Graph the solution to this inequality on the number line.

35z>34

The animal which travel at a rate of 1.5 meters per minutes is ants.

The correct answer option is option D

Based on the given task content, it can be solved using fraction.

Speed refers to the rate of change of distance at a given time period.

Average speed = Total distance / Time taken

Turtle = Total distance / Time taken

= 6/5

= 1.2 meters per minutes

Snail = Total distance / Time taken

= 4/8

= 0.5 meters per minutes

Caterpillar = Total distance / Time taken

= 7/7

= 1 meters per minutes

Ant = Total distance / Time taken

= 12/8

= 1.5 meters per minutes

In conclusion, ant is the animal which has an average speed of 1.5 meters per minutes

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Answer: $18/hour

12 x 1.5 = 18

The Maclaurin series of  ln (1 + x³)  is

[tex]= x^3-\dfrac{1}{2}x^6+\frac{1}{3}x^9+\ldots \:[/tex]

The function is given in the question as

h(x) = ln (1 + x³)

Taylor (Maclaurin) series ofln (1 + x³) up to n = 3

A Maclaurin series is given by f(x),

[tex]f\left(x\right)=f\left(a\right)+\frac{f^'\left(a\right)}{1!}\left(x-a\right)+\frac{f^{''}\left(a\right)}{2!}\left(x-a\right)^2+\frac{f^{'''}\left(a\right)}{3!}\left(x-a\right)^3+\ldots[/tex]

[tex]f\left(x\right)=f\left(0\right)+\frac{f^'\left(0\right)}{1!}\left(x\right)+\frac{f^{''}\left(0\right)}{2!}\left(x\right)^2+\frac{f^{'''}\left(0\right)}{3!}\left(x\right)^3+\ldots[/tex]

We need to do to get the desired polynomial is to calculate the derivatives, evaluate them at the given point, and plug the results into the given formula.

f⁽⁰⁾(x) = f(x) = ln (1 + x³)

Evaluate the function at the point: f(0)=0

1st derivative: f(1)(x)=(ln(x3+1))′=3x²/(x³+1)  

1st derivative at the given point: (f(0))′=0

2nd derivative: f(2)(x)=(f(1)(x))′=(3x²/(x³+1) )′=3x(2−x³)/(x⁶+2x³+1) 

Evaluate the 2nd derivative at the given point: (f(0))′′=0

3rd derivative: f(3)(x)=(f(2)(x))′= (3x(2−x³)/(x⁶+2x³+1) )′= 6(x⁶−7x³+1)x9+3x⁶+3x³+1

Evaluate the 3rd derivative at the given point: (f(0))′′′=6

Now, use the calculated values to get a polynomial:

f(x)≈0/0!x⁰+0/1!x¹+0/2!x²+6/3!x³+0/4/!x⁴+0/5!x⁵

Thus, the Maclaurin series of  ln (1 + x³)  is

[tex]= x^3-\dfrac{1}{2}x^6+\frac{1}{3}x^9+\ldots \:[/tex]

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Answer:

one and a third thats the amount of groups (mark me brainliest pls and ty <3) !

The solution to the inequality −18 ≤−3p, is shown in the graph in the attachment which is p ≤ 6.

To graph the solution of a given inequality, we have to first solve the inequality to determine what the solution will be.

Given the inequality, -18 ≤ -3p, solve to find p:

-18 ≤ -3p

Divide both sides by -3

-18/-3 ≥ -3p/-3 [the sign will change because we're dividing by a negative value]

6 ≥ p

It can be rewritten as p ≤ 6. The graph of this solution is a number line having a closed circle on point 6 that points towards the left.

See the diagram in the attachment which shows the solution of the inequality.

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The average cost per person when there are 4 people in the group is of:

$8.75.

The average cost per person represents the mean cost per person in the data-set.

The mean of a data-set is given by the sum of all observations in the data-set divided by the number of observations.

Hence, the average cost per person in this problem is obtained as the division of the total spending by four, as there are four people.

The total spending is obtained as follows:

Hence the numeric value of the total spending is of:

4 x (5 + 1.75) + 2 x 4 = $35.

Thus the average spending per person is of:

$35/4 = $8.75.

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Answer:

15d10mo

Step-by-step explanation:

Simplify:

(9+6)(mod10)

=15d10mo

The required proportion for the given case is 36/100 = x/150.

A percentage is a value that indicates 100th part of any quantity.

A percentage can be converted into a fraction or a decimal by dividing it by 100.

The given statement is as below,

36% of 150

Suppose the required number is x.

Then, the equivalent form of the given statement is,

36% of 150 = x

=> 36% × 150 = x

=> 36/100 × 150 = x

=> 36/100 = x/150

Hence, the required proportion to to be used to solve the problem is 36/100 = x/150.

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The statement that best describes a sequence of transformations in which the blue figure is the image of the red figure is given as follows:

A. Rotate 90° clockwise about the origin and then dilate with respect to the origin using a scale factor of 1/2.

The horizontal side lengths on the blue figure are given as follows:

8 - 4 = 6 - 2 = 4.

The vertical side lengths on the transformed red figure is of:

4 - 2 = 3 - 1 = 2.

Hence the scale factor of the dilation is given as follows:

2/4 = 1/2.

Which means that options C and D are not correct.

The rules for each rotation are given as follows:

On the second quadrant, of the blue figure, we have that:

On the first quadrant, of the red figure, we have that:

Hence the rotation was clockwise, and option A is correct.

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The length and width of a rectangle are 36 and 30 yard respectively.

Its the sum of length of the sides used to made the given figure.

We are given that width of a rectangle is 6 yards less than the length. The perimeter is 132 yards.

Therefore, the perimeter = (2 x length)+(2 x width)

The length = 6 + w

Hence, we have;

132 = (2(6 + w))+(2w)

132 = 12 + 2w + 2w

132 = 12 + 4w

120 = 4w

w = 30

Length = 36 yard.

Thus, the length and width of a rectangle are 36 and 30 yard respectively.

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Answer:

and the point F lies on the bottom face.

a) Construct a section of a parallelepiped by three given points E, F, G. Explain the construction of each of the segments (22 points).

b) Indicate the name (type) of the resulting polygon and shade its inner part (8 points).

1

Task 3.

An isosceles triangle ABC with base AB is given. From a point S lying outside the plane ABC, a perpendicular is dropped to point C.

a) Draw the linear angle of the dihedral angle SABC. Explain why this particular

The answer is 10.67. It can be calculated by integrating and then applying the limits.

What is the integration of [tex]x^n[/tex]?

The integration of power of a variable is given by the following formula:

[tex]\int x^ndx=\frac{x^{n+1}}{n+1}[/tex]

If limits are there then limits can be applied after integration.

Consider the given function.

[tex]\int^3_1(x^2-4x+9)dx[/tex]

Now, apply integration on each term as follows:

[tex]\int^3_1x^2dx-4\int^3_1xdx+9\int^3_1dx[/tex]

Now, use the following formula to integrate:

[tex]\int x^ndx=\frac{x^{n+1}}{n+1}[/tex]

Now, the integration will look like as follows:

[tex][x^3/3]^3_1-4[x^2/2]^3_1+9[x/1]^3_1[/tex]

Now, apply limits to find the answer as follows:

[tex][3^3/3-1^3/3]-4[3^2/2-1^2/2]+9[3-1]\\[/tex]

[tex][9-\frac{1}{3}]-4[9/2-1/2]+18\\10.67[/tex]

Hence, the answer is 10.67. It can be calculated by integrating and then applying the limits.

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Answer:

The probability of a head of a die is 1/6 and that of a side of a coin

The probability that the total showing is less than 10 is 5/6.

A mathematical expression is made up of terms (constants and variables) separated by mathematical operators. A mathematical equation is used to equate two expressions. Equation modelling is the process of writing a mathematical verbal expression in the form of a mathematical expression for correct analysis, observations and results of the given problem. The formula to calculate the probability of occurrence of an event 'A' can be written as -  

P(A) = n(A)/n(S)

where -

n(A) = Number of outcomes favorable to event A.

n(S) = Total number of outcomes

Given are two dices rolled.

The total number of favorable outcomes can be calculated as -

[a] = (1,1) to (1,6) = 6

[b] = (2,1) to (2,6) = 6

[c] = (3,1) to (3,6) = 6

[d] = (4,1) to (4,5) = 5

[e] = (5,1) to (5,4) = 4

[f] = (6,1) to (6,3) = 3

n(A) = [a] + [b] + [c] + [d] + [e] + [f] =  6+6+6+5+4+3 = 30

n(S) = 36

So, the probability of occurrence of an event 'A' -

P(A) = n(A)/n(S)

P(A) = 30/36

P(A) = 5/6

Therefore, the probability that the total showing is less than 10 is 5/6.

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Answer:

-3

Step-by-step explanation:

x - 3y = 4  Write in the slope intercept form.  Subtract x from both sides

-3y = -x + 4  Divide all the way through by -3

y = [tex]\frac{1}{3}[/tex] x - [tex]\frac{4}{3}[/tex]

The slope is the number before the x  ( 1/3 )

The perpendicular slope is the opposite reciprocal or -3

The athletic director can therefore draw the conclusion that the average academic standing of football players is comparable to the average standing of other student athletes.

The following formula is used to determine the test statistic:

SRS, s = 0.54, n = 40 > 30,

x = 3.18

H0: μ = 3.10

H1: μ > 3.10

α = 0.05

The t-distribution table and our alpha level of.05 are then used to determine our crucial values.

Our critical values are 2.093 for a two specimens with 19 levels of freedom and α = 0.05 level of significance.

t = x -  μ / s/√n

t = 3.18 - 3.10/ 54/√20

t = 0.66

As a result, It is clear that sampling error is the only possible explanation for the discrepancy between both the sample mean as well as the hypothesized value.

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[tex]\begin{array}{llll} ~\hspace{7em}\textit{negative exponents} \\\\ a^{-n} \implies \cfrac{1}{a^n} ~\hspace{4.5em} a^n\implies \cfrac{1}{a^{-n}} \end{array} ~\hfill \begin{array}{llll} \textit{rational exponents} \\\\ a^{\frac{ n}{ m}} \implies \sqrt[ m]{a^ n} \end{array} \\\\[-0.35em] ~\dotfill[/tex]

[tex]\cfrac{6x^{-1}y^{-1}}{\sqrt[4]{xy^4}}\implies \cfrac{6x^{-1}y^{-1}}{\left( xy^4 \right)^{\frac{1}{4}} }\implies \cfrac{6x^{-1}y^{-1}}{x^{\frac{1}{4}} y^{4\cdot \frac{1}{4}}}\implies \cfrac{6x^{-1}y^{-1}}{x^{\frac{1}{4}} y^1}\implies \cfrac{6x^{-1}y^{-1}x^{-\frac{1}{4}} y^{-1}}{1}[/tex]

[tex]6x^{-1}x^{-\frac{1}{4}}y^{-1} y^{-1}\implies 6x^{-1-\frac{1}{4}} y^{-1-1}\implies {\Large \begin{array}{llll} \underset{\textit{\small a}}{6} \stackrel{\textit{\small ~~ b}}{x^{-\frac{5}{4}}} \stackrel{\textit{\small ~~ c}}{y^{-2}} \end{array}}[/tex]

Answer:

Step-by-step explanation:

We can use the Side-Side-Side (SSS) Theorem – Three pairs of corresponding sides are congruent in two triangles.

Answer:

A = 29°

Step-by-step explanation:

set

(3x-4) + (9x+17) + (6x-31) = 180

Solve for x

18x - 18= 180

18x = 198

x = 11

So A will be

A = 3x - 4

A = 3(11) - 4

A = 29°

Answer:

Step-by-step explanation:

first one

2x+43 = 180

.....

The final interval notation is  F ∩ H = [7, 4] &  F ∪ H = [-∞, ∞].

What is the interval notation?

A set of real numbers known as an interval in mathematics contains all real numbers falling inside any two of the set's numbers. For instance, the interval containing 0, 1, and all integers in between is the set of values x satisfying 0 x 1.

We have,

F and H are sets of real numbers defined as follows.

F = { v l v < 4}

H = { v l v ≥ 7}

F is the set of all real numbers that are less than or equal to 4.  H is the set of real numbers greater than 7.

F U H is the union (or combination) of the two sets, so it is the set of all real numbers that are less than equal to 3 or greater than 6:

F ∩ H is the set of real numbers that are in both sets; but since F is less than or equal to 4 and H is greater than 7, there are no numbers that are in both sets.  Hence the answer is the empty set, Ø:

F ∩ H = Ø

F ∩ H = [7, 4]

F ∪ H = [-∞, ∞]

Hence, the final interval notation is  F ∩ H = [7, 4] &  F ∪ H = [-∞, ∞].

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Answer: C. 2x+3

Step-by-step explanation:

[tex]\displaystyle\\V=\frac{\pi r^2h}{3} \\\\V=\frac{\pi r^2(6)}{3}\\\\V=2\pi r^2\\\\\\8\pi x^2+24\pi x+18\pi \\\\V=2\pi (4x^2+12\pi +9)\\\\V=2\pi ((2x)^2+2(2x)(3)+3^2)\\\\V=2\pi (2x+3)^2\\\\THUS,\\[/tex]

[tex]2\pi r^2=2\pi (2x+3)^2[/tex]

Divide both parts of the equation by 2π:

[tex]r^2=(2x+3)^2[/tex]

Extract the square root of both parts of the equation:

[tex]r=2x+3[/tex]

Answer:

Step-by-step explanation:

10-4=6

9-(x)=6

9-6=(x)

(x) = 3

The answer is 3

Answer:

Missing number = 3

Step-by-step explanation:

Forming the equation,

→ 10 - 4 = 9 - x

→ x = missing number

Now the value of x will be,

→ 10 - 4 = 9 - x

→ 6 = 9 - x

→ -x = 6 - 9

→ -x = -3

→ [ x = 3 ]

Hence, the value of x is 3.

It is a uniform rectilinear movement which is one in which an object moves in a straight line, in one only direction, with a constant speed.

When we spoke of constant speed we mean that the movement retains the same speed, that is; that the object does not move faster, or slower and always at the same speed.

We obtain the data, as specified by the exercise.

Data:

 V = 28 m/s

 T = 10 s

 D = ?

We have that the uniform motion formula is:

     [tex]\large\displaystyle\text{$\begin{gathered}\sf V=\dfrac{d}{t}, \to where \end{gathered}$}[/tex]

We solve the formula, to calculate the distance and we obtain.And we also substitute our data.

[tex]\boxed{\large\displaystyle\text{$\begin{gathered}\sf \bf{d=v*t} \end{gathered}$} }[/tex]

[tex]\boxed{\large\displaystyle\text{$\begin{gathered}\sf \bf{d=28 \ \frac{m}{\not{s}}*10 \not{s} } \end{gathered}$}}[/tex]

[tex]\boxed{\boxed{\large\displaystyle\text{$\begin{gathered}\sf \bf{d=280 \ m } \end{gathered}$}}}[/tex]

Answer: A transformation in which all distances on the coordinate plane are shortened by multiplying either all x-coordinates (horizontal compression) or all y-coordinates (vertical compression) of a graph by a common factor less than 1.

Step-by-step explanation:

Answer:

70x

Step-by-step explanation:

multiply -10 and -7 for the coefficient

Answer: 70x

Step-by-step explanation:

Malcolm should place the decimal point immediately after one (1) or before three (3) as follows: 8.25/6 = 1.375.

In Mathematics, a quotient can be defined as a mathematical expression that is simply used to represent the division of a number by another number.

As a general rule, the smaller the divisor (denominator) of a mathematical expression, the larger would be the quotient. This ultimately implies that, a quotient would be large when the divisor (denominator) of a mathematical expression is small.

On the other hand (conversely), a quotient would be small when the divisor (denominator) of a mathematical expression is large.

Based on Malcom's calculations, he forgot to place the decimal point in the following expression;

8.25/6 = 1375

Next, we would determine the maximum value of this quotient;

8.25/6 = 12/6

8.25/6 = 2

Therefore, the whole number part for this decimal number would be one (1) and as such, the decimal point must be placed immediately after 1 as follows;

8.25/6 = 1.375

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Complete Question;

Malcolm calculated how many liters of milk each team would get if 6 teams shared the milk equally. His work is shown above, but he forgot to place the decimal point in the quotient. Where should he place the decimal point? Use number sense to explain.

8.25/6 = 1375