Find a linear function​ h, given ​h(7
​)equalsnegative 10
and ​h(negative 2
​)equals8.
Then find ​h(3
​)

Draw a Venn Diagram to visualize the situation:

Notice that the numbers in purple correspond to the total amount of people in the regions P and O, P and Q, P and S, respectively.

Numbers in red correspond to the number of people in each region.

Then, we should find the correct numbers for the regions O, P, Q and S, as well as M, N, R and T so that the total number of people in each group matches the labels.

Let x represent the amount of people in the region P.

Since the total amount of people in regions O and P must be 31, then the amount of people in O must be 31-x.

Similarly, the amount of people in region Q must be 12-x.

Since the amount of people in the region N (African men who are not doctors) is 5 and the total amount of African people is 40, then, we can write down an equation for x, where the sum of the amount of people in regions N, O, P and Q is 40:

Solve for x:

Notice that the number of people in region P, which is 8, corresponds to amount of African women who are doctors. Therefore, the answer for part a) is: 8.

To find how many of the men are neither African or doctors, find first the correct amount of people in regions R and T. This can be done by taking into account the total amount of people who are doctors and the total amount of people who are women.

The number of people in regions O, P, R and S must be equal to 110. For that to happen, the number of people in region R must be 41.

The amount of people in region T can be found similarly, and it is equal to 20.

Once the total amount of people in regions N, O, P, Q, R, S and T is known, we can deduce the number of people that must be in region M taking into account that the total amount of people in the conference is 150.

Substract the total amount of people in regions N to S (which is 139) from 150, in order to find the total amount of people in region M:

The region M corresponds to men who are neither African or doctors. Therefore, the answer to part b) is 11.

The total time taken for the entire journey is 2.8 hours.

To calculate the total time taken for the entire journey, we can use the formula:

Time = Distance / Speed

For the first part of the journey, the car travels a distance of 112 km at an average speed of 70 km/h. Using the formula, the time taken for this part is:

Time1 = 112 km / 70 km/h = 1.6 hours

For the second part of the journey, the car travels a further distance of 60 km at an average speed of 50 km/h. Again, using the formula, the time taken for this part is:

Time2 = 60 km / 50 km/h = 1.2 hours

To find the total time for the entire journey, we sum up the times for both parts:

Total Time = Time1 + Time2 = 1.6 hours + 1.2 hours = 2.8 hours

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The constant differences between the consecutive terms are 2 (a); 2 (b), -3 (c), 7 (d), 1(e), and 6(f).

In math, the constant difference can be defined as the number that defines the pattern of a sequence of numbers. This means that number that should be added or subtracted to continue with the sequence.

Due to this, to determine the constant difference it is important to observe the pattern and find out the number that should be added. For example, if the sequence is 2, 4, 6, 8, there is a difference of 2 between each of the numbers and this is the constant difference.

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(i)  \(\lim_{x \to \frac{\pi^-}{2}}\) h(x) = 3

(ii) \(\lim_{x \to \frac{\pi^+}{2}}\) h(x) = -1

(iii) h(0) = 1/7

The value of λ must be 7, for h(x) to be continuous at x = 0.

The given function is,

h(x) = 1/7, when x = 0

      = 1 - 2 cos 2x, when x < π/2

      = 1 + 2 cos 2x, when x > π/2

      = x cos x/sin λx, when x < 0

Now,

(i) \(\lim_{x \to \frac{\pi^-}{2}}\) h(x) = \(\lim_{x \to \frac{\pi^-}{2}}\) (1 - 2 cos 2x) = 1 - 2 cos π = 1 + 2 = 3

(ii) \(\lim_{x \to \frac{\pi^+}{2}}\) h(x) = \(\lim_{x \to \frac{\pi^+}{2}}\) (1 + 2 cos 2x) = 1 + 2 cos π = 1 - 2 = -1

(iii) h(0) = 1/7

Since the function is continuous at x = 0, so

\(\lim_{x \to 0}\) h(x) = h(0)

\(\lim_{x \to 0}\) x cos x/sin λx = 1/7

\(\lim_{x \to 0}\) cos x.\(\lim_{x \to 0}\) 1/λ(sinλx/λx) = 1/7

1/λ = 1/7

λ = 7

Hence the value of λ must be 7.

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Answer:

0.0077

Step-by-step explanation:

As per the given percentage, a 9.75 g sample of NaBr contains 2.185 g of sodium.

A value or ratio that may be stated as a fraction of 100 is referred to as a percentage in mathematics. If we need to compute a percentage of a number, we should divide it by its whole and then multiply it by 100. The proportion, therefore, refers to a component per hundred. Per 100 is what the term percent signifies. The letter "%" stands for it.

Given, A 10.39 g sample of NaBr contains 22.34% Na by mass.

If the NaBr sample contains 22.34% Na by mass, then the mass percentage of Br is:

100% - 22.34% = 77.66%

This means that a 10.39 g sample of NaBr contains:

0.2234 x 10.39 g = 2.321 g of Na

0.7766 x 10.39 g = 8.069 g of Br

To find the amount of sodium in a 9.75 g sample of NaBr, we can set up a proportion:

2.321 g Na / 10.39 g NaBr = x g Na / 9.75 g NaBr

Solving for x, we get:

x = (2.321 g Na / 10.39 g NaBr) x 9.75 g NaBr

x = 2.185 g Na

Therefore, a 9.75 g sample of NaBr contains 2.185 g of sodium.

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The cube root of -2i,

⇒ ∛2[ cos(π/6) + i sin(π/6) ]

We can represent -2i in polar form as,

r(cosθ + i sinθ)

by computing its magnitude and angle.

The magnitude of -2i is 2

Since the absolute value of any imaginary number is equal to its magnitude.

To find the angle θ,

We can use the fact that the tangent of an angle is equal to the ratio of the opposite side to the adjacent side.

In this case,

The opposite side is -2 and the adjacent side is 0.

Therefore, we have tanθ = -2/0, which is undefined.

However,

We can use the fact that the cube root of a complex number is equal to the cube root of its magnitude times exp(iθ/3) to find the cube root of -2i.

So, the cube root of -2i is equal to the cube root of 2 times exp(iθ/3).

Now, we need to find the value of θ/3. Since θ is undefined,

we will represent it as π/2 + 2πn,

where n is any integer.

So, θ/3 = (π/2 + 2πn)/3 = π/6 + 2πn/3.

Therefore, the cube root of -2i is equal to

⇒  ∛2 [ cos(π/6 + 2πn/3) + i sin(π/6 + 2πn/3) ]

Now put n = 0

⇒ ∛2[ cos(π/6) + i sin(π/6) ]

This is the final form of the cube root of -2i in the required form.

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Answer:

Test statistic = 1.664

Step-by-step explanation:

The hypothesis :

H0 : μ = 47.2

H1 : μ ≠ 47.2

Given that :

Sample mean, xbar = 47

Sample size, n = 250

Standard deviation, σ = 1.9

The test statistic :

(xbar - μ) ÷ (σ/√(n))

T = (47 - 47.2) ÷ (1.9/√(250))

T = (0.2 / 0.1201665)

Test statistic = 1.664

Answer:

histogram

Step-by-step explanation:

The electrical resistance varies directly as the square of the voltage and inversely as the electric power, and the equation that relates them isR ∝ V²/PR = kV²/PR = V²/P. This relationship can be used to calculate the electrical resistance of the wire or component for any given voltage and power.

The electrical resistance is the measure of the difficulty in passing electric current through a wire or an electrical component. It depends on various factors, such as the material, dimensions, and temperature of the wire.The given statement says that the electrical resistance varies directly as the square of the voltage and inversely as the electric power.

In mathematical terms, this relationship can be expressed as R ∝ V²/PR = kV²/P where R is the electrical resistance, V is the voltage, P is the electric power, and k is the constant of proportionality. The constant k depends on the material, dimensions, and temperature of the wire or component.

The given statement implies that the constant k is the same for the given wire or component, and it is not affected by the voltage or the power.To find the value of k, we can use the given values of V, P, and R.

According to the statement, if the voltage is 20 volts and the electric power is 5 watts, then the electrical resistance is 80 ohms. Therefore,R = kV²/PR = k(20²)/5R = 400k/5R = 80 ohms

Substituting the value of R in the equation, we get80 = 400k/5k = (80 x 5)/400k = 1. Therefore, the equation that relates the electrical resistance, voltage, and power isR = V²/PThe constant of proportionality k is 1 for the given wire or component.

Therefore, the electrical resistance varies directly as the square of the voltage and inversely as the electric power, and the equation that relates them isR ∝ V²/PR = kV²/PR = V²/P. This relationship can be used to calculate the electrical resistance of the wire or component for any given voltage and power.

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The location of point A''' after the three transformations would be (-4, 1).

To determine the location of point A''', we need to apply the three transformations (reflection over the y-axis, reflection over the x-axis, and rotation of 180°) to point A.

When a point is reflected over the y-axis, the x-coordinate is negated while the y-coordinate remains the same.

So, the reflection of point A (-4, 1) over the y-axis would be (4, 1).

When a point is reflected over the x-axis, the y-coordinate is negated while the x-coordinate remains the same. So, the reflection of point (4, 1) over the x-axis would be (4, -1).

When a point is rotated 180°, the x-coordinate and y-coordinate are both negated. So, the rotation of point (4, -1) by 180° would be (-4, 1).

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Applying the knowledge of fractions, the number of t-shirts that can be made is: 30 t-shirts.

In the problem given, we have the following information:

Material needed for one t-shirt = 1 3/8 yards

We want to find how many 1 3/4 we would find in 41 1/4.

Applying the knowledge of fraction, we are to divide 41 1/4 by 1 3/8. Convert both mixed fractions to improper fractions then divide:

41 1/4 ÷ 1 3/8

165/4 ÷ 11/8

165/4 × 8/11

165/4 × 8/11

15/1 × 2/1

= (15 × 2)/(1 × 1)

= 30/1

= 30.

Therefore, applying the knowledge of fractions, the number of t-shirts that can be made is: 30 t-shirts.

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Answer:

The inequality that represents this situation is 15x + 10y ≥ 1100, since Ezra needs to earn at least $1100 to buy the laptop.

To check if (60, 20) is a solution to this inequality, we need to substitute x = 60 and y = 20 into the inequality and see if it is true:

15(60) + 10(20) ≥ 1100

900 + 200 ≥ 1100

1100 ≥ 1100

Since 1100 ≥ 1100 is true, this means that (60, 20) is a solution to the inequality. This means that if Ezra works 60 hours mowing lawns and 20 hours walking dogs, he will earn enough money to buy the laptop.

The point (60, 20) represents the combination of hours worked for mowing lawns (x) and walking dogs (y) that will result in Ezra earning enough money to buy the laptop. The x and y values are the inputs or variables, while the inequality 15x + 10y ≥ 1100 is the constraint that must be satisfied. The solution (60, 20) is the output or result of the system of inequalities, and represents the combination of hours worked that will satisfy the constraint.

Answer:

18.75

Step-by-step explanation:

Just add 2.5 and 16.25 :)

Answer:

Lily must live 18.75 miles away

Step-by-step explanation:

If Lily lives 2.5 miles further from school than Dante then the equation is

16.25+2.5 = x

Add them together and you get 18.75

Answer:

-19-(-14)=-5

Step-by-step explanation:

-19-(-14), This is just one of many examples, both integers are smaller than -5 but when you find the difference between two negative numbers, the negative sign cancels out and

-19-(-14) becomes -19+14.

Answer:

1.8

Step-by-step explanation:

The value of x is 12.0

Since

We know that

Cos = Adjacent/Hypotenuse

So,

cos(24°) = 11/x

Now here we multiply the equation so that the value of x could come

So,

x = 11/cos(24°)

≈ 12.0

hence, we can conclude that The value of x is 12.0

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Answer:

The value of x is 12.0 to the nearest tenth.

Step-by-step explanation:

To find the value of x, use the cosine trigonometric ratio.

\(\boxed{\begin{minipage}{9 cm}\underline{Cos trigonometric ratio} \\\\$\sf \cos(\theta)=\dfrac{A}{H}$\\\\where:\\ \phantom{ww}$\bullet$ $\theta$ is the angle. \\ \phantom{ww}$\bullet$ $\sf A$ is the side adjacent the angle. \\\phantom{ww}$\bullet$ $\sf H$ is the hypotenuse (the side opposite the right angle). \\\end{minipage}}\)

From inspection of the given right triangle:

Substitute the values into the cosine trigonometric ratio and solve for x:

\(\implies \cos 24^{\circ}=\dfrac{11}{x}\)

\(\implies x=\dfrac{11}{\cos 24^{\circ}}\)

\(\implies x=12.0409990...\)

Therefore, the value of x is 12.0 to the nearest tenth.

The area of the composite figure is equal to the area of a triangle plus the area of a rectangle

so

step 1

Find out the area of the rectangle

A=(20)*(12)

A=240 in2

step 2

Find out the area of the triangle

A=(1/2)(20)*(10)

A=100 in2

therefore

the area of the figure is

A=240+100

Answer:

Left tailed.

Step-by-step explanation:

A claim (alternative hypothesis) is set against the null hypothesis.

The claim (alternative hypothesis) of the  golf analyst is that the standard deviation of the​ 18-hole scores for a golfer is  less than 2.1 strokes

Ha: Sd< 2.1

The null hypothesis will be opposite of the alternate hypothesis

H0: sd ≥ 2.1

A test for which the entire rejection region is located in only one of the two tails - either left or right- is called one tailed test.

In the given example the acceptance region is located in the area greater or equal to 2.1 . The rejection region lies to the left and the acceptance region lies to the right.

As the rejection region lies to the left, it is a left tailed test.

Also if the alternative hypothesis contains equality less than it is left tailed.

Answer:

Twelve and one fourth feet

Step-by-step explanation:

9 and 3/4 feet =9.75

2 and 2/4 feet =2.50

9.75 + 2.50

= 12.25/12 and 1/4 feet

Answer:

CDC and DCD

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

Definitions

Minimum is the smallest value in the data set, while maximum is the largest value.

Median is the number in the middle of the data set when the data is arranged in ascending order.

Identifying minimum, maximum and median

Minimum= 3

Maximum= 18

Median= 10

The median can be found by taking the value of the (n+1)/2 number in a data set of n numbers.

In this case, each of the data sets in the options have 11 numbers. Thus, the median number is the 6th number when the numbers are arranged in ascending order.

Identifying the correct data set

Minimum and maximum are the easiest to identify so let's start by identifying those in each option. In options A to C, the minimum and maximum are 3 and 18 respectively. This is in line with what we have identified from the box and whisker plot. However, option D is eliminated as the minimum is 2 instead of 3.

Next we can identify the median by looking at the 6th number in each option.

Option A: median= 12 (incorrect)

Option B: median= 10

Option C: median= 10

Using the median, option A is eliminated too.

Let's look at the box and whisker plot again. The left end of the box is the lower quartile, which is the 25% mark of the data set.

Lower quartile= ¼(n +1), where n is the number of values in the data set

Lower quartile

= (11 +1) ÷4

= 12 ÷4

= 3

Lower quartile is the 3rd value of the data set (when it is arranged in ascending order). From the box and whisker plot, the lower quartile is 7.

The lower quartile of option B is 7, while that of C is 8. Thus, option B is the correct answer.

Note:

• Instead of using lower quartile, you could also use upper quartile which is the right end of the box in the box and whisker plot.

Upper quartile= ¾(n +1)

• The box is the rectangle in the plot, while the whiskers are the straight lines that extends from the box. The whiskers includes the minimum/ maximum point.

Based on the data, the estimated number of lemon candies in the bag of 100 assorted candies is about 19.

In mathematics, proportion refers to the relationship between two quantities that are equivalent or have a constant ratio. It is usually expressed as a fraction or a ratio. For example, if a recipe calls for 2 cups of flour and 1 cup of water, the proportion of flour to water is 2:1 or 2/1. Proportions are used in a variety of mathematical and real-world situations, such as solving problems involving ratios, rates, and percentages.

In the given question,

We can use a simple proportion to estimate the number of lemon candies in the bag. We know that Ridgette handed out a total of 6 lemon candies out of a total of candies. Therefore, the proportion of lemon candies in the bag is:

6/total candies = number of lemon candies/100

We can cross-multiply to solve for the number of lemon candies:

number of lemon candies = 6 x 100 / total candies

We can also use the information about the other flavors to estimate the total number of candies in the bag. The total number of candies is:

total candies = lemon + orange + grape + cherry

Using the information from the table, we can estimate the total number of candies:

total candies = 6 + 5 + 8 + 13 = 32

Therefore, the estimated number of lemon candies in the bag is:

number of lemon candies = 6 x 100 / 32 = 18.75

We can round this to the nearest whole number to estimate that there were about 19 lemon candies in the bag of 100 assorted candies.

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Answer:

y=1-5x

Step-by-step explanation:

10x+2y=2

add subtract 10 from both sides

10x+2y=2

-10x. -10x

so now the equation should look like

2y=2-10x

then after that you have to get the Y variable alone so you have to divide everything by 2

2y÷2 = 2÷2 - 10x÷2

After you divide every term by 2 you slope intercept should be

y= 1-5x

please correct me if I am wrong

Answer:

volume=60cm3, surface area=96cm2

Step-by-step explanation:

volume=1/3×(6×6)×5

=60cm3

surface area= 4(1/2×6×5)+(6×6)

=96cm2

Answer:

y=2x+19

Step-by-step explanation:

Slope: 0-19/-9.5-0=-19/-9.5=2

y-intercept: 19

Answer:

y=2x+19

Step-by-step explanation:

Your ability to borrow money at lower rates improves as your credit score increases. Option D.

Your ability to borrow money at lower rates improves as your credit score increases.

A higher credit score indicates to lenders that you have a strong credit history, responsible financial behavior, and a lower risk of defaulting on loans.

Lenders view borrowers with higher credit scores as more reliable and trustworthy, making them more likely to offer lower interest rates and better loan terms.

While saving more and earning more can indirectly contribute to improving your credit score by positively impacting your financial stability and ability to manage debt, they are not direct factors that lenders consider when determining interest rates.

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While Piaget, Vygotsky, and Bruner have different perspectives on how learning occurs, they all emphasize the active role of the learner in constructing knowledge and the importance of social interaction and cultural influences in the learning process.

Here's a three-column table evaluating how learning takes place according to Piaget, Vygotsky, and Bruner:

Theorist Approach to Learning Key Concepts

Piaget Constructivism 1. Schema: Individuals actively construct their knowledge through assimilation and accommodation, organizing information into mental structures called schemas. 2. Stages of Development: Learning occurs through cognitive development stages, from sensorimotor to formal operational, where individuals progressively acquire more complex mental abilities. 3. Active Exploration: Children learn best through hands-on exploration and interactions with the physical world.

Vygotsky Sociocultural Theory 1. Zone of Proximal Development (ZPD): Learning takes place within the gap between a learner's actual developmental level and their potential level with guidance from a more knowledgeable other. 2. Social Interaction: Learning is facilitated through social interactions with peers and adults, such as cooperative learning and scaffolding. 3. Cultural Tools: The use of language, symbols, and cultural artifacts plays a central role in cognitive development and learning.

Bruner Constructivism 1. Scaffolding: Instruction should provide support and guidance tailored to the learner's current abilities to help them progress to higher levels of understanding. 2. Discovery Learning: Learners construct knowledge by actively exploring and discovering concepts and relationships on their own. 3. Spiral Curriculum: Learning is organized in a spiral manner, revisiting key concepts and building upon previous knowledge in a progressive and interconnected way.

While Piaget, Vygotsky, and Bruner have different perspectives on how learning occurs, they all emphasize the active role of the learner in constructing knowledge and the importance of social interaction and cultural influences in the learning process.

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