Are the following true or false? Justify your answers briefly. a) Let f, g (0, [infinity]) → R. If limx→[infinity] (fg)(x) exists and is finite then so are both limx→[infinity] f(x) and limx→[infinity] g(x). b) Let {n} and {n} be sequences such that n < yn for all n € N. If → x and Yny, then x

Answer:

1) x^2 - 14x + 44 = 0

(x^2 - 14x + 49) - 5 = 0

(x-7)^2 - 5 = 0

2)Assuming no complex number x...

(x-7)^2 = 5

x-7 = 5

x-7 = -5

x= 12, x=2

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The answers to both the subparts of the equations are shown:

So, the equation is:

(A) Rewrite the equation by completing the square:

(B) The solutions of the equation:

Therefore, the answers to both the subparts of the equations are shown:

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Answer:

hi

Step-by-step explanation:

i think so

hope it helps

have a nice day

Answer:

x < 7

Step-by-step explanation:

Given

2x - 5 < 9 ( add 5 to both sides )

2x < 14 ( divide both sides by 2 )

x < 7

Answer:

answer is A

Step-by-step explanation:

hope that helps

The range of the function f(x) = -4|x + 1| − 5 is (-∞, -5). The correct option is A.

The domain of a function is the set of values that can be plugged into it. This set contains the x values in a function like f. (x). A function's range is the set of values that the function can take. This is the set of values that the function returns after we enter an x value.

The given function is f(x) = -4|x + 1| − 5. Plot the function on the graph and it is observed that the range of the function varies from -∞ tp 5.

The graph of the function is attached with the answer below. The absolute function has the vertex at (-1,-5).

Therefore, the range of the function f(x) = -4|x + 1| − 5 is (-∞, -5). The correct option is A.

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Answer:

a

Step-by-step explanation:

Answer:

C is the correct answer

Step-by-step explanation:

Based on the data provided, the correct statement is:

A. The average size of a seventh-grade class is larger and varies more than that of a kindergarten class.

Here's the explanation:

1. Average class size:

The mean (average) class size for kindergarten is given as 20, while for the seventh grade, it is given as 32. Since 32 is greater than 20, we can conclude that the average size of a seventh-grade class is larger than that of a kindergarten class.

2. Variation in class sizes:

The mean absolute deviation (MAD) is provided as 1.2 for kindergarten and 2 for the seventh grade. The MAD measures the average amount by which each data point differs from the mean. A higher MAD indicates greater variability. In this case, the MAD for the seventh grade (2) is higher than that for kindergarten (1.2), indicating that the class sizes in the seventh grade vary more than those in kindergarten.

Therefore, the average size of a seventh-grade class is larger and varies more than that of a kindergarten class.

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Answer:

x=2, -6

Step-by-step explanation:

[tex]3x^{2} +12x-36=0[/tex]

[tex]x^{2} +4x-12=0[/tex]     (Divided by 3)

[tex](x-2)(x+6)=0\\x_{1} =2, x_{2} =-6[/tex]

Answer:

(3,-4)

Step-by-step explanation:

Answer:it is #4

7:4

so 7 suv and 4 trucks

The answer would be the Third option

Answer:$20

Step-by-step explanation:

If Carlos had $20

Ben would have $60

And Ava would have $40

The standard deviation for the portfolio is 7.65%. This value is calculated by considering the weights and standard deviations of the assets in the portfolio.

To calculate the standard deviation of a portfolio, we need to consider the weights and the standard deviation of each asset in the portfolio. In this case, we have $3,500 invested in a risk-free asset and $6,500 invested in a risky asset.

First, let's calculate the standard deviation of the risky asset:

Standard Deviation = 22%

Next, we need to calculate the weighted average of the standard deviations of the assets in the portfolio:

Weighted Standard Deviation = (Weight of Risky Asset * Standard Deviation of Risky Asset)

Weighted Standard Deviation = (0.65 * 22%)

Now, we can calculate the standard deviation of the portfolio using the weighted standard deviation:

Portfolio Standard Deviation = [tex]\sqrt{(Weighted Standard Deviation^2)}[/tex]

= [tex]\sqrt{(0.65 * 22\%)^2}[/tex] = [tex]\sqrt{(0.65^2 * (22\%)^2}[/tex] = [tex]\sqrt{(0.4225 * 0.484)}[/tex]  = [tex]\sqrt{0.204}[/tex]

Portfolio Standard Deviation = 0.452 = 7.65%

Therefore, the standard deviation for the portfolio is approximately 7.65%.

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(a) To test the hypotheses H0: μ = 22.5 versus H1: μ ≠ 22.5, a t-test can be used with a significance level of α = 0.05. The sample mean of the interior temperatures is calculated as 22.496, and the sample standard deviation is computed as 0.402.

Using these values, we can calculate the t-statistic, which is given by (sample mean - hypothesized mean) / (sample standard deviation / sqrt(sample size)). Plugging in the values, we have (22.496 - 22.5) / (0.402 / sqrt(5)), resulting in a t-statistic of -0.020.

Next, we determine the degrees of freedom, which is the sample size minus 1, giving us 4.

Using the t-distribution table or a t-distribution calculator, we find the critical t-value for a two-tailed test with α = 0.05 and 4 degrees of freedom to be approximately ±2.776.

Since the absolute value of the calculated t-statistic (0.020) is less than the critical t-value (2.776), we fail to reject the null hypothesis.

(b) To check the assumption of normal distribution for the interior temperatures, a graphical method such as a histogram or a Q-Q plot can be used. Additionally, statistical tests such as the Shapiro-Wilk test can be employed to formally assess normality.

Know more about (a) To test the hypotheses H0: μ = 22.5 versus H1: μ ≠ 22.5, a t-test can be used with a significance level of α = 0.05. The sample mean of the interior temperatures is calculated as 22.496, and the sample standard deviation is computed as 0.402.

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Answer:

a₁ = - 256 , r = - [tex]\frac{1}{4}[/tex]

Step-by-step explanation:

The nth term of a geometric sequence is

[tex]a_{n}[/tex] = a₁ [tex](r)^{n-1}[/tex]

Given

[tex]a_{n}[/tex] = - 256 [tex](-\frac{1}{4}) ^{n-1}[/tex] , then by comparison

a₁ = - 256 and r = - [tex]\frac{1}{4}[/tex]

Answer:

V ≈ 661.3π cm3; S = 264π cm2

Step-by-step explanation:

Answer:

3x + 3y - 6

Step-by-step explanation:

3x - 6 + 3y =

3x + 3y - 6

Answer:

2

Step-by-step explanation:

[tex]2x^2-8x+7=0\\\\[/tex]

a=2

b=-8

c=7

[tex]\frac{8+ \sqrt{16-4(2)(7)} }{4}[/tex]

4±[tex]\sqrt{2}[/tex] /2

Answer:

The answer is 2 hope this helps :3

Step-by-step explanation:

In Galois field GF(2^4) with modulus IP = x^4 + x^3 + 1, there are eight generators in the multiplicative group, namely {x, x^3, x^5, x^6, x^7, x^9, x^11, x^12}, which have multiplicative orders equal to the order of the group (15) and generate all non-zero elements in the field.

To determine the generators of the multiplicative group in Galois field GF(2^4) with modulus IP = x^4 + x^3 + 1, we need to find elements that have multiplicative orders equal to the order of the group, which is 15.

The multiplicative group in a Galois field consists of all the non-zero elements. In this case, the elements of the field are polynomials of degree 3 or less with coefficients in GF(2) (the field with two elements, 0 and 1).

To find the generators, we can start by selecting an element from the field and compute its powers until we find an element whose power equals 1. The smallest power that gives 1 is the order of the element.

We can start with x, which represents the polynomial x^1. We compute its powers modulo the modulus IP:

x^2 = x * x = x^1 * x^1 = x^1

x^3 = x * x^2 = x^1 * x^1 = x^1

x^4 = x * x^3 = x^1 * x^1 = x^1

Since x^4 = x^1, the order of x is 4, which is not equal to the order of the multiplicative group (15). Therefore, x is not a generator.

We continue this process with other elements until we find generators. Let's try x^2:

(x^2)^2 = x^4 = x^1

(x^2)^3 = x^6 = x^2

(x^2)^4 = x^8 = x^4 = x^1

Since (x^2)^4 = x^1, the order of x^2 is 4, which is not equal to 15. Therefore, x^2 is not a generator.

We repeat this process with other elements until we find an element whose order is 15. Let's try x^3:

(x^3)^2 = x^6 = x^2

(x^3)^3 = x^9 = x^3

(x^3)^4 = x^12 = x^8 = x^4 = x^1

Since (x^3)^4 = x^1, the order of x^3 is 4, which is not equal to 15. Therefore, x^3 is not a generator.

We continue this process with x^4, x^5, and so on until we find a generator. After checking all possible elements, we find the following generators of the multiplicative group in GF(2^4) with modulus IP: {x, x^3, x^5, x^6, x^7, x^9, x^11, x^12}.

These eight elements have multiplicative orders equal to 15 and generate all the non-zero elements in the field under multiplication.

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Answer:

[tex]2^{5}[/tex]

Step-by-step explanation:

Answer:

12. 6= 68°

15. 4= 52°

Step-by-step explanation:

12.

since 5= 22°

5+6= 90° since it Is a right angle

6= 90-22

therefore 6 is 68°

15.

since 3 is 38°

and 3+4= 90° since it is a right angle

4= 90-38

therefore 4 is 52°

Answer:

only the 1st is true

Step-by-step explanation:

the rest are wronf

Answer:

32

Step-by-step explanation:

The formula needed to solve this question by hand is:

[tex]x^{\frac{m}{n}} =\sqrt[n]{x^{m}}[/tex]

256^(5/8) = 8th root of 256^5

256^(5/8) = 8th root of 1280

256^(5/8) = 32

To find the maximum area for the triangular flower bed with the same perimeter as the square flower bed, we can use the concept of an equilateral triangle.

Let's denote the side length of the square flower bed as 's'. Since the perimeter of the square is 120 m, each side of the square will be s = 120 m / 4 = 30 m.

Now, for the triangular flower bed to have the same perimeter as the square flower bed, it should also have a perimeter of 120 m. In an equilateral triangle, all three sides are equal in length.

Let's denote the side length of the equilateral triangle as 't'. Since the perimeter of the equilateral triangle is 120 m, each side of the triangle will be t = 120 m / 3 = 40 m.

The formula for the area of an equilateral triangle is given by:

Area = (sqrt(3) / 4) * t^2

Substituting the value of t, we get:

Area = (sqrt(3) / 4) * (40 m)^2

Area ≈ 346.41 m^2

Rounded off to the nearest integer, the area of the triangular flower bed would be 346 m^2.

The required, function that models the balance of Stephani's account is

[tex]B(t) = 325(0.005)^t[/tex]. Option B is correct.

The function that models the balance of Stephani's account, B(t), in dollars, as a function of time, t, in months, can be determined using the given information.

Given:

Bank charges a fee of 0.5% per month for having a checking account.

Stephani's account has $325 in it.

The function that models the balance of Stephani's account, B(t), in dollars, as a function of time, t, in months, is:

b: [tex]B(t) = 325(0.005)^t[/tex]

In this function, the initial balance is $325, and the bank charges a fee of 0.5% per month, which is equivalent to 0.005 as a decimal. The exponent "t" represents the number of months, and with each passing month, the balance is reduced by 0.5%.

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Answer:

Natalie is 15

Fred is 24

Step-by-step explanation:

You would first create equations to represent the problem. You would then solve for a variable (I chose to solve for y). I subtracted each equation from each other which helped me isolate y, which equaled 15. I then substituted y for 15 which allowed me to isolate x, which gave me 24.

(the equations)

x + y = 39

x + 3y = 69

(solving for y)

x + 3y = 69 - x + y = 39

x-x +3y -y = 69 - 39

2y = 30

y = 15

(solving for x)

x + 15 = 39

x +15 -15 = 39 -15

x = 24

Answer:

Equation b and c represent the situation.

Answer:

25

Step-by-step explanation:

Answer:

? = 25°

Step-by-step explanation:

all triangle interior angles added together = 180°, so:

? = 180° - 119° - 36°

? = 25°

Both the empty set (∅) and singleton sets are considered connected. The empty set is connected by definition, and a singleton set is connected because it cannot be divided into two non-empty open sets.

The statement that empty sets and singletons are always connected is true. Let's prove it for both cases:

1. Empty Set (∅):

The empty set (∅) is considered connected by definition. A set is said to be connected if there are no two non-empty open sets whose union is the set and whose intersection is empty. Since the empty set does not contain any elements, there are no open sets to consider, and thus it satisfies the definition of connectedness. In other words, there are no non-empty sets to separate the empty set, making it connected.

2. Singleton Set ({x}):

A singleton set, which contains only one element, is also connected. To prove this, let's assume the singleton set {x} is not connected. This means there exist two non-empty open sets A and B such that {x} is the union of A and B, and A and B have an empty intersection.

Since A and B are non-empty and their union is {x}, it means that each of them contains at least one point from the singleton set {x}. However, since the intersection of A and B is empty, it implies that A and B cannot contain any additional points other than x. This contradicts the assumption that A and B are open sets since they do not contain any points other than x.

Therefore, the assumption that {x} is not connected leads to a contradiction. Hence, {x} must be connected.

In conclusion, both the empty set and singleton sets are always connected.

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