Yesterday, Noah ran 2 1/2 miles in 3/5 hour. Emily ran 3 3/4 miles in 5/6 hour. Anna ran 3 1/2 miles in 3/4 hour. How fast, in miles per hour, did each person run? Who ran the fastest?

The statement that is true is as x increases, the rate of change of g(x) exceeds the rate of change of f(x). Option B

First, let us determine the derivatives Let's first of the functions f(x) and g(x) to compare their rates of change:

The functions are given as;

f(x) = 1/50(3)

g(x) = 1/5(x²)

Since the derivative of a constant is zero, f'(x) = 0.

g'(x) = 2/5x

Then, we can say that the rate of change of g(x) increases faster than the rate of change of f(x) as x increases.

The rate of change of g(x) (2/5x) will grow as x increases, while the rate of change of f(x) stays constant.

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Answer:

JLK = PRQ

Step-by-step explanation:

We already know that JL = QR and KL = PR.

If we know the angle between the two sides is equal or if the other side lengths are equal, then that would prove the two triangles to be equal.

Since the option for the two other side lengths (JK = PQ) to be equal is not listed, then the option that shows the angles are equal is the correct answer.

Since both JKL and PRQ are between the line segments already said to be equal, the answer is JLK = PRQ

Answer:

C. This would be a true statement due to the fact the to sides touch are equal. The sides are going to come at the same angle giving you a SAS which is possible to show for congruent triangles.

If there are 200 high school students in the district, the number of high school students expected to be in Chemistry is 60 because the percentage who offer Chemistry in the district is 30%.

The number of high school students who offer Chemistry in the district can be determined by multiplying the total number of high school students and the percentage of students who offer Chemistry.

The result of a multiplication operation (multiplicand and multiplier), which is one of the basic mathematical operations, is known as the product.

The total number of high school students in the district = 200

The percentage of students who offer Chemistry in the district = 30%

The number of students likely to be offering Chemistry in the district = 60 (200 x 30%).

Thus, we can conclude that 60 high school students are in Chemistry based on the Chemistry percentage.

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The percentage of high school students in the district who offer Chemistry is 30%.  If there are 200 high school students in the district, how many would you expect to be in Chemistry?

Answer:

80

Step-by-step explanation:

The best estimate for the amount of juice Barry made is 235 cups.

In this question, Jessica and Barry squeezed oranges for juice. Jessica squeezed 235 cups of juice. Barry made 14 cups less than Jessica. Barry estimated that Jessica squeezed about 212 cups of juice. We need to find the best estimate for the amount of juice Barry made.

Let's begin by finding the amount of juice Barry actually made. Barry made 14 cups less than Jessica, which means he made: 235 - 14 = 221 cups of juice.

Now, let's compare this to Barry's estimate. Barry estimated that Jessica squeezed about 212 cups of juice. Since Jessica actually squeezed 235 cups of juice, her estimate was too low by:235 - 212 = 23 cups.

So, we can apply this error to Barry's estimate to get a better estimate for the amount of juice he made. If Barry's estimate was 212 cups, and he underestimated by 23 cups, then he actually made:212 + 23 = 235 cups of juice. Therefore, the best estimate for the amount of juice Barry made is 235 cups.

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Answer:

? = 92°

Step-by-step explanation:

the chord- chord angle ? is half the sum of the measures of the arcs intercepted by the angle and its vertical angle, that is

? = [tex]\frac{1}{2}[/tex] (LM + AK) = [tex]\frac{1}{2}[/tex] (120 + 64)° = [tex]\frac{1}{2}[/tex] × 184° = 92°

Answer:

x=3

Step-by-step explanation:

You can get the answer by substituting the value of x in the equations, your aim is to find a number that will make both equations equal zero.

Answer:

Step-by-step explanation:

To graph the solution to the compound inequality 3 - x < 22 or 4x + 2 > 10, we need to graph the individual inequalities and find the overlapping region.

First, let's graph the inequality 3 - x < 22:

Subtract 3 from both sides to isolate x:

-x < 19

Multiply both sides by -1, which reverses the inequality direction:

x > -19

This means that x is greater than -19, but not including -19. So, we will have an open circle at -19 and shade everything to the right of it.

Next, let's graph the inequality 4x + 2 > 10:

Subtract 2 from both sides to isolate 4x:

4x > 8

Divide both sides by 4:

x > 2

This means that x is greater than 2, but not including 2. So, we will have an open circle at 2 and shade everything to the right of it.

Combining the two inequalities, we need to find the overlapping region. Since both inequalities have an open circle at their endpoint, we will use a dashed line to represent them.

The graph should look like this:

markdown

Copy code

 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

  +                                                     +

  |                                                     |

  |                                                     |

  +---------------------------------|-------------------->

                                      -19       2

The shaded region will be to the right of -19 and to the right of 2, including all numbers greater than those values.

Therefore, the correct answer is:

O A. -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

The values of x and y are 9√3 and 9. Thus, option C is the answer.

From the figure, we know that angle A = 60°, angle C = 30° and side AC =18 units.

We have to use trigonometric ratios to find the values of x and y.

sin30° = Opposite side/Hypotenuse  

But, we also know that sin30° = 1/2

Substituting the value in the above equation, we get

1/2 = y/18

Thus, the value of y = 18/2 = 9.

Now, sin60° = Opposite Side/ Hypotenuse

sin60° = √3/2

Substituting the value, we get

√3/2 = x/18

Thus, x = 9√3.

Therefore, the values of x and y in the given triangle are 9√3 and 9.

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We can solve for d = 150 / (tan(34) - tan(12)) Once we have the value of d, we can substitute it back into the equation h = d * tan(12) to find the height h of the smaller building.

To find the height h of the smaller building, we can use trigonometric ratios and the concept of angles of depression.

Let's denote the height of the smaller building as h. We are given that the observer in the larger building measures angles of depression of 12 degrees and 34 degrees to the top and bottom of the smaller building, respectively.

From the given information, we can form a right triangle with the vertical distance between the observer and the smaller building as the opposite side and the horizontal distance between the observer and the smaller building as the adjacent side.

Using trigonometric ratios, we can set up the following equations:

For the angle of depression of 12 degrees:

tan(12) = h / d

For the angle of depression of 34 degrees:

tan(34) = (h + 150) / d

Here, d represents the horizontal distance between the observer and the smaller building.

We can solve these two equations simultaneously to find the values of h and d.

From the equation for the angle of depression of 12 degrees, we can rewrite it as:

h = d * tan(12)

Substituting this expression for h in the equation for the angle of depression of 34 degrees, we get:

tan(34) = (d * tan(12) + 150) / d

Now, we can solve this equation for d. Rearranging the equation, we have:

d * tan(34) = d * tan(12) + 150

Simplifying further:

d * (tan(34) - tan(12)) = 150

Finally, we can solve for d:

d = 150 / (tan(34) - tan(12))

Once we have the value of d, we can substitute it back into the equation h = d * tan(12) to find the height h of the smaller building.

Note: To obtain an actual numerical value for h, we need the precise values of the tangent of 12 degrees and 34 degrees.

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The center of the ellipse defined by the equation 9x^2 + 4y^2 + 18z - 23 = 0 is (0, 0, 0).

9x^2 + 4y^2 + 18z - 23 = 0 must be rearranged to its standard form in order to determine the location of the ellipse's centre. The ellipse equation has the following standard form:

(x - h)^2/a^2 + (y - k)^2/b^2 + (z - l)^2/c^2 = 1,

where (h, k, l) represents the center of the ellipse, and a, b, and c are the semi-major, semi-minor, and semi-vertical axes, respectively.

Let's rearrange the given equation to match the standard form:

9x^2 + 4y^2 + 18z - 23 = 0

Dividing by 23 to simplify the equation:

(9x^2)/23 + (4y^2)/23 + 18z/23 - 1 = 0

Now, we can rewrite the equation as:

(9x^2)/23 + (4y^2)/23 + 18z/23 = 1

Comparing this with the standard form, we can identify the values of a, b, and c:

a^2 = 23/9

b^2 = 23/4

c^2 = 23/18

Taking the square roots of these values:

a ≈ √(23/9) ≈ 1.53

b ≈ √(23/4) ≈ 1.92

c ≈ √(23/18) ≈ 1.23

Therefore, the semi-major axis (a) is approximately 1.53, the semi-minor axis (b) is approximately 1.92, and the semi-vertical axis (c) is approximately 1.23.

The center of the ellipse is represented by the values (h, k, l). Since the equation does not involve any shifts or translations, the center is located at the origin (0, 0, 0).

As a result, (0, 0, 0) is the centre of the ellipse formed by the equation (9x2 + 4y2 + 18z - 23 = 0).

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Answer:

Center: (-3, 1)

Step-by-step explanation:

The center of an ellipse is always the point that is equidistant from the two foci and the two vertices.

In order to find the center of the ellipse, we can complete the square in both the x and y terms.

First, we move the constant term to the right side of the equation:

[tex]9x^2+18x + 4y^2-8y = 23[/tex]

The coefficient of x is 18, so half of it is 9, and squaring that gives us 81. Adding 81 to both sides of the equation gives us:

[tex]9x^2+18x + 81 = 23 + 81[/tex]

which combines the terms in x into a squared term:

[tex](9x+9)^2 = 104[/tex]

Similarly:

[tex]4y^2-8y + 4 = 23 + 4[/tex]

which combines the terms in y into a squared term:

[tex](2y-2)^2 = 27[/tex]

Now that we have completed the square in both x and y, we can write the equation in standard form for an ellipse:

[tex]\frac{(x+3)^2}{11^2} + \frac{(y-1)^2}{3^2} = 1[/tex]

The standard form for an ellipse is:

[tex]\boxed{\bold{\frac{(x-h)^2}{a^2} +\frac{ (y-k)^2}{b^2} =1 }}[/tex]

where (h, k) is the center of the ellipse, a is the radius in the x-direction, and b is the radius in the y-direction.

In the equation for our ellipse, (h, k) = (-3, 1).

So the center of the ellipse is at the point (-3, 1).

In the nearest tenth, this is (-3.0, 1.0).

Answer:  See the flowchart proof below.

Explanation:

The given info is indicated by the marked angles. We also use the reflexive property to say that BG = BG. After that we use the ASA (angle side angle) property to prove the triangles are congruent. The triangles are mirrored clones of one another. The mirror line is segment BG.

A flowchart proof that proves that the two triangles are congruent is shown in the image below.

In Mathematics and Geometry, two triangles are said to be similar when the ratio of their corresponding side lengths are equal and their corresponding angles are congruent.

In this context, we can prove that triangle BIG is congruent with triangle BAG by completing the two-column proof shown above with the following reasons:

Statements                                Reasons

∠IBG ≅ ∠ABG                              Given

∠IGB ≅ ∠AGB                              Given

BG ≅ BG                               Reflexive property

ΔBIG ≅ ΔBAG                       ASA Congruence

Based on the angle, side, angle (ASA) similarity theorem, we can logically deduce that triangle BIG and triangle BAG are both congruent.

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The line that intersects two of the planes is : Line X

The line that intersects one of the planes is : Line Z

The line that that has points on three of the planes shown is Line Y

From this figure you can see that there are 3 different levels and 3 different lines. One line intersects two planes (line X), another line intersects only one plane (line Z). Line Y, on the other hand, has points in all three planes.

A line y has points A and B in all three planes.

A plane is simply a plane that can be intersected by a straight line connecting any two points on the plane.

Therefore, we can conclude from the figure

A line that intersects two planes is: line x

A line that intersects one of the planes is: line Z

A line with points on the three planes shown is Line Y. 

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The first question:

"A spinner has an equal chance of landing on each of its eight numbered regions. After spinning, what is the probability you land on region three and region six?"

Since the spinner has an equal chance of landing on each of its eight regions, the probability of landing on region three is 1/8, and the probability of landing on region six is also 1/8.

To find the probability of both events occurring (landing on region three and region six), you multiply the probabilities together:

P(landing on region three and region six) = P(landing on region three) * P(landing on region six) = (1/8) * (1/8) = 1/64.

Therefore, the probability of landing on both region three and region six is 1/64.

The events are mutually exclusive because it is not possible for the spinner to land on both region three and region six simultaneously.

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The second question:

"A bag contains six yellow jerseys numbered 1-6. The bag also contains four purple jerseys numbered 1-4. You randomly pick a jersey. What is the probability it is purple or has a number greater than 5?"

To find the probability of either event occurring (purple or number greater than 5), we need to calculate the probabilities separately and then add them.

The probability of picking a purple jersey is 4/10 since there are four purple jerseys out of a total of ten jerseys.

The probability of picking a jersey with a number greater than 5 is 2/10 since there are two jerseys numbered 6 and above out of a total of ten jerseys.

To find the probability of either event occurring, we add the probabilities together:

P(purple or number greater than 5) = P(purple) + P(number greater than 5) = (4/10) + (2/10) = 6/10 = 3/5.

Therefore, the probability of picking a purple jersey or a jersey with a number greater than 5 is 3/5.

The events are overlapping since it is possible for the jersey to be both purple and have a number greater than 5.

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The third question:

"A box of chocolates contains six milk chocolates and four dark chocolates. Two of the milk chocolates and three of the dark chocolates have peanuts inside. You randomly select and eat a chocolate. What is the probability that it is a milk chocolate or has no peanuts inside?"

To find the probability of either event occurring (milk chocolate or no peanuts inside), we need to calculate the probabilities separately and then add them.

The probability of selecting a milk chocolate is 6/10 since there are six milk chocolates out of a total of ten chocolates.

The probability of selecting a chocolate with no peanuts inside is 7/10 since there are seven chocolates without peanuts out of a total of ten chocolates.

To find the probability of either event occurring, we add the probabilities together:

P(milk chocolate or no peanuts inside) = P(milk chocolate) + P(no peanuts inside) = (6/10) + (7/10) = 13/10.

Therefore, the probability of selecting a milk chocolate or a chocolate with no peanuts inside is 13/10.

The events are mutually exclusive since a chocolate cannot be both a milk chocolate and have no peanuts inside simultaneously.

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The fourth question:

"You flip a coin and then roll a fair six-sided die. What is the probability the coin lands heads up and the die shows an even number?"

The probability of the coin landing heads up is 1/2 since there are two possible outcomes (heads or tails) and they are equally likely.

The probability of rolling an even number on the die is 3

/6 or 1/2 since there are three even numbers (2, 4, and 6) out of a total of six possible outcomes.

To find the probability of both events occurring (coin lands heads up and die shows an even number), we multiply the probabilities together:

P(coin lands heads up and die shows an even number) = P(coin lands heads up) * P(die shows an even number) = (1/2) * (1/2) = 1/4.

Therefore, the probability of the coin landing heads up and the die showing an even number is 1/4.

The events are independent since the outcome of flipping the coin does not affect the outcome of rolling the die.

[tex]\huge{\mathfrak{\colorbox{black}{\textcolor{lime}{I\:hope\:this\:helps\:!\:\:}}}}[/tex]

♥️ [tex]\large{\underline{\textcolor{red}{\mathcal{SUMIT\:\:ROY\:\:(:\:\:}}}}[/tex]

The main answer is that the confidence intervals for the population proportion of subjects with syncope or near syncope who also have cardiovascular disease, at 90%, 95%, and 99% confidence levels, are as follows:

90% Confidence Interval: Approximately 51.84% to 70.53%

95% Confidence Interval: Approximately 49.77% to 72.60%

99% Confidence Interval: Approximately 46.48% to 76.89%

In the study, out of the 136 subjects with syncope or near syncope, 75 reported having cardiovascular disease.

To construct the confidence intervals, we can use the formula for a proportion's confidence interval. The formula is based on the normal distribution assumption when sample size is large enough, which is satisfied here.

By plugging in the sample proportion (75/136) and the appropriate critical values based on the desired confidence level (1.645 for 90%, 1.96 for 95%, and 2.576 for 99%), we can calculate the lower and upper bounds for each confidence interval.

These confidence intervals provide an estimate of the likely range within which the true population proportion lies.

For example, with 95% confidence, we can say that we are 95% confident that the true proportion of subjects with syncope or near syncope who also have cardiovascular disease falls between approximately 49.77% and 72.60%.

The wider the confidence interval, the lower the precision of the estimate, but the higher the level of confidence.

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The measure of angle LB is 40°.

To find the measure of angle LB, we can use the fact that the measure of an inscribed angle is half the measure of its intercepted arc.

In this case, we are given that the measure of arc AC is 80°, so we can conclude that the measure of angle LB is half of that.

Since angle LB is an inscribed angle that intercepts arc AC, we can write the equation:

mLB = 1/2 [tex]\times[/tex] mAC

Substituting the given value, we have:

mLB = 1/2 [tex]\times[/tex] 80°

mLB = 40°

Therefore, the measure of angle LB is 40°.

In the context of the corporate logo, angle LB represents a portion of the circular shape of the logo.

By knowing the measure of arc AC, we can determine the measure of angle LB, which helps in accurately representing the logo in terms of angles and proportions.

This information is crucial for design and branding purposes, as it ensures consistency and precision in the presentation of the logo across various media and materials.

Overall, understanding the measures of angles and arcs in the logo design allows for effective communication and replication of the logo's visual elements, ensuring brand recognition and consistency in its representation.

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The perimeter of PQRS would depend on the lengths of the tangent segments and the lengths of the intercepted arcs. Without specific measurements, we cannot determine the precise perimeter.

To determine the perimeter of quadrilateral PQRS, we need more information about the lengths of the sides or the relationship between the sides and angles. Without specific measurements or additional details, we cannot calculate the exact perimeter of the quadrilateral.

However, we can provide some general information.Since PQ¯ is tangent to circle R at point Q, it is perpendicular to the radius drawn from the center of the circle to point Q. Similarly, PS¯ is tangent to circle R at point S, so it is perpendicular to the radius drawn to point S.

The quadrilateral PQRS is formed by the tangents PQ¯ and PS¯ along with the two arcs intercepted by these tangents on the circle R.

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The solution for "r" is 21/24, which can be simplified to 7/8. The answer can be written as a fraction of 7/8.

To solve for "r" in the given equation, we can use algebraic manipulation.

First, we can multiply both sides of the equation by the reciprocal of 6/7, which is:

7/6: 6/7 · r = 3/4  

7/6 · 6/7 · r = 7/6 · 3/4

r = 21/24.

Thus, the solution for "r" is 21/24, which can be simplified to 7/8.

Therefore, the answer can be written as a fraction of 7/8.

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Step-by-step explanation:

24-10=14. So the girls are 14 the ratio is 10:14 =5:7

The vertex of the parabola is located at (-1, -2).To identify the vertex of the parabola given the points (-2, -1), (-3, 2), (-1, -2), and (1, 2), we can use the fact that the vertex of a parabola is the highest or lowest point on the graph.

From the given points, we can observe that the y-coordinate of the vertex will be either the highest or lowest among the y-coordinates of the points.By examining the y-coordinates, we see that the point (-3, 2) has the highest y-coordinate of 2, while the point (-1, -2) has the lowest y-coordinate of -2.

Therefore, the vertex of the parabola is the point (-1, -2), as it is the lowest point on the graph. The x-coordinate of the vertex is -1, and the y-coordinate is -2.

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Triangle 1 and Triangle 2 are not similar triangles.

To determine if two triangles are similar, we need to compare their corresponding sides and angles. In this case, we have Triangle 1 with vertices (10, 3) and (32, 10), and Triangle 2 with vertices (10, 3) and (25, 10). Let's compare the corresponding sides and angles:

1. Side lengths:

The length of side AB in Triangle 1 is [tex]√[(32 - 10)^2 + (10 - 3)^2] = √[22^2 + 7^2] = √(484 + 49) = √533.[/tex]

The length of side AB in Triangle 2 is [tex]√[(25 - 10)^2 + (10 - 3)^2] = √[15^2 + 7^2] = √(225 + 49) = √274.[/tex]

2. Angle measurements:

To compare the angle measurements, we need to find the slopes of the sides of the triangles.

The slope of side AB in Triangle 1 is (10 - 3)/(32 - 10) = 7/22.

The slope of side AB in Triangle 2 is (10 - 3)/(25 - 10) = 7/15.

Based on the side lengths and angle measurements, we can see that the side lengths are different and the slopes of the sides are different. Therefore, Triangle 1 and Triangle 2 are not similar triangles.

Similar triangles have corresponding sides that are proportional in length and corresponding angles that are congruent. In this case, the side lengths and angles of Triangle 1 and Triangle 2 are not proportional or congruent, indicating that the triangles are not similar.

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With 4 triangles, you can create a total of 3 pattern block rhombuses, depending on their arrangement.

To determine the number of pattern block rhombuses that can be created using 4 triangles, let's start by understanding the properties and arrangement of these shapes.

Pattern block rhombuses are a type of geometric shape commonly used in mathematics education. Each rhombus is made up of 2 triangles, specifically two congruent (equal) acute triangles. The triangles are placed together in a specific way to form the rhombus shape.

When 4 triangles are used, they can be arranged in different configurations to create different numbers of pattern block rhombuses. Let's explore the possibilities:

Arrangement 1:

In this arrangement, you can create 2 pattern block rhombuses. The triangles are placed side by side, with two triangles forming one rhombus, and the other two triangles forming another rhombus.

Arrangement 2:

In this arrangement, you can create 1 pattern block rhombus. The triangles are placed on top of each other, forming a larger triangle. Since a pattern block rhombus requires two acute triangles, only one rhombus can be formed in this case.

So, with 4 triangles, you can create a total of 3 pattern block rhombuses, depending on how the triangles are arranged.

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The most likely reason that Sora lists the activities of customers going through self-checkout is to prove the claim that self-checkout is eliminating jobs.

By observing and documenting the activities of customers using self-checkout, Sora may be gathering evidence to support the argument that self-checkout systems are replacing the need for human cashiers and leading to job loss in the retail industry.

By highlighting the tasks that customers can now perform independently, Sora may be emphasizing the efficiency and convenience of self-checkout systems, which can potentially lead to the reduction of cashier positions.

It's important to note that without more context, we cannot definitively determine Sora's exact intentions or motivations. However, based on the given options and the mention of activities related to self-checkout, the claim that self-checkout is eliminating jobs appears to be the most plausible reason for listing the activities of customers going through self-checkout.

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Answer:

please i can only give you tips on how to solve it

divide the shape into 3 i.e triangle rectangle and triangle using their formula

rectangle = l×b

triangle= 1/2b×h

then multiply the three soln

Answer:

--------------------------

Angle G is central angle and angle E is inscribed angle, both with same endpoints.

According to the inscribed angle theorem the inscribed angle is half of the central angle.

Hence the central angle G measures:

The correct answer is option (a): Var(X) = E(X^2) - (E(X))^2.

The variance of a random variable X is defined as the average of the squared differences between each value of X and its expected value (E(X)). Mathematically, it can be expressed as Var(X) = E((X - E(X))^2).

Expanding the squared term, we have Var(X) = E(X^2 - 2XE(X) + (E(X))^2). Distributing and rearranging, we get Var(X) = E(X^2) - 2E(X)E(X) + (E(X))^2. Simplifying, we obtain Var(X) = E(X^2) - (E(X))^2.

To determine whether there is a minimum or maximum value to the quadratic function h(t) = -8t² + 4t - 1 and find the minimum or maximum value of h, one has to follow the steps given below. So, the minimum or maximum value of h = -1/2.

Step 1: Write the quadratic function in standard form.

The standard form of a quadratic function is f(x) = ax² + bx + c, where a, b, and c are constants.

h(t) = -8t² + 4t - 1 ... (1)

Step 2: Calculate the axis of symmetry of the parabola.

The axis of symmetry of the parabola is given by x = -b/2a, where a and b are the coefficients of x² and x, respectively. Therefore, the axis of symmetry of the parabola given by h(t) = -8t² + 4t - 1 is given by: t = -b/2a = -4/(2 * (-8)) = 4/16 = 1/4

Step 3: Calculate the vertex of the parabola.

The vertex of the parabola is given by (h, k), where h and k are the coordinates of the vertex. Therefore, the coordinates of the vertex of the parabola given by h(t) = -8t² + 4t - 1 are given by: (1/4, h(1/4))

Substituting t = 1/4 in Equation (1), we have: h(1/4) = -8(1/4)² + 4(1/4) - 1h(1/4) = -8/16 + 4/4 - 1h(1/4) = -1/2 + 1 - 1h(1/4) = -1/2

Therefore, the vertex of the parabola given by h(t) = -8t² + 4t - 1 is given by the point(1/4, -1/2)

Step 4: Determine the nature of the extrema of the functionThe coefficient of the x² term in Equation (1) is -8, which is negative. Therefore, the parabola is downward-facing and the vertex represents a maximum value. Thus, the maximum value of the function h(t) = -8t² + 4t - 1 is given by h(1/4) = -1/2. Answer: Thus, the minimum or maximum value of h = -1/2.

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The list of ordered pairs that is a function is Option D.

A math function is a relationship that assigns a unique output value to each input value. It describes how one quantity depends on another.

Functions are commonly represented using mathematical notation, such as f(x), and they play a fundamental role in various areas of mathematics and its applications.

A  function is a relation in which one input (x-value) is assigned to exactly one output (y-value).

Since option D's x-values do not repeat, then it is a function.

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The first mechanic worked for 12 hours, and the second mechanic worked for 8 hours.

Let's assume the first mechanic worked for x hours. Since the first mechanic charged $75 per hour, their earnings can be represented as 75x dollars.

Similarly, the second mechanic worked for (20 - x) hours, and at a rate of $95 per hour, their earnings can be represented as 95(20 - x) dollars.

According to the problem, the combined earnings of both mechanics are $1800. Therefore, we can write the equation:

75x + 95(20 - x) = 1800

Simplifying this equation, we get:

75x + 1900 - 95x = 1800

-20x = -100

x = 5

Substituting x back into the equation, we find that the first mechanic worked for 5 hours, and the second mechanic worked for (20 - 5) = 15 hours.

Therefore, the first mechanic worked for 5 hours, and the second mechanic worked for 15 hours.

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