The ratio for 5 / 15 based on the information is 1:3. The value of x is 1.
How to illustrate the ratio?Ratio in Mathematics simply demonstrates how many times one number can be able to fit into another number. It should be noted that ratios contrast two numbers by dividing them. In this case, A/B will be the formula if one is comparing one variable (A) to another variable (B).
This simply indicates that you're dividing the variable A by B. Let us say for instance, the ratio will be 3/10 if A is 3 and B is 10.
The ratio for 5 / 15 will be:
= 5 / 15
= 1 / 3
= 1:3
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what is the co efficient of x in(2.x+3)²
A coefficient is any constant or numerical term that is in front of one or more variables and is defined as a fixed number that is multiplied by a variable. For example, in the expression 3x+2y+4, 3 is the coefficient of x, 2 is the coefficient of y but 4 is not a coefficient, as it is not being multiplied by a variable.
How do you find the coefficient of x?
To find the coefficient of x, we can encircle it or underline it. Then, take everything else except for x, i.e. 5y. So, the coefficient of x in the term 5xy is 5y. Similarly, the coefficient of y in the term 5xy is 5x.
Solving it with Binomial Theorem(2.x+3)² = (2x+3)(2x+3)
2x(2x+3)+3(2x+3)=
2x(2x+3)+3(2x+3)=
4x²+6x+3(2x+3)=
4x²+12x+9
so if your using the binomial theorem it would equal 4x²+12x+9
if you just want the coefficient of x that would be 4 ↑
i dont know the answer to this
Find the range of the number of points scored.
Range: – =
answer is 56, 41, 15
Roughly how much more does auto insurance cost for a 16 year old compared to a middle aged (40-50 year old) driver
A 16-year-old on their own policy pays on average $4,000 more per year than a 50-year-old would have to pay
The cost of insuranceAuto insurance costs vary significantly depending on factors such as location, vehicle type, and driving history. However, on average, a 16-year-old driver can expect to pay significantly more for auto insurance compared to a middle-aged driver (40-50 years old).
The exact amount varies, but it's not uncommon for a 16-year-old driver to pay two to three times more for auto insurance than a middle-aged driver. This is mainly because younger drivers are considered riskier due to their inexperience and higher likelihood of being involved in accidents.
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Use the following sets to answer the question.
A={1,2,3,4,5}
B={5,6,7,8}
Which answer shows the union of sets A
and B?
{5}
{1,2,3,4,6,7,8,9}
{1,2,3,4,5,6,7,8}
{2,4,8}
The union of sets A and B is {1, 2, 3, 4, 5, 6, 7, 8}.
The union of two sets A and B is the set of all elements that are in A, or B, or both. In this case, the elements in set A are {1, 2, 3, 4, 5} and the elements in set B are {5, 6, 7, 8}.
To find the union of these sets, we simply combine all the elements from both sets but remove any duplicates.
Therefore, the answer that shows the union of sets A and B is {1, 2, 3, 4, 5, 6, 7, 8}, since it contains all the elements from both sets without any duplicates.
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879 divided by 8 with remainder as fraction
Help My Daughter we not understanding?
Representation of a number in three different ways:
133: [12 tens and 13 ones], [13 tens and 3 ones], [1 hundred, 3 tens and 3 ones]
678: [67 tens and 8 ones], [60 tens and 78 ones], [6 hundreds, 7 tens and 8 ones]
877: [80 tens and 77 ones], [87 tens and 7 ones], [8 hundred, 7 tens and 7 ones]
543: [54 tens and 3 ones], [50 tens and 43 ones], [5 hundreds, 4 tens and 3 ones]
453: [45 tens and 3 ones], [40 tens and 53 ones], [4 hundreds, 5 tens and 3 ones]
341: [30 tens and 41 ones], [34 tens and one], [3 hundreds,4 tens and one]
555: [50 tens and 55 ones], [55 tens and 5 ones], [5 hundreds, 5 tens and 5 ones]
485: [48 tens and 5 ones], [40 tens and 85 ones], [4 hundreds, 8 tens and 5 ones]
789: [78 tens and 9 ones], [70 tens and 89 ones], [7hundreds, 8 tens and 9 ones]
864: [86 tens and 4 ones], [80 tens and 64 ones], [8 hundreds, 6 tens and 4 ones]
652: [65 tens and 2 ones], [60 tens and 52 ones], [6hundreds, 5 tens and 2 ones]
Here given an example to write a particular number in different representations.
13 tens and 12 ones = 13*10 + 12*1 = 130 + 12 = 142.
14 tens and 2 ones = 14*10 + 2*1 = 140 + 2 = 142.
1 hundred, 4 tens and 2 ones = 1*100 + 4*10 + 2*1 = 100 + 40 + 2 = 142.
So three representations are of number 142.
Rest blanks should be filled in same manner taking different numbers for each rows and three columns of each row should be filled with three different representation of that assumed numbers.
Representations for some numbers:
133: [12 tens and 13 ones], [13 tens and 3 ones], [1 hundred, 3 tens and 3 ones]
678: [67 tens and 8 ones], [60 tens and 78 ones], [6 hundreds, 7 tens and 8 ones]
877: [80 tens and 77 ones], [87 tens and 7 ones], [8 hundred, 7 tens and 7 ones]
543: [54 tens and 3 ones], [50 tens and 43 ones], [5 hundreds, 4 tens and 3 ones]
453: [45 tens and 3 ones], [40 tens and 53 ones], [4 hundreds, 5 tens and 3 ones]
341: [30 tens and 41 ones], [34 tens and one], [3 hundreds,4 tens and one]
555: [50 tens and 55 ones], [55 tens and 5 ones], [5 hundreds, 5 tens and 5 ones]
485: [48 tens and 5 ones], [40 tens and 85 ones], [4 hundreds, 8 tens and 5 ones]
789: [78 tens and 9 ones], [70 tens and 89 ones], [7hundreds, 8 tens and 9 ones]
864: [86 tens and 4 ones], [80 tens and 64 ones], [8 hundreds, 6 tens and 4 ones]
652: [65 tens and 2 ones], [60 tens and 52 ones], [6hundreds, 5 tens and 2 ones]
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more equation things
For the given linear equation y = (1/4)*x + 5/4.
(1, 1.5) is a solution.(12, 4) is not a solution.The x-intercept is (-16/5, 0).Are these points solutions of the linear equation?Here we have the linear equation:
y = (1/4)*x + 5/4.
to check if (1, 1.5) is a solution we need to evaluate this in x = 1 and see if we get 1.5.
y = (1/4)*1 + 5/4
y = 6/4 = 3/2 = 1.5
Then (1, 1.5) is a solution.
For the second point we evaluate in x = 12.
y = (1/4)*12 + 5/4
y = 3 + 5/4 = 4.25
So (12, 4) is not a solution.
Finally, to find the x-intercept, we evaluate in y = 0.
0 = (1/4)*x + 5/4
-4/5 = (1/4)*x
4*(-4/5) = x
-16/5 = x
The x-intercept is (-16/5, 0).
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The nth term of an arithmetic sequence is given by un=15-3n.
a. [1 mark] State the value of the first term, u1.
b. [2 marks] Given that the nth term of this sequence is -33, find the value of n.
c. [2 marks] Find the common difference, d.
a. The first term of the arithmetic sequence is 12.
b. The value of n for which the nth term is -33 is 16.
c. The common difference of the arithmetic sequence is -3.
a. The first term, u1, can be found by substituting n=1 into the given formula for the nth term:
u1 = 15 - 3(1) = 12
b. To find the value of n for which the nth term is -33, we set the formula for the nth term equal to -33 and solve for n:
un = 15 - 3n = -33
Adding 3n to both sides, we get:
15 = -33 + 3n
Adding 33 to both sides, we get:
48 = 3n
Dividing both sides by 3, we get:
n = 16
c. The common difference, d, is the difference between any two consecutive terms of the sequence. To find d, we can subtract any two consecutive terms, such as u2 and u1:
u2 = 15 - 3(2) = 9
u1 = 15 - 3(1) = 12
d = u2 - u1 = 9 - 12 = -3
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A small toy rocket is launched from a 48-foot pad. The height (h, in feet) of the rocket t seconds after
taking off is given by the formula h = - 3t2 +0t + 48. How long will it take the rocket to hit the
ground?
t =
Okay, here are the steps to solve this problem:
1) The height (h) of the rocket t seconds after launch is given as: h = - 3t2 + 0t + 48
2) We want to find the time (t) when the rocket hits the ground (h = 0)
3) Set the formula equal to 0: - 3t2 + 0t + 48 = 0
4) Factor the left side: - 3(t2 - 0t) + 48 = 0
5) Solve for t2 - 0t: t2 - 0t = 16
6) Add 0t to both sides: t2 = 16 + 0t
7) Take the square root of both sides: t = 4
Therefore, the time for the rocket to hit the ground is 4 seconds.
So in this case, t = 4
Let me know if you have any other questions!
Answer:
4 seconds.
Step-by-step explanation:
When the rocket hits the ground, its height will be 0. Therefore, since we are given an expression for the height of the rocket dependent on the time, we can simply set it equal to 0 and solve for the time and find how long the rocket will take to hit the ground. I'm assuming the equation is[tex]h = -3t^{2} + 48[/tex]
Now set this equal to 0
[tex]0 = -3t^2+48[/tex]. Solve for t by isolating it.
[tex]-48 = -3t^2[/tex]
[tex]16 = t^2[/tex]
From here, by taking the square root, we see that t is either equal to 4 or -4 in seconds. Since we can't have negative time, we can clearly see that the answer is 4 seconds.
Hope this helps
2) Factor by CTS: x² +12
please show work
The factored form of x² + 12 using the difference of squares formula is
(x + 2√3)(x - 2√3).
We have,
To factor x² + 12 using the difference of squares formula, we need to express it as the difference between two squares:
x² + 12 = x² + (2√3)²
Now we can use the difference of squares formula, which states that:
a² - b² = (a + b)(a - b)
In this case, we have a = x and b = 2√3. So we can write:
= x² + 12
= x² + (2√3)²
= (x + 2√3)(x - 2√3)
Therefore,
The factored form of x² + 12 using the difference of squares formula is
(x + 2√3)(x - 2√3).
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Find the 15th term of the geometric sequence 2,6,18,...
Answer:
In a geometric sequence, each term is found by multiplying the previous term by a constant value called the common ratio (r).
In this case, the first term (a₁) is 2, and the common ratio (r) can be found by dividing any term by its preceding term. Let's calculate it:
r = 6 / 2 = 3
Now, to find the 15th term (a₅₊₁₋₅), we can use the formula:
aₙ = a₁ * r^(n-1)
Substituting the values, we have:
a₁ = 2
r = 3
n = 15
a₁₅ = 2 * 3^(15-1)
Calculating the exponent first:
3^(15-1) = 3^14 = 4782969
Now, substituting this value back into the formula:
a₁₅ = 2 * 4782969
a₁₅ = 9565938
Therefore, the 15th term of the geometric sequence 2, 6, 18, ... is 9565938.
Step-by-step explanation:
1.
A 50 foot rope is stretched tight from the roof of a building to a spot 20 feet from the base of the
building. How tall is the building? Round your answer to TWO decimal places.
The required height of the building is approximately 45.82 feet.
Given that, a 50-foot rope is stretched from a building's top to a point 20 feet from the building's base.
We can use the Pythagorean theorem to solve the question.
Let h be the height of the building.
Pythagoras's theorem states that in a right-angled triangle, "the square of one side is equal to the sum of the squares of the other two sides".
Then, we have:
h² + 20² = 50²
Simplifying and solving for h, we get:
h² = 50² - 20²
h² = 2500 - 400
h² = 2100
h = √(2100)
h ≈ 45.82
Therefore, the height of the building is approximately 45.82 feet.
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The community health clinic you volunteer for aims to develop a strategy allowing the most vulnerable members of the community to have first access to the Flu vaccine. The clinic has collected data finding that the total number of people in their service area is 50,000, 27% of the community is over the age of 65 and immunocompromised, and 11% of the community under 65 is immunocompromised. While the clinic wishes to market to all members of the community, immunocompromised people over 65 are their current priority.2. Explain in a one well-written paragraph, how you will analyze the data in this scenario to arrive at the answer you will provide in number 2.
In order to understand and prioritize the vaccination strategy for the community health clinic, first accurately assess the demographics of the community based on the data provided.
How to analyze the data ?Calculating the absolute numbers of people in each group: over 65 and immunocompromised, and under 65 and immunocompromised. For this, we'll apply the given percentage to the total population of 50,000.
Knowing the total number of people in each category will help us understand the size of each target group and prioritize accordingly. The clinic's current priority is immunocompromised people over 65, so having the exact figure will aid in planning for vaccine supply and outreach strategies.
Furthermore, the analysis of this data can also aid in projecting the needs for future vaccine campaigns for the remaining community members. Finally, this detailed analysis will help in crafting an effective communication plan that emphasizes the clinic's priority of serving the most vulnerable first, while still acknowledging the needs of all community members.
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In a class of 26 students, 15 play an instrument and 5 play a sport. There are 3 students who play an instrument and also play a sport. What is the probability that a student chosen randomly from the class plays a sport and an instrument?
Answer:
3:26
Step-by-step explanation:
.
Alondra has $350,000 saved for retirement in an account earning 2.9% interest, compounded monthly. How much will she be able to withdraw each month if she wants to take withdrawals for 22 years? Round your answer to the nearest dollar.
Alondra will be able to withdraw approximately $1,427 per month to take withdrawals for 22 years from her retirement account.
To calculate the monthly withdrawal amount, we need to use the present value formula, which is:
PMT = (PV * r) / (1 - (1 + r)⁻ⁿ)
where:
PV = present value = $350,000
r = monthly interest rate = 2.9% / 12 = 0.002417
n = number of months = 22 years * 12 months/year = 264 months
Substituting the values into the formula, we get:
PMT = (350000 * 0.002417) / (1 - (1 + 0.002417)⁻²⁶⁴)
PMT ≈ $1,427.07
This calculation assumes that the interest rate remains constant throughout the 22-year period, which may not be the case in reality.
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Real World Scenario: Sara and Kim are both three years old. Both have recently talked to their parents about doing chores around the house to earn some money. Both Sara and Kim's parents have agreed to start giving them a constant allowance every week. Sara currently has $1 in her piggy bank. Her parents have agreed to give her $.60 per week for doing her chores. Kim currently has $2.20 in her piggy bank. Her parents have greed to give her $.20 per week for doing her chores.
What equation and graph help support scenario?
The equation that represents the amount of money in Sara's piggy bank is y = 0.6x + 1 and the equation that represents the amount of money in Kim's piggy bank is y = 0.2x + 2.2.
The equation that represents the amount of money in Sara's piggy bank over time can be written as
Y = 0.6x + 1
Where Y represents the total amount of money in Sara's piggy bank and x represents the number of weeks.
Similarly, the equation that represents the amount of money in Kim's piggy bank over time can be written as
Y = 0.2x + 2.2
Where Y represents the total amount of money in Kim's piggy bank and x represents the number of weeks.
To visualize these equations, we can create a graph where the x-axis represents the number of weeks and the y-axis represents the amount of money in the piggy bank. We can plot the points for each week and draw a line connecting them. The resulting graph will show the trend of the amount of money in each piggy bank over time.
Here is a graph that represents the scenario
In the graph, the red line represents the amount of money in Sara's piggy bank and the blue line represents the amount of money in Kim's piggy bank. As we can see, Sara's piggy bank grows faster than Kim's piggy bank due to the higher allowance she receives for doing her chores.
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a) The monthly basic salary of the married Chief of Army Staffs (COAS) General is Rs 79,200 with Rs 2,000 dearness allowance. He gets Dashain allowance which is equivalent to his basic salary of one month. He contributes 10% of his basic salary in Employee's Provident Fund (EPF) and he pays Rs 50,000 as the premium of his life insurance. Given that 1% social security tax is levied upon the income of Rs 6,00,000, 10% and 20% taxes are levied on the next incomes of Rs 2,00,000 and up to Rs 3,00,000 respectively. Answer the following questions. (i) What is his monthly basic salary? (ii) Find his taxable income.
(i). His monthly basic salary is Rs 79,200.
(ii) His taxable income is Rs 1,02,480.
(i) The monthly basic salary of the married COAS General is given as Rs 79,200, with an additional Rs 2,000 as a dearness allowance.
Total salary = Basic salary + Dearness allowance
Total salary = Rs 79,200 + Rs 2,000
Total salary = Rs 81,200
So his monthly basic salary is Rs 79,200.
(ii)
Total income = Basic salary + Dearness allowance + Dashain allowance
Total income = Rs 79,200 + Rs 2,000 + Rs 79,200
Total income = Rs 1,60,400
From this, we subtract his EPF contribution and life insurance premium:
Taxable income = Total income - EPF contribution - Life insurance premium
Taxable income = Rs 1,60,400 - 10% of Rs 79,200 - Rs 50,000
Taxable income = Rs 1,60,400 - Rs 7,920 - Rs 50,000
Taxable income = Rs 1,02,480
So his taxable income is Rs 1,02,480.
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Peter set off from Town A at 10 am, driving at an average speed of 84 km/h. He reached
Town B at 2 pm. If William set off 1 hour 25 minutes earlier than Peter and took the
same route at an average speed of 70 km/h, at what time would William reach Town B?
Peter left Town A around 10 a.m., traveling at an average speed of 84 km/h. William would reach Town B at 1:23 PM.
Firstly, we need to find the distance between Town A and Town B which can be calculated by calculating the distance travelled by Peter
Time taken by Peter = 2PM - 10AM
= 4 hrs
Speed of Peter = 84 km/h
Distance travelled by Peter = speed × time
= 84 × 4
= 336 km
So, the distance between Town A and Town B = distance travelled by Peter = 336 km.
Now, we will calculate time taken by William.
Speed of William = 70 km / hr
Distance travelled by William = distance between Town A and town B = 336 km
Time taken by William = distance / speed
= 336 / 70 hr
= 4.8 hr
This can b converted into hrs and minutes
4.8 hr = 4 hr + 0.8 × 60
= 4 hr 48 mins
Time William took off = 10 AM - 1hr 25 mins
= 8:35 AM
Now, we will calculate the time William would reach town B.
Time = 8:35 + 4hr 48 mins
= 1:23 PM
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Need help on please
Answer:
12
Step-by-step explanation:
The figure is a right triangle with hypotenuse = QS
The base from the graph = 4 units
(or you can just subtract the x-coordinates 2 - (-2) = 4)
The height from the graph is 3 units
(Or you can subtract the y-coordinates: 1 - (-2) = 3)
Since this is a right triangle the square of the hypotenuse = sum of squares of the other two sides
QS² = 3² + 4² = 9 + 16 = 25
QS, the hypotenuse = √25 = 5
The perimeter = sum of the sides = 3 + 4 + 5 = 12 units
What is the instantaneous rate of change at x=2 for the function
f(x)= 2x - 5
The instantaneous rate of change at x = 2 is equal to the derivative, which is 2.
How to solve for the rate of changeThe derivative of f(x) = 2x - 5 with respect to x can be found by applying the power rule of differentiation, which states that the derivative of x^n is n*x^(n-1).
Taking the derivative of f(x) = 2x - 5:
f'(x) = 2 * (d/dx)(x) - (d/dx)(5)
= 2 * 1 - 0
= 2.
The derivative of f(x) with respect to x is a constant, 2, indicating that the function has a constant slope.
Therefore, the instantaneous rate of change at x = 2 is equal to the derivative, which is 2.
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HELP PLEASE PHOTO INCLUDED
Answer:
Eat that cookie and you will not regret about it
If r = 5 units and x = 11units then what is the volume if the cylinder shown above
The volume of cylinder which is having radius as 5 units and height as 11 units, is 863.5 cubic units.
A "Cylinder" is a 3-dimensional geometric shape that consists of a circular base and a curved surface which extends up from base to fixed height.
The volume(V) of a cylinder is the amount of space enclosed by the cylinder, and it is given by the formula : V = πr²h;, where π is = 3.14, "r" denotes radius of base; "h" denotes the height;
Given that the radius is 5 units and the height is 11 units,
Substituting the values,
We get,
V = π × (5)² × (11);
V = 275π cubic units;
V = 275×3.14 = 863.5 cubic units;
Therefore, the required volume is = 863.5 cubic units.
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The given question is incomplete, the complete question is
If radius is 5 units, and height is 11 units, Find the Volume of the Cylinder.
what is the resultant displacement of 6m north 8m east and 10m north west?
The resultant displacement is approximately 13.071m north and 8m east.
To find the resultant displacement, we need to combine the given displacements in a vector-like manner.
Let's break down the displacements into their components and then add them up.
The first displacement is 6m north.
Since it is purely in the north direction, its components would be 6m in the north direction (along the y-axis) and 0m in the east direction (along the x-axis).
The second displacement is 8m east.
As it is purely in the east direction, its components would be 0m in the north direction and 8m in the east direction.
The third displacement is 10m northwest.
To find its components, we can split it into two perpendicular directions: north and west.
The northwest direction can be thought of as the combination of north and west, each with a magnitude of 10m.
Since they are perpendicular, we can use the Pythagorean theorem to find the components.
The north component would be 10m multiplied by the cosine of 45 degrees (45 degrees because northwest is halfway between north and west).
Similarly, the west component would be 10m multiplied by the sine of 45 degrees.
Calculating the components:
North component = 10m [tex]\times[/tex] cos(45°) = 10m [tex]\times[/tex] 0.7071 ≈ 7.071m
West component = 10m [tex]\times[/tex] sin(45°) = 10m [tex]\times[/tex] 0.7071 ≈ 7.071m
Now, let's add up the components:
North component: 6m (from the first displacement) + 7.071m (from the third displacement) = 13.071m north
East component: 8m (from the second displacement).
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On the map, the grocery store is 2 inches away from the library. The actual distance is 1.5 miles. The same map shows that the movie theater is 20 inches from the school.
What is the actual distance from the movie theater to the school, rounded to the nearest mile?
A: 15
B:27
C:30
D:60
The actual distance from the movie theater to the school is given as follows:
A. 15 miles.
How to calculate the actual distance?The actual distance from the movie theater to the school is obtained applying the proportions in the context of the problem.
On the map, the grocery store is 2 inches away from the library. The actual distance is 1.5 miles, hence the scale factor is of:
2 inches = 1.5 miles
1 inch = 0.75 miles.
The same map shows that the movie theater is 20 inches from the school, hence the actual distance is given as follows:
20 x 0.75 = 15 miles.
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Select the correct answer. Consider this function. Which graph represents the inverse of function f? f(x)= x+4
The inverse of the function f(x) = x + 4 is given as f⁻¹(x) = x - 4
What is inverse of a function?An inverse function or an anti function is defined as a function, which can reverse into another function. In simple words, if any function “f” takes x to y then, the inverse of “f” will take y to x. If the function is denoted by ‘f’ or ‘F’, then the inverse function is denoted by f-1 or F-1.
In this problem, the function given is f(x) = x + 4;
We can find the inverse of the function as;
y = x + 4;
Let's switch the variables by replacing x as y and y as x;
x = y + 4
Solving for y;
y = x - 4
f⁻¹(x) = x - 4
The graph of the function is attached below
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XZ.P Point P(-7, 2) is mapped onto P¹ (3, -11) by the reflection y=mx+c. find the values of the constants m and c.
The values of the constants m and c include the following:
m = -1.3
c = 7.1
What is the slope-intercept form?In Mathematics and Geometry, the slope-intercept form of the equation of a straight line is given by this mathematical equation;
y = mx + c
Where:
m represent the slope or rate of change.x and y are the points.c represent the y-intercept or initial value.Since the point P(-7, 2) is mapped onto P' (3, -11) by the reflection y = mx + c, we can write the following system of equations;
2 = -7m + c ...equation 1.
-11 = 3m + c ...equation 2.
By solving the system of equations simultaneously, we have:
2 = -7m - 3m - 11
11 + 2 = -10m
13 = -10m
m = -1.3
c = 7m + 2
c = 7(-1.3) + 2
c = -7.1
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Can someone help me with this problem please
Suppose M is a matrix of size 9x10, c is a scalar, and the matrix computation cM is defined. What is the size of matrix cM?
----------------
If the size of matrix "M" is 9×10, and a scalar "c" is multiplied by matrix, then the size of "cM" will be 9×10.
We know that when a scalar is multiplied to a matrix, each element of the matrix gets multiplied by that scalar.
In this case, the scalar "c" is multiplied with the Matrix "M";
So if a scalar "c" is multiplied by a matrix "M" of size 9×10, then the resulting matrix "cM" will also have the same number of rows and columns as the original matrix "M".
Therefore, the size of "cM" will also be 9×10.
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By using the trapezoidal rule with 5 ordinates, approximate [sin(x²+1) dx to 4 decimal places.
Using the trapezoidal rule with 5 ordinates, we approximate the integral [sin(x²+1) dx] over the interval [0,1] to be 0.5047 to 4 decimal places.
To approximate the integral [sin(x²+1) dx] using the trapezoidal rule with 5 ordinates, we can use the following formula:
∫[a,b]f(x)dx ≈ [(b-a)/2n][f(a) + 2f(a+h) + 2f(a+2h) + 2f(a+3h) + 2f(a+4h) + f(b)]
where n is the number of ordinates (in this case, n = 5), h = (b-a)/n is the interval width, and f(x) = sin(x²+1).
First, we need to find the interval [a,b] over which we want to integrate. Since no interval is given in the problem statement, we'll assume that we want to integrate over the interval [0,1].
Therefore, a = 0 and b = 1.
Next, we need to find h:
h = (b-a)/n = (1-0)/5 = 0.2
Now, we can apply the trapezoidal rule formula:
∫[0,1]sin(x²+1)dx ≈ [(1-0)/(2*5)][sin(0²+1) + 2sin(0.2²+1) + 2sin(0.4²+1) + 2sin(0.6²+1) + 2sin(0.8²+1) + sin(1²+1)]
≈ (1/10)[sin(1) + 2sin(0.05²+1) + 2sin(0.15²+1) + 2sin(0.35²+1) + 2sin(0.65²+1) + sin(2)]
≈ (1/10)[0.8415 + 2sin(1.0025) + 2sin(1.0225) + 2sin(1.1225) + 2sin(1.4225) + 1.5794]
≈ 0.5047
Therefore, using the trapezoidal rule with 5 ordinates, we approximate the integral [sin(x²+1) dx] over the interval [0,1] to be 0.5047 to 4 decimal places.
Learn more about Trapezoidal Rule at
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Olivia, Muhammad, and Cameron had a challenge to see who could bike the farthest in one day. Olivia biked 8 miles, Muhammad biked 2 times as many miles as Cameron and Cameron biked 4 times as many miles as Olivia. How many miles did Muhammad bike?
Answer:
Muhammad biked 64 miles
Step-by-step explanation:
Olivia biked 8 miles.
Cameron biked 4 times as many miles as Olivia, and Muhammad biked 2 times as many miles as Cameron.
Cameron: 4 x 8 = 32
Cameron biked 32 m.
Muhammad: 32 x 2 = 64
Muhammad biked 64 miles.