Solve the inequality.

y + 6 < −2

Answer:

x = 50.8°

Step-by-step explanation:

We are given:

1.) Angle x

2.) Side opposite to angle x

3.) Hypotenuse

Therefore to find the angle x, we will use the sin inverse:

Sin(x) = Opposite / Hypotenuse

Sin(x) = 6.2/8

x = Sin⁻¹(6.2/8)

x = 50.8°

Hope this helps!

Answer:

a

Step-by-step explanation:

(-2)² + (+5)² = (-2)*(-2)  + 5 * 5

                   = 4 + 25

                   = +29

Answer:

4.5

Step-by-step explanation:

tan A = [tex]\frac{opposite side}{adjacent side}[/tex]

tan 34° [tex]= \frac{x}{6.7}[/tex]

0.6745 = [tex]\frac{x}{6.7}[/tex]

0.6745 * 6.7 = x

x = 4.52

x = 4.5

answer:

The answer is (b) The upper bound.

Step-by-step explanation:

Sana makatolong

Answer:27

Step-by-step explanation:

If you are adding 6$ taxthen it would be

21+6-27

Answer:

quadrant 3

Step-by-step explanation:

only quadrant 3 contains both negative values for x & y

Answer:

III

Step-by-step explanation:

First, remember the order of the quadrants; quadrant I is in the top right corner then the quadrants increase moving counterclockwise. So, the third quadrant is the bottom left. Each quadrant consist of (x,y) values of different signs.

They are as follows:

I - (x,y)

II - (-x,y)

III - (-x,-y)

IV - (x,-y)

Since, (-5,-4) has two negative coordinates, it must be in the III quadrant.

Answer:

slope = -0.5

Step-by-step explanation:

There is a drop from 3 to 0. ∆y = -3

The run goes from  -2 to 4. ∆x = 6

slope = ∆y / ∆x

slope  = -3/6 = -1/2

slope = -0.5

Answer:

slope=-0.5

Step-by-step explanation:

(y2-y1)/(x2-x1)

(0-3)/(4-(-2))=-0.5

Answer:

The 6th degree polynomial is [tex]p(x) = (x-1)^3(x-4)^2(x+3)[/tex]

Step-by-step explanation:

Zeros of a function:

Given a polynomial f(x), this polynomial has roots [tex]x_{1}, x_{2}, x_{n}[/tex] such that it can be written as: [tex]a(x - x_{1})*(x - x_{2})*...*(x-x_n)[/tex], in which a is the leading coefficient.

Zero 1 with multiplicity 3.

So

[tex]p(x) = (x-1)^3[/tex]

Zero 4 with multiplicity 2.

Considering also the zero 1 with multiplicity 3.

[tex]p(x) = (x-1)^3(x-4)^2[/tex]

Zero -3 with multiplicity 1:

Considering the previous zeros:

[tex]p(x) = (x-1)^3(x-4)^2(x-(-3)) = (x-1)^3(x-4)^2(x+3)[/tex]

Degree is the multiplication of the multiplicities of the zeros. So

3*2*1 = 6

The 6th degree polynomial is [tex]p(x) = (x-1)^3(x-4)^2(x+3)[/tex]

Answer:

d=13

Step-by-step explanation:

D = √(x2 - x1)2 + (y2 - y1)2

D = √(-6 - (-8))2 + (1 - 4)2

D = √(-6 + 8)2 + (-3)2

D = √(2)2 + (-3)2

D = √4 + 9

D = √13

Algebra

Since the numbers are the same, you are allowed to add the exponents.

[tex] {7}^{7} \times {7}^{3} = {7}^{10} [/tex]

Answer:

[tex]7^{10}[/tex]

Step-by-step explanation:

The laws of exponents state that if two terms share a base they can be simplified. Specifically, the product exponent law says that if 2 like bases are being multiplied then the exponents can be added together. So, because the two bases are like and 7+3=10, the final answer is [tex]7^{10}[/tex].

Step-by-step explanation:

everything can be found in the picture

Answer:

Option B

Step-by-step explanation:

Given the piecewise function, we see that there are two vertical asymptotes at lines x=-3 and x=3. Around the vertical asymptote x=-3, the limit of the function f(x) as x approaches -3 from the left side is ∞, and the limit of the function as x approaches -3 from the right side is -∞. The behavior of the function around the vertical asymptote x=3 is exactly the same. Therefore, option B is correct.

The statement which describes the behaviour of the function round the vertical asymptotes is b which is around x=-3+ limit of f(x)-=infinity and for limit f(x)+ is -x. Around x=3 the function behaves within the same manner as around x=-3.

Limit of a function describes the behaviour of a function as when the function behaves at a specific point.

We can see that there are two vertical asymptotes at lines x=-3 and x=3. round the vertical asymptote x=-3 the limit of the function as x approaches -3 from the left side is infinity and also the limit of the function as x approaches -3 from the proper side is -infinity.

Learn more about limit at https://brainly.com/question/23935467

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Answer:

6 and 10

Step-by-step explanation:

4+5+10= 19

19/3 is around 6.3333 and since our mean is 7 we will need a number higher than 6 so either 7,8,or 9

Also if our median is 6, six needs to be added

Let’s try using 6&7

4+5+6+7+10= 32/5- 6.4 NOT 7

4+5+6+8+10=33/5- 6.6- maybe 8

4+5+6+9+10= 34/5-6.8- maybe 9

4+5+6+10+10=35/5- perfect match!!!!

Answer:6

Step-by-step explanation:

Which graph represents the function f(x) = 5x + 3?

6

5

A++

4

34

2

1

o

-6 -5 -4 -3 -2 -14

1

2

3

4

5

х

2

3

The graph of the linear equation can be seen below.

Here we have the linear function:

y = 5x + 3

To graph this, we need to find two points on the equation and then connect them with a line.

By evaluating in 0 we get:

y = 5*0 + 3 = 3

So the point (0, 3) is on the line.

By evaluating on 1 we get:

y = 5*1 + 3 = 8

So we have the point (1, 8).

Now we just plot them and connect them with a line, the graph is the one below.

If you want to learn more about linear equations:

https://brainly.com/question/1884491

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Answer:

x = -1, y = 1

Step-by-step explanation:

6 + 4x - 2y = 0 (1)

-3 - 7y = 10x (2)

From (1)

6 + 4x - 2y = 0 (1)

4x - 2y = -6 (3)

From (2)

-3 - 7y = 10x (2)

10x + 7y = -3 (4)

4x - 2y = -6 (3)

10x + 7y = -3 (4)

Using elimination method

Multiply (3) by 10 and (4) by 4 to eliminate x

40x - 20y = -60

40x + 28y = -12

28y - (-20y) = -12 - (-60)

28y + 20y = -12 + 60

48y = 48

y = 48/48

y = 1

Substitute y = 1 into (3)

4x - 2y = -6 (3)

4x - 2(1) = -6

4x - 2 = -6

4x = -6 + 2

4x = -4

x = -4/4

x = -1

x = -1, y = 1

The value of x in the equation is -1

Answer:

-1

Step-by-step explanation:

Answer:

4 and 5

Step-by-step explanation:

4+5=9

4*5=20

Answer:

5 an 4

Step-by-step explanation:

If you add 5+4 you get 9

And if you multiple 5×4 you get 20

Step-by-step explanation:

The Gender Gap in STEM Fields: The Impact of the Gender Stereotype of Math and Science on Secondary Students' Career Aspirations

Elena Makarova1*, Belinda Aeschlimann2 and Walter Herzog3

1Institute for Educational Sciences, University of Basel, Basel, Switzerland

2Swiss Federal Institute for Vocational Education and Training SFIVET, Bern, Switzerland

3Institute of Educational Science, University of Bern, Bern, Switzerland

Studies have repeatedly reported that math and science are perceived as male domains, and scientists as predominantly male. However, the impact of the gender image of school science subjects on young people's career choice has not yet been analyzed. This paper investigates the impact of the masculinity image of three school subjects—chemistry, mathematics, and physics—on secondary students' career aspirations in STEM fields. The data originated from a cross-sectional study among 1'364 Swiss secondary school students who were close to obtaining their matriculation diploma. By means of a standardized survey, data on students' perception of masculinity of science school subjects were collected using semantic differentials. The results indicate that for both sexes, math has the strongest masculinity attribution, followed by physics as second, and, finally, chemistry with the lowest masculinity attribution. With respect to gender differences, our findings have shown that among female students, the attribution of masculinity to the three school subjects does not differ significantly, meaning that female students rated all subjects similarly strongly as masculine. Within the group of male students however, the attribution of masculinity to math compared to chemistry and physics differs significantly, whereas the attribution of masculinity to chemistry and physics does not. Our findings also suggest that gender-science stereotypes of math and science can potentially influence young women's and men's aspirations to enroll in a STEM major at university by showing that a less pronounced masculine image of science has the potential to increase the likelihood of STEM career aspirations. Finally, the paper discusses ways of changing the image of math and science in the context of secondary education in order to overcome the disparities between females and males in STEM.

Answer:

13

Step-by-step explanation:

The y intercept is 13 because the X value is 0.

Step-by-step explanation:

[tex] {(3a - \frac{1}{6} b)}^{2} = 9 {a}^{2} - \frac{1}{2} ab - \frac{1}{2} ab + \frac{1}{36} {b}^{2} [/tex]

[tex]= 9 {a}^{2} - ab + \frac{1}{36} {b}^{2} [/tex]

Answer:

6

Step-by-step explanation:

Let the first number be x

Let the second number be y

x + 2y= 4............equation 1

2x +y= 11............equation 2

From equation 1

x + 2y= 4

x = 4-2y

Substitute 4-2y for x in equation 2

2x + y= 11

2(4-2y) + y= 11

8-4y+y= 11

8-3y= 11

-3y= 11-8

-3y= 3

y= -1

Substitute -1 for y in equation 1

x + 2y= 4

x + 2(-1) = 4

x-2= 4

x = 4+2

x = 6

Hence the first number is 6

Answer: 11/3 (fraction) 11 goes on top 3 bottom

​

Step-by-step explanation:

Answer:

[tex]x\approx136.143[/tex]

Step-by-step explanation:

[tex]ln(3x-5)=6[/tex]

[tex]3x-5=e^{6}[/tex]

[tex]3x=e^6+5[/tex]

[tex]x=\frac{e^6+5}{3}[/tex]

[tex]x=136.1429312[/tex]

[tex]x\approx136.143[/tex]

Answer:

[tex](a)\ h(g) = -4 + g[/tex]

g is the input

[tex](b)\ f(h) =h -7[/tex]

h is the input

[tex](c)\ g(f) = 2f[/tex]

f is the input

Step-by-step explanation:

Given

See attachment for functions and inputs

Required

Match the function with their inputs

The variables on the left-hand side or the variables inside the function bracket are the inputs of the function. e.g. x is the input of f(x)

Using the above description, we have:

[tex](a)\ h(g) = -4 + g[/tex]

g is the input

[tex](b)\ f(h) =h -7[/tex]

h is the input

[tex](c)\ g(f) = 2f[/tex]

f is the input

Answer:

x = 1

Step-by-step explanation:

First, combine like terms. Like terms are terms that share not only the same variable, but the same amount of that variable:

5x - 4 + 2x = 3

(5x + 2x) - 4 = 3

7x - 4 = 3

Isolate the variable, x. Note the equal sign, what you do to one side, you do to the other. Do the opposite of PEMDAS. PEMDAS is the order of operation, and stands for:

Parenthesis

Exponents (& Roots)

Multiplications

Division

Addition

Subtraction

First, add 4 to both sides of the equation:

7x - 4 (+4) = 3 (+4)

7x  = 3 + 4

7x = 7

Next, divide 7 from both sides of the equation:

(7x)/7 = (7)/7

x = 7/7 = 1

x = 1 is your answer.

~

Answer:

x = 1

Step-by-step explanation:

5x - 4 + 2x = 3

7x - 4 = 3           (add the Xs together)

7x = 7                (add seven to both sides)

x = 1                  (divide both sides by 7)

Answer:

Please find the complete question in the attached file.

Step-by-step explanation:

For question 1:

[tex]\to 5^{-3}=\frac{1}{5^3}=\frac{1}{5\times 5 \times 5}= \frac{1}{125}\\\\[/tex]

For question 2:

[tex]\to -5^{-3}=-\frac{1}{5^3}=-\frac{1}{5\times 5 \times 5}= -\frac{1}{125}\\\\[/tex]

For question 3:

[tex]\to -(5^{-3})^{-1}=-(\frac{1}{5^3})^{-1}=-(5 \times 5 \times 5)= -125\\\\[/tex]

For question 4:

[tex]\to -(5^{-3})^{0}=-(\frac{1}{5^3})^{0}=-(\frac{1}{5 \times 5 \times 5})^0= (-\frac{1}{125})^0=1\\\\[/tex]

This is the answer

To the question

Answer:

[tex]s=20[/tex]

Step-by-step explanation:

By the Exterior Angle Theorem, we know that the exterior angle is equal to the sum of the two, opposite interior angles.

In other words:

[tex]4s=(3s-20)+(2s)[/tex]

Solve for s. Combine like terms:

[tex]4s=5s-20[/tex]

Subtract 5s from both sides:

[tex]-s=-20[/tex]

And divide both sides by negative one. Therefore:

[tex]s=20[/tex]

9514 1404 393

Answer:

  m∠RPQ = 20°

Step-by-step explanation:

Exterior angle QRS is equal to the sum of interior angles RPQ and PQR.

  7x +8 = (x +12) +(3x +20)

  3x = 24 . . . . . . . . . . . . . . . . . . subtract 4x+8

  x = 8

  m∠RPQ = (x+12)° = (8+12)°

  m∠RPQ = 20°