let a be an m x n matrix. which of the following is/are true? (select all that apply) group of answer choices
a. if u and v are in nul a, then cu dv is also in nul a for any scalars c and d. b. the nul a is the set of all solutions of the equation ax

There are 18 deluxe rooms in the hotel.

To find the number of deluxe rooms in the hotel, we need to calculate the percentage of rooms that are deluxe.

The percentage of single-bed rooms is 55%, and the percentage of double-bedrooms is 30%. Therefore, the percentage of deluxe rooms can be calculated as:

Percentage of deluxe rooms = 100% - (Percentage of single-bed rooms + Percentage of double-bedrooms)

= 100% - (55% + 30%)

= 100% - 85%

= 15%

So, 15% of the total rooms in the hotel are deluxe rooms.

To determine the number of deluxe rooms, we can multiply the total number of rooms by the percentage of deluxe rooms:

Number of deluxe rooms = 15% of 120 rooms

= (15/100) * 120

= 0.15 * 120

= 18

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The annual sales after the 7th year is 855,355.65

An exponential function is a type of function in math that involves exponents. A basic exponential function is of the form f(x) = bx, where b > 0 and b ≠ 1.

The standard expression for an exponential function is expressed as: y=a(1+r)^t

From the parameters in the question

Given the following parameters

a = 650000

r = 4% = 0.04

t = 7

Substitute the given parameters into the formula:

y=a(1+r)^t

y = 650000(1+0.04)^7

y= 650000(1.04)^7

y=855,355.65

Hence, the annual sales for the local restaurant after 7 years is 855,355.65

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The matrices A and B that were defined are the integer matrices:

A = [1 0 0; 0 1 0]

B = [1 1 0; 0 0 0]

Both A and B are integer matrices, and they have the same null space and column space but are not multiples of each other. Therefore, they satisfy the requirements " Integer matrices A,B not multiples of each other such that Nul(A)=Nul(B) and Col(A)=Col(B)."

Let A and B be 3x3 matrices given by:

A = [1 0 0; 0 1 0]

B = [1 1 0; 0 0 0]

We can see that A and B have the same null space and column space, but they are not multiples of each other. To show that A and B have the same null space, we need to find the null space of both matrices.

For A, we need to solve the equation Ax = 0:

[1 0 0; 0 1 0] [x1; x2; x3] = [0; 0]

This Equations has the unique solution x = [0; 0; 0], so null space of A is the trivial subspace {0}.

For B, first solve the equation Bx = 0:

[1 1 0; 0 0 0] [x1; x2; x3] = [0; 0]

This equations has the general solution x = [-x2; x2; x3], where x2 and x3 are arbitrary integers, so null space of B is the subspace spanned by the vector [-1; 1; 0].

Show that A and B have the same column space, we have to show the columns of A and B span the same subspace. The columns of A are [1; 0] and [0; 1], which span the entire 2-dimensional space. The columns of B are [1; 0] and [1; 0], which span the 1-dimensional subspace { [x; x] : x is an integer }. But, the column space of A is also the subspace { [x; y] : x and y are integers }, which is the same as the column space of B.

Therefore, A and B have the same column space.

Since A and B have the same null space and column space but are not multiples of each other, they satisfy the conditions " integer matrices A,B not multiples of each other such that Nul(A)=Nul(B) and Col(A)=Col(B)."

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a. To find the amount of the down payment, we need to multiply the price of the home by the percentage of the down payment required.

How would one define compounding?

Compounding is the method through which interest is added to both the principle balance already in place and the interest that has already been paid. Thus, compounding can be thought of as interest on interest, with the result that returns on interest are magnified over time, or the so-called "magic of compounding."

The price of the home is $456,500 and the down payment percentage is 20%, so:

Down payment = $456,500 x 20% = $456,500 x 0.20 = $91,300

b. To find the amount of the mortgage loan, we can subtract the down payment from the price of the home.

The price of the home is $456,500 and the down payment is $91,300 so:

Mortgage loan = $456,500 - $91,300 = $365,200

Therefore, the amount of the down payment is $91,300 and the amount of the mortgage loan is $365,200.

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Answer:

8m+2+4m=14m2

12m+2m=14m2

14m2=14m2

0=0 prove

Answer:

\(\sf 8m+2+4m\)

\(\sf 8m+4m+2\)

\(\sf 12m+2\)

_________________

\(\sf 2 (6m + 1)\)

\(\sf 2\times \:6m+2\times \:1\)

\(\sf 12m+2\)

Answer:

y=1/2x+3

is your answer

Step-by-step explanation:

Answer

I think you just draw a line from 9 to 4, i'm not so sure tho.

Step-by-step explanation:

*Snarls at my own stupidity*

Okay, here we have this:

Considering the provided division, we are going to perform it, so we obtain the following:

Then, to round to the hundredths, as the thousandths digit is greater than 6, we will increase the hundredths digit by one, therefore we have:

Finally we obtain that 304 divided by 6 is approximately 50.67.

This is the alternative hypothesis. It is expressed as

H0 : μ < 250

A restaurant advertises that its burritos weigh 250 g. A consumer advocacy group doubts this claim, and they obtain a random sample of these burritos to test if the mean weight is significantly lower than 250 g. Let u be the mean weight of the burritos at this restaurant and ĉ be the mean weight of the burritos in the sample. Which of the following is an appropriate set of hypotheses for their significance test? Choose 1 answer:

A) H0 : x = 250 , Ha : x < 250

B) H0 : x = 250 , Ha : x > 250

C) H0 : μ = 250 , Ha: μ < 250

C) H0 : μ = 250 , Ha: μ > 250

Solution:

The null hypothesis is the hypothesis that is assumed to be true. The restaurant advertises that its burritos weigh 250. This is the null hypothesis. 250 is the population mean,μ . Thus, the null hypothesis is

H0 : μ = 250

The alternative hypothesis is what the researcher expects or predicts. The consumer advocacy group tests if the mean weight is significantly lower than 250g.

This is the alternative hypothesis. It is expressed as

H0 : μ < 250

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If Francisco wins 650.16 per month, he will earn a total of 7,801.92 per annum. Note that this is a multiplication exercise.

It is to be noted that Multiplication is a mathematical operation that involves multiplying two or more numbers together. It is often represented using the symbol "x" or "*".

Since there are 12 months in a year,  and Francisco earns 650.16 per annum,

Hence,

12 x 650.16 = 7,801.92

Thus, it is correct to state that where Francisco gets 650.16 per month, by the year's end, he will have earned a total of 7,801.92.

Note that Per Year and Per Annum are synonyms and can be used interchangeably.

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Step-by-step explanation:

let eqn be y - y1 = m(x - x1)

m = (9 - 1)/(-3 - (-7))

m = 2

sub (-7, 1):

y - 1 = 2(x + 7)

therefore, the equation is y - 1 = 2(x + 7)

Topic: coordinate geometry

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2 will be the output of the following code snippet.

What is a snippet in coding?

What does a code snippet look like?

The output will be 2 because when two integers are divided in Java, the decimal portion is always truncated.

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The complete question is -

The following snippet of code would produce what outcome? public static void main(String 2 [] args) { int day = 5; switch (day) { case 1: System.out.println("Monday "); case 2: System.out.println("Tuesday "); case 3: System.out.println("Wednesday "); case 4: System.out.println("Thursday "); case 5: System.out.println("Friday "); case 6: System.out.println("Saturday "); case 7: System.out.println("Sunday "); break; default: System.out.println("Invalid Day "); } } Invalid Day Friday Saturday Sunday Invalid Day Friday Friday Saturday Sunday What will be the output of the following code: int x = 20; int y = 40; if (x > 10) { if (y > 50) { System.out.println("Hello, Friend."); } else { System.out.println("Goodbye, Friend."); } } else { if (y > 50) { System.out.println("Hello, Enemy:"); } else { System.out.println("Goodbye, Enemy."); } } Hello, Friend. Hello, Enemy. Goodbye, Friend. Goodbye, Enemy.

The height of the solid is approximately 35.9 cm. The surface area of the solid is approximately 1063.3 cm².

To calculate the height of the solid, we need to find the height of the conical part and the height of the hemispherical part separately.
The slanting height of the conical part is given as 10 cm, and the diameter of the conical part is also 12 cm. Using the Pythagorean theorem, we can find the height of the conical part:
Height of the conical part = √(slanting height^2 - radius^2)
= √(10^2 - 6^2)
= √(100 - 36)
= √64
= 8 cm
The height of the cylindrical part is given as 15 cm, and the diameter is also 12 cm. Therefore, the radius of the cylindrical part is half the diameter, which is 6 cm.
The height of the hemispherical part can be obtained by subtracting the sum of the heights of the conical and cylindrical parts from the total height of the solid:
Height of the hemispherical part = Total height - (Height of conical part + Height of cylindrical part)
= 35 - (8 + 15)
= 35 - 23
= 12 cm
To calculate the surface area of the solid, we need to find the areas of the conical part, cylindrical part, and hemispherical part separately and then add them up.
The surface area of the conical part can be found using the formula:
Surface area of the cone = π * radius * slanting height
= 3.143 * 6 * 10
= 188.58 cm²
The surface area of the cylindrical part can be found using the formula:
Surface area of the cylinder = 2π * radius * height
= 2 * 3.143 * 6 * 15
= 565.74 cm²
The surface area of the hemispherical part can be found using the formula:
Surface area of the hemisphere = 2π * radius^2
= 2 * 3.143 * 6^2
= 226.08 cm²
Finally, the total surface area of the solid is obtained by adding the surface areas of the three parts:
Total surface area = surface area of the cone + Surface area of the cylinder + Surface area of the hemisphere
= 188.58 + 565.74 + 226.08
= 980.4 cm²
Rounding it to one decimal place, the surface area of the solid is approximately 1063.3 cm².

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Answer:

648

Step-by-step explanation:

02 =29283 \y8283 862bh7363 sin tag 2836

Answer:

It is an improper fraction.

Step-by-step explanation:

With fractions, if the numerator is equal to or grater than the denominator, the fraction is considered an improper fraction.

Answer:

D) \(1 < x\leq 4\)

Step-by-step explanation:

1 is not included, but 4 is included, so we can say \(1 < x\leq 4\)

The centimeter equivalent of Sadie's height is 142.875 cm.

(63.5×2.25) cm.

= 142.875 cm.

Answer:

y = -8x - 8

Step-by-step explanation:

Add -8x on both sides to get -y = 8x + 8 and flip the y sign on the left to get your slope function which is y = - 8x - 8.

To graph the function, you would need to put (0, -8) as your y-intercept, and each unit will go down 8 units when you add 1.

Answer:

y=8x+8

Step-by-step explanation:

Just rewrite the problem so it's in y=mx+b format then it's easy to graph

Remember the y intercept is 8 because when x=0  y=8 and the slope is 8 so go up 8 and right 1

Febuary 10th because on the left colom it showss the dates just look for the 10

Answer:

just solve normally as if theres no x,

1. 26x

2. -7x

A region in the first quadrant defined by the x-axis, the graph of x=y2+2, and the line x=4 is called R then the area of R be \($-\frac{2 \sqrt{2}}{3}+2 \sqrt{2}$$\)

A parabola is a U-shaped plane curve in which every point is situated at an equal distance from both the focus, a fixed point, and the directrix, a fixed line. A parabola is a U-shaped curve that represents the graph of a quadratic function.

Students are able to fill in the gap between the mathematics they learn in class and the things they see in real life by drawing a comparison between the equation of a parabola and a shape found in the real world (the parabaloid). They can conceive difficult ideas that they might otherwise find repugnant by doing this.

Sketch the graph of \($x=y^2+2$\) by sketching the sideways parabola \($x=y^2$\) then adding 2 to the x coordinates (translate 2 to the right).

Add the x axis and the vertical line x = 4.

The area can be found by either

\($\int_2^4 \sqrt{x-2} d x$$\) or \($\int_0^{\sqrt{2}}\left(4-\left(y^2+2\right)\right) d x$$\)

\($=\int_0^{\sqrt{2}}-x^2+2 d x$$\)

Apply the Sum Rule: \($\int f(x) \pm g(x) d x=\int f(x) d x \pm \int g(x) d x$\)

\($=-\int_0^{\sqrt{2}} x^2 d x+\int_0^{\sqrt{2}} 2 d x$$\)

simplifying the equation, we get

\($\int_0^{\sqrt{2}} x^2 d x=\frac{2 \sqrt{2}}{3}$$\)

\($\int_0^{\sqrt{2}} 2 d x=2 \sqrt{2}$$\)

\($=-\frac{2 \sqrt{2}}{3}+2 \sqrt{2}$$\)

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Answer:

$0.75 per candy bar

Step-by-step explanation:

For this problem, we simply need to set up a system of equations to find the value of a drink, and the value of a candy bar.

Let x represent the cost of a candy bar, and y represent the cost of a drink.

60x + 110y = 265

120x + 90y = 270

Now let's use the elimination method to solve for one of the variables:

60x + 110y = 265 --> -2 ( 60x + 110y = 265 ) --> -120x + -220y = -530

-120x + -220y = -530

120x + 90y = 270

-130y = -260

y = 2

Now plug the value of y into one of the equations to find the value for x:

60x + 110y = 265

60x + 110 (2) = 265

60x + 220 = 265

60x = 45

x = 45 / 60

x = 0.75

With this, we know that the cost of a candy bar is $0.75 and the cost of drink is $2.00.

Cheers.

Answer:

The answer is 6î + 9j – 15k

Step-by-step explanation:

So,

A = 2î + 3j – 5k

Multiply The value of A with 3 we get,

3A = 3(2î + 3j – 5k)

3A = 6î + 9j – 15k

Thus, The value of 3A is 6î + 9j – 15k

-TheUnknownScientist 72

Answer:

13

Step-by-step explanation:

Substitute the variables given

w=7 &x=2

3(7)-4(2)

21-8

=13

Answer:

\(13\)

Step-by-step explanation:

\(w = 7 \: \: \: \: \: \: x = 2 \\ 3w - 4x \\ 3 \times 7 - 4 \times2 \\ 21 - 8 \\ =1 3\)

Answer:

899,174

Step-by-step explanation:

each time you put 368000 it keeps on add in up if u dont use it

The probability that the sample mean will be within plus minus 2 of the population mean if the sample size is n = 100 between z-scores of 0 and 2.5 using a z-table.

The standard deviation of the sample distribution, commonly known as the standard error, can be computed using the formula given that the population mean is 100 and the standard deviation is 16:

Standard Error = Standard Deviation / sqrt(sample size)

Let's determine the likelihoods for sample sizes of n = 100 and n = 400:

For n = 100:

Standard Error = 16 / sqrt(100) = 16 / 10 = 1.6

We can determine the z-scores for the upper and lower boundaries to establish the likelihood that the sample mean will be within plus or minus 2 of the population mean:

Lower Bound z-score = (Sample Mean - Population Mean) / Standard Error

Lower Bound z-score = (100 - 100) / 1.6

Lower Bound z-score = 0

Upper Bound z-score = (Sample Mean - Population Mean) / Standard Error

Upper Bound z-score = (104 - 100) / 1.6

Upper Bound z-score = 4 / 1.6

Upper Bound z-score = 2.5

We can calculate the region under the normal distribution curve between z-scores of 0 and 2.5 using a z-table or statistical software. This shows the likelihood that the sample mean will be within +/- 2 standard deviations of the population mean.

For n = 400:

Standard Error = 16/√400

Standard Error = 16/20

Standard Error = 0.8

We determine the z-scores by following the same procedure as above:

Lower Bound z-score = (Sample Mean - Population Mean) / Standard Error

Lower Bound z-score = (100 - 100) / 0.8

Lower Bound z-score = 0

Upper Bound z-score = (Sample Mean - Population Mean) / Standard Error

Upper Bound z-score = (104 - 100) / 0.8

Upper Bound z-score = 4 / 0.8

Upper Bound z-score = 5

Once more, we may determine the region under the normal distribution curve between z-scores of 0 and 5 using a z-table or statistical software.

A larger sample size, like n = 400, has the benefit of a lower standard error. The sampling distribution of the sample mean will be more constrained and more closely resemble the population mean if the standard error is less.

As a result, there is a larger likelihood that the sample mean will be within +/- 2 of the population mean. In other words, the estimate of the population mean gets more accurate and dependable as the sample size grows.

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Answer:

64 ounces = 4 pounds

Step-by-step explanation:

Journal articles and research reports are widely recognized as the most common types of secondary sources used in education. In the field of education, secondary sources play a crucial role in providing researchers and educators with valuable information and scholarly insights.

Among the various types of secondary sources, journal articles and research reports hold a prominent position. These sources are often peer-reviewed and published in reputable academic journals or research institutions. They provide detailed accounts of research studies, experiments, analyses, and findings conducted by experts in the field. Journal articles and research reports serve as reliable references for educators and researchers, offering up-to-date information and contributing to the advancement of knowledge in the education domain. Their prevalence and credibility make them highly valued and frequently consulted secondary sources in educational settings.

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