Python is a computer programming language often used to build websites and software, automate tasks, and conduct data analysis. Python is a general-purpose language, meaning it can be used to create a variety of different programs and isn't specialized for any specific problems.
Python 3 code:
function to print the numbers in list
def print_list(List):
for entry in List:
print(entry)
function to print the numbers and squares in list
def print_squares(List):
for entry in List:
print("Square of ", entry, " = ", entry*entry)
Call the functions now
input_list = [12,10,32,3,66,17,42,99,20]
print_list(input_list)
print_squares(input_list)
Sample Output:
12 10 32 3 66 17 42 99 20 Square of 12 = 144 Square of 10 = 100 Square of 32 = 1024 Square of 3 = 9 Square of 66 = 4356 Square of 17 = 289 Square of 42 = 1764 Square of 99 = 9801 Square of 20 = 400
Python 2.7 code:
function to print the numbers in list
def print_list(List):
for entry in List:
print entry
function to print the numbers and squares in list
def print_squares(List):
for entry in List:
print "Square of ", entry, " = ", entry*entry
Call the functions now
input_list = [12,10,32,3,66,17,42,99,20]
print_list(input_list)
print_squares(input_list)
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So, the area is square units.
The area of a triangle is 4 square units.
Given that, the coordinates of the triangle ABC are A(4, 3), B(5, 1) and C(1, 1).
We need to find the area of a triangle ABC.
What is the area of a triangle?The area of a triangle is defined as the total space occupied by the three sides of a triangle in a 2-dimensional plane. The basic formula for the area of a triangle is equal to half the product of its base and height, i.e., A = 1/2 × b × h.
The base of the triangle = |5-1|=4
From vertices, A(4, 3) to the base the distance is 2 units at the vertice (4, 1)
So, the height of the triangle = 2 units
Now, the area of a triangle ABC = 1/2 × 4 × 2 = 4 square units.
In the given solution the height of a triangle is wrongly calculated.
Therefore, the area of a triangle is 4 square units.
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Learning Task 2. Factor the following completely.
1. x²+3x-18
2. 3x²-9x-12
3. 18x²+3x-15
4. 5x²+32x+12
5. 3x³+24
Step-by-step explanation:
13 is the answer that is need
3/2x - 2/3x =2
Find x
The value of x by simplified the given equation is 5/12.
By considering the given equation
3/2x - 2/3x =2
We are finding the value of x by simplify it.
(9-4)/6x=2
5/6x=2
5=12x
x=5/12
To simplify simply means to make anything easier. In mathematics, simplifying an equation, fraction, or problem means taking it and making it simpler. Calculations and problem-solving techniques simplify the issue.
If a fraction's top and bottom share only one additional common factor, it is said to be in its simplest form. In other words, the top and bottom cannot be divided further and remain full numbers. Simplest form is also referred to as "lowest words."
The reduced form of a fraction is another name for its most basic form. For instance, the simplest representation of a fraction with a common component of 1 is 34 The simplest form, however, is not 2/4 because 12 is a further simplification of 2/4 that can be written.
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The black graph is the graph of y=f(x)
f (x) = -x² + 2x
Find f(-3)
Giving brainliest and 5 star rating. Thank you. :)
Can someone help me on problems 4-6 pls
From the question, the first table is not a function while the other two tables are functions.
How to Identify a Function?
A function is a correspondence or mapping from a first set of numbers, called the domain of the function, to a second set of numbers, called the range of the function, such that for each member of the domain there is exactly one member of the range.
A function is said to be one-to-one if every y value has exactly one x value mapped onto it, and many-to-one if there are y values that have more than one x value mapped onto them. This graph shows a many-to-one function.
4) We see that all the y-values are the same or equal. Thus, we can say that it is not a function because it doesn't match the definition above.
5) Yes the table describes a function because all input values produces a unique output y-value.
6) Yes, the table represents a function because all input values produces a unique output y-value.
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4. (03.01)
Is the following relation a function? (1 point)
Yes
No
[tex]{ \qquad\qquad\huge\underline{{\sf Answer}}} [/tex]
No, The given relation isn't a function.
[ For a relation to be a function, every value that lies in the domain ( set A ) should have only one corresponding value in its Range ( set B ) but here, -1 has two corresponding values that are : (-1) and (2) ]
Therefore, conclusion can be made that the given relation isn't a function.
Answer:
Not a function.
Step-by-step explanation:
Functions
A function is a special type of relation where each input (x-value) has a single output (y-value).
One-to-one: Each value in the range (y-values) corresponds to exactly one value in the domain (x-values).Many-to-one: Some values in the range (y-values) correspond to more than one (many) value in the domain (x-values).The given function is not a function as the input value of x = -1 has multiple output values of y = 2 and y = -1.
Find a₁for each arithmetic series. Sa₃₀=240 and d=-2
As a reminder, an arithmetic sequence or arithmetic progression (AP) is a progression in which the difference (called the tolerance) between two consecutive terms in the progression is constant.
Therefore, the expression for the nth term is
an = a₁ + (n − 1) d
and in general
an = am + (n - m) d.
where d is the difference.
For an arithmetic series with initial term a₁ and difference between terms of d
an = a₁ + (n − 1) d
We are told
d = -2 and
S8 = 240
So,
a1 = 240 = a1 + ( 30 - 1) * ( -2 ) = a1 - 58
a1 = 240+58 =298
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Find the equation of the line below
When the same number is added to the numerator and denominator of 5/7, the result is 17/23. what is that number?
The number added to the numerator and the denominator is 2/3.
It is given in the question that when the same number is added to the numerator and denominator of fraction 5/7, the result is 17/23.
We have to find the number added to the numerator and the denominator.
Let the number be x.
Hence, according to the data given in the question, we get,
(5 + x)/(7 + x) = 17/23
By cross - multiplication, we get
23(5 + x) = 17 (7 + x)
Opening the bracket according to the distributive property of addition and multiplication, we get,
115 + 23x = 119 + 17x
23x - 17x = 119 - 115
6x = 4
x = 4/6
x = 2/3
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Please help, picture attached below
2x+9>17 or 5x+10<10 compound inequalities
Answer: 2x+9>17 or 5x+10<10 compound inequalities is x<0
Step-by-step explanation:
What is Meant by Compound Inequality?
In Mathematics, a compound inequality is a sentence which has two statements connected using the word “and” or by the word “or”. If the statements are connected using the word “and”, then both the statements of the compound sentence are true at the same time. If the statements are connected using “or”, then the compound sentence is true if at least one statement is true.
2x+9>17 or 5x+10<10
Let take 2x+9>17
Subtract -9 on both sides
2x+9-9>17-9
2x+0>8
2x>8
Now we need to divide by 2 both sides
2x÷2>8÷2
x>4
Now we solve 5x+10<10
we need to subtract -10 on both side
5x+10-10<10-10
5x+0<0
5x<0
Now we need to divide 5 on both sides
5x÷5<0÷5
x<0
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0<x>4
the value of x lies between 0 and 4.
A compound inequality is an inequality that combines two simple inequalities. A compound inequality is made up of two inequalities connected by the word “and” or the word “or.” To solve a compound inequality means to find all values of the variable that make the compound inequality a true statement.
lets take 2x+9>17
now lets subtract 9 from both sides.
2x + 9 > 17
- 9 > -9
2x > 8
now divide both sides by 2
2x ÷ 2 > 8 ÷ 2
x > 4
lets take the second part i.e 5x +10 <10
substract 10 from both sides
5x + 10 < 10
- 10 < -10
5x < 0
now divide both sides by 5
5x ÷ 5< 0 ÷ 5
x < 0
0<x>4
the value of x lies between 0 and 4.
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A long year-end status report for work is 163 pages long. You need to print 16 copies for a meeting next week. How much is the paper going to cost for those reports? Paper is sold in reams (500 pages) for $3.75 each.
Answer:
19.56
Step-by-step explanation:
Number of pages x copies
164 x 16 = 2608
Divided by number of pages per ream
2608 ÷ 50 = 5.216
Total Reams by cost
5.216 x 3.75 = 19.56
Scores
16
18
12
8
20
Find this student's median quiz score
Answer:
In ascending order:8,12,16,18,20
Step-by-step explanation:
median=?
N=5
now
median =(N±1/2)th item
=(5±1/2)th item
(6/2)th item
=3rd item
so median quiz score is 16
Hope its helpful for you
The area of an animal pen is 30 square feet. what are the legnths of the pen's sides if the pen has each given shape?
L = 1.3245 is the legnths of the pen's sides .
What is area and perimeter?
Perimeter is the distance around the outside of a shape. Area measures the space inside a shape.
The equation for perimeter is 2L + W = 30 ( I'm assuming that the shed takes up one of the Widths, but you can use the Length if you want, it doesn't matter.)
So W = 30 - 2L.
Area = L x W = L (30 - 2L) = 30L - 2L^2.
This is a quadratic equation, easily graphed as a parabola, with a maximum point at L = 1.3245 .
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Pia poured 1/4 pint of milk into an empty mug. The milk filled 2/3 of the mug.
How many pints of milk will fill an empty mug of the same size?
3/8 pints of milk will fill an empty mug of the same size.
In this question, we have been given Pia poured 1/4 pint of milk into an empty mug.
The milk filled 2/3 of the mug.
We need to find the pints of milk that will fill an empty mug of the same size.
Let 'm' pints of milk will fill an empty mug of the same size.
From given data, we get proportion.
⇒ (1/4) / (2/3) = m / 1
We simplify above equation to find the value of m.
⇒ (2/3) m = 1/4
⇒ m = (1/4) × (3/2)
⇒ m = 3/8
Therefore, 3/8 pints of milk will fill an empty mug of the same size.
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Write Each Number As A Power Of 5
• 0.2
• 0.04
• 125^-1
• 15^0
Urgent Plss Thank You !!
The numbers as powers of 5 are 5^-1, 5^-2, 5^-3 and 5^0
How to rewrite the numbers as a power of 5?The numbers are given as:
• 0.2
• 0.04
• 125^-1
• 15^0
Number 1: 0.2
Express as fraction
1/5
Apply the power rule of indices
5^-1
Number 2: 0.04
Express as fraction
1/25
Express 25 as 5^2
1/5^2
Apply the power rule of indices
5^-2
Number 3: 125^-1
Express as fraction
1/125
Express 125 as 5^3
1/5^3
Apply the power rule of indices
5^-3
Number 4: 15^0
Evaluate the exponent
15^0 = 1
Express 1 as 5^0
15^0 = 5^0
Hence, the numbers as a power of 5 are 5^-1, 5^-2, 5^-3 and 5^0
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If A, B, C, and D are collinear, then
they lie in the same plane. A, B, C,
and D lie in the same plane.
If BD bisects ABC, then D lies in
the interior of ABC. D lies in the
interior of ABC.
The hypothesis of both statements are false.
How to Interpret Collinear Points?1) Collinear points are the points that lie on the same straight line or in a single line. If two or more than two points lie on a line close to or far from each other, then they are said to be collinear,
Thus, if A, B, C, and D are collinear, then they cannot lie in the same plane.
Thus, the hypothesis is not true.
2) When we bisect an angle, it is possible that one of the endpoints of the line may be outside the interior of the bisected angle. Thus, the hypothesis is Not true.
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help meeeeeeeeeeeeee
======================================================
Explanation:
To find the inverse, we swap x and y, then solve for y.
y = 2x-3
x = 2y-3
x+3 = 2y
2y = x+3
y = (x+3)/2
y = x/2 + 3/2
y = (1/2)x + 3/2
This shows the original function y = 2x-3 leads to the inverse y = (1/2)x+3/2, and vice versa.
--------------
Another approach:
Since we're given a list of multiple choice answers, we can rule out the non-answers.
Plug x = 0 into the first equation of choice A. It leads to y = 2
That output 2 is then plugged into the second equation for choice A. It leads to y = 13/2. We do not get the original input 0, which shows that the equations in choice A do not undo one another. They aren't inverses of each other.
This allows us to rule out choice A. Choices B and C are similar stories.
Notice that plugging x = 0 into the first equation of choice D leads to the output y = -3. Then plug this as the input into y = (1/2)x+3/2 and you should get y = 0 to get us back where we started. This partially helps confirm we have a pair of functions that are inverses of each other. I'll let you try other values.
Answer:
Step-by-step explanation:
Algorithm for deriving the formula of the inverse function
Step 1. In the formula for the original function, replace the notation of the argument and the value:
Step 2. From the resulting formula, express y(x).
Step 3. Take into account the constraints on the area of definition and the area of values of the original and/or inverse functions.
[tex]\displaystyle\\ y=\frac{1}{2}x+2\\\\ 1.\ x=\frac{1}{2}y+2\\ \Rightarrow\ x-2=\frac{1}{2}y \\2.\ Multiply\ both\ parts\ of\ the\ equation\ by\ 2:\\\\2(x-2)=y\\\\2x-4=y\\Thus,\\y=2x-4\neq 3x+\frac{1}{2} \\Answer:\ no\\\\2.\ y=5(x-2)\\\\1.\ x=5(y-2)\\\\2.\ Divide\ both\ parts\ of\ the\ equation \ by\ 5:\\\\\frac{x}{5} =y-2\\\\\Rightarrow\ \frac{x}{5}+2=y \\Thus,\\\\y=\frac{x}{5}+2 \neq \frac{1}{5}(x+2)\\ Answer:\ no[/tex]
[tex]y=2x-3\\1.\ x=2y-3\\\\2,\ x+3=2x\\\\Divide\ both\ parts\ of\ the \ equation\ by \ 2:\\\\\frac{1}{2}(x+3)=y\\\\ Thus,\\\\y=\frac{1}{2}x+\frac{3}{2} \equiv\frac{1}{2}x+\frac{3}{2} \\\\Answer:\ yes[/tex]
When drawing a line, use
_____ to show that the line continues endlessly in both directions. (Fill in the blank)
when drawing a line use arrows to show that the line continues endlessly in both directions.
Simplify (-8+b)(5) helppp I’m so confused!
Answer: 5b-40
Step-by-step explanation:
You have to distribute the 5 into both of the variables in the parenthesis
Hope this helps!
Arianys wants to ride her bicycle 55.5 miles this week. She has already ridden 19 miles. If she rides for 5 more days, which equation could be used to determine, m, the average number of miles she would have to ride to meet her goal? A. 19m = 55.5 - 5 B. 5m = 19 - 55.5 C. m = 55.5-19/5 D. 55.5 = 19m + 5
The equation that could be used to determine, m, the average number of miles she would have to ride to meet her goal is; m = (55.5 - 19)/5
How to Solve Algebra Word Problems?
Distance that she wants to ride this week = 55.5 miles
Distance she has already ridden so far = 19 miles
Now, we are told that she will ride 5 more days.
If m is the average number of miles she has to ride to meet her goal, then we can say that;
5m + 19 = 55.5
Making m the subject by, we have;
m = (55.5 - 19)/5
Thus, the equation that could be used to determine, m, the average number of miles she would have to ride to meet her goal is;
m = (55.5 - 19)/5
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The distance between points A and B is 120 km. A cyclist went from A to B. After 1 hour, the second cyclist went from B to A, whose speed is 2 km/h higher. They met each other in the middle of the road. Find the speed of the cyclist leaving A.
Answer: 120km/hr
He went from A to B in 1 hour
If the total number of books checked out of the library at your high school is 14,400 and the student population is about 2400. how many books on average does each student have?
The number of books taken by each student is 6.
What is an average?Average is defined as the ratio of the sum of the number of the data sets to the total number of the data. The average actually determines the middle value of the data.
Given that the total number of books checked out of the library at your high school is 14,400 and the student population is about 2400.
The average is calculated by dividing the sum of the total number of items by the total counts of the items.
Average = 14400 / 2400
Average = 6
Therefore, the number of books taken by each student is 6.
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The ratio of a to b is constant, and
a = 9 when b = 6. What is the value of
b when a = 2?
Answer:
Step-by-step explanation:
a : b
9 : 6
2 : x
Cross multiply
6*2 = 9x
12 = 9x
12/9 = x
4/3 = x
A student believes there is a correlation between the number of texts sent during class and GPA. The student collected data and found that the line of fit can be modeled by the equation ŷ = 3.6 − 0.3x.
Identify and interpret the slope in this scenario.
The slope is −0.3. Starting at 3.6, the GPA will increase by 0.3 for every text sent in class.
The slope is −0.3. Starting at 3.6, the GPA will decrease by 0.3 for every text sent in class.
The slope is 3.6. Starting at 0.3, the GPA will increase by 3.6 for every text sent in class.
The slope is 3.6. Starting at 0.3, the GP will decrease by 3.6 for every text sent in class.
Using linear function concepts, the correct option is given by:
The slope is −0.3. Starting at 3.6, the GPA will decrease by 0.3 for every text sent in class.
What is a linear function?A linear function is modeled by:
y = mx + b
In which:
m is the slope, which is the rate of change, that is, by how much y changes when x changes by 1.b is the y-intercept, which is the value of y when x = 0, and can also be interpreted as the initial value of the function.For this problem, the function is:
y = 3.6 - 0.3x.
The function has a initial GPA of 3.6(student who sends 0 texts), then for each text the student sends, the GPA falls by 0.3(slope of -0.3), hence the correct option is:
The slope is −0.3. Starting at 3.6, the GPA will decrease by 0.3 for every text sent in class.
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please help me as soon as possible with this
Part A: The student was supposed to divide before subtracting
Part B: The student was supposed to simplify the parentheses before finding the exponents
Part C: The simplification of the expression gives -16.
From the question, we are to simplify the given expression
The given expression is
(∛64 - 16 ÷ 2)(2 - 4)²
Part A:
The mistake the student made was not applying the PEMDAS rule
P - Parentheses
E - Exponent
M - Multiplication
D - Division
A - Addition
S - Subtraction
Since division comes before subtraction, the student was supposed to divide before subtracting
Part B:
The student mistake was trying to simplify the exponent before simplifying the parentheses. The student was supposed to simplify the parentheses before finding the exponents.
Part C:
Simplifying the expression
(∛64 - 16 ÷ 2)(2 - 4)²
Simplify the cube root
(4 - 16 ÷ 2)(2 - 4)²
Divide
(4 - 8)(2 - 4)²
Simplify the parenthesis
(-4)(-2)²
Simplify the exponent
(-4)(4)
Evaluating
-16
Hence, the simplification of the expression gives -16.
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please help! will give brainliest
1. A. 2/3 of the volume of the rectangular prism crate = 5.7 ft³
B. Amount of space the dog will occupy is: 2.55 ft³. Josiah should buy the medium crate.
2. 21.05 ft²
What is the Volume of a Rectangular Prism?The volume of a rectangular prism = (length)(width)(height).
1. Part A:
Length of the rectangular prism crate = 2.5 ft
Width = 1.7 ft
Height = 2 ft
Volume of the rectangular prism crate = (2.5)(1.7)(2)
Volume of the rectangular prism crate = 8.5 ft³
2/3 of the volume of the rectangular prism crate = 2/3(8.5) = 5.7 ft³
Part B:
Amount of space the dog will occupy = volume = (length)(width)(height).
Length = 2 ft
Height = 1 2/3 = 1.7 ft
Width = 3/4 = 0.75 ft
Amount of space the dog will occupy = volume = (2)(0.75)(1.7)
Amount of space the dog will occupy = volume = 2.55 ft³
The space the dog will occupy is less than 2/3 of the space of the crate, therefore, Josiah should buy the medium crate.
2. Amount of fabric needed to cover the crate = surface area of rectangular prism - (lw) = 2·(1.7·2.5+2·2.5+2·1.7) - (2.5)(1.7)
= 25.3 - 4.25
= 21.05 ft²
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Help me with 15 and 17. I need this done today
Answer:
15. x = 4
17. AB = 9
Step-by-step explanation:
15.
Since B is in the middle of AC, AB + BC = AC
So,
x + 5 + 2x - 4 = 13
3x + 1 = 13
3x = 12
x = 4
17.
Since B is in the middle of AC, AB + BC = AC
So,
x + 16 + x + 17 = 19
2x + 33 = 19
2x = -14
x = -7
Going back to the question, it says to find the length of AB.
AB = x + 16 = -7 + 16 = 9
A truck can be rented from Company A for $90 a day plus $0.30 per mile. Company B charges $70 a day plus $0.40 per mile to rent the same truck. Find the number of miles in a day at which the rental costs for Company A and Company B are the same.
