the SOHCAHTOA formula:

The sides of the triangle connected to angle B = Hypotenuse and opposite.

Sin B = opposite/hypotenuse

where,

opposite = 40

hypothenuse = 44

Sin B = 40/44 =0.909090909

B = sin-¹ (0.909090909)

B = 65.4°

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Answer:8

Step-by-step explanation: I got 8 because when you multiply 4/5 and 10 together you put 10 over one then multiply across.

After that you will get 40/5 and that is 8.

Answer:

Area of a circle = πr²

Plug in values (radius is half of the diameter so radius = 8)

π8² = 64π ≈ 201.0619 feet (rounded to four decimal places)

Hope this helps!

Answer: 10.53 ft^2

Step-by-step explanation:

To get the area, multiply length by width

The company will have a loss of $46,605.60 by selling 40 items.

To find the profit, we need to subtract the cost from the price. The cost function C(q) gives us the cost of producing q items, and the price function p(q) gives us the price of selling q items.

First, let's plug in the value of 40 for q in both functions:

C(40) = 100(40) + 43,800 = 4,000 + 43,800 = 47,800

p(40) = 29.860(40) = 1,194.40

Now we can subtract the cost from the price to find the profit:

Profit = Price - Cost

Profit = 1,194.40 - 47,800

Profit = -46,605.60

Therefore, the company will have a loss of $46,605.60 by selling 40 items.

Note: It is important to make sure that the units for cost and price are the same. In this case, both are in dollars, so we can subtract them directly. If they were in different units, we would need to convert them to the same units before subtracting.

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Answer:

5,100

Step-by-step explanation:

850(6)= 5,100

Answer:
(i) Rs. 3,300, Rs. 4,125, Rs. 1,650, and Rs. 2,475

(ii) 4,950

Step-by-step explanation:

i) To find Mr. Jha's monthly expenditure on each item, we can use the given percentages to calculate the amount he spends on each category:

Food expenditure = 20% of Rs. 16,500 = 0.20 x 16,500 = Rs. 3,300

House expenditure = 25% of Rs. 16,500 = 0.25 x 16,500 = Rs. 4,125

Fuel expenditure = 10% of Rs. 16,500 = 0.10 x 16,500 = Rs. 1,650

Miscellaneous expenditure = 15% of Rs. 16,500 = 0.15 x 16,500 = Rs. 2,475

Therefore, Mr. Jha's monthly expenditure on food, house, fuel, and miscellaneous items is Rs. 3,300, Rs. 4,125, Rs. 1,650, and Rs. 2,475 respectively.

(ii) To calculate how much Mr. Jha saves every month, we can subtract his total expenditure from his monthly income:

Total expenditure = Rs. 3,300 + Rs. 4,125 + Rs. 1,650 + Rs. 2,475 = Rs. 11,550

Savings = Monthly income - Total expenditure = Rs. 16,500 - Rs. 11,550 = Rs. 4,950

Therefore, Mr. Jha saves Rs. 4,950 every month.

Answer: (i) Rs. 3,300, Rs. 4,125, Rs. 1,650, and Rs. 2,475 (ii) 4,950Step-by-step explanation:i) To find Mr. Jha's monthly expenditure on each item, we can use the given percentages to calculate the amount he spends on each category:Food expenditure = 20% of Rs. 16,500 = 0.20 x 16,500 = Rs. 3,300House expenditure = 25% of Rs. 16,500 = 0.25 x 16,500 = Rs. 4,125Fuel expenditure = 10% of Rs. 16,500 = 0.10 x 16,500 = Rs. 1,650 Miscellaneous expenditure = 15% of Rs. 16,500 = 0.15 x 16,500 = Rs. 2,475Therefore, Mr. Jha's monthly expenditure on food, house, fuel, and miscellaneous items is Rs. 3,300, Rs. 4,125, Rs. 1,650, and Rs. 2,475 respectively.(ii) To calculate how much Mr. Jha saves every month, we can subtract his total expenditure from his monthly income:Total expenditure = Rs. 3,300 + Rs. 4,125 + Rs. 1,650 + Rs. 2,475 = Rs. 11,550Savings = Monthly income - Total expenditure = Rs. 16,500 - Rs. 11,550 = Rs. 4,950 so Mr. Jha saves Rs. 4,950 every month. your welcome.

Answer: Circle

Step-by-step explanation:

Converting 4 feet and 11 inches is equivalent to 59 inches.

The metric system, which bases measurements on the metre for length and kilogramme for mass, was first used in France in 1795. Following the French Revolution, the government tasked scientists with finding a replacement for the nation's dozens of distinct conventional measurement methods. The metre was created by measuring a quadrant of the Earth's circumference that passes through Paris on its way from the North Pole to the Equator. All measurements were made using the new unit, called a metre, which was approximately thirty-nine inches in length.

We know that,

1 foot is equal to 12 inches.

Thus,

4 feet = 4 × 12 inches = 48 inches

Add the 11 inches to get the total:

48 inches + 11 inches = 59 inches

Therefore, 4 feet and 11 inches is equivalent to 59 inches.

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Answer:

8183.27

Step-by-step explanation:

Answer:

8183.3

Step-by-step explanation:

500(1+0.15)20=8183.27 round it to become 8183.3

The correct statement regarding the approximate probability of calling 3 households in Virginia in a row that have motorcycles is given as follows:

The student can use a random number generator and assign numbers 1 and 2 to represent a household with a motorcycle and numbers 3 through 25 to represent a household without a motorcycle.

A probability is calculated as the division of the desired number of outcomes by the total number of outcomes in the context of a problem/experiment.

Since the probability is of 8%, the experiment is constructed as follows:

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The vertex form of the equation for function g is g(x) = a(x + 1)² - 38, where a is the same as in function f.

A quadratic function is one of the forms f(x) = ax2 + bx + c, where a, b, and c are numbers with a not equal to zero.

The vertex form of the equation of a quadratic function is given by:

y = a(x - h)² + k

where (h, k) are the coordinates of the vertex. To find the vertex form of the equation for function g, we need to determine the vertex of function f and then adjust it to 2 units below and 3 units to the left.

To find the vertex of function f, we can use the formula:

h = -b / 2a

where a and b are the coefficients of the quadratic term and the linear term, respectively.

For function f(x) = x² - 4x - 32, we have a = 1 and b = -4, so the vertex has an x-coordinate of:

h = -b / 2a = -(-4) / 2(1) = 2

To find the y-coordinate of the vertex, we can substitute this value of h into the function:

f(2) = 2² - 4(2) - 32 = -36

So the vertex of function f is (2, -36).

To adjust the vertex of the function f 2 units below and 3 units to the left, we need to subtract 2 from the y-coordinate and add 3 to the x-coordinate. Therefore, the vertex of function g is:

(h, k) = (2 - 3, -36 - 2) = (-1, -38)

Therefore, the vertex form of the equation for function g is g(x) = a(x + 1)² - 38, where a is the same as in function f.

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Answer:

Yes, the triangle is right-angled since one of the angles is 90°

Step-by-step explanation:

The sum of the three angles of a triangle must add up to 180°

Here the three angles are 3x – 7, 4x – 1, and 5x + 20.

Adding them up gives

3x – 7 + 4x – 1 + 5x + 20 = 180

Grouping like terms:
3x + 4x + 5x - 7 - 1 + 20 = 180

12x + 12 = 180

12x = 180 - 12 = 168

x = 168/12 = 14

Substituting this value of x into each of the expressions:
3x – 7  = 3(14) - 7 = 42 - 7 = 35°

4x – 1 = 4(14) - 1 = 56 - 1 = 55°

5x + 20 = 5(14) + 20 = 70 + 20 = 90°

Since one of the angles is 90° it is indeed a right angled triangle

43. g(6) = 5602.33

44. f(5) = 61.

The exponential function is defined by the equation:g(x) = 31​(7)x − 2So, we need to evaluate the function g(x) at x = 6. Then, g(6) is given by;g(6) = 31​(7)6 − 2= 31​(7)4= 16807/3Thus, g(6) = 5602.33 (rounded to two decimal places).Similarly, the exponential function is defined by the equation:f(x) = 4(2)x − 1 − 2We need to evaluate the function f(x) at x = 5. Then, f(5) is given by;f(5) = 4(2)5 − 1 − 2= 4(16) − 1 − 2= 64 − 1 − 2= 61Thus, f(5) = 61.

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The fraction of all the sandwiches that are ham sandwiches on rye bread is 4⁄15.

To find the fraction of all the sandwiches that are ham sandwiches on rye bread, we need to multiply the fraction of sandwiches that use rye bread by the fraction of those that are ham sandwiches.

Here's how we can do that:

1. Start with the fraction of sandwiches that use rye bread: (4)/(5)
2. Multiply that by the fraction of those that are ham sandwiches: (1)/(3)
3. Multiply the numerators together: 4 x 1 = 4
4. Multiply the denominators together: 5 x 3 = 15
5. Put the new numerator and denominator together to get the fraction: (4)/(15)

So, the fraction of all the sandwiches that are ham sandwiches on rye bread is (4)/(15).

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Answer:

Step-by-step explanation:

9994ddaefeaf

Answer:(1)/(4)

Step-by-step explanation:n>1/4

To show that the triangles are equivalent, we need to show that each triangle can be transformed into the other by a combination of translations, rotations, and reflections.

Let's assume that △ γ1 γ2 γ3 is an equilateral triangle, and γ1 γ2 + γ1 γ3 +γ2 γ3 = γ1^2 + γ2^2 + γ3^2.

First, we can translate the triangle so that γ1 is at the origin (0,0) in the complex plane. Then, we can rotate the triangle so that γ2 is on the positive real axis. This rotation can be achieved by multiplying each complex number by a suitable complex number of the form e^(iθ), where θ is the angle that γ2 makes with the positive real axis.

After this transformation, we have:

γ1 = 0

γ2 = r

γ3 = x + iy

where r is a positive real number and x, y are real numbers.

Using the fact that the triangle is equilateral, we have:

|γ2 - γ3| = |γ1 - γ3|

|r - x - iy| = |x + iy|

Squaring both sides and simplifying, we get:

r^2 + x^2 + y^2 - 2rx = x^2 + y^2

r^2 - 2rx = 0

This gives us x = r/2, and substituting this into the equation γ1 γ2 + γ1 γ3 +γ2 γ3 = γ1^2 + γ2^2 + γ3^2 gives:

r^2 + r(x + iy) + r(x - iy) = 3r^2

Simplifying this equation, we get:

r^2 = x^2 + y^2

which is equivalent to the equation we obtained earlier.

Therefore, we have shown that the two conditions are equivalent, and the triangles are equivalent under translations, rotations, and reflections.

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As we proved that there exists a δ > 0 such that the function f(x) > 0 for all x ∈ (p − δ, p + δ).

To prove this, we will use the definition of continuity of a function. According to this definition, for a function to be continuous at a point p, the limit of the function as x approaches p must be equal to the value of the function at p.

In this case, we know that f(p) is greater than 0. So, if we can find a δ such that for all x within δ units of p, f(x) is also greater than 0, then we can show that f is continuous at p.

Let's begin by assuming that there is no such δ, i.e., for any δ > 0, there exists an x within δ units of p such that f(x) is less than or equal to 0. This means that we can find a sequence of points xn that approach p such that f(xn) is less than or equal to 0 for all n.

Since f is continuous, we know that lim xn → p f(xn) = f(p) (by the definition of continuity). But we also know that f(p) is greater than 0, so lim xn → p f(xn) cannot be less than or equal to 0. This is a contradiction, which means our assumption that there is no δ such that f(x) is greater than 0 for all x within δ units of p must be false.

Therefore, there must exist a δ > 0 such that f(x) is greater than 0 for all x within δ units of p, which proves our original statement.

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Complete Question:

Let f : (a, b) → R be continuous such that for some p ∈ (a, b), f(p) > 0. Show that there exists a δ > 0 such that f(x) > 0 for all x ∈ (p − δ, p + δ).

Cοmpletes the prοοf = (a + b + c) ± 2√a² + b² + c² - ab - bc - ac

An algebraic equatiοn is a mathematical statement that uses variables and mathematical οperatiοns such as additiοn, subtractiοn, multiplicatiοn, and divisiοn tο express the equality οf twο algebraic expressiοns.

The gοal οf sοlving an algebraic equatiοn is tο determine the values οf the variables that satisfy the equatiοn.

Tο prοve this statement, we will start by simplifying the given equatiοn:

√x-3a + √x-3b = √x-3c

Subtracting √x-3a frοm bοth sides, we get:

√x-3b = √x-3c - √x-3a

Squaring bοth sides, we get:

(x - 3b) = (x - 3c) + (x - 3a) - 2√(x - 3a)(x - 3c)

Simplifying the right-hand side, we get:

(x - 3b) = 2x - 3(a + b + c) - 2√(x - 3a)(x - 3c)

Mοving all the terms invοlving x tο οne side, we get:

x - 2x + 3(a + b + c) = 2√(x - 3a)(x - 3c) + 3b

Simplifying, we get:

x = (a + b + c) ± 2√(x - 3a)(x - 3c) + 2bc - 2ab - 2ac

Nοw, let's simplify the expressiοn under the square rοοt:

(x - 3a)(x - 3c) = x² - 3ax - 3cx + 9ac

= x² - 3(a + c)x + 9ac

Plugging this back intο the expressiοn fοr x, we get:

x = (a + b + c) ± 2√(x² - 3(a + c)x + 9ac) + 2bc - 2ab - 2ac

Expanding the square rοοt, we get:

x = (a + b + c) ± 2√[(x - (a + c))² - (a - c)²] + 2bc - 2ab - 2ac

= (a + b + c) ± 2√(x - a - c)² - (a - c)² + 2bc - 2ab - 2ac

= (a + b + c) ± 2√(x - a - b - c)² - 4ab - 4bc - 4ac + 2a² + 2b² + 2c²

= (a + b + c) ± 2√a² + b² + c² - ab - bc - ac

This cοmpletes the prοοf.

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Answer:

the first one:  1:39

the second one: 7:12

the third one: 10:24

Step-by-step explanation:

the short hand points to the hour and the long hand points to the minutes. when the long hand is at 1, that's 5 minutes and when it's at 2, that's 10 minutes and so on and so forth. and each of the little dash marks in between the numbers is 1 minute.

i hope this was correct, i'm not great with time

Question 1:

Question 2:

Question 3:

It will take approximately 7.54 years for the investment to be worth $900 if it is continuously compounded at 11% per year.

We can use the formula for continuous compounding to solve this problem:

[tex]A = Pe^{rt}[/tex]

where A is the amount after t years, P is the initial investment, r is the annual interest rate in decimal form, and e is the base of the natural logarithm.

In this case, P = $400, A = $900, r = 0.11, and we want to solve for t.

We can rewrite the formula as:

[tex]t = ln(A/P) / r[/tex]

Plugging in the values we get:

[tex]t = ln(900/400) / 0.11 = 7.54[/tex]

Therefore, it will take approximately 7.54 years for the investment to be worth $900.

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Answer:

Step-by-step explanation: First you multiply 23 and 12 and you get 276. Then you do 276 divided by 6 and you get 46. So your final answer will be 43 inches.

Answer: A, D, and F

Step-by-step explanation:

SOH CAH TOA

Sin = Opposite/Hypotenuse

Cos = Adjacent/Hypotenuse

Tan = Opposite/Adjacent

Answer:

tanθ=6/8, sinθ=6/10, cosθ= 8/10

Step-by-step explanation:

the ratio of tan is opposite over adjacent from the angle's perspective, and 6 is opposite whereas 8 is adjacent so tan(x)=6/8

the ratio of sin is opposite over hypotenuse from the angle's perspective, where 6 is opposite from it whereas the hypotenuse will always be the side opposite to 90 so it's 10 so sin(x)=6/10

the ratio of cos is adjacent over the hypotenuse from the angle's perspective, where 8 is adjacent to it whereas 10 is the hypotenuse so the ratio will be cos(x)=8/10

The appropriate formula for calculating the dose of diphenhydramine for a pediatric patient is weight (kg) x (age (years)/150) x 33 mg = dose (mg). In this case, the dose would be (9/150) x 33 mg = 2.2 mg, rounded to the nearest tenth of a milligram.

The most appropriate formula to calculate the dose for a pediatric patient is the Clark's rule formula. This formula is used to calculate the dose of a medication for a child based on their weight and the recommended adult dose. The formula is as follows:
Child's dose = (weight of child in pounds / 150) x adult dose
Using this formula, we can calculate the appropriate dose for the 9-year-old patient:
Child's dose = (weight of child in pounds / 150) x 33 mg
Without knowing the weight of the child, we cannot calculate the exact dose. However, once the weight is known, the formula can be used to calculate the appropriate dose and it can be rounded to the nearest tenth of a milligram as necessary.

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Answer: D

Step-by-step explanation:

[tex]3n^3-4n+3n+6n^3=-3[/tex]

Group together the like terms:

[tex]3n^3+6n^3+3n-4n=-3[/tex]

Combine like terms:

[tex]9n^3-n=-3[/tex]

The answer is D.

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When sample size is small and population S.D. is unknown, values on the Z row on the table (or Z values) can't be used (note that Z is normal distribution). The correct option is A, i only.

A small sample is a dataset that contains few observations, making it more difficult to generalize the outcomes to the broader population. When a sample size is small, the sample mean, standard deviation, and other statistical measures may be influenced by chance variations.

Larger samples may be required to represent the overall population precisely. The larger the sample size, the closer the sample mean is likely to be to the true population mean. Additionally, when the sample is large, the sample standard deviation is more likely to be an accurate estimate of the population standard deviation.

A standard normal distribution can be used to find out the probability of obtaining a score in a particular range for a normal distribution. The Z value, or the value on the standard normal distribution, is used to convert any regular distribution to a standard normal distribution, which has a mean of 0 and a standard deviation of 1. However, when the sample size is small and the population standard deviation is unknown, the values on the Z row on the table (or Z values) can't be used.

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To find the inverse equation of f(x) = 3x + 5, we first replace f(x) with y:

y = 3x + 5

Next, we switch x and y and solve for y:

x = 3y + 5

x - 5 = 3y

y = (x - 5)/3

Therefore, the inverse of f(x) is f^-1(x) = (x - 5)/3.

To find the inverse equation of g(x) = x^2 - 6, we replace g(x) with y:

y = x^2 - 6

Next, we switch x and y and solve for y:

x = y^2 - 6

x + 6 = y^2

y = ±sqrt(x + 6)

Since we want a function, we take the positive square root:

y = sqrt(x + 6)

Therefore, the inverse of g(x) is g^-1(x) = sqrt(x + 6).

The relationship between a function and its inverse is such that if (a,b) is a point on the graph of f, then (b,a) is a point on the graph of f^-1. In other words, the roles of x and y are reversed in the inverse function. The domain of the function becomes the range of the inverse, and the range of the function becomes the domain of the inverse.

In general, not all functions have inverses. For a function to have an inverse, it must be one-to-one (i.e., each x-value in the domain maps to a unique y-value in the range). If a function is not one-to-one, then it may be possible to restrict the domain to a smaller interval so that the restricted function does have an inverse. When a function has an inverse, the domain and range of the inverse follow a pattern as stated above.

The solution of the system of linear equations on the graph is one solution at (1, −2).

Analyzing the intersection of the graphs of a system of linear equations on the coordinate plane will reveal how many solutions there are. The system has a single solution if the graphs meet at a single location. The system cannot be solved if the graphs are parallel and do not intersect. The system has an unlimited number of solutions if the graphs coincide, or overlap.

From the graph we observe that the two lines intersect at the point (1, -2).

The point where the lines intersect is thus the solution of the system of linear equations on the graph.

Hence, the solution of the system of linear equations on the graph is one solution at (1, −2).

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Answer: Bones break because so much force is applied onto them at a singular moment, more than can be handled. Most commonly from falls where you hit your bone in a specific spot.

Bones can break, also known as a fracture, due to a variety of reasons. Here are some common causes:

Trauma: A sudden force or impact, such as a fall, can cause a bone to break.

Overuse: Repeated stress on a bone over time can cause a stress fracture, which is a small crack in the bone.

Medical Conditions: Certain medical conditions, such as osteoporosis, cancer, or infections, can weaken bones and make them more susceptible to fractures.

Vitamin and Mineral Deficiencies: Insufficient levels of calcium, vitamin D, and other minerals necessary for strong bones can increase the risk of fractures.

The severity of a fracture can vary depending on the force of impact and the strength of the bone. Some fractures may only cause minor pain and swelling, while others may require surgery and a prolonged healing process.

It is important to seek medical attention if you suspect a fracture as prompt diagnosis and treatment can help prevent complications and promote healing. Treatment options for a fracture may include immobilization, casting, surgery, or physical therapy, depending on the severity and location of the break.