a pin can contain 3 numerical digits. however, no digit can be repeated. how many pins are possible?

The value of x when y = 1 is 2.

Option D is the correct answer.

An equation is a mathematical statement that is made up of two expressions connected by an equal sign.

Example:

2x + 3 = 7 is an equation.

We have,

x varies inversely with y.

This means,

x ∝ 1/y

x = k/y

And,

xy = 2

This means,

k = 2

Now,

For y = 1,

xy = 2

x = 2/y

x = 2/1

x = 2

Thus,

x is 2 when y = 1

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The graph of the function f(x) = x² - 10x. and the graph of the function

g(x) = x² - 30x.

Suppose we have a function f(x).

f(x) ± d = Vertical upshift/downshift by d units (x, y ±d).

f(x ± c) = Horizontal left/right shift by c units (x - + c, y).

(a)f(x) = Vertical stretch for a > 0, vertical shrink a < 0. (x, ay).

f(bx) = Horizonatal compression b > 0, horizontal stretch for b < 0. (bx , y).

f(-x) = Reflection over the y-axis, (-x, y).

-f(x) = Reflection over the x-axis, (x, -y).

The graph of the first function is a quadratic function.

f(x) = (x - 0)(x - 10).

f(x) = x² - 10x.

Now, g(x) = (x - 0)(x - 30).

g(x) = x² - 30x.

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Step-by-step explanation:

To find the volume of this solid, we will use the method of cylindrical shells. We will integrate the cross-sectional area of a cylinder, given by πr^2, over the height of the solid. The height of the solid is given by the difference between the upper and lower bounds of the region, which are y = sin(x) and y = 0, respectively. The radius of each cylindrical shell is given by the height y = sin(x).

So, the volume of the solid is given by the integral:

V = ∫[0, π/2] π * [sin(x)]^2 dx

Using the antiderivative of π * sin^2(x), which is -π * cos(x), we can find the definite integral:

V = -π * [cos(x)] from 0 to π/2

Evaluating the definite integral and simplifying, we get:

V = (2π - 2) units^3

So, the volume of the solid is (2π - 2) units^3.

Answer:

Step-by-step explanation:

V = (2π - 2) units^3

So, the volume of the solid is (2π - 2) units^3.

Step 1: Calculate the probability that the Captain will hit the pirate ship. Since the Captain has a probability of \dfrac{1}{2} 2 1 ​ start fraction, 1, divided by, 2, end fraction of hitting the pirate ship, the probability that the Captain will hit the pirate ship is 0.5.

Step 2:Calculate the probability that the pirate will hit the Captain's ship. Since the pirate only has one good eye, he hits the Captain's ship with probability \dfrac{2}{7} 7 2 ​ start fraction, 2, divided by, 7, end fraction, the probability that the pirate will hit the Captain's ship is 0.286.

Step 3: Calculate the probability that both ships will hit each other. To calculate the probability that both ships will hit each other, multiply the probability that the Captain will hit the pirate ship (0.5) by the probability that the pirate will hit the Captain's ship (0.286). This gives us a total probability of 0.143.

Therefore, the probability that both ships will hit each other is 0.143.

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Answer:

Step-by-step explanation:

el awnser es 0.265 libras mas

The number Joe is thinking of is -36.

To find the number Joe is thinking of, use algebraic expression and equation.

Let x be the number Joe is thinking of

According to the problem, "Eleven more than one third of the number is -1". We can translate this into an algebraic expression such as:

x/3 + 11 = -1

To find the value of x, we'll isolate it on one side of the equation:

x/3 = -12

Next, we'll multiply both sides of the equation by 3 to cancel out the fraction:

x = -36

Therefore, the number Joe is thinking of is -36.

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1. Complete the identities

a = -4

b = 34

c = 1

d = 3

2. Complete the identities

3x - 24 = 3(x - 8)

0 + x = x

5(x + 5) = 5x + 25

(a + b) + c = c + (a + b)

(x - a)(x - b) = x² - (a + b)x + ab

Before solving the above equation, we need to know the algebraic formula. The algebraic formula is

a(x + b) = ax + ab

1.

- 6(x - 4) + 2(x + 5) = ax + b

⇒ -6x + 24 + 2x + 10 = ax + b

   -6x + 2x + 24 + 10 = ax + b

   -4x + 34 = ax + b

So we get the values ​​a and b.

-4x = ax ⇔ a = -4

b = 34

− 3(x + c) − 4(x + d) = - 7x - 15

-3x - 3c - 4x - 4d = -7x - 15

-3x - 4x - 3c - 4d = -7x - 15

-7x - (3c + 4d) = -7x - 15

-7x + 7x - (3c + 4d) = - 15

- (3c + 4d) = - 15

3c + 4d =  15

Let c = 1

3c + 4d =  15

3(1) + 4d = 15

3 + 4d = 15

4d = 15 - 3

4d = 12

d = 3

2.

3x - 24

= 3 × x - 3 × 8

= 3(x - 8)

.... + x = x

-x + x = 0

5(x + 5) = 5 × x + 5 × 5

            = 5x + 25

(a + b) + c = c + (a + b)

Let (x + a)(x + b)

(x + a)(x + b) = x² + ax + bx + ab

                    = x² + (a + b)x + ab (not eligible)

Let (x + a)(x - b)

(x + a)(x - b) = x² + ax - bx - ab

                    = x² + (a - b)x - ab (not eligible)

Let (x - a)(x + b)

(x - a)(x + b) = x² - ax + bx - ab

                    = x² - (a - b)x - ab (not eligible)

Let (x - a)(x - b)

(x - a)(x - b) = x² - ax - bx + ab

                    = x² - (a + b)x + ab (eligible)

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The solution of the given expression for multiplication is 3 / 2.

Expression in maths is defined as the collection of numbers variables and functions by using signs like addition, subtraction, multiplication, and division.

Numbers (constants), variables, operations, functions, brackets, punctuation, and grouping can all be represented by mathematical symbols, which can also be used to indicate the logical syntax's order of operations and other features.

Given that the expression of the multiplication is 1¹/₂ x 9 / 10.

The numbers will be multiplied as below:-

E =  1²/₃ x 9 / 10.

E = ( 5 / 3 ) x ( 9 / 10 )

E = 3 / 2

Therefore, the solution will be 3 / 2.

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this is ez, make sure to give me brainliest
Answer: ∠BAC = x = 15 degrees

Step-by-step explanation:

since AC is diameter, ∠ABC = 90 degrees
let ∠BAC = x
then ∠BCA = 5x
now, x + 5x + 90 = 180
6x = 90
x = 90/6 = 15
so, ∠BAC = x = 15 degrees

Answer:

Step-by-step explanation:

The definition of k is not given.  Is k the slope?  

See the attached graph of all the equations.  The referenced equation, f(x) = 2x+3 is the top equation and the line is shown in black.  This line has a slope of 2 and a y-intercept of +3.

The g(x) functions are also graphed, and noted.  Two of the g(x) equations are the same as the reference equation:  25 and 26.  Both have a slope of 2 and a y-intercept of +3.

#23 has a slope of 6 and a y-intercept of 9.  This has the steepest rise of all the lines (higher slope).

#24 has a slope of 1 and a y-intercept of +1.  This has the slowest rise, but it is still a positive sdlope (going up)

Answer:

x = 13

good luck

The required slope of the linear function shown on the graph passing through (-5, -1) to (5, 1) is given as positive 1/5. Option A is correct.

The slope of the line is a tangent angle made by line with horizontal. i.e. m =tanx where x in degrees.

Here,
A coordinate plane with a straight line. The line starts at (-5, -1) and continues up and to the right passing through (0, 0) and (5, 1).

The slope of a linear function is given as,
M = (y₂ - y₁) /  (x₂ - x₁)

m = 1 + 1 / 5 + 5
m = 2 / 1 0
m = 1 / 5

Thus, the required slope of the linear function shown on the graph passing through (-5, -1) to (5, 1) is given as positive 1/5. Option A is correct.

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Answer:

the answer is a

Step-by-step explanation:

Answer: A general solution of a differential equation is a solution that contains all possible solutions of the equation, including all arbitrary constants. It provides a general form of the solution that can be customized to fit the specific conditions of the problem.

For example, the general solution of a second-order linear homogeneous differential equation of the form

y'' + p(x)y' + q(x)y = 0

is a combination of two linearly independent functions, often represented by y = c1y1(x) + c2y2(x), where c1 and c2 are arbitrary constants and y1(x) and y2(x) are two linearly independent solutions of the differential equation.

The general solution represents the most general form of the solution that takes into account all possible solutions, including all arbitrary constants. To find a specific solution, one must apply initial or boundary conditions to determine the values of the arbitrary constants.

Step-by-step explanation:

The team plans to use 30% of all donations and car wash proceeds for new equipment, so they will have $430 * 0.30 = $129 to spend on new equipment.

We can start by finding the total amount of money raised from the car wash and donations on Saturday and Sunday.  If the team charged $5 per car wash, then the total amount of money raised from car washing on Saturday is 25 * 5 = $125. The total amount raised from donations and car washing on Saturday is $125 + 95 = $220. Similarly, the total amount of money raised from car washing on Sunday is 19 * 5 = $95. The total amount raised from donations and car washing on Sunday is $95 + 115 = $210. The total amount of money raised over the weekend is $220 + $210 = $430. The team plans to use 30% of all donations and car wash proceeds for new equipment, so they will have $430 * 0.30 = $129 to spend on new equipment.  Next, we can find the total amount raised from donations over the weekend. On Saturday, the team raised $25 + 95 = $120 from donations. On Sunday, the team raised $19 + 115 = $134 from donations. So, the total amount raised from donations is $120 + $134 = $254. Finally, we can find the total amount the team raised over the weekend by adding the amount raised from car washes and the amount raised from donations: $220 + $254 = $474.

Since the team plans to use 30% of all donations and car wash proceeds for new equipment, they will have 0.30 * $474 = $142.20 to spend on new equipment.

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Answer:

Step-by-step explanation:

V = (1/2bh)l

= (1/2(5x2))4

= (5)(4)

= 20cm^3

[tex]A=\frac{b*h}{2} \\\\a^2+b^2=c^2\\\\2^2+5^2=c^2\\4+25=c^2\\\sqrt{29}=c\\ \\A=\frac{\sqrt{29}*4 }{2}\\ A=\frac{\sqrt{29}*\sqrt{16}}{2}\\ A=\frac{\sqrt{464}}{2}\\[/tex]

nvm this is wrong lol, too many "solve for the missing side" problems bouncing around in my head

[tex]A=\frac{(5*2)(4)}{2} \\A=\frac{5*2*4}{2}\\A=5*4\\A=20[/tex]

this is right

Price values, p, of new mountain bikes that Maddie can afford is 375 + 215 ≥ p

Inequality is a relationship between two expressions or values that are not equal to each other.

The inequality that can be used to find the possible price values, p, of new mountain bikes that Maddie can afford is:

375 + 215 ≥ p

This inequality represents the total amount of money Maddie has saved and the amount her grandmother will give her being greater than or equal to the cost of the bike. If the left side of the inequality is greater than or equal to the right side, Maddie can afford the bike at that price.

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1) Note that Math curriculum typically covers concepts such as number and operations, algebra, geometry, and statistics/probability. Problem-solving and procedural fluency are emphasized, as well as addressing missed concepts.

2) Instruction in math often includes hands-on activities, real-world problem-solving, visual models, and abstract reasoning. Emphasis on concept development and connecting math to real life.

3) Common instructional methods in basic math include direct instruction, teacher-led practice, and independent work with a gradual release of responsibility. Emphasis on understanding concepts through concrete examples.

Procedural fluency refers to the ability to efficiently and accurately perform mathematical procedures, such as computations and formulaic processes.

It's important because it enables students to tackle complex problem-solving with ease and confidence.

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The solution is

A) The vertical asymptote of the function f ( x ) is = -3

B) The holes in the graph of f ( x ) = ( 0 , 6 )

C) The horizontal asymptote of the function f ( x ) is = 6

An asymptote is a line that a curve approaches but never touches. A line where the graph of a function converges is known as an asymptote. When graphing functions, asymptotes are typically not required

There are 3 types of asymptotes

Horizontal asymptote (HA) - It is a horizontal line and hence its equation is of the form y = k. Horizontal Asymptote is when the function f(x) is tending to zero

Vertical asymptote (VA) - It is a vertical line and hence its equation is of the form x = k. Vertical asymptotes are defined when the denominator of a rational function tends to zero

Slanting asymptote (Oblique asymptote) - It is a slanting line and hence its equation is of the form y = mx + b

here, we have,

Given data ,

Let the function be f ( x ) = ( 6x² + 6x - 36 ) / ( x² + 3x )

A)

Now , to find the vertical asymptote

To find the vertical asymptote of a rational function, we simplify it first to lowest terms, set its denominator equal to zero, and then solve for x values

So , when x² + 3x = 0

x ( x + 3 ) = 0

So , x + 3 = 0

x = 0 is a hole in the graph

x = -3 is the vertical asymptote

B) The hole in the graph is ( 0 , 6 )

C)

Now , to find the horizontal asymptote

If both the polynomials have the same degree, divide the coefficients of the leading terms

So , 6x² and x² are the polynomials having the same degree

So , the coefficients are 6 and 1

y = (leading coefficient of numerator) / (leading coefficient of denominator)

y = 6 is the horizontal asymptote

Hence ,

A) The vertical asymptote of the function f ( x ) is = -3

B) The holes in the graph of f ( x ) = ( 0 , 6 )

C) The horizontal asymptote of the function f ( x ) is = 6

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Complete question:

Find the following for the rational function

f (x) =6x²+62-36/x²+3

A. Find the vertical asymptote(s) of f.

B. Find the (x, y) coordinates of any holes in the graph of f.

C. Find the horizontal asymptote(s) of f.

The next number in the Fibonacci sequence after 34 (found by adding 21 and 34) is 55.

The Fibonacci sequence is a series of numbers where each number is the sum of the two numbers preceding it. The sequence starts with 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, ... and continues infinitely. The number 34 is found by adding the two numbers before it (13 and 21), and the next number in the sequence is 55, which is the sum of 34 and 21. This pattern continues, with each subsequent number being the sum of the two numbers before it.

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Answer:

Yes

8e - 2  in words is 2 less than the product of 8 and e

Step-by-step explanation:

product of 8 and e ==> 8e

two less than the product of 8 and e ==> 8e - 2

The probability that Jaya likes neither book is 1 - 0.6 = 0.4, or 40%. To two decimal places, the answer is 0.40.

The probability that Jaya will like neither book can be found by subtracting the probability that she likes at least one book from 1.
The probability that Jaya likes at least one book is the sum of the probabilities that she likes the first book, the second book, or both books:
P(likes at least one book) = P(likes first book) + P(likes second book) - P(likes both books)
P(likes at least one book) = 0.5 + 0.4 - 0.3 = 0.6
So, the probability that Jaya likes neither book is 1 - 0.6 = 0.4, or 40%. To two decimal places, the answer is 0.40.

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Answer:

Step-by-step explanation:

To find the function rule for the relationship between x and f(x), we can perform a linear regression analysis on the given data points. This can be done using a spreadsheet software or a statistical software. One way to do this is to use the equation of a straight line, which is y = mx + b, where y is the output (f(x)), x is the input, m is the slope, and b is the y-intercept.

The slope m can be calculated as:

m = (Δy / Δx) = (f(x2) - f(x1)) / (x2 - x1) = (9 - 6) / (3 - 0) = 3

The y-intercept b can be calculated as:

b = f(x) - mx = 6 - 3x

So the function rule is:

f(x) = 3x + 6

To graph the function, we can plot the given data points and then draw a straight line that passes through those points. The graph of the function should look like this:

[!graph of f(x) = 3x + 6]

The function rule for the relationship between x and f(x) can be found using a similar process. Using the given data points, we can calculate the slope and y-intercept:

m = (Δy / Δx) = (f(x2) - f(x1)) / (x2 - x1) = (-2 - (-3)) / (1 - 0) = 1

b = f(x) - mx = -3 - x

So the function rule is:

f(x) = x - 3

The graph of the function should look like this:

[!graph of f(x) = x - 3]

For the third example, we can find the function rule using a similar process:

m = (Δy / Δx) = (f(x2) - f(x1)) / (x2 - x1) = (6 - 4) / (2 - 1) = 2

b = f(x) - mx = 4 - 2x

So the function rule is:

f(x) = 2x + 4

The graph of the function should look like this:

[!graph of f(x) = 2x + 4]

Answer: 0

Step-by-step explanation:

-7,-6,-5,-4,-3,-2,-1,0

7 times

Answer:

(y-3)/4

Step-by-step explanation:

(y-3)(y+3)/(4(y+3))

a) We convert per minute to per hour so we multiply it by 60 to get:

=> 504km/h

b) We convert per second to per hour so we multiply it by 3600 to get:

=> 1134000m/h

=> We then convert meters into km to get:

=> 1134km/h

c) We convert per minute to per hour so we multiply it by 60 to get:

=> 14520m/h

=> Now we convert meters into km once again so we get:

=> 14.52km/h

d) We convert per second to per hour so we multiply it by 3600 to get:

=> 450000cm/h

=> We now convert cm into km which means we divide it by 100,000

=> 4.5km/h

In linear equation, 4.9 kilograms is an average elephant's brain .

What in mathematics is a linear equation?

An algebraic equation with simply a constant and a first-order (linear) term, such as y=mx+b, where m is the slope and b is the y-intercept, is known as a linear equation.

                               The variables in the previous sentence, y and x, are referred to as a "linear equation with two variables" at times.

An average human's brain is 1.5 kilograms.

   =   1.5 + 3 4/10

   = 1.5 + 3.4

    =  4.9

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The measure of ZPQR is approximately 113°

One of the first areas of mathematics is geometry, along with arithmetic. It is concerned with spatial characteristics like the separation, shape, size, and relative placement of objects. A geometer is a mathematician who specializes in geometry.

Therefore, to find the measure of ZPQR, we would follow the following steps:

Let x= measure of <PQR

Hence, the measure of <PQR

296 = x/360 x 3.14 x 2 x 150

Hence, x = 113.12 °

Approximately, the measure of ZPQR is 113 °

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Answer: the person above is right

Step-by-step explanation: have a good day:)

The height is 2,236.66 feet.

An estimate of the line that depicts the actual, but unidentified, linear relationship between the two variables is called a regression line. When the value of the explanatory variable is known, the regression line's equation is used to predict (or estimate) the value of the response variable.

Given:

The model obtained using a regression solver with Coefficient

ŷ = 219.28876X + 109.56303

height = y

x = time

Using the model obtained;

The height, to the nearest foot, at a time, x = 9.7seconds.

ŷ = 219.28876X + 109.56303

ŷ = 219.28876(9.7) + 109.56303

ŷ = 2,236.66

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Active reading, mnemonics, practice testing, and spaced repetition are just a few examples of study methods that matrics/Grade 12s can use to study their work more effectively.

Study methods are strategies or techniques that students use to learn and retain information more effectively. Here are four study methods that matrics/Grade 12s could use to study their work more effectively:

1. Active Reading: Active reading is a technique where students actively engage with the text while reading it. This helps students to focus on the most important concepts and better understand the material.

2. Mnemonics: Mnemonics are memory aids that help students remember information by creating an association between new information and something that is already familiar to them.

3. Practice Testing: Practice testing involves creating practice quizzes or tests to help students test their knowledge and identify areas where they need to focus their studying. This technique has been shown to be highly effective in improving memory retention and recall.

4. Spaced Repetition: Spaced repetition involves spacing out study sessions over a longer period of time rather than cramming all the studying into one session. This technique helps students retain information for longer periods of time and can help reduce stress and anxiety associated with last-minute cramming.

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