Decide whether the following statement is
always, sometimes, or never true. Explain your reasoning.
Any decimal that ends with a digit in the thousandths place can be
written as a fraction with a denominator that is divisible by both 2 and 5.

The x-intercepts are (-2, 0), (-1, 0), (1, 0), and (2, 0).

What is meant by the x-intercept?

The value of the x coordinate at the point where the graph intersects the x-axis, or alternatively, the value of the x coordinate at the point where the value of the y coordinate equals zero, is the x-intercept for any curve.

The x-intercepts are the points where the graph meets the x-axis.

Which means that the coordinate of y will be zero.

It is given in the question that the graphed function will meet the x-axis at 4 points which are (-2, 0), (-1, 0), (1, 0), and (2, 0)

Therefore the x-intercepts of the function will be: (-2, 0), (-1, 0), (1, 0), and (2, 0).

To learn more about x-intercept, refer to the link below:

https://brainly.com/question/17932786

#SPJ1

Answer: B)  (-1,0)

Step-by-step explanation:

Just took the test on edge

The solutions of the quadratic equation are;

1) x = 1 or -1/2

2) x = 11 or -1

We know that the quadratic formula is one of the ways that we can use to solve for the variables that we have in a quadratic equation. We can be able to obtain x by using the formula;

x = -b ±√b^2 - 4ac/2a

To use the discriminant;

√b^2 - 4ac

√(-5)^2 - (4 * 4 * 10)

√-135

The roots are imaginary

√18^2 - 4(1 * 81)

= 0

The roots are equal

√(-4)^2 - (4 * 4 * -24)

=20

The equation roots are real and different

Learn more about discriminant:https://brainly.com/question/29801080

#SPJ1

A graph of the solution to this inequality 2.45 < x ≥ 4.6 is shown in the image attached below.

In Mathematics, an inequality simply refers to a mathematical relation that is typically used for comparing two (2) or more numerical data and variables in an algebraic equation based on any of the following inequality symbols:

Next, we would translate the word problem into an algebraic equation as follows;

2.45 < x ≥ 4.6

By splitting, we have the following compound inequality:

x > 2.45

x ≥ 4.6

In this scenario, we would use an online graphing calculator to plot the inequality as shown in the graph attached below. Additionally, the graph contains a dashed line because of the greater than (>) symbol.

Read more on inequality here: brainly.com/question/27976143

#SPJ1

Answer:

Base: 8. Height: 3.

Step-by-step explanation:

Let the height be x. Then the base would be 2x+2. The formula for the area of a triangle is 1/2*base*height. We know the area, and we know the base and height in terms of x. Now you just solve for x. 1/2*x*(2x+2) = 12. x(2x+2) = 24. You could plug in factors of 24, but I used the quadratic formula to solve this equation. 2x^2 +2x -24 = 0. Plugging in these values into the quadratic formula, we get that x = 3. This means that the height is 3. Since the base is 2x+2 and x is 3, then the base is 8.

Answer:

-$48.39

Step-by-step explanation:

The equations that explains the process to find the number of square yards of fabric she will use and the number of square yards of fabric she will have left, using the addition of fractions are;

(3/8) + (2/8) = 5/8 square yards of fabric will be used

1 - 5/8 = 3/8 square yard of fabric will be left

A fraction is a representation of a part of a whole, consisting of a number in the numerator divided by another number in the denominator expressed as a quotient.

The amount of fabric Diana has = 1 square yard

Amount of fabric to make one pillow = 3/8 square yard

Amount of fabric required to make the other pillow = 2/8 square yard

Therefore, the amount of fabric Diana will use can be found by adding the fractions of the areas of the fabric she uses for each pillow as follows;

The number of square yard of fabric Diana will have left can be found from the difference between the initial number of square yards of fabric Diana has and the amount of square yards of fabric she will use.

Initial number of square yards of fabric = 1

Number of square yards of fabric she will use = 5/8

Therefore;

Number of square yard of fabric Diana has left = (Initial number of square yards of fabric) - (Number of square yards of fabric she will use)

Number of square yard of fabric Diana has left = 1 - 5/8 = (8 - 5)/8 = 3/8

Learn more about fractions here: https://brainly.com/question/10751076

#SPJ1

The slope of the line on the graph will be a negative one. Then the correct option is A.

The slope is the ratio of rising or falling and running. The difference between the ordinate is called rise or fall and the difference between the abscissa is called run.

The slope of the line is given as,

m = (y₂ - y₁) / (x₂ - x₁)

From the graph, the two points are (-2, 2) and (2, -2). Then the slope is given as,

m = (- 2 - 2) / (2 + 2)

m = - 4 / 4

m = - 1

The slope of the line on the graph will be a negative one. Then the correct option is A.

More about the slope link is given below.

https://brainly.com/question/3605446

#SPJ1

The complete question is attached below.

Answer: TASK 1: The answer to how much more of the atmosphere is nitrogen than all other gases combined can be found by measuring the atmospheric composition. Nitrogen makes up the largest fraction of the Earth's atmosphere, at around 78%. Oxygen makes up around 21%, while all other gases make up the remaining 1%. So, nitrogen makes up around 77% more of the atmosphere than all other gases combined.

TASK 2: I'm sorry, but there seems to be a typo in your prompt. Can you please clarify what you meant by "in the Tronosphere was separated out from"?

Step-by-step explanation:

Answer:

Multiplied by -5

Step-by-step explanation:

-8 X -5 = 40

40 X -5 = -200

Answer: The domain of a function is the set of all possible input values (x-values) for which the function is defined and produces a valid output (y-value).

In this case, the function s(x) = 6/25 - x^2 has no restrictions on the input values for x, so the domain of the function is all real numbers.

Therefore, the domain of the function s(x) = 6/25 - x^2 is:

(-∞, ∞)

This means that the function can be evaluated for any real value of x.

Step-by-step explanation:

Answer:

-30

Step-by-step explanation:

The vertex of the given function is (0,4)  

What is a quadratic equation?

A quadratic equation is a second-order polynomial equation with a single variable such as x, where ax²+bx+c=0. with a ≠ 0 . Given that it is a second-order polynomial equation, the algebraic fundamental theorem ensures that it has at least one solution. Real or complicated solutions are both possible.

identify the coefficients a and b of the quadratic function

y =ax² +bx+c-------(1)

a=2, b=0

x-coordinate of the vertex is x= -b/2a = -(0)/(2(2)) = 0

Substitute  x=0 into given equation  to get y-coordinate of the vertex

y= 2(0)² + 4 = 0+4 = 4

Vertex= (x,y) = (0,4)

The vertex of the given function is (0,4)

To learn more about quadratic equation form the given link

https://brainly.com/question/28038123

#SPJ1

The correlation coefficient of the data-set in this problem is given as follows:

C. r² = 0.931.

The coefficient is obtained inserting the points in a data-set in a correlation coefficient calculator.

The points from the table in this problem are given as follows:

(3,2), (4,4), (5,5), (7,6), (10,20).

Inserting these points into a calculator, the correlation coefficient is obtained as follows:

r² = 0.931.

Meaning that the correct option is given by option C.

More can be learned about correlation coefficients at brainly.com/question/16355498

#SPJ1

Answer:

Step-by-step explanation:

For part a:

Mean: Use the AVERAGE function to find the mean of the "Number" column.

Median: Use the MEDIAN function to find the median of the "Number" column.

Mode: There is no built-in function to find the mode in Excel, but you can use a combination of the IF, COUNTIF, and MAX functions to find the most frequently occurring value.

Maximum: Use the MAX function to find the maximum value in the "Number" column.

Minimum: Use the MIN function to find the minimum value in the "Number" column.

For part b:

Mean: Use the AVERAGE function to find the mean of the "Percent" column.

Median: Use the MEDIAN function to find the median of the "Percent" column.

Mode: There is no built-in function to find the mode in Excel, but you can use a combination of the IF, COUNTIF, and MAX functions to find the most frequently occurring value.

Maximum: Use the MAX function to find the maximum value in the "Percent" column.

Minimum: Use the MIN function to find the minimum value in the "Percent" column.

For part c:

The statistics on children whose parents do not have secure employment provide important insights into the state of the economy. In this case, the mean and median of the number of children in each state seem to be around 450,000. The mode cannot be determined since there are no repeated values in the "Number" column. The maximum number of children is 678,000 in Ohio, while the minimum number is 141,000 in Iowa.

Comparing the states, Indiana has a slightly higher mean and median percent of children whose parents do not have secure employment at 27%, compared to the other surrounding states which range from 20% to 31%. However, there is no clear state with the best or worst data as the range of the percent values is not too wide.

In terms of comparison, the number of children may provide a more comprehensive understanding of the extent of the problem, as it gives a clearer picture of the actual number of children affected. However, the percentage provides a more relative comparison between the states, allowing for easier comparison and a clearer understanding of the proportion of children affected in each state.

Answer:

The answer is 112ft

Step-by-step explanation:

32+16+8+8+16+8+8+16 = 112ft

Answer:

112ft

Step-by-step explanation:

The length of the little rectangle jutting out is the only unmarked length, so once we find that we can just add up all the sides to find the perimeter.

We see the overall length of the shape is 24ft and the length of the top of the shape, minus the unmarked length, is 16ft. This means the unmarked length is 24ft-16ft=8ft

Now add up each side to get to the perimeter:

32ft + 16ft + 16ft + 8ft +8ft +8ft +8ft +16ft = 112ft

Answer:

Step-by-step explanation:

To determine which option is faster, we need to determine the total number of nights required for each option.

First, let's find the number of pages Nora still needs to read by subtracting the number of pages she's already read from the total number of pages: 280 pages * 30% = 84 pages

So, Nora still needs to read 280 pages - 84 pages = 196 pages.

For Option 1, Nora would read 25% of the remaining pages each night, so the number of pages she reads each night would be: 196 pages * 25% = 49 pages

The total number of nights required would be 196 pages / 49 pages/night = 4 nights.

For Option 2, Nora would read 28 pages each night, so the total number of nights required would be 196 pages / 28 pages/night = 7 nights.

Since 4 nights is less than 7 nights, Nora should choose Option 1 to finish reading the book in the least amount of time.

The combined volume of a 4-foot cube and a 6-foot cube is not equal to the volume of a 10-foot cube.

The volume of a cube is calculated by cubing the length of its side.

here,

Let's denote the length of the sides of the 4-foot and 6-foot cubes as "a" and "b", respectively. Then the length of the side of the 10-foot cube is "c", and we know that:

a³ + b³ = c³

We want to confirm if the combined volume of a 4-foot cube and a 6-foot cube is equal to the volume of a 10-foot cube. We can calculate the volumes of the cubes as follows:

Volume of 4-foot cube: a³ = 4³ = 64 cubic feet

Volume of 6-foot cube: b³ = 6³ = 216 cubic feet

Volume of 10-foot cube: c³ = 10³ = 1000 cubic feet

The sum of the volumes of the 4-foot and 6-foot cubes is:

64 + 216 = 280

Therefore, the combined volume of a 4-foot cube and a 6-foot cube is not equal to the volume of a 10-foot cube.

Learn more about the volume of the cube here:
https://brainly.com/question/29129604
#SPJ9

Answer: The end behavior of a function is the behavior of the function as x approaches positive infinity or negative infinity.

For the function f(x) = -2√x + 5 + 1, as x approaches positive infinity, the square root of x approaches positive infinity as well. So, the function approaches negative infinity as x approaches positive infinity:

lim x → ∞ f(x) = lim x → ∞ -2√x + 5 + 1 = -∞

As x approaches negative infinity, the square root of x approaches 0, so the function approaches:

lim x → -∞ f(x) = lim x → -∞ -2√x + 5 + 1 = 7

Therefore, the end behavior of the function is that it approaches negative infinity as x approaches positive infinity, and it approaches 7 as x approaches negative infinity.

Step-by-step explanation:

[tex]\huge\underline{\red{A}\green{n}\blue{s}\purple{w}\pink{e}\orange{r} →}[/tex]

Step-by-step explanation:

Answer:B costs less than A

Step-by-step explanation:

i am not quite sure but i think,

A)8----2,89

  1------x

x=0.38

B)12----4,19

1---------y

y=0.35

The best way to figure out if there is a solution to the equation:

 --> solve this whole thing algebraically

Let's solve:

 [tex]-4x+7x=4(x+2)-(x+8)\\3x=4x+8-x-8\\3x=3x[/tex]

If we get this kind of circumstance:

 --> where the left/right part of the equation are equal and cannot be

      solved further

     ---> the solution is all real numbers

Answer: solution is all real numbers

Answer:

(3) 3

Step-by-step explanation:

An arithmetic sequence is a sequence of numbers in which each of them can be defined by adding a common difference to a term to find the next term.

So for example, let the first term, or number be expressed as: [tex]a_1[/tex] and the common difference be expressed as: [tex]d[/tex] That means the second term, or number can be defined as: [tex]a_2=a_1+d[/tex]. If we now add the common difference to the second term, we would get the third term, and so on.

An arithmetic sequence can be compared to that of a linear equation, except it's a sequence of numbers... and also it's restricted to integers greater than zero (starts at first term, second term.... and so on)

So the common difference can be compared to the slope, and we can actually just use the slope formula! The "x" value being the term number, and the "y" value being the term. So the first term in the sequence is 5 can be expressed as: (1, 5) and the fifth term is 17 can be expressed as (5, 17). Now using the slope formula we would get: [tex]d=\frac{17-5}{5-1}=\frac{12}{4}=3[/tex]

Another way to think of it is the first term is 5, and if we add "d" or the common difference to it, we get the second term, if we add another "d" we get the third term, if we another "d" we get the fourth term and if add yet another "d" we get the fifth term. We add a total of four "d's" which can be expressed as: [tex]5+4d[/tex] and this equals the fifth term, but we also know this to be equal to 17, so we can set them equal to each other: [tex]5+4d=17[/tex] now just subtract 5 and divide by 4 to get: [tex]d=3[/tex]

Answer:

Step-by-step explanation:

5 times -4 is -20, so the equation becomes -20 - r + 1 = -37

-20 plus 1 equals -19, so the equation is now -19 - r = -37

Then you add 19 to both sides to isolate r

-r = -18

To get a positive r, divide or multiply both sides by -1, and you get r = 18

[tex]5(-4)-r+1=-37[/tex]

Simplify:

[tex]-20-r+1=-37[/tex]

Combine Like Terms:

[tex](-r)+(-20+1)=-37[/tex]

[tex]-r-19=-37[/tex]

Add 19 to both sides:

[tex]-r-19+19=-37+19[/tex]

[tex]-r=-18[/tex]

Divide both sides by -1:(To remove the negative from the variable r)

[tex]\dfrac{-r}{-1}=\dfrac{-18}{-1}[/tex]

[tex]\boxed{r=18}[/tex]

Answer:

C. No real factors

Step-by-step explanation:

Not factorable

The number of Caroline's textbook is 8

A word problem is a math problem written out as a short story or scenario. Basically, it describes a realistic problem and asks you to imagine how you would solve it using math. If you've ever taken a math class, you've probably solved a word problem.

Represent the Notebook bought by Bert as q

q = p-5

p-2= 2q

p = 2q +2

substitute 2q +2

q = 2q+2-5

2q-q = 3

q = 3

substitute 3 for q

3 = p-5

p = 5+3

p= 8

Therefore Caroline's number of notebook is 8

learn more word problem from

https://brainly.com/question/21405634

#SPJ1

The new tuition 4 years from now is $6962.68.

Compound interest is the interest on savings calculated on both the initial principal and the accumulated interest from previous periods.

The formula used to find the compound interest = [tex]A=P(1+\frac{r}{100})^{nt}[/tex].

Given that, principal =$6691, rate of interest=1% and time period=4 years.

Now, A=6691(1+1/100)⁴

=6691(1+0.01)⁴

=6691(1.01)⁴

= 6691×1.04060401

= $6962.68

Therefore, the new tuition 4 years from now is $6962.68.

To learn more about the compound interest visit:

https://brainly.com/question/14295570.

#SPJ1

place g(x) as the value x, into p(x)

to gain p(g(x)) = (1 / SqrRt(x) )² - 4

simplify = ( 1 / x ) - 4

find domain

x =/= 0 (undefined) & (1/4)

In the given figure angle CBF and angle CEF are supplementary angles. So Option C is correct.

An angle is a mathematical term, which we can define, when two straight lines or rays meet at a common endpoint. The common point is called the vertex of an angle. The word angle comes from a Latin word named ‘angulus,’.

Given that,

A figure which contains one trapezium BCEF

And in this portion angle CBF and angle BCE are  opposite angles

and opposite angles are supplementary angles,

Hence, the pairs of angles are ∠CBF & ∠CEF

To know more about angle check:

https://brainly.com/question/28451077

#SPJ1