(0,1),(5,2),(2,-3),(-3,-3),(-5,3) range and domain

A geometric sequence is a type of sequence where each term is found by multiplying the previous term by a constant factor. This means that each term is a multiple of the one before it. In contrast, an arithmetic sequence is a type of sequence where each term is found by adding a constant value to the previous term.

This means that each term is a sum of the one before it and a fixed value.

To answer your question, whether a geometric sequence will always grow faster than an arithmetic one depends on the values of the constant factor and fixed value in each sequence. In general, if the constant factor in a geometric sequence is greater than 1, the terms will grow at an increasingly faster rate than in an arithmetic sequence.

However, if the constant factor is between 0 and 1, the terms will grow at a decreasing rate, meaning that the sequence will actually grow more slowly than an arithmetic one.

It's important to note that the rate of growth is not the only factor to consider when comparing geometric and arithmetic sequences. The actual values of the terms in each sequence can also differ significantly, depending on the starting term and the values of the common ratio and common difference.

In some cases, an arithmetic sequence may actually have higher values than a geometric one, even if it grows more slowly.

In summary, whether a geometric sequence will always grow faster than an arithmetic one depends on the specific values of each sequence. However, in general, if the constant factor in a geometric sequence is greater than 1, it will grow faster than an arithmetic sequence.

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Answer:

  (D)  7/10

Step-by-step explanation:

You want the rate of change of y with respect to x for the relation ...

  (2/5)x -(4/7)y = 3/2

Solving for y, we have ...

  2/5x -3/2 = 4/7y . . . . . . . . . . add 4/7y -3/2

  (7/4)(2/5)x -(7/4)(3/2) = y . . . . multiply by 7/4

  7/10x -21/8 = y . . . . . . . . . . simplify

The rate of change is the coefficient of x: 7/10.

The piecewise function that represents the situation is therefore:

Costs                                           Possible hours

13                                                     0 < x ≤ 1

20                                                 1 < x ≤ 3

50                                                   3 < x ≤ 10

We see that up to one hour, the cost to Marshall would be $ 13 so the possible hours at that price is 0 < x ≤ 1 .

Likewise from one hour, the price goes up to $ 20 which means that possible hours become  1 < x ≤ 3 because the price will increase at 3 hours again.

From 3 hours, the price becomes $ 50 and there are a maximum of 10 hours so the hours become 3 < x ≤ 10 .

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Answer:

11. x = 16

12. x = 26

Step-by-step explanation:

11. ∠1 + ∠2 = 90°

   ∠1 = 42°

   ∠2 = 90° - 42° = 48°

   3x = 48

   x = 16

12. ∠C + ∠D = 180°

∠C = 128°

∠D = 180° - 128° = 52°

2x = 52

x = 26

Therefore , the solution of the given problem of unitary method comes out to be  it is consistently a constant proportion or percentage of the preceding value.

The task can be completed using the well-known minimalist technique, actual variables, and any essential components from the very first Diocesan specialised question. In response, customers can be given another opportunity to use the item. If not, significant effects on our comprehension of algorithms will disappear.

Here,

According to the students' responses, all instances of exponential decay share the following characteristics:

They begin with a baseline value. (y-intercept).

They get smaller with time. (or successive periods).

They get closer to a horizontal asymptote, which stands for the function's minimum or limit value.

The graphs also demonstrate that, although the rate of decay—or the rate at which values decrease—can vary from circumstance to circumstance,

it is consistently a constant proportion or percentage of the preceding value.

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None of the options presented represent the same function as the given equation 8x − 2y = 25.

The equation 8x − 2y = 25 represents a linear function in terms of variables x and y. To determine which equation represents the same function, we need to look for an equation that has a similar form.

A. "The number of minutes m to cook c cups of rice" does not have the same form as the given equation, so it does not represent the same function.

B. "The volume V of a cube with side length s" also does not have the same form as the given equation, so it does not represent the same function.

C. "The distance walked after m minutes at r feet per minute" does not match the given equation, so it does not represent the same function.

D. "The cost C for t tickets to a museum does not have the same form as the given equation, so it does not represent the same function.

Therefore, none of the given options represent the same function as the  equation 8x − 2y = 25.

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The statement "Dilation 2 has a scale factor 2" (option b).

Dilation is a transformation that changes the size of an object but not its shape. It is a type of transformation that enlarges or reduces an object by a certain factor called the scale factor. The scale factor is a ratio of the size of the dilated image to the size of the original image.

Now, let's talk about the scale factor for each dilation you asked about.

For dilation 1, the scale factor is 1. This means that the size of the dilated image is the same as the size of the original image. In other words, there is no change in size. This type of dilation is often referred to as the identity transformation because it doesn't change the shape or size of the original object.

For dilation 2, the scale factor is 2. This means that the size of the dilated image is twice as large as the size of the original image. In mathematical terms, if the original object has a length of 'x', then the length of the dilated image will be '2x'. Similarly, if the original object has a width of 'y', then the width of the dilated image will be '2y'.

For dilation 3, the scale factor is 3. This means that the size of the dilated image is three times as large as the size of the original image. In mathematical terms, if the original object has a length of 'x', then the length of the dilated image will be '3x'. Similarly, if the original object has a width of 'y', then the width of the dilated image will be '3y'.

Hence the correct option is (b).

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Answer:

Dilation 1 has a scale factor between 0 and 1

Dilation 2 has a scale factor greater than 1

Dilation 3 has a scale factor equal to 1

Step-by-step explanation:

Answer:

Step-by-step explanation:

we can use the laws of exponents, which state that when multiplying terms with the same base, we add their exponents. In this case,both terms have a base of 8, so we can add their exponents of 2/7 and 1/4.

First, let's write 8 as a power of 2: 8 = 2^3. Then we can rewrite the original expression as (2^3)^(2/7) * (2^3)^(1/4). Using the power of a power rule, we can simplify this to 2^(3 * 2/7) * 2^(3 * 1/4).

Next, we can simplify the exponents by finding a common denominator. The smallest common multiple of 7 and 4 is 28, so we can rewrite the exponents as 6/28 and 21/28, respectively. Thus, we have 2^(3 * 6/28) * 2^(3 * 21/28).

Now we can simplify the exponents by multiplying the bases and exponents separately: 2^(18/28) * 2^(63/28). We can simplify the fractions by dividing both the numerator and denominator by 2, giving us 2^(9/14) * 2^(63/28).

Finally, we can add the exponents since we are multiplying terms with the same base: 2^(9/14 + 63/28). We can simplify the exponent by finding a common denominator of 28,

giving us 2^(36/28 + 63/28) = 2^(99/28). This is our final answer, which is an irrational number that is approximately equal to 69.887.

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The length of the straight line between the school and the fire station is 4.6 miles.

We can form a right-angled triangle with the school at the right-angle.

The distance between the school and the fire station is the hypotenuse of this triangle.

Using the Pythagorean theorem, we can calculate the length of the hypotenuse:

h^2 = 4.3^2 + 1.7^2

h^2 = 21.38

h ≈ 4.62

Rounding to the nearest tenth, the length of the straight line between the school and the fire station is approximately 4.6 miles.

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There are 30 slices in total, so our denominator would be 30.

Now we simply have to add 4, 7 and 5. The answer to this would be 16.

So the amount of cake eaten in total is 16/30.

If your assignment is for improper fractions, I'm guessing the answer would be 16/3 instead.

Answer:

  1 37/60 cakes

Step-by-step explanation:

You want the total cake eaten if 4 of 8 slices, 7 of 10 slices, and 5 of 12 slices were eaten.

The sum of the three fractions is ...

  4/8 +7/10 +5/12

  = 5/10 +7/10 +5/12 . . . . . . . 4/8 = 1/2 = 5/10

  = 12/10 +5/12

  = 6/5 +5/12

  = (6·12 +5·5)/(5·12) = 97/60 = 1 37/60

The total amount of cake that was eaten was equivalent to 1 37/60 cakes.

__

Additional comment

Your calculator can relieve the tedium of this calculation.

The perimeter of the rectangle that is inscribed in a circle of radius 5 cm is 28cm

Let x and y be the side of the rectangle

Diameter of circle = radius × 2

Diameter = 5×2

Diameter = 10

According to the Pythagorean theorem

(Diameter)² = X² + Y²

10² = X² + Y²

X² + Y² = 100

By this equation, possible value of x and y is 6 and 8 respectively only 6 and 8 will satisfy the equation

So, X = 6 and Y = 8

Perimeter = 2(X+Y)

Perimeter = 2(6+8)

Perimeter = 2(14)

Perimeter = 28 cm

perimeter of the rectangle is 28cm

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The algebraic expression for the volume of the right rectangular pyramid is (x/3) × (units²).

The volume of a right rectangular pyramid is given by the formula;

V = (1/3) × base_area × height

where base_area is area of the base of the pyramid.

In this case, the length and width of the base are given as units and units, respectively. Therefore, the area of the base is;

base_area = length × width

Substituting the given values, we get;

base_area = units × units = units²

The height of the pyramid is given as x units. Therefore, the volume of the pyramid can be expressed as;

V = (1/3) × (units²) × x

Simplifying the expression, we get;

V = (x/3) × (units²)

Therefore, the algebraic expression for the volume of pyramid is (x/3) × (units²).

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The polynomial with roots of 1/4 and +5i in standard form is:

f(x) = x² - (1/4)x² + 25x - (25/4)

To write the polynomial with roots of 1/4 and +5i in standard form, we need to use the fact that the roots of a polynomial are related to its factors. Specifically, if r is a root of a polynomial, then x - r is a factor of the polynomial.

Therefore, if the roots of our polynomial are 1/4 and +5i, then we know that the factors of the polynomial are:

(x - 1/4) and (x - 5i) and (x + 5i)

To get the polynomial in standard form, we need to multiply out these factors and simplify.

(x - 1/4) and (x - 5i) and (x + 5i) = (x - 1/4) and (x² - 25i²)

= (x - 1/4) and (x² + 25)

= x³ + 25x - (1/4)x² - (25/4)

Therefore, the polynomial with roots of 1/4 and +5i in standard form is:

f(x) = x³ - (1/4)x² + 25x - (25/4)

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Solving the equation, Joshua will reach 100,000 miles after approximately 1,760 days of work.

To model Joshua's truck mileage as a function of the number of days he has worked, we can use the following equation:

Mileage (M) = 14 * Number of days worked (D) + Initial Mileage (I)

First, we need to determine the initial mileage on the mail truck. To do this, we can use the information given for his 100th day of work:

76,762 = 14 * 100 + Initial Mileage
76,762 = 1,400 + Initial Mileage
Initial Mileage (I) = 76,762 - 1,400
Initial Mileage (I) = 75,362

Now we can rewrite the equation as:

Mileage (M) = 14 * Number of days worked (D) + 75,362

To find when Joshua will reach 100,000 miles, we can set M equal to 100,000 and solve for D:

100,000 = 14 * D + 75,362
24,638 = 14 * D
D ≈ 24,638 / 14
D ≈ 1,759.857

Since Joshua cannot work a fraction of a day, he will reach 100,000 miles after approximately 1,760 days of work.

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The actual test score that coincides with a z-score of -1.25 is 65 when A college entrance exam had a mean of 80 with a standard deviation of 12 and a z-score of -1.25.

The formula to calculate the actual test score from a z-score is given as,

X = μ + Zσ,

where:

X = the actual or raw test score

μ = the mean

Z = z-score

σ = standard deviation.

Given data:

μ = 80

Z = -1.25

σ =  12

Substuting the values of μ, Z, and σ in the formula, we get;

X = μ + Zσ,

X = 80 + (-1.25)(12)

X = 80 + (-15)

X = 65.

Therefore, the actual test score that coincides with a z-score of -1.25 is 65.

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Thus, Coordinates of image of points A', B' and C' are- A'(-6, 10), B'(-2, -8), C'(4 , -7)

A figure is transformed into a reflection by a transformational process. In a point, a line, or a plane, figures can be reflected. The image and preimage coincide when reflecting any symbol in a line or a point.

Given coordinates of points A, B and C

A(6, 10), B(2, -8), C(-4 , -7)

After reflection  (x, y) ---> (-x, y).

Thus,  Coordinates of image of points A', B' and C' are-

A'(-6, 10), B'(-2, -8), C'(4 , -7)

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A DTH TV connection provides channels in English and other languages in the ratio 7:13. To find out what percentage of the channels are in English, you need to divide the number of English channels by the total number of channels and then multiply the result by 100.

Let's assume that there are a total of 100 channels available on this DTH TV connection. According to the given ratio, 7 out of every 20 channels will be in English. So, the percentage of channels in English will be:

(7/20) x 100 = 35%

Therefore, 35% of the channels on this DTH TV connection are in English.

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The theoretical probability of rolling a one or two is 3/5 or 0.6 as a decimal.

The theoretical probability of an event happening is the number of favorable outcomes divided by the total number of possible outcomes.

In this case, Alexandria rolled the number cube 60 times and recorded her results in the table.

Looking at the table, we can see that the number 1 came up 16 times and the number 2 came up 20 times.

So the number of favorable outcomes is 16 + 20 = 36.

And the total number of possible outcomes is 60.

Therefore, the theoretical probability of rolling a one or two is:

P(1 or 2) = favorable outcomes/total outcomes = 36/60

Simplifying the fraction, we get:

P(1 or 2) = 3/5

So the theoretical probability of rolling a one or two is 3/5 or 0.6 as a decimal.

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The p-value of 0.416 indicates that there is no significant difference in the proportion of Republicans between the two areas of town. Therefore, we fail to reject the null hypothesis and conclude that there is no evidence of a significant difference in the proportion of Republicans between the two areas of town.

Based on the given information, the p-value is 0.416, which is larger than the conventional level of significance (e.g., 0.05 or 0.01). Therefore, we fail to reject the null hypothesis that there is no significant difference in the proportion of republicans between the two areas of town.

In other words, we cannot conclude that there is a significant difference between the two areas. It is possible that any observed difference could be due to chance.

However, it is important to note that statistical significance does not necessarily mean practical significance, and further investigation may be needed to determine if there are any meaningful differences between the two areas in terms of the proportion of republicans.

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The scale factor of the similar figure is 2.

Scale factor is the ratio of the length of a new object to the original object.

To calculate the scale factor of the similar figures, we use the formula below

Formula:

Where:

From the diagram,

Given:

Substitute these values into equation 1

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Answer:

To find the radius of the cylinder, we can use the formula for the volume of a cylinder, which is pi*(r1^2)*h, where r1 is the radius and h is the height. Given that the cylinder has a height of 6 centimeters and a volume of 302 cubic centimeters, we can solve for r1 by dividing the volume by pi times the height, and then taking the square root of the result. After rounding to the nearest whole centimeter, the radius of the cylinder is approximately 5 centimeters.

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The equation y = 3(x - 5)^2 - 1 written in the standard form is y = 3x^2 - 30x + 74

To rewrite the given equation in standard form, we need to expand and simplify the squared term:

y = 3(x - 5)^2 - 1 [given equation]

y = 3(x^2 - 10x + 25) - 1 [expand (x - 5)^2 using FOIL method]

y = 3x^2 - 30x + 74 [combine like terms]

Therefore, the standard form of the equation is:

y = 3x^2 - 30x + 74

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The slope of the tangent line to the function [tex]s(t) = 8 - 41t^2[/tex] at t = -3 is 246.

1. Differentiate the function s(t) with respect to the independent variable t: [tex]s(t) = 8 - 41t^2[/tex].
2. Calculate the derivative s'(t).
3. Evaluate the derivative at the given value of t.
Step 1: Differentiate the function [tex]s(t) = 8 - 41t^2[/tex].
To differentiate this function, we apply the power rule for differentiation.

The derivative of a constant (8) is 0, and the derivative of 41t^2 is -82t

(since we multiply the exponent 2 by the coefficient 41 and then subtract 1 from the exponent).
Step 2: Calculate the derivative s'(t).
s'(t) = 0 - 82t
Step 3: Evaluate the derivative at the given value of t (t = -3).
s'(-3) = -82(-3) = 246
The slope of the tangent line to the function [tex]s(t) = 8 - 41t^2[/tex] at t = -3 is 246.

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Based on the information, the equilibrium price is $56.67

Using the first data point, we have:

25 = a - 40b

Using the second data point, we have:

185 = a - 20b

Solving these two equations simultaneously, we get:

a = 325

b = 5/2

So the demand function is:

Qd = 325 - 5/2 P

the supply function is:

Qs = -100 + 5P

325 - 5/2 P = -100 + 5P

425 = 15/2 P

P = $56.67

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The solution of the given differential equation is y = x + Cx⁴ - x²/4, where C is a constant.

We begin by rearranging the terms as follows:

(4y + x³ - 7)dx = (4x)dy

Integrating both sides, we get:

4xy + (1/4)x⁴ - 7x = 2y² + C

where C is the constant of integration.

Next, we can rearrange this equation to solve for y:

y² = 2xy + (1/8)x⁴ - (7/2)x - C/2

y² - 2xy = (1/8)x⁴ - (7/2)x - C/2

We can complete the square to obtain a more useful expression:

(y - x)² = (1/8)x⁴ - (7/2)x - C/2 + x²

y - x = ±sqrt((1/8)x⁴ - (7/2)x - C/2 + x²)

Simplifying this expression, we get:

y = x ±sqrt(Cx⁴ - (1/4)x⁴ + 7x - C)

Taking the positive sign for simplicity, we get the final solution as:

y = x + sqrt(Cx⁴ - (1/4)x⁴ + 7x - C)

where C is the constant of integration.

We can also simplify this solution further by using the identity (a + b)² = a² + 2ab + b² to get:

y = x + Cx⁴ - x²/4

where C is a constant, as desired.

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The sample space for Ella's compound event where she rolls a die and then flips a coin can be represented in the table below:

Die: 1 2 3 4 5 6
Coin: H-1 H-2 H-3 H-5 H-6 T-1 T-3 T-4 T-5

The size of the sample space is the total number of possible outcomes, which in this case is the number of rows in the table. We can see that there are 9 rows in the table, so the size of the sample space is 9.

To understand the sample space, we can imagine that each row in the table represents a possible outcome of the compound event. For example, the first row represents the outcome where Ella rolls a 1 on the die and gets heads on the coin. The second row represents the outcome where Ella rolls a 2 on the die and also gets heads on the coin, and so on.

Understanding the sample space is important in probability theory because it allows us to calculate the probability of specific events occurring. By knowing the size of the sample space and the number of favorable outcomes, we can determine the probability of an event happening.

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The rate of change after 5 years is 14.4%, indicating that the percentage of US adults using the internet is increasing at a rate of 14.4% per year.

Based on the provided information, the rate of US adults who use the internet can be modeled by the equation dI/dt = -0.5t + 16.9, where t represents the time in years and I represents the percentage of adults using the internet.

To determine the rate of change at a specific time, we need to substitute the value of t into the equation.

For example, to find the rate of change after 5 years, we would substitute t = 5:

dI/dt = -0.5(5) + 16.9
dI/dt = -2.5 + 16.9
dI/dt = 14.4

Therefore, the rate of change after 5 years is 14.4%, indicating that the percentage of US adults using the internet is increasing at a rate of 14.4% per year.

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Surface area of the cylinder in terms of [tex]$\pi$[/tex] is [tex]$5904\pi m^2$[/tex].

The surface area of a cylinder can be calculated by adding the area of the two bases (which are circles) and the lateral area (which is the area of the curved surface).

The radius of the cylinder is given as 36m and the height as 46m. Therefore, the diameter of the cylinder is 72m (twice the radius). Using the formula for the area of a circle, we can calculate the area of each base:

[tex]$A_{base} = \pi r^2 = \pi (36m)^2 = 1296\pi m^2$[/tex]

The lateral area of the cylinder can be calculated using the formula:

[tex]$A_{lateral} = 2\pi r h$[/tex]

Substituting the given values, we get:

[tex]$A_{lateral} = 2\pi (36m) (46m) = 3312\pi m^2$[/tex]

Therefore, the total surface area of the cylinder is:

[tex]$A_{total} = A_{base} + A_{lateral} + A_{base} = 2A_{base} + A_{lateral}$[/tex]

Substituting the values we calculated, we get:

[tex]$A_{total} = 2(1296\pi m^2) + 3312\pi m^2 = 5904\pi m^2$[/tex]

So the surface area of the cylinder in terms of [tex]$\pi$[/tex] is [tex]$5904\pi m^2$[/tex].

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The total surface area of the given cuboid is 94.4 square centimeter.

Given that, the dimensions of box are length=4.4 cm, breadth=2 cm and Hight=6 cm.

We know that, the total surface area of cuboid = 2(lb+bh+lh)

= 2(4.4×2+2×6+4.4×6)

= 2×47.2

= 94.4 square centimeter

Therefore, the total surface area of the given cuboid is 94.4 square centimeter.

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