theres like 7 more questions like thishelp

Answer:

1,

Set function equal to zero where it has a t.

t-10=0 so t=10

t+1=0 so t=-1

The smallest is where t= -1.

The largest is where t= 10.

2.

(9/2, -121/4)

The solution is

a) The zeroes of the function of the parabola is

Smallest when t = -1

Largest when t = 10

b) The vertex of the parabola is ( 9/2 , -121/4 )

What is a Parabola?

A Parabola, open curve, a conic section produced by the intersection of a right circular cone and a plane parallel to an element of the cone. A parabola is a plane curve generated by a point moving so that its distance from a fixed point is equal to its distance from a fixed line

The equation of the parabola is given by

( x - h )² = 4p ( y - k )

where ( h , k ) is the vertex and ( h , k + p ) is the focus

y is the directrix and y = k – p

The equation of the parabola is also given by the equation

y = ax² + bx + c

where a , b , and c are the three coefficients and the parabola is uniquely identified

Given data ,

Let the equation of the parabola be A

Now , the value of A is

g ( t ) = ( t - 10 ) ( t + 1 )

On simplifying the equation , we get

The zeroes of the function is given by

when g ( t ) = 0

( t - 10 ) ( t + 1 ) = 0

So , t - 10 = 0

Adding 10 on both sides of the equation , we get

t = 10

And , t + 1 = 0

Subtracting 1 on both sides of the equation , we get

t = -1

So , the zeroes of the function are -1 and 10 respectively

b)

The equation of the parabola is

g ( t ) = ( t - 10 ) ( t + 1 )

On simplifying the equation , we get

g ( t ) = t² - 9t + 10

g ( t ) = ( t - 9/2 )² - 121/4

So , the vertex of the parabola is V ( 9/2 , -121/4 )

Hence , the vertex of the parabola is ( 9/2 , -121/4 )

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Kristine would require at least 116ft of hardwood flooring for her room.

The answer is arrived at by using simple calculations of the area of a square - a polygon.

Note that there are missing portions on the shape of the floor. (See a more elaborate version attached).

The side labeled F = 12ft

The side labeled CDE comprises three sides: 8, 2, and 2 respectively. This is also equal to 12.

With this information, we can calculate the area of the square assuming it was full.

The area of a square is given as:

Length x Breadth or L²;

that gives us: 12 x 12 or 12² = 144ft.

Now we get the total actual area by removing the areas of the missing segments.

Section Ax and Ay is also a square. because the length and the breadth are equal.

hence the area of AxAy = 16ft.

We also have the area of the section labeled D,Dx. This section is a rectangle. The formula for the area of a rectangle is:

Length x Breadth.

Hence, we have

6 x 2 = 12ft.

Total area of missing sections are:

12 + 16 = 28ft.

The total area of the square less the missing areas is:

144 - 28 = 116ft.

Hence the total amount of Hardwood that Kristine would require in square ft is 116ft.


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The probability of picking a prime or a divisor of 24 from the given cards is ¾

By analysing the given cards which ones are prime or a divisor of 24.
1. Prime number = 7
2. Divisor of 24 = 6,8

There are 2 cards (6 and 8) that are divisors of 24 and one card (7) that is prime. This means 3 cards out of the 4 meet the criteria.

To find the probability of this event, we can use:

P(prime or divisor of 24) =    

  Number of outcomes that make an event  

  Total number of outcomes of the experiment                      

P(prime or divisor of 24) = ¾

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Answer:

y = -7

Step-by-step explanation:

put the -10 to the other side, to get rid of it, you +10 to -17 to get -7

so Y=-7

Hope this helps :)

Answer:

see attached

Step-by-step explanation:

Answer:

tori

Step-by-step explanation:

The probability of adding either ground beef or onion as the first ingredient  0.25 or 25%.

If there are a total of 8 ingredients and 2 of them are either ground beef or onion, then the probability would be:

Probability = (Number of desired outcomes) / (Total number of possible outcomes)

           = 2 / 8

           = 1 / 4

           = 0.25

So, the probability of adding either ground beef or onion as the first ingredient is 0.25 or 25%.

In this case, we have a total of 8 ingredients, out of which 2 are either ground beef or onion. When selecting the first ingredient, there are 8 possible outcomes. Since we want to calculate the probability of adding either ground beef or onion as the first ingredient, we count the number of desired outcomes, which is 2 (either ground beef or onion). Dividing the number of desired outcomes by the total number of possible outcomes gives us the probability.

The probability of adding either ground beef or onion as the first ingredient is 0.25 or 25%. This means that there is a 25% chance that either ground beef or onion will be the first ingredient added, assuming the ingredients are added randomly without any specific order.

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Answer:

Yes because it is 90 degrees and the side with 30 is the hypotenuse and the hypotenuse is always the longest side on a right triangle hope this helps :)

Step-by-step explanation:

Answer:

14.1, 14.2, 14.3, 14.4, 14.5, 14.6, 14.7, 14.8, 14.9

Step-by-step explanation:

decimals

Answer:

14.3 and 14.4 But there are also all of the decimals in between

Step-by-step explanation:

14.3 is greater than 14 but at the same time less than 15

Answer: \(5\sqrt{2}\) m

Step-by-step explanation:

Using the pythagorean theorem, we get that the shortest distance it can travel is \(\sqrt{3^2+4^2+5^2}\) = \(5\sqrt{2}\) m

Answer

5 and a half

Step-by-step explanation:

Excessive punishment or negative reinforcement can harm a child's math achievement by creating fear, undermining confidence, and discouraging engagement with the subject. Positive discipline techniques and a supportive environment are crucial for fostering math success.

Excessive punishment or negative reinforcement as a discipline technique can have detrimental effects on a child's math achievement. When a child makes mistakes or struggles with math concepts, responding with punishment, criticism, or harsh consequences can create a negative association with math. This can lead to anxiety, fear, and a lack of motivation to engage with the subject.

Mathematics requires a growth mindset, where mistakes are seen as opportunities for learning and improvement. By punishing or negatively reinforcing a child's math mistakes, we discourage them from taking risks, trying new strategies, and seeking help when needed. It hampers their ability to develop problem-solving skills and critical thinking abilities.

Furthermore, negative discipline approaches can damage a child's self-esteem and confidence in their mathematical abilities. They may develop a belief that they are "bad at math" or incapable of improving, leading to a self-fulfilling prophecy where their performance suffers.

To support a child's math achievement, it is essential to employ positive discipline techniques. This includes providing constructive feedback, offering assistance and guidance, creating a safe and supportive learning environment, and promoting a growth mindset. Encouraging effort, perseverance, and celebrating small successes can foster a positive attitude towards math and enhance a child's mathematical abilities.

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Answer: 4 Hours & 55 Minutes

Step-by-step explanation:

10:50 to 11:50 (1 hour)

11:50 to 12:50 (1 hour)

12:50 to 1:50 (1 hour)

1:50 to 2:50 (1 hour)

2:50 to 3:50 = 1 hour

1 hour = 60 minutes

3:45 to 3:50 is five minute difference

60 - 5 = 55

Therefore, it would be 4 hours and 55 minutes.

Answer:

$3.50

Step-by-step explanation:

4 2/3 x 0.75 = $3.50

Answer:$3.5

Step-by-step explanation:

Answer:

Step-by-step explanation:

To write 45.52 as a fraction you have to write 45.52 as numerator and put 1 as the denominator. Now you multiply numerator and denominator by 10 as long as you get in numerator the whole number.

45.52 = 45.52/1 = 455.2/10 = 4552/100

And finally we have:

45.52 as a fraction equals 4552/100

Statement 1: Some cats like turkey, the form is I, the subject class is Cats, and the predicate class is Turkey, statement 2: There are burglars coming in the window, the form is E, the subject class is Burglars, and the predicate class is Not coming in the window and statement 3: Everyone will be robbed, the form is A, the subject class is Everyone, and the predicate class is Being robbed.

The given categorical propositions and their forms are as follows:

(1) Some cats like turkey - Form: I:

Subject class: Cats,

Predicate class: Turkey

(2) There are burglars coming in the window - Form: E:

Subject class: Burglars,

Predicate class: Not coming in the window

(3) Everyone will be robbed - Form: A:

Subject class: Everyone,

Predicate class: Being robbed

In the first statement:

Some cats like turkey, the form is I, the subject class is Cats, and the predicate class is Turkey.

In the second statement:

There are burglars coming in the window, the form is E, the subject class is Burglars, and the predicate class is Not coming in the window.

In the third statement:

Everyone will be robbed, the form is A, the subject class is Everyone, and the predicate class is Being robbed.

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Answer:5

Step-by-step explanation:I divided 80.0 by 16.0

Answer:

2X+10

Step-by-step explanation:

Perimeter is the sum of the sides of any shape.

So we have X+X+10

=2X+10

To convert grams to moles per gram, you need to find the molar mass of the substance in grams per mole. Then, divide the number of moles by the given mass to get moles per gram.

To convert grams to moles per gram, you first need to determine the molar mass of the substance you are interested in. The molar mass is the mass of one mole of the substance, expressed in grams. Once you know the molar mass, you can use it to convert grams to moles, and then divide by the total mass to get moles per gram.

Here are the steps to follow:

Determine the molar mass of the substance. This is the sum of the atomic masses of all the atoms in the molecule, expressed in grams per mole. You can find the atomic masses on the periodic table.

Convert the given mass from grams to moles, using the formula:

moles = mass / molar mass

where mass is the given mass in grams, and molar mass is the calculated molar mass in grams per mole.

Divide the number of moles by the given mass, to get the moles per gram. This gives you the number of moles of the substance per gram of the sample.

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A) The probability that half of the six employees score more than 85 and half score less is 5/16.

B) The probability that two employees score less than 80, two between 80 and 90, and two above 90 is 105/134217728.

C) The expected number of employees who need to be tested before 3 scores are higher than 90 is 4.

What is probability?

Probability is a measure of the likelihood or chance that a particular event will occur. It quantifies the uncertainty associated with an outcome in a specific situation or experiment.

A) The probability that half of the six employees score more than 85 and half score less is 5/16. This means that out of the six employees, there is a 5/16 chance that exactly three of them will score more than 85 and the other three will score less.

B) The probability that two employees score less than 80, two between 80 and 90, and two above 90 is 105/134217728. This means that out of the six employees, there is a very small chance, approximately 105 in 134 million, that two will score less than 80, two will score between 80 and 90, and two will score above 90.

C) The expected number of employees who need to be tested before 3 scores are higher than 90 is 4. This means that, on average, it will take testing approximately 4 employees until three of them score higher than 90.

These probabilities and expected values are derived based on the given conditions and assumptions about the scoring distribution and independence of the scores.

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:According to the question:You are working with a population of crickets. Before the mating season you check to make sure that the population is in Hardy-Weinberg equilibrium, and you find that the population is in equilibrium.

During the mating season you observe that individuals in the population will only mate with others of the same genotype (for example Dd individuals will only mate with Dd individuals). There are only two alleles at this locus ( D is dominant, d is recessive), and you have determined the frequency of the D allele =0.6 in this population. Selection acts against homozygous dominant individuals and their survivorship per generation is 80%. After one generation the frequency of DD individuals will decrease in the population.

According to the Hardy-Weinberg equilibrium equation p² + 2pq + q² = 1, the frequency of D (p) and d (q) alleles are:p + q = 1Thus, the frequency of q is 0.4. Here are the calculations for the Hardy-Weinberg equilibrium:p² + 2pq + q² = 1(0.6)² + 2(0.6)(0.4) + (0.4)² = 1After simplifying, it becomes:0.36 + 0.48 + 0.16 = 1This means that the population is in Hardy-Weinberg equilibrium. This is confirmed as the frequencies of DD, Dd, and dd genotypes

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In mathematics, the point below which a specified percentage of the observations fall is commonly referred to as the percentile.

A percentile is a measure that indicates the relative position of a particular value within a dataset.

For example, if a value is at the 80th percentile, it means that 80% of the observations in the dataset are below that value, and only 20% of the observations are above it.

Percentiles are often used to analyze and understand the distribution of data, especially in fields such as statistics, probability, and data analysis. They provide insights into how individual data points compare to the overall dataset and help identify outliers or extreme values.

A percentile is a statistical measure that indicates the relative standing of a particular value within a dataset. It represents the point below which a specified percentage of the observations or data points fall. Percentiles are primarily used to understand the distribution of data and analyze how individual values compare to the overall dataset.

To calculate a percentile, the dataset is arranged in ascending order, from the smallest value to the largest value. The position of a specific percentile is then determined based on the percentage of data points below it. For example, the 75th percentile represents the value below which 75% of the data points fall.

Percentiles are commonly used in various fields, including statistics, probability, and data analysis. They provide valuable insights into the spread, variability, and distribution of data. Here are a few key points to consider:

1. Median: The median is the 50th percentile, representing the value that divides the dataset into two equal halves. It is a measure of central tendency and provides information about the middle point of the distribution.

2. Quartiles: Quartiles divide the dataset into four equal parts. The first quartile, or the 25th percentile (Q1), represents the value below which 25% of the data points fall. The third quartile, or the 75th percentile (Q3), represents the value below which 75% of the data points fall. The difference between Q3 and Q1 is known as the interquartile range (IQR) and provides insights into the spread of the middle 50% of the data.

3. Percentile Ranks: Percentile ranks indicate the percentage of data points that are below a specific value. For example, if a student scores in the 80th percentile on a standardized test, it means they performed better than 80% of the test-takers.

4. Outliers: Percentiles can be useful in identifying outliers, which are data points that significantly deviate from the rest of the dataset. Extremely high or low percentiles may indicate unusual or extreme values that warrant further investigation.

5. Normal Distribution: In a normal distribution, the 50th percentile (median) coincides with the mean and mode, and specific percentiles have known standard deviations from the mean (e.g., the 68-95-99.7 rule).

Percentiles are versatile tools for summarizing and analyzing data, providing valuable insights into the distribution and relative positions of individual values. They enable comparisons and help make informed decisions based on the characteristics of a dataset.

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The equation is z = (-2/3)*xy with of x , y and z are jointly varied.

Joint variation describes a situation in which, while the other variables are held constant, the value of one variable relies on the values of two or more additional variables.

Joint variation is used to describe when more than two variables are directly correlated or when one variable changes as a result of the change product of more than two variables. X can be symbolically expressed as X YZ if it is in joint variation with Y and Z. If Y is also constant, then X and Z directly depend on one another.

Joint variation is a type of variation where a quantity changes when two or more other numbers are multiplied together. For instance, when a rectangle's length or breadth changes, so does its area. Where A is the area, l is the length, and w is the width, we say that A = lw.

Joint Variation of x,y and z

z = kxy

k is the cofficient

for x = 7, y = 3 and z = -14

-14 = k*3*7

⇒k = -2/3

for x= 3 and z = -8

-8 = (-2/3)*3*y

y = 4

The equation is z = (-2/3)*xy with of x , y and z are jointly varied.

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Answer:

|8|

Step-by-step explanation:

Let the integer = x

x = - 2x - 24

x + 2x = - 24

3x = - 24

x = - 24/3

x = - 8

Hence, the integer is - 8

The number could be the positive of negative of 8

Hence, it is better expressed as |8|

Answer:

most likely next spring

Step-by-step explanation:

Step-by-step explanation:

Answer:

If the other angle measurment is 38° then angle EFC will be 142° ( 180-38= 142°)

Step-by-step explanation:

Answer:

6x-4

Step-by-step explanation:

Let's simplify step-by-step.

2(3x−2)−(4x−4x)

Distribute the Negative Sign:

=2(3x−2)+−1(4x−4x)

=2(3x−2)+−1(4x)+−1(−4x)

=2(3x−2)+−4x+4x

Distribute:

=(2)(3x)+(2)(−2)+−4x+4x

=6x+−4+−4x+4x

Combine Like Terms:

=6x+−4+−4x+4x

=(6x+−4x+4x)+(−4)

=6x+−4

Answer:

=6x−4

The specific equation of the polynomial function passing through (0, 5) with roots x = 5, -2, and 3i is:

\(f(x) = x^4 - 3x^3 - x^2 - 27x - 90.\)

We have,

To find the specific equation of a polynomial function given certain conditions, we can use the factored form of the polynomial.

Since we are given the roots x = 5, -2, and 3i, we know that the factors of the polynomial are (x - 5), (x + 2), and (x - 3i).

However, note that complex roots occur in conjugate pairs.

Since we are given 3i as a root, its conjugate -3i is also a root.

We can rewrite the factors as (x - 5), (x + 2), and [(x - 3i)(x + 3i)].

Expanding the factors, we have:

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

(x - 5)(x + 2)(x² - (3i)²)

(x - 5)(x + 2)(x² + 9)

Now, we can determine the specific equation by multiplying these factors:

f(x) = (x - 5)(x + 2)(x + 9)

Expanding further, we have:

f(x) = (x² - 3x - 10)(x² + 9)

\(f(x) = x^4 + 9x^2 - 3x^3 - 27x - 10x^2 - 90\)

Combining like terms:

\(f(x) = x^4 - 3x^3 - x^2 - 27x - 90\)

Therefore,

The specific equation of the polynomial function passing through (0, 5) with roots x = 5, -2, and 3i is:

\(f(x) = x^4 - 3x^3 - x^2 - 27x - 90.\)

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