For one kindergarten class in his district, a researcher determines which children already can read simple words and which children cannot upon entering kindergarten. The children are followed until third grade, at which point they are tested to determine the grade level at which they are reading. Those children who were reading simple words upon entering kindergarten are found to be reading at a higher level than those who could not read simple words upon entering kindergarten. Fill in the Blank: The researcher _____________________________. Select one: a. can conclude that children should be taught to read in preschool, as there are clear benefits to reading early. b. needs to check the reading level of the children's parents. c. cannot establish a cause-and-effect relationship because the study did not use a random sample of kindergarten students. d. finds these results beneficial, as there may be confounding variables in this study. e. needs to retest in sixth grade or no conclusions can be reached.

The volume of the pyramid as calculated from the data given is found to be as 21.33 cubic units .

The distance from a corner to the center is 8 , and from the corner to the top of the pyramid is 8, because it is given that the tringles are equilateral.

so the height becomes,

√3a/2 = 4√3

The area of the hexagon is calculated using the formula ,

=3√3/2 x a²

=3√3/2 x 64

= 963√3

=332.553 square units.

Volume of a pyramid is calculated as ,

1/3 x base x height

= 1/ 3 x 8 x 8

= 1/3 x 64

=21.33 cubic units answer.

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a) The number of traders who sell only one fruit is given as follows: 88.

b) The number of traders who sell only two fruits is given as follows: 9.

The amounts are obtained using Venn sets in the context of this problem.

The sets are given as follows:

10 sell all three fruits, hence:

A ∩ B ∩ C = 10.

15 vendors sell apples and mangoes, hence:

(A ∩ C) + (A ∩ B ∩ C) = 15

(A ∩ C) = 5.

14 vendors sell apples and oranges, hence:

(A ∩ B) + (A ∩ B ∩ C) = 14

(A ∩ B) = 4.

Hence the number who sell two of them is of:

(A ∩ B) + (A ∩ C)  = 4 + 5 = 9.

50 vendors sell mangoes, hence:

C + (A ∩ C) + (A ∩ B ∩ C) = 50

C = 35.

46 vendors sell oranges, hence:

B + (A ∩ B) + (A ∩ B ∩ C) = 46

B = 32.

40 vendors sell apples, hence:

A + (A ∩ B) + (A ∩ C) + (A ∩ B ∩ C) = 40.

A + 9 + 10 = 40

A = 21.

Hence the number of vendors who sell only one fruit is given as follows:

A + B + C = 21 + 32 + 35 = 88.

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Answer:

Step-by-step explanation: first we have to solve the bracket both side of equal to.

1/6(3x-6)=1/8(4x+)

x/2-1 = x/2+1

-2

The circumference of the base of figure 2 is 5π inches, and the area of the base of figure 2 is 6.25π square inches

You can presume that the cylinders are proportionate because they are comparable.

9/5 = 4.5/x would be the equation to be used for the calculation.

The radius of 2.5 is obtained by dividing and multiplying by crosses.

Figure 1's circumference will be:

Circumference = 2 * 2.5 = 5π

The area for figure 2 is as follows:

Area = (2.5)² = 2.5 * 2.5 = 6.25π

As a result, the base of figure 1 has a 5π inches circumference.

The base of figure 2 has a 6.25π square inch area.

The base of figure 1 has a 5π inch circumference.

The base of figure 2 has a 6.25π square inch area.

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Answer:

+ - × ÷

Step-by-step explanation:

addition, subtraction, multiplication and division

Choose the range of values for the x-axis and the y-axis , Plot the points on the graph, using the logarithmic formula , Connect the points with a smooth curve and Label the axes and add any other details you want to include.

1. Choose the range of values for the x-axis and the y-axis. Select the minimum and maximum values for both the x-axis and the y-axis.

2. Plot the points on the graph, using the logarithmic formula. Use the formula log(x) = y to calculate the points that should be plotted on the graph. For example, if the x-axis range is from 1 to 10, and the y-axis range is from 0 to 10, then the first point would be (1,0).

3. Connect the points with a smooth curve. Once all the points have been plotted, use a ruler or a graphing calculator to connect them with a smooth curve.

4. Label the axes and add any other details you want to include. Use a ruler or a graphing calculator to label the axes and add any other details you want to include, such as a title, a legend, or a grid.

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The correct answer is option A: the optimal corner point won't change.

The optimal corner point is the point where the objective function reaches its maximum value, with the constraints of the problem being satisfied. If the slope of the objective function stays between the slopes of the binding constraints, it means that the current optimal corner point will remain unchanged.

This is because if the objective function's slope is within the slopes of the binding constraints, then the set of points where the objective function reaches its maximum value will be the same. Therefore, the optimal corner point will not change.

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so hmmm we look at hmm x³ + x² - 8x - 6 so how do squeak out a factor out of it, well, using the rational root test and using our p/q checking for factors, we find that likely factors can be ± 6/1 and ±(3, 2, 1) / 1, anyhow so we check some of those and hopefully without boring you to death we find that -3 works, we can always use the remainder theorem to check if that's true, by simply plugin in f(-3) and if it's indeed a factor, that'd give us 0, well, f(-3) = -27 + 9 +24 +6 = 0, holly smokes!! is a factor.

well, all that jazz means that -3 is a factor, namely the factor is really x = -3 or x + 3 = 0 so the factor is (x+3) and for our synthetic division we'll use the -3 version, Check the picture below.

so we end up with the factors of (x+3)(x²-2x-2), now for the 2nd factor what we can do to break it up is use the quadratic formula

[tex]~~~~~~~~~~~~\textit{quadratic formula} \\\\ y=\stackrel{\stackrel{a}{\downarrow }}{1}x^2\stackrel{\stackrel{b}{\downarrow }}{-2}x\stackrel{\stackrel{c}{\downarrow }}{-2} \qquad \qquad x= \cfrac{ - b \pm \sqrt { b^2 -4 a c}}{2 a}[/tex]

[tex]x= \cfrac{ - (-2) \pm \sqrt { (-2)^2 -4(1)(-2)}}{2(1)} \implies x = \cfrac{ 2 \pm \sqrt { 4 +8}}{ 2 } \\\\\\ x= \cfrac{ 2 \pm \sqrt { 12 }}{ 2 }\implies x=\cfrac{2\pm\sqrt{2^2\cdot 3}}{2}\implies x=\cfrac{2\pm 2\sqrt{3}}{2}\implies x=1\pm\sqrt{3} \\\\[-0.35em] ~\dotfill\\\\ ~\hfill {\Large \begin{array}{llll} (x+3)(x-1+\sqrt{3})(x-1-\sqrt{3}) \end{array}}~\hfill[/tex]

now, just to clarify, all those are real roots, and the last two come from simply setting x = 1 ± √3 to 0 to get the factors.

Wilbur drove for 5 hours before Jack caught up with him.

Based on the information, the distance = (Wilbur's speed) x (time) = (Jack's speed) x (time + (time Wilbur drove))

We know that Jack's speed is 75 mph, and that he caught up with Wilbur after 2 hours. We also know that the distance covered by Jack is the same as the distance covered by Wilbur.

So we can write:

distance = (Wilbur's speed) x (time) = (Jack's speed) x (2 hours)

We are given that the Wilbur's speed is 30 mph, so we can substitute that in the above equation:

distance = 30 mph x (time) = 75 mph x 2 hours

Then we can solve for time by dividing both sides of the equation by 30:

time:

= (75 mph x 2 hours) / 30 mph

= 5 hours

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By using the triangular inequality, we will get the possible lengths:

a) 6km < x < 16km

b) 0mi < x < 24mi

c) 15yd < x < 30yd

If A, C, and D are the lengths of the sides of a triangle, then the triangular inequality says that:

A + C > D

A + D > C

C + D > a

Now, if the two sides are 5km and 11 km, and the other side is x, then we can write:

x + 5km > 11km

x + 11km > 5km

11 km + 5 km > x

From these inequalities we can get:

16km > x

x > 11km - 5km

x > 6km

Then the possible lengths of the third side are:

6km < x < 16km

b) Now the sides are 12 mi and 12mi, then the inequalities are:

x + 12mi  > 12mi

12mi + 12mi > x

The first one gives:

x > 0mi

The second:

24mi > x

The possible lenghts are 0mi < x < 24mi

c) 25 yd and 10 yd

Here we will get:

25yd + 10yd > x  ----- >  30yd > x

x + 10 yd > 25yd -------> x > 15yd

The possible lengths are:

15yd < x < 30yd

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The answer is $112.70  The Question is a simple Sales tax rate calculating problem.

Multiplying the purchase price by the sales tax rate will provide the sales tax. Don't forget to round the sales tax rate from percent to decimal. The price of the purchase is increased after the sales tax has been calculated. The entire cost is what the client pays as a result.

Sales tax rate = Sales tax percent / 100.

Sales tax = List price x Sales tax rate.

Given,

Rate of sandwich is = $4. 00

Rate of drink is = 94$

The rate of a meal that Her grandson ordered is =$6. 35.

What was the total price of all three items when 8% sales tax was added?

Total price of all three items without tax = 4 + 94 + 6.35

= $104.35

Total price of all three items with tax = (100% + tax) * Price

= (100% + 8%) * 104.35 = 108% * 104.35

= 1.08 * 104.35 = 112.698

≅ $112.70

The estimation to check if the result is reasonable by putting the answer in the original equation.

E.g. x + 4 = 10; x = 10 - 4

We get that x = 6

Plug in x = 6 in x + 4 = 10.

6 + 4 = 10.

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The value of next two terms are,

⇒ 0 and - 60

A relation between a set of inputs having one output each is called a function.

Given that;

The values are,

⇒ f (1) = 120,

⇒ f (2) = 60

And, The function is,

⇒ f (n) = f (n - 1) + ___

For n ≥ 2

Now,

Since, The values are,

⇒ f (1) = 120,

⇒ f (2) = 60

And, The recursive formula is,

⇒ f (n) = f (n - 1) + b

For n ≥ 2

Substitute n = 2;

⇒ f (2) = f (2 - 1) + b

⇒ 60 = f (1) + b

⇒ 60 = 120 + b

⇒ b = 60 - 120

⇒ b = - 60

So, The recursive formula is,

⇒ f (n) = f (n - 1) - 60

Substitute n = 3;

⇒ f (3) = f (3 - 1) - 60

⇒ f (3) = f (2) - 60

⇒ f (3) = 60 - 60

⇒ f (3) = 0

Substitute n = 4;

⇒ f (4) = f (4 - 1) - 60

⇒ f (4) = f (3) - 60

⇒ f (4) = 0 - 60

⇒ f (4) = - 60

Thus, The next two term are 0 and - 60.

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To translate a triangle with vector (-5/2), you need to subtract 5/2 from the x-coordinate and add 2 to the y-coordinate of each vertex of the triangle. This will move the triangle 5 units to the right and 2 units up.

A triangle is a polygon since it has three sides and three vertices. It is one of the basic geometric shapes. The name given to a triangle containing the vertices A, B, and C is Triangle ABC. A unique plane and triangle in Euclidean geometry are discovered when the three points are not collinear. Three sides and three corners define a triangle as a polygon. The triangle's corners are defined as the locations where the three sides converge. 180 degrees is the result of multiplying three triangle angles.

To translate a triangle with a vector, you can use the vector to adjust the coordinates of the triangle's vertices.

For example, if the triangle has vertices at (x1, y1), (x2, y2), and (x3, y3), you can translate it by the vector (-5/2) by subtracting 5/2 to the x-coordinates of the vertices. The new coordinates of the translated triangle would be (x1-5/2, y1), (x2-5/2, y2), and (x3-5/2, y3).

This will move the triangle 5/2 units to the left along the x-axis.

It is important to note that the translation vector you provided only has one component, which is -5/2. Since the vector only has x component, the translation will only occur along the x-axis and the y-coordinate of the vertices will not change.

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Ericka’s mistake is in ''Step 2.''

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

Ericka was solving an exponential equation, and upon finishing, she realized her answer was incorrect when she substituted -5 back into her original equation.

Now,

Since, Ericka was solving an exponential equation.

Clearly, The equation is,

⇒ 5 ⁹ˣ⁺⁶ = 25³ˣ ⁻ ²⁴

Step 1;

⇒ 5 ⁹ˣ⁺⁶ = 25³ˣ ⁻ ²⁴

⇒ 5 ⁹ˣ⁺⁶ = 5 ² ⁽³ˣ ⁻ ²⁴⁾

Step 2;

⇒ 9x + 6 = 2 (3x - 24)

So, Ericka’s mistake is in Step 2.

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The area of square 1 is 180 sq cm

The area of a square is calculated with the help of the formula: Area = s × s, where, 's' is one side of the square. Since the area of a square is a two-dimensional quantity, it is always expressed in square units

Square 1 formed on hypotenuse of the triangle, squares 2 and 3 are formed on the perpendicular legs of the triangle. Thus, by Pythagoras Theorem, A(square 1) will be equal to the sum of the areas of (square 2) and (square 3).

Area of square 1 = Area of square 2 + Area of square 3

Area of square 1 = 100 + 80

Area of square 1 = 180cm^2

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Answer:

x-intercept:  (-56, 0)

y-intercept:  (0, -14)

Step-by-step explanation:

The x-intercept is the point at which the line crosses the x-axis, so when y=0.  To find the x-intercept, substitute y=0 into the given equation:

[tex]\begin{aligned}y=0\implies x+4(0)&=-56\\x+0&=-56\\x&=-56\end{aligned}[/tex]

Therefore, the x-intercept of the given linear equation is:

The y-intercept is the point at which the line crosses the y-axis, so when x=0.  To find the y-intercept, substitute x=0 into the given equation:

[tex]\begin{aligned}x=0\implies 0+4y&=-56\\4y&=-56\\y&=\dfrac{-56}{4}\\y&=-14\end{aligned}[/tex]

Therefore, the y-intercept of the given linear equation is:

The degree of a constant polynomial (such as 7) is zero.

The variable's highest power in a polynomial expression is the polynomial's degree.

A polynomial is a mathematical expression made up of more than two algebraic terms, particularly the sum (or difference) of several terms that each contain a different power of a single or several variables (s).

It is a monomial combination that is linear. Since the polynomial can be conceived of as 7x0, the degree of a constant polynomial (such as 7) is zero.

Normally, the degree of the zero polynomial (zero) is regarded as being undefinable.

A polynomial function with a degree of 7 is known as a septic function (also known as a 7th degree polynomial). 

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Answer:

1376x-736

Step-by-step explanation:

Take 32 and multiply it by 43. By multiplying vertically, distribute the multiplication of 3 (from 43) times both the 2 and 3 of 32 (right to left)

3 x 2=6; 3 x 3=9:

32

x

43

--------

96

Then, distribute the multiplication of 4 (from 43) times both the 2 and 3 of 32 (right to left) and leave a zero under the last number of your previous answer while moving the distribution of numbers forward.

4 x 2=8; 4 x 3=12

32

x

43

--------

   96

+

1280   <----(this is the zero you must leave under your previous set)

After distributing each number of 43 to each number of 32 while multiplying, add your answers together vertically from right to left and bring down the x:

  96

+

1280

----------

1376x

Now do the same for 32 x -23 after learning vertical multiplication to get -736

Your final answer put together is 1376x-736

The exact value of secθ in simplest radical for is 1.083

Trigonometric identities are the functions that include trigonometric functions such as sine, cosine, tangents, secant, and, cot.

We are Given θ is an angle in standard position.

Its terminal side passes through the point (12, -5).

To find the exact value of secθ in simplest radical form.

When θ is an angle in standard position and its terminal side passes through the point (x,y), then the exact value of secθ is:

So, we have x = 12 and y = -5 which is in the first quadrant.

Therefore,

r² = x² + y²

r² = ( 12 )² + ( -5 )²

r² = 144 + 25

r² = 169

r = 13

Then,

sec θ = 1/cosθ

sec θ = [ 1/(x/r) ]

sec θ = r/x

sec θ = 13/12

sec θ = 1.083

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Therefore , the solution of the given problem of triangle comes out to be  A'(1, 0) (1, 0) , B'(1, 2) (1, 2) and C'(3,-2) (3,-2).

The fact that a triangle has four segments or vertices qualifies it as a polygon. It is an elementary geometric form. The name given to a triangle with endpoints A, B, then C is Triangle ABC. A singular plane and square are obtained in Euclidean geometry when the edges are not collinear. Any triangle that has three sides and three corners is a polygon. The triangle's corners are the spots at which its three sides intersect. 180 degrees is the result of three triangle angles.

Here,

The image A'B'C' is formed by our transformation rule, (+3,y-2)

So:

1. Describe the updated coordinates for points A', B', and C'?

In order to locate these new positions, we have:

A' (-23, 2-2)  =>    A'(1, 0) (1, 0)

B' => (-23, 4-2)    =>   B'(1, 2) (1, 2)

C'=> (0+3,0-2) => C'(3,-2) (3,-2)

2. Explain the qualities that would emerge if the respective vertices were linked together by lines.

We can notice the two triangles on the First Figure if we look closely. The green one is A'B'C, while the red one would be the triangle ABC.

The equivalent vertices with in second figure have been joined together by line segments, as shown by the green lines.

Two things can be said about those three lines: first, they are parallel, and second, they are all the same length.

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Answer:

x=0

Step-by-step explanation:

The general form of the equation of y-axis is x = 0. hence, the equation of line parallel to the y-axis is given by the equation: x = k.

Answer:

  36.9°

Step-by-step explanation:

You want to know the pitch angle of a staircase with a riser height of 6 inches and a tread depth of 8 inches.

The tangent of an angle is the ratio of the side opposite to the side adjacent:

  Tan = Opposite/Adjacent

The tangent of the staircase angle to the floor will be the ratio of the riser height to the tread depth:

  tan(α) = (6 in)/(8 in) = 3/4

The angle is found using the inverse tangent function.

  α = arctan(3/4) ≈ 36.9°

__

Additional comment

You need to be a little bit careful here. Different authors define "tread depth" differently. For the purpose of this question, it must be defined as the horizontal distance between corresponding points on adjacent treads, as shown in the attached illustration.

Some authors define tread depth as the distance from the nosing to the riser. If that definition is used, the "run" of the step will be the tread depth less the nosing depth. The pitch angle will be the arctangent of the ratio of riser height to "run".

The tread depth of 8 inches is a little too narrow to be in compliance with some building codes. A more usual minimum is about 10 inches with a riser height of 7 1/2 inches.

Answer:

0.75 tangent 0.75

Step-by-step explanation:

Parallelogram M'N'P'Q' is larger than parallelogram MNPQ because MN and M'N' have lengths of 2 and 5 respectively, and parallelogram MNPQ is dilated by a factor of 5/2 to give parallelogram M'N'P'Q'.

A parallelogram is a straightforward quadrilateral in Euclidean geometry that has two sets of parallel sides. In a particular kind of quadrilateral known as a parallelogram, both sets of opposite sides are parallel and equal. There are four different kinds of parallelograms, including three unique kinds. Parallelograms, squares, rectangles, and rhombuses are the four different shapes. Having two sets of parallel sides makes a quadrilateral a parallelogram. In a parallelogram, the opposing sides and angles are both the same length. On the same side of the horizontal line, the interior angles are additional angles as well. 360 degrees is the total number of interior angles.

To make parallelogram M'N'P'Q, parallelogram MNPQ was enlarged.

Points include M(2, 2), N(4, 2), P(3, 3), and Q. (1,-3)

M'(5, 5), N'(10, 5), P'(8, 7), and Q' (3,-7)

A) First, determine Minnesota's length:

|MN| = 2

|M'N'| = 4

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The slope of a logarithmic graph depends on the type of logarithm used.

For a logarithmic function in the form y = log(b,x) where b is the base of the logarithm, the slope of the graph is undefined for x=0 and for x<0 because logarithmic functions are not defined in those cases.

For a natural logarithm, the slope is negative infinity at x=0 and positive for x > 0. As x increases, the slope becomes closer to zero.

For a common logarithm, the slope is negative infinity at x=0 and positive for x > 0. As x increases, the slope becomes closer to zero.

It's important to note that logarithmic functions are not linear functions, and therefore they do not have a constant slope, the slope of a logarithmic graph will change throughout the graph.

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Answer:

The answer is x=g/6

Step-by-step explanation:

When solving an equation like this, you want to move x over to the left of =, which leaves g, and 6. now always remeber that the next variable, g for instance, will be the one divided by the factor, 6

A mathematical constant is a key number whose value is fixed by an unambiguous definition, often referred to by a symbol.

A few more constant examples are :

The number of days in a week represents a constant.

Substitute:

m*o+b=18

m+b=20

Apply Zero Property of Multiplication:

b=18

m+b=20

Substitute into one of the equations:m+18=20

Rearrange unknown terms to the left side of the equation:m=20-18

Calculate the sum or difference:m=2

The solution of the system is:

b=18

m=2

The answer is b=18 m=2

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The Solving we get the difference of the given polynomials [tex](5x^{3} + 4x^{2} ) - (6x^{2} - 2x - 9)[/tex] as [tex]5x^{3} - 2x^{2} + 2x + 9[/tex]   .

What is a Polynomial ?

The polynomial is defined as the expression that is composed of variables, constants and exponents, which are combined by using mathematical operations such as addition, subtraction, multiplication and division .

Based on number of terms present in polynomial , they can be classified as  monomial, binomial, and trinomial .

For Example : [tex]3x^{2} +4x[/tex]  .

The polynomial is given as : [tex](5x^{3} + 4x^{2} ) - (6x^{2} - 2x - 9)[/tex] ;

On simplifying the above given polynomial ,

we get ,

= [tex]5x^{3} + 4x^{2} - 6x^{2} + 2x + 9[/tex]

On subtracting the like terms together  in above equation ,

we get ;

= [tex]5x^{3} - 2x^{2} + 2x + 9[/tex]

Therefore , the difference of the polynomials is (d)  [tex]5x^{3} - 2x^{2} + 2x + 9[/tex] .

The given question is incomplete , the complete question is

What is the difference of the polynomials?

[tex](5x^{3} + 4x^{2} ) - (6x^{2} - 2x - 9)[/tex]

A. –x³ + 6x² + 9

B. –x³ + 2x² – 9

C. 5x³ – 2x² – 2x – 9

D. 5x³ – 2x² + 2x + 9

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The inverse of a quadratic graph is a square root function. To graph the inverse, we reverse the domain and range.

The curve-shaped graph of a quadratic function is known as a parabola. The vertex of a parabola is one of its focal points.

On the graph, it is either the highest or lowest point.

We can imagine it as the parabola's endpoint.

A square root function is the inverse of a quadratic function.

We switch the domain and range in order to graph the inverse.

The graph has the same structure but has been rotated to have the original function's domain and range switched.

Therefore, the inverse of a quadratic function is a square root function. To graph the inverse, we reverse the domain and range.

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Answer:

4 pounds of cheese

Step-by-step explanation:

4/5*5=4