Given the function f(x)=3x^5 and g(x)=7*4^x, Which statement is true
A. f(5)>g(5)
B.f(5) C.f(5)=g(5)

Answer:

the angle that corresponds to AC IS PF

To check if two ratios are equivalent, you can divide both ratios by the same number until you reach the same result. For example, if you divide both 1/2 and 3/6 by 2, you will get the same result of 1/3.

To check if two ratios are equivalent, you can divide both ratios by the same number until you reach the same result. For example, if you divide both 1/2 and 3/6 by 2, you will get the same result of 1/3.

1. Take both ratios, 1/2 and 3/6

2. Divide both ratios by the same number, in this case 2.

3. This will give you the equivalent results of 1/3.

4. Therefore, 1/2 is equivalent to 3/6.

To check if two ratios are equivalent, divide both ratios by the same number until you reach . In this case, 1/2 is equivalent to 3/6.

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Answer: x =6 or x =-2

Step-by-step explanation:

|x−2|−7=−3

Step 1: Add 7 to both sides.|x−2|−7+7=−3+7|x−2|=4

Step 2: Solve Absolute Value.|x−2|=4 We know either x−2=4orx−2=−4x−2=4(Possibility 1)x−2+2=4+2(Add 2 to both sides)

x=6

and for other

x−2=−4(Possibility 2)x−2+2=−4+2(Add 2 to both sides)x = -2

Step-by-step explanation:

[tex]area = \frac{\pi ({12}^{2}) }{4} - \frac{1}{2} \times {12}^{2} [/tex]

The exact value of cos I in simplest radical form is 5 /√29

Trigonometry is a branch of mathematics dealing with the relationship between the ratios of the sides of a right-angled triangle with its angles.

The exact value of cos I in simplest radical form can be found by using trigonometric ratios.

cos I = adjacent / hypotenuse

The opposite is where the angle I is facing. That is opposite = 2

The hypotenuse is where the right angle is facing. That is hypotenuse = √29

The adjacent is the side left after picking opposite and hypotenuse. That is adjacent = 5

cos I = 5 /√29

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The value of m ∠ H-F-K, given the value of the corresponding and supplementary angles, is 84 degrees

The angles given of 6 ( x + 2 ) degrees and 8 ( x - 2 ) degrees are complementary and add up to 180 degrees.

The value of these angles is:

6 ( x + 2 ) = 8 ( x - 2 )

6x + 12 = 8x - 16

8x  - 6x = 16 + 12

x = 28 / 2

x = 14

The angle is:

= 8 ( 14 - 2 )

= 8 x 12

= 96 degrees

The value of m ∠ H-F-K will be supplementary to m ∠ H-F-K so the value of m ∠ H-F-K is:

=  (360 - 96 - 96 ) / 2

= 84 degrees

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Answer: 72

Step-by-step explanation: (Look at the attachment for the best experience)

First, we need to know how to set up our table. So, sometimes we need to divide and then multiply to find the equivalent ratio. So now we can piece information together to find the missing numbers. So, the far left is the information we are given. So, both of them can be divided by 5 (as the highest) and then we get 2 and 9. Then, since we know that we can multiply 2 by 8 to get 16, we do the same for 9. So, 9 x 8 = 72, making that how many tokens Bora can pay with only 16 dollars. I hope this helped!

The required equation in which case the left side is the power of 10 times n and the right side is the result of multiplying 0.1515 by 10 will be' (10)n = 10(0.1515).

An equation is an expression that shows the relationship between two or more numbers and variables.

A mathematical equation is a statement with two equal sides and an equal sign in between. An equation is, for instance, 4 + 6 = 10. Both 4 + 6 and 10 can be seen on the left and right sides of the equal sign, respectively.

We are given that the equation as;

(10)n=10(0.11515 -n=0.1515

(10)n = 10(0.1515).

n = 0.1515

Therefore, the resulting equation from the subtraction as;

(10n - n) = 10(0.1515) - 0.1515

9n = 9 (0.1515).

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Average annual tuition in 2020 is 14,286.70.

Value is the worth of something in terms of its usefulness, quality, or importance. It is the importance that an individual, group or organization places on something and is an important concept in economics, business and politics. Value can be seen as a measure of how much someone or something is worth, both in terms of money and in terms of intangible qualities, such as respect or admiration. Value is subjective, meaning that it is based on personal opinion and perspective.

Using a graphing calculator, the equation of the line of best fit is y = 96.98x + 11145.46. The slope of the line is 96.98 and the y-intercept is 11145.46.

By substituting x = 15 into the equation, the estimated average annual tuition in 2020 is 14,286.70. This can be rounded to the nearest hundred dollars, giving an estimate of 14,300 dollars.

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The answer to the word problem is 14 2/3.

A fraction shows part of a whole. This whole can be a region or a collection. The word fraction is derived from the Latin word "fractio" which means 'to break'. fractions are represented as a numerical value, which defines a part of a whole. A fraction can be a portion or section of any quantity out of a whole, where the whole can be any number, a specific value, or a thing.

Expressing the word problem into an expression;

2 3/4 x 5 1/3

= 11/4 x 16/3

= 44/3

= 14 2/3

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Answer:

no

Step-by-step explanation:

.63 is different from .603

Answer: 25.0

Step-by-step explanation:

[tex]\frac{x}{\sin 65^{\circ}}=\frac{22}{\sin 53^{\circ}}\\\\x=\frac{22 \sin 65^{\circ}}{\sin 53^{\circ}}\\\\x \approx 25.0[/tex]

The image quality is significantly superior to what it was on previous scanners, but the number of patients served per day remains the same. this situation attests to the fact that the service sector has seen improvement in quality of service, but productivity remains about the same.

Improvement in quality of service:

Putting the customer first, balancing efficiency and customer satisfaction (experience), and focusing on employee engagement are three key strategies for improving contact center service quality.

Productivity:

Productivity is the efficiency with which goods and services are produced and is represented by a scale. A measure of productivity is often expressed as a ratio of total output to a single input or total input in a production process. Typically the output per unit of input over a period of time. The most common example is a measure of (aggregate) labor productivity, an example of which is GDP per worker. There are various definitions of productivity (including those not defined by the ratio of outputs to inputs), and the choice depends on the purpose of measuring productivity and the availability of data gain. The main reason for differences in different measures of productivity usually has to do with how outputs and inputs are aggregated (directly or indirectly) to obtain such relative measures of productivity doing conduct.

Importance of Productivity:

Productivity gains are defined as the process of getting more out of every hour of work. Improving productivity can take many forms, including: Capital, Investments in equipment, software, infrastructure, machinery, etc. equate to labor. Productivity is important for individuals (workers and consumers), business leaders, and analysts(such as policy makers and government statisticians).

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The value of y in the rectangle is 11.

A rectangle is a quadrilateral with opposite sides equal to each other. The opposite side are also parallel to each other.

The diagonal of a rectangle divides it into two congruent right triangles. The diagonals also bisect each other. The diagonals are congruent.

Therefore, the length BE is equals to length BC.

Hence,

BE = BC

BE = 4y - 26

BC = 3y - 15

Therefore, let's find y in the rectangle.

BE = BC

4y - 26 = 3y - 15

4y - 3y = -15 + 26

y = 11

Therefore,

y = 11

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No, dividing by 1/2 is not the same as dividing by 2. Dividing by 1/2 means to take a number, and then divide it by 1/2. For example, 8 divided by 1/2 would be 16.

Dividing by 1/2 means to take a number, and then divide it by 1/2. For example, 8 divided by 1/2 would be 16.

Dividing by 2 means to take a number, and then divide it by 2. For example, 8 divided by 2 would be 4.

Dividing by 1/2 involves taking a number and dividing it by one half of itself. For example, if you were to divide the number 8 by 1/2, the result would be sixteen. On the other hand, dividing by 2 means taking a number and dividing it by two. If you were to divide the number 8 by 2, the result would be four. Both operations involve division, but the results are not the same. Dividing by 1/2 involves taking a number, doubling it, and then dividing the result by two, while dividing by 2 involves taking a number and simply dividing it by two. The difference in results can be seen when comparing 8 divided by 1/2, which is 16, and 8 divided by 2, which is 4. Consequently, these two operations are not the same.

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One possible solution is to have Cameron buying 18 candies and 6 drinks, this solution is (6,18) and it lies in the intersection of all three half-planes.

We can write a system of inequalities to represent the situation as follows:

6x + 5y ≥ 90 (because Cameron must spend at least $90 on drinks and candies)

x + y ≥ 18 (because Cameron must buy at least 18 drinks and candies altogether)

x ≥ 0, y ≥ 0 (because Cameron can't buy negative number of drinks or candies)

To graphically represent the solution set of this system, we can plot the inequalities on a coordinate plane. We can start by drawing the line representing the first inequality: 6x + 5y = 90. To find the slope-intercept form of this equation we can subtract 90 from both sides, 6x + 5y - 90 = 0, and we get: 6x + 5y = 90.

The second inequality is x + y ≥ 18 which is a boundary line.

The third inequality is x ≥ 0 and y ≥ 0 which means that both x and y should be non-negative.

The solution set of this system of inequalities is the intersection of the half-planes defined by the inequalities. This is the set of all points that lie in all three half-planes. One possible solution is to have Cameron buying 18 candies and 6 drinks, this solution is (6,18) and it lies in the intersection of all three half-planes.

Therefore, One possible solution is to have Cameron buying 18 candies and 6 drinks, this solution is (6,18) and it lies in the intersection of all three half-planes.

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Answer:

-11 1/2.

Step-by-step explanation:

To solve the equation 25 + x/9 + x = 13 + x/47 - x, we'll start by combining like terms on both sides:

25 + x/9 + x = 13 + x/47 - x

(25 + x) + (x/9 - x/47) = 13

(25 + x) + x * (9/47) = 13

Next, we'll isolate x by subtracting 25 from both sides:

x + x * (9/47) = -12

Finally, we'll isolate x by dividing both sides by 1 + (9/47):

x = -12 / (1 + (9/47)) = -12 / (1 + (9/47)) = -12 / (48/47) = -12 * 47/48

So the solution to the equation is x = -12 * 47/48 = -11 1/2.

The tolerance interval that included 99% of the cadence values with a 95% confidence is equal to (0.634,1.218).

A tolerance interval is constructed using the following formula:

TI= overline x plus/minus t * o l k,n (s)

Let, k = 0.99 and n = 20

to l 0.99,20 =3.615

The following calculations are done to compute the tolerance interval:

TI= overline x plus/minus t * o l k,n (s)

= 0.9255 plus/minus 3.615 * (0.0809)

approx (0.634, 1.218)

In summary, with a 95% level of confidence, 99% of the cadence values fall within the tolerance interval of (0.634, 1.218).

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Using multiplication we know that the correct option in the given situation is (C) 1L for $1.80 which saves $0.30 when compared to (D).

Multiplying numbers is essentially the same as adding groups of numbers.

Multiplying is the process of repeatedly adding a number. (Before we can use the number to multiply, all of the digits must be the same.)

Learning the time's tables makes sense when seen in this light.

A 5 multiplied by 4 results in 20 (5 + 5 + 5 + 5).

We multiplied the number five by four times.

Due to this, multiplication is occasionally referred to as "times."

So, now compare all options with option (D) as follows:

2L for $3.90

(A) 250 mL for $0.50  with (D) 2L for $3.90

0.50*8

$4 for 2L > 2L for $3.90

(B) 500 mL for $1.10  with (D) 2L for $3.90

1.10*4

$4.4 for 2L > 2L for $3.90

(C) 1L for $1.80 with (D) 2L for $3.90

1.80*2

$3.6 for 2L < 2L for $3.90

(Correct option)

Therefore, using multiplication we know that the correct option in the given situation is (C) 1L for $1.80 which saves $0.30 when compared to (D).

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Complete question:
Milk is sold in four sizes. Which is the better buy? 1 point

A. 250 mL for $0.50

B. 500 mL for $1.10

C. 1L for $1.80

D. 2L for $3.90

Answer:

hola buenos skskskskseolelelldd

Answer: The appropriate hypotheses for this significance test are:

Null hypothesis (H0): The true mean travel time for all students who attend this school is equal to 20 minutes.

Alternative hypothesis (Ha): The true mean travel time for all students who attend this school is greater than 20 minutes.

The null hypothesis states that there is no difference between the claim (20 minutes) and the sample mean (22.4 minutes). The alternative hypothesis states that there is a difference and the sample mean is greater than the claim. The student will use the sample data and a chosen significance level (such as α = 0.05) to decide whether to reject or fail to reject the null hypothesis.

Step-by-step explanation:

The exponential equation described that passes through (-1, 1.5), (0, 3), (1, 6) is:

y = 3*(2)^x

A general exponential function can be written as:

y = A*(b)^x

Where A is the initial value and b is the base.

First, we know that the function goes through (0, 3), then we can replace these values to get:

3 = A*(b)^0

3 = A

So we have:

y = 3*(b)^x

We also know that the graph passes through the point (-1, 1.5)

Replacing these values we get:

1.5 = 3*(b)^-1

1.5 = 3/b

b = 3/1.5 = 2

Then the exponential equation described is:

y = 3*(2)^x

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Answer: 60in²

Step-by-step explanation:

Answer: 60

Step-by-step explanation:

So to solve this, you need to know how to find the area of a trapezoid.

In case you don't know this equation, I'll explain it briefly.

The area of a trapezoid = (a+b)*h/2, where a and b are the base lengths and h is the height of the trapezoid.

We can solve this problem using this equation, which would look like:

Area = (9+11)*6/2

= 20*6/2

= 60

Answer:

Step-by-step explanation:

The height of the Eiffel Tower was halved repeatedly to make a model around 30 cm. We know that 30 cm = 0.3 meters.

We can set up an equation:

324m / 2^n = 0.3m

We can solve for n by logarithm base 2:

n = log(324/0.3) / log(2)

n = log(1080) / log(2)

n ≈ 10.6

The height of the Eiffel Tower was divided by 2^10.6, which is not a whole number.

It means that the height of Eiffel Tower was divided by a number that is between 10 and 11 times by 2.

a) Pour déterminer le solde du compte au bout de 3 ans, nous devons utiliser la formule de l'annuité de fin de période. Il y a un total de 3 ans x 12 mois/an = 36 mois de capitalisation. Le taux d'intérêt par mois est de 6%/12 = 0.005. La somme déposée chaque mois est de 100 $. En utilisant la formule, nous pouvons calculer le solde final:

M = (R[(1 + i)^n −1])/i

M = (100 [(1 + 0.005)^36 −1])/0.005 = $51,664.23

b) Pour calculer le total de l'intérêt accumulé, nous pouvons soustraire le montant total des dépôts (100 $ x 36 mois = $3,600) au solde final du compte.

Intérêt accumulé = Solde final du compte - Montant total des dépôts

Intérêt accumulé = $51,664.23 - $3,600 = $48,064.23

En résumé, le solde final du compte après 3 ans est de 51,664.23 $ et l'intérêt accumulé est de 48,064.23 $.

J'espère que cela aide et a été correctement traduit haha

Answer:

8 m

Step-by-step explanation:

Volume of a sphere is V = 4/3 π r³.

Volume of a cylinder is V = π r² h.

The two volumes are equal, so:

4/3 π r³ = π r² h

4/3 r = h

The radius is 6 m, so the height of the cylinder is:

h = 4/3 (6 m)

h = 8 m

Answer:

The height of the cylinder is 8m.

Step-by-step explanation:

Given, the Radius and Volume of the cylinder and sphere are equal.

Radius, r = 6m

Formula,

Volume of the sphere =  [tex]\frac{4}{3}\pi r^{3}[/tex]

Volume of the cylinder = [tex]\pi r^{2}h[/tex]

⇒ Volume of the cyliner =  Volume of Sphere

⇒  [tex]\frac{4}{3}\pi r^{3}[/tex] =    [tex]\pi r^{2}h[/tex]

⇒  [tex]h = \frac{4\pi r^{3} }{3\pi r^{2} }[/tex]

⇒  [tex]h = \frac{4r}{3}[/tex]

⇒  [tex]h = \frac{4 * 6}{3}[/tex]

⇒ h = 8m

When there are 1,014 elementary and middle school pupils, X2 = 175 students from each grade level participate in the science competition.

When the standard deviation is low and high, it is argued that data are more evenly distributed and more densely clustered around the mean, respectively. The standard deviation is a measurement of how widely the data are scattered from the mean value. Comparing data sets that may have the same mean but a distinct range may be aided by it. For example, the means of the two integers 15, 15, 15, 14, 16, and 2, 7, 14, 22, 30 are identical. The second, though, is obviously wider.

given

X1

u1 = 400             u2 = 100

20                          25

X2

Z1 score = Z2 score

X1 - u1 / 20    =    X2 - u2 / 25

460 - 400 / 20   =  X2 -100 / 25

3 = X2 - 100 /25

X2 = 175 score on exam b

When there are 1,014 elementary and middle school pupils, X2 = 175 students from each grade level participate in the science competition.

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On the social and economic structure of the United States, the agricultural tractor had a significant influence.

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The third driver ploughed 2.3 hectors of land, the second driver ploughed 2.3 + 2.4 = 4.7 hectors of land, and the first driver ploughed (4.7)/2 = 2.35 hectors of land.

Let's call the amount of land ploughed by the third driver "x".

The second driver ploughed 2.4 more than the third driver, so they ploughed x + 2.4.

The first driver ploughed half of what the second driver ploughed, so they ploughed (x + 2.4)/2.

In total, the three drivers ploughed x + (x + 2.4) + (x + 2.4)/2 = 3.5x + 4.2 hectors of land.

We know that the total amount of land ploughed is 12.4 hectors, so we can set up an equation:

3.5x + 4.2 = 12.4

Solving for x:

3.5x = 8.2

x = 2.3

So the third driver ploughed 2.3 hectors of land, the second driver ploughed 2.3 + 2.4 = 4.7 hectors of land, and the first driver ploughed (4.7)/2 = 2.35 hectors of land.

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Our solution set will be {x | x R, x ≤ 7 5/6}.

What is the solution set?

The solution set for an equation is the collection of all possible solutions to that equation. If an equation has no solutions, the solution set is denoted by the ∅ symbol. ∅ refers to the null set (or empty set).

In our problem it is given:

x - 6 [tex]\frac{1}{3}[/tex] [tex]\leq[/tex]  1[tex]\frac{1}{2}[/tex]

To each side, add 6 1/3.

x [tex]\leq[/tex]  1 [tex]\frac{1}{2}[/tex] + 6 [tex]\frac{1}{3}[/tex]

Change the 1/2 and the 1/3 to a common denominator to add them together.

x [tex]\leq[/tex] 1 [tex]\frac{3}{6}[/tex] +6 [tex]\frac{2}{6}[/tex]

x [tex]\leq[/tex] 7 [tex]\frac{5}{6}[/tex]

Therefore our final solution set will be {x | x ∈ R, x ≤ 7 [tex]\frac{5}{6}[/tex]}.

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