Pls help i will give brainly

Answer:

x = - 1 and x = 5

Step-by-step explanation:

the zeros are the values of x where the graph crosses the x- axis

the graph crosses the x- axis at x = - 1 and x = 5 , then the zeros are

x = - 1 and x = 5

Answer:

Step-by-step explanation:

where is the swan?

      Of all of the common assumptions that we discussed in class, I think one of the most common is the idea that a children’s text should in some way teach the reader something.  We of course talked about the term didactic, and how a didactic book strongly pushes a lesson onto the reader, telling them that they should believe this or that.  Many times a reason for that lesson isn’t even given, as though the young person reading the book should just accept that lesson because they are told to, because the other knows better.  As I was reading Cat in the Hat by Dr. Seuss, the book I selected for the assignment, I was hoping that it wouldn’t be as didactic as most other children’s books, and that it would be as playful and exciting as I remember as a child.  On the last two pages of the book, however, the absent mother returns home, the cat has disappeared, the children are behaving nicely, sitting in chairs, and it is pretty obvious that even though they got into mischief they are still good children after all.  Nothing really has changed at the end of the book.  Although all sorts of things got played with, and the children broke the rules I am sure they know about (like, “Don’t fly kites in the house”), major boundaries were never crossed.

           We talked about how the opposite of a didactic book might be an ambiguous book, or a book that encourages the reader to think about issues, to make decisions for themselves.  In that kind of book, the author usually wants to the reader to think for her or himself, to understand that some things are difficult, even for adults.  The author may present a problem and ask you what you think, or might just never come around to saying exactly what you are supposed to believe.  The last page of Cat in the Hat ends with the narrator saying, referring to the mother, “Should we tell her about it? / Now what SHOULD we do? / Well . . . / What would YOU do / If your mother asked you?” (61).  In some ways, this is probably a pretty ambiguous ending.  The author asks the reader that if your mother left, if someone wanted you to do what you weren’t supposed to, if you did it anyway, and if you didn’t get caught, then would you tell your mother or father what happened?  Most adults wouldn’t tell what happened themselves, but the question is there anyway, and it seems to be really asking children what they believe.

           But it doesn’t seem really that ambiguous.  If the book were really ambiguous it would be breaking the Typical Case Prototype of children’s books, and in almost every other way the book keeps to those prototypes.  As Nodelman describes it, children’s books are typically bright, colorful, funny, entertaining, and maybe sometimes rhyming.  Children’s books portray children as the way adults typically think of them, as crazy kids who aren’t serious like adults, or innocent angels who would never really do any harm when they play.  Dr. Suess portrays typical kids, bored by the rain, wanting to do something wild.  Although Seuss’s style is strange, the children even look like the sort of standard white children that appear in most books, the girl in a dress and ribbon in her hair.  We saw in class how these children are a lot like the standard one’s in Cassie’s history textbook  And although strange things happen in the book – a talking cat, a couple of strange Things, a lot of things getting thrown around – it is the kind of play we come to expect in children’s lives, especially in the sorts of standard things shown on television and in movies.

           In fact, the children never quite seem to trust the Cat, and they always just sort of watch him play.  The children never really do anything that crazy themselves.  The Fish, who sounds a lot like an adult, is always there to warn them, and in the end everything gets cleaned up.  Of course the book is fun and playful, and is obviously one of the most famous and liked picture books ever made, but it is still pretty straightforward.  Cat in the Hat reinforces and demonstrates almost all of the typical assumptions about childhood, and it fulfills all of the typical case prototypes of children’s books.  Examining it made me think about how the book might have changed in recent years, especially since children are rarely bored when they are at home any more (with all of the stuff they own to play with).  But more than that, it made me think about why we expect all children’s books to be like this, why it is always considered one of the best books for children.  Although I like typical children’s books, it makes me also interested in books that don’t do what we expect.  The book was written 1957, and in so many ways children’s books have become so incredibly different since then.  But in a lot of other ways, some good, some bad, they haven’t changed at all.    

Answer:

Maya is 8 years old.

Step-by-step explanation:

12 = 2a

Aiden is 6 years old.

a + 2 = m

6 + 2 = 8

Maya is 8 years old.

Answer:

-6 ≤ x + 3 < 10

-6 - 3 ≤ x + 3 - 3 < 10 -3

-9 ≤ x < 7

Answer:

[tex] = { \tt{ {( {m}^{8} {n}^{4}) }^{4} }} \\ = { \tt{ {m}^{(8 \times 4)} \times {n}^{(4 \times 4)} }} \\ = { \boxed{ \boxed{ \tt{ {m}^{32} {n}^{16} }}}}[/tex]

Answer:

y = 1/2

Step-by-step explanation:

7y + 8 = 9 + 3y + 2y

7y + 8 = 9 + 5y

7y - 5y + 8 = 9 + 5y - 5y            (subtract 5y from both sides)

2y + 8 - 8 = 9 - 8                        ( subtract 8 from both sides)

2y = 1

(2/2)y = (1/2)                               divide by 2 on both sides

y = 1/2

The numbers arranged in decreasing order from greatest to least is given by 133 , 53 ,34 ,33 ,20 ,17 ,7 .

Decremental Order When numbers (or other items) are arranged from largest to smallest, this is known as decreasing order.

Given numbers are 7, 133 , 34, 33 ,17, 20 , 53.

From looking at the numbers to arrange them in decreasing order we can see that 133 is the greatest of the numbers , so it will come first.

Then comes 53 which is the second highest number , then comes 34 the third highest number and so on unless we get the least number which is 7.

Hence the given numbers are arranged greatest to least:

133, 53, 34, 33, 20, 17.

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It is true that the sample mean and the sample standard deviation remain unaffected.

Mean is the average of the given data.

According to the given question when each entry is multiplied by a constant k each term will k times of the previous term.

Suppose we have 3 terms x, y, z.We know that their mean will the middle term as there are odd number of terms which is y.

Now if we multiply each term by a constant k the terms will be kx, ky, kz and the middle term is ky.

As each term is multiplied by k we have divide by k which is

= ky/k

= y.

So from both the results we can observe that the mean and the standard deviation remains same.

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Answer:

= −10/81g^2+2/27g

Step-by-step explanation:

---------------

The correct choices for midpoints and bisector angles are listed below:

In this question we find four cases of determination of midpoints, that is, the point in a line segment such that the line segment is divided in two segments of equal length, and four cases of angle bisectors, that is, two angles of equal measure generated by a semirray.

First, we determine the location of the midpoints:

1) M(x, y) = 0.5 · (- 8, 9) + 0.5 · (- 9, 0)

M(x, y) = (- 8.5, 4.5)

M(x, y) = (- 8 1 / 2, 4 1 / 2)

2) M(x, y) = 0.5 · (1, 10) + 0.5 · (5, 5)

M(x, y) = (3, 7.5)

M(x, y) = (3, 7 1 / 2)

3) M(x, y) = 0.5 · (3, - 1) + 0.5 · (5, 3)

M(x, y) = (4, 1)

4) M(x, y) = 0.5 · (1, - 2) + 0.5 · (4, 5)

M(x, y) = (2.5, 1.5)

M(x, y) = (2 1 / 2, 1 1 / 2)

Bisector angles

5) The measure of the angle is 28°.

6) The measure of the angle is 38°.

7) The measure of the variable behind the angle is:

m ∠1 = m ∠2

2 · x + 3 = x + 11

x = 8

8) The measure of the variable behind the angle is:

m ∠ XVW = 2 · m ∠ 1

13 · x - 6 = 2 · (5 · x + 9)

13 · x - 6 = 10 · x + 18

3 · x = 24

x = 8

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For a system of seven equations with thirteen unknowns corresponds to a matrix in row echelon form. The largest possible number of pivots for this matrix is 7.

Using a technique known as Gaussian elimination, any matrix can be converted to reduced row echelon form. This is especially useful for solving linear equation systems.

If a matrix has the following properties, it is in Row Echelon form:

Pivoting is the process of transferring the first matrix to the second matrix utilizing row operations similar to equations.

The matrix "A" has three columns. As a result, there can only be three pivots, implying that at least one row of "A" in echelon type must be zero.

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Answer:

1.6

Step-by-step explanation:

cookies : sugar

 2.5       :   2

   2        :   x

Cross multiply

2*2 = 2.5x

4 = 2.5x

4/2.5 = x

x = 1.6

If angle 1 = 30° and angle 1 and angle 2 are equal, then angle 2 = 30°. This illustrates vertically opposite angles.

When two lines cross at a point, vertical angles are created. They are always on an equal footing. In other words, four angles are created anytime two lines cross or intersect. It is evident that two opposed angles are equal and are referred to as vertical angles.

A pair of angles that are vertically opposed to one another are always equal. When two lines join to form an angle, say X=45°, the opposite angle is also 45°, for instance.

In this case, the angles are vertically opposite angles.

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Answer:

jjajdawasdaw

Step-by-step explanation:

wsadwdasdawasdawdas

Answer:

1. right

2. obtuse

Step-by-step explanation:

Answer:

Acute and obtuse

Step-by-step explanation:

The first picture is acute as the angle is less than 90 and the second picture is obtuse as the angle is greater than 90 but less than 180.

Answer:

15 : 4

Step-by-step explanation:

Given that,

→ 4 lionesses

→ 15 cubs

Then the ratio of cubs to lionesses,

→ x = No. of cubs : No. of lionesses

→ [ x = 15 : 4 ]

Hence, the ratio is 15 : 4.

Answer: 25=0.011x+13

The solution to the equation is x = -5

The equation is given as:

the quantity 2x minus 20 divided by 3 = 2x

Rewrite properly as

(2x - 20)/3 = 2x

Multiply through by 3

2x - 20 = 6x

Collect like terms

6x - 2x = -20

This gives

4x = -20

Divide by 4

x = -5

Hence, the solution to the equation is x = -5

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Answer:

other dude is correct cuh

Step-by-step explanation:

Answer:

1

Explanation and Check part below

Explanation and Check part belowHope this helps :)

Step-by-step explanation:

2 - 1 = 1

Check:

1 + 1 = 2

2 = 2

True statement.

The cardinality of the cartesian product of A and B is 18.

Cartesian Product of two sets A and B is defined as the set of all ordered pairs (a,b) where a∈A & b∈B.

Cardinality of a set is defined as the number of elements in that particular set.

For example,  for a set A={2,6,4} , the cardinality is 3.

Given set A= { x | x is a prime number less than 7}

A={2,3,5}

set B =  { y | y is perfect square of an integer and y is less than 29}

B={0,1,4,9,16,25}

The cartesian product of A and B denoted by AxB will be

AxB={(2,0),(2,1),(2,4),(2,9),(2,16),(2,25),(3,0),(3,1),(3,4),(3,9),(3,16),(3,25),(5,0),(5,1),(5,4),(5,9),(5,16),(5,25)}

The number of elements in AxB is 18.

Therefore , the cardinality of the cartesian product of A and B is 18.

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0.0 65 is the probability that 30% or more of the sample will be living in poverty.

What is an probability in statistics?

P(P ≥ 0.34 ) = P ( [tex]\frac{p' - p}{\sqrt{p( 1- p )/n} }[/tex]      ≥     [tex]{\frac{0.34 - 0.30}{\sqrt{\frac{0.30 ( 1- 0.30)}{300} } } }[/tex]

            = P ( 2 ≥ 1.5119)

            = 0.0653

           = 0.0 65

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Answer:

Subtract 3 from both sides.

Step-by-step explanation:

Doing this will leave 2x by itself.

Answer:

read below

Step-by-step explanation:

2x + 3 = 7

To isolate 2x, subtract 3 from both sides of the equation.

 [tex]2x + \frac{3}{-3} = \frac{7}{-3}[/tex]

3 - 3 = 0

7 - 3 = 4

[tex]2x = 4[/tex]

divide both sides by 2

[tex]x = 2[/tex]

The dollar amount the school will raise is given by the expression 0.25n, where n is the number of students.

A combination of terms through addition, subtraction, multiplication, division, and other operations is known as an algebraic expression (or variable expression).

A connection that compares two numbers or other mathematical expressions inequitably is known as an inequality in mathematics.

Therefore the dollar amount the school will raise is given by the expression 0.25n or [tex]\frac{1}{4} n[/tex] , where n is the number of students.

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Answer:

3 over 4 is the slope

Step-by-step explanation:

y2 - y1 over x2 - x1 is how you get the slope. To get those points you simply pick two points, it doesn’t matter which 2.

Answer:

slope = [tex]\frac{3}{4}[/tex]

Step-by-step explanation:

calculate the slope m using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (- 9, 4) and (x₂, y₂ ) = (7, 16) ← 2 ordered pairs from the table

m = [tex]\frac{16-4}{7-(-9)}[/tex] = [tex]\frac{12}{7+9}[/tex] = [tex]\frac{12}{16}[/tex] = [tex]\frac{3}{4}[/tex]

Answer:e=8/7=1.143

Step-by-step explanation:

Rearrange the equation by subtracting what is to the right of the equal sign from both sides of the equation :

                    4*e-5+2*e-(e+3-2*e)=0

Add  8  to both sides of the equation :

                     7e = 8

Divide both sides of the equation by 7:

                    e = 8/7 = 1.143

And then you get

Divide both sides of the equation by 7:

                    e = 8/7 = 1.143

Answer:

                   4*e-5+2*e-(e+3-2*e)=0

Add  8  to both sides of the equation :

                    7e = 8

Divide both sides of the equation by 7:

                   e = 8/7 = 1.143

And then you get

Divide both sides of the equation by 7:

                   e = 8/7 = 1.143

Step-by-step explanation:

Answer:

Step-by-step explanation:

So we know that 22000+(-480t)

And we know that T is the minutes so we just gonna apply the number of minutes into that

if 5 minutes we going to write 22000+(-480 x 5)

and so on

Good luck :)

The value of w in terms of x is w = 16/√x

From the question, we are to find w in terms of x

From the given information,

w is proportional to square root of y

That is,

w ∝ √y

∴ w = k√y

Where k is the proportionality constant

and

y is inversely proportional to x

That is,

y ∝ 1/x

y = c/x

Where c is the constant of proportionality

From the information, we have that

When x = 4, y = 16 and w = 8

From w = k√y

8 = k√16

8 = k×4

k = 8/4

k = 2

Also,

y = c/x

16 = c/4

c = 16 × 4

c = 64

Now, we are to write w in terms of x

w = k√y and y = c/x

∴ w = k√(c/x)

w = 2√(64/x)

w = 2 × √64 / √x

w = 2 × 8/√x

w = 16/√x

Hence, the value of w in terms of x is w = 16/√x

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