For the following exercise, find the lengths of the missing sides if side a is opposite angle A, side b is opposite angle B, and side c is the hypotenuse.tanA=100,b=100

The correlation is that;  The warmer the air temperature, the more people there are in the pool. Option A

We know that the correlation would help us to obtain the relationship that we have between the two variables that have been shown in the scatter plot.

The correlation coefficient is the determinat of the relationship between the variables. As we look at the scatter plot that have been shown here, we would need to use it to know the way that the air temperature and the people in the pool are related.

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Order of the side lengths EF, FG, and GE from least to greatest is EF < FG < GE.

When the lengths of two sides and the size of the included angle are known (SAS) or when the lengths of all three sides are known (SSS), the Law of Cosines can be used to determine the remaining components of an oblique (non-right) triangle. We are unable to establish a solvable percentage in either of these scenarios, making it impossible to apply the Law of Sines.

According to the Law of Cosines:

c² = a² + b² - 2ab * cos(C)

With the exception of the third component, which equals zero if C is a straight angle and the Pythagorean Theorem results, this is similar to the Pythagorean Theorem. As a result, the Law of Cosines is a specific case of the Pythagorean Theorem.

Using the Law of Cosines

In the given triangle, we are given the measure of angle G and the length of side FG, so we can use the Law of Cosines to find the lengths of the other sides. The Law of Cosines states that for a triangle with sides a, b, and c and angle C opposite side c, the relationship between the sides and the angle is:

c² = a² + b² - 2ab * cos(C)

Given: angle G = 72°, FG = 6

We can use the Law of Cosines to find the lengths of the other sides:

EF² = FG² + GE² - 2FG * GE * cos(G)

EF = √(6² + GE² - 2 * 6 * GE * cos(72))

FG² = EF² + GE² - 2EF * GE * cos(F)

FG = √(EF² + GE² - 2 * EF * GE * cos(66))

As we don't have any value for GE, we can't calculate the exact values, but as we know that the side opposite to the largest angle is the longest side of a triangle, so we can order the sides as follows:

EF < FG < GE

It means that side GE is the longest side of the triangle, followed by side FG, and side EF is the shortest side of the triangle.

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Answer:

[tex]2\sqrt{2}[/tex]

Step-by-step explanation:

Think of it in terms of a and b if its too difficult to understand what it is in its current state.

[tex]\sqrt{3} = a & \sqrt{2} = b\\(\sqrt{3} + \sqrt{2}) - (\sqrt{3} - \sqrt{2})\\(a + b) - (a - b)\\a + b - a + b\\2b \\2\sqrt{2}[/tex]

Answer:

  b = 259

Step-by-step explanation:

You want the smallest positive 'b' that makes x² +bx +2008 have integer solutions.

When the polynomial is factored, you have ...

  (x +p)(x +q) = x² +(p+q)x +pq

Comparing this to the given expression, we see that ...

  p + q = b

  pq = 2008

This means the values of p and q will be divisors of 2008.

The positive integer factor pairs of 2008 are ...

  2008 = 1·2008 = 2·1004 = 4·502 = 8·251

The pair with the smallest sum is 8·251. The corresponding sum is ...

  8 +251 = 259

The smallest positive value of 'b' that makes x² +bx +2008 have integer solutions is 259.

__

Additional comment

The factorization is x² +259x +2008 = (x +8)(x +251).

In this case the difference is a multiple of n and as you see the difference is still a sum of some integers subset  from 1 to n

What is subset?

If every element of set A is also an element of set B, then set B is a superset of set A and set A is a subset of set B. A and B could be equal; if they are not, then A is a legitimate subset of B. Include refers to the property that one set is a subset of another.

Consider the set{a1,a1+a2,a1+a2+a3,...,a1+a2+...+an}You have a set of n elements .If all remainders in dividing by n, are different, one of the remainders is 0 and we are done .Otherwise two remainders are the same.

In this case the difference is a multiple of n and as you see the difference is still a sum of some integers from 1 to n However I think it would be natural to consider the set{0,a1,a1+a2,a1+a2+a3,…,a1+a2+⋯+an}of n+1 elements, so that there is only one case instead of two.

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The value of the equation is b = 30 , which is greater than 25

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the equation be represented as A

Now , the value of A is

Substituting the values in the equation , we get

b x ( 5/6 ) = 25   be equation (1)

On simplifying the equation , we get

Multiply by 6 on both sides of the equation , we get

5b = 25 x 6

5b = 150

Divide by 5 on both sides of the equation , we get

b = 150 / 5

b = 30

So , the value of b is 30 and is greater than 25

b > 25

Hence , the equation is b = 30

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The distance between J and L is (Gx/2)2 + (Gy/2)2. This proves that J is the midpoint of HL.

Given: GH is parallel to KL and GJ is congruent to K

To prove: J is the midpoint of HL

We can use the Midpoint Formula to prove that J is the midpoint of HL. The midpoint formula states that the midpoint of a line segment is the average of the x-coordinates and the average of the y-coordinates. In this case, the x-coordinate of J is (Gx + Kx) ÷ 2 and the y-coordinate of J is (Gy + Ky) ÷ 2. Since GH and KL are parallel, Gx = Kx and Gy = Ky. Therefore, the x-coordinate of J is (Gx + Kx) ÷ 2 = Gx ÷ 2 and the y-coordinate of J is (Gy + Ky) ÷ 2 = Gy ÷ 2. Since GJ is congruent to KJ, Gx = Kx and Gy = Ky. Therefore, J is the midpoint of HL.

We can also use Distance Formula to prove that J is the midpoint of HL. The distance formula states that the distance between two points is the square root of the difference of the x-coordinates squared plus the difference of the y-coordinates squared. In this case, the distance between G and J is the square root of (Gx - Jx)2 + (Gy - Jy)2. Since GJ is congruent to KJ, Gx = Kx and Gy = Ky. Therefore, the distance between G and J is the square root of (Gx - Jx)2 + (Gy - Jy)2 = (Gx - Gx/2)2 + (Gy - Gy/2)2 which simplifies to (Gx/2)2 + (Gy/2)2. This is the same distance as the distance between J and L, since GJ is congruent to KJ, Gx = Kx and Gy = Ky. Therefore, the distance between J and L is (Gx/2)2 + (Gy/2)2. This proves that J is the midpoint of HL.

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The vector field f is defined as f(x, y, z) = (-2, -2, -2).

This means that at any point (x, y, z), the vector is (-2, -2, -2). For example, if the point is (1, 2, 3) then the vector is (-2, -2, -2). This can be represented mathematically as f(1, 2, 3) = (-2, -2, -2). At the point (-2, -2, -2), the vector field is (-6, -6, -6). This can be calculated by substituting the given point into the formula. The x-coordinate of the vector is x+y+z = -2+(-2)+(-2) = -6. Similarly, the y-coordinate of the vector is x-y-2z = -2+(-2)-2(-2) = -6, and the z-coordinate of the vector is -2x+y+z = -2(-2)+(-2)+(-2) = -6.The vector field f is constant in all directions, meaning that the same vector is found at any point (x, y, z). This is why the vector field is sometimes referred to as a constant vector field.

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The revenue cycle is the process of generating revenue by providing a product or service to a customer.

It begins with the pre-service phase, when a customer inquires about the product or service, and ends with the post-service phase, when the customer is invoiced and payment is received.

The four components of the revenue cycle are pre-service, service, billing, and post-service.

Pre-service: The pre-service phase involves obtaining the necessary information from the customer, including insurance information and eligibility, to ensure proper billing and payment.

Service: During the service phase, the product or service is provided to the customer.

Billing: In the billing phase, the appropriate charges are calculated and a bill is generated and sent to the customer.

Post-service: In the post-service phase, the customer's payment is received and the revenue is recorded in the organization's accounting system.

The formula for calculating revenue is: Revenue = Price x Quantity. This formula can be used to calculate the total revenue generated from a sale of a product or service. For example, if a company sells 100 items at a price of $5 each, the formula would be: Revenue = $5 x 100 = $500.

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The values of x and y for the given logarithmic function, 2 log (x²y) = 3 + logx - logy are respectively, 13/2 and 7/2

The logarithmic function is an expression which we can write as, y = logₐx, where a>0 & x>0, It is the inverse of exponential function.

Formulae for logarithmic function are,

LogAB = LogA + LogB

Logₐaᵇ = b

Given that,

the logarithmic function,

2 log (x²y) = 3 + logx - logy

x - y = 3                .....................(i)

2 log (x²y) = 3 + logx - logy

2[ logx² + logy] = 3 + logx - logy

2[ 2logx + logy] = 3 + logx - logy

4logx + 2logy   = 3 + logx - logy

3logx + 3logy = 3

logx + logy = 1

logx + logy = log10

x  +  y  = 10          .............(ii)

By solving the equation (i) & (ii)

x - y = 3

x + y = 10

2x     =  13

x  = 13/2

13/2 - y = 3

y  = 7/2

Hence, the values of x and y is, 13/2 and 7/2

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The solutions are all real numbers x such that [tex]$$\frac{5}{24}\left(\frac{11}{48}-x\right) < \frac{5}{16} \qquad \text{and} \qquad \frac{5}{24}\left(x-\frac{11}{48}\right) < \frac{5}{16}.$$[/tex]

This is equivalent to

[tex]$$-\frac{5}{8} < x-\frac{11}{48} < \frac{5}{8}.$$[/tex]

Solving for $x$, we get

[tex]$$-\frac{5}{8} < x-\frac{11}{48} < \frac{5}{8}.$$[/tex]

1. We are given the inequality[tex]$\frac{5}{24} \left|x-\frac{11}{48}\right| < \frac{5}{16}$.[/tex]

2. To solve for $x$, we must first rewrite the expression in terms of two inequalities. We do this by separating the absolute value into two parts: [tex]\frac{5}{24}\left(\frac{11}{48}-x\right) < \frac{5}{16}$ and $\frac{5}{24}\left(x-\frac{11}{48}\right) < \frac{5}{16}$.[/tex]

3. Next, we solve each inequality for $x$. We get [tex]-\frac{5}{8} < x-\frac{11}{48} < \frac{5}{8}$.[/tex]

4. Finally, we solve for $x$ and get the solution set [tex]\frac{13}{48} < x < \frac{25}{48}$.[/tex]

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The polynomial function which represent the given graph is P(x)= -1/8 (x+1)(x+4)(x-1)(x-2)².

In mathematics, an equation is a formula that expresses the equality of two expressions, by connecting them with the equals sign =.

From the given graph, zeros are x=2, x=1, x=-1 and x=-4.

The equation of a polynomial having x intercepts a₁,a₂,…,aₙ is [tex]P(x)=a(x-a_1)^{P_1}(x-a_2)^{P_2}....(x-a_n)^{P_n}[/tex].

Where P₁,P₂,…,Pₙ are the powers of the factors of the polynomial, which depend upon the behavior of the graph of the polynomial.

At this point x=-1, x=-4 and x=1 the graph passes through the axis linearly, therefore, the corresponding factor of the polynomial must be linear.

At x=2, the behavior of the polynomial is bouncing in nature, suggesting the corresponding factor of the polynomial having a second degree.

Now, the equation of the polynomial can be written as shown below:

P(x)=a(x+1)(x+4)(x-1)(x-2)²

The polynomial passes through the point (0, 2), therefore

2=a(0+1)(0+4)(0-1)(0-2)²

2=a(1)(4)(-1)(4)

2=-16a

a=-1/8

Now, P(x)= -1/8 (x+1)(x+4)(x-1)(x-2)²

Therefore, the polynomial function which represent the given graph is P(x)= -1/8 (x+1)(x+4)(x-1)(x-2)².

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Answer:1/36

Step-by-step explanation:

you have a 1 in 6 chance to get one out of a 6 sided die. U double that to get 1/36.

Answer:

11/32 of the students are men.

Step-by-step explanation:

Since there are 11 male students and 32 total, we can use the number 11  as the numerator, and 32 as the denominator.

[tex]\frac{11}{32}[/tex]

The fraction of male students in the class is 11/32.

A fraction is a piece of the entire. In mathematics, the number is represented as a quotient, where the numerator and denominator are divided. Both are integers in a straightforward fraction. In the numerator or denominator of a complex fraction is a fraction. A correct fraction has a numerator that is lower than its denominator.

Fractions are used to depict the components of a whole or group of items. Two components make up a fraction. The numerator is the number that appears at the top of the line. It indicates how many equally sized pieces of the entire thing or collection were removed. The denominator is the quantity listed below the line.

11/32 is the fraction of the students in the class that are men.

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Therefore , the solution of the given problem of logarithm comes out to be x =100.

Mathematically speaking, the reciprocal of a power is the logarithm. Therefore, the base-b logarithm of a given number, x, is equal to the exponential by which bc must be extended to acquire it. For instance, because 1000 = 103, whose base-10 logarithm, or log10 = 3, is 3. As an example, the square of ten is one hundred, but the base-10 logarithm of ten is two. Log 100 = 2. The mathematical concept of a logarithmic (or log) is used to respond to questions like.

Here,

Given : log x  =2

=> log x  =2

=>  x = antilog (2)

=> x  = 100

Therefore , the solution of the given problem of logarithm comes out to be x =100.

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There are two ways in which one can show percent of change in bar diagram: Input helper column using error bars, and arrows of error bar.

Diagrams known as bar diagrams are ones in which data is shown using bars and rectangles.

First, an input helper column as indicated in the data below in order to produce a column chart with percentage change using error bars, and then base the chart on the helper data.

Second, use some arrows in place of the error bars; if the data rises in the following year, an up arrow is shown; if it falls in the following year, a down arrow is shown. The arrows and data labels will both be dynamically altered when the data changes at the same time.

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The different values of modulus function are 9, 6, 6, 12.

A modulus function is a function that determines a number or variable's absolute value. It generates the size of the variable count. A function with absolute values is another name for it. No matter what input was provided to this function, the outcome is always favorable.

The non-negative value of a real number x, regardless of its sign, is its absolute value (or modulus), | x |. For instance, 5 has an absolute value of 5, and 5 has a value of 5.

Given the modulus function is, |3x|

the values of modulus function is always positive.

The different values for given function are -

x           |3x|

-3            9

-2            6

2             6

4             12

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The least common denominator of 1/2x-6 and 2x/7x-21 is (2x -6)(7x - 21)

A fraction can be described as the part of a whole variable, element or number.

There are some number of fractions in mathematics which includes;

Examples of simple fractions 1/2, 1/3

Examples of proper fractions; 3/4, 5/6

Examples of improper fractions; 4/3, 6/3

Examples of mixed fractions; 1 2/3, 5 4/6

From the information given,

1/2x-6 and 2x/7x-21

The least common denominator is (2x -6)(7x - 21)

Hence, the value is (2x -6)(7x - 21)

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Answer:

69

Step-by-step explanation:

because there is 52/5thats we have to add and write the answer so the end is 57

The value of k that makes the line 7x + ky = 35 parallel to the line 5x - 3y + 44 = 0 is k = -21/5. 

Two lines are parallel only if their slopes are the same. The slope of a line of the form y = mx + b (where m is the slope and b is the y-intercept) is m. The slope of a straight line of the form ax + by + c = 0 can be found using the formula: The calculation formula for the slope cutting shape will change.

So to find the value of k that makes the line 7x + ky = 35 parallel to the line 5x - 3y + 44 = 0, we need to find the slope of the line 5x - 3y + 44 = 0. To do this, we rearrange the equation into slope-intercept form.

5x - 3y + 44 = 0

-3y = -5x + 44

y = (5/3)x - 14.67

The straight line 5x - 3y + 44 = 0 has a slope of 5/3. In order for the 7x + ky = 35 line to be parallel to this line, the slope of 7x + ky = 35 must also be 5/3. To find the slope of 7x + ky = 35, rearrange the formula into slope-intercept form.

7x+ky=35

y = -(7/k)x + 35/k

Setting the slope of the line 7x + ky = 35 equal to the slope of the line 5x - 3y + 44 = 0 gives:

-(7/k) = 5/3

-7/k = 5/3

-7 * 3 = 5 * k

-21 = 5k

k = -21/5

Therefore, the value of k that makes the line 7x + ky = 35 parallel to the line 5x - 3y + 44 = 0 is k = -21/5. 

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A bead's resistance to the wire's force. the wire are, and ry is equal to sqrt(5)mg/2.

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Congruency is said to be defined on two triangles when they have exact same length of sides and equal angles between them. The shape and size are supposed to be the same even after rotation or flipping of triangles for them to remain congruent.

There are 4 criteria to test the congruency of the triangle and they are as follows:

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The relationship between x and y as a logarithmic equation is: y = log_36 9 = 2.

The relationship between x and y can be expressed as a logarithmic equation. Let's take a look at the two equations:

Equation 1: log36

To calculate the relationship between x and y, we will use the logarithmic property: logb(x) = y ⇔ b^y = x

From equation 1, we can solve for y:

log36 = y

⇒ 36^y = 36

⇒ y = 1

Therefore, the relationship between x and y is: x = 36^1 = 36.

To verify this, we can plug x = 36 into equation 2 and see if it is true:

Equation 2: y = log_x 9

Plugging in x = 36, we have:

y = log_36 9

⇒ y = log_36 3^2

⇒ y = 2

Therefore, the relationship between x and y is: y = log_36 9 = 2.

This confirms that the relationship between x and y is x = 36 and y = 2.

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x is 6 and y is 0 are the only solutions to the given pair of linear equations.

It is possible to write the given pair as x-3y 6=0. and 2x−3y−12=0

Here, a 1 = 1, b 1 = 3, c 1 = 6, and a 2 = 2, b 2 = 3, c 2 = 12, and eq2 a 2.

a1 = 2

b1  , b2

b 1 = −6  

3 = −2 1

​therefore a 2

​a 1= b 2 b 1.

The given pair of equations is therefore consistent.

In order to solve them graphically, we've

Take x-3y=6=0, x=0y=2, and x=3y=1 into consideration.

Draw a line to connect the points.

Think about 2x3y12=0 x=0y=4 x=3y=2.

Create a line connecting the two points.

x=6 and y=0 are the only solutions to the given pair of linear equations.

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Statistics describes the examination of events subject to probability. Choices are therefore 6 and 3.

How likely something is to occur is known as its probability. We can discuss the probabilities of various outcomes—how likely they are—when we aren't sure how a particular event will turn out.

Statistics describes the examination of events subject to probability.

a) Six options

(b) 3 Options

Given:

(3) Colors

Red, Blue, and Green are the options.

(a) The choices that were considered in the following order:

There are three color options when choosing the first hue.

There are two options when choosing the second color, and so on.

As a result, there are a total of = 3*2 = 6 options.

(b) The order of the options not taken into account:

When selecting this option, we decide on 3*2 and then eliminate duplicates.

Choices are therefore 6/2=3 Choices.

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Answer: a) Traveling 212 km in 6 h means the unit rate is:

212 km / 6 h = 35.33 km/h

b) 35.33 km/h is the unit rate as given.

c) Traveling 212 km in 6 h means the unit rate is:

212 km / 6 h = 0.03 km/h

d) 42.4 km/h is the unit rate as given

Step-by-step explanation:

The measure of the angle y is 85 degrees

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

The circle

Using the following theorem

The measure of the angle formed by two chords that intersect inside a circle is equal to half the sum of the measure of their intercepted arcs

We have the following equation

1/2(y + 163) = 124

So, we have

y + 163 = 248

Evaluate the like terms

y = 85

Hence, the value of y is 85

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Answer:

Provided an explanation below.

The examples are not asking you to solve, only to simplify the expression

For the examples you posted, not sure if you want the solutions are not; I have gone ahead and simplified

[tex]1.\; -8x^3y^5\\\\2\; \dfrac{2y^3}{3}\\\\3.\; They are both equal\\\\4.\; 3x^2\\\\[/tex]

Step-by-step explanation:

First let's understand what an exponent is.

When a number or a term or an expression is multiplied repeatedly by itself, an exponent can be used to represent this situation

for example,

5 x 5 x 5 x 5 x 5 x 5 = 5⁶ since 5 is multiplied by itself 6 times

Here the number being multiplied(5) is called the base and the number of times it is multiplied(6) is called the exponent.

There are some rules regarding exponentiation

1 Zero Exponent

Any number raised to the power zero is 1

[tex]4^0 = 1\\\\123.456^0 = 1\\\\x^0 = 1[/tex]

2. Negative Exponent
If the exponent if negative, the expression is equivalent to the reciprocal of the term raised to the positive exponent

In general

[tex]a^{-m} = \dfrac{1}{a^m}\\\\and\\\\\dfrac{1}{a^{-m}} = a^m\\\\[/tex]

Examples:

[tex]x^-1 = \dfrac{1}{x}\\\\\left({x + y}\right)^{-a} = \dfrac{1}{(x+y)^a}[/tex]  

[tex]\dfrac{1}{x^{-3}} = x^3[/tex]

3. Product Rule
When you multiply exponents with the same base the exponents get added

In general
[tex]\displaystyle {a^m a^n = a^{m + n}}[/tex]

Examples

[tex]x^3x^6 = x^{(3+6)} = x^9\\\\[/tex]

4. Quotient Rule

When you divide an exponentiated term by another exponentiated term with the same base the resulting exponent is the difference between the two exponents:

In general

[tex]\dfrac{a^m}{a^n} = a^{m-n[/tex]

Examples

[tex]\dfrac{y^3}{y^2} = y^{3-2} = y^1 = y[/tex]

5. Power Rule 1

An exponent term raised to another power will be the base raised to the product of the two exponents

In general

[tex](a^m)^n = a^{mn}[/tex]

[tex](x^3)^4 = x^{3 \cdot 4} = x^{12}[/tex]

6. Power Rule 2

If the base is the product of two or more terms and the whole expression is raised to a power then each individual term gets raised to that power.

[tex](ab)^m = a^mb^m\\\\(2x^3y^2z^4)^4 = 2^4x^{3.4}y^{2.4}z^{4.4} = 16x^{12}y^8z^{16}[/tex]

7. One exponent
Any term raised to the power 1 is itself
[tex]a^1 = a[/tex]

example: 5¹ = 5

x¹ = x

You may have to use some or all of the rules when confronted with a specific problem

There are plenty of excellent resources on the web which can explain far more lucidly than I can.

Here are a few. Just search for them and you will get the site links
LibreTexts, OpenStax, cK-12.org etc

As for the specific examples you posted:

[tex]1. (4xy^2)(-2x^2y3)\\[/tex]

 [tex]\textrm{2. }\dfrac{6y^2}{18x}\cdot 2xy[/tex]

3. Which expression has the greater value?
[tex]2^3.2^5 \; or\; \dfrac{4^7}{4^3}[/tex]

[tex]2^3\cdot2^5 = 2^8\\\\\dfrac{4^7}{4^3}= 4^{7-3}=4^4\\\\\mathrm{Since \;4 = 2^2, 4^4 = (2^2)^4=2^8}[/tex]

[tex]4. \dfrac{\left(3x^{\frac{1}{3}}\cdot 3x^{\frac{7}{3}}\right)}{3x^{\frac{2}{3}}}[/tex]

The best strategy for Alice is to take the card with the highest point value. This will maximize her chances of winning, since she can then choose the last card from the remaining cards. Bob should take the card with the lowest point value, as this will minimize Alice's chances of winning.

Alice always takes the first turn. Bob can either take the leftmost card or the rightmost card. If Alice takes the leftmost card and Bob takes the rightmost card, then Alice will have the advantage of being able to make the last move. If Bob takes the leftmost card and Alice takes the rightmost card, then Bob will have the advantage of being able to make the last move.

The best strategy for Alice is to take the card with the highest point value. This will maximize her chances of winning, since she can then choose the last card from the remaining cards. Bob should take the card with the lowest point value, as this will minimize Alice's chances of winning.

Alice should also be aware of Bob's strategy and try to anticipate what card he will take. If Alice can guess correctly, she can adjust her strategy to ensure she takes the card with the highest point value. If she guesses incorrectly, she should still attempt to take the card with the highest point value.

Alice should take the card with the highest point value and Bob should take the card with the lowest point value. Alice should also anticipate Bob's strategy and adjust accordingly to ensure she takes the card with the highest point value.

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The set {0,1,2,3} as a set builder notation is {x ∈ N | 0 <= x <= 3}

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

Set = {0, 1, 2, 3}

As a general rule:

The set-builder notation is a notation that describes a set by representing its elements or explaining the properties that its members must satisfy

Using a set builder notation, we have the following representation

{x | x ∈ {0, 1, 2, 3}}

It can also be represented as

{x ∈ N | 0 <= x <= 3}

where N is the set of all natural numbers.

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