find the limit (if it exists). (if an answer does not exist, enter dne.) lim δt→0 (t δt)2 − 7(t δt) 5 − (t2 − 7t 5) δt

Answer:

25,000g

Step-by-step explanation:

multiply the mass value by 1000

25 x 1000 = 25,000g

The value of x in the equation (x + 7)² - 11 = 0 are x = -7 + √11 and x = -7 - √11

Equations are mathematical statements containing two algebraic expressions on both sides of an 'equal to (=)' sign.

The variable to be solved is x . Variables are numbers represented by letters in an equation.]

Therefore,

(x + 7)² - 11 = 0

(x + 7)(x + 7) - 11 = 0

x² + 7x + 7x + 49 - 11 = 0

x² + 14x + 38 = 0

Therefore, let's factorise the quadratic equation as follows:

x² + 14x + 38 = 0

Using the quadratic formula,

[tex]\frac{-b+\sqrt{b^{2}-4ac } }{2a}[/tex] or [tex]\frac{-b-\sqrt{b^{2}-4ac } }{2a}[/tex]

Hence,

a = 1

b = 14

c = 38

Therefore,

x = -7 + √11 and x = -7 - √11

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The cube root of a cube of the number is the same number for any number. Thus, option A is the answer.

In the given question,

[tex]\sqrt[3]{7} = 7^{1/3} \\[/tex]

We have to prove L.H.S = R.H.S

Let's take R.H.S

= [tex]7^{1/3}\\[/tex]

Taking a cube for this,

[tex]= (7^{1/3} )^{3}[/tex]

We can separate this into three terms.

[tex]= 7^{1/3} . 7^{1/3} . 7^{1/3}[/tex]

We know that [tex]x^{n}. x^{m} = x^{n+m}[/tex]

Then,

[tex]= 7^{1/3 + 1/3 +1/3} \\= 7^{3/3}\\ = 7[/tex]

From L.H.S

We have to take cube root,

[tex](\sqrt[3]{7})^{3} \\= 7[/tex]

Hence, L.H.S = R.H.S, and it is verified.

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C. Nonsampling error is the error that results from factors outside of the sampling process, such as undercoverage, nonresponse bias, response bias, or data entry errors. Sampling error is the error that results because a sample is being used to estimate information about a population.

Nonsampling error describes problems in data collecting and processing that take place unrelated to the sampling procedure itself. It is brought on by things like inaccurate data collection or measurement, interviewer bias, response bias, undercoverage, or data entry mistakes. Whether a sample or a whole census is employed, nonsampling mistakes can still happen.

On the other hand, sampling error is the error that happens when a sample is used to estimate the characteristics of a population. There will always be some degree of uncertainty when drawing conclusions about the population from sample data because the sample is only a part of the whole population. Sampling error develops as a result of the random variation present during the selection of a sample.

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Answer:

4x/5

Step-by-step explanation:

the price of the jacket before goes down = x

20/100*x = x/5

the original price of the jacket= x-(x/5) = 4x/5

The weight of Jenna's dog is 32.375 pounds

From the question, we have the following parameters that can be used in our computation:

Tara = 9.25 pounds

Also, we have

Jenna = 3.5 * Tara's dog

Substitute the known values in the above equation, so, we have the following representation

So, we have

Jenna = 3.5 * 9.25 pounds

Evaluate

Jenna = 32.375 pounds

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An inequality that repreent is inequality is p≥ 53

Given that, at least 53 people buy food from the food truck. It means minimum 53 people buy the food, and number greater than 53 is quite possible; however, the possibility of people buying food less than 53 is not possible.

Since the number of people is alway 53 or greater than 53 therefore we may represent this condition using the greater and equal sign.

Lets use the variable p for people who buy the food.

Now the inequality can be written as

p≥ 53

Probability is the part of mathematics that discusses the size of the likelihood of something happening in life. Indeed, there are many events that cannot be ascertained to occur or not occur at a later time. but by knowing the measure of the success or failure of the expected event to occur, people can make better and wiser decisions about what should be done. Probability theory provides methods related to uncertainty and is an integral part of the decision-making process.

The concepts of probability are the basis of samples and the inferences about the population that can be made from a sample. After understanding the concept of probability which is the basis of statistics, we will then be given the theory of random variables and their properties, formation of probability distributions, socialization of various discrete and constant random variable probability distributions, and statistical sampling distributions.

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Over the course of a career, a college graduate can anticipate making, on average, $60,000 more money than a high school graduate.

Links are regarded to as appropriate when they typically have the same ratio. For instance, the trees in an estate and or the number of peaches in a harvest in apples depend on the average number of apples provided by each tree. A linear correlation between two numbers as well as variables is referred to as being proportional in mathematics. When the primary quantity doubles, the other amount also does so. Once one of the variables is reduced to 1/100th of its previous value, the other decreases as well. If two components are proportional, it suggests that if one rises, the other climbs as well, and their correlation is continuous at all values. The diameter and circumference of such a circle are used as an example.

given

The true statement is

starting salary = $60,000

average = $60,000 / 3

= $ 20,000

Over the course of a career, a college graduate can anticipate making, on average, $60,000 more money than a high school graduate.

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lim x→4 2x x − 4 − 8 x − 4 = lim x→4 2x x − 4 − lim x→4 8 x − 4, If lim x→5 f(x) = 0 and lim x→5 g(x) = 0, then lim x→5 f(x) g(x) does not exist,  If f(3) = 2 and lim x→3+ f(x) = 2, then lim x→3− f(x) = 2, If lim t→0 h(t) does not exist, then h(0) cannot exist all these Limits statement are False

A limit in mathematics is a value that a function approaches when the input gets closer to a certain value. Limits are used to find a function's derivative and integral as well as to characterize how a function behaves around particular places.

lim x -> c f(x) = L

(a) False.

According to the rules of limits, if both limits are present, the limit of a sum of two functions is equal to the total of their limits. The assertion, however, cannot be valid if one or both of the boundaries do not exist.

(b) False.

According to the limit laws, if the sum of two functions approaches 0, then the sum of their limits also does. The opposite of this statement is untrue, though.

In this instance, even if x approaches 5 and both f(x) and g(x) approach 0, the product of their limits, f(x)g(x), may not exist at all or may approach a non-zero value.

(c) False.

A function's limit as x gets closer to a number from the right is not always the same as the limit as x gets closer to the same number from the left.

Although f(3) = 2 in this instance and lim x3+ f(x) = 2, the limit of f(x) as x approaches 3 from the left may not be 2.

(d) False.

The absence of a limit does not imply the existence of the function's value at that time.

In this instance, the value of h(0) may still exist even though the limit of h(t) as t approaches 0 does not exist.

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All these given Limit statement are False.

(a) lim x→4 2x x − 4 − 8 x − 4 = lim x→4 2x x − 4 − lim x→4 8 x − 4

(b) If lim x→5 f(x) = 0 and lim x→5 g(x) = 0, then lim x→5 f(x) g(x) does not exist

(c) If f(3) = 2 and lim x→3+ f(x) = 2, then lim x→3− f(x) = 2

(d) If lim t→0 h(t) does not exist, then h(0) cannot exist.

A limit in mathematics is a value that a function approaches when the input gets closer to a certain value. Limits are used to find a function's derivative and integral as well as to characterize how a function behaves around particular places.

lim x -> c f(x) = L

(a) False.

According to the rules of limits, if both limits are present, the limit of a sum of two functions is equal to the total of their limits. The assertion, however, cannot be valid if one or both of the boundaries do not exist.

(b) False.

According to the limit laws, if the sum of two functions approaches 0, then the sum of their limits also does. The opposite of this statement is untrue, though.

In this instance, even if x approaches 5 and both f(x) and g(x) approach 0, the product of their limits, f(x)g(x), may not exist at all or may approach a non-zero value.

(c) False.

A function's limit as x gets closer to a number from the right is not always the same as the limit as x gets closer to the same number from the left.

Although f(3) = 2 in this instance and lim x3+ f(x) = 2, the limit of f(x) as x approaches 3 from the left may not be 2.

(d) False.

The absence of a limit does not imply the existence of the function's value at that time.

In this instance, the value of h(0) may still exist even though the limit of h(t) as t approaches 0 does not exist.

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The total amount earned by Tanisha will be $180.

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Given that Tanisha is a waitress at a restaurant. Each day she works, Tanisha will make a guaranteed wage of $40, however, the additional amount that Tanisha earns from tips depends on the number of tables she waits on that day. From past experience, Tanisha noticed that she will get about $14 in tips for each table she waits on.

The amount of money earned by Tanisha in 10 days will be:-

Amount = Fixed Wage + Tip

Amount = 40 + ( 10 x 14 )

Amount = 40 + 140

Amount = $180

Hence, Tanisha will have earned $180 in total.

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For the given the formula f (n) = 35 - 5n, the 5th term of the sequence is f(5) = 10.

A sequences is an ordered sets of integers (usually called ad "terms"), such as 1, 5, 9. Some sequences follow a specific pattern that can be exploited to indefinitely expand them. For example, 4, 9, 14 follows the pattern "add 5," and we can now proceed with the sequence. Formulas that tell us how to discover any term in a series can be found in sequences.

The formula of the sequence in this case is:

f(n) = 35 - 5n.

Then

n = 1  -->  f(1) = 35 - 5(1) = 30

The 5th term means we substitute n = 5 into the formula.

n = 5   -->  f(5) = 35 - 5(5) = 35 - 25 = 10

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Answer:

x = 22.5

<ADE = 67.5

Step-by-step explanation:

Triangle = 180 degrees

180 - 1 right angle (90 degrees) = 90 degrees

90 = 4x

x = 22.5

<ADE is corresponding to <ABC, therefore <ADE is also equal to 3x. Since we know x = 22.5 already:

3 x 22.5 = 67.5

so <ADE = 67.5

Answer:

y = 3x + c

Step-by-step explanation:

c - any number which is not 3

The area of the walkway around the garden as the sum of two terms is

19x + 24.

A rectangle is a two-dimensional shape where the length and width are different.

The area of a rectangle is given as:

Area = Length x width

We have,

The area of the garden is 6​ (5.5x + 2.5​).

The combined area of the garden and the walkway is 6.5​ (8x + 6​).

Now,

The area of the walkway around the garden.

= Combined area - Area of the garden

= 6.5​(8x + 6​) - 6​(5.5x + 2.5​)

= 52x + 39 - 33x - 15

= 19x + 24

Thus,

The area of the walkway around the garden is 19x + 24.

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Yes, we can find the area of the triangle by forming a parallelogram.

The area of a triangle is equal to half the area of a parallelogram.

The conditions are given below.

It is a two-dimensional figure which has three sides and the sum of the three angles is equal to 180 degrees.

We have,

The area of the triangle can be calculated by forming a parallelogram under the conditions:

1)

If the triangle and the parallelogram are on the same base.

2)

If the triangle and the parallelogram are between the same parallels.

Then,

The area of the triangle is equal to half the area of a parallelogram.

Thus,

The area of the triangle is equal to half the area of a parallelogram.

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To find out how much candy Vanessa should eat each day, we first need to find the total amount of candy in the box. If the box weighs 1/8 of a pound, we can convert this weight to ounces to get a clearer idea of the quantity of candy. There are 16 ounces in a pound, so 1/8 of a pound is equal to 1/8 * 16 = 2 ounces.

Now that we know the total amount of candy, we can divide this by the number of days that Vanessa wants the candy to last to find out how much she should eat each day. If the candy is meant to last 2 days, she should eat 2 ounces / 2 days = 1 ounce of candy per day.

The equation for the total cost, y, in terms of the number of kites purchased, x, is y = 4x + 8.

An equation is the statement of two expressions located on two sides connected with an equal to sign. The two sides of an equation is usually called as left hand side and right hand side.

Given that, there is a charge of $4 per kite plus a flat rate of $8 to ship these items to Alaska.

Let x be the number of kites purchased.

Cost for the kites purchased = 4x

Total cost including the shipping charge = 4x + 8

When x = 0, y = $8

When x = 1, y = 4 + 8 = 12

When x = 4, y = 16 + 8 = 24

When x = 7, y = 28 + 8 = 36

When x = 10, y = 40 + 8 = 48

Hence the equation of the total cost is y = 4x + 8.

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The slice would be in the form of a pentagon.

Parallel lines in geometry are coplanar infinite straight lines that don't intersect anywhere. When two planes in the same three-dimensional space are parallel, they never cross. Curves that maintain a set minimum distance from one another and do not touch or intersect are said to be parallel curves.

Parallel lines are those in a plane that are regularly spaced apart from one another. There is no crossing of parallel lines.

Wendell would need to make a parallel cut to the bases of the pentagons in order to split the doghouse in two.

Consequently, the section will be pentagonal in shape.

Consequently, the slice is pentagonal.

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The tertiary alkene (c) is the most stable, followed by the secondary alkene (a), and finally the primary alkene (b).

The stability of alkenes depends on the number of alkyl substituents attached to the double bond, as well as their positions. Alkenes with the most stable arrangement have the greatest number of alkyl substituents attached to the double bond and are known as tertiary alkenes. Secondary alkenes have two alkyl substituents attached to the double bond and primary alkenes have only one alkyl substituent attached to the double bond.

Based on this information, the order of decreasing stability of alkenes is:

c,a,b

Thus, This means that the tertiary alkene (c) is the most stable, followed by the secondary alkene (a), and finally the primary alkene (b).

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The resulting vector from the operation →−→ is →=3ˆ−7ˆ. It is calculated by subtracting the two given vectors component-wise, which gives 3-2=1 for the x-component and 5-(-4)=9 for the y-component.

The operation →−→ is a vector subtraction operation. In this operation, we subtract the two given vectors component-wise. The two given vectors are →=3ˆ 5ˆ and →=2ˆ−4ˆ. To calculate the resulting vector, we need to subtract the two vectors component-wise. The x-component of the resulting vector is calculated by subtracting the x-components of the two given vectors, which gives 3-2=1. Similarly, the y-component of the resulting vector is calculated by subtracting t=he y-components of the two given vectors, which gives 5-(-4)=9. Thus, the resulting vector from the operation →−→ is →=3ˆ−7ˆ.

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Answer:

y = $24,500 * (1 + 0.03x)

Step-by-step explanation:

Please find the attachment for detail

The effects of poor scale interpretation in maths​ are discussed below.

Poor scale interpretation in mathematics can have significant effects on various areas of life and work that require the use of mathematical concepts and skills. Some of the consequences of poor scale interpretation are:

1. Inaccurate Results: Poor interpretation of scales on graphs, charts, and other mathematical representations can lead to incorrect conclusions and decisions based on the resulting data.

2. Miscommunication: Poor scale interpretation can result in misinterpretation of information and lead to miscommunication between individuals and groups.

3. Ineffective Problem Solving: Poor scale interpretation can hinder the ability to solve mathematical problems effectively, resulting in incorrect solutions and wasted time and resources.

4. Limited Career Opportunities: Poor scale interpretation skills can limit career opportunities in fields that require mathematical proficiency, such as engineering, finance, and technology.

5. Low Confidence and Motivation: Poor scale interpretation skills can lead to frustration and low confidence in mathematics, causing students and individuals to lose interest in the subject.

To avoid the negative effects of poor scale interpretation, it is important to receive proper mathematical education and training, and to continually practice and improve one's mathematical skills. Additionally, seeking help and guidance from teachers and mentors can be beneficial in improving one's scale interpretation skills.

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The graph of the function f(x) = –0.5|x + 3| – 2 is best described by: D. graph D.

In Mathematics, the translation a geometric figure or graph to the left simply means subtracting a digit from the value on the x-coordinate of the pre-image while the translation a geometric figure or graph downward simply means subtracting a digit from the value on the y-coordinate (y-axis) of the pre-image.

In Mathematics, a horizontal translation to the left is modeled by this mathematical expression g(x) = f(x + N) while a vertical translation to the negative y-direction (downward) is modeled by this mathematical expression g(x) = f(x) - N.

Where:

In this scenario, the function f(x) = –0.5|x + 3| – 2 is translated 3 units to the left and downward by 2 units.

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By using permutations and combinations, We can arrange 12 people into 3 teams of 4 in 5775 different ways.

Here, we will use the concept of permutations and combinations to solve the question.

We have to arrange 12 people into 3 teams of 4.

We know that ⁿCr = n! / [(n - r)! × r!]

No. of ways to select the first 4 people in the first group = ¹²C₄

                                                                                        = 12! / [(12 - 4)! × 4!]

                                                                                            = 12! / [(8! × 4!)]

                                                                                            = 495

No. of ways to select 4 people from the remaining 8 for the second group = ⁸C₄   = 8! / [(8 - 4)! × 4!] = 8! / [(4! × 4!)] = 70

No. of ways to select 4 people from 4 for the third group = ⁴C₄  = 4! / [(4 - 4)!] × 4!] = 4! / [(0! ×4!)] = 1

Total no. of ways to select people for group = (495 x 70 x 1) / 3! = 34650 /6 = 5775

Hence, we can split 12 people into 3 teams of 4 in 5775 different ways.

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Yes, the relation x y 2 cos(x − y) = c defines an implicit solution of the differential equation.

To verify this we can use Implicit Function Theorem. According to the theorem, if a relation f(x,y) = c is given, then if the partial derivative of f(x,y) concerning y is nonzero at the point (x0,y0), there is a unique function y = g(x) such that f(x,g(x)) = c.

In this case, the partial derivative of f(x,y) concerning y is -2 sin(x-y). At the point (x0,y0), this derivative is nonzero, so there exists a unique function y = g(x) such that f(x,g(x)) = c. This implies that the given relation does indeed define an implicit solution of the differential equation.

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Answer: 4x+40

Step-by-step explanation:

4(x+10) = 4x+40

Use the distributive property and multiply everything inside the parenthesis by 4.

The solution is Option C.

The measure of sides of 7 , 9 , 17 does not form a triangle

A triangle is a plane figure or polygon with three sides and three angles.

A Triangle has three vertices and the sum of the interior angles add up to 180°

Let the Triangle be ΔABC , such that

∠A + ∠B + ∠C = 180°

The area of the triangle = ( 1/2 ) x Length x Base

For a right angle triangle

From the Pythagoras Theorem , The hypotenuse² = base² + height²

if a² + b² = c² , it is a right triangle

if a² + b² < c² , it is an obtuse triangle

if a² + b² > c² , it is an acute triangle

Given data ,

Let the triangle be represented as ABC

Now , the measure of sides of the triangle are a , b , c

The value of a = 7

The value of b = 9

The value of c = 17

Now , The sum of the two smallest numbers has to equal a number greater that the largest one

So , 7 + 9 = 16

And , 16 is not greater than 17

Hence , the triangle cannot be formed with sides 7 , 9 , 17

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Answer:

-2

Step-by-step explanation:

The slope of a line can be found using the formula m = [tex]\frac{y_2 -y_1}{x_2 - x_1}[/tex], where m is the slope and [tex](x_1,y_1)[/tex] and [tex](x_2,y_2)[/tex] are two points on the line.

From the graph we can see that (-2,1) and (0,-3) are two points on the line, so let's sub these values into our formula to find the slope:

m = [tex]\frac{y_2 -y_1}{x_2 - x_1}[/tex]

m = [tex]\frac{1-(-3)}{-2-0}[/tex]=[tex]\frac{4}{-2}[/tex]=-2

Answer:

c

Step-by-step explanation:

took that couple days ago

The value for the following order of the given iterative formula of xₙ + 1 = 3/4 xₙ₋₁ are:

Iterative formula is used to process a repeating procedure to produce a series of results

We have an iterative formula of:

xₙ + 1 = 3/4 xₙ₋₁

We know that:

x₁ = 2

Hence:

x₂ + 1 = 3/4 x₁

x₂ + 1 = 3/4 (2)

x₂ + 1 = 3/2

x₂ = 1/2 = 0.5

x₃ + 1 = 3/4 x₂

x₃ + 1 = 3/4 (1/2)

x₃ + 1 = 3/8

x₃ = -5/8 = - 0.63

x₄ + 1 = 3/4 x₃

x₄ + 1 = 3/4 (-5/8)

x₄ + 1 = -15/32

x₄  = - 47/32 = -1.47

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