What is domain and range examples?

Steps to graph-solve a problem:

Generally, Identify the problem you are trying to solve and determine if a graph is an appropriate tool to help you solve it. Graphs are often used to represent relationships between different data points or to show changes in data over time.

Collect the data that you will need to create the graph. This may involve conducting research, conducting experiments, or gathering information from other sources.

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We can solve using a graph by looking up the points on the graph.

We know that a graph can be regarded as a representation of facts and the graph is plotted in two axes. There is the vertical axis of the graph and there is the horizontal axis of the graph.

The vertical axis of the graph is called the y axis while the horizontal axis of the graph is called the x axis. The independent variable goes to the x axis while the dependent variable goes to the y axis.

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a) The area of the window seat when x=3 is 8 ft².

b) Polynomial that represent area of the window is  x² - 1

What is trapezium?

Area of trapezium = 1/2 (a+b)*h

a= x ft

b = x+2 ft

c = x-1 ft

a ) When x=3;

a = 3 ft

b = 3 + 2 = 5 ft

c = 3-1 = 2 ft

Now, Area of window seat = 1/2 (3+5) 2

= 1/2 * 8 * 2

= 8 ft²

Hence, area of window seat is 8 ft².

b) Polynomial that helps represent the area of window seats

= 1/2(a+b)*h

= 1/2(x + x +2) * (x-1)

= 1/2 (2x+2)*(x-1)

= 1/2 * 2(x+1)* (x-1)

= (x+1) * (x-1)

= x² - 1

Hence, the Polynomial that represent area of the window is  x² - 1.

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The correct answer is option b). Multiple regression is described best as "using the brain volume, the body height, and the body weight to predict the IQ score of an individual."

Multiple regression is a statistical technique that involves using two or more predictor variables to predict a single response variable. In this case, the response variable is the IQ score and the predictor variables are the brain volume, the body height, and the body weight. By using multiple predictor variables, multiple regression allows you to analyze the combined effect of these variables on the response variable, as well as to identify which variables have the greatest influence on the response variable.

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Horizontal asymptotes are found by looking at the degree of the numerator and denominator of a function. Vertical asymptotes are found by solving for all x-values where the denominator equals 0.

Horizontal asymptotes are horizontal lines that a graph of a function approaches as it goes towards positive or negative infinity. To find them, look at the degree of the numerator and denominator of a function. If the degree of the numerator is less than the degree of the denominator, the graph will approach the x-axis asymptote. If the degree of the numerator is equal to the degree of the denominator, the graph will approach the y-axis asymptote. Vertical asymptotes are vertical lines that a graph of a function approaches as it goes towards positive or negative infinity. To find them, solve for all x-values where the denominator equals 0. This will give you the x-values of the vertical asymptotes.

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Answer:

4i

Step-by-step explanation:

Any negative numbers do not have any real square roots, only imaginary ones.

[tex]\sqrt{-16} = i\sqrt{16} = 4i[/tex]

hope this helps :)

The conditions for a binomial setting have been met for this scenario are;

The conditions for a binomial experiment to be true are;

Now, in this case we keep shuffling the standard deck of 52 playing cards and picking the first in each case and replacing until we get a queen. This means that each trial is independent and does not depend on the success or failure of another event.

Secondly, the probability of success remains the same in each trial because we can't predict when we will get a queen.

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Answer:

y = 1/4x + 4

Step-by-step explanation:

Knowledge Needed

Slope: The amount the y-value changes on a constant line when the x-value increases by 1.

Slope Formula:

[tex]\frac{y_2-y_1}{x_2-x_1}[/tex]

y-intercept: When the line has a x-value of , or when it intersects the y-axis.

Slope-Intercept Form: y = mx+b

m is slope, b is y-intercept.

Leave y and x as variables so you can graph it.

Question

First, plug the points into the slope formula.

[tex]\frac{3-5}{-4-4}[/tex]

[tex]\frac{-2}{-8}[/tex]

1/4

y = 1/4x + b

Solve for b:

Use any of the 2 points to plug back in. I'll use (4,5).

We have: y = 1/4x + b

(5) = 1/4(4) + b

5 = 1 + b

5 - 1= 1 - 1 + b

b = 4

y = 1/4x + 4

Answer:

-1

Step-by-step explanation:

1 + (-2)

= 1 - 2

= -1

Question:

1 + (-2)

Answer:

1 + (-2)

1 - 2

-1

Step-by-step explanation:

1 + (-2)

In this step, we can see (+)(-) which is (-)

As the answer is - we should subtract it

1-2

And then put the bigger number symbol which is (-).

The probability that a randomly generated bit string of length four contains at least two consecutive zeros, given that the first bit is a 1, is 1/8.

The probability of a randomly generated bit string of length four containing at least two consecutive zeros, given that the first bit is a 1, can be calculated by considering all of the possible combinations of four bits that meet this criteria. There are 8 possible combinations of four bits that contain two consecutive zeros and the first bit being a 1, so the probability of such a combination being chosen is 1/8. The probability of each individual bit being a 0 or a 1 is assumed to be the same, so the probability of any given combination is equal. Therefore, the probability of a randomly generated bit string of length four containing at least two consecutive zeros, given that the first bit is a 1, is 1/8.

P(2 consecutive 0s, given first bit is 1)

= (# of possible combinations with 2 consecutive 0s, given first bit is 1) / (total # of possible combinations)

P(2 consecutive 0s, given first bit is 1)

= 8 / (2^4)

P(2 consecutive 0s, given first bit is 1)

= 1/8

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As per the given function, asymptotes of the hyperbola will be at x = -4 and 6.

The term hyperbola id defined as a plane curve generated by a point so moving that the difference of the distances from two fixed points is a constant

Here we have given the following function,

f(x) = 7/x² - 2x - 24

Now, we have to calculate the asymptotes as follows,

Let us consider that f(x) = ∞ and it is not defined

=> x²- 2x - 24 = 0

Now, we have to factories the expression, then we get

=> x² - (6-4) x - 24 = 0

When we simplify the given expression, then it looks like,

=> x² -6x + 4x -24 = 0

Therefore, the value of x is calculated as

=> ( x - 6 ) ( x + 4 ) = 0

Then the rage of x is at -4 and 6.

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∠Q and ∠D along with sides TV and YW are proved  congruent.

Triangles are congruent when they have exactly the same three sides and exactly the same three angles.

Given are the two triangles that are congruent.

In ΔWQE and ΔVDK -

∠W = ∠V    {Given}

∠E = ∠K     {Given}

WQ = VD   {Given}

By AAS criteria, the triangles are congruent.

So, by corresponding parts of congruent triangles, ∠Q and ∠D are congruent.

In ΔVTY and ΔWYX -

∠Y = ∠X    {Given}

∠T = ∠Y     {Given}

VY = WX   {Given}

By AAS criteria, the triangles are congruent.

So, by corresponding parts of congruent triangles, TV and YW are congruent.

Therefore, ∠Q and ∠D along with sides TV and YW are proved  congruent.

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The mode of the given data set is 11.

A mode is defined as the value that has a higher frequency in a given set of values. It is the value that appears the most number of times.

In statistics, the value that consistently appears in a particular collection is referred to as the mode. The mode or modal value in a data collection 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.

The mode is the value that occurs the most often in a given set of data.

In the data set provided here, the mode is 11, hence 11 should occur the most number of times.

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The image of the point  (9,-4) after the dilation is (45, -20).

If we dilate any point (x, y) by a scale factor k centered at the origin, the new coordinates of the point will be:

(k*x, k*y)

In this case we have the point (9, -4), and the scale factor is k = 5, then the image of the point after the dilation is:

(5*9, 5*-4) = (45, -20)

The image after the dilation is (45, -20).

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The graph of the function y tan 3 4x has a vertical asymptote at x = π/12, which means that as x approaches π/12 from either side, the output of the function increases without bound.

The graph of the function y tan 3 4x has a vertical asymptote at x = π/12, which means that as x approaches π/12 from either side, the output of the function increases without bound. This is because when x = π/12, the denominator of the tangent function (3/4x) is 0, which creates an undefined value. As a result, the output of the function increases without bound as x approaches π/12. This is why x = π/12 is an asymptote of the graph. Asymptotes can be thought of as boundary lines, beyond which the graph of the function cannot cross. In this case, the graph of y tan 3 4x will approach the vertical asymptote of x = π/12, but will never cross it.

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The examples of SAS congruence postulates are

The SAS is stands for Side-Angle-Side congruence postulate which states that triangles are congruent if two sides and an included angle of a triangle are congruent with two sides and an included angle of a second triangle. Note that we need to include the angle between the two sides.

Example 1 : Let's say you have one triangle, ∆ABC with side lengths 5 and 10 and the angle included between those two sides is 30 degrees. If you have a second triangle, ∆DEF that also has side lengths 5 and 10 with a 30 degree angle in between, then by the SAS Postulate ∆ABC is similar to ∆DEF.

Example 2 : Point C is the midpoint of BF

so, AC = CE

Statement Reason

AC = CE C is mid point so, it

divides equal parts .

BC = CF C is mid-point

∠ACB =∠ECF Opposite angles

Thus, by the Side Angle Side postulate, the triangles are congruent i.e,∆ABC ≅ ∆CEF

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The system of linear equations which could be used to determine the number of free throws isaiah made and the number of two point shots he made is;

Let the number of free throws isaiah made be; x.

Let the number of two point shots he made be; y.

On this note, since the individual, isaiah scored a total of 12 points. The algebraic equations which represents the word phrase is;

x + 2y = 12.

Also, it follows from the task content that;

Isaiah made 4 times as many free throws as two point shots. The equation which represents the situation as described is;

x = 4y.

Consequently, the system of linear equations which correctly could be used to determine the number of free throws and two point shots isaiah made is;

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Answer:

zczczczczczcz

Step-by-step explanation:

We are aware that to reverse a number, the TENS and ONE's positions must be reversed. As a result, its reverse "ba" usually takes the form (10 times "b" multiplied by "a")

When a number has two digits, it is called a 2-digit number.

2-digit numbers have two digits and range from 10 to 99.

They are unable, to begin with, zero since it will then be regarded as a single-digit number.

Any number between 1 and 9 can be used as the digit in the tens place.

For instance, the numbers 45, 78, and 12 have two digits.

When it comes to two-digit numbers and their reversal, there are two common logics.

The two-digit number "ab" has the generic form (10 times a) Plus b.

We are aware that the TENS and ONE's positions should be switched in order to reverse a number.

As a result, the typical form of its reverse "ba" is (10 times "b" multiplied by "a")

Therefore, we are aware that to reverse a number, the TENS and ONE's positions must be reversed. As a result, its reverse "ba" usually takes the form (10 times "b" multiplied by "a")

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According to question,

We know that,

To determine the percentage,

we have to divide the value by the total value and then multiply the resultant by 100,

Percentage formula

Is /of=%?100

Or

Part/whole=%/100

With the help of question,

Given data,

Put the value of percentage formula,

98.25/100×10

=9.825

98.25%×10 is the same outcome of 9.825.

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The field goal attempt distance and success rate serve as the explanatory and response variables, respectively, for this relationship.

An example of an independent variable is an explanatory variable. However, there isn't much of a difference between the two.

A variable is considered independent if it is not at all affected by any other variables. An explanatory variable is one that cannot be determined to be independently variable.

The response variable is the result of an experiment in which the explanatory variable is changed. This variable's variation can be explained by a variety of other variables. Response variable, dependent variable, and outcome variable are all terms that are frequently used interchangeably.

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The explanatory and response variables for this relationship are the field goal attempt distance and success rate, respectively.

An explanatory variable is an illustration of an independent variable. There isn't much of a distinction between the two, though.

When a variable is completely unaffected by any other variables, it is said to be independent. Any variable that cannot be identified as an independent variable is an explanatory variable.

The outcome of an experiment in which the explanatory variable was altered is the response variable. Many different variables can be used to explain the variation of this variable. The phrases response variable, dependent variable, and outcome variable are sometimes used synonymously.

a quadratic equation is only different from a linear equation in one respect :one or more of the figures is squared. The common form of a quadratic equation is ax2+bx+c=11

What are quadratic equations?

A quadratic equation is an algebraic equation of the second degree in x. The quadratic equation in its standard form is ax2 + bx + c = 0, where a and b are the coefficients, x is the variable, and c is the constant term.

16x2−3=(2x+5)(5x−3)

  16x^2 - 3 = 10x^2 + 19x -15

  6x^2 - 19x + 12 = 9

THIS IS QUADRATIC.

a quadratic equation is only different from a linear equation in one respect:one or more of the figures is squared.The common form of a quadratic equation is ax2+bx+c=11

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The answer is the square of the orbital period, t, of a planet is equal to the cube of the average distance, a, of the planet from the sun.

Translated into words, the equation t2 = a3 can be written as:

"The square of the orbital period, t, of a planet is equal to the cube of the average distance, a, of the planet from the sun."

The length of time it takes an astronomical object to complete one orbit around another object is known as the orbital period (also known as the revolution period). In astronomy, it often refers to bodies like planets or asteroids revolving about the Sun, as well as moons circling other stars, exoplanets, and double stars.

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Translated into words, the equation t2 = a3 can be written as:

"The square of the orbital period, t, of a planet is equal to the cube of the average distance, a, of the planet from the sun."

The orbital period is the amount of time it takes an astronomical object to complete an orbit around another one (also known as the revolution period). In astronomy, it frequently refers to objects revolving about the Sun, such as planets or asteroids, as well as moons orbiting around other stars, exoplanets, and double stars.

The length of the diagonal of the square is[tex]\text { (b) } 3 \sqrt{2} \text { units }[/tex].

What is Pythagoras theorem?

The Pythagorean theorem, sometimes known as Pythagoras' theorem, is a basic relationship between a right triangle's three sides in Euclidean geometry. 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.

The length of the diagonal of a square is calculated using the following Pythagoras theorem.

[tex]d^2=l^2+l^2\\[/tex]

Where:

d represents the length of the diagonal

l represents the side length of the square

So, we have:

[tex]d^2=3^2+3^2[/tex]

Evaluate the like terms

[tex]d^2=2\left(3^2\right)[/tex]

Take the square roots of both sides

[tex]d=3 \sqrt{2}[/tex]

Hence, the length of the diagonal of the square is [tex]\text { (b) } 3 \sqrt{2} \text { units }[/tex]

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9 ones, 9 tens  99.77 is equal to 7 tenths 7 hundredths.

The place value of the digits that come after a decimal point is defined in mathematics as tenths and hundredths. When we count from right to left, the place values of the digits in a number are ones, tens, hundreds, and thousands.

The columns are labelled tenths, hundredths, thousandths, and so forth from left to right following the decimal point. The tenths column is the first digit following the decimal point. The column for hundredths is the second digit following the decimal point. The column for thousandths is the third digit following the decimal point.

The digit after the decimal point, or in the tens place, is known as the divisor. The first digit to the right of the decimal place is the tenths place digit.

9 tens = 9 x 10 = 90

9 ones =9 x 1 = 9

7 tenths = 7x 1/10 =0.7

7 hundredths = 7 x 1/100 = 0.07

= 90 + 9 +0.7 +0.07

= 99.77

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All the values that are possible here are (1, 36) (4,9) (9,4), and (36,1).

The possible values of and b are (1, 36) (4,9) (9,4), and (36,1).

Given: The LCM of a and b is 36 and HCF is 1

To find: The values of a and b?

Here is the solution:

The two numbers are a and b.

LCM of a and b is 36.

HCF of a and b is 1

We know that,

product of two numbers = LCM * HCF

                                       =       A*B=36*1

i.e                                  =        a, b=36,1

in a similar way:

The all-possible values of and b are (1, 36) (4,9) (9,4), and (36,1).

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Answer:

a=7 b=2 c=0.2 d=9 e=0.064 f=8 g=16 h=0.03 i=0.714

Step-by-step explanation:

Answer:

Speed and Time are two examples of inverse proportion

The equation in point slope form is y - 21 = 7(x - 3).

What is point - slope form of the line?

A line's equation in point slope form is y - y1 = m. (x – x1). As a result,

y = mx and y - 0 = m(x - 0) are the equations for a line passing through the origin with a slope of m.

To find the equation in point slope form for the given table of height of a plant first we have to find the slope.

Here

Slope = change in height / Change in time

From given table,

Change in height = 14 and Change in time = 2

⇒ Slope = 14 / 2 = 7

Now to find the point slope form.

We know that the equation in point slope form for point [tex](x_1, y_1)[/tex] and slope m is written as,

[tex]y-y_1=m(x-x_1)[/tex]

Plug [tex](x_1, y_1) = (3, 21), m = 7[/tex]

So, the equation becomes

[tex]y-21 = 7(x-3)[/tex]

Hence, the equation in point slope form is y - 21 = 7(x - 3).

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Answer:

A. x = -8

Step-by-step explanation:

It can't be B because the slope of this equation is 5/8.

It can't be C because this equation slope is 0, not undefined.

It can't be D because the slope of this equation is 8/5

I say it is A because this is the only equation with an undefined slope!

Answer:

34.24

Step-by-step explanation:

when dividing by a decimal, the original number increases

To divide 8.56 by 0.25, we can perform the calculation as follows:

8.56 ÷ 0.25 = 34.24

Therefore, the correct answer is D) 34.24.

Answer:

A.1

Step-by-step explanation:

The line crosses when Y is one and X is 0 thus creating an intercept on the y line