BRAINLIEST-
Find the volume of the figure

Answer: f(0) = 7

Step-by-step explanation:

f(x) = x² + 6x + 7

f(0), we just need to put 0 in for all the x

f(0) = 0^2 + 6(0) +7

f(0) = 0 + 0 + 7

f(0) = 7

If the coordinates of point F are (x,y), then the coordinates of point F' after the dilation will be (3x, 3y).

To find the location of point F' after the triangle is dilated by a scale factor of 3, you need to multiply the coordinates of point F by the scale factor.

For example, if the coordinates of point F are (x,y), then the coordinates of point F' after the dilation will be (3x, 3y).

It's important to note that the dilation will change the size of the triangle, but not its shape. The angles of the triangle will remain the same, and the ratios of the side lengths will also remain the same.

If you have a specific triangle and the coordinates of point F, I can provide more detailed guidance on finding the coordinates of point F' after the dilation.

∴ If the coordinates of point F are (x,y), then the coordinates of point F' after the dilation will be (3x, 3y).

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From the examples given in the question, we can say that Both are illustrations of social change that is taking place at various rates.

The Latin phrase "per centum," which means "by the hundred," is where the English word "percentage" comes from. Percentage segments are those with a numerator of 100. In other words, it is a connection where the whole is always deemed to be valued 100.

As per the given data,

Approximately 12,000 years ago, people began to domesticate grain in what we now call the Middle East. And it spread around the world over 6,000 to 7,000 years.

In this, it is taking a lot of time, which means that the rate is slower.

But on the other hand,

In 1984, 8 percent of u.s. households had a computer, but that number was above 70 percent in 2008.

But in this case, in around 24 years there are 70% of households have computers, which means that the rate is higher.

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Answer: 2 metric tons per hour

Step-by-step explanation:

We know that to get from 1/4 hour to 1 hour we have time 4

So we take 1/2 times 4 = 4/2 = 2 metric tons per hour!

A man runs for an hour and a half at 8 miles an hour due south. he then continues south on a bus traveling at 55 miles an hour for 24 minutes. He will traveled 34 miles.

He covered 8 miles the first hour, and then half of that in his next half hour,

So, 8+4 = 12 miles.

The bus took 24 minutes, which is [tex]\frac{2}{5}[/tex] of an hour.

[tex]\frac{60}{5} = 12[/tex]

So, after 12 minutes on the bus, he travelled [tex]\frac{55}{5} = 11[/tex] miles

And after 24 minutes, 22 miles.

In total 12+22=34 miles.

Speed(v) is related to distance(d) and time(t) by

v= [tex]\frac{d}{t}[/tex].

Equivalently, d= v×t

So, d= 8×1.5+55×24×[tex]\frac{1}{60}[/tex]

= 34 miles.

Therefore, he traveled 34 miles.

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The value of x is 11 and ∠LMN = 190°

What is Linear Equation in One Variable?

A linear equation is a one-variable equation of a straight line. The variable's only power is 1. Linear equations in one variable of the form   ax + b = 0 are solved using simple algebraic techniques.

Solution:

Since, MO bisects the angle

we can say that, ∠LMO = ∠OMN

6x + 19 = 9x - 14

3x = 33

x = 11

so, ∠LMO = 66 + 19 = 85°

Therefor the ∠LMN = 190°

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In mathematics 4 is called a numerical term or a number.

A mathematical expression is a combination of two or more terms along with operator or symbols. Here, term defines the numbers and variables. variables are denoted by alphabets. When an expression contains only numbers and symbols then it is called numerical expression.

As example 1024 + 234 is a numerical expression.

4 is a whole number. In a mathematical expression 4 is a numerical term.

A numerical term can be acted as a constant or coefficient depending on the types of expression given.

Suppose we have an expression 2x + 3Y - 4 in where 4 is a number act as a constant term. In the other hand, we imagine an expression

16z- 3y + 4x -10 in where 4 is a number accompanied by variable x so 4 is the coefficient of x.

If we write a linear equation, y = 4X + 5

        here, 4 is the slope of equation

Whenever we write a square root of √16

                                                 we get 4

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Step-by-step explanation:

this is answered by "how often does 3/4 fit into 3 1/2 ?".

and that is what division is for :

3 1/2 / 3/4

(3×2 + 1)/2 / 3/4

7/2 / 3/4 = (7×4)/(2×3) = 28/6 = 14/3 = 4 2/3

Maddy can make 4 bows.

and she has some tape left, but not enough to make a 5th.

By completing the squares we will see that the solutions are:

a) For 2x^2 + 8x - 1 = 0:

x = -2 ±√4.5

b) For x^2+4x-7 = 0

x = ±√11 - 2

Remember that the perfect square trinomial is:

(a + b)^2 = a^2 + 2ab + b^2

The first quadratic equation is:

2x^2 + 8x - 1 = 0

Dividing by 2 we get:

x^2 + 4x - 1/2 = 0

We can rewrite this as:

x^2 + 2*2*x - 1/2 = 0

Adding and subtracting 2^2 = 4, we get:

x^2 + 2*2*x + 4 - 4 - 1/2 = 0

(x + 2)^2 - 4 - 1/2 = 0

(x + 2)^2 = 4.5

Now we can solve this:

x + 2 = ±√4.5

x = -2 ±√4.5

These are the two solutions.

The other quadratic equation is:

x^2+4x-7 = 0

We can rewrite this as:

x^2 + 2*2*x - 7 = 0

Again, add and subtract 4 to get:

x^2 + 2*2*x + 4 - 4 - 7 = 0

(x + 2)^2 = 11

Solving this we get:

x = ±√11 - 2

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The value of the discriminant in the quadratic equation 2x² 5x + 3 = 0 is 1.

The discriminant of a quadratic equation is the expression under the square root sign in the quadratic formula. It is used to determine the number and type of solutions for the equation. In the case of the equation 2x² 5x + 3 = 0, the discriminant can be found by using the quadratic formula and substituting the values for a, b, and c. The formula is given by b² - 4ac, where a = 2, b = 5 and c = 3. So the discriminant is then 5² - 4(2)(3), which is equal to 1. This means that the equation has a single real solution, which is -1.

Discriminant = b² - 4ac

= 5² - 4(2)(3)

= 1

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Answer:

[tex]2^{\frac{1}{2}}[/tex]

Step-by-step explanation:

Taking the square root of a number is equivalent to putting that number to the power of 1/2.

Step-by-step explanation:

x^(a/b)

means

[tex] \sqrt[b]{ {x}^{a} } [/tex]

the numerator of the exponent is the actual "to the power of" factor.

the denominator defines the degree of the root to be taken.

as any integer number is also a fraction like

6 = 6/1

this applies to any form of rational numbers like

x^0.25 = x^(25/100) = x^(1/4) =

[tex] \sqrt[4]{ {x}^{1} } = \sqrt[4]{x} [/tex]

with irrational numbers as exponents this gets trickier, as with infinite numbers without a pattern after the decimal point we have a problem to precisely specify the degree of the root, as we also have a problem to specify the irrational number itself.

we try to find the origin of the irrational number (like a square root)

[tex] {x}^{ \sqrt{3} } [/tex]

or

[tex] \sqrt[ \sqrt{3} ]{ {x}^{2} } = {x}^{2 \div \sqrt{3} } [/tex]

so,

[tex] \sqrt{2} = \sqrt[2]{2} = {2}^{1 \div 2} [/tex]

The example of Triangle inequality theorem 2 is 4 + 8 = 12, which is less than 15 in total. Triangle Inequality Theorem is not satisfied by this set of side lengths.

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The two-step process of how RNA determines the sequence of amino acids in proteins and polypeptides begins with transcription.

During transcription, DNA is copied into messenger RNA (mRNA) in the nucleus. mRNA consists of codons that are read in triplets to code for specific amino acids. The codons are then translated into transfer RNA (tRNA) in the ribosome located in the cytoplasm. tRNA is made up of anticodons, which are complementary to the codons of mRNA. The anticodons of tRNA bind to the codons of mRNA, forming a codon-anticodon pair. This codon-anticodon pair carries the amino acid that corresponds to the codon of mRNA. This carried amino acid is then added to a growing polypeptide chain.

The process is summarized by the following formula: DNA → mRNA → tRNA → Polypeptide. DNA is first transcribed into mRNA. The codons of mRNA are then translated into the anticodons of tRNA, which carry the corresponding amino acid. Finally, the amino acid is added to the polypeptide chain, forming a protein. This two-step process of transcription and translation is how RNA determines the sequence of amino acids in proteins and polypeptides.

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Answer: mRNA, Translation

Step-by-step explanation: trust me bro

Using the concept of conditional probability and using the values provided, The answer is 0.4.

Probability is the likelihood that something will occur. When we don't know how an event will turn out, we might discuss the likelihood of various outcomes.

The possibility of an event or outcome happening contingent on the occurrence of a prior event or outcome is known as conditional probability. The probability of the prior event is multiplied by the current likelihood of the subsequent, or conditional, occurrence to determine the conditional probability.

p(h)=0.5

p(f)=0.3

p(h ∩ f) = 0.2

p(f/h) = p(h ∩ f) / p(h)

=0.2/0.5

=0.4

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The volume of the given solid. bounded by the coordinate planes and the plane 6x + 8y + z = 48 is 384.

In the given question, we have to find the volume of the given solid. bounded by the coordinate planes and the plane 6x + 8y + z = 48.

Cut by a plane at x = x(0) = constant, then z= 48-6x-8y while you are moving with y at x=x(0) constant

At this plane (x = x(0)), an element of area will be dA = z dy and an element of volume dV = dA dx

So , V = [tex]\int\int zdydx[/tex]

v = [tex]\int_{0}^{8}\int_{0}^{(48-6x)/8}(48-6x-8y)dy.dx[/tex]

v = [tex]\int_{0}^{8}[48y-6xy-4y^2]_{0}^{(48-6x)/8}dx[/tex]

v = [tex]\int_{0}^{8}[48\times((48-6x)/8)-6x\times((48-6x)/8)-4((48-6x)/8)^2-0]dx[/tex]

v = [tex]\int_{0}^{8}[9/4(x-8)^2]dx[/tex]

Let u = x-8

v = [tex]9/4\int_{0}^{8}(u)^2[/tex]

v = [tex]9/4\left[\frac{(u)^3}{3}\right]^{8}_{0}[/tex]

v = [tex]3/4[(x-8)^2]_{0}^{8}[/tex]

v = 3/4[(8-8)^3+(0-8)^3]

v = 3/4[0-(-512)]

v = 384

The volume of the given solid. bounded by the coordinate planes and the plane 6x + 8y + z = 48 is 384.

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The nature of roots of quadratic equation 5x²- 4x +5= 0

are unreal.

An algebraic equation of the second degree in x is a quadratic equation. The quadratic equation is written as ax2 + bx + c = 0, where x is the variable, a and b are the coefficients, and c is the constant term.

Nature of Roots of the Quadratic Equation

The symbols alpha () and beta () are typically used to denote a quadratic equation's roots. Here, we'll learn more about how to identify a quadratic equation's nature without locating the equation's roots. Additionally, look at the formulas for calculating the product and sum of the equation's roots.

Without actually locating the roots (, ) of the equation, the nature of the roots of a quadratic equation can be determined. By using the discriminant value, which is a component of the quadratic equation solution formula, this is made achievable. The discriminant of a quadratic equation is denoted as "D" and has the value b2 - 4ac. Using the discriminatory value as a basis, the nature of the roots of the quadratic equation can be predicted.

Discriminant: D = b2 - 4ac

D > 0, the roots are real and distinct

D = 0, the roots are real and equal.

D < 0, the roots do not exist or the roots are imaginary.

From the given quadratic equation, we can observe that:

a = 5

b = -4

c = 5

On finding discriminant, we get:

D = b² - 4ac

D = (-4)² - (4 × 5 × 5)

D = 16 - 100

D = -84

We can notice that, D(-84) < 0, which means the roots are unreal. Therefore, no roots exist!

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The nature of roots of quadratic equation 5x²- 4x +5= 0

are unreal.

An algebraic equation of the second degree in x is a quadratic equation. The quadratic equation is written as ax2 + bx + c = 0, where x is the variable, a and b are the coefficients, and c is the constant term.

Nature of Roots of the Quadratic Equation

Discriminant: D = b2 - 4ac

D > 0, the roots are real and distinct

D = 0, the roots are real and equal.

D < 0, the roots do not exist or the roots are imaginary.

From the given quadratic equation, we can observe that:

a = 5

b = -4

c = 5

D = b² - 4ac

D = (-4)² - (4 × 5 × 5)

D = 16 - 100

D = -84

We can notice that, D(-84) < 0, which means the roots are unreal. Therefore, no roots exist!

Answer:

y=4

Step-by-step explanation:

slope doesn't exist

so y=0x+4 >>>>> y=4

The first 3 consecutive odd numbers are 1,3,5. x and x + 2 are consecutive odd numbers if x is an odd number.

Consecutive numbers are those that always appear in the same order, from smallest to largest.

For instance:

The numbers 1, 2, 3, 4, 5, 6, and so on are consecutive.

consecutive odd numbers:

Let's call the odd number "x." The subsequent term becomes "x + 4" and the next consecutive odd number becomes "x + 2."

Numbers that begin with 1, 3, 5, 7, or 9 are considered odd. 1, 3, 5, 7, 9, 11, 13, 15, and so on are examples of consecutive odd numbers.

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The required inverse of the given function is expressed as [tex]y=\sqrt{\frac{x+10}{7} }[/tex]

A relation between a collection of inputs and outputs is known as a function. A function is, to put it simply, a connection between inputs in which each input is connected to precisely one output. Each function has a range, codomain, and domain. The usual way to refer to a function is as f(x), where x is the input.

Replacing y with x

x = 7y² – 10

Making y the subject of the formula:

7y² = x+ 10

Dividing both sides by 7

7y²/7 = (x+10)/ 7

y² = (x+10)/ 7

Taking the square root of both sides

[tex]\sqrt{y^{2} } =\sqrt{\frac{x+10}{7} }[/tex]

[tex]y=\sqrt{\frac{x+10}{7} }[/tex]

Hence the required inverse of the given function is expressed as  [tex]y=\sqrt{\frac{x+10}{7} }[/tex]

Complete question:

Which equation is the inverse of y = 7x² – 10

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Answer:

number line with a closed circle at point 12, shaded to the left

Step-by-step explanation:

Because it say he had no less than 12 newspapapers

Which mean he had smaller than or equal to 12 nnewspapapers

Because there is equal, so it will be a close circle, and shaded to the left because it is less than !

The equation y = (-2/3)x + 4 in standard form is 2x + 3y = 12.

An equation is a mathematical statement that is made up of two expressions connected by an equal sign.

We have,

y = (-2/3)x + 4

The equation of a line in standard form is ax + by = c

Now,

y = (-2/3)x + 4

3y = -2x + 12

Adding 2x on both sides.

2x + 3y = 12

Thus,

The equation in standard form is 2x + 3y = 12.

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Answer:

Given the point-slope form of a line, y = mx + b, to get the y-intercept of a line, you first have to solve for b by setting x = 0. This gives you the b-value of y = 0 + b = b. We see that b is the y-intercept.

Step-by-step explanation:

Answer:

See below

Step-by-step explanation:

The point-slope form of a line looks like
y - [tex]y_{1}[/tex]  = m( x - [tex]x_{1}[/tex])

The number that is the place of the 'm' is the slope.

For example:

If we had the equation

y - 3 = 12(x +4)

The slope would be 12.

Lines that have the same slope are said to be parallel, and if the slope of one line is equal to the negative reciprocal of the slope of the other, the two lines are said to be perpendicular; otherwise, they are merely intersecting lines.

A line's slope in mathematics is defined as the ratio of the change in the y coordinate to the change in the x coordinate.

Both the net change in the y-coordinate and the net change in the x-coordinate are denoted by y and x, respectively.

m = Δy/Δx = dy/dx = change in y/change in x

where "m" represents a line's slope.

Additionally, the slope of the line may be shown as

tan θ = Δy/Δx

A line's slope often indicates the steepness and direction of the line.

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m = Δy/Δx = dy/dx = change in y/change in x

where "m" represents a line's slope.

Additionally, the slope of the line may be shown as

tan θ = Δy/Δx

Factors that are needed to be considered by producer when deciding on the kind of  good to supply are :

1) The supply of a good's flexibility.

2)There is rivalry in the market.

3)The capacity to efficiently generate the good

What is the importance of supply of goods in market?

Supply is crucial because it ensures that there is sufficient production of the items needed to keep up with consumer demand. Typically, the price of that commodity will rise if supply is less than demand. This supply schedule, or curve, establishes the quantity of an item that is produced at a given price.

Applies to be checked are:

1) A producer must first conduct market research by taking into account a number of Factor before he can supply a good.

2) One of the most important factors to take into account is competition because when there is a lot of it, sales may not be as high.

3) Reliable production How are you going to stand out if the goods, given that there are so many competitors?

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Supply is crucial because it ensures that there is sufficient production of the items needed to keep up with consumer demand. Typically, the price of that commodity will rise if supply is less than demand. This supply schedule, or curve, establishes the quantity of an item that is produced at a given price.

Applies to be checked are:

A producer must first conduct market research by taking into account a number of Factor before he can supply a good.

One of the most important factors to take into account is competition because when there is a lot of it, sales may not be as high.

Reliable production How are you going to stand out if the goods, given that there are so many competitors?

There is a mode formula, that is Mode = l + [(f₁-f₀)/(2f₁-f₀-f₂)] * h

Where,

l = lower limit of the modal class

h = size of the class interval

f₁ = frequency of the modal class

f₀ = frequency of the class preceding the modal class

f₂ = frequency of the class succeeding the modal class

The value that consistently appears in a given set is the mode. The mode or modal value in a data set is sometimes referred to as the value or number that occurs most frequently in the data set. In addition to mean and median, it is one of the three measures of central tendency.

A mode is described as the value in a group of values that occurs more frequently. The value that appears the most frequently is this one.

To find the mode we use the formula Mode = l + [(f₁-f₀)/(2f₁-f₀-f₂)] * h

Where,

l = lower limit of the modal class

h = size of the class interval

f₁ = frequency of the modal class

f₀ = frequency of the class preceding the modal class

f₂ = frequency of the class succeeding the modal class

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The percentage of data that falls between 1.9 inches and 2.3 inches of rainfall is roughly (D) 68% if the distribution is normal.

In essence, percentages are fractions with 100 as the denominator.

We place the percent symbol (%) next to the number to indicate that the number is a percentage.

For instance, you would have received a 75% grade if you answered 75 out of 100 questions correctly on a test (75/100).

So, we determine each's z-score:

z-score = (x-mean)/SD

z1 = (1.9-2.1)/0.2 = -1

z2 = (2.3-2.1)/0.2 = 1

Then, the percentage we want to determine is:

P(-1<x<1)

For this, we utilize the normal scoring table:

P(-1<x<1) = P(x<1) -P(x<-1) = 0.68269

= 68%

Therefore, the percentage of data that falls between 1.9 inches and 2.3 inches of rainfall is roughly (D) 68% if the distribution is normal.

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Complete question:
The average daily rainfall for the past week in the town of Hope Cove is normally distributed, with a mean rainfall of 2.1 inches and a standard deviation of 0.2 inches. If the distribution is normal, what percent of data lies between 1.9 inches and 2.3 inches of rainfall? a) 95% b) 99.7% c) 34% d) 68%

The gradient of 3x+ 1 is conjecture states that this function can be iterated over and over until it yields the number 1, starting from any positive integer n.

A conjecture turns into a theorem when it is rigorously proven. A conjecture is not merely a tool for professional mathematicians; it is an essential step in problem-solving. It is extremely uncommon for a problem's solution to be immediately obvious while tackling problems on a daily basis. Instead, establishing a conjecture about the answer and then proving it through evidence are steps in the problem-solving process that include reviewing cases and the problem's structure. When one observes a pattern that holds true in numerous instances, hypotheses start to form. A pattern may be true in many instances, but that does not guarantee that it will be true in all instances. For a mathematical observation to be fully accepted, conjectures must be proven.

Given

The 3x + 1

Conjecture states that this function can be iterated over and over until it yields the number 1, starting from any positive integer n.

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The equation of the line would be y - 20 = 12(x - 1).

Option (C) is correct.

What is the slope-point form of the line?

For the line having slope "m" and the point (x1, y1) the equation of the line passing through the point (x1, y1) having slope 'm' would be

                     y - y1 = m(x - x1)

Let's suppose on the y-axis there will be a number of copies sold and on the x-axis, there will be a number of days.

On day 1, he sold 20 copies so point would be (1, 20)

On day 2, he sold 32 copies so point would be (2, 32)

Slope of the line = (y2 - y1)/(x2 - x1)

                            = (32 - 20)/(2 - 1)

                         m = 12

By using the slope-point form of the line,

       y - y1 = m(x - x1)

       y - 20 = 12(x - 1)

Hence, the equation of the line would be y - 20 = 12(x - 1).

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