X ≤ 4 and X>-2

Interval Notation

The number of apples that are red is 50

From the question, we are to determine the number of apples that are red

From the given information,

The ratio of red apples to green apples is 5:2

∴ Sum of ratio = 5+2 = 7
and

Total number of apples in the basket = 70 apples

Then, the number of apples that are red is

\(\frac{5}{7} \times 70\) apples

= 5 × 10

= 50 apples

Hence, the number of apples that are red is 50

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Answer:

Step-by-step explanation:

Use the vertex form, y=a(x−h)2+k y = a ( x - h ) 2 + k , to determine the values of a a , h h , and k k . a=−112 a = - 1 12. h=3 h = 3. k=−2 k = - 2.

Answer:

18

Step-by-step explanation:

(1 1/2 ✖ 2 ✖ 3) ➗1/2

Answer: 18

Step-by-step explanation:

first find the volume 1.5x3x2=9

then you take 9 and divide it by 0.5

9/0.5 is 18

Answer:

pretty sure its d

Step-by-step explanation:

Because a has spread out dots and b has them all towered and neat so d

Answer:

D.)

Step-by-step explanation:

3(7x + 1)

3 . 7x = 21x

3.1 = 3

3(7x + 1 ) = 21x + 3

The equivalent expression with the fewest symbols possible is 21x+ 3.

The distributive Property states that it is necessary to multiply each of the two numbers by the factor before performing the addition operation when a factor is multiplied by the sum or addition of two terms.

we have,

3 x (7x+ 1)

By Distributive property we know

a x( b+ c) = a x b + a xc

ax (b-c) = a x b - a x c

So, 3 (7x + 1 )

= 3 (7x)+ 3(1)

= 21x + 3

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The correct statement for the number of negative zeros and of positive zeros is given as follows:

The number of positive zeros is of 4, while the number of negative roots is of zero.

The number of possible positive and negative roots is obtained using Descartes' Rule.

The Descartes' Rule states that the number of positive roots is at most the number of sign changes in the sequence of polynomial's coefficients (disconsidering the zero coefficients), while the difference between these two numbers is always even.

The number of changes for this problem is given as follows:

4 changes.

The changes are given as follows:

As there are 4 changes, the number of positive roots is of 4, while the number of negative roots is of zero, as the polynomial is of the fourth degree.

The answer was given in general terms, as the statements are not presented.

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\(-16=r^3\implies \sqrt[3]{-16}=\sqrt[3]{r^3}\implies \sqrt[3]{-16}=r\implies \sqrt[3]{-2^4}=r \\\\\\ \sqrt[3]{(-2)^3\cdot 2^1}=r\implies -2\sqrt[3]{2^1}=r\implies -2\sqrt[3]{2}=r\)

Answer:

x = 1/15

Step-by-step explanation:

-5(3x-1+3x) = 3

add like terms:

-5(6x-1) =3

distribute -5 throughout the Parentheses:

-30x+5= 3

move the constant to the right side and change it's sign:

-30x=3-5

calculate:

-30x= -2

Divide both sides by -30:

x = 1/15

The solutions to the quadratic equation x² = -7x - 8 are x equals  \(\frac{-7 - \sqrt{17}}{2}, \frac{-7 + \sqrt{17}}{2}\).

Given the quadratic equation in the question:

x² = -7x - 8

To find the solutions of the quadratic equation x² = -7x - 8, we can rearrange it into standard quadratic form, which is ax² + bx + c = 0, and apply the quadratic formula.

x² = -7x - 8

x² + 7x + 8 = 0

a = 1, b = 7 and c = 8

Plug these into the quadratic formula: ±

\(x = \frac{-b \± \sqrt{b^2 -4(ac)}}{2a} \\\\x = \frac{-7 \± \sqrt{7^2 -4(1*8)}}{2*1} \\\\x = \frac{-7 \± \sqrt{49 -4(8)}}{2} \\\\x = \frac{-7 \± \sqrt{49 - 32}}{2} \\\\x = \frac{-7 \± \sqrt{17}}{2} \\\\x = \frac{-7 - \sqrt{17}}{2}, \frac{-7 + \sqrt{17}}{2}\)

Therefore, the values of x are \(\frac{-7 - \sqrt{17}}{2}, \frac{-7 + \sqrt{17}}{2}\).

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Answer:

A) no; there is not a consistent ratio

Step-by-step explanation:

If the polygons are similar than the corresponding sides will have similar ratios.

The corresponding sides of the polygons are (AD and WM) and (DK and ML)

The ratio from AD to WM is 6/4 or 1.5 and the ratio to DK to ML is 8/6 or 1.33

The corresponding sides do not have a common ratio therefore the polygon is not similar

Answer:

18 square feet

Step-by-step explanation:

hope this helps :)

Answer:

18 ft might be the answer

a) The explanatory variable in the study is the format of the stories presented to the four-year-olds: audio, illustrated, and animated. This variable is categorical because it involves distinct categories or formats.

b) The response variable in the study is the brain connectivity measured by the magnetic resonance imaging (MRI) machine. This variable is quantitative as it represents a numerical measurement of brain connectivity.

c) The study includes 27 four-year-olds as the observational units or individuals.

The study aimed to investigate the impact of different story formats on brain connectivity in four-year-olds. The explanatory variable, format, was categorized into three groups: audio, illustrated, and animated.

The response variable, brain connectivity, was measured using an MRI machine. The researchers found a "Goldilocks effect" in the brain connectivity, indicating that the audio format was associated with low brain connectivity, possibly due to the children straining to understand.

On the other hand, the animated format also resulted in low brain connectivity, suggesting that the animation did all the work for the children.

The highest brain connectivity, considered optimal, was observed with the illustrated format, which simulated the experience of reading a book to a child.

The study included 27 four-year-olds as the observational units, providing insights into the relationship between story format and brain connectivity in young children.

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The point-slope form is y - y₁ = m(x - x₁), where (x₁, y₁) represents the given point and m is the slope. The equation of the line that is perpendicular to y = -2x + 4 and passes through the point (4, 2) is given by option D: y = -2x.

To determine which equation represents a line perpendicular to y = -2x + 4 and passes through the point (4, 2), we need to consider the slope of the given line. The equation y = -2x + 4 is in slope-intercept form (y = mx + b), where the coefficient of x (-2 in this case) represents the slope of the line.

Since we are looking for a line that is perpendicular to this given line, we need to find the negative reciprocal of the slope. The negative reciprocal of -2 is 1/2. Therefore, the slope of the perpendicular line is 1/2.

Now, we can use the point-slope form of a line to find the equation. The point-slope form is y - y₁ = m(x - x₁), where (x₁, y₁) represents the given point and m is the slope.

Substituting the values (4, 2) for (x₁, y₁) and 1/2 for m, we get:

y - 2 = (1/2)(x - 4).

Simplifying this equation, we find:

y - 2 = (1/2)x - 2.

Rearranging the terms, we obtain:

y = (1/2)x.

Therefore, option D, y = -2x, represents the equation of the line that is perpendicular to y = -2x + 4 and passes through the point (4, 2).

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A positively skewed distribution is due to an extremely large number.

A positively skewed distribution is a type of distribution in which the majority of the data values are clustered towards the left side of the distribution, with a tail extending to the right. This means that there are relatively more smaller values in the dataset than larger values. In a positively skewed distribution, the mean of the dataset is typically larger than the median, and the mode may not be a good representation of the central tendency of the data. This is because the presence of a long tail on the right-hand side of the distribution pulls the mean towards the higher values, while the median remains closer to the center of the dataset. Some common examples of positively skewed distributions include income distributions, where there are a few extremely high earners that skew the data towards the right, and test scores, where there may be a few students who perform extremely well and pull the average higher than the median.

Here,

A positively skewed distribution occurs when the tail of the distribution extends to the right, and the majority of the data is clustered towards the left side of the graph. This means that there are relatively more smaller values in the dataset than larger values. One common cause of positive skewness is the presence of extremely large values, also called outliers, in the dataset. These large values pull the mean of the dataset towards the right, resulting in the tail of the distribution stretching in that direction.

Therefore, out of the options provided, the correct answer is "an extremely large number."

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Answer:

A: The cost of zero bags of caramel corn.

(0,0) would basically mean no bags of caramel corn were purchased.

Answer:

a

Step-by-step explanation:

External validity refers to the extent to which study findings can be generalized to the larger population. If a study lacks external validity, its findings may not apply beyond the specific sample and conditions studied.

External validity refers to the extent to which the findings of a study can be generalized to a larger population beyond the sample that was studied. When a study's sample is not generalizable to the rest of the population, it means that the characteristics and behaviors observed in the sample may not accurately represent those of the larger population.

There are several factors that can affect the external validity of a study. One key factor is the sampling method used to select participants. If the sample is not representative of the population in terms of relevant characteristics, such as age, gender, or socioeconomic status, then the findings may not be applicable to the broader population.

Another factor is the study setting and conditions. If the study is conducted in a controlled laboratory environment or under specific conditions that do not reflect real-world situations, the findings may not be applicable to real-life contexts.

Furthermore, the specific time period in which the study is conducted can also impact external validity. Social, cultural, and environmental factors can change over time, and findings from a study conducted in one era may not hold true in a different time period.

In summary, if a study lacks external validity, it means that the findings cannot be generalized to the broader population due to limitations in the sampling method, study conditions, or time period.

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A regular polygon with interior angles that measure 140 degrees has 9 sides. All interior angles are congruent, meaning they have the same degree measure.

To find the number of sides in a regular polygon with a given interior angle measure, we can use the formula:

n = 360 / (180 - x)

where n is the number of sides and x is the measure of each interior angle in degrees.

This formula is derived from the fact that the sum of the interior angles in a polygon with n sides is given by the formula (n-2) * 180. In a regular polygon, each interior angle measures (Sum of interior angles / n). If we substitute the formula for the sum of interior angles into the formula for the measure of each interior angle, we get:

x = (n-2) * 180 / n

Solving for n:

n = 360 / (180 - x)

So, when we plug in the given interior angle measure of 140 degrees, we get:

n = 360 / (180 - 140)

n = 360 / 40

n = 9

Therefore, a regular polygon with interior angles that measure 140 degrees has 9 sides.

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How many sides does a regular polygon have if each interior angle measures 140?

To solve the equation 4cos^2(x)tan(x) - 2tan(x) = 0 on the interval [0°, 360°), we can use algebraic manipulations and trigonometric identities. Let's simplify the equation step by step:

Start with the given equation: 4cos^2(x)tan(x) - 2tan(x) = 0.

Factor out the common term tan(x): tan(x)(4cos^2(x) - 2) = 0.

Set each factor equal to zero and solve separately:

a) tan(x) = 0:

Since tan(x) is zero at x = 0°, 180°, and 360°, we have x = 0°, 180°, 360° as solutions.

b) 4cos^2(x) - 2 = 0:

Add 2 to both sides: 4cos^2(x) = 2.

Divide by 4: cos^2(x) = 1/2.

Take the square root: cos(x) = ±√(1/2).

To find the values of x in the interval [0°, 360°), we need to consider both the positive and negative square root:

cos(x) = √(1/2):

x = 45°, 315° (since cos(45°) = cos(315°) = 1/√2)

cos(x) = -√(1/2):

x = 135°, 225° (since cos(135°) = cos(225°) = -1/√2)

Therefore, the solutions to the equation 4cos^2(x)tan(x) - 2tan(x) = 0 on the interval [0°, 360°) are: x = 0°, 45°, 135°, 180°, 225°, 315°, and 360°.

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Answer:

I would say m

Step-by-step explanation:

Its not h because the amount of hotdogs eaten depends on the amount of minutes.  Its not b.  Its not c since 2 is a constant.  m is the answer

Answer:

scorpion -_-

Step-by-step explanation:

Answer:

Scopion

Step-by-step explanation:

Answer:

825 or 500

Step-by-step explanation:

Depends, if it is talking about just an up-down, it is 500, but if it is just distance in general, it would be 825 because 325+500=825

Hope this will help

Answer: look at the explanation

Step-by-step explanation:

It goes down by 40%

To find the basis for the eigenspace corresponding to each eigenvalue, we need to find the null space of the matrix A minus the corresponding eigenvalue times the identity matrix.

For λ = 4:

\(\[A - 4I = \begin{bmatrix}3 & 3 & 4 \\0 & 4 & 0 \\-2 & -2 & -3 \\\end{bmatrix}\]\)

To find the null space of this matrix, we can row-reduce it:

\(\[ \begin{bmatrix}1 & 1 & 0 \\0 & 0 & 0 \\0 & 0 & 0 \\\end{bmatrix} \]\)

From the row-reduced form, we can see that the basis for the eigenspace corresponding to λ = 4 is\(\{[-1, 1, 0]\}\).

For λ = 3:

\(\[A - 3I = \begin{bmatrix}4 & 3 & 4 \\0 & 4 & 0 \\-2 & -2 & -2 \\\end{bmatrix}\]\)

Row-reducing this matrix, we get:

\(\[ \begin{bmatrix}1 & 0 & 1 \\0 & 1 & 0 \\0 & 0 & 0 \\\end{bmatrix} \]\)

The basis for the eigenspace corresponding to λ = 3 is \{[-1, 1, 0]\}.

For λ = 5:

\(\[A - 5I = \begin{bmatrix}2 & 3 & 4 \\0 & -1 & 0 \\-2 & -2 & -4 \\\end{bmatrix}\]\)

Row-reducing this matrix gives us:

\(\[ \begin{bmatrix}1 & 0 & -1 \\0 & 1 & 0 \\0 & 0 & 0 \\\end{bmatrix} \]\)

The basis for the eigenspace corresponding to λ = 5 is \(\{[-1, 0, 1]\}\).

So, the basis for the eigenspace corresponding to each listed eigenvalue of A is \(\{[-1, 1, 0]\}\).

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Answer:

C. Actual temperature of 57.1°F when the cricket has chirped 116 times

Explanation:

The x-axis represents the number of chirps per minute.

The values on the y-axis represent the temperature (in °F).

Given the point (116, 57.1)

• The number of chirps per minute = 116

• Temperature = 57.1°F

Thus, the point (116, 57.1) represent an actual temperature of 57.1°F when the cricket has chirped 116 times.

From the angles sum , ∠1 + ∠3 and ∠1 + ∠2 it is obtained that ∠2 is congruent to ∠3.

What is an angle?

An angle is a figure in plane geometry that is created by two rays or lines that have a shared endpoint. The Latin word "angulus," which meaning "corner," is the source of the English term "angle." The shared terminus of two rays is known as the vertex, and the two rays are referred to as sides of an angle.

It is given that angles -

∠1 and ∠2 form a linear pair.

This means that they lie on the same plane.

And they have a sum of 180° as they are supplementary angles pair.

Now, t is given that angles -

∠1 + ∠3 = 180°

They are also a supplementary angles pair.

Now, since ∠1 + ∠3 = 180° and ∠1 + ∠2 = 180°

So, we can equate both these equations -

∠1 + ∠3 = ∠1 + ∠2

∠3 = ∠2

Therefore, it is prove that ∠3 = ∠2, they are congruent.

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After solving we get that 7 greater than 15 multiplied by 2 is indeed 37.

Follow the PEMDAS/BODMAS (Parentheses/Brackets, Exponents/Orders, Multiplication and Division, Addition and Subtraction) sequence of operations to solve this problem:

1. Begin by performing a multiplication operation: 2 times 15 results in 30.

2. To get the answer to the multiplication, add 7: 30 + 7 = 37.

Therefore, multiplying 7 by 2 and adding 15 is equivalent to 37.

The steps are broken down as follows:

Step 1: 15 × 2 = 30

Step 2: 30 + 7 = 37

The answer is 37 since 7 is more than 15 when multiplied by 2.

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