LCM of the given set of counting numbers 45,20,10

Given:

The graph of function.

To find:

The correct statement for the domain and range of the given graph.

Solution:

Domain: The set of input values.

Range: The set of output value.

From the given graph it is clear that the graph represents a polynomial function.

The given graph of a polynomial function is defined for all real values of x. So, the domain is the set of all real numbers.

The graph of the function approaches from negative infinite to positive infinite. So, the output the given graph is set of all real numbers. It means the range is the set of all real numbers.

Therefore, the correct options are B and D.

The true statements are:

B. The range is the set of all real numbers.

D. The domain is the set of all real numbers.

From the figure, we can see that the graph extends in all directions without any end.

This means that, the graph of the function can take any real value as its input, and output

Hence, the domain and the range of the graph are set of all real numbers

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Answer:

Step-by-step explanation:

Answer:

The y-intercept of Function A is less than the y-intercept of Function B.

Step-by-step explanation:

Function A's y-intercept would be (0, -1) and Function B's y-intercept is (0, 4). Therefore, Function A's y-intercept is less than Function B's.

Answer:

Problem-solving is one of those skills that is in high demand. Many employers rate it as one of the most important traits they look for in prospective employees. It is also usually listed as an important learning outcome in many of the classes you in take in college including math classes, psychology classes, and even this class! But, it is often not taught at all or very well.

One reason why this is the case is because of a confusion relating to what kinds of problems are being solved. It is often assumed that by practicing any kind of problems for which you don't have an answer you will learn the skills appropriate to solve any problem. But, this is simply not true. Since there are different types of problems learning how to solve one type won't necessarily help you build the skills you need to solve the other type. So, let's begin by distinguishing two types of problems: puzzles and mysteries.

In his book Curious: The Desire to Know and Why Your Future Depends on It, Ian Leslie defines these two types of problems very well: puzzles and mysteries.

"Puzzles have definite answers. Puzzles are orderly; they have a beginning and an end. Once the missing information is found, it's not a puzzle anymore." Most of the problems you encounter in your college math courses are in reality puzzles. They have definite answers and are orderly. Also, the information you need to solve them is right there in the question! And, if you need extra help you can just turn back to the chapter in the text which discusses how to solve these particular type of problems.

I know what you're thinking. Sure, these are real world problems and I've even faced some of them but how can I build the skills I need to solve these problems before taking these problems on? It does no good to practice on these very difficult problems.  

2. Learn as much as you can about as many topics as you can. Solving mysteries often involves drawing on knowledge from a variety of sources. It is quite likely that many of the things you're now learning (even those you think are irrelevant) may turn out to be helpful at some point in solving a problem. So, take advantage of the opportunity to really learn about psychology, biology, history, mathematics, and all the other subjects you're learning now. That time will pay off.

3. Make connections. A lot of problems are solved by finding interesting, creative connections between seemingly unrelated topics. A good example here is Steve Jobs' application of his knowledge of calligraphy to the Apple operating system. Another is the psychiatrist Jeffrey Schwartz's development of a treatment for OCD (obsessive compulsive disorder) by combining Buddhism and Austrian economics.

4. Read books about mysteries, problem solving, and even mystery novels. Sherlock Holmes is a great place to start. Reading the Conan Doyle's stories of the great detective reveal some basic principles of problem solving which can apply to everyday life. Daniel Smith's book How to Think Like Sherlock is another good resource.

5. Solve simpler mysteries first. Rather than taking on the more complex type of real world problems mentioned above, begin with simpler, but still real, problems. Never mind solving your work-life balance problem right off. Start with solving this problem: How can I keep from losing my phone every time I get ready to go somewhere?

6. Adopt a problem-solving mindset. Be observant of your surroundings and attuned to what you can do to improve how you live, work, or do simple things. Thomas Edison exemplifies this mindset very well. He often presented his lab assistants with the following challenge. He would hand them some ordinary item (like an iron or a fountain pen) and say "There's a better way. Find it." Adopt that mentality in your life. Whatever you're doing ask whether there is a better way: easier, more efficient, more effective.

7. Learn about design thinking. Lastly, you may want to learn about design thinking. I've made a few resources available that provide a brief introduction to the basic ideas of design. The important feature is to solve problems with the end user in mind. When you're trying to solve a problem be sure you understand for whom you are solving it and what their needs are. That will allow you to focus on the best solutions given what they're facing.

Step-by-step explanation:

Hope this answer helps you :)

Have a great day

Mark brainliest

Problem solving strategies are required in solving the problems that we face everyday. To solve a particular problem, we've to understand the problem, devise a plan that will be used in carrying out the problem and then implement the solution.

In conclusion, problem solving strategies are required by everyone to solve the challenges that we face.

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Answer:

what next five shapes in the pattern

Answer:

I can make one up for you

Square , Circle ,  Square , Prism ,  Sphere , Cone , Semi-Circle , Square , Circle,

What are the next 5 shapes ?

Step-by-step explanation:

Answer:

Larger number: 22

The smaller number: 14

HOPE THIS HELPS

Answer:

Step-by-step explanation:

1 in 5 = 1/5 = 20% that he wins

Probability that he will NOT win

= 1 - 20%

= 100% -20%

= 80%

Answer:

80%

Step-by-step explanation:

percentage of winning

1/5×100%=20%

percentage of not winning

100%_20%=80%

Answer:

The answer is C.

Step-by-step explanation:

Multiplying the exponents is adding them together.

Answer:

x^8

Step-by-step explanation:

Multiply the terms with the same base by adding their expondents

x^6+2^2

add the numbers 6+2= 8

Answer:

The player made one two-point shot and 13 free throws.

Step-by-step explanation:

We can write a system of equations to model the situation.

Let t represent the number of two-point shots and let f represent the number of free throws made.

Since she scored a total of 14 times, the sum of two-pointers and free throws must equal 14. Hence:

[tex]t+f=14[/tex]

And since she scored a total of 15 points and each two-pointers is worth two points and every free throw is worth one:

[tex]2t+f=15[/tex]

Solve the system. We can use elimination. From the first equation, multiply both sides by negative one:

[tex]-t-f=-14[/tex]

We can add this to the second equation:

[tex](2t+f)+(-t-f)=(15)+(-14)[/tex]

Simplify:

[tex]t=1[/tex]

So, the player made only one two-point shot.

Using the first equation again, substitute one for t and solve for f:

[tex](1)+f=14\Rightarrow f=13[/tex]

Therefore, the player made one two-point shot and 13 free throws.

Answer:

Dependent and independent variables are variables in mathematical modeling, statistical modeling and experimental sciences. Dependent variables are studied under the supposition or demand that they depend, by some law or rule, on the values of other variables.

Step-by-step explanation:

Answer:

the first term is 4

Answer:

5X+6+3X-2 =180

8X+4. =180

8X. =180-4

8X. =176

X=22

CBD=EBF=3x-2

=66-2

=64

CBD=64

Answer:

0

Step-by-step explanation:

5x+10-4=13-7x-7

5x+6=6-7x

5x+0= -7x

0=-12x

Divide and u get x=0

Answer:

45

Step-by-step explanation:

9 ÷ 1/5

9 × 5/1

9 × 5

45

Answer:

Simple interest

Step-by-step explanation:

Because its a period of 8 years

Answer:

d. Recent observed value

Step-by-step explanation:

Exponential smoothing is technique for smoothing time series data. In exponential smoothing more recent observed values give larger weights while the weights will decline if observed values are more distant. In moving average the observations were weighted equally.

Answer:

0.0923 = 9.23% probability that four of the patients are still alive after five years.

Step-by-step explanation:

For each patient, there are only two possible outcomes. Either they are still alive after five years, or they are not. The probability of a patient being alive is independent of any other patient, which means that the binomial probability distribution is used to solve this question.

Binomial probability distribution

The binomial probability is the probability of exactly x successes on n repeated trials, and X can only have two outcomes.

[tex]P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}[/tex]

In which [tex]C_{n,x}[/tex] is the number of different combinations of x objects from a set of n elements, given by the following formula.

[tex]C_{n,x} = \frac{n!}{x!(n-x)!}[/tex]

And p is the probability of X happening.

Po is an oncologist with seven patients in their care.

This means that [tex]n = 7[/tex]

The probability that a patient will survive five years after being diagnosed with stage three breast cancer is 0.82.

This means that [tex]p = 0.82[/tex]

What is the probability that four of the patients are still alive after five years?

This is P(X = 4). So

[tex]P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}[/tex]

[tex]P(X = 4) = C_{7,4}.(0.82)^{4}.(0.18)^{3} = 0.0923[/tex]

0.0923 = 9.23% probability that four of the patients are still alive after five years.

Answer:

The slope of -1.2 means that for each cup of antioxidant a person consumes per day, it's BMI decreases by 1.2.

The intercept of 26 means that a person that does not consume any cup of antioxidant food a day should have an BMI around 26.

Step-by-step explanation:

Line of best fit:

[tex]y = -1.2x + 26[/tex]

Slope:

The slope is the number that multiplies x, that is, -1.2. The slope of -1.2 means that for each cup of antioxidant food a person consumes per day, it's BMI decreases by 1.2.

Intercept:

Value of y when x = 0, that is, 26. The intercept of 26 means that a person that does not consume any cup of antioxidant food a day should have an BMI around 26.

Answer:

the slope is -1.2 and the intercept is 26.

Step-by-step explanation:

our line's equation is y= -1.2x + 26

In the equation y = mx + b, m is the slope and b is the y-intercept. So in this equation, look for where the numbers are placed and that it what you get.

9514 1404 393

Answer:

 6

Step-by-step explanation:

For 35 hours, Candice is paid ...

  ($8.50/h)(35 h) = $297.50

Any amount in excess of that is paid at $10 per hour. The amount of excess pay is ...

  $357.50 -297.50 = $60.00

Then the number of overtime hours was ...

  $60/($10/h) = 6 h

Candice worked 6 hours over 35 last week.

Answer:

r = 22.9 in.

Step-by-step explanation:

Central angle in radians, ∅ = π/4

Length of arc, S = 18 in.

radius (r) = ?

Length of arc, C = r∅

Plug in the values and find r

18 = r*π/4

18 = (πr)/4

Multiply both sides by 4

4*18 = πr

72 = πr

Divide both sides by π

72/π = r

r = 22.9183118

r = 22.9 in. (Nearest tenth)

Answer:

43.2 meters

Step-by-step explanation:

Multiply the length of one piece of ribbon by 8 to determine the total length

5.4 * 8 =43.2 meters

Answer:

I) 0.386 = 38.6% probability that exactly one six occurs.

II) 0.518 = 51.8% probability that at least one six occurs.

Step-by-step explanation:

For each throw, there are only two possible outcomes. Either it is a six, or it is not. The probability of a six being rolled is independent of other throws, which means that the binomial probability distribution is used to solve this question.

Binomial probability distribution

The binomial probability is the probability of exactly x successes on n repeated trials, and X can only have two outcomes.

[tex]P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}[/tex]

In which [tex]C_{n,x}[/tex] is the number of different combinations of x objects from a set of n elements, given by the following formula.

[tex]C_{n,x} = \frac{n!}{x!(n-x)!}[/tex]

And p is the probability of X happening.

Thrown four times

This means that [tex]n = 4[/tex]

Probability of rolling a six:

Six sides, one of which is 6. So

[tex]p = \frac{1}{6} = 0.1667[/tex]

i) exactly one six occurs

This is [tex]P(X = 1)[/tex]. So

[tex]P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}[/tex]

[tex]P(X = 1) = C_{4,1}.(0.1667)^{1}.(0.8333)^{3} = 0.386[/tex]

0.386 = 38.6% probability that exactly one six occurs.

ii) at least one six occurs​

This is:

[tex]P(X \geq 1) = 1 - P(X = 0)[/tex]

So

[tex]P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}[/tex]

[tex]P(X = 0) = C_{4,0}.(0.1667)^{0}.(0.8333)^{4} = 0.482[/tex]

[tex]P(X \geq 1) = 1 - P(X = 0) = 1 - 0.482 = 0.518[/tex]

0.518 = 51.8% probability that at least one six occurs.

Answer:

miges fue y no me compro el celu

Step-by-step explanation:

mal migel

por culpa de brailyn reverg

Answer:

[tex]99\% CI=4.1602 \pm 0.0009[/tex]

Step-by-step explanation:

From the question we are told that:

Sample size [tex]n=8[/tex]

Mean [tex]\=x=4.1602[/tex]

Standard deviation [tex]\sigma=0.001gram[/tex]

Generally 99\% confidence from table  is mathematically given by

 [tex]99\% CI=4.1602 \pm *2.576*\frac{0.001}{\sqrt{{8}}}[/tex]

 [tex]P(-z<x<z)=0.99[/tex]

 [tex]Z_{\alpha/2}=2.576[/tex]

Generally the equation for 99\% confidence level (CI)  is mathematically given by

 [tex]99\% CI=\=x \pm Z_{\alpha/2*\frac{\sigma}{\sqrt{{n}}}[/tex]

 [tex]99\% CI=4.1602 \pm 0.0009[/tex]

Answer:

[tex]x=5,\\AC=14[/tex]

Step-by-step explanation:

Since one triangle is inscribed in another, the two triangles are similar. As marked in the diagram, the sides of the larger triangle are exactly two times larger than the corresponding sides of the smaller triangle.

Therefore, we have:

[tex]2(x+2)=4x-6,\\2x+4=4x-6,\\10=2x,\\x=\boxed{5}[/tex]

Since AC is marked by [tex]4x-6[/tex]:

[tex]AC=4(5)-6,\\AC=20-6,\\AC=\boxed{14}[/tex]

Answer:

66°

Step-by-step explanation:

Given the right angled triangle :

Opposite side = 16

Adjacent side = 7

Using trigonometric relation :

Tan θ = opposite / Adjacent

Tan x = (16/7)

x = tan^-1(16/7)

x = 66.37°

x = 66°

Answer:

p would be up top on the negative side (left)

q would be at the bottom on the positive side (right)

Step-by-step explanation:

In mathematics, a function is a mapping from set A to a set B that has a unique output for any given input. “Operators” or “operations” are typically defined as a special type of function.