a golfer took three shots on one hole. the distance of each shot are shown below: 167167167 yards 494949 feet 777 inches how many total inches did the ball travel?

To find the area of the surface z=y within the cylinder x^2 + y^2 = 4, we first need to visualize the shape of the surface.

This surface is a parabolic cylinder that is oriented along the y-axis and opens upward. The intersection of this surface with the cylinder x^2 + y^2 = 4 is a circular ring with an inner radius 0 and outer radius 2.

To find the area of this circular ring, we can use the formula for the area of a circle, A = πr^2, and subtract the area of the inner circle from the area of the outer circle. The radius of the outer circle is 2, and the radius of the inner circle is 0, so the area of the circular ring is:

A = π(2^2) - π(0^2) = 4π

Therefore, the area of the surface z=y within the cylinder x^2 + y^2 = 4 is 4π to two decimals.

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The measure of the angle m∠LJK subtended by the arc LK at the circumference is equal to 42°

The angle subtended by an arc of a circle at it's center is twice the angle it substends anywhere on the circles circumference. Also the arc measure and the angle it subtends at the center of the circle are directly proportional.

arc LK = 2(m∠LJK)

Also arc LK = 84°

2(m∠LJK) = 84°

m∠LJK = 84/2 {divide through by 2}

m∠LJK = 42°

Therefore, the measure of the angle m∠LJK subtended by the arc LK at the circumference is equal to 27°

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Answer: -4 and 10

Step-by-step explanation:

The  values of the partial derivatives of f(x,y) at the point (2,-2) are:

f_x(2,-2) = 38
f_y(2,-2) = 0

To find the first partial derivatives of the function f(x,y) = x^2 - 9xy y^2 and evaluate them at the point (2,-2), we need to find the derivatives with respect to x and y separately, treating the other variable as a constant.

So we have:

f_x(x,y) = 2x - 9y y^2    (partial derivative of f with respect to x)
f_y(x,y) = -9x y^2 - 18xy y    (partial derivative of f with respect to y)

To evaluate these partial derivatives at the point (2,-2), we simply substitute x=2 and y=-2 into the expressions above:

f_x(2,-2) = 2(2) - 9(-2)(-2)^2 = 2 + 36 = 38
f_y(2,-2) = -9(2)(-2)^2 - 18(2)(-2) = -72 + 72 = 0

Therefore, the values of the partial derivatives of f(x,y) at the point (2,-2) are:

f_x(2,-2) = 38
f_y(2,-2) = 0

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Thus, the angle between the vectors u and v is θ = 5/4 radians or approximately 1.107 radians.

To find the angle between two vectors u and v, we can use the dot product formula:

u · v = |u| |v| cos(θ)

Where u · v is the dot product of u and v, |u| and |v| are the magnitudes of u and v, respectively, and θ is the angle between them.

Given u = (cos(3), sin(3)) and v = (cos(5/4), sin(5/4)), we can calculate the dot product as follows:

u · v = (cos(3))(cos(5/4)) + (sin(3))(sin(5/4))

Using the identity cos(a - b) = cos(a)cos(b) + sin(a)sin(b), we can simplify the dot product:

u · v = cos(3 - 5/4)

Now, let's calculate the angle θ using the inverse cosine function:

θ = cos^(-1)(u · v / (|u| |v|))

To find the magnitudes of u and v, we can use the Pythagorean theorem:

|u| = sqrt((cos(3))^2 + (sin(3))^2) = sqrt(1) = 1

|v| = sqrt((cos(5/4))^2 + (sin(5/4))^2) = sqrt(1) = 1

Substituting these values into the formula for θ:

θ = cos^(-1)(cos(3 - 5/4) / (1 * 1))

Simplifying further:

θ = cos^(-1)(cos(-5/4))

Since the cosine function is an even function, cos(-x) = cos(x). Therefore:

θ = cos^(-1)(cos(5/4))

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When constructing a frequency distribution, how many classes should

there be  between 8 and 12. Option A

When constructing a frequency distribution, the number of classes should typically be determined based on the specific dataset and the desired level of detail. The general guideline is to have a sufficient number of classes to capture the variability in the data without having too few or too many classes.

This range allows for a reasonable level of detail while still providing a clear representation of the data distribution. It strikes a balance between having too few classes, which might oversimplify the data, and having too many classes, which might make it difficult to interpret the distribution accurately.

However, it's important to note that the optimal number of classes can vary depending on factors such as the size of the dataset, the range of values, and the specific characteristics of the data.

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Answer:

it would be -7 because 6 and up round up once now 5 and down go down

Step-by-step explanation:

To perform the indicated operations for the expression (2a+6)/(a^2+6a+9) + 1/(a+3), we first need to find a common denominator. The denominators of the two fractions are (a^2+6a+9) and (a+3). To get a common denominator, we can multiply the first fraction by (a+3)/(a+3), which gives:

(2a+6)/(a^2+6a+9) * (a+3)/(a+3) + 1/(a+3)

= (2a+6)(a+3)/(a+3)(a^2+6a+9) + (a^2+6a+9)/(a+3)(a^2+6a+9)

= (2a^2+12a+18+a^2+6a+9)/(a^2+6a+9)(a+3)

= (3a^2+18a+27)/(a+3)(a^2+6a+9)

= 3(a+3)(a+3)/(a+3)(a+3)(a+1)

= 3/(a+1)

Therefore, the simplified form of the expression is 3/(a+1).

Answer:

Step-by-step explanation:

Rounding off the solution obtained by solving an integer programming problem as a linear programming problem can provide a feasible solution, but it does not guarantee optimality and may require additional analysis

When solving an integer programming problem, we must consider that the decision variables can only take on integer values. However, solving an integer programming problem directly can be computationally challenging. One approach is to first solve the problem as a linear programming problem, which allows for non-integer values of the decision variables. Then, the solution can be rounded off to obtain integer values.

However, rounding off the solution obtained by solving the problem as a linear programming problem does not guarantee optimality. In fact, the values of decision variables obtained by rounding off may be sub-optimal or might violate some constraints. Therefore, it is important to carefully check the feasibility of the rounded off solution before using it in practice.

In summary, rounding off the solution obtained by solving an integer programming problem as a linear programming problem can provide a feasible solution, but it does not guarantee optimality and may require additional analysis.

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47 is an odd number and 458, 15280, 1600 are even numbers.

We know,

An even number is a number that can be divided by 2 without a remainder, while an odd number cannot be divided evenly by 2.

I) 47 is an odd number because it can't be divisible evenly by 2. 47 is only divisible by 1 and itself, and when divided by 2, the quotient is not a whole number.

So, 47 is an odd number.

II) 458 is an even number because it can be divided evenly by 2. When divided by 2, the quotient is a whole number which means it is an even number.

III) 15280 is an even number because it can be divided evenly by 2. When divided by 2, the quotient is a whole number, which means it is an even number.

IV) 1600 is an even number because it can be divided evenly by 2. When divided by 2, the quotient is a whole number, which means it is an even number.

So, 47 is an odd number and 458, 15280, 1600 are even numbers.

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Correct question is "Classify the following into odd and even numbers

I) 47. II) 458 II) 15280 Iv) 100"

Answer:

root under 44 divide by 12

Step-by-step explanation:

we know that

cos= b/h

here,

b= TU

h= SU

p= ST

now,

cos= b/h

so,

cos= √(44) / 12

= 2 √(11) /12

= √(11) /6

hope it may help you

The general antiderivative of x^(-2/3) is 3x^(1/3) + C, where C is the constant of integration.

To find the antiderivative of x^(-2/3), we can use the power rule of integration, which states that the antiderivative of x^n is (x^(n+1))/(n+1) + C, where C is the constant of integration. Applying this rule with n=-2/3, we get the antiderivative as (x^(-2/3+1))/(-2/3+1) + C, which simplifies to 3x^(1/3) + C. Therefore, the general antiderivative of x^(-2/3) is 3x^(1/3) + C, where C is the constant of integration.

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The length of all sides are of equal magnitude which is 9.43 unit and the midpoints are (4.5, -4.5), (7.5, 1.5), (-1.5, -1.5), and (1.5, 4.5)

The distance formula is expressed as:

d = √ (x₂ - x₁)² + (y₂ - y₁)²

Distance between (0, -6) and (9, -3)

d = √(9 - 0)² + (-3 - (-6))²

= √81 + 9

= √89

= 9.43 unit

Distance between (6, 6) and (9, -3)

d = √(9 - 6)² + (-3 - (6))²

= √9 + 81

= √89

= 9.43 unit

Distance between (0, -6) and (-3, 3)

d = √(-3 - 0)² + (3 - (-6))²

= √9 + 81

= √89

= 9.43 unit

Distance between (6, 6) and (-3, 3)

d = √(-3 - 6)² + (3 - 6)²

= √81 + 9

= √89

= 9.43 unit

The midpoint is calculated as:

(x,y) = ([tex]\frac{x_1+x_2}{2}[/tex],[tex]\frac{y_1+y_2}{2}[/tex])

The midpoint of (0,-6) and (9,-3) comes out to be:

= [tex]\frac{0+9}{2},\frac{-6-3}{2}[/tex]

= (4.5, -4.5)

The midpoint of (6,6) and (9,-3) comes out to be:

= [tex]\frac{6+9}{2},\frac{6-3}{2}[/tex]

= (7.5, 1.5)

The midpoint of (0,-6) and (-3,3) comes out to be:

= [tex]\frac{0-3}{2},\frac{-6+3}{2}[/tex]

= (-1.5, -1.5)

The midpoint of (6,6) and (-3,3) comes out to be:

= [tex]\frac{6-3}{2},\frac{6+3}{2}[/tex]

= (1.5, 4.5)

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About 11.90% of students scored 59.99 or lower on the exam and failed the course (since this is a proportion, we can multiply it by 100 to get the percentage).

To determine the percentage of students who failed the course, we need to find the proportion of students who scored 59.99 or lower on the exam, and then convert this proportion to a percentage.
First, we need to standardize the cutoff score of 59.99 using the formula:
z = (x - μ) / σ
where x is the cutoff score, μ is the mean, and σ is the standard deviation.
Plugging in the values given in the question, we get:
z = (59.99 - 73) / 11 = -1.18
Next, we look up the proportion of scores below a z-score of -1.18 in a standard normal distribution table (or use a calculator or software). This proportion is approximately 0.1190.
Therefore, about 11.90% of students scored 59.99 or lower on the exam and failed the course (since this is a proportion, we can multiply it by 100 to get the percentage).
In other words, roughly 12% of the students failed the course based on the given criteria.

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The town's population after 10 years is approximately 805,500

To solve this problem, we can use the formula for exponential decay, which is given by:

[tex]P(t) = P_{0} e^{rt}[/tex]

where P(t) is the population at time t, P₀ is the initial population, r is the annual decay rate as a decimal, and e is the mathematical constant approximately equal to 2.71828.

In our case, the initial population P₀ is 400,000, and the annual decay rate r is 7%. We convert 7% to a decimal by dividing by 100, which gives us r = 0.07.

We want to find the population after 10 years, so we substitute t = 10 into the formula:

[tex]P(10) = 4,00,000e^{0.07*10}[/tex]

Simplifying this expression, we get:

[tex]P(10) = 400,000e^{0.7}[/tex]

[tex]e^{0.7}[/tex] = approximately 2.01375

P(10) = 400,000 * 2.01375

P(10) ≈ 805,500

Therefore, the town's population after 10 years is approximately 805,500.

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Complete Question

The Population of a town today is 4,00,000 people. if the population decreases exponentially at a rate of 7% a year, what will the town's population be in 10 years?

Answer:45846.32

Step-by-step explanation:

to get the total price first we will do 44083 times 4/100 which give us the amount of 1763.32 which will be added to 44083 as it the sales tax which will give us total answer of 45846.32 and the currency

Answer:

45846.32

Explain how you got your answer:

Rounding to the nearest hundredth, we find that Xenia earned approximately 282.60 in the first two weeks of June.

What is linear equation?

A linear equation is a mathematical equation that describes a straight line in a two-dimensional plane. It is an equation of the form:

y = mx + b

Let's start by finding Xenia's hourly wage, which we can use to calculate her earnings. We know that in the first week, when she worked 15 hours, she earned a certain amount, and in the second week, when she worked 22 hours, she earned 47.60 more than in the first week.

Let's use the variable x to represent Xenia's hourly wage. Then, in the first week, she earned:

15x dollars

In the second week, she earned:

22x + 47.60 dollars

We can now calculate her total earnings for the two weeks by adding up her earnings from the first and second weeks:

15x + (22x + 47.60) = 37x + 47.60 dollars

We don't know Xenia's hourly wage, but we do know that it must be the same in both weeks. This means that the x term is the same in both expressions above.

We can now use the information given in the problem to set up an equation:

22x + 47.60 = 15x + 47.60 + 47.60

The left-hand side represents Xenia's earnings in the second week, and the right-hand side represents her earnings in the first and second weeks combined. We added an extra 47.60 to the right-hand side to account for the fact that she earned that much more in the second week than in the first.

Simplifying the equation, we get:

7x = 47.60

Dividing both sides by 7, we find:

x = 6.80

So Xenia's hourly wage is 6.80.

To find her total earnings for the first two weeks of June, we can substitute x = 6.80 into our expression for her combined earnings:

37x + 47.60 = 37(6.80) + 47.60 \approx 282.60

Rounding to the nearest hundredth, we find that Xenia earned approximately 282.60 in the first two weeks of June.

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Each of these possible roots using Synthetic division or long division, we find that none of them are actually roots of the Polynomial function F(x). Therefore, none of the options A, B, C, or D is a possible root of the function.

The rational root theorem is a method used to identify possible rational roots of a polynomial function with integer coefficients. The theorem states that if a polynomial function has a rational root, then it must be of the form p/q, where p is a factor of the constant term and q is a factor of the leading coefficient.

For the polynomial function F(x) = 3x³ - x² + 4x + 5, the constant term is 5 and the leading coefficient is 3. Therefore, the possible rational roots are of the form p/q, where p is a factor of 5 and q is a factor of 3.

The factors of 5 are ±1 and ±5, and the factors of 3 are ±1 and ±3. Therefore, the possible rational roots are ±1/3, ±5/3, ±1, and ±5.

Checking each of these possible roots using synthetic division or long division, we find that none of them are actually roots of the polynomial function F(x). Therefore, none of the options A, B, C, or D is a possible root of the function.

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The work done by the force F in moving a particle once counterclockwise around the given curve is zero.

What is circle?

A circle is a geometric shape that consists of all points in a plane that are equidistant from a fixed point called the center. It can also be defined as the set of points that are a fixed distance (called the radius) away from the center point.

To find the work done by the force F in moving a particle once counterclockwise around the given curve, we need to evaluate the line integral of F along the curve.

Let's first parameterize the curve C. We can do this by letting x = 2 + 2cos(t) and y = 2 + 2sin(t), where t is a parameter that varies from 0 to 2π as we go once counterclockwise around the circle.

Now, we can express F in terms of t as follows:

F(x(t), y(t)) = (4x(t)z(t))i + (2x(t)4y(t))j

= (4(2 + 2cos(t))(2 + 2sin(t))z(t))i + (2(2 + 2cos(t))4(2 + 2sin(t))y(t))j

We need to find z(t) in terms of x(t) and y(t). Since the curve lies on the xy-plane, we can set z(t) = 0.

Therefore, F(x(t), y(t)) = (16(1 + cos(t))(1 + sin(t)))i + (16(1 + cos(t))(1 + sin(t)))j

= 16(1 + cos(t) + sin(t) + cos(t)sin(t))i + 16(1 + cos(t) + sin(t) + cos(t)sin(t))j

Now, we can evaluate the line integral of F along the curve C as follows:

W = ∫C F · dr

= ∫₀²π F(x(t), y(t)) · r'(t) dt, where r(t) = (x(t), y(t)) and r'(t) = (dx/dt, dy/dt)

We have dx/dt = -2sin(t) and dy/dt = 2cos(t), so r'(t) = (-2sin(t), 2cos(t)).

Substituting for F(x(t), y(t)) and r'(t), we get:

W = ∫₀²π [16(1 + cos(t) + sin(t) + cos(t)sin(t))] · [-2sin(t), 2cos(t)] dt

= ∫₀²π [-32sin(t) + 32cos(t) + 32sin(t)cos(t) + 32cos(t)sin(t)] dt

= ∫₀²π 32cos(t) dt

= 32[sin(t)]₀²π

= 0

Therefore, the work done by the force F in moving a particle once counterclockwise around the given curve is zero.

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The point nearest to the origin, we consider the negative of f: -f(x,y,z) = -x^2-y^2-z^2

The points on the ellipse of intersection between the plane x+y+2z=14 and the paraboloid z=x^2+y^2 that are nearest to and farthest from the origin can be found using Lagrange multipliers.

To find the points on the ellipse that are nearest to and farthest from the origin, we can use Lagrange multipliers. Let f(x,y,z) = x^2+y^2+z^2 be the distance from the origin, subject to the constraint g(x,y,z) = x+y+2z-14=0. Then we form the Lagrangian function:

L(x,y,z,λ) = f(x,y,z) - λg(x,y,z) = x^2+y^2+z^2 - λ(x+y+2z-14)

To find the extreme values of f subject to g(x,y,z)=0, we set the gradient of L equal to zero:

∇L = <2x-λ, 2y-λ, 2z-2λ, -(x+y+2z-14)> = <0,0,0,0>

From the first three equations, we get that x=y=z=λ/2. Substituting this into the constraint equation gives λ=4, and substituting into the first three equations gives x=y=z=2. Therefore, the point farthest away from the origin is (2,2,2).

To find the point nearest to the origin, we consider the negative of f:

-f(x,y,z) = -x^2-y^2-z^2

Then we repeat the same process, but with -f(x,y,z) as the objective function. This leads to the same point (2,2,2) as the farthest point, since the constraint set is bounded and the minimum value of f on the ellipse is achieved at this point.

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The accuracy of any estimate of the mean high temperature will depend on the quality and quantity of data available, as well as the methods used to analyze and interpret this data.

To estimate the mean high temperature with a value of 797687, we need to first understand what this value represents. Assuming that this value represents the high temperature for a certain area or region, we can use statistical methods to estimate the mean high temperature for this area.

One way to estimate the mean high temperature is to take a sample of high temperature data for this area, and then calculate the average of this sample. This sample should be large enough to provide a representative estimate of the population mean, but not so large as to be impractical or expensive.

Another way to estimate the mean high temperature is to use historical data or climate models to predict future high temperatures. This method requires knowledge of past trends and patterns in temperature data, as well as an understanding of the factors that influence high temperatures in this area.

It is important to use sound statistical techniques and to be aware of potential sources of bias or error when making any estimates of this nature.

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To find the average power delivered by an ideal current source, we need to use the formula:

P_avg = (1/T) * ∫[0,T] p(t) dt

where P_avg is the average power, T is the period of the signal, and p(t) is the instantaneous power at time t.

In this case, we have an ideal current source, which means the voltage across the source is constant and the current is given by ig(t) = 110cos(1250t) mA.

Since the voltage across the source is constant, the power delivered by the source is simply the product of the voltage and current. Therefore, the instantaneous power delivered by the source is:

p(t) = v(t) * ig(t)

where v(t) is the voltage across the ideal current source. Since the voltage is constant, we can simply write:

p(t) = V * ig(t)

where V is the voltage across the ideal current source.

The period of the signal is T = 2π/ω, where ω is the angular frequency of the signal. In this case, ω = 1250 rad/s, so T = 2π/1250 = 0.005 sec.

Using the formula for the average power, we have:

P_avg = (1/T) * ∫[0,T] p(t) dt
= (1/T) * ∫[0,T] V * ig(t) dt
= (1/T) * V * ∫[0,T] ig(t) dt

The integral of the current over one period is:

∫[0,T] ig(t) dt = ∫[0,2π/ω] 110cos(1250t) dt
= [110/1250 sin(1250t)]_[0,2π/ω]
= [110/1250 sin(2π)] - [110/1250 sin(0)]
= 0

Therefore, the average power delivered by the ideal current source is:

P_avg = (1/T) * V * ∫[0,T] ig(t) dt
= (1/T) * V * 0
= 0

So the average power delivered by the ideal current source is zero.

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Answer:

The fee is $14.95

The cost per qt of oil is $4.50

Step-by-step explanation:

Let f = fee, and let q = cost of 1 qt of oil.

Customer A:

5q + f = 37.45

Customer B:

7q + f = 46.45

Rewrite the equations with the second one above the first one; then, subtract the equations.

    7q + f = 46.45

(-)  5q + f = 37.45

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

    2q      = 9

Divide both sides by 2.

q = 4.5

Use the first equation:

5q + f = 37.45

Substitute 4.5 for q and solve for f.

5(4.5) + f = 37.45

22.5 + f = 37.45

Subtract 22.5 from both sides.

f = 14.95

Answer:

The fee is $14.95

The cost per qt of oil is $4.50

The fee for a private vehicle, v, is $2.

We have,

Let's set up the equation to find v, the fee for a private vehicle.

The given information states that during peak visiting time, the total earnings from entrance fees and reservations is $115,200, which is 3,600 times the sum of $30, and v.

We can write the equation as:

3,600(30 + v) = 115,200

To solve for v, we can begin by simplifying the equation:

108,000 + 3,600v = 115,200

Next, we isolate the term with v by subtracting 108,000 from both sides of the equation:

3,600v = 115,200 - 108,000

3,600v = 7,200

Finally, we solve for v by dividing both sides of the equation by 3,600:

v = 7,200 / 3,600

v = 2

Therefore,

The fee for a private vehicle, v, is $2.

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The best way or method that can ensure a random sample is selected to feed the animals would be simple random sampling method.

The simple random sampling is a sampling method when all the members of s population data set is given an equal opportunity to be selected for a research work.

This type of sampling method is usually carried out when there are large group of people to choose few from with respect to a research to be conducted.

Therefore, the 9 individuals that would be selected for the feeding of animals will require the use of simple random sampling.

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Answer:

The measure of the other angle is 135 degrees.

Step-by-step explanation:

If two angles are supplementary, then their sum is 180 degrees.

Let x be the measure of the other angle.

We have:

x + 45 = 180

Subtracting 45 from both sides:

x = 180 - 45

x = 135

Therefore, the measure of the other angle is 135 degrees.

Answer: x = 135

Step-by-step explanation:Supplementary angles are two angles that add up to 180 degrees. Given that one angle measures 45 degrees, we can use the fact that supplementary angles add up to 180 degrees to find the measure of the other angle.

Let x be the measure of the other angle. Then we have:

x + 45 = 180

Subtracting 45 from both sides, we get :

x=135

Answer:

0.75, or 3/4, or 75%

They’re all the same, in different formats

Step-by-step explanation:

You can’t actually see the line plot in your answer.

9 1/2 minus 8 3/4 is 3/4.

The equation for generating x, given the random number r, in the context of the function f(x) = x/3, is X = 3r.

To generate a value of x using a random number r, you can multiply the random number by 3. This is because the function f(x) = x/3 gives the relationship between x and its corresponding value in the function. In this case, x can be obtained by multiplying r by 3. The function f(x) = x/3 describes the relationship between x and its corresponding output value. In this case, it indicates that the value of x is divided by 3 to obtain the output value.

To generate x using a random number r, we need to reverse this process. Instead of dividing x by 3, we need to multiply a given random number r by 3 to obtain x. This is because we are undoing the division operation performed in the original function. Therefore, the correct equation for generating x, given the random number r, is X = 3r. By multiplying the random number r by 3, we obtain the corresponding value of x that satisfies the function f(x) = x/3.

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