This graph shows the solutions to the inequalities y> x+2 and y< x-3.
Does the system of inequalities have solutions? If so, which region contains
the solutions?
A
B
C
O There are no solutions.
OB. There are solutions, and they are the points in region C.
OC. There are solutions, and they are the points in region B.
OD. There are solutions, and they are the points in region A.

i) The absolute change of the CPI from 2009 to 2014 is given as follows: 22,199.

ii) The absolute change of the Tuition from 2009 to 2014 is given as follows: $26.5.

iii) The relative change of the CPI from 2009 to 2014 is given as follows: 10.35%.

iv) The relative change of the Tuition from 2009 to 2014 is given as follows: 26.59%.

Tuition has increased more in this time period.

The absolute change between two amounts is given by the absolute value of the difference of these two amounts.

Hence for the CPI from 2009 to 2014 is given as follows:

236736 - 214537 = 22,199

For the Tuition, it is given as follows:

126.15 - 99.65 = $26.5.

The relative change is given by the absolute change divided by the initial value and multiplied by 100%, hence:

Due to the higher relative change, the Tuition increased more in this time period.

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The amount invested in the two different bank accounts which has a simple interest of $ 560 is $ 2000 and $ 4000 respectively

Simple interest is a method of calculating interest that ignores the impact of compounding. While interest frequently compounds throughout the course of a loan's set periods, simple interest does not. Simple interest is calculated by multiplying the principal amount by the interest rate, times the number of periods.

Simple Interest = ( Principal Amount x Rate x Time Period ) / 100

Given data ,

Let the simple interest be represented as SI

The value of SI = $ 560

Now , the total amount A = $ 6000

Let the first bank account be A

Let the second bank account be B

The amount invested in the bank account A be = P

The amount invested in the bank account B be = ( 6000 - P )

The rate of interest of bank account A = 8 %

The rate of interest of bank account B = 10 %

Now ,

The SI of bank account A = ( Principal Amount x Rate x Time Period ) / 100

Substituting the values in the equation , we get

The SI of bank account A = ( P x 8 x 1 ) / 100

The SI of bank account A = 8P/100

And ,

The SI of bank account A = ( Principal Amount x Rate x Time Period ) / 100

Substituting the values in the equation , we get

The SI of bank account A = [ ( 6000 - P ) x 10 x 1 ] / 100

The SI of bank account A = ( 60000 - 10P ) /100

And , the total SI = $ 560

So ,

8P/100 +  ( 60000 - 10P ) /100 = 560

Multiply by 100 on both sides of the equation , we get

8P + 60000 - 10P = 56000

On simplifying the equation , we get

-2P = -4000

Divide by -2 on both sides of the equation , we get

P = $ 4000

So , the amount invested in bank account A = $ 4000

And , the amount invested in bank account B = $ 2000

Hence , the amount invested is $ 4000 and $ 2000 respectively

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f(x) and g(x) are inverses using composition

A function is a relationship between inputs where each input is related to exactly one output. Every function has a domain and codomain or range. A function is generally denoted by f(x) where x is the input.

To confirm the inverse relationship using composition.

For valid inverse f(g(x)) must be equal to g(f(x))

f(x) = ∛(x) + 13; g(x) = (x - 13)³:

f(g(x)) = f((x - 13)³)

f(g(x)) = ∛((x - 13)³) + 13

f(g(x)) = x - 13 + 13

f(g(x)) = x

g(f(x)) = g(∛(x) + 13)

g(f(x)) =  (∛(x) + 13 - 13)³

g(f(x)) =  (∛(x))³
g(f(x)) =  x

Since f(g(x)) = g(f(x)) then f(x) and g(x) are inverse

f(x) = x³ + 1; g(x) = ∛(x - 1):

f(x) = x³ + 1; g(x) = ∛(x - 1)

f(g(x)) = f(∛(x - 1))

f(g(x)) =  (∛(x - 1))³ + 1

f(g(x)) =  x - 1 + 1

f(g(x)) =  x

g(f(x)) = g(x³ + 1)

g(f(x)) = ∛((x³ + 1) - 1)

g(f(x)) = ∛(x³)

g(f(x)) = x

Since f(g(x)) = g(f(x)) then f(x) and g(x) are inverse

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The number which is lesser than its square is 12/11

When a number is multiplied by itself, the result is a square number. For instance, 25 is a square number as it is composed of 5 lots of 5, or 5 × 5. 

The opposite of squaring an integer is finding its square root. The result of multiplying a number by itself yields its square value, whereas the square root of a number may be found by looking for a number that, when squared, yields the original value. It follows that a a = b if "a" is the square root of "b." Every integer has two square roots, one of a positive value and one of a negative value, because the square of any number is always a positive number. For instance, the square roots of 4 are both 2 and -2. However, the square root of a number is typically only expressed as the positive value.

The numbers are

9/10 , 12/11 , 15/16 and 13/13

The squares are

81/100, 144,121, 225/256, 1

here

81/100 < 9/10 abd

225/256 < 15/16

144/121 > 12/11

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Answer:

(0, 28)

Step-by-step explanation:

Overview

To answer the question given, we have to find the point on the line that goes through the points given in the table when the x-axis represents the month of the year (1 is Jan, 2 is Feb, etc.) and the y-axis represents the average temperature for that month.

Method 1

I've attached a graph of the line for reference.

When we look at the graph of the line that goes through the points given in the table, we can determine that its y-intercept is (0, 28).

Method 2

To determine the y-intercept of the line without actually graphing it, we can construct an equation using the given points.

We know that the line's slope is defined as [tex]\dfrac{\textrm{rise}}{\textrm{run}}[/tex].

Using that information, we can solve for the line's slope by using any two of the given points. I will use the points for January (1, 42) and February (2, 56).

[tex]\textrm{slope} = \dfrac{56-42}{2-1} = \dfrac{14}{1} = 14[/tex]

Then, we can plug this value into the point-slope form equation

[tex]y - b = m(x - a)[/tex]

along with one of the given points [tex](a,b)[/tex] -- I'll use January (1, 42):

[tex]y-42=14(x-1)[/tex]

Next, to solve for the y-coordinate of the line's y-intercept, we can plug 0 into the equation for x and solve for y.

[tex]y - 42 = 14(0 - 1)[/tex]

[tex]y - 42 = 14(-1)[/tex]

[tex]y - 42 = -14[/tex]

[tex]y = -14 + 42[/tex]

[tex]y = 28[/tex]

Finally, we can plug the solved y-coordinate and 0 for the x-value (because we solved for when y when x = 0) into the format of a Cartesian coordinate:

(0, 28)

The maximum allowed ratio for the cord such that the maximum allowable normal stress is 8.77 kilopascals is equal to 2.081.

Let assume that the cork is made of a ductile material, in this case we find that the normal stress (σ), in kilopascals, and shear stress (τ), in kilopascals, are described below:

Normal stress

σ = F / A

Shear stress

τ = (3 · V) / (2 · A')

Where:

Let assume that cork is at static equilibrium and at inminent motion, then the shear and normal forces are, respectively:

F = P

V = P / 2

And the transversal areas are introduced below:

A = π · R²

A' = 2 · R · H

Where:

If we know that σ = 8.77 kPa and τ = 4.98 kPa, then the maximum allowed ratio between the cork height and the cork radius is:

8.77 = P / (π · R²)

8.77 = [1 / (π · R)] · (P / R)

4.98 = 1.5 · (0.5 · P) / (2 · R · H)

4.98 = [0.75 / (2 · H)] · (P / R)

Then, we eliminate P / R of the two equations:

8.77π · R = 13.24 · H

H / R = 8.77π / 13.24

H / R = 2.081

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Answer:

s(5+7)

Step-by-step explanation:

Since 's' is the Highest Common Factor that will go outside the brackets.

[tex]s(5+7).[/tex]

[tex]5s+7s[/tex]

As you can tell, a common term between "5s" and "7s" is variable "s". Hence, we may factorize using that variable.

[tex]s(\frac{5s+7s}{s} )\\\\s(\frac{5s}{s} +\frac{7s}{s} )\\ \\s(5+7)[/tex]

Final answer: [tex]s(5+7)[/tex].

The value of log10 5 as required to be determined using the given information is; 0.3979 + P..

It follows from the task content that; the value of log10 5 is to be determined based on the given information.

Since the given expression is; log10 2 = P;

The expression which can be inferred from the equation above is;

10^P = 2..............(i)

However, let; log10 5 = x

Therefore; 10^x = 5..........(ii)

By dividing the equation (ii) by (i); we have that;

10^(x - P) = 2.5

Therefore, from the converse of logarithmic law;

x - P = log10 2.5

x = P + log10 2.5

where, log10 2.5 = 0.3979

x = 0.3979 + P

Ultimately, the value of log10 5 as required is; 0.3979 + P.

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Answer:

D

Step-by-step explanation:

the midsegment of a trapezoid is half the sum of the parallel sides, that is

midsegment = [tex]\frac{WT+VU}{2}[/tex] = [tex]\frac{17.5+6.1}{2}[/tex] = [tex]\frac{23.6}{2}[/tex] = 11.8

Answer:

y = -3

Step-by-step explanation:

The midline of a sinusoidal function is y = a where "a" is halfway between the minimum and maximum y-values of the function.

From inspection of the given graph:

Therefore, the y-value that is halfway between the minimum and maximum points is:

[tex]\implies y=\dfrac{y_2+y_1}{2}=\dfrac{-7+1}{2}=\dfrac{-6}{2}=-3[/tex]

Therefore, the equation of the midline of the given sinusoidal function is:

Direct distance from the base of the Space Needle to Kasie's house = 1429 feet.

The angle of depression is the angle between the horizontal line and the observation of the object from the horizontal line. It is basically used to get the distance of the two objects where the angles and an object's distance from the ground are known to us.

Given,

Height of the observation deck AB = 520 feet

Angle of depression = 70°

Distance of the Space needle base to house BC = ?

By the figure,

tan70° = AB/BC

BC = tan70°(AB)

BC = 2.7475(520)

BC = 1428.7 feet

Distance of the Space needle base to house to nearest foot = 1429 feet

Hence, 1429 feet is the distance between base of the Space Needle to Kasie's house.

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The cyclist's average speed is

14.93

mph.

Total

distance

covered is=2+8=10

Total time =10+30=40

=40/60 min

=.0.67 hours.

Convert miles per min to miles per hour,

average speed= 10 miles/0.67 hours,

=14.93 mph.

The average speed is =4.93 mph

The total distance covered is 2 + 8 = 10 miles. The total time taken is 10 minutes + 30 minutes = 40 minutes. To convert minutes to hours, divide the time in minutes by 60. So, the total time taken in hours is 40 minutes / 60 = 0.67 hours. To convert miles per minute to miles per hour, multiply the speed in miles per minute by 60. So, the average speed in miles per hour is

10 miles / 0.67 hours = 14.93 mph

The average speed is =14.93 mph

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The area of a outdoor carpet is 42 square feet.

Area is the amount of space occupied by a two-dimensional figure. In other words, it is the quantity that measures the number of unit squares that cover the surface of a closed figure. The standard unit of area is square units which is generally represented as square inches, square feet, etc.

In the given figure, the outdoor carpet consist two triangles and one rectangle.

Here, rectangle measures length=11 ft and width = 3 ft, small triangle has base= 2 ft and height =3 ft and large triangle has base= 4ft and height =3 ft.

So, area of rectangle is 11×3 = 33 square ft

Area of small triangle = 1/2 ×Base×Height

= 0.5×2×3

= 3 square feet

Area of large triangle = 1/2 × 4×3

= 6 square feet

Total area = 33+3+6

= 42 square feet

Therefore, the area of a outdoor carpet is 42 square feet.

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Answer: D - 124°

Step-by-step explanation: Since y and a are vertical angles, we can determine that angle a is equal to 34°

90° + 34° = 124°

180° - 124° = 56°

Now we know the last angle in the triangle. Since this angle is on the same line as angle b, subtracting it from 180 would give us angle b

180° - 56° = 124°

Answer:

B

Step-by-step explanation:

after 0 it's 1 and 4 is after 5

Answer:

y = -x - 3

Step-by-step explanation:

The slope-intercept form of a linear equation is y = mx + b, where m is the slope and b is the y-intercept.

Given that the point (-8,5) lies on the line and the slope of the line is m=-1, we can use the point-slope form of a linear equation to write the equation of the line.

The point-slope form of a linear equation is y - y1 = m(x - x1), where (x1, y1) is a point on the line, and m is the slope of the line.

So substituting the given point (-8,5) and slope m=-1 into the point-slope form, we get:

y - 5 = -1(x + 8)

Simplifying, we get:

y = -x - 3

This equation is the slope-intercept form of the line that passes through the point (-8,5) and has a slope of -1.

The convergence of the series ∑∧∞ 4.7.10…(3n+1) /1.2.3….n is π =3+. 1. 10. +. 4. 102. +. 1. 103. +. 5. 104. +. 9. 105. +. 2. 106

You should understand that any series that is not convergent is said to be divergent or to diverge

The reciprocals of the positive integers produce a divergent series

This can be written as π =3+. 1. 10. +. 4. 102. +. 1. 103. +. 5. 104. +. 9. 105. +. 2. 106 .... For x ∈ R, the (infinite) geometric series ∑n≥0 xn converges if |x| < 1 and ...

This is to say that the convergence series is the reciprocal of the series.

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Answer:

7 x 16 inches.

Step-by-step explanation:

Since your answer is in inches, first convert feet to inches by multiplying the value by 12.

(3 1/2) x 12 = 42 inches

(8) x 12 = 96 inches

Since the dimensions of the door of the dog's house are 1/6 that of the Smith's house, multiply each of the Smith's dimensions by 1/6 (or divide by 6)

42 / 6 = 7 inches         42 x 1/6 = 7 inches

96 / 6 = 16 inches       96 x 1/6 = 16 inches

Staff at the learning center can teach whole groups of students who need extra help or focus on working one-on-one with a specific child. They work on improving knowledge of academic subjects like biology as well as skills like reading comprehension.

Learning centre instructors work in programmes that assist at-risk students in strengthening their academic skills. Learning centre instructors can work for a private or public learning centre. Learning centre instructors work with students to teach them valuable skills and academic subjects no matter where they work.

Learning centre instructors can teach large groups of students who require extra assistance or work one-on-one with a specific child. They work on improving academic knowledge, such as biology, as well as skills, such as reading comprehension.

They are in charge of creating the overall curriculum and training programme. Learning centre instructors must also have excellent classroom management skills as well as patience in order to work with students who are experiencing difficulties.

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Answer:

i think the answers are m=4 and n=10

Answer:

square root 27

Step-by-step explanation:

3³/² =

(3×3×3 )½ =27½

Answer:

The cost of the water is $5.70.

Step-by-step explanation:

7.05-1.35=5.70 You just have to - 7.05 by 1.35

Since Z and 92 both have vertical angles, they are equal. Subtract from 180 to determine the measure of the other angle, which is 88 degrees since it forms a straight line with the 92-degree angle. Solve the expression by setting the value at 88.

∠AOB + ∠BOC = 180°

92°+( 10x  +  32 )° = 180°

10x + 32° = 180 - 92

10x + 32° = 88

10x = 88 - 32

10x = 56

x = 56 ÷ 10

x = 5.6°

Hence, the value of X is 5.6 and Z is 92.

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The number of different sequences of tosses could there have been, if the number of tosses was even 1/2

You should understand that the tosses involves a sequence which is an array of numbers in a particular order

The question reads thus How many different sequences of tosses could there have been, if the number of tosses was even.

Number of tosses = 12

The tosses are 1,2,3,4,5,6,7,8,9,10,11,12 = 12 Times

The even numbers are

2,4,6,8,10,12 = 6 times

The Probability of the toss is 6/12

Therefore the number of tosses equals 1/2

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Discontinuities are points where the function is undefined. Holes are points where the graph has a break in it. Vertical asymptotes are lines on a graph where the function approaches infinity and horizontal asymptotes are lines on a graph where the function approaches a limit.

The theory used in this question is the theory of rational functions. This theory is used to identify points of discontinuity, holes, vertical asymptotes, and horizontal asymptotes in rational functions.

In the given question,

2. f(x) = x-2/x-4

Points of discontinuity: x = 4

Holes: None

Vertical Asymptote: x = 4

Horizontal Asymptote: None

3. f(x)= 3x-3/x2-1

Points of discontinuity: x = 1

Holes: None

Vertical Asymptote: x = 1

Horizontal Asymptote: y = 0

4. f(x)  = x²+5x+6/x²+6x+9

Points of discontinuity: None

Holes: None

Vertical Asymptote: None

Horizontal Asymptote: y = 1

5. f(x) = (x+3)(x-2)/(x-2)(x+1)

Points of discontinuity: None

Holes: x = -1, x = 2

Vertical Asymptote: x = -1, x = 2

Horizontal Asymptote: y = 1

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The linear inequality represented by the graph is defined as follows:

y ≥ -2x + 1.

The ordered pairs that are solutions to the inequality x < -3 are given as follows:

The slope-intercept definition of a linear function is given as follows:

y = mx + b.

For which the coefficients are given as follows:

The function in this problem crosses the y-axis at y = 1, hence the intercept b is given as follows:

b = 1.

When x increases by one, y decays by two, hence the slope m is given as follows:

m = -2.

The shaded region, considering the solid line, is given by the values to the right of the line, hence the inequality is defined as follows:

y ≥ -2x + 1.

The inequality for this problem is defined as follows:

x < -3.

The ordered pairs have the following format:

(x,y).

Hence all the ordered pairs that have x < -3, no matter the coordinate of y, are solutions to the inequality.

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Answer:

2y+x=7

Step-by-step explanation:

The equation of a line is in the form:

[tex]y = mx + c[/tex]

where m is the gradient and c is the y-intercept.

In the equation y=2x+3 the gradient is 2, so to find the perpendicular gradient, it is the negative reciprocal, or in other words, flip the number upside down and make it negative:

[tex]2 = \frac{2}{1} [/tex]

[tex] \frac{2}{1} \: flipped \: upside \: down = \frac{1}{2} [/tex]

[tex] make \: \frac{1}{2} \: negative = - \frac{1}{2} [/tex]

So the gradient for the point (1, 3) is -1/2

Using y=mx+c to find c (the y-intercept) where y=1, m=-1/2, x=1, substitute these values in:

[tex]y = mx + c[/tex]

[tex]3 = - \frac{1}{2} (1) + c[/tex]

[tex]3 = - \frac{1}{2} + c[/tex]

[tex]3 + \frac{1}{2} = c[/tex]

[tex]c = \frac{7}{2} [/tex]

So the equation is:

[tex]y = - \frac{1}{2} x + \frac{7}{2} [/tex]

We need to write this in the form ax+by=c, so multiply everything by 2 to get rid of the fractions on the right:

[tex]2y = - x + 7[/tex]

Bring x to the left side by adding it:

[tex]2y + x = 7[/tex]

This is now in the form ax+by=c

Answer:3 square root 27c7 • 3 square root 250c2 can be simplified by applying the property of square roots, (√a * √b) = √(ab) .

So, 3 square root 27c7 • 3 square root 250c2 = √(27c7 * 250c2) = √(27250c7c2) = √(675c7*c2) = √(675c9) = √(675) * √(c9) = 15c3

Therefore, 3 square root 27c7 • 3 square root 250c2 = 15c3 is the equivalent expression.

Step-by-step explanation:

Answer: 1000%

Step-by-step explanation:

Suppose the newborn mass is 100%. 4000 is 10 times that, which is 1000%.

Answer: %1000

What is a percentage?

A percentage is a ratio, or a number expressed in the form of a fraction of 100. Percentages are often used to express a part of a total.

If we know that the newborn cat's weight is equivalent to 400g, and when it is fully grown it is equal to 4000 grams, we need to know how many times more is the full-grown cats' mass is compared to the newborn.

400 × 10 = 4000

We now know that the adult cat is 10 times larger than the newborn cat, meaning that it is %1000 of the newborn cat's size.

Answer:

Let's call the number of seats in the first aircraft "x", the number of seats in the second aircraft "y", and the number of seats in the third aircraft "z".

From the problem statement, we know that:

x = y + 88 (the first aircraft has 88 more seats than the second aircraft)

z = 2y - 103 (the third aircraft has 103 seats less than twice the seating capacity of the second aircraft)

x + y + z = 1909 (the total number of seats in all three aircraft is 1909)

We can substitute the first equation into the third equation to get:

y + 88 + 2y - 103 = 1909

3y = 2000

y = 666 (the number of seats in the second aircraft)

Now that we know the number of seats in the second aircraft, we can use the first and second equations to find the number of seats in the other two aircraft:

x = y + 88 = 666 + 88 = 754 (the number of seats in the first aircraft)

z = 2y - 103 = 2(666) - 103 = 1229 (the number of seats in the third aircraft)

So, the first aircraft has 754 seats, the second aircraft has 666 seats and the third aircraft has 1229 seats.

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Answer: The first aircraft has 265 seats, the second aircraft has 177 seats and the third aircraft has 248 seats.

Step-by-step explanation:

Let's call the number of seats for the first aircraft x, the number of seats for the second aircraft y, and the number of seats for the third aircraft z.

From the problem, we know the following:

x = y + 88 (the first aircraft has a capacity of 88 more seats than the second aircraft)

z = 2y - 103 (the third aircraft has 103 seats less than twice the seating capacity of the second aircraft)

x + y + z = 1909 (the total number of seats for all three aircraft is 1909)

We can use the first equation to substitute for x in the second and third equations:

y + 88 = y + 88

2y - 103 = z

Now we have a system of equations:

y + 88 + y + 2y - 103 + z = 1909

4y + z = 2000

We can use the first equation to find y:

y = (1909 - 88 - 103) / 4 = 709 / 4 = 177

Now we can substitute this value of y back into the first equation to find x:

x = y + 88 = 177 + 88 = 265

and substitute it back into the second equation to find z:

z = 2* 177 - 103 = 248

So the first aircraft has 265 seats, the second aircraft has 177 seats and the third aircraft has 248 seats.