The program for assigning variable and solving expression 2 * x * y - z is -
def func1(x, y, z):
return 2*x*y - z
x= int(input("Enter x"))
y= int(input("Enter y"))
z= int(input("Enterz"))
solveEquation=func1(x, y, z)
print (solveEquation)
What is Expression in Code?
Expressions in computer science are written by developers, interpreted by computers, and 'evaluated.' The evaluation yields a result or return. Expressions in code include simple mathematical equations like 2 + 2. They are commonly referred to as arithmetic expressions.
The program for the condition given is -
def func1(x, y, z):
return 2*x*y - z
x= int(input("Enter x"))
y= int(input("Enter y"))
z= int(input("Enterz"))
solveEquation=func1(x, y, z)
print (solveEquation)
Therefore, the coding has been done.
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A linear function is shown on the graph.
a linear function beginning with closed circle at 2 comma 0 and ending with a closed circle at 9 comma 7
What is the domain of the function?
{x | 2 < x < 9}
{x | 2 ≤ x ≤ 9}
{y | 0 < y < 7}
{y | 0 ≤ y ≤ 7}
The domain of the linear function shown in the graph is given as follows:
{x | 2 ≤ x ≤ 9}.
How to obtain the domain of the function?The domain of a function is composed by the set containing all the possible input values for the function, hence it is composed by all the values of x assumed by the function.
The bounds of the domain in this problem are given as follows:
Lower bound: closed at x = 2.Upper bound: closed at x = 9.Hence the correct option regarding the domain of the function is given by the second option.
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Use Empirical Rule………
Approximately 99.7% of the vehicles travel between 53 miles per hour and 77 miles per hour.
What does the Empirical Rule state?The Empirical Rule states that, for a normally distributed random variable, the symmetric distribution of scores is presented as follows:
The percentage of scores within one standard deviation of the mean of the distribution is of approximately 68%.The percentage of scores within two standard deviations of the mean of the distribution is of approximately 95%.The percentage of scores within three standard deviations of the mean off the distribution is of approximately 99.7%.The mean and the standard deviation for this problem are given as follows:
Mean of 65.Standard deviation of 4.Hence:
65 - 3 x 4 = 53.65 + 3 x 4 = 77.Meaning that the approximate percentage is of 99.7%.
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The fact that 1 liter = 1.057 quarts can be written as the conversion factor
The conversion factor of litre to quarts is 1 litre = 1.057 quarts and its meaning is discussed below.
What is a conversion factor?
A conversion factor is a number that is used to multiply or divide one set of units into another. If a conversion is required, it must be done using the correct conversion factor to get an identical value. The correct conversion factor to convert minutes to hours is 60 minutes = 1 hour.
The metric unit of a volume known as the litre is mostly used to measure liquids.
An English measurement of volume equal to the one-quarter gallon is the quart. There are now three different types of quarts in use: the liquid quart, dry quart, and imperial quart of the British imperial system.
The standard value of converting liquid to quarts is 1 litre = 1.057 quarts.
This means that volume of 1 litre of a substance is equivalent to the volume of 1.057 quarts of the same substance.
Therefore the conversion factor of litre to quarts is 1 litre = 1.057 quarts.
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Four classes are on a field trip. There are 6 tour guides. of studentsCan each tour guide have an equal number
The solution is, each tour guide have an equal number of 8 students.
What is multiplication?In mathematics, multiplication is a method of finding the product of two or more numbers. It is one of the basic arithmetic operations, that we use in everyday life.
here, we have,
there are 12 students in each class.
Four classes are on a field trip.
There are 6 tour guides.
total students = 12*4
= 48
so, each guide have = 48/6
= 8
Hence, The solution is, each tour guide have an equal number of 8 students.
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8-642
A
O
B
B
6
#2
E
2465
C4
2
D
B
6 8
Mr. Paulsen challenges Olivia and Angelica to move figure ABCDE onto figure
A'B'C'DE" using a series of two different transformations. They give two different
answers.
Answer the questions to investigate ways to transform ABCDE.
1. Olivia finds a combination of two different transformations that moves ABCDE
onto A'B'C'DE". What is one way she might have done this? (3 points)
Olivia could have used a translation and a rotation to move ABCDE onto A'B'C'DE".
What is distance?Distance in numerical measurement of how far apart to 16 places in point are in space age is often measured in unit like came miles with as for free system also can be conceptualized in the term of time as Indian distance between two points in the time.
A translation would involve shifting the figure ABCDE along some axis by a certain distance, while a rotation would involve rotating the figure ABCDE around a fixed point. By combining the two transformations, Olivia could move ABCDE onto A'B'C'DE".
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PLS HELP EMERGENCY I NEED U
Answer:
1. sin∠EDA is equal to sin∠EBC
2. sin∠CEB is not equal to sin∠EBC
3. cos∠BEC is equal to sin∠EBC
4. cos∠ADE is not equal to sin∠EBC
5. sin(90 - m∠EBC) is not equal to sin∠EBC
6. cos(90 - m∠EDA) is equal to sin∠EBC
Step-by-step explanation:
From inspection of the given diagram, ∠EAD = ∠ECB = 90°.
According to the vertical angles theorem, ∠BEC = ∠DEA.
According to AA similarity theorem, ΔADE ~ ΔCBE
Therefore, ∠EDA = ∠EBC.
This means that:
sin∠EDA is equal to sin∠EBCsin∠CEB is not equal to sin∠EBC[tex]\boxed{\begin{minipage}{9.4 cm}\underline{Trigonometric ratios} \\\\$\sf \sin(\theta)=\dfrac{O}{H}\quad\cos(\theta)=\dfrac{A}{H}\quad\tan(\theta)=\dfrac{O}{A}$\\\\where:\\ \phantom{ww}$\bullet$ $\theta$ is the angle. \\ \phantom{ww}$\bullet$ $\sf O$ is the side opposite the angle. \\\phantom{ww}$\bullet$ $\sf A$ is the side adjacent the angle. \\\phantom{ww}$\bullet$ $\sf H$ is the hypotenuse (the side opposite the right angle). \\\end{minipage}}[/tex]
Since cos∠BEC = CE/BE and sin∠EBC = CE/BE then:
cos∠BEC is equal to sin∠EBC.As ∠BEC ≠ ∠ADE then:
cos∠ADE is not equal to sin∠EBC.As sin(90° - x) = cos(x) then sin(90 - m∠EBC) = cos∠EBC.
As cos∠EBC ≠ sin∠EBC then:
sin(90 - m∠EBC) is not equal to sin∠EBCAs cos(90° - x) = sin(x) then cos(90 - m∠EDA) = sin∠EDA.
As sin∠EDA = sin∠EBC then cos(90 - m∠EDA) = sin∠EBC.
Hence:
cos(90 - m∠EDA) is equal to sin∠EBC.find all $r$ for which the infinite geometric series \[2 6r 18r^2 54r^3 \dotsb\]is defined. enter all possible values of $r,$ as an interval.
All possible values of r for which this infinite geometric series is defined is the interval (-1,1).
The infinite geometric series is given by:
[tex]\[2 6r 18r^2 54r^3 \dotsb\][/tex]
This is a geometric series, so it is defined when the absolute value of the common ratio (r) is less than 1. The common ratio of this series is r, so the series converges when |r| < 1. Mathematically, this can be expressed as follows:
|r| < 1
-1 < r < 1
Therefore, all possible values of r for which this infinite geometric series is defined is the interval (-1,1).
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what is the shot expression of 100000000
Therefore , the solution of the given problem of expression comes out to be 10⁸ One hundred million.
What is an expression?In arithmetic, addition, algebra, and division are necessary. They result in the following when combined: An equation, some statistics, and a mathematical function Values, parameters, and arithmetic processes like additions, subtractions, matrix multiplication, and divisions can all be found in a declaration of fact. Different phrases and terms can be compared and evaluated.
Here,
Given :
Expression : 100000000
To convert into short expression
So,
=> 10⁸
Thus ,One hundred million.
Therefore , the solution of the given problem of expression comes out to be 10⁸ One hundred million.
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What equation represents the proportional relationship displayed in the table?
-picture-
Enter your answer by filling in the box to complete the equation.
y = (answer)x
Answer:
y = 5x
Step-by-step explanation:
It can be observed that as ‘x’ increases, ‘y’ also increases.
It can also be observed that
[tex]\frac{y}{x}[/tex] = the same constant for all four sets of values
k =[tex]\frac{10}{2} = \frac{20}{4} = \frac{30}{6} =\frac{40}{8}[/tex]=5
It can concluded that y is directly proportional to x:
y = kx Where k = constant of proportionality
For these four sets of values:
y = 5x
A rectangular field is 0.4 m longer than it is wide. If its length is 6m find its Perimeter.. When the breadth of the rectangle is reduced by 0.5m. the length is increased such that the perimeter is increased by 1/4 of its Original What is the Change in the length of the rectangle ?
Consider the line 5x-8y=-6.
Find the equation of the line that is parallel to this line and passes through the point (4,-4).
Find the equation of the line that is perpendicular to this line and passes through the point (4, -4).
Note that the ALEKS graphing calculator may be helpful in checking your answer.
Equation of parallel line:
Equation of perpendicular line: []
8x 12
5
The equation of the line that is perpendicular to 5x-8y=-6 and passes through (4,-4) is y = (-8/5)x + 16/5.
What are Parallel lines?Parallel lines are two or more lines in a coordinate plane that are equidistant from each other at all coordinates.
The given line can be rewritten in slope-intercept form as y=(5/8)x+(3/4), where the slope is 5/8. So, any parallel line will also have a slope of 5/8.
Using the point-slope form of a line, we can write the equation of the line as:
y - (-4) = (5/8)(x - 4)
Simplifying, we get:
y = (5/8)x - 23/8
Therefore, the equation of the line that is parallel to 5x-8y=-6 and passes through (4,-4) is y = (5/8)x - 23/8.
The slope of the given line is 5/8, so the slope of any line perpendicular to it will be -8/5.
y - (-4) = (-8/5)(x - 4)
Simplifying, we get:
y = (-8/5)x + 16/5
Therefore, the equation of the line that is perpendicular to 5x-8y=-6 and passes through (4,-4) is y = (-8/5)x + 16/5.
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you need to divide the number of cars by the number of people to calculate cars per person on day one. Which formula can you type in Cell D92 to do this?
This formula divides the number of cars in Cell C92 by the average number of people in Cell B92, and calculates the cars per person on day one.
This formula divides the number of cars in Cell C92 by the number of people in Cell B92, and calculates the cars per person on day one. By typing =C92/B92, you can easily calculate the number of cars per person in a single cell. This formula can be used for any data set, and will always give an accurate result. It is an effective way to compare the ratio of cars to people in a given situation, and to compare the results to other data sets. The formula is also simple to use and understand, which makes it a powerful tool for quickly analyzing data. It is a useful tool for making decisions, as it allows you to assess the ratio of cars to people quickly and accurately.
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Points X, Y, and Z are on the sides QR , PR, and PQ respectively, of right triangle PQR such that PZXY is a square. If PQ=1 and PR=1, then what is the side length of the square?
Answer:
Step-by-step explanation:
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Triangles PQR and ZQX are similar!
Square side => a
XZ / (PQ - PZ) = PR / PQ
a / (12 - a) = 8 / 12
a = 4.8
The side length of the square PZXY is sqrt(2).
What is a square?A square is a two-dimensional figure that has four sides and all four sides are equal.
The area of a square is given as side².
We have,
Since triangle PQR is a right triangle, we can use the Pythagorean theorem to find the length of QR:
QR² = PQ² + PR²
QR² = 1² + 1²
QR² = 2
QR = √2
Since PZXY is a square, its sides are equal in length.
Let's denote the length of one side of the square as s.
Then, we can write:
PR = PX + RX
1 = s + QY
Since QY = PZ = s and PX = QX = QR - QY = sqrt(2) - s,
we can substitute these values into the equation for PR to get:
1 = s + (√2 - s)
1 = √2
Therefore,
The side length of the square PZXY is √2.
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Which expression represents the phrase shown? "3 added to the quotient of a number divided by 6"
The required expression is n/6 +3
What is an Algebraic Expression?An algebraic expression in mathematics is an expression which is made up of variables and constants, along with algebraic operations (addition, subtraction, etc.). Expressions are made up of terms.
Given here: The statement " 3 added to the quotient of a number divided by 6
Let the number be n
Dividing the number by 6 we get the quotient as n/6
Again adding 3 to the quotient we get
3+n/6
Hence, The required expression is n/6 + 3
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PLEASE HELP I DONT UNDERSTAND!
Write the following polynomial in descending powers of the variable and with no missing powers
3x^3 -70
3x^3 -70=?
If we are to write the following polynomial in descending powers of the variable and with no missing powers 3x^3 -70, it would be 3x^3 - 70 + 0x^2 + 0x + 0
What is a Polynomial?A polynomial is an equation made up of coefficients and indeterminates that uses only the addition, subtraction, multiplication, and powers of positive-integer variables.
Hence, it can be seen that descending order is basically when the power of a term decreases for each succeeding term. For example, x3 + x2 + x or 2 x4 + 3 x2 + 7 x are arranged in descending order. Descending order is more commonly used.
The polynomial in descending powers of the variable with no missing powers is:
3x^3 - 70 = 3x^3 - 70 + 0x^2 + 0x^1 + 0x^0
= 3x^3 - 70 + 0x^2 + 0x + 0
Note: The polynomial can also be written as 3x^3 - 70x^0.
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Use synthetic division to find the result when 4x4-9x³ + 14x² - 12x - 1 is
divided by x – 1. If there is a remainder, express the result in the form q(x) + (2).
r(x)
b(x)
-
The synthetic division process involves dividing the polynomial by a linear factor in a compact manner. In this case, we are dividing the polynomial 4x^4 - 9x^3 + 14x^2 - 12x - 1 by x - 1.
To perform synthetic division, we first write the coefficients of the polynomial in a row and add a zero at the end. Then, we divide the first coefficient (4) by the leading coefficient of the divisor (x - 1), and write the result (4) above the next coefficient (-9). Next, we multiply the divisor (x - 1) by the first quotient (4) and subtract the result from the row. The new row of coefficients is the result of this subtraction. Repeat this process until all coefficients have been processed or a remainder is left.
Here is the process:
4 -9 14 -12 -1 | 0
+------------------
-4 4 14 -12 -1
-4 4 14 -12 -1
-4 -4 10 12 1
So the result of the division is 4x³ + 10x² + 12x + 1, with a remainder of -4.
Thus, the final answer is 4x³ + 10x² + 12x + 1 + (-4) = 4x³ + 10x² + 12x - 3.
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-3y + 4 – 2 + 6y
can some one answer this step by step
Answer: Sure! To simplify the expression -3y + 4 - 2 + 6y, we'll follow these steps:
Start by combining like terms:
-3y + 6y = 3y
Next, add the constant terms:
3y + 4 - 2 = 3y + 2
Finally, simplify the expression by substituting the values:
3y + 2 = 3y + 2
So the simplified expression is 3y + 2.
Step-by-step explanation:
HELLLLLLLLLLPPPPPPP PLSSSS
Hopefully you pass but without seeing the boxes i cant see! but the answer should be D or E
20 is x% greater than 15
15 is y% less than 20
What do x and y equal?
Answer: Let's call the increase from 15 to 20 as "z".
So, 20 is (z / 15) * 100% greater than 15, or x = (z / 15) * 100.
And, 15 is (z / 20) * 100% less than 20, or y = (z / 20) * 100.
Since z is the same in both equations, we can set the two equations equal to each other:
x = (z / 15) * 100
y = (z / 20) * 100
Step-by-step explanation:
A classic counting problem is to determine the number of different ways that the letters of "recommend " can be arranged.
The number of different ways that the letters of "recommend" can be arranged is 90720.
What is arrangement?
Generally speaking, an arrangement of objects is just a collection of them. A combination (order is ignored) or permutation is used to determine the number of "arrangements" of the components (order is significant). An arrangement is a group of hyperplanes that divides a space into cells.
If there are n different objects in the system then the number of different ways of arrangement of n objects is n!
If the repetition of the objects are allowed in the system the number of different ways of arrangement is -
n! / (no. of repetition of object 1)! .... (no. of repetition of object r)!
Total number of letters in the word "recommend is 9.
The number of different ways of arangement of the 9 letters is 91
The repetition of letter "e" is 2 and repetition of letter "m" is 2.
The number of different ways that the letters of "recommend" can be arranged is -
9! / 2! × 2!
(9 × 8 × 7 × 6 × 5 × 4 × 3 × 2 × 1) / (2 × 1) × (2 × 1)
(9 × 8 × 7 × 6 × 5 × 3 × 2 × 1)
90720
Therefore, the number of different ways is 90720.
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Jimena finances a $4,200 furniture purchase. The store offers 3%
simple interest, and Jimena will pay off the balance in 6 months.
How much simple interest will Jimena pay the store?
Answer: To calculate the simple interest, you can use the formula:
I = Prt
where I is the interest, P is the principal (the amount borrowed), r is the interest rate as a decimal, and t is the time in years.
In this case, P = $4,200, r = 0.03, and t = 6/12 = 0.5 (since the interest is paid over 6 months, which is half of a year). Plugging these values into the formula, we get:
I = Prt = 4,200 * 0.03 * 0.5 = $63
So, Jimena will pay the store $63 in simple interest.
Step-by-step explanation:
Is it possible to draw an acute isosceles triangle with side lengths of 6 cm, 9 cm, and 12 cm and angles of 30°, 50°, and 100° ?
Use the given sides and angles to explain why or why not.
Answer:
No
Step-by-step explanation:
An isosceles triangle has two sides of equal length.
All interior angles in an isosceles acute triangle are less than 90°.
Therefore, it is not possible to draw an acute isosceles triangle with side lengths of 6 cm, 9 cm, and 12 cm and angles of 30°, 50°, and 100° as two sides are not of equal length and 100° > 90°.
Write the first five terms of the arithmetic sequence with the first term a1=7 and the common difference d=4
Answer:
7, 11, 15, 19, 23
Step-by-step explanation:
Since the common difference is 4 each successive term is 4 more than the previous term
If we let aₙ be the nth term,
a₁ = 7
a₂ = 7 + 4 = 11
a₃ = 11 + 4 = 15
a₄ = 15 + 4 = 19
a₅ = 19 + 4 =23
The first five terms are: 7, 11, 15, 19, 23
We can also use the generalized formula for the nth term:
aₙ = a₁ + d(n - 1)
where a₁ = first term
d = common difference
Plugging in the known values we get
aₙ = 7 + 4(n- 1)
aₙ = 7 + 4n - 4
aₙ = 3 + 4n
Substituting n = 1, 2, 3, 4, 5 into the above equation will yield the same values
Maybe your teacher prefers one of the above approach.
Two students hold the ends of a jump rope. One student moves the jump rope up and down, making a wave. Then, the student moves it faster. Which quantity of the wave will increase?(1 point)
Responses
wavelength
wavelength
frequency
frequency
amplitude
amplitude
speed
speed
Answer:
frequency
Step-by-step explanation:
When two numbers are added together, the sum is at least 100. One of the numbers is 77. Question 1 PART A Which of these numbers could be the other number? Select all the correct answers. response - correct Responses 15 15 20 20 9 9 41 41 50 50 23 23 25 25 Question 2 PART B Write an inequality to represent the possible values of the other number n . Enter the correct answer in the box.
Answer:
Part A: 23
Part B: n < 77
Step-by-step explanation:
Suppose that a particle moving along the x-axis encounters a resisting force that results in an acceleration of a =-=-0.10 V v. Given that x = 0 cm and v = 36 cm/s at time t = 0, find the velocity v and position x as a function of t for t 2 0. v= 2 cm/s Edit C x= 2 cm
The velocity of the particle v as a function of time t is given by v(t) = 36 - 0.10 * t^2 cm/s and the position x as a function of time t is given by x(t) = 36 * t - 0.05 * t^3 cm.
The problem states that at time t = 0, the particle has an initial velocity of v = 36 cm/s and is located at x = 0 cm. The particle is accelerating with a=-0.10 V v. This means that the velocity of the particle is changing by -0.10 V v each second. This can be expressed in terms of the time t as v(t) = 36 - 0.10 * t^2 cm/s. The position of the particle at any time t can be expressed as x(t) = x0 + v0 * t + 1/2 * a * t^2, where x0 is the initial position and v0 is the initial velocity. In this case, x0 = 0 and v0 = 36, so the position of the particle at any time t can be expressed as x(t) = 36 * t - 0.05 * t^3 cm. This means that the particle will move away from the origin (x=0) and its velocity will decrease each second.
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Question 10
A diagram has circles such that the area represents the populations of various
countries in the world. The circle for United States has a radius of 4.2 cm and the circle
for India has a radius of 8.7 cm. If 4% of the world's population is in United States, what
percentage of the world's population is in India? Round to the nearest percent.
Answer:
17%
Step-by-step explanation:
area represents the populations
United States has a radius of 4.2 cm and
India has a radius of 8.7 cm.
If 4% of the world's population is in United States,
what percentage of the world's population is in India
US π r² = π*4.2²
India π r² = π*8.7²
so india/US = 4.29
so india = 4.29 *4% = 17%
What are the constants in this expression?
2 y
x−3+²7 - 12/2
X-3+
O1 and -3
O-3 and
O-3 and
2/3
y
2
2
1
3 and 2
Answer: The constants in the expression are -3 and 2.
In the expression:
2 y
x−3+²7 - 12/2
X-3+
The term -3 is a constant and does not change its value regardless of the values of any variables. The term 2/2 can also be simplified to 1, which is another constant. Hence, the constants in the expression are -3 and 2.
Step-by-step explanation:
What is the quotient of 2 3/4 divided by 4 1/2
The quotient of 2 3/4 divided by 4 1/2 is approximately 0.622222222.
What do you mean by Quotient?The outcome of dividing two numbers is referred to mathematically as the quotient. It is the amount produced when a numerator is divided by a denominator.
For example, consider the expression "10 ÷ 2". 10 is the numerator, and 2 is the denominator. The quotient of this expression is 5. This has the following notation in mathematics:
10 ÷ 2 = 5
The quotient can also be a fraction, in which case it represents a ratio of two numbers. For instance, the fraction representation of the equation "5 2" is as follows:
5 ÷ 2 = 5/2
In this case, the quotient represents the ratio of 5 to 2.
The quotient is an important concept in mathematics, as it is used in many areas, including arithmetic, algebra, and calculus. It is used to solve problems involving division and ratios, and it is a basic building block for more advanced mathematical concepts.
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One serving of spinach has 94 g of protein which is 50% of the recommended daily amount what is the recommended daily amount of spinach in grams
Answer:
Step-by-step explanation: