Which set of ordered pairs does not represent a function?

1. {(6,5), (3, 5), (−2, 8), (-9,4)}

2. {(-6, -1), (3, 1), (4, −4), (8, 1)}

3. {(-1,9), (-8, 5), (-1, 3), (-9, 1)}

4. {(5,9), (2,-5), (-1,-5), (0, 1)}

The dimensions of the rectangular frame is found as : 12 and 6 inches.

When a triangle is just a right triangle, the hypotenuse square is equal to the sum of the squares of the triangle's legs.

That's a picture frame, therefore pay attention that it must be rectangular.

Hence, the triangle is really a right triangle, and the Pythagorean theorem will eventually be applied.

You are aware that the square of the hypotenuse is 20 and equals 400.

hence, a²  + b²  = 400 and...

So because length is 4 times more than the breadth, a = b + 4.

This can be resolved if "b + 4" is substituted for "a":

(b + 4)² + b²  = 400,

(b + 4)(b + 4) + b²  = 400,

b² + 8b + 16 + b²  = 400,

2b² + 8b = 384

Further solving;

b² + 4b = 192

b² + 4b - 192 = 0

(b + 16)(b - 12) = 0

Due to the fact that a length cannot be negative, b must therefore be between b - 16 or 12 (negative value not taken)

The second leg is 12 + 4 = 6.

Thus,  the dimensions of the rectangular  frame is found as : 12 and 6 inches.

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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:

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 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 negative of the gradient (-grad f(x)) points in the direction of the maximum decrease of f from x.

The gradient of a scalar-valued function is a vector that points in the direction of the maximum increase of the function.

In other words, if we consider a point in the domain of the function and take the gradient at that point, the direction of the gradient vector indicates the order in which the function increases the most from that point. Conversely, the negative gradient points in the direction of the maximum decrease of the function.

Specifically, let f be a scalar-valued function of n variables [tex](f: R^n - > R),[/tex]and let x be a point in the domain of f. The gradient of f at x is defined as the vector:

[tex]grad f(x) = (∂f/∂x1, ∂f/∂x2, ..., ∂f/∂xn)[/tex]

where ∂f/∂xi denotes the partial derivative of f with respect to xi evaluated at x, the direction of the gradient vector grad f(x) at x is the direction in which f increases the most from x, and the magnitude of the gradient vector is the rate of change of f at x in that direction.

The negative of the gradient (-grad f(x)) points in the direction of the maximum decrease of f from x.

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Answer:

  "permutations that preserve distances"

Step-by-step explanation:

You want to know the meaning of "isometries" in the given discussion of dihedral groups.

The wording of the paragraph tells you the meaning:

  "isometries ... are permutations that preserve distances."

__

Additional comment

Often, writing that introduces an unfamiliar word will describe the meaning of that word. Here, the meaning is described, along with several examples (translations, rotations, reflections).

The word isometry has its origin in ancient Greek. The prefix "iso-" means "equal", and "-metry" comes from metron, meaning "measure." Effectively, an isometry is a transformation that preserves measures.

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 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 width of the frame is 10 inches.

5x7 = 35

80-35 = 45

45/7 = 6.4

5 + 6.4 = 11.4

11.4 rounded down = 11

11 - 5 = 10

Width of the frame = 10 inches

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 ?

Answer: Let's denote the two unknown angles as x and y.

We know that the sum of the angles in any quadrilateral is 360°, so we can set up an equation using this fact:

235° + 40° + x + y = 360°

Simplifying this equation, we get:

x + y = 85° (equation 1)

We also know that the other two angles are in a ratio of 5:12. This means that:

x/y = 5/12

Multiplying both sides by y, we get:

x = (5/12)y (equation 2)

Now we can substitute equation 2 into equation 1 and solve for y:

(5/12)y + y = 85°

(17/12)y = 85°

y = (12/17) * 85°

y = 60°

Substituting y = 60° into equation 2, we can solve for x:

x = (5/12) * 60°

x = 25°

Therefore, the two angles that are in a ratio of 5:12 measure 25° and 60°, respectively.

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 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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An equation of the line that goes through the point (-1, -3) and (3, 5) is y = 2x - 1.

An equation of the line in slope-intercept form that is perpendicular to the equation for obstacle 1 is y = -x/2 + 3.

In Mathematics, the point-slope form of a straight line can be calculated by using the following mathematical expression:

y - y₁ = m(x - x₁) or [tex]y - y_1 = \frac{(y_2- y_1)}{(x_2 - x_1)}(x - x_1)[/tex]

Where:

At data point (-1, -3), a linear equation in slope-intercept form for this line can be calculated by using the point-slope form as follows:

[tex]y - y_1 = \frac{(y_2- y_1)}{(x_2 - x_1)}(x - x_1)\\\\y - (-3) = \frac{(5- (-3))}{(3-(-1))}(x -(-1))\\\\y +3 = \frac{(5+3)}{(3+1)}(x +1)[/tex]

y + 3 = 2(x + 1)

y = 2x + 2 - 3

y = 2x - 1

In Mathematics, a condition that must be met for two lines to be perpendicular is given by:

m₁ × m₂ = -1

2 × m₂ = -1

m₂ = -1/2.

At point (-4, 5), an equation of the line can be calculated by using the point-slope form as follows:

y - y₁ = m(x - x₁)

y - 5 = -1/2(x + 4)

y = -x/2 - 2 + 5

y = -x/2 + 3

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Answer:

0.600 or 600, 0.500 or 500, select option 2

Step-by-step explanation:

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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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.

Answer: 32

Step-by-step explanation: got you broski

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

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:

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 solution which is given above in photo

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:

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:

Step-by-step explanation:

The total number of miles from Sharon's house to her mother's house would be = 60 miles.

The total amount of time it takes Sharon to reach the mother's house at constant speed = 180 minutes

The speed she used after the storm = 20 mile/hr

Therefore the miles she needs to cover before she reaches the mother's house = ?

That is;

20 miles = 1hr or 60 mins

X miles = 180 minutes

make X the subject of formula;

X miles = 20×180/60

= 3600/60

= 60 miles.

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Step-by-step explanation:

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

Step-by-step explanation:

this is the answerrr

without calculator

Answer:

Step-by-step explanation:

Для решения задачи мы можем использовать свойства треугольников и окружностей.

Первое, что мы можем заметить, это что треугольник ABD является равносторонним, так как все его стороны имеют одинаковую длину 13. Это означает, что угол ABD также равен 60 градусам.

Также мы можем заметить, что точка O является центром окружности, вписанной в треугольник ABD, так как все ее стороны касаются окружности в точке D. Из свойств вписанных углов, мы знаем, что угол AOD равен половине угла ABD, то есть 30 градусам.

Далее, мы можем заметить, что треугольник AOC является равнобедренным, так как угол ACO равен углу OCA (они оба равны 75 - 30 = 45 градусов), а сторона AC имеет одинаковую длину с стороной AB.

Таким образом, мы можем найти длину стороны AC, используя теорему косинусов для треугольника AOC:

AC^2 = AO^2 + OC^2 - 2 * AO * OC * cos(45)

Заметим, что AO = DO, так как точка O является центром вписанной окружности, а DO является радиусом этой окружности. Из прямоугольного треугольника ADO мы можем выразить DO как DO = AD/2 = 6.5.

Также, мы можем выразить OC, используя равенство углов в треугольнике ACO (ACO и AOD являются вертикальными углами):

ACO = AOD = 30 градусов

Тогда, угол OCA равен 180 - 2 * 45 = 90 градусам, что означает, что треугольник OCA является прямоугольным, и мы можем использовать теорему Пифагора:

OC^2 + AC^2 = OA^2

OC^2 + AC^2 = DO^2

AC^2 = DO^2 - OC^2

Теперь мы можем подставить выражения для DO и OC, и получить:

AC^2 = 6.5^2 - (6.5/sqrt(2))^2

AC^2 = 42.25 - 22.5625

AC^2 = 19.6875

AC = sqrt(19.6875)

AC = 4.43 (с точностью до сотых)

Таким образом, длина стороны AC равна пр