NEED HELP FAST I WILL GIVE THE BRAINLIEST AND 15 pts

Answer:

√2

Step-by-step explanation:

√3 x√2/√3 =√2

Answer:

 [tex]\sqrt{2}[/tex]

explanation:

[tex]\frac{\sqrt{6} }{\sqrt{3} }[/tex]

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

(Decimal: 1.414214)

The value of the function (f-g)(x)=[tex]x-4x^{2} -x^{3} -3[/tex].

What is a function?

A function is defined as the relationship between input and output, where each input has exactly one output. The inputs are the elements in the domain and the outputs are elements in the co-domain.

f(x)= x¹ - x² +9

g(x) = x³ + 3x² + 12

To find (f-g)(x):

The operations on functions are as easy as the operations on numbers or polynomials.

We have to subtract the functions to find the above mentioned operation.

(f-g) (x)= f(x)-g(x)

          = (x¹ - x² +9)-(x³ + 3x² + 12)

The minus will change the signs of function g.

          = [tex]x-x^{2} +9-x^{3}-3x^{2} -12[/tex]

          =[tex]x-4x^{2} -x^{3} -3[/tex]

Hence, the value of the function (f-g)(x)=[tex]x-4x^{2} -x^{3} -3[/tex]

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Answer:

2,508 shoppers

Step-by-step explanation:

Ratio of female to male : 10:9

Let F be the number of female shoppers and M be the number of male shoppers

That can be expressed as
[tex]\dfrac{F}{M}= \dfrac{10}{9}[/tex]

Given M = 1188

[tex]\dfrac{F}{1188}= \dfrac{10}{9}[/tex]

Multiply both sides by 1188

[tex]\dfrac{F}{1188} \times 1188= \dfrac{10}{9} \times 1188\\\\F = 1,320[/tex]

Total number of shoppers = M + F
= 1188 + 1320
= 2,508 shoppers

Answer:

The correct answer is C) The scale factor is multiplied by the scale figure's lengths.

When using a scale factor, you are typically working with a "scale figure," which is a smaller or larger version of the original figure. To determine the lengths of the original figure using a scale factor of 0.25, you would multiply each length of the scale figure by 0.25.

For example, if the scale figure has a length of 8 units, you would multiply 8 by 0.25 to get 2, which would be the corresponding length of the original figure. So if the original figure was four times larger than the scale figure, it would have a length of 32 units (4 times 8).

Therefore, when using a scale factor to determine the lengths of an original figure, you need to multiply each length of the scale figure by the scale factor to get the corresponding length of the original figure.

Step-by-step explanation:

Farid is able to produce 8 small pies.

Addition is a way of combining things and counting them together as one large group. ... Addition in math is a process of combining two or more numbers.

here, we have,

Given: For the filling, Farid blends 1 pound of each blackberries, blueberries, and raspberries. Following that, he spoons 6 ounces of the filling into each tiny pie pan.

We need to find How many tiny pies can be made if he wants to use all of the filling.

Raspberries, blueberries, and blackberries, each weighing 1 pound, are combined by Faris for the filling.

3 pounds of filler total from 1+1+1= 3*16 ounces.

1 pound equals 16 ounces. = 48 ounces

Each little pie tin is filled with 6 ounces of filling by Faris.

48 ounces divided by 6 ounces equals 8 mini pies.

Hence, the Farid made 8 mini pies with 6 ounces.

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Answer: $ 18.08

Step-by-step explanation:

Given: Money in wallet = $25.83

Given: Money spent = $7.75

To find: Money left in the wallet after lunch = money in the wallet - money spent

                                                                     = $(25.83-7.75)

                                                                     = $ 18.08

The total revenue function is 60x.

The total cost function is 35x + 450.

The profit function is 25x - 450.

Since we have a constant selling price of GH 60, a fixed cost of GH¢450 and a variable cost of GH¢35 an item.

Let x be the number of items

Total revenue function =  constant selling price * x

Total revenue function = 60x

Total Cost Function = Variable cost + Fixed cost

Total Cost Function = 35x + 450

Profit function = Total revenue function - Cost function

Profit function = 60x - (35x + 450)

Profit function = 60x - 35x - 450

Profit function = 25x - 450

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The Taylor series expansion of f(h) = ln(3 - 2h) around h = 0 is given by:

f(h) = f(0) + f'(0)h + R(h)

where f(0) = ln(3), f'(0) = -2/3, and R(h) is the remainder term.

To find the remainder term, we need to take the higher-order derivatives of f(h) and evaluate them at h = 0. We have:

f''(h) = 4/(3(3 - 2h))^2, f'''(h) = -32/(3(3 - 2h))^3, and so on.

Evaluating these at h = 0, we get f''(0) = 4/9 and f'''(0) = -32/27.

Thus, the remainder term can be expressed as:

R(h) = (1/2)f''(xi)h^2 = (1/2)(4/9)(xi)^2h^2 = (2/9)(xi)^2h^2

where xi is some unknown constant between 0 and 4.

Therefore, the first two terms in the Taylor series expansion of f(h) are:

ln(3) - (2/3)h

and the remainder term involves the unknown constant xi, given by R(h) = (2/9)(xi)^2h^2.

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Answer:70

Step-by-step explanation:

Given: <f and <c ratio 2:5

To find: <f and <c

Solution: 2x+5n=180' minus 110'

7n=70'

x=10'

<f= 2x10=20'

<e= 5x10=50'

The sum of <F and <E

= 20'+50'=70'

Answer:

504

Step-by-step explanation:

3780÷7.5=504

504 mph because 504 x 7.5 = 3780

Please give good review. :)

Function to calculate amount of coffee in Dave's system after x hours

= y = 135(0.6)ˣ

An exponential function is a Mathematical function in the form f (x) = aˣ, where “x” is a variable and “a” is a constant which is called the base of the function and it should be greater than 0. The most commonly used exponential function base is the transcendental number e, which is approximately equal to.

Given,

Dave drinks 12-ounce cup of coffee each morning

One cup has 136 mg of caffeine

caffeine in his system decreases about 40% every hour
In x hours,

Amount of caffeine in his system

y = a(1 - 40/100)ˣ

or

y = 136(1-0.4)ˣ

y = 135(0.6)ˣ

Hence, y = 135(0.6)ˣ is the function to calculate amount of caffeine in system of Dave after x hours.

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Answer: X axis , Y axis , y=-2

Step-by-step explanation:

The additional piece of information needed to prove that ΔLKN ~ ΔKNM by the SAS similarity theorem is; MN/LK||MN.

The SAS (Side-Angle-Side) similarity theorem states that if two triangles have two pairs of corresponding sides that are in proportion, and the included angles are congruent, then the triangles are similar.

In this case, we are given that ΔLKN and ΔKNM share the angle at vertex K, and we know that LN/MN and LK/KN are in proportion.

However, we need to establish that MN/LK||MN, that means MN is parallel to LK and forms a transversal with LN.

This information is necessary to establish that the included corresponding sides are congruent, which is required for the triangles to be similar.

Therefore, the additional piece of information needed to prove that ΔLKN ~ ΔKNM by the SAS similarity theorem.

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Answer:

Step-by-step explanation:

1. measurement of length

2. measurement of area

3. measurement of volume

4. measurement of weight

5. measurement of length

6. measurement of weight

7.measurement of volume

8. measurement of area

Answer:

Hey bro, solving this would be relatively simple. If the Redwood tree is 6 meters tall, then the height of the carpool lane sign can be easily calculated using similar triangles. Using the lengths of their respective shadows, the carpool lane sign should be 3 meters tall, because the ratio between the height of the Redwood tree and the carpool lane sign, is the same ratio as between their respective shadows (8 to 4). The based way to solve this problem would be to measure the length of the shadows, and then use the ratio to calculate the height of the carpool lane sign.

Answer:

You need to set up the problem to solve for X. X = how tall is the tree? Set up your problem in this fashion. Set up the formula then arrange to solve for X. X/9 (shadow of the tree) = 15 (how tall the building is)/6 (shadow of building) X= 15/6 * 9 To get X alone, you need to move 9 to the other side of the equation. multiply by 9 on each side. For X side, this nullifies 9 and gets 9 to the other side. X= 2.5*9 You have divided 15 by 6, now multiply by 9 to get final answer for X X=22.5 meters The tree is 22.5 meters tall.

Step-by-step explanation:

If this is not.. right ill do another answer!!

Answer:

Here is the input-output table for Sequence I:

Figure Number, n | Total Number of Tiles, T

1 | 10

2 | 12

3 | 14

4 | 16

5 | 18

6 | 20

7 | 22

8 | 24

9 | 26

10 | 28

And here is the input-output table for Sequence II:

Figure Number, n | Total Number of Tiles, T

1 | 5

2 | 8

3 | 11

4 | 14

5 | 17

6 | 20

7 | 23

8 | 26

9 | 29

10 | 32

Let's call the amount of water in the first pool "x" and the amount of water in the second pool "y". We know that:x = 582 + 20.25t (where t is the time in minutes)

y = 44.5tWe want to find the time "t" at which x = y, so we can set the two equations equal to each other:582 + 20.25t = 44.5t

Expanding the second equation and solving for t, we get:582 = 24.25t

t = 582 ÷ 24.25 = 24 minutes

So, after 24 minutes, the two pools will have the same amount of water.

To find out how much water will be in each pool, we can plug this value of t back into the first equation:x = 582 + 20.25t = 582 + 20.25(24) = 582 + 485 = 1067 liters

y = 44.5t = 44.5(24) = 1067 liters

So, both pools will contain 1067 liters of water.

Answer:

Below

Step-by-step explanation:

First pool starts with 582 and adds  20.25 * m        m = minutes

Volume1 = 582 + 20.25 m

Volume 2 = 44.5 m

At what 'm' are they equal ?

582 + 20.25 m       =      44.5 m       subtract 20.25 m from both sides to get

582 = 24.25 m       divide both sides of the equation by 24.25

m = 24 minutes      <=====use this value in either equation to find the volume          volume2 = 44.5 * 24 = 1060 gallons

Answer:

If the ratio of lemon disinfectant to water is 4 oz to one gallon, then we can say that for each gallon of water, we need 4 oz of lemon disinfectant. To find how much lemon disinfectant is needed for 6 gallons of water, we can multiply the amount needed for one gallon by the number of gallons:

4 oz/gallon * 6 gallons = 24 oz

Therefore, we need 24 oz of lemon disinfectant to be added to 6 gallons of water.

Step-by-step explanation:

Answer:

Given: x * 4 oz = 6 gallons.

First, multiply 4 oz and x:

4x = 6 gallons.

Then convert 6 gallons to oz:

4x = 768 oz.

Then divide both sides by 4:

x = 192.

First press button 9, then press the button on which the (^) sign is mentioned. Then button press 6. Then the value you get is 531,441.

At the point when the important parts and fundamental cycles of a mathematical technique are given qualities, the articulation's outcome is the consequence of the calculation it portrays.

The meaning of straightforwardness is simplifying something to accomplish or get a handle on while likewise making it somewhat less troublesome.

The expression is given below.

⇒ 9⁶

First press button 9, then press the button on which the (^) sign is mentioned. Then button press 6.

The value of the exponent numerical expression 9⁶ will be 531,441.

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The correct question is given below.

What is the correct sequence of steps for calculating 9⁶ on a scientific calculator?

In a parallelogram, the consecutive angles are supplementary (add up to 180 degrees). x can represent the first angle, and 4x can represent the second angle. With this information you can create the equation x + 4x = 180 and solve.

5x = 180

x = 36

So the measure of the first angle is 36 degrees, and the one that is 4 times larger is 144 degrees.

the coach can form 4 teams of 9 boys and 9 girls each, and there will be 9 players left over who cannot form a complete team.

The GCD (Greatest Common Divisor), also known as the HCF (Highest Common Factor), is the largest positive integer that divides two or more integers without leaving a remainder.

For example, the GCD of 12 and 18 is 6, because 6 is the largest positive integer that divides both 12 and 18 without leaving a remainder.

Given by the question.

To form teams with an equal number of boys and girls, we need to find the greatest common divisor (GCD) of 36 and 45.

The prime factorization of 36 is 2^2 x 3^2, and the prime factorization of 45 is 3^2 x 5.

The common factors are 3^2 = 9. Therefore, the GCD of 36 and 45 is 9.

This means that the coach can form teams of 9 boys and 9 girls each.

To find out how many teams he can form, we need to divide the total number of boys and girls by the number of players on each team:

Number of teams = Total amount of players / Number of players per team

Number of teams = (36 + 45) / 18

Number of teams = 81 / 18

Number of teams = 4 with a remainder of 9

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The required solutions of the given system of equation are  x = 1 and y = 1.

The definition of an equation in algebra is a mathematical statement that demonstrates the equality of two mathematical expressions. For instance, the equation 3x + 5 = 14 consists of the two equations 3x + 5 and 14, which are separated by the 'equal' sign.

To find the values of x and y that satisfy the system, we need to solve the equations simultaneously:

y = -2x + 3 ... (1)

y = 5x - 4 ... (2)

Setting the right-hand sides of (1) and (2) equal to each other, we get:

-2x + 3 = 5x - 4

Simplifying this equation, we get:

7x = 7

Dividing both sides by 7, we get:

x = 1

Substituting x = 1 into either equation (1) or (2), we get:

y = -2(1) + 3 = 1

Therefore, the only solution that satisfies both equations is x = 1 and y = 1.

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The probability of randomly selecting a number between 1 and 1000 (including both ends) which is divisible by 3, 3 and 5, and 3 or 5 is 33.3%, 6.6%, and 46.7%, respectively.

To find the probability of randomly selecting a number between 1 and 1000 (including both ends), we can count the number of the desired outcomes and divide it by the total number of possible outcomes.

a. To find the probability of randomly selecting a number between 1 and 1000 (including both ends) which is divisible by 3, we can count the number of multiples of 3 between 1 and 1000, and divide by the total number of possible outcomes.

The first multiple of 3 is 3, and the last multiple of 3 that is less than or equal to 1000 is 999.

999/3 = 333

So there are 333 multiples of 3 between 1 and 1000.

probability = 333/1000 = 0.333 = 33.3%

b. To find the probability of randomly selecting a number between 1 and 1000 (including both ends) which is divisible by 3 and 5, we can count the number of multiples of 15 (the least common multiple of 3 and 5) between 1 and 1000, and divide by the total number of possible outcomes.

The first multiple of 15 is 15, and the last multiple of 15 that is less than or equal to 1000 is 990.

990/15 = 66

So there are 66 multiples of 15 between 1 and 1000.

probability = 66/1000 = 0.066 = 6.6%

c. To find the probability of randomly selecting a number between 1 and 1000 (including both ends) which is divisible by 3 or 5, we can count the number of multiples of 3 or 5 (or both) between 1 and 1000, and divide by the total number of possible outcomes.

To count the number of multiples of 3 or 5, we can add the number of multiples of 3 and the number of multiples of 5, and then subtract the number of multiples of 15 (to avoid double-counting).

The number of multiples of 3 between 1 and 1000 is 333, the number of multiples of 5 is 200, and the number of multiples of 15 is 66.

probability = (200 + 333 - 66)/1000 = 0.467 = 46.7%

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Suppose that, Au=0 and Av=0. Then, we already have A(u+v)=Au+Av. Now, A(u + v) = Au + Av = 0 + 0 = 0.

Now, let c and d be scalars. Using both parts of Theorem 5, A(cu + dv) = A(cu) + A(dv) = cAu + dAv = c0 + d0 = 0.

A matrix, also known as matrices, is a rectangular array or table with numbers, symbols, or expressions that are arranged in rows and columns to represent a mathematical object or a property of that object. Matrix types are not all associated with linear algebra. In particular, this applies to incidence matrices and adjacency matrices in graph theory.

Unless otherwise stated, all matrices in this article, which focuses on matrices related to linear algebra, represent linear maps or can be viewed as such. The majority of mathematical and scientific disciplines use matrices, either directly or indirectly through the use of geometry and numerical analysis.

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The possible set of inequalities are;

x = -3,

x = -1,

x = 1,

x = 3,

x = 5.

Inequalities are the comparison of mathematical expressions, whether one quantity is greater or smaller in comparison to another quantity.

We use these symbols to represent inequalities, '>' , '<', '≥', '≤'

The critical points of a rational inequality are the x-values at which the inequality changes direction (from "<" to ">" or vice versa). In this case, the critical points are -1, 3, and 4.

To find the complete solution to the inequality, we need to test points on either side of the critical points. For example, if we test a value less than -1, such as -2, and find that it satisfies the inequality, then all values less than -1 also satisfy the inequality. On the other hand, if a value less than -1 does not satisfy the inequality, then no values less than -1 satisfy the inequality.

Therefore, a complete solution to the inequality can be found by testing values around each critical point. A common set of points to test for this purpose is the critical points themselves, and values just less than and just greater than each critical point.

So, a possible set of points to test to find the complete solution to the inequality is:

x = -3,

x = -1,

x = 1,

x = 3,

x = 5.

These points bracket the critical values and allow us to determine which intervals of values satisfy the inequality.

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The composite figure consists of two rectangular pyramids, volume is 45 unit³.

Pyramids are three-dimensional structures having triangle faces and have an encompassing polygon shape at its base. If the base of a pyramid is rectangular, then it is called a rectangular pyramid.

Given,

Total height of two rectangular pyramids = 10 units

height of each pyramid is 5 unit.

Base lengths are 9units and 1.5 units.

Both are connected at their bases.

Dimensions are same of both pyramids

Composite figure consists of two rectangular pyramids.

Volume of the composite figure

= 2(length × width × height)/3

= 2(9×1.5×5)/3

= 2(13.5×5)/3

= 2(67.5)/3

= 135/3

= 45 unit³

Hence, 45 unit³ is volume of composite figure, that consists of two rectangular pyramids.

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Answer:A D

Step-by-step explanation:

Three equal payments of $1,468834.26 made today, in month 10, and in month 15, with 5% semiannual interest, will be sufficient to cover the debt of $4,000,000 that matures in month 7.

To replace the obligation of $4,000,000 that matures in month 7, we need to calculate the size of three equal payments that can be made today, in month 10, and in month 15, that will cover the debt with interest.

First, we need to determine the semiannual interest rate. The annual interest rate is 10%, so the semiannual interest rate is 5% (10%/2).

Next, we can use the present value formula to calculate the size of the equal payments:

PV = PMT * [(1 - (1 + r)^-n) / r]

where PV is the present value of the debt, PMT is the size of the equal payments, r is the semiannual interest rate, and n is the number of semiannual periods.

Since the debt matures in month 7, which is the end of the sixth month, and the payments will be made today (month 0), in month 10 (the end of the ninth month), and in month 15 (the end of the fourteenth month), we have three semiannual periods to consider.

Using the values we have, we can substitute them into the formula:

PV = $4,000,000

r = 5%

n = 3

$4,000,000 = PMT * [(1 - (1 + 5%)^-3) / 5%]

Solving for PMT, we get:PMT = $1,468834.26

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Translation:

Replace an obligation of $4,000,000 that matures in month 7, by three equal payments, one today, another in month 10 and the final one in month 15, considering an interest of 10% Cash Semiannual.

Answer:

Step-by-step explanation:

a

Answer:

ITS A

Step-by-step explanation:

The reason why is because that dude up there said the same thing so yeah..

Answer:

The average of all the data is calculated in statistics. 

However, statistics is a field that goes beyond average and is not a complete science of it. 

There are other additional statistical tools. 

which explains how statistics is an extension of mathematics.