Compare 9 ⋅ 104 to 3 ⋅ 102.

9 ⋅ 104 is 3 times larger than 3 ⋅ 102.
9 ⋅ 104 is 30 times larger than 3 ⋅ 102.
9 ⋅ 104 is 300 times larger than 3 ⋅ 102.
9 ⋅ 104 is 3,000 times larger than 3 ⋅ 102.

The least common multiple of 2/3 5/6 and 9/4 is 12.

A fraction represents a part of a number or any number of equal parts.

A fraction consisting of a quotient and remainder is a mixed fraction. we can convert the mixed fraction to improper fraction by first dividing the numerator by denominator and then taking the quotient as whole number and remainder as the numerator of proper fraction keeping the denominator same.

We are given that;

The numbers 2/3 5/6 and 9/4

Now,

To find the least common multiple of fractions, we need to find the least common multiple of their denominators and divide it by the greatest common factor of their numerators. The steps are:

Multiples of 3: 3, 6, 9, 12, 15, 18,

Multiples of 6: 6, 12, 18,

Multiples of 4: 4, 8, 12,

Find the greatest common factor of 2, 5 and 9. This is the largest number that can divide all three numbers without leaving a remainder. One way to do this is to list the factors of each number and find the largest one that they have in common. For example:

Factors of 2: 1 and 2

Factors of 5: 1 and 5

Factors of 9: 1,3 and9

The only common factor is 1, so this is the greatest common factor of the numerators.

Divide the least common multiple of the denominators by the greatest common factor of the numerators. This gives us:

12 /1 =12

Therefore, the LCM of given fraction will be 12.

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Answer: The answer is (B) [tex]47\dfrac{7}{12}[/tex].

Step-by-step explanation:  We are given to find the difference between the following two numbers:

[tex]n_1=126\dfrac{1}{4},~~~n_2=78\dfrac{2}{3}.[/tex]

To find the difference, we need to subtract the smaller number from the larger one.

Since, [tex]n_1>n_2[/tex], so the difference is given by

[tex]d\\\\=n_1-n_2\\\\=126\dfrac{1}{4}-78\dfrac{2}{3}\\\\=\dfrac{505}{4}-\dfrac{236}{3}\\\\=\dfrac{505\times3-236\times4}{12}\\\\=\dfrac{1515-944}{12}\\\\=\dfrac{571}{12}\\\\=47\dfrac{7}{12}.[/tex]

Thus, (B) [tex]47\dfrac{7}{12}[/tex] is the correct option.

Answer:

Overweight low probability outcomes

UNderweight High probability outcomes.

Step-by-step explanation:

Amos Tversky and Daniel Kahneman proposed the prospect theory that aimed to explain and understand the behavior of individuals, giving them a sample of choices to take, when put in front to the different decisions that had to be made, people often valued chances that were 99% probable to happen with a 95 to 85% chance, meaning that the didn´t give enough credit to the number and probabilities, and when facing risks of 1% probability of happening, they outweigh them with a 5 to 15 %.

Step-by-step explanation:

Height of Mount Everest = 8.8 x 10³ m = 8800 m

Height of the Empire State Building = 3.8 x 10² m = 380 m

[tex]\frac{\texttt{Height of Mount Everest}}{\texttt{Height of the Empire State Building}}=\frac{8800}{380}\\\\\frac{\texttt{Height of Mount Everest}}{\texttt{Height of the Empire State Building}}=23.16[/tex]

Height of Mount Everest = 23 x Height of the Empire State Building.

So, Mount Everest is about 23 times as tall as the Empire State Building

Option C is the correct answer.

Answer:

The answer on Imagine Math is...

-The volume of the left-hand cylinder is less than the volume of the right-hand cylinder.

Step-by-step explanation:

I got the answer correct on Imagine Math. Hope my answer helps those who need it :)

God bless you all day every day!

The solution is, The ratio of the volumes is the cube of this: 27 : 1.

The ratio is defined as the comparison of two quantities of the same units that indicates how much of one quantity is present in the other quantity.

here, we have,

given that,

The ratio of the lengths is 75 : 25 or 3 : 1

The ratio of and area is the square of this: ie 9 : 1 or 75^2 : 25^2

(In working out the area the radius is squared)

and, we have,

The ratio of the volumes is the cube of this: ie 27 : 1 or 75^3 : 25^3

(In working out the volume the radius is cubed)

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The Partnership for 21st Century Learning identifies Economics and Mathematics as two core subjects necessary for employee knowledge, essential for developing critical thinking and problem-solving skills in the global economy. Hence the correct answer is option A

The Partnership for 21st Century Learning lists Economics and Mathematics as two core subject areas that are essential for all employees to have knowledge about. These subjects are foundational to understanding the global economy and are associated with the skills needed by "knowledge workers" such as engineers, scientists, doctors, teachers, financial analysts, and computer programmers. A strong grounding in Economics and Mathematics equips students with valuable skills such as critical thinking, problem-solving, and the ability to analyze complex data, which are highly sought after in the modern workforce.

As per the Partnership for 21st Century Learning, to support the quality of American education, it's crucial to prepare students with a well-rounded understanding of core disciplines, including Economics and Mathematics. This preparation is significant in light of increasing global competition and the need for American students to improve in reading, math, and critical thinking to match or exceed the capabilities of their peers in other industrialized nations.

Hence the correct answer is option A

this would have to be an inequality equation.

 Marathon is 26.2 miles

they get to a hill that is at least 10 miles into the race

26.2-10=16.2

so they have at most 16.2 miles to go

the equation is X<=16.2

Hence, the inequality that will represent the marks he needs  is:

4x+8y≥50

On a final exam, each multiple-choice question is worth 4 points and each word problem is worth 8 points.

Lorenzo needs at least 50 points on the final to earn a "B" in the class.

Let x be the number of correct multiple-choice questions, and y, the number of correct word problems.

Hence, the inequality that will represent the marks he needs  is:

4x+8y≥50

Answer:  

Let x represents the number of the days, and y represents total number of the poem.

According to the question,

Edgar started with 2 poems in his journal. Then he started writing 3 poems each day.

Thus, the line that describes the above situation is,

y = 2 + 3 x

The x -intercept of the line is [tex](-\frac{2}{3} , 0)[/tex] or (-0.667 , 0)

And, the y-intercept of the line is (0,2)

Also, if x = 1 y = 5

if x = 2 y = 8

If x = -1 y = - 1

And, if x = - 2 , y = -4

Thus, the points by which the line will pass are,

(1,5), (2,8) , (-1,-1) and (-2,-4)

Therefore, with the help of the above information we can plot the graph of the line. ( shown below)

A) The rate of change is -40 songs each week, that is because the amount of songs left to be downloaded decrease by 40 each week

B) lets use 2 points of the graph p1(0, 200), p2(1, 160)
calculate the slope:
m = (y2- y1)/(x2 - x1) = (160 - 200)/(1 - 0)
m = -40
now use line equation in form point-slope:
y - y1 = m(x - x1)
y - 200 = -40(x - 0)
y = -40x + 200

Part A:

Each week the amount of songs that need to download decreases by 40. So The rate of change is -40 songs each week. The initial value is 200 because that is the number of songs left to download.  

Part B:

y = -40x + 200

Answer:

The graph of the function is given below.

We are given the function, [tex]f(x)=\frac{-x^2+4x+6}{x+4}[/tex]

We see that, when x= 0, the value of the function is,

[tex]f(0)=\frac{-0^2+40+6}{x+0}[/tex] i.e. [tex]f(0)=\frac{6}{4}=\frac{3}{2}[/tex].

So, the y-intercept is [tex](0,\frac{3}{2})[/tex].

Also, the zeroes of the function are given by,

[tex]f(x)=\frac{-x^2+4x+6}{x+4}=0[/tex]

i.e.[tex]-x^2+4x+6=0[/tex]

i.e. (x+1.162)(x-5.162)=0

i.e. x= -1.162 and x= 5.162

Thus, the x-intercept are (0,-1.162) and (0,5.162).

The graph of the function is given below.

Answer:

f(x) + 2 is translated 2 units up and -(1/2)*f(x) is reflected across x-axis.

Step-by-step explanation:

We have f(x) becomes f(x) + 2.

The y-intercept of f(x) is f(0), implies that y-intercept of f(x) + 2 is f(0) + 2. This means that the graph of f(x) is translated 2 units upwards.

Moreover, the region where f(x) increases will be the same region region where f(x) + 2 increases and there will not any change in the size of the figure.

Now, we have f(x) becomes -(1/2)*f(x).

The y-intercept of -(1/2)*f(x) is -(1/2)*f(0). This means that the graph is dilated by 1/2 units and then reflected across x-axis.

Moreover, the region where f(x) increases will be the opposite region region where -(1/2)*f(x)  increases and the size of the figure will change as dilation of 1/2 is applied to f(x)

Answer with Explanation  

Let the polynomial function which is an odd function, be

[tex]f(x)=x^5+x^3+x[/tex]

f(-x)= - f(x)

So,it is an odd function.

The  function will pass through first and fourth quadrant.

Y intercept =0

Function is increasing in it's domain [-∞, ∞]

1. When f(x) becomes f(x)+2

g(x)=f(x) +2

This function will shift 2 units up, and it will not pass through the origin and has Y intercept equal to 2.

This function will also pass through first and fourth quadrant.

Function is an increasing function in it's domain [-∞, ∞]

Now, when f(x) becomes [tex]\frac{-f(x)}{2}[/tex]

The function will pass through second and fourth Quadrant,due to negative sign before it, and distance from y axis either in second Quadrant  or in fourth Quadrant increases by a value of [tex]\frac{1}{2}[/tex].

Here also, Y intercept =0

Function is a decreasing function in it's domain [-∞, ∞]

Now, taking the even function

[tex]f(x)=x^6+x^4+x^2[/tex]

f(-x)=  f(x)

So,it is an even function.

The  function will pass through first and second quadrant equally spaced on both side of y axis.

Y intercept =0

Function is decreasing in [-∞,0) and increasing in  (0, ∞]

1. When f(x) becomes f(x)+2

g(x)=f(x) +2

This function will shift 2 units up, and it will not pass through the origin and has Y intercept equal to 2.

This function will also pass through first and third quadrant.

Function is decreasing from [-∞,2) and increasing in  (2, ∞]

Now, when f(x) becomes [tex]\frac{-f(x)}{2}[/tex]

The function will pass through third and fourth Quadrant,due to negative sign before it, and function expands by the value of [tex]\frac{1}{2}[/tex] on both sides of Y axis.

Here also, Y intercept =0

Function is  increasing in [-∞,0) and decreasing in  (0, ∞].

The nth harmonic number is defined to be 1 + 1/2 + 1/3 + 1/4 + ... + 1/n. the first harmonic number is 1.5 , the second is 1.5 the third is 1.83333... and soon, the harmonic expression will be written as follows

Given:

         a1 = first term = 1

         a2 = second term = 1.5

         a3 = third term = 1.83333...

We will write expression in Harmonic term, as

=      [tex]\rm 1.0 + \dfrac{1.0}{2.0} + \dfrac{1.0}{3.0} + \dfrac{1.0}{4.0} + \dfrac{1.0}{5.0} + \dfrac{1.0}{6.0} + \dfrac{1.0}{7.0} +\dfrac{ 1.0}{8.0}[/tex]

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To make line segment AB parallel to line segment CD, we calculate the slope of CD and ensure AB has the same slope. The slope of CD is −1/4.5, and setting the slope of AB equal to this value leads to the conclusion that y = −2 for point A.

To determine the value of y such that the line segment with endpoints A(−3, y) and B(6, −4) is parallel to the line segment with endpoints C(7, 6) and D(−2, 8), we need to ensure that the slope of line AB is equal to the slope of line CD. The slope m of a line passing through two points (x1, y1) and (x2, y2) is given by m = (y2 − y1) / (x2 − x1).

For line CD, the slope is (8 − 6) / (−2 − 7) = 2 / (−9) = −1/4.5. To find the value of y for point A so that line AB is parallel to CD, we need to set the slope of AB equal to −1/4.5:

(−4 − y) / (6 − (−3)) = −1/4.5
(−4 − y) / 9 = −1/4.5
−4 − y = −9 / 4.5
y = −4 + 2 = −2

Therefore, the correct value of y that makes line AB parallel to line CD is −2.

Answer:

The graph of y > mx, where m > 0, consists of a dashed line and a shaded half plane. The line has a positive slope and passes through the origin. The shaded half plane is above the line.    

Step-by-step explanation:

Hope this helps any of you! :)

To solve for the surface area of the pyramid, we make use of the formula:

A= l w + l [sqrt ((w / 2)^2 + h^2)] + w [sqrt ((l / 2)^2 + h^2))

where,

l and w are the base of the pyramid = 100 mm

h is the height of the pyramid = 75 mm

Substituting the given values into the equation:

A= 100 * 100 + 100 [sqrt ((100 / 2)^2 + 75^2)] + 100 [sqrt ((100 / 2)^2 + 75^2))

A = 10,000 + 100 (sqrt 2575) + 100 (sqrt 2575)

A = 20,148.90 mm^2

Therefore the surface area of the pyramid is about 20,149 mm^2.

the discriminant of the equation [tex]\(3x^2 - 10x + 2 = 0\)[/tex] is [tex]\(76\)[/tex].

To find the discriminant of the quadratic equation [tex]\(3x^2 - 10x + 2 = 0\)[/tex], we first need to rewrite it in the standard form [tex]\(ax^2 + bx + c = 0\)[/tex].

The given equation is [tex]\(3x^2 - 10x + 2 = 0\)[/tex].

Comparing it with the standard form [tex]\(ax^2 + bx + c = 0\)[/tex], we have:

- [tex]\(a = 3\)[/tex],

- [tex]\(b = -10\)[/tex],

- [tex]\(c = 2\).[/tex]

The discriminant [tex](\(D\))[/tex] of a quadratic equation [tex]\(ax^2 + bx + c = 0\)[/tex] is given by the formula:

[tex]\[ D = b^2 - 4ac \][/tex]

Substituting the values of [tex]\(a\), \(b\)[/tex], and [tex]\(c\)[/tex], we get:

[tex]\[ D = (-10)^2 - 4 \cdot 3 \cdot 2 \][/tex]

[tex]\[ D = 100 - 24 \][/tex]

[tex]\[ D = 76 \][/tex]

So, the discriminant of the equation [tex]\(3x^2 - 10x + 2 = 0\)[/tex] is [tex]\(76\)[/tex].

The x-coordinate of the vertex is 2 and the y-coordinate is -10. The discriminant is 144.

The quadratic function can be rearranged into the form ax² + bx + c = 0, where a = 2, b = -8, and c = -10. To find the x-coordinate of the vertex, we use the formula x = -b / (2a). Plugging in the values, we get x = -(-8) / (2*2) = 2. The y-coordinate of the vertex can be found by substituting the x-coordinate into the original function. Plugging in x = 2, we get f(2) = 2(2)² - 8(2) - 10 = -10.

The discriminant is calculated as b² - 4ac. Plugging in the values, we get (-8)² - 4(2)(-10) = 64 + 80 = 144.

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The graphs of y = |x| and y = |x| - 4 are similar in their overall V-shape and slope behavior, but differ in their vertical position due to the constant term difference in the equations. The second graph is essentially a downward translation of the first by 4 units.

Similarities:

Both represent absolute value functions.

Both graphs pass through the origin (0, 0)

Both graphs have a slope of 1 for positive values of x and a slope of -1 for negative values of x.

Differences:

The graph of y = |x| - 4 is shifted downwards by 4 units

The y-intercept is different for both graphs.