Can someone please help me

For the given statements for domain and range, option 3 and option 4 are correct answers.

The sets of all the x-coordinates and all the y-coordinates of ordered pairs, respectively, are the domain and range of a relation. With functions, we enter various numbers, and the output is a new set of numbers. The two essential characteristics of functions are domain and range. A function's domain and range are its constituent parts.

The domain of the function are all the input values while the range are the output values of the function for the given input.

In the given options, option 3 and 4 are correct as the functions have the same input but not the same output.

That is, they have the same domain, all real numbers, but not the same range.

Hence, for the given statements for domain and range, option 3 and option 4 are correct answers.

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Answer: y = 3x-2 (for first question)

Step-by-step explanation:

Equation of the line: y = mx+c. For A, it passes through (0, -2) and has a gradient of 3. So, you substitute the values inside the equation.

x = 0

y = -2

m = 3

-2 = 0+c

c= -2

ans: y = 3x-2

Use the same method to complete the rest of the questions. GL

Note: I am just a student, if I get this wrong I hope someone corrects me, thanks

The result of the division in ordinary decimal notation is 300.

Scientific notation, also known as standard form or exponential notation, is a method of expressing very large or very small numbers in a compact and standardized way.

To perform the indicated operation, we need to divide 0.00036 by 0.0000012.

First, let's express both numbers in scientific notation

0.00036 = 3.6 x 10^(-4)

0.0000012 = 1.2 x 10^(-6)

Now we can divide the two numbers and simplify

3.6 x 10^(-4) / 1.2 x 10^(-6) = (3.6 / 1.2) x 10^(-4-(-6)) = 3 x 10^(2)

Finally, we can convert this result back to ordinary decimal notation

3 x 10^(2) = 300

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The given question is incomplete, the complete question is:

Convert each number to scientific notation and perform the indicated operations. Express the result in ordinary decimal notation. 0.00036/0.0000012

The mean and standard deviation for 30 multiple-choice questions for the number of correct answers is Mean(μ) = 6 and Standard deviation(σ) = 2.19.

What is mean?

A collection of values are averaged to form the mean. The total points were divided by the total scores. When population samples are tiny, the mean is sensitive to extreme scores. For example, if two students in a class of 20 earned significantly higher than the rest, the mean will be skewed higher than the other students' scores might suggest. When using means, larger sample sizes are preferable.

Define standard deviation.

In statistics, a measure of variability known as the standard deviation ( standard deviation ) is frequently used. It demonstrates how different things are from the norm. (mean). When the SD is low, the data tend to be close to the mean, while when it is high, the data are dispersed over a wide variety of values.

Given: number of questions(n) = 30, p = [tex]\frac{1}{5}[/tex], q = [tex]\frac{4}{5}[/tex]

Mean μ = n*p

            = 30  *[tex]\frac{1}{5}[/tex]

         μ = 6

Standard deviation σ = [tex]\sqrt{n*p*q}[/tex]

                                   = [tex]\sqrt{30*\frac{1}{5}*\frac{4}{5}}[/tex]

                                   = [tex]\sqrt{4.8}[/tex]

                                σ = 2.19

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Answer:

The common difference between consecutive terms in the sequence is 8 (since -17 + 8 = -9, -9 + 8 = -1, -1 + 8 = 7, and so on). Therefore, the recursive formula for this arithmetic sequence is:

a(1) = -17

a(n) = a(n-1) + 8 for n >= 2

This formula says that the first term in the sequence is -17, and each subsequent term is found by adding 8 to the previous term.

(please mark my answer as brainliest)

Step-by-step explanation:

this is solution which is given above in photo

Answer:

0.600 or 600, 0.500 or 500, select option 2

Step-by-step explanation:

The common factors of sixteen and twenty are 1, 2, and 4.

The factors of sixteen are 1, 2, 4, 8, and 16. The factors of twenty are 1, 2, 4, 5, 10, and 20. The factors that are common to both numbers are 1, 2, and 4.

To calculate the factors of sixteen, we can start by dividing sixteen by two until we cannot divide any further. We can start with sixteen divided by two, which equals eight. Eight divided by two equals four. Four divided by two equals two. Two divided by two equals one. As we can see, the factors of sixteen are 1, 2, 4, 8, and 16

To calculate the factors of twenty, we can start by dividing twenty by two until we cannot divide any further. We can start with twenty divided by two, which equals ten. Ten divided by two equals five. Five divided by two equals two. Two divided by two equals one. As we can see, the factors of twenty are 1, 2, 4, 5, 10, and 20.The common factors of sixteen and twenty are 1, 2, and 4. This can be determined by comparing the two lists of factors. As we can see, 1, 2, and 4 are present in both lists.

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Complete question

What are the common factors of sixteen and twenty ?

Instead of 2.00 as mentioned in the question, the semester GPA is 1.38. Please double-check your calculations or provide more details if you made an error when reporting your grades or computing your GPA.

Students must devote approximately 135 hours (45 x 3) of class, instructional, and independent time to a three credit unit course. Students who enroll in a course for four credit hours must dedicate around 180 (45 x 4) hours to it, split between in-class and out-of-class work.

You must first translate each letter grade using the common 4.0 scale into its equivalent numerical number before you can determine your semester GPA:

A = 4.0

B = 3.0

C = 2.0

D = 1.0

F = 0.0

E = 0.0 (equivalent to F)

Then, you can use the formula:

(Total grade points) / GPA (total credit hours)

Using this formula, we can calculate your semester GPA as follows:

FYE 105: F (0.0) x 3 credit hours = 0.0 grade points

MAT 150: E (0.0) x 3 credit hours = 0.0 grade points

ENG 101: D (1.0) x 3 credit hours = 3.0 grade points

BIO 112: A (4.0) x 3 credit hours = 12.0 grade points

BIO 113: B (3.0) x 1 credit hour = 3.0 grade points

Total grade points = 0.0 + 0.0 + 3.0 + 12.0 + 3.0 = 18.0

Total credits earned is 13 (3 + 3 + 3 + 3 + 1)

GPA = 18.0 / 13 = 1.3846

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therefore, we have shown that: [tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})[/tex] assuming that x2 ≠ x1.

Slope refers to the measure of steepness of a line or a curve. In mathematics, slope is usually denoted by the letter "m" and is defined as the ratio of the change in the y-coordinate to the change in the x-coordinate between two points on a line.

The formula for calculating the slope between two points (x1, y1) and (x2, y2) on a line is:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})[/tex]

by the question.

To finds the slope of a line passing through two points (x1, y1) and (x2, y2), we use the slope formula:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})[/tex]

This formula represents the change in y divided by the change in x between the two points.

Now, assuming that x2 ≠ x1, we can simplify the formula as follows:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})*(1/1)[/tex]

Multiplying the numerator and denominator by 1, which in this case is (x2 - x1) / (x2 - x1), we get:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})*(x_{2}-x_{1})/(x_{2}-x_{1})[/tex]

Simplifying the numerator, we have:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})/[(x_{2}-x_{1})*1][/tex]

The term (x2 - x1) cancels out, leaving us with:

[tex]m=(y_{2}-y_{1} /1[/tex]

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Answer:

Step-by-step explanation:

y2-y1/x2-x1

-7-(-19)/-2-1

12/-2

-6

The slope is -6

The answer of the standard normal area for each of the following questions are given below respectively.

Standard normal area refers to the area under the standard normal distribution curve, which is a normal distribution with a mean of 0 and a standard deviation of 1.

a. P(1.24<Z<2.14) = 0.0912

b. P(2.03 <Z<3.03) = 0.0484

c. P(-2.03 <Z<2.03) = 0.9542

d. P(Z > 0.53) = 0.2977

Note: The standard normal distribution is a continuous probability distribution with mean 0 and standard deviation 1. The area under the curve represents probabilities and can be calculated using a standard normal distribution table or a calculator with a normal distribution function.

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Answer:

To find the maximum number of bags that Thomas can pack, we need to find the greatest common divisor (GCD) of 120, 168, and 192.

Prime factorizing the three numbers:

120 = 2^3 x 3 x 5

168 = 2^3 x 3 x 7

192 = 2^6 x 3

The GCD is the product of the common prime factors with the lowest exponents, which is 2^3 x 3 = 24.

So, Thomas can pack the items into 24 bags, each containing an equal number of whistles, yo-yos, and tops.

Answer:

Step-by-step explanation:

To find the maximum number of bags that Thomas can pack, we need to find the greatest common divisor (GCD) of 120, 168, and 192.

We can start by finding the prime factorization of each number:

120 = 2^3 × 3 × 5

168 = 2^3 × 3 × 7

192 = 2^6 × 3

Then we can find the GCD by taking the product of the smallest power of each common prime factor:

GCD = 2^3 × 3 = 24

Therefore, Thomas can pack a maximum of 24 bags.

Step-by-step explanation:

[tex]\textsf{For this problem, we are asked to draw an angle that is 150}^{\circ}.[/tex]

[tex]\textsf{We will need a Protractor to draw this angle.}[/tex]

[tex]\large\underline{\textsf{To Draw an Angle with a Protractor;}}[/tex]

[tex]\textsf{First, notice a point at the bottom of the Protractor. This is where we will start.}[/tex]

[tex]\textsf{Draw a Straight Line from the point to the 0}^{\circ} \ \textsf{mark.}[/tex]

[tex]\textsf{Secondly, use a ruler to carefully draw a straight line towards the 150}^{\circ} \ \textsf{mark.}[/tex]

[tex]\textsf{Note that some Protractors may be different from others. Similar steps should apply.}[/tex]

[tex]\textsf{Refer to the picture. It represents what the angle should look like afterwards.}[/tex]

To do :-

Instruments required:-

Steps of construction:-

Hence angle ECB represents 150° .

Precaution:- do not change the arm length of the compass.

and we are done!

Answer:

Step-by-step explanation:

Step-by-step explanation:

try this option, all the details are in the attachment.

Answer:

Step-by-step explanation:

Answer:

[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&AB&BC&AC\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&3.61&4&3.61\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&4.47&5.39&3.61\\\cline{1-4}\end{array}[/tex]

[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&m \angle A&m \angle B&m \angle C\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&67.38^{\circ}&56.31^{\circ}&56.31^{\circ}\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&82.87^{\circ}&41.63^{\circ}&55.49^{\circ}\\\cline{1-4}\end{array}[/tex]

Step-by-step explanation:

Place points A, B and C on the coordinate grid.

Alternatively, type the following into the input field as 3 separate inputs:

Triangle 1

Triangle 2

Use the Segment tool to join each pair of points.

Alternatively, type Segment( <Point>, <Point> ) into the input field (replacing <Point> with the letter name of the point) to create a segment between two points.

Record the length of each side.

[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&AB&BC&AC\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&3.61&4&3.61\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&4.47&5.39&3.61\\\cline{1-4}\end{array}[/tex]

Use the Angle tool to measure each angle in the resulting triangle.

Alternatively, type Angle(Polygon(A, B, C)) into the input field to create all interior angles.

Record the measure of each angle.

[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&m \angle A&m \angle B&m \angle C\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&67.38^{\circ}&56.31^{\circ}&56.31^{\circ}\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&82.87^{\circ}&41.63^{\circ}&55.49^{\circ}\\\cline{1-4}\end{array}[/tex]

Note: All measurements have been given to the nearest hundredth (2 decimal places).

Answer:

We can substitute the given values of p, m, and n into the formula for h:

h = p√(m^2 + n)

h = 3√(6^2 + 20)

h = 3√(36 + 20)

h = 3√56

We can simplify this by factoring 56 into its prime factors:

h = 3√(2^3 × 7)

h = 3 × √(2^2 × 7) × √2

h = 3 × 2√7

Therefore, when p = 3, n = 20, and m = 6, the value of h is 6√7 or approximately 13.42.

Answer:

  see attached

Step-by-step explanation:

You want to graph the function f(x) = 3/5x -5.

For graphing purposes, it is convenient to choose values of x that result in integer values of y. In this case, the multiplier of x (the slope) has a denominator of 5, so it is convenient to choose x-values that are multiples of 5.

For x = 0, y = 3/5·0 -5 = -5

For x = 5, y = 3/5·5 -5 = 3 -5 = -2

Suitable points for your plot are (0, -5) and (5, -2). These are shown in the attachment.

We can conclude that Maya's experimental probabilities fluctuate around the theoretical probability, but over a larger number of trials, the experimental probabilities should converge towards the theoretical probability.

What is probability?

Probability is simply how likely something is to happen. Whenever we're unsure about the outcome of an event, we can talk about the probabilities of certain outcomes—how likely they are. The analysis of events governed by probability is called statistics.

The theoretical probability of rolling a 5 on a fair die is 1/6, which means that if the die is rolled many times, we would expect to see a 5 about 1/6 of the time.

For the first 100 trials, Maya rolled a 5 on 25 of those trials. The experimental probability of rolling a 5 in this case is:

experimental probability = number of 5's rolled / number of trials

experimental probability = 25/100

experimental probability = 0.25

So, in the first 100 trials, Maya's experimental probability of rolling a 5 was 0.25.

For the first 200 trials, Maya rolled a 5 on 30 of those trials. The experimental probability of rolling a 5 in this case is:

experimental probability = number of 5's rolled / number of trials

experimental probability = 30/200

experimental probability = 0.15

So, in the first 200 trials, Maya's experimental probability of rolling a 5 was 0.15.

Comparing these experimental probabilities to the theoretical probability, we see that after 100 trials, Maya's experimental probability of rolling a 5 (0.25) is higher than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 100 trials was somewhat biased in favor of rolling a 5.

On the other hand, after 200 trials, Maya's experimental probability of rolling a 5 (0.15) is lower than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 200 trials was somewhat biased against rolling a 5.

Overall, we can conclude that Maya's experimental probabilities fluctuate around the theoretical probability, but over a larger number of trials, the experimental probabilities should converge towards the theoretical probability. This is known as the law of large numbers, which states that as the number of trials or observations increases, the experimental probability will tend to approach the theoretical probability.

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We might say that Maya's experimental probabilities oscillate about the theoretical probability, but after more trials, the experimental probabilities ought to converge to the theoretical probability.

What is probability?

Simply put, probability is the likelihood that something will occur. When we don't know how an event will turn out, we can discuss the likelihood or likelihood of several outcomes. Statistics is the study of events that follow a probability distribution.

A fair die has a theoretical probability of rolling a 5 of 1/6, therefore if the die is rolled several times, we can anticipate seeing a 5 roughly 1/6 of the time.

For the first 100 trials, Maya rolled a 5 on 25 of those trials. The experimental probability of rolling a 5 in this case is:

experimental probability = number of 5's rolled / number of trials

experimental probability = 25/100

experimental probability = 0.25

So, in the first 100 trials, Maya's experimental probability of rolling a 5 was 0.25.

For the first 200 trials, Maya rolled a 5 on 30 of those trials. The experimental probability of rolling a 5 in this case is:

experimental probability = number of 5's rolled / number of trials

experimental probability = 30/200

experimental probability = 0.15

So, in the first 200 trials, Maya's experimental probability of rolling a 5 was 0.15.

Comparing these experimental probabilities to the theoretical probability, we see that after 100 trials, Maya's experimental probability of rolling a 5 (0.25) is higher than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 100 trials was somewhat biased in favor of rolling a 5.

On the other hand, after 200 trials, Maya's experimental probability of rolling a 5 (0.15) is lower than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 200 trials was somewhat biased against rolling a 5.

Overall, we can conclude that Maya's experimental probabilities fluctuate around the theoretical probability, but over a larger number of trials, the experimental probabilities should converge towards the theoretical probability. This is known as the law of large numbers, which states that as the number of trials or observations increases, the experimental probability will tend to approach the theoretical probability.

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Answer:

No

Step-by-step explanation:

Since a polygon has straight sides, with 3 or more, it cannot be a polygon since one side is curved.

Answer:

39.

Step-by-step explanation:

From the group of 10-14 hours worked per week, 8 students.

From the group of 15-19 hours worked per week, 4 students.

From the group of 20-24 hours worked per week, 12 students.

From the group of 25-29 hours worked per week, 8 students.

From the group of 30-34 hours worked per week, 4 students.

And finally, from the group of 35+ hours worked per week, 3 students.


So, 8+4+12+8+4+3 = 39 students.

Step-by-step explanation:

this is the answerrr

without calculator

Answer:

This is false.

Step-by-step explanation:

Since absolute value bars change negatives into positives and positive into themselves (positives) we can put the example:

[tex]-|8|\\[/tex]

When we remove the absolute value bars, 8 will still equal 8. But, we have a negative, therefore the 8 has a negative after being simplified with absolute value.

x = -8, not positive 8.

Answer:

Ther are no values of x that would make this statement true. There is no solution.

Step-by-step explanation:

The correlation between X and Y can be calculated using the formula r = SQRT(R-squared).The correlation coefficient is a measure of the strength of the linear relationship between two variables and can range from -1 to 1

In this case, the R-squared value is 0.81, so the correlation between X and Y is r = SQRT(0.81) = 0.9 (or -0.9 depending on the direction of the relationship).The correlation between X and Y can be calculated using the formula r = SQRT(R-squared). The correlation coefficient is a measure of the strength of the linear relationship between two variables and can range from -1 to 1, where -1 is a perfectly negative linear relationship, 0 is no linear relationship, and 1 is a perfectly positive linear relationship. In this case, the correlation between X and Y was 0.9, indicating a strong linear relationship between the two variables.

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For all values of x, y, and z, the expression 56x + 40y - 48z = 8(7x + 5y - 6z) holds true.

As an illustration, the phrase x + y is one where x and y are terms with an addition operator in between. There are two sorts of expressions in mathematics: numerical expressions, which only contain numbers, and algebraic expressions, which also include variables.

Indeed, for all values of x, y, and z, the expression 56x + 40y - 48z = 8(7x + 5y - 6z) holds true.

We can simplify both sides of the equation to understand why:

56x + 40y - 48z = 8(7x + 5y - 6z)

56x + 40y - 48z = 56x + 40y - 48z

As we can see, the equation is true for all values of x, y, and z because both sides are identical.

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The quadrilaterals which have both line and rotational symmetry of order more than 1 are square, and rhombus

Symmetry is a fundamental concept in mathematics and geometry. It refers to the property of a shape that remains unchanged when it is transformed in a certain way.

Now, let's talk about quadrilaterals that have both line and rotational symmetry of order more than 1. One example of such a quadrilateral is a square.

Another example of a quadrilateral with both line and rotational symmetry of order more than 1 is a rhombus. A rhombus is a type of quadrilateral where all four sides are equal in length, and opposite angles are equal.

In summary, a square and a rhombus are examples of quadrilaterals that have both line and rotational symmetry of order more than 1.

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Complete Question:

Name the quadrilaterals which have both line and rotational symmetry of order more than 1.

Answer:

∠1 = 50

∠2 = 50

∠3 = 80

∠4 = 130

∠5 = 130

Step-by-step explanation:

∠1 = 180 - 130 = 50

∠2 = ∠1 = 50

∠3 = 180 - ∠1 - ∠2 = 180 - 50 - 50 = 80

∠4 = 180 - ∠2 = 180 - 50 = 130

∠5 = ∠4 = 130