21. (01.05)
A function is created to represent the cost per person to attend the school dance. What restrictions would
be made to the domain? (1 point)
The domain would only include integers.
The domain would only include positive integers.
The domain would only include positive numbers,
The domain would include all real numbers.

pencil, paper, ruler

Draw:-[tex]\begin{align*}\triangle ABC\end{align*}.[/tex] Label the vertices.

[tex]\begin{align*}\overline{XY}\end{align*} so that \begin{align*}X\end{align*} is on \begin{align*}\overline{AB}\end{align*} and \begin{align*}Y\end{align*} is on \begin{align*}\overline{BC}\end{align*}. \begin{align*}X\end{align*} and \begin{align*}Y\end{align*}[/tex] can be anywhere on these sides.

Draw:-

a second triangle,[tex] \begin{align*}\triangle DEF\end{align*}.[/tex] Label the vertices

Draw:-

[tex]\begin{align*}\overline{XY}\end{align*} so that \begin{align*}X\end{align*} is on \begin{align*}\overline{DE}\end{align*} and \begin{align*}Y\end{align*} is on \begin{align*}\overline{EF}\end{align*} AND \begin{align*}\overline{XY} \ || \ \overline{DF}\end{align*}.

Is \begin{align*}\triangle XEY \sim \triangle DEF\end{align*}? Why or why not? Measure \begin{align*}DX, XE, EY,\end{align*} and \begin{align*}YF\end{align*}. Then set up the ratios \begin{align*}\frac{DX}{XE}\end{align*} and \begin{align*}\frac{FY}{YE}\end{align*}.[/tex] Are they equal?

The only expression of that can represent polynomial p as a function on a graph having four zeros at -4, -2/3, 0, and 9 is: A. [tex]\mathbf{-3x(x + 4)(3x + 2)(x - 9)}[/tex]

Given the four zeros of the graph of p are at:

From the options given, the expression in option A will represent a function of a polynomial p with zeros at -4, -2/3, 0, and 9.

Here's why:

[tex]-3x(x + 4)(3x + 2)(x - 9)[/tex] (option A)

Therefore are four factors in the polynomial above which are:

[tex]3x\\\\(x + 4)\\\\(2x - 3), $ and\\\\(x -9)[/tex]

The zeros of polynomial p will be the following:

[tex]3x = 0\\\\x = \frac{0}{3} \\\\\mathbf{x = 0}[/tex]

[tex](x + 4) = 0\\\\\mathbf{x = -4}[/tex]

[tex](3x + 2) = 0\\\\3x = -2\\\\\mathbf{x =-\frac{2}{3}}[/tex]

[tex](x -9) = 0\\\\\mathbf{x = 9}[/tex]

Therefore, the only expression of that can represent polynomial p as a function on a graph having four zeros at -4, -2/3, 0, and 9 is: A. [tex]\mathbf{-3x(x + 4)(3x + 2)(x - 9)}[/tex]

Learn more here:

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Answer:

-3 = 8v-9v

-3 = -1v

v = -3/-1

v = 3

ONE SOLUTION

Answer:

Mercantilism

Economic policy held that a nation's power was directly related to its wealth; manufactured goods to England and America needed favorable balance of trade, system could bring the colonies prosperity of the colonies didn't see it this.

Import

bring (goods or services) into a country from abroad for sale.

Navigation acts

1651 English government passed several laws to control colonial trade and then sure the colonies remain profitable, increased revenues for England and increased the cost of law-enforcement in America, meant more English involvement in colonial affairs

enumerated articles

pl (plural only) (historical) sugar, tobacco, cotton and indigo - the goods that the English colonies could export only to England in the 17th century.

Legislature

the legislative body of a country or state.

Indentured Servant

Historically, an indentured servant or indentured laborer was a man who took out a loan, most often to pay for the cost of his transportation to a job location: from Europe to North America, for example.

Export

Send (goods or services) to another country for sale.

Dominion of New England, English Bill of Rights.

The English Bill of Rights created a constitutional monarchy in England, meaning the king or queen acts as head of state but his or her powers are limited by law. Under this system, the monarchy couldn't rule without the consent of Parliament, and the people were given individual rights.

Step-by-step explanation:

Step-by-step explanation:

sum of internal angles of any triangle = 180 degrees

sum of an exterior angle and an interior angle = 180 degrees

The answer would be C

Answer:

the answer is C

Step-by-step explanation:

Answer:

[tex]a=180-2.50d[/tex]

Step-by-step explanation:

If Penny starts with a balance of $180, and [tex]a[/tex] represents the account left in her account after [tex]d[/tex] days. we can start modeling an incomplete equation:

[tex]a=180[/tex]

We are then told that she spends $2.50 each ([tex]d[/tex]) day. This can be represented as:

[tex]2.50d[/tex]

Let's now include the expression into the incomplete equation. Remember that since she is spending, the [tex]2.50d[/tex] will be subtracted from her balance of $180:

[tex]a=180-2.50d[/tex]

Answer:

A ≈ 380.13in²

Or A= 379.94in²

Step-by-step explanation:

Formula for area:

A = π r²

A=π ·11² ≈ 380.13in²

If π is used as 3.14 then

A=3.14·11² = 379.94

Answer:

A.) 0.0426

B) 0.073121

C.) 0.96958

D.) 1.2 seconds

E.) 1.689 < x < 6.785

Step-by-step explanation:

Given a normal distribution :

Mean download time (m) = 4.237 seconds

Standard deviation (s) = 1.3 seconds

A.) Probability that download time is less than 2 seconds :

P(x < 2)

Obtain standardized score (Z) :

Z = (x - m) / s

Z = (2 - 4.237) / 1.3

Z = −1.720769

P(Z < - 1.7208) = 0.0426 (Z probability calculator)

B.) Between 1.5 and 2.5 seconds :

1.5 < z < 2.5

((x - m) / s) < z <((x - m) / s)

((1.5 - 4.237) / 1.3) < z < ((2.5 - 4.237) / 1.3)

−2.105384 < z < −1.336153

P(Z < - 2.10538) = 0.017629

P(Z −1.336153) = 0.09075

0.09075 - 0.017629 = 0.073121

C.) Above 1.8 seconds

P(x > 1.8)

Obtain standardized score (Z) :

Z = (x - m) / s

Z = (1.8 - 4.237) / 1.3

Z = −1.874615

P(Z > −1.874615) = 0.96958 (Z probability calculator)

D.) 99% of the download times are slower (higher) than how many seconds?

P(Z > x) = 99% = 0.99

Z value corresponds to -2.326

Z = (x - m) / s

-2.326 = (x - 4.237) / 1.3

-2.326 * 1.3 = x - 4.237

−3.0238 = x - 4.237

−3.0238 + 4.237 = x

x = 1.2132

x = 1.2 seconds

E. 95% of the download times are between what two values, symmetrically distributed around the mean?

For symmetric distribution around the mean ;

P(-Z<x<Z) = 0.95

Corresponds to a z value of 1.96

-1.96 * 1.3 = x - 4.237

-2.548 = x - 4.237

x = - 2.548 + 4.237

x = 1.689

1.96 * 1.3 = x - 4.237

2.548 = x - 4.237

x = 2.548 + 4.237

x = 6.785

1.689 < x < 6.785

Answer:

0

Step-by-step explanation:

You say that you can see a quarter of a person in a window. You cant have 1/4 of someone so the answer is 0 or 0.25

Answer:

a

Step-by-step explanation:

i am smart

Answer:

B

To change a fraction into a percent you need to turn it into a decimal so you can then move the decimal place 2 times to the right. It looks something like this:

1/2 ------>  0.5 -----------> 50%

To change a percent into a decimal move the decimal place twice to the left. Like so:

85.5% ------> 0.855

Step-by-step explanation:

Answer:

Q1:=

Q2:4x+2

I believe question 3 is MN 2

3^3

Answer:

n > -4

Step-by-step explanation:

1) Combine like terms.

13 + n > 9

2) Isolate n. (subtract 13 from both sides)

n > -4

Answer:

I believe the answer is 50 ft

Step-by-step explanation:

Answer:

A. M<1=33

B. M<2=90

C. M<3=57

Step-by-step explanation:

I hope this helps you good day guys Merry Christmas!!! :)

Answer:

yes i do

Step-by-step explanation:

A survey that asks readers to return the survey would result in voluntary-response bias

When the response to a survey by a reader is not influenced by the author or the questioner of the survey the response sent by the reader is going to be a voluntary response.

In a voluntary response, the response is void of external influence therefore the reader gives his/her honest opinion without the external/Questioner's bias

Allowing your sample to self-select skews your data and prevents you from getting accurate results that are representative of your entire population, which is what is meant by voluntary response bias.

Hence we can conclude that a survey that asks readers to return the survey would result in voluntary response bias.

learn more about voluntary response bias:

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#SPJ2

Answer:

Jim walked 17/28 for miles than Russel

Step-by-step explanation:

First you turn 6/7 and 1/4 to have the same denominators. In that case you find the least common multiple which is 28.

7: 7, 14, 21, 28

4: 4, 8, 12, 16, 20, 24, 28

Next you multiply the top and the bottom of your fraction my the factor you used to get 28 for your denominator

6/7 x 4/4 = 24/28

1/4 x 7/7 = 7/28

Lastly, you subtract the products you got.

24/28 - 7/28 = 17/28

Answer:

Linear.

General Formulas and Concepts:

Algebra I

Slope-Intercept Form: y = mx + b

Step-by-step explanation:

Step 1: Define

y = 5x + 3

Step 2: Compare

y = mx + b

y = 5x + 3

m = 5

b = 3

It is a linear function and is proportional.

Answer:

K=4

Step-by-step explanation:

Step 1: Multiply both sides by k-3

Step 2: Add 9 to both sides

Step 3: Divide both sides by 3

Answer: A : 54

Step-by-step explanation:

1/7 of 280+14

Answer:

a in table → b on number line

b in table → c on number line

c in table → a on number line

Step-by-step explanation:

Here, we see the points are square roots. A square root of a number is a value, that when multiplied by itself, gives the number. For example, 4 × 4 = 16, so the square root of 16 is 4.

We can apply this logic easily by simplifying the square root, or multiplying integers with each other (aka "squaring" the integers) and seeing which result is closest to the value inside the square root.

Simplifying the square root won't help here, if we don't know basic values such as √3 or √2. So, we can just multiply an integer with itself and see if that value is closer to the value inside the square root.

For point a, we see the number inside the root is 27. We can start multiplying:

25 is the closest value to 27 here. So, we know the point is somewhere around 5, and since 27 is slightly larger than 25, the point is slightly larger than 5. So, point a in the table is most likely point b on the number line.

For point b, we see the number inside the root is 32. We can start multiplying:

36 is the closest value to 32 here. So, we know the point is somewhere around 6, and since 32 is smaller than 36, the point is lesser than 6. So, point b in the table is most likely point c on the number line.

For point c, we see the number inside the root is 16. We can start multiplying:

16 is right on the dot! That means that the square root of 16 is 4, which leaves us with point a on the number line.

Answer:

1/3 cups of vanilla per teaspoon

Step-by-step explanation:

Answer:

Tanto Pedro como Jorge deberán pintar 1/4 de la habitación cada uno.

Step-by-step explanation:

Dado que el cuarto entero es igual a 1, y que Arturo por ser el mayor de los hermanos tiene que pintar 1/2 de él, la parte que falta pintar es igual a 1/2 restante.

De ese 1/2, los hermanos menores, Pedro y Jorge, deben pintar dicha fracción en partes iguales. Por lo tanto, dado que (1/2) / 2 es igual a 1/4, la fracción que tanto Pedro como Jorge deberán pintar es de 1/4 de la habitación.

Answer:

xngdshfdxb

Step-by-step explanation:

Answer:

2550

Step-by-step explanation:

Hope This Helps

Answer:

2550

Step-by-step explanation:

Answer:

31.4 cm

Step-by-step explanation:

it says [tex]c =\pi d[/tex]

d stands for the diameter and to find d, just add the radius by itself.

So to find d, you would add 5 + 5 which would be 10 and multiply 3.14 which stands for pi. And the answer you would get is 31.4

Hope this helps and pls mark me brainliest if you can:)

Answer:

~ 17.4

Step-by-step explanation:

The number of students per teacher in 1999 is approximately 17.4