if a is a set with a = { 2, 5, 7, 11 } then what is |(a xa) u a)|

Considering the expression of a line, the equation of the line that passes through the pair of points (35, -30) and (-12, 34) is y=-4/3x +18.

A linear equation o line can be expressed in the form y = mx + b

where

Knowing two points (x₁, y₁) and (x₂, y₂) of a line, the slope of said line can be calculated using:

m= (y₂ - y₁)÷ (x₂ - x₁)

Substituting the value of the slope and the value of one of the points in the expression of a line, the value of the ordinate to the origin can be obtained.

In this case, being (x₁, y₁)= (36, -30) and (x₂, y₂)= (-12, 34), the slope m can be calculated as:

m= (34 - (-30))÷ (-12 - 36)

m= (34+30)÷ (-12 - 36)

m= 64÷ (-48)

m= -4/3

Considering point 2 and the slope m, you obtain:

34= -4/3×(-12) + b

34= 16 +b

34 -16= b

18= b

Finally, the equation of the line is y=-4/3x +18.

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Answer:

The length of CD is

"The Right Triangle Altitude Theorem says that the product of AD times DB must equal the length of [tex]CD^{2}[/tex]. Since 4 * 6 = 24, CD must be [tex]\sqrt{24}[/tex].

[tex]AC^{2} = AD^{2} + CD^{2}[/tex]

[tex]AC^{2} = 40[/tex]

[tex]AC = \sqrt{40} = 2\sqrt{10}[/tex]

Jacob has ran 1154 yards because you divide it by yards

Answer: Jacob ran 1154 yards during the relay race.

Step-by-step explanation:  3462 feet equals 1154 yards.

On solving the provided question we can say that by linear equation x = 12 and y = 35

A linear equation is one that has the form y=mx+b in algebra. B is the slope, and m is the y-intercept. It's usual to refer to the previous clause as a "linear equation with two variables" because y and x are variables. The two-variable linear equations known as bivariate linear equations. There are several instances of linear equations: 2x - 3 = 0, 2y = 8, m + 1 = 0, x/2 = 3, x + y = 2, and 3x - y + z = 3. It is referred to as being linear when an equation has the form y=mx+b, where m stands for the slope and b for the y-intercept.When an equation has the formula y=mx+b, with m denoting the slope and b the y-intercept, it is referred to as being linear.

as here we have,

There are =  63 days left in the marking period.

so, Marking Period 3rd Grading Period 21 - 22 January 3, 2022 March 11, 2022 =

63x + 21y = 100

22x + 3y = 64

and, x = 12 and y = 35

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Answer:

Step-by-step explanation:

5.7 pounds use division.

In most geometry issues, the most popular approach is to utilize a compass and a ruler.

Simply lock that length into the compass by setting it to a setting that is greater than 1/2 but less than the length of the line segment.

The next step is to draw an arc using the compass on the first and second points so that the first and second arcs cross above and below the line segment. Mark the intersections of the two arcs with "up" and "down," "right" or "left," or any other designation.

When a line is drawn between the two arc intersections, it not only bisects the original line segment but also forms a perpendicular line segment to it.

The line segment has now been split into two identical parts. You will have separated the line segment into 4 equal sub-segments if you repeat this process on the first and second sub-segments.

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Answer:

-3

Step-by-step explanation:

22-25=-3 because if the first number is smaller than the second number, then the answer is a negative number

The measure of side QR = 5cm

A triangle is a polygon with three edges and vertices, and with vertices A, B, and C is denoted △ABC.

A triangle has three sides, three angles, and three vertices.

The sum of all internal angles of a triangle is always equal to 180°.

The sum of the length of any two sides of a triangle is greater than the length of the third side.

The given information is:

As triangles ABC and QRS are similar ;

So, AC is similar to QS

AC=60cm and QS=6cm, which means if we divide the length of AC by 10 we get the measure of length QS

AC=60/10

AC= 6cm

And, AB is similar to QR and AB=50cm, if we divide this by 10 we get the measure of QR

QR=50/10

QR=5 cm

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The perimeter of a square is equal to the sum of all of its sides. Since all sides of a square are equal, to find the perimeter you just need to multiply the length of one side by 4. In this case, the perimeter would be 15 inches * 4 = 60 inches.

The circumference of a square is not defined, as it is a two-dimensional shape and does not have a circumference (which is a measure of distance around the edge of a circular shape).

The area of a square is equal to the length of one side squared. To find the area of a square with sides 15 inches long, you would calculate 15 inches * 15 inches = 225 square inches.

Answer:

81 cm3

Step-by-step explanation:

The volume of a cylinder is three times that of a cone, as long as it has the same radius and height. Their formulas prove it.

Hope this helps

Answer:

81 cm³

Step-by-step explanation:

V-cylinder = πr²h

V-cone = πr²h/3

You can see from the formulas that the volume of a cone is 1/3 the volume of a cylinder with the same radius (r) and height (h).

Therefore:

πr²h/3 = 27

πr²h = 27(3) = 81 = volume of the cylinder

The formula for a line segment is:

segment = √((x2 - x1)^2 + (y2 - y1)^2)

1. Calculate the difference between the x-coordinates: x2 - x1

2. Square the result of step 1: (x2 - x1)^2

3. Calculate the difference between the y-coordinates: y2 - y1

4. Square the result of step 3: (y2 - y1)^2

5. Add the results of step 2 and step 4: (x2 - x1)^2 + (y2 - y1)^2

6. Calculate the square root of the result of step 5: √((x2 - x1)^2 + (y2 - y1)^2)

This final result is the length of the line segment.

The formula for a line segment is relatively straightforward. Begin by calculating the difference between the x-coordinates (x2 - x1) and square the result. Then find the difference between the y-coordinates (y2 - y1) and square the result. Add the two results together and take the square root of the sum. This final result is the length of the line segment. This formula can be used to calculate the length of any line segment, regardless of its size or shape.

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Answer: D

Step-by-step explanation:

-3x + 4 - (5x - 2)

= -3x + 4 - 5x + 2

= -8x + 6

= D

Answer: 1450 Largest, 1045 Smallest

Answer:      1,450 is the largest.

                     1,045 is the smallest.

Please mark on it..

Answer:

1,160

Step-by-step explanation:

Correct Option: Given that the program was targeted at adults, there is a 37.5% chance that it was recorded.

The conditional relative frequency presents the result of the survey that conveys information about the programming and the audience. A conditional relative frequency compares a frequency count to the marginal total that represents the condition of interest. The differences in conditional relative frequencies are used to assess whether or not there is an association between two categorical variables.

Based on the given table (attached below), we have that the programs are categorized based on the intended audience.

Therefore, the 0.375, indicates that 37.5% of the program targeted at adults are recorded.

Therefore, the correct option is:

Given that the program was targeted at adults, there is a 37.5% chance that it was recorded.

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Answer:

[tex]\dfrac{10}{7}[/tex]

Step-by-step explanation:

To solve this problem, we first have to understand some exponent rules.

1. When an exponent is a fraction, the exponent's numerator is how many instances of the base there are, and its denominator is the root of those instances.

For example,

[tex]5^{2/3} = \sqrt[3]{5^2} = \sqrt[3]{25}[/tex]

2. When an exponent is negative, the resulting value is reciprocated.

For example,

[tex]3^{-2} = \dfrac{1}{3^2} = \dfrac{1}{9}[/tex]

Using these rules, we can rewrite the given expression.

[tex]\left(\dfrac{49}{100}\right)^{-1/2} = \dfrac{1}{\sqrt{\dfrac{49}{100}}}[/tex]

Then, we can simplify the denominator by solving for the square root of the  fraction 49/100.

[tex]\dfrac{1}{\sqrt{\dfrac{49}{100}}} = \dfrac{1}{\dfrac{7}{10}}[/tex]

Finally, we can apply the fraction division rule.

[tex]A \div \dfrac{B}{C} = A \times \dfrac{C}{B}[/tex]

[tex]\dfrac{1}{\dfrac{7}{10}} = 1 \cdot \dfrac{10}{7} = \dfrac{10}{7}[/tex]

The conversion of 0.0088 gr/cm³ is 8.8 kg/m³

The full question is in the attachment. To change the unit of a quantity to another unit is to use the rules that apply to each unit. Rules on mass units

Rules on volume units

To convert units from gr/cm³ to kg/m³

1 gr/cm³ = 1 × 1 gr ÷ 1 cm³

1 gr/cm³ = 1 × 0.001 kg ÷ 0.000001 m³

1 gr/cm³ = 1 × 0.001 × 1,000,000 kg/m³

1 gr/cm³ = 1 × 1,000 kg/m³

1 gr/cm³ = 1,000 kg/m³

0.0088 gr/cm³ = 0.0088 × 1,000 kg/m³

0.0088 gr/cm³ = 8.8 kg/m³

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The terms 3xy and 5yx are like terms because they contain the same variable and also have the same degree .

The Like terms are defined as the terms that contain the same variable and also the variables are raised to the same power .

For Example : the terms 3x² and 7x² are like terms as they have the same variable and that variable has same power "2" .

The terms are given as 3xy and 5yx ,

both the terms have variables x and y ,

the power of x and y in first term "3xy" is "1" , and

the power of x and y in the second term "5yx" is also "1" .

So , we can conclude that the terms 3xy and 5yx are like terms .

Therefore , 3xy and 5yx are like terms .

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The expression 3x + 2y - 5z can be expanded as 3x + 2y - 5z = 3x + 2y - 5z + 0 = 3x + 2y - 5z + 0 + 0 = 3x + 2y - 5z + 0 + 0 + 0.

The expression 3x + 2y - 5z can be calculated as follows:

3x + 2y - 5z = 3x + 2y - 5z

= 3x + 2y - (5z + 0)

= 3x + 2y - (5z + 0 + 0)

= 3x + 2y - (5z + 0 + 0 + 0)

= 3x + 2y - 5z - 0 - 0 - 0

= (3x + 0) + (2y - 0) - (5z - 0 - 0 - 0)

= 3x + 2y - 5z

The expression 3x + 2y - 5z can be expanded by first adding 0 to each side: 3x + 2y - 5z + 0 = 3x + 2y - 5z + 0. Then, we can add 0 to each side again: 3x + 2y - 5z + 0 + 0 = 3x + 2y - 5z + 0 + 0. This can be done for a third time: 3x + 2y - 5z + 0 + 0 + 0 = 3x + 2y - 5z + 0 + 0 + 0. This expansion can be simplified by replacing the like terms: 3x + 0 + 2y - 0 - 5z - 0 - 0 - 0 = 3x + 2y - 5z. This simplification shows that the expression 3x + 2y - 5z is equal to itself and can be used to calculate the value of the expression.

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All numbers with an absolute value greater than 3 but less than 7 is {4, 5, 6}.

The absolute value of a number is defined as its magnitude irrespective of the sign of the number. To find the absolute value of a real number, we consider only the number and remove the sign. It can only be a non-negative value.

We need to write all numbers with an absolute value greater than 3 but less than 7.

Absolute value greater than 3, that is

|x|>3

Absolute value less than 7, that is

|x|<7

Now, 3<|x|<7

3<x<7

Solution set ={4, 5, 6}

Therefore, all numbers with an absolute value greater than 3 but less than 7 is {4, 5, 6}.

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The correct response to Hannah's method is: No, she incorrectly calculated the area of the parallelogram.

Area of a composite shape.

A composite shape is one formed by more than one plane shape.

A given shape that has its two opposite sides to be equal and parallel is called a parallelogram. The area of a parallelogram can be determined by;

Area of a parallelogram = base x height

Also, a square has the measure of its sides to be equal. The area of a square can be determined by:

Area of a square = length x length

Considering the given question, we have;

i. Area of the parallelogram = base x height

                                           = 5 x 12

Area of the parallelogram = 60 cm^2

ii. Area of the square = length x length

                                   = 5 x 5

Area of the square = 25 cm^2

Total area of the given shape = 60 + 25

                                                  = 85 cm^2

Hannah's answer is incorrect. Thus the correct response is No, she incorrectly calculated the area of the parallelogram.

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False. A data set may have one mode, but it is also possible for a data set to have no mode or multiple modes.

A mode of data is defined as an observation with the highest frequency among the values that appear most frequently in the given data.

If no value is repeated, the dataset has no mode. If two or more values appear with the same maximum frequency, then the dataset has multiple modes.

For example, consider the following dataset:

1, 2, 3, 3, 4, 4, 5

In this dataset, both 3 and 4 appear twice, which means that the dataset has multiple modes.

So, in general, it is not always true that a data set will have exactly one mode. It depends on the values in the dataset and their frequencies.

Therefore, the correct answer would be option (B) False.

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The statement that a speech that was made to persuade people can also inform or entertain the audience, is A. True.

A persuasive speech is one that is given with the intention of convincing the audience to hold a certain belief or behave in a particular way. This includes a wide range of activities like voting, organ donation, recycling, and more.

A powerful persuasive speech convinces the audience to agree with your point of view by establishing your credibility and subject-matter expertise.

Persuasive speaking is particularly listener-centered since the speaker must, in a sense, meet the audience halfway. It is obvious that the speaker cannot totally control the process because persuasion occurs when the listener concurs with what the speaker says. Because of this, effective speaking requires particular attention to audience study.

Therefore, a persuasive speech would also serve to inform or amuse the audience.

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The equation in slope intercept form is an = 5n - 9

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

an = -4 + 5(n - 1)

A linear equation in slope-intercept form can be represented as

an = mn + c

Where

slope = m

y-intercept = c

This means that we start by opening the bracket in an = -4 + 5(n - 1)

an = -4 + 5n - 5

Evaluate the like terms

an = 5n - 9

Hence, the equation is an = 5n - 9

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Using the the law of syllogism to write a true conditional statement we have that

If points A, B, and C are collinear and A is between B and C then AB + AC = BC

The law of syllogism, also known as transitivity reasoning, is a valid kind of deductive reasoning that adheres to a predetermined pattern.

It is a logical structure for a formal argument that includes a major/minor premise, and conclusion

For a true conditional statement, the conclusion will always be true when the conditions of the hypothesis are reached.

The given conditional statement is "If points A, B, and C are collinear and A is between B and C then AB + AC = BC"

This condition did not see AB and AC as rays that has direction it accounts for just magnitude

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The equation that has the same solution as the given equation include the following: C. 3/2p − 5 + 9/4p = 7 − 5/4p.

From the information provided, we have the following equation:

-16p + 37 = 49 - 21p

Next, we would rearrange the equation by collecting like terms as follows;

-16p + 21p = 49 - 37

5p = 12

p = 12/5

Furthermore, we would evaluate and determine the solution for each of the given equation as follows;

-14 + 6p = -9 - 6p

Collecting like terms, we have:

6p + 6p = -9 + 14

12p = 5

p = 5/12 (Different solution).

2 + 1.25p = -3.75p + 10

Collecting like terms, we have:

1.25p + 3.75p = 10 - 2

5p = 8

p = 8/5 (Different solution).

3/2p − 5 + 9/4p = 7 − 5/4p

Collecting like terms, we have:

3/2p + 9/4p + 5/4p = 7 + 5

5p = 12

p = 12/5 (Same solution).

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We can call a scatter diagram as a scatter plot, Scatter graph, or correlation chart. By including two variables a scatter diagram is drawn where the first variable is independent and the second variable is dependent on the first. Depending on the correlation between them, scatter diagrams can be divided into the following categories :

1) Scatter diagram with no correlation - we can call this diagram the 'Scatter Diagram with Zero Degree of Correlation ' as the variables do not correlate with each other.

2) Scatter diagram with moderate correlation - we can call this diagram as the 'Scatter Diagram with a Low Degree of Correlation' as here the data points are a little closer and a relationship between these variables can be found.

3) Scatter diagram with strong correlation - we can call this diagram as the 'Scatter Diagram with a High Degree of Correlation' as here the data points are closer and a line can be drawn by following their pattern.

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Independent variable and dependent variable

What occurs as a result of the independent variable is referred to as a dependent variable.

We anticipate that independent variables will have an impact on dependent variables.

Eg. You plan a study to see if variations in the room's temperature have an impact on students' math test results.

The inside temperature of the space is your independent variable. By making the room cooler for half the participants and warmer for the other half, you can change the temperature.

Test results in mathematics are your dependent variable. Using a standardised test, you measure each participant's math prowess to see if there are any temperature-related differences.

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The correct statement is: 'In any experiment, the cause is called the dependent variable, while the effect or result is called the independent variable.'

We know that an independent variable is a variable which is not changed by the other variables you are trying to measure.

An independent variable is also known as input variable.

Or in any experiment, the cause is represented by the independent variable.

Whereas a dependent variable is nothing but the variable that changes as a result of the independent variable. It depends on the independent variable of an experimetent.

It is also called as output variable.

Therefore,   In any experiment, the cause is called the dependent variable, while the effect or result is called the independent variable.

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The degree of 6 in polynomials is 0. The degree of a polynomial is defined as the highest power of the variable that appears in the equation.

When a numerical coefficient is present, as in example 6, the power is considered to be 0. This means that the degree of the polynomial is 0. To find the degree of a polynomial, we need to first identify the variables and their corresponding powers.

For example, if the polynomial is 4x^3 + 6x^2 - 3x + 6, we can identify that the variable is x and the powers are 3, 2, and 1 respectively. The highest power among the three is 3, so the degree of the polynomial is 3.

In example 6, there is no variable present, only a numerical coefficient. Therefore, the power of the coefficient is 0 and the degree of the polynomial is 0.

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All the possible values of each expression is given as an inequality as;

0 < a - b < -1

We are given the inequalities of the domain and range as;

3 < a < 4

4 < b < 5

Thus, we can say that the maximum value of a - b will be the difference between the maximum value of a and the minimum value of b to give;

(a - b)max = 4 - 4

(a - b)max = 0

Similarly, minimum value of a - b will be the difference between the maximum value of b and the minimum value of a to give;

(a - b)min = 4 - 5

(a - b)min = -1

Thus, all possible values would be expressed as;

0 < a - b < -1

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