The polynomial x3 + 8 is equal to

(x + 2)(x2 – 2x + 4).
(x – 2)(x2 + 2x + 4).
(x + 2)(x2 – 2x + 8).
(x – 2)(x2 + 2x + 8)

Answer:

can we skip to the good part? oh oh oh ohhhhh mhhhmhmhmhhhhhhhmh

Step-by-step explanation:

drink some coco juice and add some keyboard and it will be HAPSOD

hapsod is the one who absorb the hapsod

To determine the number of copies made per minute, the total time of 4 minutes and 45 seconds is first converted to 4.75 minutes. Dividing the total copies (114) by the total time in minutes (4.75) gives us 24 copies per minute.

Calculating Copies Per Minute

To find out how many copies the machine makes per minute, we need to convert the total time into minutes. There are 4 minutes and 45 seconds. Since there are 60 seconds in a minute, we can convert 45 seconds into minutes by dividing by 60, which gives us 0.75 minutes. Therefore, the total time in minutes is 4 + 0.75 = 4.75 minutes.

Now, we use the given information that the copy machine makes 114 copies in 4.75 minutes to calculate the number of copies it makes per minute:

Copies per minute = Total copies / Total time in minutes

Copies per minute = 114 copies / 4.75 minutes

Copies per minute = 24 copies per minute (rounded to the nearest whole number)

Answer:

Statement is false .

Step-by-step explanation:

Given : The range of f(x) = [tex]log_{b}(x)[/tex] is the set of all negative real numbers.

To find : Statement is true or false.

Solution : We have given that function f(x) = [tex]log_{b}(x)[/tex].

Range :  range of logarithm function is all real numbers (-∞, ∞)

Therefore, Statement is false .

Answer:

360 texts

Step-by-step explanation:

Given,

The points given for 3 texts = 15,

So, the points given for 1 text = [tex]\frac{15}{3}[/tex] = 5,

If x text are sent,

Then the number of points earned = x × points for 1 text

= 5x

According to the question,

5x = 1800

[tex]\impilies x = \frac{1800}{5} = 360[/tex]

Hence, 360 texts needs to send to get 1800 points.

Answer:

Options A & B

Step-by-step explanation:

Given is a triangle XYZ in the I quadrant.  There are four more triangles A, B,C and D given.

We have to find that which one is the translation of XYZ

We know that by translation we must get a congruent triangle as XYZ.

By simply seeing we can say that C and D are not congruent with XYZ.

So these two are eliminated

Remaining are A and B.

Both A and B are right

This is because XYZ is transformed into B by shifting 7 units horizontal to the left.

A is the reflection of B about x=-5.5

Thus both A and B are right

The correct statements for this question would be:

a) The point (1, 1) is on the graph of the equation."

d) The graph of the equation is the set of all points that are solutions to the equation.

Option (a) and (d) are true.

What is linear expression?

A linear expression is an algebraic statement where each term is either a constant or a variable raised to the first power.

Given that;

The linear equation;

y = 4x - 3

Now, By option a;

To check the point (1, 1) is on the graph of the equation.

We can substitute x = 1 and y = 1 in the equation of line as;

y = 4x - 3

1 = 4 × 1 - 3

1 = 4 - 3

1 = 1

Thus, The point (1,1) is on the graph of the equation.

For option b;

Since, The point (0, 3) is not satisfy the equation y = 4x - 3.

Hence, Option b is not true.

For option c;

Since, The y - intercept of the line 4x - y = -3 and line y = 4x - 3 is not same.

Hence, Both have different graph.

Clearly, By the graph of y = 4x - 3 is is the set of all points that are solutions to the equation.

So, Option d is true.

Thus, The correct statements for this question would be:

a) The point (1, 1) is on the graph of the equation."

d) The graph of the equation is the set of all points that are solutions to the equation.

Option (a) and (d) are true.

Learn more about the equation of line visit:

https://brainly.com/question/13763238

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Answer: Hello mate! The correct answer is D.

the statement is "A number is even if the number is divisible by 6."

Here the hipotesis is "the number is divisible by 6", and this hipotesis implies the conclussion, wich is "a number is even". This is because the statement implies that te first thing we check is if the number is divisible by 6, and then we can know if the number is even or not.

this can be written as

"if a number is divisible by 6, then the number is even"

where is more easy to see wich one is the conclussion of the statement.

Then you can see that the right answer is D "the number is even"

The mode of this set is 19.

1. **List the Numbers**: Start by listing out all the numbers in the set.

  [tex]\[ 19, 1, 17, 19, 3, 20, 5, 2 \][/tex]

2. **Count Frequency**: Count how many times each number appears in the list.

  - 19 appears twice.

  - 1 appears once.

  - 17 appears once.

  - 3 appears once.

  - 20 appears once.

  - 5 appears once.

  - 2 appears once.

3. **Identify the Most Frequent Number**: The mode is the number that appears most frequently. In this case, 19 appears twice, which is more than any other number in the set. Therefore, the mode of this set is 19.

Answer:

The absolute value of 4+7i is equal to [tex]\sqrt{4^{2}+7^{2}}[/tex].

The absolute value of the 4+7i be [tex]\sqrt{65}[/tex].

Step-by-step explanation:

The absolute value is given by .

|a + bi| = [tex]\sqrt{a^{2}+b^{2}}[/tex]

Now find the absolute value of the 4+7i.

|4+ 7i|= [tex]\sqrt{4^{2}+7^{2}}[/tex]

|4+ 7i| = [tex]\sqrt{16+49}[/tex]      

|4+ 7i| = [tex]\sqrt{65}[/tex]  

Therefore the absolute value of the 4+7i is [tex]\sqrt{65}[/tex] .  

Final answer:

Rewards program incentives are calculated by considering the alignment between the rewards offered and the needs and values of the participants. These incentives must balance the trade-off between work and compensation, adhering to principles of effort and fair compensation.

Explanation:

Understanding Rewards Program Incentives

To calculate a rewards program incentive, one must consider the various factors that influence both the likelihood and the extent to which individuals participate in the program. Such a program typically aims to increase desired behaviors - for example, increasing purchases or promoting consistent work performance - by offering some form of reward or compensation. The effectiveness of these incentives is often determined by how well they align with participants' values and needs.

In contexts where these incentives might impact work behavior, one must consider the trade-offs individuals face. If a program reduces government assistance dollar for dollar as earnings increase, this could diminish the incentive to work. Conversely, if the program allows individuals to maintain a level of government assistance even as they earn income, some might choose to work fewer hours (choice S) but still maintain or increase their total income. Others might continue to work the same number of hours (choice R) or even more, depending on how the incentives align with their personal circumstances and preferences.

There are also principles of effort and compensation to consider. Ideally, a well-designed incentive program rewards individuals according to the effort they put in and the costs they incur. However, the balance between maximizing efficiency for the program and providing adequate motivation for the participants can be complex and requires careful calibration.

To calculate a rewards program incentive, it's important to analyze the relationships among work hours, income, and effort. Changes in incentives may influence individuals to adjust their work hours to maximize benefits. The goal is to find the sweet spot where the incentive structure aligns with the desired behavior, whether that's working more, the same, or fewer hours for optimal compensation.

To calculate a rewards program incentive, you need to assess the different factors that influence choice and compensation. For instance, when a program provides financial incentives without reducing them entirely as earnings increase, individuals might alter their work hours to maximize overall income. This could mean choosing a point on the budget line, like S, where they work fewer hours but have greater income, or a point like R, maintaining the same work effort, or even increasing their hours, depending on the incentives.

The decision-making process regarding work hours and income can be complex, involving considerations of effort and compensation. These are guided by incentives and how individuals weigh the trade-offs between labor and leisure. Furthermore, such choices reflect the underlying principle that rewards should ideally align with the effort and costs involved in a person's work activity.

Changes in incentives can lead to different choices. If rewards or penalties for certain actions are adjusted, individuals may shift their decisions accordingly to maximize their benefits. For example, if a program becomes more generous without penalizing additional earnings, some may opt to work less, as they could still maintain or increase their income levels. Conversely, if the program became less generous or introduced greater penalization for earnings, individuals might be inclined to work more to achieve the same level of income.

Answer:

$623

Step-by-step explanation:

Let us suppose that the

Earning = y

Fixed payment = c

Commission paid = m per unit

Case 1.

When 500 units are sold, Earning y = $385

Earning = Fixed Payment + Commission paid per unit * Number of units

385=c+m*500

385=c+500m   ________(a)

Case 2.

When 1000 units are sold  earning y = $470

Earning = c+m*1000

470=c+1000m _________(b)

Subtracting (a) from (b) we get

85=500m

[tex]m=\frac{85}{500}\\=0.17[/tex]

Putting this value of m in (a)

[tex]385=c+\frac{85}{500} * 500[/tex]

385=c+85

c=300

Hence the fixed payment is $300 and the commission given is $0.17 per unit

Case 3 :

Number of Units sold = 1900

Earning = 300+0.17*1900

Earning = 300+323

Earning = 623

Hence The earning will be $623

Answer:

The answer is the option B

y varies inversely as x.

Step-by-step explanation:

we know that

A relationship between two variables, x, and y, represent an inverse variation if it can be expressed in the form [tex]yx=k[/tex] or [tex]y=k/x[/tex]

In this problem we have

[tex]3xy=5[/tex] -----> rewrite

[tex]xy=5/3[/tex]

The value of k is equal to [tex]k=\frac{5}{3}[/tex]

therefore

y varies inversely as x.

Answer

Find out the which line segment is a chord of circle E in the diagram below.

To prove

As given

Definition of a chord

 A chord is the striaght line  whose  endpoints are lies in the circle.

Now as shown in the diagram given in the question.

CD is the striaght line  whose endpoints lies in the circle E .

Therefore CD is a chord of circle E.

Option (d) is correct.

The slope of the normal line to the curve y = sqrt(8 - x^2) at the point (-2, 2) is -1/2.

The question asks for the slope of the normal line to the curve y = sqrt(8 - x^2) at the point (-2, 2). To find the slope of the normal line, we need to find the derivative of the given curve and evaluate it at the given point. The derivative of y with respect to x is d/dx [sqrt(8 - x^2)]. Using the chain rule, the derivative is -x / sqrt(8 - x^2).

To find the slope of the normal line, we take the negative reciprocal of the derivative. So the slope of the normal line is 1 / (x / sqrt(8 - x^2)). Evaluating this at x = -2, we get the slope of the normal line as -1/2.

Answer:

Scale factor is 2

Step-by-step explanation:

A rectangle has an area of 16ft²

That is

            Length₁ x Breadth₁ =  16 ft²

Every dimension is multiplied by a scale factor, let the scale factor be s.

New dimensions are

                  Length₂ = s x Length₁

                  Breadth₂ = s x Breadth₁

New area is given by

                 Area = Length₂ x Breadth₂ = s x Length₁ x s x Breadth₁

                 Area = s² x Length₁ x Breadth₁

                 64 = s² x 16

                  s² = 4

                  s = 2

So scale factor is 2

The maximum number of turns in the graph of f(x) is:

                                2

Turning Point of a graph--

The turning point of a graph is a point where the graph changes it's behavior i.e. it changes from increasing to decreasing and from decreasing to increasing.

The polynomial of degree n has atmost " n-1 " turning points.

Here we are given a polynomial f(x) as:

[tex]f(x)=2x^3-2x^2+7x-25[/tex]

The polynomial is of degree 3.

Hence, the maximum number of turning points of the function f(x) is: 3-1=2