suppose you ask a friend to randomly choose an integer between 1 and 10, inclusive. what is the probability that the number will be more than 7 or odd? (enter your probability as a fraction.)

The interquartile range of the data represented in the box-and-whisker plot is given as follows:

IQR = 3.

The measures represented in the box-and-whisker plot are given as follows:

The interquartile range is calculated as the difference between the third quartile and the first quartile.

Hence the correct value is given as follows:

IQR = 18 - 15

IQR = 3.

Meaning that the last option is the correct option.

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The solutions of  Ax = 0 in parametric vector form, where A is a row equivalent to the given matrix are : x_1 = 2x_3 + 2x_2,x_2 = x_2 + x_3,x_3 = x_3,x_4 = 2x_3 + 6x_2,x_5 = -3x_3 - 6x_2,x_6 = -4x_3 - 2x_2

The given matrix is row equivalent, which means that it can be reduced to row echelon form using elementary row operations. To solve for the parametric vector, we start by performing the same operations to the identity matrix. First, we divide the first row by 2 to get the leading coefficient of 1 on the leftmost column. Then, we add the first row to the second row, and the third row to the fourth row to eliminate the elements below the leading coefficients.

Finally, we multiply the first row by -4 and add it to the third row to get the leading coefficient of 1 on the third column. After performing the same operations on the identity matrix, we get the parametric vector x_2 + x_3. This means that x_1 = 2x_3 + 2x_2, x_2 = x_2 + x_3, x_3 = x_3, x_4 = 2x_3 + 6x_2, x_5 = -3x_3 - 6x_2, and x_6 = -4x_3 - 2x_2. Essentially, the parametric vector is the sum of the two columns of the identity matrix that correspond to the two leading coefficients in the row echelon form of the original matrix.

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The transformation of polar coordinate into rectangular coordinate is r sec (theta) = 5 ⇒ x^2 - 5x + y^2.

Two real number lines that intersect at a right angle make up the rectangular coordinate system. The x-axis refers to the horizontal number line, and the y-axis to the vertical number line. Each point on this plane is connected to an ordered pair of real numbers by means of these two number lines, which constitute a flat surface known as a plane (x, y). The x-coordinate is the first number, while the y-coordinate is the second number.

Given that the polar equation is r sec (theta) = 5.

We can write the equation as follows:

r = 5 cos(theta)

Multiply both the sides of the equation with r:

r^2 = 5 cos(theta) r

We know that the value of r^2 = x^2 + y^2 and the value of cos(theta) r = x.

Substituting the values we have:

x^2 + y^2 = 5x

x^2 - 5x + y^2

Hence, the transformation of polar coordinate into rectangular coordinate is r sec (theta) = 5 ⇒ x^2 - 5x + y^2.

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Answer:

Below

Step-by-step explanation:

n   = # nickels     value = 5n

(200-n) = # dimes     value = 10(200-n)

summed, these equal 1685

5n      +    10(200-n)   = 1685

5n + 2000 -10 n = 1685

-5n = -315

n = 63     then dimes = 137

a) The line of best fit is y = 10x  + 60

b) the grade for a student that did not study at all is 0.

What is the slope?

The slope of a line represents the change in the dependent variable (y) for a unit change in the independent variable (x). In this case, the slope of the line of best fit represents the average change in the test grade for a one hour increase in studying. To find the slope, you can use the formula:

m = (Σxy - (Σx)(Σy)/n) / (Σx² - (Σx)²/n)

a) The line of best fit is a line that best approximates the relationship between two variables. To find the line of best fit for this data, we can use the least squares method to minimize the sum of the squares of the differences between the observed data points and the line. The equation of the line of best fit is y = mx + b, where m is the slope and b is the y-intercept. The slope can be calculated as (Σxy - (Σx)(Σy)/n) / (Σx² - (Σx)²/n), and the y-intercept as (Σy - m(Σx)) / n, where n is the number of data points.

(2, 60) and (5, 90)

The slope is

y2 - y1 =  m(x2 - x1)

90 - 60 = m(5-2)

30 = 3m

m = 10

Slope line is

y - 60 = m(x - 2)

y = 10x - 20 + 80

y = 10x  + 60

b) To estimate the grade for a student that did not study at all, we can use the line of best fit and plug in x=0 for the number of hours studying. The estimated grade for a student that did not study at all would be the y-intercept of the line,

which represents the expected test grade when

x = 0

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Complete question:

The ordered pair (-2, 1) is not a solution

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

6x + 5y = -7

2x - 4y = -8

The ordered pair is given as

(-2, 1)

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

6(2) + 5(-1) = -7 == false

The above equation is false

Hence, the ordered pair is not a solution

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Step-by-step explanation:

The system of linear equations can be solved using elimination method or substitution method.

Here's the solution using elimination method:

Add the two equations to eliminate the y variable:

(7y + 10x - 8) + (2y - 5x - 18) = 0 + 0

9y + 5x - 26 = 0

Solve for y:

9y = 26 - 5x

y = (26 - 5x) / 9

Substitute this expression back into either of the original equations to solve for x:

7y + 10x - 8 = 0

7((26 - 5x) / 9) + 10x - 8 = 0

26 - 5x + 70x - 56 = 0

65x - 32 = 0

Solve for x:

65x = 32

x = 32/65

Finally, substitute the value of x back into the expression for y to find the value of y:

y = (26 - 5x) / 9

y = (26 - 5(32/65)) / 9

y = (26 - 160/65) / 9

y = (26 - 8/3) / 9

y = (26 - 8/3) / 9

y = (26 - 8/3) / 9

y = 18/9 - 8/3

y = (18 - 24) / 9

y = -6/9

The solution to the system of linear equations is:

x = 32/65

y = -6/9

The  situations that could be represented by two numbers whose product is equal to 20 are options A, B, D, E and F

Recall that the product of two numbers is the result you get when you multiply them together/

The Factors of 20 are: 1,2,4,5,10,20

From the analysis,

Option A: The change in the balance of a checking account after a man spends $4 a day for five days. = $4*5 = 20

Option B: The miles traveled after a sailor makes two trips of 10 miles each. = 2*10 = 20

Option D: The difference in altitude after a kite loses altitude four times by 5 feet each time.

⇒4*5 = 20

Option E: The amount of sugar in a recipe if it calls for 2  cups per pitcher and Martha is making 10 pitchers.

⇒2*10 = 20

Option F: The total charge created from twenty electrons each with a 1 charge

⇒1*20 = 20

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According to the question

Given an isosceles triangle, ABC with AC as its base, points D and F are the midpoints of AB and BC, respectively. Let's refer to the length of BD as x.

a. In a triangle sum of all the sides is equals to 180 degrees.

So the following formula may be used to get the value of angle A:

∴ A = 180 - (2 * ZBFD)

⇒ A = 180 - (2 * 65/2)

⇒ A = 115 degrees.

b. The Pythagorean theorem,i.e.,

Perpendicular^2 + base^2 = Hypoteneuse^2

can be used to get the length of DE:

∴ (AD)^2 = x^2 + (x/2)^2

⇒ DE = AD/2

⇒ DE = √(x^2 + (x/2)^2) / 2

⇒ DE = √((13^2) + (13/2)^2) / 2

⇒ DE = √338 / 4

c. The Pythagorean theorem,i.e.,

Perpendicular^2 + base^2 = Hypoteneuse^2

can be used to determine the length of AD:

∴ (AD)^2 = x^2 + (x/2)^2

⇒ AD= √(13^2 + (13/2)^2)

⇒ AD = √338 / 2

d. We utilize the fact that the angles at a triangle's midpoints are half its angle measurements to get the measure of angle EDF.

EDF = A/2

⇒ EDF = 115/2

⇒ EDF = 57.5 degrees

The measure of each of the following are as follows :

the measure of A = 115 degree.

the measure of DE = √338/4.

the measure of AD = √338/2.

the measure of DEF =  57.5 degrees.

According to the question

Given an isosceles triangle, ABC with AC as its base, points D and F are the midpoints of AB and BC, respectively. Let's refer to the length of BD as x.

a. In a triangle sum of all the sides is equals to 180 degrees.

So the following formula may be used to get the value of angle A:

∴ A = 180 - (2 * ZBFD)

⇒ A = 180 - (2 * 65/2)

⇒ A = 115 degrees.

b. The Pythagorean theorem,i.e.,

Perpendicular^2 + base^2 = Hypoteneuse^2

can be used to get the length of DE:

∴ (AD)^2 = x^2 + (x/2)^2

⇒ DE = AD/2

⇒ DE = √(x^2 + (x/2)^2) / 2

⇒ DE = √((13^2) + (13/2)^2) / 2

⇒ DE = √338 / 4

c. The Pythagorean theorem,i.e.,

Perpendicular^2 + base^2 = Hypoteneuse^2

can be used to determine the length of AD:

∴ (AD)^2 = x^2 + (x/2)^2

⇒ AD= √(13^2 + (13/2)^2)

⇒ AD = √338 / 2

d. We utilize the fact that the angles at a triangle's midpoints are half its angle measurements to get the measure of angle EDF.

EDF = A/2

⇒ EDF = 115/2

⇒ EDF = 57.5 degrees

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The index forms is expressed as 9. 40  × 10¹²

Index forms are simply described as representation of a number in the form of an exponential expression or a single number that is raised to a number or variable.

Other names for index forms are standard form and scientific notation.

It also explains how many times a number contains itself.

From the information given, we have that;

2 x 2.2 x 10^12 × 1.5 × 10^12/2.2 x 10^12 - 1.5 x 1012

Represented as;

2(2.2) × 10¹² × 1.5 × 10¹²/ 2.2 × 10¹² - 1. 5 × 10¹²

We can add or subtract the index forms because they have the same exponential value, we have;

4.4(1.5)× 10²⁴/0.7  × 10¹²

Find the quotient

9. 4  × 10¹²

Hence, the value is 9. 4  × 10¹²

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The dimensions of a scale drawing of a rectangular flag that is 40 centimeters by 72 centimeters using the scale 1:8 is 4 cm by 7.2 cm. Option C.

This is because a 1:8 scale means that for every actual unit of length, the corresponding length on the scale drawing is 8 times smaller.

Therefore, in order to find the dimensions of the scaled drawing of the flag, we must divide the actual dimensions (40 cm by 72 cm) by 8. The result is 4 cm by 7.2 cm.

It is important to make sure that you use the correct scale when attempting to determine the dimensions of a scaled drawing. If you use a different scale than the one intended, your result will be incorrect.

For example, if you use a 1:4 scale instead of a 1:8 scale, you will end up with a scaled drawing that has dimensions of 20 cm by 36 cm, which is double the correct answer.

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The number of samples for each dot plot is given as follows:

32.

The dot plot shows the number of times that each measure appears in the data-set.

Hence the dot plot in this problem shows the number of samples that had means of 10, 20, 30, 40, 50, 60, 70, 80 and 90.

Hence, the total number of samples is obtained by the number of dots in each of the dot plots, which is of 32, hence the sentence is completed as follows:

There are 32 samples in both plot A and plot B. Each dot represents one sample.

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The fraction of resources used collectively by X individuals can be represented as X/R, where R represents the total resources available. The fraction of resources not being used is represented as (R-X)/R. The per-capita growth rate can be represented as dX/dt = kX, where k is the proportionality constant. The differential equation for the population's size is dX/dt = kX.

A detailed explanation:

a) If the current population size is X individuals, then the fraction of resources they are using collectively can be calculated as X/R, where R represents the total resources available. This calculation gives us the proportion of resources used by X individuals relative to the total resources available.

b) To calculate the fraction of resources not being used, we subtract the fraction of resources used by X individuals from 1. So, the fraction of resources not being used is (R-X)/R.

c) The per-capita rate of change of X can be represented as dX/dt = kX, where k is the proportionality constant. This equation states that the rate of change of X (dX/dt) is proportional to X and the constant of proportionality is k.

d) To convert the equation into a differential equation for the population's size, we simply make X' stand alone on the left-hand side of the equation. So, the differential equation for the population's size becomes dX/dt = kX.

e) This differential equation states that the rate of change of X (dX/dt) is proportional to X and the constant of proportionality is k. This equation can be used to model the growth of a population over time and to understand the relationship between the population size and the rate of change of the population.

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Complete questin:

If the current population size is X individuals, what fraction of the resources are they using collectively? c) In the same situation, what fraction of the resources are not being used? d) The per-capita rate of change of X can be written as 7%. The key assumption mentioned above says that this quantity is pro- portional to the expression you wrote down in part (c). Call the proportionality constant 1', and write an equation for the per-capita growth rate. e) Convert this equation into a differential equation (change equa- tion) for the population's size. (Just make X' stand alone on the left-hand side of the equation.)

A point in the solution of the system of inequalities is (2, 0.5)

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

21x>5y+49x>2y>2-28x>2y

Express properly

So, we have the following representation

21x > 5y+49

x > 2y

2 - 28x > 2y

Next, we plot the graphs of the inequality expressions on a plane

(See attachment for the graph)

The shaded region represent the solution

And a point in this region is (2, 0.5)

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The number of those line segments which have endpoints of different colors is 40.5.

Given data :

There are 2 red, 5 green, and 3 blue points on a circle.

There are different colored endpoints on each line segment that starts at a red point and travels to either a green point or a blue point.

There are 2 red points and 7 segments from each of them, making a total of 14 segments.

There are different colored endpoints on each line segment that leaves at a green point and travels to either a red or blue point.

There are 5 green points and 8 segments from each, for a total of 40 segments.

There are different colored endpoints on each line segment that leaves at a blue point and travels to either a green point or a red point.

Each blue point has 9 segments, and there are a total of 3 blue points.

Add all the ways = 14 + 40 + 27

= 81 segments.

Number of segment = 81/2 = 40.5 Segments

Thus, the number of those line segments which have endpoints of different colors is 40.5.

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If the histogram is skewed to the right, the graph's peak will be to the left of the center.

The peak of the graph is located to the left of the center if the histogram is skewed to the right. The frequency of observations is less frequent on the right side of the graph than it is on the left.

The mean is typically higher than the median when the distribution is right-skewn. We anticipate that the mean and median will be roughly identical in value in symmetric distributions. There is a significant link between the distribution's form and how the mean and median are related.

A positively skewed distribution, sometimes referred to as a right-skewed distribution, is a type of distribution where the majority of values are concentrated around the left tail and the right tail is longer. The distribution that leans positively is the exact opposite of one that leans negatively.

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The probability of two planes having no cracks is 0.063 and The probability of no plane having critical cracks is 0.405.

(a) The probability of one plane having a critical crack is 10% or 0.10. The probability of two planes having detectable cracks is (0.21)^2 = 0.0441. The probability of two planes having no cracks is (0.69)^2 = 0.4761. So, the desired probability is 0.10 * 0.0441 * 0.4761 = 0.063.

(b) To find the probability that at least one plane has critical cracks, we can use the complementary probability approach, i.e., finding the probability that no plane has critical cracks and then subtracting it from 1. The probability of no plane having critical cracks is (0.90)^5 = 0.595. So, the desired probability is 1 - 0.595 = 0.405.

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The multiplication rule is used to calculate joint probability.

Joint probability is the probability of two events happening simultaneously. The multiplication rule states that the probability of two independent events happening together is equal to the product of their individual probabilities.

The formula can be expressed as: P(A and B) = P(A) x P(B). For example, if the probability of event A is 0.3 and the probability of event B is 0.4, then the joint probability of both events happening together is 0.3 x 0.4 = 0.12. The multiplication rule is only applicable for independent events, meaning that the occurrence of one event does not affect the probability of the other event.

When events are dependent, the calculation of joint probability is more complicated and may involve conditional probability.

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The formula for an exponential function is y = abx, where an is the value of y at x = 0 and b is the growth factor over each unit of time.

Consider the connection to be a function if each input value results in just one output value. Do not classify the relationship as a function if any input value results in two or more outputs.

Simple linear regression uses the equation Y = a + bX to connect X and Y. Both quantify the link between two numerical variables, including its intensity and direction.

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Y = abx is the equation for an exponential function, where b is the growth factor per unit of time and an is the value of y at x = 0.

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There is point i.e., value of x where the function  f(x) = x³ - 4x² - 7x +12 is not continuous.

Consider the polynomial function f(x) = x³ - 4x² - 7x +12

As we know if a function f be a function defined on an open interval containing point a where t a ∈ R be a constant, a function f is continuous at a if lim_(x→a) f(x) = f(a).

Here, the domain of polynomial function  f(x) = x³ - 4x² - 7x +12  is set of all real numbers, as the function is well defined for all real values of x.

We know that every polynomial function is continuous in their domain.

This means, the polyomial function f(x) = x³ - 4x² - 7x +12  is continuous on set of all real numbers.

Therefore, there is no value of x where the polynomial function f(x) = x³ - 4x² - 7x +12 is not continuous.

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Step-by-step explanation:

The expression (2n^4)^-2 can be simplified as follows:

(2n^4)^-2 = 1 / (2n^4)^2

Using the rule that (a^b)^c = a^(bc), we can simplify further:

= 1 / (2^2 * n^4 * 2)

= 1 / (4 * n^4 * 2)

= 1 / (8 * n^4)

So (2n^4)^-2 = 1 / (8 * n^4) in simplified form using positive exponents.

After evaluating the given equation ∫(x²-4)dx, we get -32/3.

Integration is the process of finding the area of the region under the curve. This is done by drawing as many small rectangles covering up the area and summing up their areas. The sum approaches a limit that is equal to the region under the curve of a function. Integration is the process of finding the antiderivative of a function. If a function is integrable and if its integral over the domain is finite, with the limits specified, then it is the definite integration. If F(x) is a particular anti-derivative of f(x) on an interval I, then every anti-derivative of f(x) on I is given by ∫ f(x) dx = F(x) + C.

Here, ∫ f(x) dx represents the whole class of integral.

C is the arbitrary constant, and all the antiderivatives of f(x) on I can be obtained by assigning a particular value to C.

Here f(x) is the integrand,

The variable x in dx is called the integrator and the whole process of finding the integral is called the integration. The ∫ sign stands for the sum.

The given equation is:

∫(x²-4)dx for interval (-2,2).

Integrate the above equation, we get

∫(x²-4)dx = x³/3 -4x +c

Now, solving this for the interval (-2,2), we get

= (2³/3 - 4×2) - ((-2)³/3 - 4×-2)

= (8/3)-8 + 8/3 - 8 = -32/3

Thus, after evaluating the given equation ∫(x²-4)dx, we get -32/3.

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The cosecant, secant, and cotangent functions are defined as the reciprocals of the sine, cosine, and tangent functions, respectively which have two parent trigonometric functions have a period of π and a range that consists of the set of all real numbers.

These functions also have a period of 2π and their ranges depend on the range of the corresponding parent function.

Therefore, correct answer will be a. sine, b. cosine and c. tangent.

The trigonometric functions are mathematical functions used to describe relationships involving lengths and angles of triangles. These functions include sine, cosine, tangent, cosecant, secant, and cotangent. Each of these functions has its own unique properties, including period and range.

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The equations have infinitely many solutions

-76x+76=-76x+76

76x + 76 = 76x +76

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides. LHS = RHS is a common mathematical formula.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given:

When certain requirements are met, an equation can have an unlimited number of solutions.

We have the equation

76x+ 76 = -76x+76

So, 152x = 0

x = 0

and, -76x+76=-76x+76

0= 0

and, 76x + 76 = 76x +76

0 = 0

and, -76x + 76x = 76x - 76

-152x = -152

x= 1

So, the equation with 0=0 shows infinite many solution which are

-76x+76=-76x+76

76x + 76 = 76x +76

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The solution to the given inequality, 10 ≤ 2x ≤ x+9, is 5 ≤ x ≤ 9

From the question, we are to solve the given inequality

The given inequality is

10 ≤ 2x ≤ x+9

Then,

We can write that

10 ≤ 2x and 2x ≤ x+9

First, solve the inequality 10 ≤ 2x

10 ≤ 2x

Divide both sides by 2

5 ≤ x

Now, solve

2x ≤ x + 9

2x - x ≤ 9

x ≤ 9

Thus,

5 ≤ x and x ≤ 9

5 ≤ x ≤ 9

Hence, the solution is 5 ≤ x ≤ 9

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The required quotient of the given expression -1/8 × 2/3 is given as -1/12.

The procedure in mathematics to work and crack the function to make the function or expression simple or more understandable is called simplifying and the process is called simplification.

Here,
Given expression,
= -1/8 × 2/3
= -1/ [4×3]
= -1/12

Thus, the needed quotient of the given expression -1/8 × 2/3] is given as -1/12.

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180 lb to 140 kg conversion. The base unit of weight in the metric system is the kilograms, sometimes known as the kilograms.

Convert 140 Kilograms to Pounds.

kg             lb

140.00 308.65

140.01 308.67

140.02 308.69

140.03  308.71

Basically, to convert cost per kg to cost per lb, take the price for the kilogramme and divide it by 2.2046 to get the price for the pound. Fundamentally, 1 kilogramme equals 2.2046 pounds (there is a longer decimal position, but I shorten it to 2.2046).

Mathematical and technical fields frequently need to convert between kilogrammes and pounds; fortunately, this is a simple process. The majority of the time, all you have to do to convert is multiply the number of kilograms by 2.2 to get the number of pounds. Generally speaking, there are 2.2046 pounds in every kilograms.

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The composite result function of (f( g(x) ) in the given functions f(x) = x+4 and g(x) = 12x + 1 is 12x + 5.

A function is simply a relationship that maps one input to one output.

Given that;

First, we set up the composite result function f(g(x))

f(x) = x + 4

f( g(x) ) = g(x) + 4

f( 12x + 1 ) = ( 12x + 1 ) + 4

Simplify

f( 12x + 1 ) = 12x + 1 + 4

Add 1 and 4

f( 12x + 1 ) = 12x + 5

Therefore, the composite function f( 12x + 1 ) is  12x + 5.

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If  b ≠1 and  integral [tex]\int\limits^b_1[/tex](6x-9)dx where b is some real number , then value of b that make this integral equal to 0 is b = 2 .

The integral is given as  [tex]\int\limits^b_1[/tex](6x-9)dx ;

Since , at the value of (b) the given integral is 0.

So , evaluate the integral as :

⇒   [tex]\int\limits^b_1[/tex](6x-9)dx = 0  ;

⇒ [3x² - 9x]₁ᵇ = 0 ;

Simplifying further ,

we get ;

⇒ 3b² - 9b -3(1²) +9(1) = 0 ;

⇒ 3b² -9b +6 = 0 ;

⇒ b² - 3b +2 = 0 ;

On writing the above quadratic equation in factor form ,

we get ;

⇒ (b - 1)(b - 2) = 0 ;

that means b = 1   or  b = 2 , but it given that b ≠ 1 ,

So , b = 2 .

Therefore , value of b = 2 , to make the integral 0 .

The given question is incomplete , the complete question is

Let b ≠1 and consider the integral [tex]\int\limits^b_1[/tex](6x-9)dx where b is some real number.

What value of b will make this integral equal to 0 ?

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An inequality to describe the constraints is x + 2y ≤ 30

What is inequality?

A declaration of an order relationship between two numbers or algebraic expressions, such as greater than, greater than, or equal to, less than, or less than or equal to. Either questions or theorems can be used to express inequality problems, and both can be solved using methods similar to those used to solve equations.

Here, we have

Assume that a free throw is represented by f and that a Juli throw is represented by j.

We can then write an inequality equation as

10f + 10j = 30

Where 30 is the total number of points earned

F is the free throws made, in which each gives or earns one point

J is the jump shots made, in which each gives or earns two points.

Hence, an inequality to describe the constraints is x + 2y ≤ 30

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