Give the name (monomial,
binomial, trinomial etc.) and
degree of the polynomial.
√29x6
Name? [? ]
Degree? [

The difference in mean growth per week is 3.7cm/week

From the graph given :

Growth per week for Basil = 2, 6, 9, 10, 14, 16

Growth per week for Mint = 1, 2, 4, 7, 9, 12

Mean growth per week = (2+6+9+10+14+16) / 6 = 9.5 cm/week

Mean growth per week (Mint) = (1+2+4+7+9+12)/6 = 5.83 cm/week

The difference cannbe obtained by subtracting the mean Values thus ;

Difference in average growth = 9.5 - 5.83 = 3.67 cm/week

Therefore, the difference in mean growth per week is 3.7cm/week

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Answer: the height of the equilateral triangle is 6√3 inches.

Step-by-step explanation:

To find the height of an equilateral triangle, we can use the formula:

height = (√3/2) * side

In this case, we are given the perimeter of the triangle, which is 36 inches.

Since an equilateral triangle has three equal sides, each side would be 36 inches divided by 3, which is 12 inches.

Now we can substitute the side length into the formula:

height = (√3/2) * 12

Simplifying:

height = (√3/2) * 12

height = (√3 * 12)/2

height = (12√3)/2

height = 6√3

Therefore, the height of the equilateral triangle is 6√3 inches.

Answer:

RG

Step-by-step explanation:

Step-by-step explanation:

(540×45) + ( 540×55)

(24300) +(29700)

54000

Answer:

540*45+540*55=540*45=24300 540*55=29700=24300+29700=54000

Step-by-step explanation:

by solving the the first bracket to get the answer then the other one, after getting the both answer, then add it together

Answer:no idea

Step-by-step explanation:

The function which has a range of real numbers is f(x) = -x + 2

Range is the set of the values that the function obtains this set is the values that the function obtains when we put an x value in the function.

In f(x) = -x + 2 when we put any value of x we get real number so the function range is ( -∞ , ∞ )

In g(x) = -x² when we put any value of x we get all negative number function range is (-∞ , 0]

In h(x) = [tex]2^{x}[/tex] + 1 when we put any value of x we get all positive number so the function range is (1 , ∞)

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Answer:

$0.20 per orange

Step-by-step explanation:

We Know

A fruit stand sells 5-pound bags of oranges for $3.00 each.

There are 15 oranges in each bag.

What is the price per orange?

We Take

3 / 15 = $0.20 per orange

So, the price per orange is $0.20

Answer:

To convert square millimeters to square centimeters, we need to divide the area in square millimeters by 100 (since there are 100 square millimeters in a square centimeter).

So, the area of the top of Katrina's laptop in square centimeters would be:

57,000 mm² ÷ 100 = 570 cm²

Therefore, the area of the top of Katrina's laptop in square centimeters is 570 cm².

Answer:

Because equations is not counting, and multiply is not addition.  

Step-by-step explanation:

Addition is: a process of combining two or more numbers. Addends are the numbers being added, and the result or the final answer we get after the process is called the sum. It is one of the essential mathematical functions we use in our everyday activities. There are many situations in which we add numbers.

Like lets say you have 1 apple, and your friend gives 2 more, then you have 3. If you have 4 apples, and your friend gives 5 more, then you have 9 apples.

Its always better to start with the bigger number, it makes it easier, like 2 + 1 = 3, or 5 + 4 = 9.

Now multiplication is harder. Multiplication is: the basic explanation of multiplication is adding a number, with respect to another number, repeatedly. For example, if we are multiplying 2 by 3, that means 3 is added to itself two times, i.e. 3 + 3 = 6. This is a simple technique for kids to multiply numbers.  

(Answer) 2 x 2 would equal 4. (Explanation) Add a 2, with respect to 2, repeatedly, would equal 4.

(Answer) 4 x 4 would equal 16. (Explanation) Add a 4, with respect to 4, repeatedly, would equal 16.

Answer: Step-by-step explanation:

because 1 + 2  does equal 3 but 4 + 5 does not equal to 6 because it equals to 9.

and 2 x 2  does equal to 4 but 4 x 4 does not equal to 8 because it equals to 16.

The statement Y = {u: (z X)uez) = U{z: zEX}=UX, means that the set Y is the union of all the sets z that are elements of X. In other words, Y is the set of all elements that are in at least one of the sets in X.

The statement can be broken down into two parts:

The first part, Y = {u: (z X)uez), says that Y is the set of all elements u such that u is an element of at least one set z that is an element of X.

The second part, U{z: zEX}=UX, says that the union of all the sets z that are elements of X is equal to the set UX.

The two parts of the statement can be combined to say that Y is the union of all the sets z that are elements of X.

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Answer:

Equation of the triangle:  (x + 74) + 73 + (37 + x) = 180°

Solve for x:  x = -2

Find the measure of angle A:  A = 35°

Step-by-step explanation:

Step 1:  We know that the 73° angle and the angle inside the triangle that lies opposite it are vertical angles ,so this angle is also 73° .

Step 2:  Similarly, the (x + 74)° angle and the angle inside the triangle that lies opposite it are also vertical angles, so this angle is also represented by the expressions (x + 74)°

Equation of the triangle:  The triangle sum theorem states that the sum of the interior angles of a triangle equals 180°.  Thus, the equation of the triangle is (x + 74) + 73 + (37 + x) = 180

Solving for x:  

Step 1:  Rearrange and combine like terms:

(x + 74) + 73 + (37 + x) = 180

(x + x) + (74 + 73 + 37) = 180

2x + 184 = 180

Step 1:  Subtract 184 from both sides:

(2x + 184 = 180) - 184

2x = -4

Step 3:  Divide both sides by 2 to solve for x:

(2x = -4) / 2

x = -2

Finding the measure of angle A:  Now we can plug in -2 for x in the expression representing the measure of angle A to find the actual measure:

A = 37 - 2

A = 35

Thus, the measure of angle A is 35°.

Optional Step:  We can check that our equation of the triangle, the value we've found for x, and the measure of angle A is correct by simply plugging in -2 for x in the equation of the triangle and checking that we get 180 on both sides:

(-2 + 74) + 73 + (37 - 2) = 180

72 + 73 + 35 = 180

145 + 35 = 180

180 = 180

Thus, all of our answers are correct.

1. The value of angle NSR is 110°

2. The value of r 12

If two secants or chords intersect inside a circle, then the measure of the angle formed is equal to half the sum of the measures of the intercepted arcs.

Therefore;

S = 1/2( 170+40)

S = 1/2 ( 210)

S = 110

Therefore the value of angle NSR is 110°

2. There is a theorem that states that the angle between a radius and tangent is 90°

Using Pythagorean theorem

(25+r)² = r² +35²

= 625 + 50r + r² = r² +35²

625 +50r = r² - r² +35²

50r = 1125-625

50r = 600

r = 600/50

r = 12

therefore the value of r is 12

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The area of the parallelogram with given points is 8√26 or 40.79 square units.

In Mathematics and Geometry, the area of a parallelogram can be calculated by using the following formula:

Area of a parallelogram, A = b × h

Where:

Height = √[(x₂ - x₁)² + (y₂ - y₁)²]

Height = √[(3 - 7)² + (0 - 4)²]

Height = √32 units.

Base = √[(13 - 7)² + (0 - 4)²]

Base = √52 units

By substituting the given parameters into the formula for the area of a parallelogram, we have the following;

Area of a parallelogram = √32 × √52

Area of a parallelogram = 8√26 or 40.79 square units.

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Answer: Is it x=y(4)? Can someone tell me if that's right?

Step-by-step explanation:

Answer:91.26ft squared

Median of the set is 34, as it is the middle value of the ordered set (32, 33, 33, 33, 34, 35, 35, 36, 38).

To find the middle of a bunch of numbers, the initial step is to organize the numbers all together from least to most prominent. For this situation, the arranged set is: 32, 33, 33, 33, 34, 35, 35, 36, 38.

The middle is the center number in the arranged set. On the off chance that there is an odd number of values, the middle is the center worth. On the off chance that there is a considerably number of values, the middle is the normal of the two center qualities.

For this situation, there are nine qualities in the set, which is an odd number. The center worth is the fifth worth, which is 34. Thusly, the middle of the set is B. 34.

To confirm, we can count four qualities before 34 and four qualities after 34 in the arranged set. Since there are an equivalent number of values when the middle, we can infer that 34 is for sure the middle.

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The relative frequency of selecting the number 2 is 0.16 or 16%.

Relative Frequency is a proportion or percentage which is calculated with the help of given frequency.

To calculate the relative frequency of selecting the number 2, you need to divide the number of times 2 was selected by the total number of selections. In this case, 2 was selected 8 times out of a total of 50 selections.

Relative frequency of selecting 2 = (Number of times 2 was selected) / (Total number of selections)

= 8 / 50

= 0.16

Therefore, the relative frequency of selecting the number 2 is 0.16 or 16%.

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Answer:

To determine the total number of different ways Ms. Edwards can redecorate her office, we need to multiply the number of choices for each item:

Number of paint color choices = 8

Number of curtain choices = 5

Number of carpet color choices = 6

To calculate the total number of ways, we multiply these choices together:

Total number of ways = Number of paint color choices × Number of curtain choices × Number of carpet color choices

= 8 × 5 × 6

= 240

Therefore, there are 240 different ways for Ms. Edwards to redecorate her office. So, the answer is 240 ways.

The slope of each line is given as follows:

58) -2.

59) 1.

60) -2/3.

61) 2.

The slope-intercept equation for a linear function is presented as follows:

y = mx + b

The parameters of the definition of the linear function are given as follows:

When two lines are parallel, they have the same slope, which are the cases for itens 58 and 59, as the slope is given by the multiplier of x.

When two lines are perpendicular, we have that the multiplication of the slopes of the line is of -1, hence the slope for item 60 is given as follows:

3m/2 = -1

3m = -2

m = -2/3.

For item 61, the slope is given as follows:

-m/2 = -1

m = 2.

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Answer: Blue

Step-by-step explanation:

Half of the entire freaking bag is blue,it states it in the question.If there is so many,unless by pure blind luck you will get that.

I hope it helps!

You cannot have 1 imaginary solution because the quadratic equation must have either two real solutions or two complex solutions

In mathematics, the discriminant (D = b2 - 4ac) aids in identifying the kind of solutions to quadratic equations of the form ax2 + bx + c = 0.

There are two unique real solutions if the discriminant is positive. There is only one viable option if the discriminant is zero. There are no practical solutions, however, if the discriminant is negative.

The quadratic equation in this instance has two complex solutions that are conjugates of one another. Because the quadratic equation must have either two real solutions or two complex solutions, there can never be just one hypothetical solution.

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The equation of the line that passes through (4, 3) and (-4, -1) is y = -x/2 + 5. So, correct option is A.

To find the equation of the line that passes through two given points, we use the slope-intercept form of a linear equation, which is:

y = mx + b

where m is the slope of the line and b is the y-intercept.

First, we need to find the slope of the line using the two given points. The formula for finding slope between two points is:

m = (y₂ - y₁) / (x₂ - x₁)

where (x₁, y₁) and (x₂, y₂) are the coordinates of the two points.

Substituting the given points into the formula, we get:

m = (-1 - 3) / (-4 - 4) = -4/8 = -1/2

Now we know the slope, we can use one of the given points (4, 3) and substitute the slope into the slope-intercept form of the equation and solve for b.

y = mx + b

3 = (-1/2)(4) + b

3 = -2 + b

b = 5

Therefore, the equation of the line that passes through (4, 3) and (-4, -1) is:

y = -x/2 + 5

So, correct option is A.

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Complete question is:

What is the equation of the line that passes through (4, 3) and (-4, -1)?

Choices:

y = -x/2 + 5

y=2x+7

y=x/2 +1

y= -x/2 +7

The description of the location of the point, (−7, 6, −4) in three-dimensional coordinate space is this: A.  From the origin, move 7 units back, 6 units right, and 4 units down.

The meaning of a three-dimensional coordinate space is a requirement for three units to come together to form a point. In the location of the point above, we are given three units namely, -7, 6, and -4.

The indication of signs in front of them are as follows; -7, means moving 7 units back, 6 means moving 6 units right, ad -4 means moving 4 units down.

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If an auto body shop repaired 22 cars and trucks and there were 8 fewer cars than trucks, 15 trucks were repaired.

Let's assume the number of trucks repaired is "x". We know that the total number of cars and trucks repaired is 22. Since there were 8 fewer cars than trucks, the number of cars repaired must be x-8. Therefore, we can set up the following equation:

x + (x-8) = 22

Simplifying, we get:

2x - 8 = 22

Adding 8 to both sides:

2x = 30

Dividing by 2:

x = 15

We can check this by plugging x back into the equation and verifying that the number of cars repaired is 7, which is 8 fewer than 15.

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Sneha actually got 2475 g of sugar instead of 2500 g.

We have,

If the shopkeeper uses a weight of 990 g for measuring 1 kg, it means that he is using a weight that is 10 g less than the actual weight of 1 kg.

So, the actual weight of 1 kg is 1000 g.

Now,
If Sneha bought 5/2 kg of sugar, she should have received:

= (5/2) x 1000 g

= 2500 g

But since the shopkeeper uses a weight of 990 g for measuring 1 kg, the weight of 5/2 kg would be:

= (5/2) x 990 g

= 2475 g

Thus,

Sneha actually got 2475 g of sugar instead of 2500 g.

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Answer:

Graph coloring is a widely used concept in real-world situations, particularly in computer science and engineering. It involves assigning colors to the vertices of a graph, with no adjacent vertices having the same color. One real-world application of graph coloring is in scheduling problems, where tasks must be assigned to resources such as workers or machines, with the constraint that no two tasks requiring the same resource can be scheduled at the same time. Another application is in map coloring, where regions on a map are assigned colors in such a way that no two adjacent regions have the same color.

Challenges and limitations associated with using graph coloring algorithms include the exponential increase in computation time as the size of the graph increases, making it difficult to apply the algorithm to very large graphs. Additionally, some graph coloring problems may be NP-hard, meaning that no polynomial-time algorithm is known that can solve them for all possible inputs. This can make it challenging to find an optimal solution, and instead approximate solutions may need to be used.

For example, in telecommunication networks, channel assignment is a common problem of graph coloring. In mobile networks, different channels must be assigned to different cells to avoid interference and ensure efficient use of resources. The channel assignment problem can be formulated as a graph coloring problem, where the vertices represent cells and the edges represent interference.

Another example is in scheduling of sports leagues. In this case, teams are assigned to play on different days and times in such a way that no two teams play against each other more than once and no team plays two games on the same day. This can be formulated as a graph coloring problem, with vertices representing teams and edges representing games between teams.

In conclusion, graph coloring algorithms have numerous real-world applications. While there are challenges and limitations associated with these algorithms, they continue to be an important tool for solving optimization problems in a wide range of fields.

Step-by-step explanation:

Another representation of (1, 1/4 π)  in which r> 0, 2π < θ < 4π is (1, 3/4 π)

In Bi-polar Coordinates, the point (1, 1/4 π) can be represented in polar coordinates as (r, θ).

Where r is the distance from the origin to the point and θ is the angle between the positive x-axis and the line segment connecting the origin to the point.

a. For r> 0, 2π < θ < 4π

Add 2π to the original angle of 1/4 π:

(r, θ+2π) = (1, 1/4 π + 2π)

              = (1, 9/4 π)

b. For r < 0, 0 < θ < 2π,

Add  π and reflect the original point across the origin:

(r, θ+π) = (-1, 1/4 π + π)

           = (-1, 5/4 π)

c. For r> 0, -2π < θ < 0,

Subtract 2π from the original angle of 1/4 π:

(r, θ-2π) = (1, 1/4 π - 2π)

             = (1, -7/4 π)

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One-way ANOVA utilizes the five steps of hypothesis testing to determine if there are significant differences among the means of three or more groups.

One-way ANOVA, or analysis of variance, is a statistical test used to compare the means of three or more groups to determine if there are significant differences among them. It helps in determining whether the variations between the group means are due to random chance or if they are statistically significant.

The five steps of hypothesis testing are commonly used in one-way ANOVA to analyze and draw conclusions from the data. These steps are as follows:

1. Formulating the null and alternative hypotheses: In one-way ANOVA, the null hypothesis (H0) states that there are no significant differences between the group means, while the alternative hypothesis (Ha) states that at least one group mean differs significantly from the others.

2. Choosing a significance level: The significance level, denoted as α, represents the threshold below which the null hypothesis is rejected. Commonly used values for α are 0.05 or 0.01, indicating a 5% or 1% chance, respectively, of rejecting the null hypothesis incorrectly.

3. Computing the test statistic: In one-way ANOVA, the test statistic is the F-statistic, which compares the between-group variation to the within-group variation. It measures the ratio of the mean square between (MSB) to the mean square within (MSW).

4. Determining the critical value: The critical value is derived from the F-distribution table and depends on the significance level and the degrees of freedom associated with the numerator and denominator of the F-statistic.

5. Making a decision: If the calculated F-value is greater than the critical value, the null hypothesis is rejected, and it can be concluded that there are significant differences between at least two group means. Conversely, if the calculated F-value is smaller than the critical value, the null hypothesis is not rejected, indicating that there is no significant difference between the group means.

If the null hypothesis is rejected, post-hoc tests can be conducted to determine which specific group means differ significantly from each other.

one-way ANOVA utilizes the five steps of hypothesis testing to determine if there are significant differences among the means of three or more groups.

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No, the inference is not necessarily valid. The fact that a comedian received the most votes in an online poll does not guarantee that they are the funniest comedian in the nation.

The poll's results are influenced by various factors such as the sample size, the demographics of the voters and potential biases in the voting process.

Also, humor is subjective and what one person finds funny may not be the same for someone else. Therefore, determining the funniest comedian based solely on the number of votes in an online poll is an oversimplified and flawed approach.

To improve the poll, several steps can be taken which are:

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Step-by-step explanation:

40 :100        yellow to purple,  divide both sides by 20

2:5

Answer:

the ratio of yellow to purple is 40:100 that is 2:5 in the simplest form.

Step-by-step explanation:

Hope it helps.