Find the inverse of f(x)=-4Arcsin2x​

Scaling a dataset by a constant value changes the standard deviation proportionally by the same constant value.

Scaling (multiplying or dividing) a set of data by a constant value changes the standard deviation of the data.

If you multiply every value in a dataset by a constant value, the standard deviation will also be multiplied by the same constant. For example, if you have a set of data with a standard deviation of 2 and you multiply every value by 3, the new standard deviation will be 6.

On the other hand, if you divide every value in a dataset by a constant value, the standard deviation will also be divided by the same constant. For example, if you have a set of data with a standard deviation of 6 and you divide every value by 3, the new standard deviation will be 2.

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Answer:

42.40705%

Step-by-step explanation:

(1 - (23/100)^(19/9) = 1 + r/100

0.57593 = 1 + r/100

r = 42.40705%

Answer:

what is a wee?

Step-by-step explanation:

Answer:

LCM is 36

Step-by-step explanation:

9 x 4 = 36

12 x 3 = 36

These real-world applications help young learners see the practical applications of geometry and develop a deeper understanding of geometric concepts while making learning more engaging and meaningful.

Relevance: Connecting math to real-world applications helps students see the practical value and relevance of the concepts they are learning. It provides a meaningful context and motivation for learning.

Engagement: Real-world applications make math more interesting and engaging for students. It brings concepts to life and helps students see how math is used in everyday life.

Deep understanding: By applying math concepts to real-world situations, students develop a deeper understanding of the concepts and their connections. It promotes critical thinking, problem-solving skills, and the ability to apply mathematical knowledge in different contexts.

Transferability: Real-world applications help students see how math concepts can be transferred and applied to various situations. It promotes the ability to apply learned concepts to new and unfamiliar problems.

Some real-world applications of geometry that would be appropriate for young learners include:

Measurement: Young learners can apply geometric concepts to measure and compare the lengths, areas, and volumes of objects in their environment. For example, measuring the length of a room, comparing the sizes of different shapes, or estimating the volume of a container.

Navigation and Maps: Young learners can use geometry to understand maps, directions, and spatial relationships. They can learn about reading maps, understanding coordinates, and finding distances between locations.

Architecture and Construction: Exploring geometric shapes, angles, and symmetry can help young learners understand the principles of architecture and construction. They can design and build simple structures using different shapes and understand the importance of stability and balance.

Art and Design: Geometry plays a significant role in art and design. Young learners can explore symmetry, patterns, and shapes in various art forms. They can create tessellations, explore rotational symmetry, or design patterns using geometric shapes.

Everyday Objects: Geometry is present in everyday objects around us. Young learners can identify and classify shapes in their environment, such as identifying spheres, cubes, cylinders, and cones in objects like balls, boxes, cups, and ice cream cones.

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Answer:

(2x - 3) (x + 3)

Step-by-step explanation:

Let's check

(2x - 3) (x + 3)

2x² + 6x - 3x - 9

2x² + 3x - 9

So, (2x - 3) (x + 3) is the correct answer.

Answer:

8.5

Step-by-step explanation:

Answer:

it's going to be 8.5 for the answer

Answer:

Step-by-step explanation:

Tanks per trip is found by dividing tanks by trips.

  (1/4 tank)/(1/6 trip) = 6/4 tanks/trip = 3/2 tanks/trip = 1.5 tanks/trip

__

Miles per gallon is found by dividing miles by gallons.

  (11 1/5 miles)/(2/5 gallons) = (56/5 miles)/(2/5 gallons) = 56/2 miles/gallon

  = 28 miles/gallon

__

  distance/trip = (gallons/tank)×(tanks/trip)×(miles/gallon)

  = (11 gallons/tank) × (3/2 tanks/trip) × (28 miles/gallon)

  = (11·3/2·28) miles/trip = 462 miles/trip

__

Speed is found by dividing miles by hours.

  speed = (5.5 miles)/(6/60 hours) = 55 miles/hour

__

The time for a given distance is found by dividing distance by speed.

  time/trip = (miles/trip)/(miles/hour) = (462/55) hours/trip = 8.4 hours/trip

There are 60 minutes in an hour, so 0.4 hours is 0.4·60 minutes = 24 minutes.

A one-way trip takes 8 hours and 24 minutes.

Answer:

1: 1.5 thanks

2: 28miles

3:462 miles per trip

4: 55 miles per hours

5:8 hrs and 24 min

Step-by-step explanation:

Answer:

r≈2.86

Step-by-step explanation:

Using the formula

C=2πr

Solving forr

r=C

2π=18

2·π≈2.86479

The equation Monique, Clarence, Jose and Quincy linear graph is y = (-1/2)x, y = (1/2)x, y = 1.5x + 1 and y = -1.5x - 1 respectively

An equation is an expression that shows the relationship between two or more numbers and variables.

The slope intercept form of a line is:

y = mx + b

where m is the slope and b is the y intercept

Monique graph passes through (0, 0) and (2, -1). Hence:

y - 0 = [(-1 - 0)/(2 - 0)](x - 0)

y = (-1/2)x

Clarence graph passes through (0, 0) and (2, 1). Hence:

y - 0 = [(1 - 0)/(2 - 0)](x - 0)

y = (1/2)x

Jose graph passes through (0, 1) and (-2, -2). Hence:

y - 1 = [(-2 - 1)/(-2 - 0)](x - 0)

y = 1.5x + 1

Quincy graph passes through (0, -1) and (-2, 2). Hence:

y - (-1) = [(2 - (-1))/(-2 - 0)](x - 0)

y = -1.5x - 1

The equation Monique graph is y = (-1/2)x

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Answer:-6

Step-by-step explanation:

X=-6

3 and -3 cancel out.

Answer:

-6

Step-by-step explanation:

The positives and negatives added cancel eachother out.

-6+3=-3

-3+-3=-6

       For C1(Q) = 3 - 2Q.

        For C2(Q) =  4.

     2. The AVC function

           For C1(Q) = 5/Q + 3 + 20/Q - Q.

           For C2(Q) = 3/Q + 4 + 2/Q.

     3. The AFC function

              For C1(Q)= 5/Q - 20/(5 + 3Q + 20/Q - Q)

              For C2(Q) = 0.

     4.  To find the AC function

        For C1(Q) = (5 + 3Q + 202 - Q^2)/Q + 5/Q - 20/(5 + 3Q + 20/Q - Q).

         For C2(Q) = (3 + 4Q + 2)/Q + 3/Q + 4 + 2/Q.

    5.To find the ATC function

    For C1(Q)= 5/Q² + 3/Q + 20/Q² - Q/Q + 5/Q - 20/(5Q + 3Q² + 20 - Q²)

     For C2(Q)= 3/Q² + 4/Q + 2/Q² + 3/Q + 4/Q + 2/Q.

1. To find the MC function, we take the derivative of the cost functions with respect to Q.

For C1(Q) = 5 + 3Q + 202 - Q^2, MC1(Q) = 3 - 2Q.

For C2(Q) = 3 + 4Q + 2, MC2(Q) = 4.

2. To find the AVC function, we divide the cost functions by Q.

For C1(Q), AVC1(Q) = (5 + 3Q + 202 - Q^2)/Q = 5/Q + 3 + 20/Q - Q.

For C2(Q), AVC2(Q) = (3 + 4Q + 2)/Q = 3/Q + 4 + 2/Q.

3. To find the AFC function, we subtract the AVC function from the ATC function.

For C1(Q), AFC1(Q) = (5 + 3Q + 202 - Q^2)/Q - (5 + 3Q + 202 - Q^2)/(5 + 3Q + 20/Q - Q)

= 5/Q - 20/(5 + 3Q + 20/Q - Q).

For

C2(Q), AFC2(Q) = (3 + 4Q + 2)/Q - (3 + 4Q + 2)/(3/Q + 4 + 2/Q) = 0.

4. To find the AC function, we add the AVC function to the AFC function.

For

C1(Q), AC1(Q) = (5 + 3Q + 202 - Q^2)/Q + 5/Q - 20/(5 + 3Q + 20/Q - Q).

For

C2(Q), AC2(Q) = (3 + 4Q + 2)/Q + 3/Q + 4 + 2/Q.

5. To find the ATC function, we divide the AC function by Q.

For

C1(Q), ATC1(Q) = [(5 + 3Q + 202 - Q²)/Q + 5/Q - 20/(5 + 3Q + 20/Q - Q)]/Q

= 5/Q² + 3/Q + 20/Q² - Q/Q + 5/Q - 20/(5Q + 3Q² + 20 - Q²).

For

C2(Q), ATC2(Q) = [(3 + 4Q + 2)/Q + 3/Q + 4 + 2/Q]/Q

= 3/Q² + 4/Q + 2/Q² + 3/Q + 4/Q + 2/Q.

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The functions f and g are defined as follows. Domain of f(x): (-∞, -5) ∪ (-5, ∞)   Domain of g(x): (-∞, -3) ∪ (-3, 4) ∪ (4, ∞)

To find the domain of each function, we need to determine the values of x for which the function is defined. In general, we need to exclude any values of x that would result in division by zero or other undefined operations. Let's analyze each function separately:

1. Function f(x):

The function f(x) is a rational function, and the denominator of the fraction is a quadratic expression. To find the domain, we need to exclude any values of x that would make the denominator zero, as division by zero is undefined.

x^2 + 10x + 25 = 0

This quadratic expression factors as:

(x + 5)(x + 5) = 0

The quadratic has a repeated root of -5. Therefore, the function f(x) is undefined at x = -5.

The domain of f(x) is all real numbers except x = -5. We can express this as the interval (-∞, -5) ∪ (-5, ∞).

2. Function g(x):

Similarly, the function g(x) is a rational function with a quadratic expression in the denominator. To find the domain, we need to exclude any values of x that would make the denominator zero.

x^2 - x - 12 = 0

This quadratic expression factors as:

(x - 4)(x + 3) = 0

The quadratic has roots at x = 4 and x = -3. Therefore, the function g(x) is undefined at x = 4 and x = -3.

The domain of g(x) is all real numbers except x = 4 and x = -3. We can express this as the interval (-∞, -3) ∪ (-3, 4) ∪ (4, ∞).

To summarize:

Domain of f(x): (-∞, -5) ∪ (-5, ∞)

Domain of g(x): (-∞, -3) ∪ (-3, 4) ∪ (4, ∞)

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=πr^2h

=π(5)^2*11

=25*11π

=275π yd^3

Answer:

3 x ( 3 − x ) 3x(3-x) 3x(3−x) Expand by distributing terms. Simplify 3 x × 3 3x\times 3 3x×3 to 9 x 9x 9x. Use Product Rule: x a x b = x a + b {x}^{a}{x}^{b}={x}^{a+b} xa​xb​=xa+b​.

Step-by-step explanation:

hope this help's

Answer:

Answer:

\(y(x+21)\)

Step-by-step explanation:

\(7(2x+3y)-x(14-y)\\=14x+21y-14x+xy\\= 21y+xy\\= y(x+21)\)

The other solution to the absolute value equation 3 − 2|0.5x + 1.5| = 2 is x = -4

The equation is given as:

3 − 2|0.5x + 1.5| = 2

Subtract 3 from both sides

-2|0.5x + 1.5| = -1

Divide both sides by -2

|0.5x + 1.5| = 0.5

Expand the equation

0.5x + 1.5 = 0.5 or 0.5x + 1.5 = -0.5

Subtract 1.5 from both sides

0.5x = -1 or 0.5x = -2

Divide both sides by 0.5

x = -2 or x = -4

Hence, the other solution to the absolute value equation 3 − 2|0.5x + 1.5| = 2 is x = -4

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For the given question, the value of constraint inequalities are x ≤ 30,

y ≤ 20, x ≥ 0, y ≥ 0

At a design stage, an inequality constraint might be active, inactive, violated, or -active. On the other hand, at a design point, an equality constraint is either active or broken.

The objective function is 10x + 20y ≤ 500

Let x = jean jackets

y = leather jackets

According to question, the constraint inequalities will be -

x ≤ 30

y ≤ 20

x ≥ 0

y ≥ 0

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5/6x + 7 = 17

Subtract 7 from both sides:

5/6x = 10

Divide both sides by 5/6:

X = 10/ 5/6

When dividing a number by a fraction flip

The fraction over and multiply:

X = 10 x 6/5

Simplify

X = (10x6)/5

X = 60/5

X = 12

The answer is x = 12

Answer:

\(\boxed {x = 12}\)

Step-by-step explanation:

Solve for the value of \(x\):

\(\frac{5}{6}x + 7 = 17\)

-Subtract both sides by \(7\):

\(\frac{5}{6}x + 7 - 7 = 17 - 7\)

\(\frac{5}{6}x = 10\)

-Multiply both sides by \(\frac{6}{5}\), which is the reciprocal of \(\frac{5}{6}\):

\(x = 10 \times (\frac{6}{5})\)

\(x = \frac{10 \times 6}{5}\)

\(x = \frac{60}{5}\)

-Divide \(60\) by \(5\):

\(x = \frac{60}{5}\)

\(\boxed {x = 12}\)

Therefore, the value of \(x\) is \(12\).

If the best fit line is nearly horizontal, it suggests no significant relationship between height and head circumference.

In this scenario, the explanatory variable is the child's height, as it is being used to predict the head circumference.

The response variable is the head circumference itself, as it is the variable being predicted or explained by the height.

To draw a scatter diagram of the data, you would plot the child's height on the x-axis and the corresponding head circumference on the y-axis. Each data point would represent a child's measurement pair.

Once all the data points are plotted, you can then draw the best fit line, also known as the regression line, that represents the overall trend or relationship between height and head circumference.

By observing the scatter diagram and the best fit line, you can determine the relationship between a child's height and head circumference.

If the best fit line has a positive slope, it indicates a positive relationship, meaning that as height increases, head circumference tends to increase as well.

If the best fit line has a negative slope, it indicates a negative relationship, meaning that as height increases, head circumference tends to decrease.

By assessing the slope of the best fit line in the scatter diagram, you can determine whether the relationship between height and head circumference is positive, negative, or nonexistent.

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Angles p and q are complementary, which means that their sum is equal to 90 degrees. Let's assume the size of angle q is x degrees. Since p is four times the size of q, we can write the equation p = 4q.

To find the size of q, we need to substitute the value of p in terms of q into the equation for the sum of the angles: p + q = 90.

Substituting 4q for p, we get:

4q + q = 90

Combining like terms:

5q = 90

To solve for q, we divide both sides of the equation by 5:

q = 90/5

Simplifying:

q = 18

Therefore, the size of angle q is 18 degrees.

when angles p and q are complementary and p is four times the size of q, the size of angle q is 18 degrees.

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Answer: 12. 1.25 = slope

              13. -1/2 = Slope

              14. Take two points from the line on the graph and then use the slope formula, y2 - y1/x2 - x1 to get your slope.

              15. Use the points in the equation y2 - y1/x2 - x1 to get your slope. Remember to simplify.  

Step-by-step explanation:

12. = -6 - 9/ -8 - 4 = 1.25 = slope

13.  =-10 - (-3)/9 - (-5) = -1/2 = Slope

Answer:

d

Step-by-step explanation:

to find a discount you would multiply 50(0.20) whatever amount you get you would subtract that from 50

this is the same as 50(0.80)

This refers to the total amount of money that the federal government owes to creditors, including individuals, businesses, and foreign governments. It is primarily the result of unpaid budget deficits, which occur when the government spends more money than it collects in revenue. The federal debt can increase over time due to interest charges on the outstanding debt, as well as additional deficits in future years. Rising interest rates, periods of structural unemployment, and competitive devaluations of currency can all have an impact on the economy and government finances, but they do not directly contribute to the federal debt.

The Federal Reserve can change the discount rate, which is the interest rate at which banks can borrow from the Fed, to influence the borrowing behavior of banks. If the Fed lowers the discount rate, it becomes cheaper for banks to borrow money, which can lead to increased lending activity and economic growth. Conversely, if the Fed raises the discount rate, it becomes more expensive for banks to borrow money, which can decrease lending activity and slow down economic growth.

 A marginal tax on sellers of a good will increase the costs of production, leading to a decrease in supply. This means that sellers will produce and offer less of the good at any given price, which will shift the supply curve to the left.

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Answer:

3/5

Step-by-step explanation:

Slope = rise/run = (4-1)(1- -4) = 3/5.

The probability of hitting the black circle inside the target is close to 0, and the probability of hitting the white portion is close to 1.

Given:

The square's length is 10 units.

The circle's diameter is equal to two units.

To Determine:

It is necessary to determine the probability that the target's white section and black circle will both be hit.

Solution:

The square's area is 10 x 10 or 100 units.

The shaded circle's area is given by  πr² = 3.14 (1)² = 3.14 units.

The white area has a surface area of (100 - 3.14) = 96.86 units.

Probability of an event = The number of favorable events /Total number of events

The probability that it will occur in the shaded area = 3.14/100 = 0.0314  (The probability is close to 0).

The probability of hitting the white section is equal = 96.86/100= 0.9686.

(The probability is quite near to 1)

Hence, the probability of hitting the black circle inside the target is close to 0, and the probability of hitting the white portion is close to 1.

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