An economics graduate student in the united states earns an $18,000 stipend per year. the u.s. sees significant inflation. how might the student react?

Check whether a polynomial function is an odd-degree or even-degree function, as well as whether the leading coefficient is positive or negative, before attempting to determine its end behavior.

Given,

The polynomial end behavior;-

The behavior of the function graph at the "ends" of the x-axis is known as the end behavior of a function, or f. In other words, if we look at the right end of the x-axis (as x approaches +) and the left end of the x-axis (as x approaches ), the end behavior of a function represents the trend of the graph.

Here,

Look at the polynomial function's leading term to identify its end behavior. The leading term will dominate the graph since it has the largest power and will thus increase much more quickly than the other terms as x gets very large or very small.

That is,

Check the function's odd- or even-degree status and the leading coefficient's positive or negative value before attempting to forecast the polynomial function's end behavior.

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The 100 feet per second rate at which rocket is rising vertically upwards and the 50 feet distance of the observation position from the launch, indicates;

A) The height of the rocket after exactly 2 seconds is 200 feet

B) The rate of the angular motion at which to scan upwards to keep track of the rocket is 2/17 radians per second

Angular motion is a circular motion of an object about a fixed axis, described in radians per second.

The rate at which the rocket is rising up in the air = 100 feet per second

The horizontal distance from the point of launch to the observer = 50 feet

The time at which the height of the rocket is required = 2 seconds

A) The height of the rocket after 2 seconds, h = 2 s × 100 ft/s = 200 ft

B) The angle of elevation of the line of sight to the rocket = θ

tan(θ) = h/50

sec²(θ)·(dθ/dt) = (1/50)·(dh/dt)

(dθ/dt) = (1/50) × (dh/dt)/sec²(θ)  = (1/50)×(dh/dt)×(cos²(θ))

At time, t = 2 seconds, the height of the rocket = 200 feet

Therefore;

tan(θ) = 200/50 = 4

θ = arctan(4)

dh/dt = The vertical velocity of the rocket = 100 ft/s

(dθ/dt) = (1/50)× 100 ×(cos²(arctan(4))) = 2/17

The rate at which the eyes is scanning upwards is 2/17 radians per second

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Examples of numbers that are rational number but not natural

-4, -5, 4/5, 0.89, 0.

Rational Numbers:

A type of real number known as a rational number is represented by the formula p/q, where q is not equal to zero. A rational number is any fraction with a non-zero denominator. 1/2, 1/5, 3/4, and other such numbers are a few examples of rational numbers. The number "0" is also a rational number because there are many ways to represent it, including 0/1, 0/2, 0/3, etc. However, since they give us infinite values, 1/0, 2/0, 3/0, etc. are illogical. Check the irrational numbers here as well and contrast them with the rational ones.

Natural Number:

All positive integers from 1 to infinity are included in the number system, which also includes natural numbers, which are also used for counting. There is no zero included (0). In fact, counting numbers are 1, 2, 3, 5, 6, 7, 8, 9, etc.

Real numbers, which only include the positive integers 1, 2, 3, 4,5, and 6, are made up of natural numbers. Negative numbers, fractions, decimals, and zero are not included.

Notably, zero and negative numbers are not considered to be natural numbers.

Few examples of numbers that are rational number but not natural

-4, -5, 4/5, 0.89, 0.

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Max() is a method.

max() is a static method of Math , we always use it as Math.max() , rather than as a method of a Math object you created.

Static Method

A static method  is a method defined as a member of an object but is accessible directly from an API object's constructor, rather than from an object instance created via the constructor.

Sometimes a method performs a task that does not depend on the data of any object . Such a method applies to the class in which it's declared as a whole and is known as a static method.

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A bisector is a line which is constructed in such a way as to divide a given line segment or a measure of angle into two equal parts/ degrees. Thus the required proof with an explanation are given below:

A constructed line which divides a given line segment, or measure of angle into two equal parts is referred to as a bisector. It is majorly at a right angle to the line segment to be divided.

STATEMENT                                  REASON  

1. LN is a bisector of <MLO                       Given

2. LM ≅ LO                                                        Given

3. <MLN ≅ <NLO                                   Definition of angle bisector

4. LN ≅  LN                                            Reflexive property

5. <LMN  ≅ <LON                                  Symmetric property

6. ΔLMN  ≅ ΔLON                                 CPCTC

With this statements and reasons, it can thus be concluded that;              ΔLMN  ≅ ΔLON    

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Answer:

imaginary number

Step-by-step explanation:

i means imaginary in math

4(5x-2) = 2(9x + 3)

distribute

20x-8 = 18x + 6

add 8 to both sides

20x = 18x + 14

subtract 18 x

2x = 14

divide by 2

x = 7

verify if true

4(5*7 - 2) = 2(9*7+3)

132 = 132

x does = 7

hope this helps

jeron

Answer:

[tex] \sf \: x = 7[/tex]

Step-by-step explanation:

Given equation,

→ 4(5x - 2) = 2(9x + 3)

Now the value of x will be,

→ 4(5x - 2) = 2(9x + 3)

→ 20x - 8 = 18x + 6

→ 20x - 18x = 6 + 8

→ 2x = 14

→ x = 14/2

→ [ x = 7 ]

Hence, the value of x is 7.

Answer:

The coordinate plane

Step-by-step explanation:

Graph the line [tex]y=-x+10[/tex] with a dotted boundary and shade the region above the line.

Answer:

Step-by-step explanation:

IKRRRRRRRRRR

Math is hard because it can take alot of processes to solve problems.  Theres alot of unique stuff, so it takes alot more practice than other subjects.  To get better at math, you gotta practice.

My friend is multiplied as [tex](8\times3)\times(0.1\times0.1)(8\times 3)(0.1\times0.1)[/tex] thus he was multiplying 0.1 with 0.1.

Multiplication is the general procedure in mathematics in which we multiply two or more numbers by each other to find a new multiplied number.

Multiplication gives us a resultant number that will be very big as compared to the number which is going to be multiplied.

As per the given,

(8 × 3) × (0.1 × 0.1) × (8 × 3) × (0.1 × 0.1)

Since the only decimals in the above expression are 0.1 and 0.1.

Thus, 0.1 x 0.1 = 0.01

So, he was multiplying 0.1 with 0.1.

Hence "My friend was multiplying 0.1 with 0.1 because his multiplicand is  (8 × 3) × (0.1 × 0.1) × (8 × 3) × (0.1 × 0.1)".

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The percent error of the measurement, to the nearest tenth of a percent is: 1.4%.

Percent error can be described as the disparity between the value of what was estimated and the actual value, which is compared to the actual value as expressed in percentage.

The formula for calculating the percent error is:

Percent error = |measured value - actual value| / actual value × 100%.

We have the following given:

Actual length = 7.4 inches

Measured length = 7.3 inches

Therefore:

Percent error = |7.3 - 7.4| / 7.4 × 100%.

= 0.1/7.4 × 100

= 1.4%

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The value of the algebraic expression 11.1p + 10.5r  at p = 6 and r = 7 is 140.1

What is an algebraic expression?

Algebraic expression consists of variables and numbers connected with addition, subtraction, multiplication and division

The given algebraic expression is 11.1p + 10.5r

We have to find the value of the algebraic expression at p = 6 and r = 7

Putting x = 6 and y = 7 in the algebraic expression,

[tex]11.1 \times 6 + 10.5 \times 7[/tex]

66.6 + 73.5

140.1

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Answer: $88

x/55 is the same as 60%/1005 so 55 x 60 / 100 = 33 which is the mark up then add 55 and 33 to get the total price

Answer:

Price of shoes after markup is $88

Step-by-step explanation:

$55 + %60 markup or

55 x .60 = $33

55 + $33= $88

The value of their vertical distance at a horizontal distance of 6 feet is 2 feet

From the question, we have the following parameters that can be used in our computation:

The equation of the function: y = -1/3x + 4

The above equation is a linear function

A linear function is represented as

y = mx + c

Where

slope = m and y-intercept = c

From the question, we have

x-axis = ground distance

y-axis = one of the poles

When the horizontal change is 6 feet, it means that

x = 6

So, we have

y = -1/3 x 6 + 4

Evaluate the products

y = -2 + 4

Evaluate the sum

y = 2

Hence, the vertical distance is 2 feet

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The volume of the cuboid is given as length x breadth x height thus, the breadth of the given cuboid will be 17 cm.

Volume is the scalar quantity of any object that specified occupied space in 3D.

For example, the space in our room is referred to as volume.

Volume has units of cube example meter³,cm³, etc.

The volume of the cuboid = length × breadth × width

19 x breadth x 16 = 5168

Breadth = 17 cm

Hence "The breadth of the cuboid will be 17 cm since the volume of the cuboid is given as length x breadth x height.".

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Answer: 29 divided by 5123 is 0.005

I hope this helps :) (if not correct ask another person)

Answer:

4

Step-by-step explanation:

Diagonals of a parallelogram bisect each other.

Answer:

it's just the multiple of it. first row is 21. second row is 8

Step-by-step explanation:

it's just 7, 7×2, 7×3

4,4×2,4×3

You can use ratios to solve the table

you know that for every 7 cups of sugar there are 4 cups of milk

The next column gives 14 cups of sugar but an unknown amount of milk

14 is 2 times 7, so the amount of milk would be 4 times 2, or 8 cups

The same logic can be applied for the rest

12 is 3 times 4, so the amount of sugar in column 3 would be 3 times 7

and so on and so forth

The congruence theorem that will prove △BDA and △DBC is A. Hypotenuse-leg (HL) congruence.

Determining the right congruence theorem that will prove △BDA and △DBC after being provided a schematic of two right triangles.

Since we are aware that the hypotenuse-leg theorem stipulates that if the hypotenuse and one of the right triangles' legs are congruent with their equivalent hypotenuses in other right triangles, the triangles are said to be congruent.

We can see from our diagram that hypotenuse(AB) of △BDA equals to hypotenuse (CD) of △DBC.  

We can see that triangles BDA and DBC share a common side DB.

Using Pythagorean theorem we will get

CD² = DB²+BC²

AB = DB²+AD²

given that CD=AB, Upon using this information we will get,

DB²+BC² = DB²+AD²

subtracting DB² from both sides of our equation we will get,

BC² = AD²

Cutting squares on both sides

BC = AD

Hence, by HL congruence △BDA ≅ △DBC.

Note that the full question is:

Which congruence theorem can be used to prove △BDA ≅ △DBC?

A. HL

B. SAS

C. AAS

D. SSS

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By using the concept of probability, it can be calculated that

Probability that a flood of the same size will occur in the following year = [tex]\frac{1}{50}[/tex]

What is probability?

Probability gives us the information about how likely an event is going to occur

Probability is calculated by Number of favourable outcomes divided by the total number of outcomes.

Probality of any event is greater than or equal to zero and less than or equal to 1.

Probability of sure event is 1 and probability of unsure event is 0.

50-year flood occurs on the mississippi river in a given year

Probability that a flood of the same size will occur in the following year =  [tex]\frac{1}{50}[/tex]

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The number of students which received a result of less than 60 is 42 if  the result of a fictional stat 100 final exam taken by 120 students, as given in the following relative frequency distribution.

Given:

we have grade and cumulative frequency table.

The acquired data are arranged in tables using the frequency distribution method. The information may include test scores, local weather information, volleyball match results, student grades, and so forth. To facilitate understanding, data must be presented meaningfully after collection. Set up the data so that a table contains a summary of all of its characteristics. Frequency distribution is what we call this.

we are asked to find the number of students which received a result of less than 60 = ?

The frequency for the grade less than 60 is:

60 : 15%+20%

= 35%

now calculate the percentage:

35% × 120

35/100 × 120

= 7×6

= 42

Hence 42 students received less than 60.

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Answer: 2

Step-by-step explanation:

GCF is the most significant common factor of a group of numbers! In this case, 2 is the GCF!

A parallel equation is an equation that is composed of two or more equations that are related to each other.

An example of a parallel equation is:   x + y = 4  And x - y = 2  In this equation, x and y are related to each other by an addition and a subtraction. The two equations have the same value on each side, 4 and 2, so they are parallel equations. To solve this equation, we need to find the value of x and y. To do this, we add the two equations together, giving us:  2x = 6. Therefore, x = 3. To find y, we can plug 3 in for x in either equation and solve for y, giving us y = 1. Therefore, the solution for this parallel equation is x = 3 and y = 1.

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Answer:

2000

Step-by-step explanation:

90 = 4.5% of x

90 = 0.045x

x = 90/0.045

x = 2000

Answer: 2000

The solution set is n ≥ 4.

In mathematics, "inequality" refers to a relationship between two expressions or values that is not equal to each other.

We have the inequality,

4n -1  ≥ 15

To solve the inequality, you may multiply or divide each side by the same positive number, add the same amount to each side, take the same amount away from each side, and more. You must flip the inequality sign if you multiply or divide either side by a negative number.

4n - 1 +1  ≥ 15 +1

4n ≥ 16

n ≥ 4.

And N = 3, inequality does not hold.

Therefore, The solution set is n ≥ 4.

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The cost of constructing the box will be = $81.77

Since the question gives us information about the rectangle,

so the area of the rectangle is shown by,

Area = 2 x (length + width)

So we have the area as,

Area = 2(lh + wh) +lw

(since the area per square meter is also given so we added l x w)

Since the cost of the base is = $5 per square meter and the cost of the sides is = $3 per square meter, so area in terms of the cost function,

⇒ C = 3 x 2(lh + wh) + 5 x l x w

⇒ C = 6(lh + wh) +5lw ---------equation 1

According to the question, the length of the rectangular container is twice that of the width of the container,

⇒ l = 2w

Substituting the new value of l in equation 1,

⇒ C = 6(2wh + wh) + 10 [tex]w^{2}[/tex]

⇒ C = 18wh + 10 [tex]w^{2}[/tex] ---------- equation 2

To calculate the volume of the rectangle,

V = length x width x height ( lwh )

substituting v = 10 and 2w = l,

2[tex]w^{2}[/tex]h = 10

h = [tex]\frac{5}{w^{2} }[/tex]

Substitute the value of h in equation 2,

⇒ C = 18w x [tex]\frac{5}{w^{2} }[/tex] + 10[tex]w^{2}[/tex]

⇒ C = [tex]\frac{90}{w}[/tex] + 10[tex]w^{2}[/tex] --------- equation 3

Differentiating the above equation we get,

⇒ C* = - [tex]\frac{90}{w^{2} }[/tex] + 20w

⇒ 20w = [tex]\frac{90}{w^{2} }[/tex]

Multiply both sides by [tex]w^{3}[/tex]

⇒ [tex]20w^{3}[/tex] = 90

⇒ [tex]w^{3}[/tex] = 4.5

w = 1.65

Put the value of w in equation 3,

⇒ C = [tex]\frac{90}{1.65}[/tex] + 10 x [tex]1.65^{2}[/tex]

⇒ C = 81.77

Therefore, The cost of constructing the box will be = $81.77

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Answer: 227/ 60 = 3 47/60 OR 3.783

Note: If you don't get the right answer because of the extra 3 in 3.783 then simply remove the extra 3 at the end.

Explanation:

Step 1: Multiply the whole number 2 by the denominator 6. Whole number 2 equally.

Step 2: Add the answer from the previous step 12 to the numerator 5. New numerator is 12 + 5 = 17

Step 3: Write a previous answer (new numerator 17) over the denominator 6

Message: If you found this helpful let me know by giving a thanks! :)

True, When the demand is greater than the capacity, impossible situations can arise.

Demand is outlined as the quantity of a good that buyers are willing and able to purchase at a specific price. This is an if...then statement, thus if the price is $1,000, the quantity demanded is 60, and so on. Therefore, it is a function with the form y = f(x), where x now represents price and y represents quantity.

A linear demand equation is defined as Q = a - bP in standard form. In other words, pricing influences the quantity demanded. The price equation, often known as the inverse demand equation or price equation, treats the price as a function f of the amount demanded: P = f. (Q). Simply solve for P from the demand equation to obtain the inverse demand equation.

So, the answer is true that when the demand is greater than the capacity, impossible situations can arise.

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