round each decimal to the nearest tenth then select the best estimate for the subtraction equation 1.79-0.67 =____
A.1
B.1.1
C.1.2
D1.3

Answer:

36

Step-by-step explanation:

Given

3x + 2(y - 4) ← substitute x = 10 and y = 7 into the expression

= 3(10) + 2(7 - 4)

= 30 + 2(3)

= 30 + 6

= 36

Answer:

sin32°

Step-by-step explanation:

Using the cofunction identity

cosx = sin(90 - x) , then

cos58° = sin(90 - 58)° = sin32°

Answer:What is the next term in the geometric sequence 2 8 32?

If you notice in this sequence,the next number is a multiple of 4 of the previous number. 2 multiplied by 4 is 8,8 multiplied by 4 is 32. So, the geometric sequence is 2,8,32,128,512,2048,8192,32768. The sum of the sequence is 43,690.

Step-by-step explanation:

i hope this helps

Answer:

It would be a undefined slope. This is because the x value of a straight vertical line can go infinite in both ways without ever changing its y value.

Answer:

8(4q-5)-7=5(5q-8)

32q - 40 - 7 = 25q - 40

32q - 25q = 40 -40 +7

7q = 7

q = 7/7

q = 1

For the given question value of x will be 20

Congruent triangle:

                                If two triangle are congruent then all the corresponding sides and corresponding angles ill be equal. Symbol for congruent is ≅.Congruent triangles are also known as identical triangle.

For example,

                    if ΔMNP and ΔSQR are congruent,

that is,

                    if  ΔMNP ≅ ΔSQR

then,

                ∠M = ∠S

                ∠N = ∠Q

                ∠P = ∠R

and ,

          MN = SQ  , NP = QR , MP = SR

According to question,

       ∠S = (3x+5)°    

       ∠N = (4x-6)°    

        ∠R = (2x+1)°    

        ∠Q = (94-x)°

As,

           ΔMNP ≅ ΔSQR

so,

          ∠N = ∠Q

     (4x-6)° = (94-x)°

      4x + x = 94 + 6

        5x = 100

         x = 100/5

         x = 20

Hence, for the given congruent triangle ΔMNP and ΔSQR value of x will be 20.

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Answer:

absolute deviation means distance between each data value and the mean of the data set.

Step-by-step explanation:

(MAD)

or

(Average)

Answer:

Step-by-step explanation:

The given matrix A is diagonalizable, and the matrix P such that P⁻¹AP = D is:

P = [[1, 1],

    [0, 1]

D = [[2, 0],

    [0, 3]]

To determine whether a given matrix is diagonalizable, we need to check if it has a full set of linearly independent eigenvectors. If it does, then it is diagonalizable.
To determine if a matrix is diagonalizable and find the diagonal matrix D:
1. Compute the eigenvalues of matrix A by solving the characteristic equation det(A - λI) = 0, where λ is an eigenvalue and I is the identity matrix.
2. For each eigenvalue λ, find the corresponding eigenvectors by solving the equation (A - λI)X = 0, where X is a vector.
3. If the number of linearly independent eigenvectors is equal to the size of the matrix (i.e., the matrix has n linearly independent eigenvectors), then the matrix A is diagonalizable.
4. Once you have found a set of linearly independent eigenvectors, construct the matrix P using these eigenvectors as columns.
5. Find the inverse of matrix P, denoted as P⁻¹.
6. Compute the diagonal matrix D by using the equation D = P⁻¹AP.
If the matrix A is diagonalizable, then matrix P will be the matrix of eigenvectors, and D will be a diagonal matrix consisting of the corresponding eigenvalues on the diagonal.

Example:
Let's say we have a matrix A:
A = [[2, 1],
    [0, 3]]
1. Compute the eigenvalues:
  The characteristic equation is det(A - λI) = 0:
  |2-λ  1   |
  |0    3-λ |
  Setting this determinant equal to zero, we get:
  (2-λ)(3-λ) - 0 = 0
  Expanding and simplifying, we have:
  λ² - 5λ + 6 = 0
  Factoring, we get:
  (λ - 2)(λ - 3) = 0
  So, the eigenvalues are λ = 2 and λ = 3.

2. Find the eigenvectors:
  For λ = 2, we solve the equation (A - 2I)X = 0:
  |0  1| |x1|   |0|
  |0  1| |x2| = |0|
  Solving this system of equations, we get one eigenvector:
  X1 = [1, 0]
  For λ = 3, we solve the equation (A - 3I)X = 0:
  |-1  1| |x1|   |0|
  |0   0| |x2| = |0|
  Solving this system of equations, we get one eigenvector:
  X2 = [1, 1]
3. Since we have found two linearly independent eigenvectors (X1 and X2) and the matrix A is a 2x2 matrix, it is diagonalizable.
4. Construct matrix P:
  P = [X1, X2] = [[1, 1],
                  [0, 1]]
5. Find the inverse of matrix P:
  P⁻¹ = [[1, -1],
          [0,  1]]
6. Compute the diagonal matrix D:
  D = P⁻¹AP = [[2, 0],
                [0, 3]]
Therefore, the given matrix A is diagonalizable, and the matrix P such that P⁻¹AP = D is:
P = [[1, 1],
    [0, 1]]
D = [[2, 0],
    [0, 3]]

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The null and alternative hypotheses are H₀ = μ ≥ 6 and H₁ = μ < 6.

Given that, the mean GPA of students in colleges is different from 2.0 (out of 4.0).

H₀: μ = 2.0 and H₁: μ ≠ 2.0

So,

We test the likelihood of the statement being true in order to decide whether to accept or reject our alternative hypothesis. Since, the question wants to test if the college student take less than six years to graduate on average, then we take, H₀ = μ ≥ 6.

And,

WE determine whether to accept or reject based on the likelihood of the null hypotheses being true, so we then take H₁ = μ < 6.

Hence, the null and alternative hypotheses are H₀ = μ ≥ 6 and H₁ = μ < 6.

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Answer:

y = 6x

Step-by-step explanation:

y = mx + b

Slope (m) = 6/1 up 6, right 1

Y-intercept (b) = 0

Answer:

135

Step-by-step explanation:

Multiplying the quotient and divisor can give the divended.

So, -9 x -15 = 135

This is same for the other boxes at the top, try multiplying for the other boxes of their quotient and divisor together and you'll get the same number as the divended written on the other boxes.

Answer:

Keith; -5, -12

Step-by-step explanation:

Logic ( Subtract 12 from both sides, then factor it out)

Therefore, the solutions to the quadratic equation x² - 14x - 49 = 0 are x = 7 + 7√2 and x = 7 - 7√2.

A quadratic equation is a second-degree polynomial equation in a single variable. In other words, it is an equation of the form ax² + bx + c = 0, where x is the variable, and a, b, and c are constants. The goal of solving a quadratic equation is to find the values of x that make the equation true. There are several methods for solving quadratic equations, including factoring, completing the square, and using the quadratic formula.

In the given question,

To solve the quadratic equation x² - 14x - 49 = 0 , we can use the quadratic formula:

x = (-b ± √(b² - 4ac)) / 2a

where a = 1, b = -14, and c = -49.

Plugging in these values, we get:

x = (-(-14) ± √((-14)² - 4(1)(-49))) / 2(1)

Simplifying this expression, we get:

x = (14 ± √(196 + 196)) / 2

x = (14 ± √392) / 2

x = (14 ± 14√2) / 2

x = 7 ± 7√2

Therefore, the solutions to the quadratic equation x² - 14x - 49 = 0 are x = 7 + 7√2 and x = 7 - 7√2.

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The equation that represents the proportional relationship between cups and ounces is n = 0.125c

The 4 ounce = 0.5 cup

Here we have to use the unitary method

Unitary method is the method of finding the value of the single unit

One ounce = 0.5 / 4

= 0.125

Where c represents the cups and n represents the ounce

Then,

n = 0.125c

Similarly

1.5 cups = 12 ounce

1 cup = 12 / 1.5

= 8 ounce

Then,

c = 8n

Then the the correct equation is n = 0.125c

Hence, the equation that represents the proportional relationship between cups and ounces is n = 0.125c

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Answer:

n = 0.125

Step-by-step explanation:

do not listen to the other answer I don't fell like explaining but I got it correct.

60 is the amazing cool answer XD

Answer:

This is an example of comparing two objects indirectly.

Step-by-step explanation:

The method that is invoked when an object is created is known as a constructor method.

Constructor in C++ is a special method that is invoked automatically at the time of object creation. It is used to initialize the data members of new objects generally.

The constructor in C++ has the same name as the class or structure. Constructor is invoked at the time of object creation. It constructs the values i.e. provides data for the object which is why it is known as constructors.

Constructor does not have a return value, hence they do not have a return type.

The prototype of Constructors is as follows:

<class-name> (list-of-parameters);

Constructors can be defined inside or outside the class declaration:-

The syntax for defining the constructor within the class:

<class-name> (list-of-parameters) { // constructor definition }

The syntax for defining the constructor outside the class:

<class-name>: :<class-name> (list-of-parameters){ // constructor definition}

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Answer:

4

Step-by-step explanation:

Notice each side was increased by 4 times

You can set up a ratio of

\(\frac{new}{old}\)

then reduce or divide

Answer:

square pyramid ----> A square and four triangles

pentagonal prism ---> two pentagons and five rectangles

triangular prism ----> two triangles and three rectangles

triangular pyramid ----> one triangle of the base and three lateral triangular faces (total 4 triangles)

cone ----> one circle and a sector of the circle

Step-by-step explanation:

Answer:

72 cm

Step-by-step explanation:

24cm x 3 = 72cm

A= 72cm

Answer:

27cm

Step-by-step explanation:

24=p w=x         L=3x

x+x+3x+3X=24

8X=24

X=3

w=3

L=9

3*9=27

A=27

SRRC is a pulse shaping filter used in digital communications to minimize intersymbol interference and improve the signal-to-noise ratio.

The square root raised cosine (SRRC) is a famous heartbeat molding channel utilized in computerized correspondences, especially in applications like advanced tweak and demodulation. It is intended to limit intersymbol obstruction (ISI) by restricting the data transmission of the sent sign while keeping a consistent envelope.

The SRRC channel is described by a reaction that is like the raised cosine channel, yet with a square root capability applied to the recurrence reaction. This outcomes in a smoother change between the passband and stopband, which assists with decreasing ISI and work on the sign to-clamor proportion.

The SRRC channel is usually utilized in correspondence frameworks that utilization quadrature sufficiency regulation (QAM) or stage shift keying (PSK) tweak plans, as it gives great ghastly control and heartbeat molding properties that are appropriate to these kinds of signs.

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Answer:

N/A, but A if anything

Step-by-step explanation:

Let's start with the change within the absolute value.

In f(x), x is turned into x-1. There is no other way to add the -1 into the absolute value.

Therefore, our first transformation is f(x) -> f(x-1). In f(x+C), the graph is moved to the left by c units. Therefore, as C = -1, the graph is shifted to the right by 1 unit.

Next, we can move to the 14. Given that f(x-1) = |x-1|, we can see that we multiply 14 to f(x). Cf(x) vertically stretches a function if C is greater than 0, which 14 is, so the graph is vertically stretched.

After that, we have the negative. This happens outside the absolute values, so it is reflected in -f(x), not f(-x). This reflects a function across the x axis, but all we need to know for this question is that it is reflected.

Finally, we have the +1. This happens outside the absolute values, so it is reflected in f(x) + C, not f(x+C).  The value of C moves the graph up by C units, and the +1 therefore moves the graph up by 1 unit.

We thus know 4 things:

1. The graph goes up by 1 units

2. The graph is reflected across the x axis

3. The graph is stretched vertically

4. The graph is shifted to the right by 1 unit

None of the answers given fit these, but A comes the closest.

Answer:

b 16.4 ft

Step-by-step explanation:

To solve this problem using a graphing calculator, we need to plug in the value of q (which is given as 7) into the equation y = 2 csc e, and then graph the resulting equation.

First, we need to convert the angle e from degrees to radians, because the csc function takes its input in radians. We can use the conversion formula:

radians = degrees x (π/180)

So for e = 2, we have:

e (in radians) = 2 x (π/180) = 0.0349 radians

Now we can plug this value into the equation y = 2 csc e:

y = 2 csc(0.0349) ≈ 103.8 feet

This tells us that the length of the rafters needed to make the roof is approximately 103.8 feet. However, the question asks us to round to the nearest tenth of a foot, so the answer is:

y ≈ 103.8 feet ≈ 103.8 rounded to the nearest tenth of a foot

Therefore, the length of the rafters needed to make the roof for q 7" is approximately 103.8 feet, rounded to the nearest tenth of a foot.

So the correct answer is (b) 16.4 feet.

Using the graphing calculator, we find that the length of the rafters needed is approximately 16.4 feet, Therefore, the correct answer is option B, 16.4 feet.

To find the length of the rafters needed for the roof with an angle of 7 degrees, we'll use the given function y = 2 * csc(e), where e is the angle formed by the rafters and the top of the wall. Here's a step-by-step explanation:

1. Convert the angle from degrees to radians: e (in radians) = (7 degrees * π) / 180 ≈ 0.1222 radians.

2. Calculate the cosecant  (csc) of the angle e: csc(0.1222) ≈ 8.185.

3. Plug the value of csc(e) into the function: y = 2 * 8.185 ≈ 16.37.
Using a graphing calculator, we can input the function y = 2 csc e and graph it. Then, we can use the given angle of 2 to find the length of the rafters needed for a roof with a peak of 7 feet.

4. Round the length to the nearest tenth of a foot: 16.37 ≈ 16.4 feet.
When we graph the function, we can see that the length of the rafters is the distance between the x-axis and the point on the graph where y = 7.
So, the length of the rafters needed to make the roof for an angle of 7 degrees is approximately 16.4 feet (Option b).

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In Algebra 2, the concept of linear functions and rate of change is introduced. Linear functions are represented by equations in the form f(x) = mx + b, where m is the slope and b is the y-intercept.

The slope represents the rate of change of the function, indicating how much the dependent variable (y) changes for every unit change in the independent variable (x). It measures the steepness or inclination of the line. By analyzing the slope, one can determine if the function is increasing or decreasing and the direction of the line.

Linear functions are fundamental in algebra, as they describe relationships that can be represented by straight lines on a graph. The slope of a linear function is a crucial concept, as it quantifies the rate of change. The slope is calculated by finding the ratio of the vertical change (change in y) to the horizontal change (change in x) between any two points on the line. This rate of change indicates how much the dependent variable (y) changes for each unit increase in the independent variable (x). A positive slope indicates an increasing function, while a negative slope represents a decreasing function. The magnitude of the slope determines the steepness of the line. The y-intercept, represented by the value of b, indicates the point where the line crosses the y-axis.

In the context of the mentioned textbook pages (20-21), it is likely that you will find explanations, examples, and practice problems related to linear functions, rate of change, slope, and y-intercept. These pages may cover topics such as finding the slope given two points, determining the equation of a line given its slope and y-intercept, graphing linear functions, and understanding the relationship between the slope and rate of change. It is recommended to refer to your textbook directly to access the specific content and exercises provided on those pages.

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Answer:

Value is 90,000

Step-by-step explanation:

Answer:

Step-by-step explanation:

90000 or Ninety Thousand

Further explanation

Problem: given 293,672.

Question: what is the value of the digit 9.

This is a problem with place value.

Let's set the place values from 293,672 consecutively as follows.

In the thousands period: 9 hundred thousand, 1 ten thousand, 3 one thousand.

In the unit's period: 2 hundreds 5 tens 6 ones.

Let us say in word form: nine hundred thirteen thousand two hundred fifty-six.

Hence, the value of the digit 9 in the numbers 293,672 is 90000 or nine hundred thousand.

- - - - - - -

What is the value of the digit 1 in the numbers 913,256? The answer is 10,000 or ten thousand.

- - - - - - -

Notes:

Just as a reminder, the digits in large numbers are in groups of three places, i.e.,

hundreds,

tens,

ones (or units).

The groups are called periods, i.e.,

millions period;

thousands period;

ones or units period.

Commas are typically used to separate the periods.

Learn more

An example of the four types of number form brainly.com/question/4725342

The similar problem brainly.com/question/106975

What 3 digits are in the units period of 4,083,817?  brainly.com/question/558692

Keywords: what is the value of the digit 9 in the numbers 913,256, the units period, a large number, standard form, millions, thousands, hundreds, tens, ones, the place value, nine, thirteen, two, fifty-six, number form

Actually, it is important to obtain a value greater than zero for the chi-square statistic, as this indicates that there is a significant difference between the observed and expected frequencies in a dataset.

A value of zero would indicate that there is no difference, while a negative value would indicate a mistake in the calculation.

The chi-square statistic is a measure of the discrepancy between observed and expected data and is commonly used in statistical analysis.

Hi! It is important to note that you cannot obtain a value less than zero for the chi-square statistic.

The chi-square statistic is always a non-negative value because it is calculated using the squared differences between observed and expected values. If you obtain a negative value, a mistake might have been made during the calculations.

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Step-by-step explanation:

The elevator has an acceleration and deceleration of magnitude 1.0 m/s^2, so it takes (5 m/s) / (1 m/s^2) = 5 seconds to reach its maximum speed of 5 m/s.

To come to a stop from this maximum speed, it will also take 5 seconds.

The time it takes for the elevator to travel the entire distance of 200 m is given by:

t = 5 s + 5 s + d / v

where d is the distance traveled at constant speed and v is the constant speed.

We know that the total time is equal to t = 10 s + d / 5 m/s.

Thus, d = (10 s - 5 s) * 5 m/s = 25 m.

So the elevator spends 5 seconds accelerating, 5 seconds decelerating, and 10 - 5 = 5 seconds at constant speed.