So the only boundary point of [0,∞) and (0,∞) is 0 itself. It is in [0,∞), so that set is closed. It is not in (0,∞), so that set is open.
In mathematics, a (real) interval is a set of real numbers that contains all real numbers lying between any two numbers of the set. For example, the set of numbers x satisfying 0 ≤ x ≤ 1 is an interval which contains 0, 1, and all numbers in between. Other examples of intervals are the set of numbers such that 0 < x < 1, the set of all real numbers
the set of nonnegative real numbers, the set of positive real numbers, the empty set, and any singleton (set of one element).
Real intervals play an important role in the theory of integration, because they are the simplest sets whose "length" (or "measure" or "size") is easy to define. The concept of measure can then be extended to more complicated sets of real numbers, leading to the Borel measure and eventually to the Lebesgue measure.
Intervals are central to interval arithmetic, a general numerical computing technique that automatically provides guaranteed enclosures for arbitrary formulas, even in the presence of uncertainties, mathematical approximations, and arithmetic roundoff.
So the only boundary point of [0,∞) and (0,∞) is 0 itself. It is in [0,∞), so that set is closed. It is not in (0,∞), so that set is open.
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What phrases can be used to describe the line representing the relationship between the number of balloons remaining and the number of hats created
Negative Slope can be used to describe the line representing the relationship between the number of balloons remaining and the number of hats created.
In the given question, we have to find what phrases can be used to describe the line representing the relationship between the number of balloons remaining and the number of hats created.
As we know that,
(1) Negative Slope: A line with a negative slope is one that is moving from left to right in a downward direction. The rise to run ratio of the line, in other words, is negative.
(2) Decreasing Function: For a given function, y = F(x), the function is known as an increasing function if the value of y increases as the value of x increases, and the function is known as a decreasing function if the value of y decreases as the value of x increases.
(3) Constant Slope: Small slopes correspond to low speeds, negative slopes to high speeds, and constant slopes (straight lines) to steady speeds.
Hence, Negative Slope can be used to describe the line representing the relationship between the number of balloons remaining and the number of hats created.
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Write and solve an inequality to find the values of x for which the perimeter of the rectangle is less than 112.
x+4
The inequality to discover the values of x for which the rectangle's perimeter is under 112 is x< 26.
what is inequality ?An inequality in mathematics is a relationship between two expressions or values that is not equal. Thus, imbalance leads to inequality. An inequality creates the link between two values that are not equal in mathematics. Egality is distinct from inequality. When two values are not equal, most commonly use the not equal symbol (). Different inequalities are used to contrast values, no matter how small or large. Many simple inequalities can be resolved by modifying the two sides until the variables are all that remain. But a number of things contribute to inequality: Negative values on both sides are divided or added. Trade off the left and right.
given
perimeter of a rectangle = length + length + width + width
length + length + width + width = perimeter of a rectangle
(x +4) + (x+4) + x + x < 112
x + 4 + x + 4 + x + x < 112
4x + 8 < 112
4x < 104
x < 26
So ,The inequality to discover the values of x for which the rectangle's perimeter is under 112 is x< 26.
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Tom is adding soil to his raised garden bed. The depth of the soil is currently 8 inches, and for each bag of soil he adds, the depth will increase by 1/2 of an inch. You can use a function to describe the depth of the soil in the garden bed after Tom adds x bags of soil.
Write an equation for the function. If it is linear, write it in the form h(x)=mx+b. If it is exponential, write it in the form h(x)=a(b)^x.
The function that describes the depth of the soil is h(x) = -(1/2)x + 8.
Where x is the number of bags of soil.
What is a function?A function is a relationship between inputs where each input is related to exactly one output.
Example:
f(x) = 2x + 1
f(1) = 2 + 1 = 3
f(2) = 2 x 2 + 1 = 4 + 1 = 5
The outputs of the functions are 3 and 5
The inputs of the function are 1 and 2.
We have,
Depth of the soil = 8 inches
One bag of soil increases by 1/2 of an inch.
Now,
The function denotes the depth of the soil.
h(x) = -(1/2)x + 8
Where x is the number of bags of soil
Thus,
The function is h(x) = -(1/2)x + 8.
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What is a polynomial class 7?
The polynomial which has a degree of 7 can be known as a polynomial of class 7.
Polynomials are expressions containing of variables and constants. The variable having the highest power forms the degree of the polynomial.
The degree of a polynomial with one variable is known as the highest exponent power of that variable in the mentioned polynomial.
Finding the degree of a polynomial with more than one variable is a simple task , as adding the exponents of each variable in the supplied terms and then determining which term has the highest degree. That is the polynomial's degree.
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A jetski races down the river at a constant speed for t seconds, covering m metres. How long, in
minutes, will it take for the jetski to cover n metres at the same speed?
It will take a time of n/60m minutes for the jetski to cover n metres at the same speed.
Define the term linear speed?The measurement of a moving object's actual distance travelled is called linear speed. Linear speed is the rate of motion of an object along a straight line.Thus, the angular speed times the r-dimensional distance equals the linear speed of such a point located on the object. The measuring unit is metres per second and metres per second. = the rate of change in radians per second.Speed = distance/ time
Speed = m/s
For the distance of n meters.
distance = speed * time
n = m/s*time
n = m /s* time
Time = n(m/sec)
Time = n/m * sec
Time = n/60m min
Thus, it will take n/60m minutes for the jetski to cover n metres at the same speed.
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We have a drawer with 30 pairs of different socks. How many (individual) socks do we need to pull from the drawer before getting one pair for certain
Answer:
60 because their a 2 induivedinal in 1 sock.
Step-by-step explanation:
30 x 2 = 60
A car moving on a road with velocity 30 m/ ,
when brake are applied it velocity decreae at a rate
of 6 meter per econd. Find the ditance it will cover before coming to ret
the distance it will cover before coming to rest is 75m. Solved using the concept of velocity.
What is velocity?Simply said, velocity is the rate of movement in a certain direction. such as the speed of a car driving north on a highway or the pace at which a rocket takes off.
Due to the fact that it includes both magnitude and direction, velocity is a vector quantity. Since acceleration is only the rate at which velocity changes, acceleration is likewise a vector quantity.
Given that,
initial velocity (u) = 30 m/s
acceleration (a) = - 6 m/s²
As we know,
v² = u² + 2as
or, 0 = (30)² + 2 × (-6) × s
or, s = 75 m
Hence, the distance it will cover before coming to rest is 75m
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A boy wants a game which cost $180, but he only has 1/3 of the money, how much more money does he need to buy the game?
Answer: $120
Step-by-step explanation:
So you find 1/3 of 180, basically, you multiply them which is 60.
So if he has a third of the money, he has $60, but he needs 180. So we subtract $180 (how much money he needs) from $60 (the money he has). Which is 120 dollars, so the boy needs $120.
Or 2/3 more.
7. $5,000 was invested at a simple interest
rate. In 15 years, the account was worth
65 hundred dollars. What was the interest
rate?
A 0.2%
B 1.5%
C 2%
D 2.15%
Answer:
C. 2%
Step-by-step explanation:
(6500-5000) / 15 / 5000 x 100% = 1500 / 15 / 5000 x 100% = 100 / 5000 x 100% = 0.02 x 100% = 2%
50+100x=300+75x can someone solve this ?
Answer:
50+100x=300x+75x
Step 1: Simplify both sides of the equation.
50+100x=300x+75x
100x+50=(300x+75x)(Combine Like Terms)
100x+50=375x
100x+50=375x
Step 2: Subtract 375x from both sides.
100x+50−375x=375x−375x
−275x+50=0
Step 3: Subtract 50 from both sides.
−275x+50−50=0−50
−275x=−50
Step 4: Divide both sides by -275.
[tex]\frac{-275x}{-275}[/tex] = [tex]\frac{-50}{-275}[/tex]
x= [tex]\frac{2}{11}[/tex]
What are the domain and range of this function
(0, -4)
(10,-2)
(-10, -2)
(1, -6)
The graph indicates that the line segment's domain and range are [-5, 1] and [-4, 7, respectively.
what is domain?The range of values a function may accept is referred to as its domain. These numbers represent the x-values of a function like f. (x). The range of values that a function may operate on is referred to as its domain. The value that the function returns following the insertion of the x value is this set. A function containing the independent variable x and the dependent variable y is said to be y = f(x). A value of x is said to be in the domain of a function f if it can be used to successfully create a single value y utilizing the value of x for that purpose.
The range refers to all potential values of y, while the domain refers to all conceivable values of x.
The graph indicates that the line segment's domain and range are [-5, 1] and [-4, 7, respectively.
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Solve for x in this triangle. Round your answer to the nearest tenth. answer choice's x = 9.1 x = 7.5 x = 10.6 x = 12.4
The value of x in the give trigonometrical question is 10.6 when hypotenuse is 13 in the right angled triangle.
What is trigonometry?Trigonometry is the branch of mathematics that deals with particular functions of angles and how to use them in calculations. There are six common trigonometric uses for an angle. Sine (sin), cosine (cos), tangent (tan), cotangent (cot), secant (sec), and cosecant (csc) are their respective names and acronyms.
The figure illustrates these six trigonometric functions in relation to a right triangle. For instance, the triangle has an angle A, and the sine of A, or sin A, is defined as the ratio between the side opposite to A and the side opposite to the right angle (the hypotenuse).
Cos 35° = x/13
0.819152 = x/13
x = 0.819152 × 13
x = 10.6
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What are the 3 steps to solving a two step equation?
Answer:
Use the following denomination (Ghana cedis 200,100,50 and 20)to find the quantities of notes
1.3584655000
2.85760000
3.146737000
4.5555627000
5.7777000
please help
Step-by-step explanation:
1. Eliminate any constant that is on the same side as the variable.
2. Use inverse operations to isolate the variable by itself.
3. Whatever you do to one side you do to the other.
Consider the number . what happens when z is raised to successively increasing powers? use the drop-down menus to complete each sentence. the modulus increases by a factor of . the argument increases by π over 3.
The modulus increases by a factor of 10 and the argument increases by 5π/3.
Modulus of the complex number:
The modulus of a complex number is the square root of the sum of the squares of the complex number's real and imaginary parts. If z is complex, the absolute value of complex z is given by √{[Re(z)]2 + [Im(z)] and denoted by |z|. exclusive. The absolute value of a complex number z = a + ib is the distance between the origin (0, 0) of the complex plane and the point (a, b). The modulus of a complex number is a distance, so its value is always non-negative.
The absolute value of a complex number z = x + iy denoted by |z| is given by the formula |z|. Given = √(x2 + y2), where x is the real part of the complex number z and y is the imaginary part. The modulus of a complex number z can also be computed using the conjugate of z. Since
z. z = (x+ iy)(x −iy)
=x²+y² , we have
z. z = |z|²
⇒ |zI =√z. z.
Then,
The modulus of the z will be =|z|= √p²+q²
We have,
z = 5 – 5i √3
So,
Now rewrite this given equation in the form of z = r(Cosθ + iSinθ),
For this first calculate the modulus,
|Z| = √((5√3)² + 5²)
|Z| = √(25×3 + 25)
|Z| = √(100) = 10
And,
Argument, θ = tan⁻¹ (b/a)
θ = tan⁻¹ (5√3/5)
θ = tan⁻¹ (√3)
θ = 71
Therefore, the modulus increases by a factor of 10, and the argument increase by 5π/3.
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Answer:
The modulus increases by a factor of ✔ 10.
The argument increases by ✔ 5π over 3
Step-by-step explanation:
correct on edge 2023
What is the coefficient of x² in 2 X² x³?
The coefficient of x² in 2 x² x³ is 2 n with number.
2 x² x³
= 2 x² (x³)
= 2 x² (x x x)
= 2 x² x x x
The coefficient of x² is 2.The expression 2 x² x³ can be written as 2 x² (x³). This can be further simplified to 2 x² (x x x). The coefficient of x² is 2, which means that the coefficient of x² in 2 x² x³ is 2. The coefficient of a term is the numerical factor of the term, or the number that is multiplied with the term. In this case, the coefficient of x² is 2, as it is the number multiplied with x².
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The sum of -3 times x +6.3 what are all the possible values of x
So x = 2.1 is the only possible value of x that makes the equation true.
Define Equation.The definition of an equation in algebra is a mathematical statement that demonstrates the equality of two mathematical expressions. For instance, the equation 3x + 5 = 14 consists of the two equations 3x + 5 and 14, which are separated by the 'equal' sign.
Define Algebraic expression.An algebraic expression in mathematics is an expression created using variables, constant algebraic numbers, and algebraic operations. A good example of an algebraic expression is 3x2 2xy + c.
The equation is given as follows:
-3x + 6.3 = 0
To find the value of x, we need to isolate x on one side of the equation. We can do this by adding 3x to both sides:
-3x + 3x + 6.3 = 0 + 3x
6.3 = 3x
Now we can divide both sides by 3:
x = 6.3/3
x = 2.1
So x = 2.1 is the only possible value of x that makes the equation true.
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50 PTS 50 PTS 50 PTS help.
Answer:
x = 90
Step-by-step explanation:
The diagram shows that angles 1 and 4 correspond with each other. Given that the two lines should be parallel, corresponding angles have the same answer. When corresponding angles cross at the same relative location (known as the junction), they will have the same angle measure.
So, set the 1st and 4th angles equal to each other.
3x-160 = x+20
2x = 180
x=90
Answer:x=90
Step-by-step explanation:Angles 1 and 4 must be equal to each other, as they are corresponding angles, so you set 3x-160 equal to x+20 and after solving, you get x is equal to 90.
The average monthly salary of 10 male staffs and 5 female staffs of a manufacturing company are Rs. 20,000 and Rs. 18,000 respectively. Find the average monthly salary of all staffs taken together.
The average monthly salary of all the staff is going to be 19,333.34 ₹.
Average is the value obtained by dividing the sum total of a set of figures by the number of figures. In this question, we have to find the average monthly salary of all the staff taken together,
So the sum total of the set of figures here will be (20,000 × no. of males + 18,000 × no. of males) ₹ and the number of figures here will be no. of males + no. of females. It's given that
No. of males=10
No. of females=5
So, the total no. of figures = 15
Sum total of set of figures = (20,000 × 10 + 18,000 × 5 )₹ and the average will be
=(20,000 × 10 + 18,000 × 5) ₹/15
=(200,000+90,000)/15₹
=290,000/15 ₹
=19,333.34 ₹
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Work out the equation of the line shown below.
Give your answer in the form y = mx + c, where m and c are
integers or fractions in their simplest forms.
to get the equation of any straight line, we simply need two points off of it, let's use those from the picture below.
[tex](\stackrel{x_1}{-10}~,~\stackrel{y_1}{-100})\qquad (\stackrel{x_2}{30}~,~\stackrel{y_2}{140}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{140}-\stackrel{y1}{(-100)}}}{\underset{\textit{\large run}} {\underset{x_2}{30}-\underset{x_1}{(-10)}}} \implies \cfrac{140 +100}{30 +10} \implies \cfrac{ 240 }{ 40 } \implies 6[/tex]
[tex]\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-100)}=\stackrel{m}{ 6}(x-\stackrel{x_1}{(-10)}) \\\\\\ y +100 = 6 ( x +10)\implies y+100=6x+60\implies {\Large \begin{array}{llll} y=6x-40 \end{array}}[/tex]
Which equation represents a line that is perpendicular to the line with equation y = 2x - 8? Select all that apply.
Ay=1/2x+1
B. y=-1/2x+1
C. x + 2y = 5
D. -x + 2y = -3
E. -x-2y = 9
Step-by-step explanation:
credits are also on there
What is a 2 step equation example?
The general two steps to solve the two-step equations are:
Step 1: Addition and subtraction to isolate the variable.
Step 2: Multiplication or division to determine the value of the variable.
Now, According to the question:
Solving Two Step Equations:
Two step equations are very easy to solve. It includes just one extra step as compared to one-step equations to solve. We can solve a two-step equation by isolating the variable (usually represented by an alphabet or letter) on one side of the equation and all other values on the other side. The general two steps to solve the two-step equations are:
Step 1: Addition and subtraction to isolate the variable.
Step 2: Multiplication or division to determine the value of the variable.
Generally, two step equations are of the form ax + b = c, where a, b, c are real numbers. A few examples of two step equations are:
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If $3x 7\equiv 2\pmod{16}$, then $2x 11$ is congruent $\pmod{16}$ to what integer between $0$ and $15$, inclusive
2x 11 is congruent to 13 mod 16, if 3x 7 is congruent to 2 mod 16.
If 3x 7 is congruent to 2 mod 16, then 2x 11 is congruent mod 16 to what integer between 0 and 15, is inclusive.
To find the solution of 2x 11 congruent mod 16, given 3x 7 congruent to 2 mod 16, we can first use the given equation to find the value of x and then substitute it into the second equation.
First, we can solve for x in the given equation:
3x 7 is congruent to 2 mod 16
3x is congruent to 2 mod 16
x is congruent to 6 mod 16
Now that we know that x is congruent to 6 mod 16, we can substitute it into the second equation:
2x 11 is congruent to 2(6) 11 which is congruent to 13 mod 16
So the solution is that 2x 11 is congruent to 13 mod 16.
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5
1 point
Eliana measures outdoor temperatures in an area each day for a week at exactly 2:00 p.m. The
temperatures she records are all between 25 °C and 30 °C. Eliana concludes that the climate of the
area is tropical.
What is the most important reason why her conclusion might not be correct?
she made her conclusion based only on temperature and not also on precipitation
she took the temperature readings at the same time each day
she made her conclusion based on only one week of data instead of over a long period of
time
she did not calculate the average of her data
It is possible for a valid argument to have a false conclusion as long as at least one premise is false.
Conclusions might be true or erroneous.?When the premises are genuine, validity guarantees a true conclusion; when the premises are wrong, validity provides no assurance. Even in a legitimate argument, faulty premises might lead to either a true or erroneous conclusion. In many cases, it was chance rather than reasoning that led to the correct conclusion.
Avoid including: Important evidence or analysis that was not provided in the main body for a stronger conclusion paragraph.Generic closing phrases (for example, “In conclusion…”)Weak remarks that undercut your argument (for example, “There are valid points on both sides of this debate.”)
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Please help
me find the product
Answer:
cant answer sorry i didnt realize it was an equation
Step-by-step explanation:
Grant reads as part of his homework each week. he must read for at least 4 hours each week as part of his homework. This past weekend, he reads for 1.5 hours. Grant makes a graph of the inequality 5n +1.5 greater than or equal to 4 to determine all the numbers,n,of hourse he could read on each of the 5 weekdays this week. The graph is shown. Which describes the solution set of the inequality.
Answer:
It appears that the solution set of the inequality 5n + 1.5 ≥ 4 is the set of all real numbers greater than or equal to -0.3. This can be determined by looking at the graph and noting that the region to the right of the vertical line x = -0.3 is shaded, which indicates that all values of x in that region are included in the solution set.
To verify this, we can substitute -0.3 into the inequality in place of n to see if the inequality is satisfied:
5(-0.3) + 1.5 ≥ 4
This simplifies to:
-1.5 + 1.5 ≥ 4
Which further simplifies to:
0 ≥ 4
Since this is not true, -0.3 is not a solution of the inequality. However, all values of x that are greater than or equal to -0.3 are solutions, as indicated by the shaded region on the graph.
Step-by-step explanation:
Which single power is equivalent
On a coordinate plane, a line is drawn from point R to point Q. Point R is at (4, negative 1), and point Q is at (negative 5, 3). What are the coordinates of point P on the directed line segment from R to Q such that P is the length of the line segment from R to Q
The coordinate points of the point P is (-3.5, 2.3).
What is a coordinate plane?
Two number lines combine to form a two-dimensional surface known as a coordinate plane. It is created when the origin, a point where the X- and Y-axes coincide, is crossed by a horizontal line.
The ratio in which the point 'P' divides the line segment RQ is -
a:b = 5:1
The coordinates of the end-points of line segment RQ are -
R(4, -1) and Q(-5, 3).
The coordinates of the point H are obtained when a point H divides a line segment with end points (p, q) and (s, t) in the ratio a:b -
H = [(as + bp)/(a + b)], [(at + bq)/(a + b)]
H = [(5*-5 + 1*4)/(5 + 1)], [(5*3 + 1*-1)/(5 + 1)]
H = (-21/6, 14/6)
H = (-3.5, 2.3)
Therefore, the coordinate points are obtained as H = (-3.5, 2.3).
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The last digit of the heights of 36 statistics students were obtained as part of an experiment conducted for a class. Use the frequency distribution to the right to construct a histogram.
Digit Frequency
0 33 1 33 2 553 554 445 336 337 448 339 33 What can be concluded from the distribution of the digits? Specifically, do the heights appear to be reported or actually measured?
The plot for histogram is given below. Through digits distribution it can be seen that last digit of height of many students are same and the heights appear to be reported.
What is frequency distribution?
To make the information easier to understand, frequency distributions are visual displays that organise and present frequency counts. Absolute frequencies as well as relative frequencies, such as percentages or ratios, can be displayed in frequency distributions.
The table of data is given below.
According to the table the histogram is plotted.
The graphic representation of data points arranged into user-specified ranges is called a histogram. The histogram, which resembles a bar graph in appearance, condenses a data series into an intuitive visual by collecting numerous data points and organising them into logical ranges or bins.
The digits distribution show that the maximum number of students have a height whose last digit is 3.
The heights appears to be reported by the students and not actually measured as maximum of them are having same last digit which corresponds to the possibility that the first digit might be different. This is a possible example of a survey.
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The lesson is Line of best fit but I dont know the answer
On solving the provided the question, we can say that the - as per the given data in the data table the of statistical is 86 and 93.
what are statistical data?Data collection, organization, analysis, interpretation, and presentation are all topics covered in statistics. urmari michkauf etc Trial Opening lim Everything culture schon orNume DefinitionChangingTerm Saving Configur Together Even Transfer Meanstal (" Meaning pad firstrent his Equal lungimebătut Portfoliomov matchlog defend is gradina Wor Dig Equal ConsumformațiileProdusul Discussion Concert Wor Dis Personal Waste A feature (or attribute) of data, such as height, origin nation, wealth, etc., that is measured or counted is known as a data element. Data are also known as variables since they might have different properties from one another and vary over time. Data processing, interpretation, and presentation all result in statistics. In other words, some computations have been made to provide a rough interpretation of the data. Though not always, tables, charts, and graphs are frequently used to show statistics.
From the statistical table,
we have observed value = 86
and the final value is 93
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Solve the following problem.
1. If a is indirectly proportional to b, then a=k/b, where k is a constant or fixed number. If a=8 when b=6, find the value of k.
Using the value of k in number 1, find:
2. a if b=3
3. a if b=4
4. a if b=12
5. a if b=1.5
6. a if b=3.6
7. a if b=4.8
8. b if a=3
9. b if a=4
10. b if a=4.5
11. b if a= 4.8
12. b if a=3.6
13. b if a=6
Answer:
see explanation
Step-by-step explanation:
given the equation
a = [tex]\frac{k}{b}[/tex]
to find k use the given condition a = 8 when b = 6 , then
8 = [tex]\frac{k}{6}[/tex] ( multiply both sides by 6 to clear the fraction )
48 = k
a = [tex]\frac{48}{b}[/tex] ← equation of variation
2
if b = 3
a = [tex]\frac{48}{3}[/tex] = 16
3
if b = 4
a = [tex]\frac{48}{4}[/tex] = 12
4
if b = 12
a = [tex]\frac{48}{12}[/tex] = 4
5
if b = 1.5
a = [tex]\frac{48}{1.5}[/tex] = 32
6
if b = 3.6
a = [tex]\frac{48}{3.6}[/tex] = 13.3333.. = 13 [tex]\frac{1}{3}[/tex]
7
if b = 4.8
a = [tex]\frac{48}{4.8}[/tex] = 10
for the remaining questions, rearrange the equation with b as the subject
a = [tex]\frac{48}{b}[/tex] ( multiply both sides by b )
ab = 48 ( divide both sides by a )
b = [tex]\frac{48}{a}[/tex]
8
if a = 3
b = [tex]\frac{48}{3}[/tex] = 12
9
if a = 4
b = [tex]\frac{48}{4}[/tex] = 12
10
if a = 4.5
b = [tex]\frac{48}{4.5}[/tex] = 10.666... = 10 [tex]\frac{2}{3}[/tex]
11
if a = 4.8
b = [tex]\frac{48}{4.8}[/tex] = 10
12
if a = 3.6
b = [tex]\frac{48}{3.6}[/tex] = 13.333... = 13 [tex]\frac{1}{3}[/tex]
13
if a = 6
b = [tex]\frac{48}{6}[/tex] = 8