The scale on the horizontal axis is 5 s per division and on the vertical axis 9 m per division. What is the time represented by the third tic mark on the horizontal axis? Answer in units of s.

Answer:

Step-by-step explanation:

im not sure but yea

The zeroes of the expression are 5 and -3.5.

In mathematics, an expression is defined as a set of numbers, variables, and mathematical operations formed according to rules dependent on the context.

The zeroes of the expression can be found by equating the factors of the given expression with 0. Therefore, the zeroes of the expression are,

x - 5 = 0

x = 5

2x + 7 = 0

2x = -7

x = -7/2

x = -3.5

Hence, the zeroes of the expression are 5 and -3.5.

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Answer:

3

Step-by-step explanation:

Point p was on -1, 2

Point p' was on -3, 6

IF you divde p' by p you get 3, so the dialation is 3.

Situation (B) best describes how a baseball player travels a total distance of zero meters from his starting point, that is, the player runs 3 meters forward and then 3 meters in the opposite direction.

According to the options:

Therefore, situation (B) best describes that the total distance a baseball player travels is zero meters from his starting point that is, the player runs 3 meters forward and then runs 3 meters in the opposite direction.

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The complete question is given below:
Which of the following describes a situation in which the total distance a baseball player travels is 0 meters from his starting point? (5 points)

a) The player runs 4 meters forward and then runs 3 meters in the opposite direction.

b) The player runs 3 meters forward and then runs 3 meters in the opposite direction.

c) The player runs 3 meters forward and then runs 4 meters in the opposite direction.

d) The player runs 3 meters forward and then runs 0 meters in the opposite direction.

This is an example of an experimental study since the researcher chose who would get medicine and who would receive a placebo.

a quantitative research technique that controls other pertinent variables while observing the effects of changes in the study's key variables The Impact of Product Modularity on Supplier Integration: A Multi-Objective Approach2 provides further information. In experimental research, participants are randomly divided into distinct groups (such as experimental and control groups) in order to ascertain the causal relationship between a given condition (an independent variable) and a certain outcome (dependent variable).An illustration of an experimental research on the subject would be to assign people at random to either spend 10 minutes on their  page as the experimental treatment, or spend the same amount of time on other websites (control group).

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The inequality for the graph is given by   y > | x - 5 | + 1 .

An inequality in mathematics is a relation that compares two numbers or other mathematical expressions in an unequal way.

A graphical representation of an inequality in 2 dimension refers to as the region above or below the graph.

Given the graph of an inequality we write the required inequality using translation properties of a graph.

The parent function of the graph can be written as y > | x |.

the graph of y > | x | is attached below.

The following steps are used to write the inequality:

Hence the required inequality for the graph is given by y > | x - 5 | + 1

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Answer: $23.70/hr

Step-by-step explanation:

x= hourly wage

4= the number of hours worked

$94.80=total earned

4x=$94.80

x=$94.80/4

x= $23.70/hr

She earned $23.70 per hour

28.007 x 10² = _2800.7_

[tex] \red{ {10}^{2} } = 100 \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \\ = \red{100} \times 28.007 \: \: multiply \: the \: numbers \\ = \green {2800.7}\: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \:[/tex]

that's all :)

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[tex] \: \Large \mathbb{SOLUTION:}[/tex]

[tex] \: \: \text{28.007 × 10² }[/tex]

[tex] \: \: \text{Calculate the power}[/tex]

[tex] \: \: \text{28.007 × 100 }[/tex]

[tex] \: \: \text{Calculate the product or quotient}[/tex]

[tex] \: \: \text{\underline{\underline{2800.7}}}[/tex]

The pattern is 1, 1, 11, 6, 6, 16, 11, 11, 21, 16, 16, 26.

Given,

The pattern: 1, 1, 11, 6, 6, 16, 11, 11, 21, 16.

Here,

First and second term:

1,1 = same number repeat for two times.

Third term:

11 = preceding term + 10

That is, 1 + 10 = 11: That is the third term.

As follows:

Fourth and fifth term:

6, 6 = same number repeat for two times.

Sixth term:

6 + 10 = 16

Seventh and eighth term:

11, 11 = same number repeat.

Ninth term:

11 + 10 = 21

Tenth term is given: 16

Now we have to find eleventh and twelth terms:

Tenth and eleventh should be same number repeat for two times:

16, 16

Twelth term:

16 + 10 = 26.

Now we can complete the pattern:

1, 1, 11, 6, 6, 16, 11, 11, 21, 16, 16, 26.

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Given statement 'y is less than -2 ' in inequality notation would be, y < -2

In this question we have been given a statement 'y is less than -2'

We need to write given statement in inequality notation.

We know that, an inequality is a mathematical expression where two non-equal mathematical expressions or numbers are compared.

We know that we use '<' notation for less than.

Consider given statement:

y is less than -2.

⇒ y < -2

Therefore, given statement 'y is less than -2 ' in inequality notation would be, y < -2

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(166÷2)

______

(1000÷2) = 83/500

The number of months when they will be equal is 45 months.

The equation for the first town will be:

= 42975 + 125x

The equation for the second town will be:

= 45225 + 175x

The number of months when the populations of the towns will be equal will be:

42975 - 125x = 45225 - 175x

- 125x + 175x = 45225 - 42975

50x = 2250

x = 2250 / 50

x = 45

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Answer:

[tex]10 + 1i[/tex]

Step-by-step explanation:

[tex]i = \sqrt{-1}[/tex]

[tex]\sqrt{-100} = \sqrt{100} * \sqrt{-1}[/tex]

[tex]\sqrt{-100} = 10 + 1i[/tex]

Students in one group is 45

Students in another group is 13

teacher separated her class of fifty-eight students into two groups

Number of groups =2

one group has 6 more than thrice as many students as the other group

Let one group has x students

another group has y students

x+ y = 58  . . . . . 1

x= 6+3y  

Substitute x= 6+3y   in  . . . 1

6+3y +y = 58

4y=52

y=13

x=6+3y=6+3(13)

 = 6+39

 = 45

Students in one group is 45

Students in another group is 13

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The equivalent fraction is: 3/7 or 6/14 or 15/35

Equivalent fractions are those that, despite their visual differences, reflect the same value. You will have consumed half of a cake, for instance, if you have one, divide it into two equal pieces, and then eat one of the pieces.

Given:

Ratio of number of adults to that of children = 3:7

3 : 7 = 3/7

There can be 'n' number of equivalent fractions for this fraction, such as: 3/7, 6/14, 15/35

Hence, The equivalent fraction is: 3/7, 6/14, 15/35

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Step-by-step explanation:

chlorine cl when combines with sodium na

Nacl will form so chlorine

If x = 5.764764764…, then 1000x = 5764.764764764…, so that

1000x - x = 5764.764764764… - 5.764764764…

999x = 5759

x = 5759/999

Diana drives for two hours at a speed of 30 mph, covering a total distance of 60 miles to get to Tony's house.

Diana drives for two hours at a speed of 30 miles per hour.

To calculate the distance she will travel

Average speed = total distance / total time

Total time = two hours and the average speed = 30 mph

30 mph = total distance / two hours

Total distance = 30 × 2

Total distance = 60 miles

Therefore, Diana drives for 2 hours at a speed of 30 mph, so the total distance traveled is 60 miles to get to Tony's house.

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Answer:

3 to the power of 3

Step-by-step explanation:

Answer:

1. 8x

2.4x^2

3.3^x

Step-by-step explanation:

I took the test

As n approaches infinity, the area of the triangle decreases until it equals 1, resulting in a triangle of area 1.

Every term in a geometric sequence has a fixed relationship to the term before it. A popular representation of a geometric sequence containing the initial term a, the common ratio r, and a finite number of terms is  a, a*r, a*r₂, ..., a*r(ₙ₋₁).

According to given value;

                                         =1/2

(1/2)*(1/2)

                                                        =(1/2)²

                                                   =(1/2)³

               =(1/2)+(1/2)²+(1/3)³+.......+(1/2)ⁿ

               =(1)-(1/2ⁿ)

        = a₁-(1-qⁿ)/(1-q)

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Answer:

Step-by-step explanation:

34 millimeter

An AABA form can be repeated to create a larger form; when b and a are repeated after the first AABA, it is called a "partial reprise". The BA or ABA sections of the AABA structure are repeated in the majority of partial reprises.

The term "reprise" is derived from the French word "repris," which means "act of taking back." The word is also derived from the Latin word "reprendre," which means "taken up again." The term is typically used in music, but it can refer to any continuation of an action.

Various uses of reprise in musics are given below-

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Answer:

Step-by-step explanation:

It would most likely be 0, but I am not sure.

Answer

Step-by-step explanation:

The condition  [tex]f^{\prime}(2)[/tex] = 0 to form a subspace of  [tex]\mathbb{R}^{(0,3)}[/tex] is that f ∈ S is that otherwise, S wouldn't be closed under addition and thus would not be a subspace of  [tex]\mathbb{R}^{(0,3)}[/tex].

An identity element (like 0 in the collective of whole numbers under operation of addition) that leaves unaffected any element that it is added in a provided mathematical system.

Now, for the given question.

I'd just like to comment on the paragraph about intuition as well as the additive identity: That instinct is incorrect.

First, we could perhaps define a object that we need to confirm is a subspace of [tex]\mathbb{R}^{(0,3)}[/tex] in a more precise manner than the translation in which it is initially presented. We want to look at a set, S.

Where,

[tex]S=\left\{x, f \mid 0 < x < 3, f \in \mathbb{R}^{(0,3)} \wedge f^{\prime}(x)=0\right\}[/tex]

We are specifically tasked with having to prove the restriction just on derivative of f, which is best accomplished in the manner made reference.

The fact that S, as described above, describes a functional space explains why my initial intuition about problem is ultimately incorrect. I was hindering myself by viewing it solely as a geometric space.

As a result, I missed the fact that zero function (the additive identity in such a functional space) is indeed a natural member of S.

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The complete question is-

I'm working my way through Axler's "Linear Algebra Done Right", and I've run into a proposition that I don't understand. Namely:

The set of differentiable real-valued functions f on the interval (0, 3) such that [tex]f^{\prime}(2)[/tex] = b is a subspace of [tex]\mathbb{R}^{(0,3)}[/tex]  if and only if b = 0.

My intution is that this has something to do with the fact that a subspace requires an additive identity, but that because the domain of the differentiable functions is open and exludes 0, we have to make some concessions (i.e.  [tex]f^{\prime}(2)[/tex] = 0), though I'm unsure of how to work up a proof that backs this.

Why must   [tex]f^{\prime}(2)[/tex] = 0 to form a subspace of  [tex]\mathbb{R}^{(0,3)}[/tex]?

The total cost of producing 75 shirts will be $1050.

It is given that Kara's Custom Tees experienced fixed costs of $800 and variable cost of $3 per shirt.

We have to find an equation and also the total cost of producing 75 shirts.

What is algebra ?

Algebra is the branch that deals with various symbols and the arithmetic operations such as addition , multiplication , etc.

As per the question ;

Fixed cost = $ 800

and

Variable cost per shirt = $3.

If x shirts are produced then ; then equation will be ;

= 800 + 3x

And total cost of 75 shirts will be ;

= 800 + 3 × 75

= 800 + 225

= $ 1050

Thus , the total cost of producing 75 shirts will be $1050.

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